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The Impact of Culture on the MCMI-III Scores of African American and Caribbean BlacksLloyd, Althea Marjorie 01 January 2009 (has links)
The Millon Clinical Multiaxial Inventory-Third Edition (MCMI-III) currently ranks among the most commonly utilized personality tools. A review of the literature revealed that ethnic minorities tend to score higher on certain scales of the MMPI and MCMI compared to their White counterparts. The literature also indicated that acculturation level can serve as a moderator variable on overall performance on these measures. Most of the studies that examined racial/ethnic differences on the MCMI were conducted using the MCMI-I and MCMI-II. While many MCMI studies have explored racial differences, few studies have examined the impact of cultural factors on MCMI-III performance. To date, there is no empirical data on the impact of culture on the MCMI-III scores of Blacks from different cultural backgrounds. Given the significant increase in the number of Black immigrants to the United States especially from the Caribbean and Africa, Black Americans are becoming an even more diverse group, representing different cultures and nationalities.
In the current study, the performance of African Americans (n = 52) and Caribbean Blacks (n = 77) were compared on the Antisocial, Narcissistic, Paranoid, and Delusional Disorder scales of the MCMI-III. Attempts were also made to compare Blacks in the current sample to the MCMI-III's development sample. Additionally, the impact of cultural variables was examined using the African American Acculturation Scaled-Revised (AAAS-R). Multivariate Analysis of Variance procedure revealed no significant difference in performance between the two groups on the select scales of the MCMI-III (p =.883). Additional analyses revealed significant difference between the two groups on the Compulsive scale: Caribbean Blacks obtained a higher mean (Cohen's d =.-50. F= 6.663, p = .011).
Analyses comparing the Blacks in the current sample to the MCMI-III's development sample indicated the following: a) a significant difference between the two groups on the Antisocial, Narcissistic, and Delusional Disorder Scales and b) no significant difference between the two groups on the Paranoid scale (p = .559). Supplemental analysis revealed moderate association between the Paranoid and Delusional Disorder Scales of the MCMI-III and certain scales of the AAAS-R, implying both a degree of item overlap and similar item content.
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A black community in Vancouver? : a history of invisibilityRudder, Adam Julian. 10 April 2008 (has links)
No description available.
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Aspekte van die makro-organisering en -beheer van die standerd 10-eksamen van die Departement van Onderwys en Opleiding13 October 2015 (has links)
M.Ed. (Education Management) / Please refer to full text to view abstract
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Aspekte van beroepsoriëntering van swart stedelike leerlinge20 November 2014 (has links)
M.Ed. (Psychology of Education) / Please refer to full text to view abstract
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Early lateral preferences and mental processing trends in black preschoolers.Jansen, Carmel Patricia January 1998 (has links)
A Thesis submitted to the Faculty of Arts,
University of the Witwatersrand
in fulfilment of the requirements
for the Degree of Doctor of Philosophy / The current study adopts a developmental neuropsychological perspective, an approach
which does not imply brain dysfunction but rather the principle of understanding the general
relationship hetween brain growth and behavioural changes and the effect of environmental
factors in children. A neuropsychology of normal development would seem to be an
appropriate initial prerequisite if we are to understand the effects of brain insult or disease
in the developing child. A modest aim was to acquire a fundamental understanding of
emerging skills in black preschool children, starting with the most basic, the development of
lateral preferences. This area was selected (a) as a departure point because of its location
within the broad area of cerebrallateralization and (b) the opportunity it provided to explore
the children's mental processing skills within the same theoretical perspective.
The purpose of the present study was the longitudinal investigation of lateral preferences
in a sample of Soweto children at three and five years.and information processing skills in
the same sample at five years. Three hundred and thirty-five children, 170 girls and 165
boys, were sampled with the assistance of the Birth to Ten project.a longitudinal study of
growth, health and development of children living in the Johannesburg Metropolitan area over
a ten year period, 1990 to 2000. The children were assessed prior to starting school in
January, 1996. A descriptive approach was adopted in explaining the patterns of handedness,
footedness and eyeness. The findings showed that the patterns for handedness reflected the
expected rightward direction at both ages although the degree to which preference has oeen
established was weaker at five years than that reported in other studies with children of
similar ages. Thirty-nine percent of the sample were mixed-handed at five years,only 3%
were mixed-footed and 5% showed mixed-eyeness,
At five years Simultaneous and Sequential information processing skills were assessed
with the Kaufman Assessment Battery for Children (K-ABC). Factor analysis revealed a two
factor solution broadly supporting the presence of the two processing styles. However the two
coding processes were differentially distributed throughout the sample showing significant
differences. More specifically.it was found that 34% of the children presented profiles of both
processing styles that were below the group mean;31 % showed profiles where one or other
coding style was below the group mean;23 % of the children portrayed processing profiles
above the group mean. Thirty-nine children (12 %) presented patterns of processing that were
above the group mean but were highly developed in one or other processing style. Each of
the profiles that emerged were grouped and considered separately.
Cognitive tasks involving verbal fluency, naming skills,draw-a person,basic perceptual
knowledge,basic literacy.plus lateral preference information such as handedness direction,
handedness consistency and handedness skills were appended to all the groups. Low scores
in processing styles were found to be associated with poor verbal skills, low mental age,poor
perceptual and basic literacy knowledge,poor hand skill performance,and greater (but nonsignificant)
numbers of mixed-handers. The lowest scoring group also contained the majority
of male left-handers. One of the highest scoring groups showed the strongest lateralizing
patterns although the numbers were small (n= 11). Girls with above average sequential skills
also scored highly on verbal fluency (p < .05) and hand skills (p < .05). Boys in this group
showed the strongest degree of right-handedness (p < .05). In the four lower performance
groups,background variables such as type of preschool experience (p <.001),the presence of
books in the home (p < .05) and mothers level of education (p <.001) were found to be
significant. A regression model which incorporated environmental, epigenetic, cognitive and
motoric factors was found to be the most viable in predicting processing skills. / Andrew Chakane 2018
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Social conflicts over African education in South Africa from the 1940's to 1976Hyslop, Jonathan January 1990 (has links)
A thesis submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy. / Contemporary work in the Sociology of Education has been
sharply polarized between approaches which emphasize the
reproductive role of education systems and those which
emphasize the role of popular resistance and culture in
shaping the social relations of schooling. That opting for
either of these two divergent approaches poses serious
theoretical dilemmas is demonstrated particularly sharply
by attempts to analyze the South African education system
for Africans in the years between the 1940s and 1976. On
the one hand, it is widely seen as a system which
maintained relations of class and racial inequality; on the
other it produced an enormous student rebellion in 1976.
The thesis suggests that viewing education systems as part
of the state, understood as a contested field of social
relations, offers a way of investigating educational
conflict which avoids both the functionalism of
reproductionist perspectives and the voluntarist tendencies
of culturalist interpretations. It enables the valid
insights of these theories to be integrated into an
analysis without their characteristic drawbacks. On this
basis a series of analytical propositions about Bantu
Education are generated.
The thesis argues that the relationship between Bantu
Education policy and capitalism was changing and contingent
rather than fixed, as previous analyses have implied. The
state educational bureaucracy did not function as an
instrument of capital; rather, at certain times its aims
were complimentary with the needs of capital, and at other
times, largely contradictory with them, The education
system reproduced varying levels of skill in the work force
across time. Urbanization and industrialization, were central
forces moulding education policy, the introduction
of Bantu Education policy was a response to urban crisis.
The thesis argues that the way in which state education
policy was pursued was partly shaped by popular movements.
There was a battle within the education system between the
hegemonic project of government and mass resistance.
Changes in popular culture affected the nature of popular
responses to educational structures. Teachers' responses
were particularly affected by their ambiguous structural
position.
The thesis attempt to test these arguments through a
historical investigation of the period from the 1940s to
1976. It argues that the roots of Bantu Education policy
need to be sought in the social crisis resulting fro~
urbanization and industrialization, Which affected South
African society from the 1940s. In the education sphere,
this crisis was manifested in the inability of the existing
black education system to cope with the needs of urban
youth, growing conflict within the mission schools, and
disaffection and radicalization of the African teaching
profession. In these circumstances dominant class opinion
favored state intervention and restructuring of the
education system. The implementation of Bantu Education
from 1955 was initially focused on resolving the urban
crisis, by providing for the social control of the urban
working class and reproduction of a semi-skilled work
force. A notable campaign of resistance, in the form of
school boycotts by the African National Congress, opposed
the policy in 1955-1956, but eventually broke down,
primarily because of its inability to rival the state's
capacity to provide mass schooling. other forms of
resistance to state policy, such as opposition to the
establishment of school boards, teacher activism and
student riots, were too. dispersed and limited to block it.
By the early sixties, a new, state run, cheap education
system had been established. However the grim material
conditions in that system, and its racist administration,
prevented it from exploiting Opportunities to win active
popular support. In the 19608, government, enjoying
favorable political and economic conditions, moved to a
more rigid linking of education policy to the enforcement
of territorial apartheid, especially by preventing the
expansion of urban black secondary, technical and higher
education in the urban areas. It appeared that a degree of
popular acquiescence in the education system was
developing, with the stabilization of popular participation
in the school board system and in conservativee teachers
organizations. However, the system was generating new
industry, was adversely affected by skill
shortages increased by government educational policy, in
the early 1970s industry launched a strong campaign for
change in educational policy, which resulted in a
government shift toward expansion of urban schooling. By
the mid-1970s the changing political situation outside and
inside the country, changes in youth culture, new
ideological influences, and the material problems of the
expanding schooling system were creating a new and more
politicized culture of resistance amongst urban African
youth .The implementation of a new language policy by
government produced first the disaffection of school boards
and then revolt amongst students. The conclusion argues
that the analysis developed in the thesis has justified the
claim. that the theoretical approach adopted in it goes
beyond the limitations of reproductionist and culturalist
studies. / AC 2018
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An examination of the position and role of history in black secondary schools, with particular reference to the period since the introduction of bantu education.Zwane, Isiah Erich January 1991 (has links)
A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, In partial fulfilment of the requirements for the degree of Master of Education / 'Ihis research report examines the position and role of South African
history thought to pupils in Black Secondary schools between 1953 and
1988. This includes the perceptions of those who were pupils in Black
secondary schools from 1954 to 1975, and the views of teachers who
offered South African history at these schools during the period
examined. (Abbreviation abstract) / Andrew Chakane 2019
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Characterisation of hepatitis B virus DNA integrants in liver of southern African blacks with hepatocellular carcinomaMartins-Furness, Carla Suzana Pinto 15 February 2010 (has links)
Ph.D. thesis, Faculty of Health Sciences, University of the Witwatersrand, 2009
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An exploratory study into factors affecting the motivation and performance of black South African managers.Yudelowitz, Jonathan Brian January 1991 (has links)
A research report submitted to the
Faculty of Business Administration
University of the Witwatersrand,
Johannesburg,
In partial fulfilment of the
requirements for the degree of
Master of Management. / The development of black managers is one of the most important
challenges facing South African companies as the society
undergoes a transition to a non-racial order. (Abbreviation abstract) / Andrew Chakane 2019
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As ilusões da cor: sobre raça e assujeitamento no Brasil / The color illusions: about race and antipersonification in BrazilMartins, Hildeberto Vieira 05 June 2009 (has links)
O presente trabalho se propõe a realizar uma análise histórica que nos possibilite interrogar quais são as condições de produção e reprodução de certos modelos (idéias e práticas) sobre o que se instituiu denominar a questão racial brasileira. O objetivo deste trabalho é mapear a proliferação de uma série de discursos em torno da construção de um projeto nacional e civilizatório que teve como eixo principal a produção de um discurso racializado, ou seja, discutir de que modo certos fatores permitiram engendrar a produção de uma estranheza eficaz a partir da criação do que convencionamos chamar de elemento negro, constituindo-se como o representante mais eficaz desse espaço social destinado a demarcar um lugar de estranhamento (o outro como perigoso, anormal, diferente etc.). Utilizando como recurso analítico principal os trabalhos de Raimundo Nina Rodrigues e da Escola Baiana de Antropologia, discutimos como esse saber acadêmico possibilitou a formulação de um modelo psicofísico de explicação sobre a degeneração da raça brasileira. Mais tarde este modelo seria substituído por uma estratégia mais englobante, o que pode ser verificado pela aplicação dos conceitos de cultura ou aculturação, e mesmo pelo emprego dos modernos conceitos psicanalíticos. O nosso propósito consistiu em analisar a produção de certas práticas sociais: a constituição de uma ciência médico-psicológica; a difusão de certas opiniões a respeito do elemento negro através da imprensa e da literatura; a constituição jurídica do cidadão negro em decorrência da implementação de uma discussão política e legislativa pré e pós-abolicionista que se produziram em torno da construção de um projeto nacional e civilizatório e que tiveram como eixo principal a produção do elemento negro como personagem principal desse novo enredo: uma ortodoxia da cor. Optamos por discutir o processo de formação do Brasil e do brasileiro em finais do século XIX e início do século XX (período compreendido entre as décadas de 1870 e 1930), a partir das rupturas provocadas pelo iminente processo abolicionista. / This work aims at performing a historical analysis towards questioning the production and reproduction conditions of certain models (ideas and practices) regarding what become to be known as the Brazilian race problem. The purpose of this work is the mapping of the proliferation of various discourses regarding the construction of a national and civilized project whose backbone was the formation of a racial speech. In other words, we want to discuss how certain factors contributed to the engineering of an \"efficient strangeness\" derived from the creation of the so-called black element. This element turned out to be the most efficient representative of the social space designated to determine a strangeness locale (the other as dangerous, abnormal, different, etc). We discussed, based primarily on the research works of Raimundo Nina Rodrigues and of the Escola Baiana de Antropologia, the means by which such an academic knowledge facilitated the formulation of an explicatory psychophysical model for the degeneration of the Brazilian race. This model was subsequently generalized, which can be verified by concepts of culture or \"acculturations\", as well as by modern psychoanalytical concepts. Our proposal was to analyze the production of certain social practices: the constitution of a medico-psychology science; the diffusion of certain opinions regarding the black element through the press and the literature; and the judicial constitution of the black citizen. These practices were the result of the implementation of pre- and post-abolitionist legislative and political discussions inspired by a national and civil project whose backbone was the production of the black element as the principal character of this new script: the orthodoxy of color. We opted to focus our discussion on the formation process of Brazil and of the Brazilian between the final decades of the 19th century and the first decades of the 20th century (between 1870 and 1930), characterized by the ruptures aggravated by the imminent abolitionist process.
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