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Exploring 12 to 14 year old children’s perceptions of the causes and effects of physical violence between children : a Lynedoch studyDemas, Grant 03 1900 (has links)
Thesis (MA (Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Violence occurs everywhere in the world, yet in poor communities like Lynedoch,
located in the Western Cape Province of South Africa, physical violence between
children has become endemic. It is so severe that in 2004 a child from this
community was murdered by peers. Furthermore, a trend has been observed
throughout South Africa, of serious acts of physical violence between children. This
has escalated to such an extent that in 2008 the country’s schools were declared the
most unsafe and dangerous in the world.
The present study was undertaken to obtain a firsthand understanding of the causes
and effects of physical violence between children in Lynedoch. It was further
motivated by the researcher’s location as a Lynedoch resident and school teacher.
The information was obtained from 12 child participants who reside in Lynedoch.
Qualitative research was employed and a depth focus group interview was used to
obtain the information. The information which was obtained was then categorised into
units, from which the themes were extrapolated. It was the research instrument of
choice, because it is highly recommended for conducting research with children and
for exploring sensitive topics. Once the information was obtained, the participants
were debriefed.
In order to formulate a holistic and systemic understanding of the research findings
Urie Bronfenbrenner’s bio-ecological systems theory was used as a framework. This
enabled the researcher to discuss the findings within the constructs of the microsystem,
the meso-system, the exo-system, the macro-system and the chrono-system. The discussion also included the issue of the influence of nature versus nurture, the
emotional system, the cognitive-system and the behaviour-system.
The findings of the present study revealed that the perceived causes of the physical
violence between children in Lynedoch include a lack problem solving skills,
difficulty dealing with certain emotions, low self-esteem, poor conflict resolution
skills, domestic problems, difficulty communicating, a need for attention, and adults
modeling physical violence to children. The perceived effects of physical violence
between children in Lynedoch include painful emotions, desensitisation, displaced
anger, vengefulness and suicidal ideation.
In order to practically address the problems that were revealed through the
formulation of the research findings, the present study recommends the
implementation of systemic changes at multiple levels, including political, social,
economic and personal changes. / AFRIKAANSE OPSOMMING: Geweld kom oral in die wêreld voor, veral in armer gemeenskappe soos Lynedoch,
wat in die Wes-Kaap Provinsie van Suid-Afrika geleë is. In hierdie gemeenskap het
fisiese geweld tussen kinders endemie geword. In 2004 is kind vermoor deur
ander kinders van hierdie gemeenskap. Tendens is dwarsdeur Suid-Afrika
opgemerk, van ernstige gevalle van fisiese geweld tussen kinders. Dit het so vererger
dat Suid–Afrikaanse skole in 2008 as die mees onveilig en gevaarlike skole ter wêreld
bestempel is.
Die huidige studie was onderneem om eerstehandse begrip van die oorsake en
gevolge van fisiese geweld tussen kinders in Lynedoch te verkry. Die navorser was
verder gemotiveer deur sy betrokkenheid as onderwyser by die laerskool en as
inwoner van die Lynedochgemeenskap. Twaalf kinders van die Lynedoch
gemeenskap het deelgeneem aan die studie. Kwalitatiewe navorsing was gedoen.
Fokusgroeponderhoud was gebruik om die inligting te verkry. Hierdie
navorsingsintrument was gebruik omdat dit die aanbevole metode is vir navorsing met
kinders en veral wanneer sensitiewe onderwerpe ondersoek word. Na die afloop van
die onderhoude, was daar ontlonting vir deelnemers.
Om holistiese en sistemiese begrip van die navorsingsresultate te formuleer, is Urie
Bronfenbrenner se bio-ekologiese sisteeem teorie gebruik. Dit het die navorser in
staat gestel om die bevindinge binne die raamwerk van die mikro-sisteem, mesosisteem,
exo-sisteem, makro-sisteem en die chrono-sisteem te bespreek. Die
bespreking het ook die kwesie van die invloede van die mens se natuur teenoor die invloede van die omgewing, die emosionele sisteem, die kognitiewe sisteem en die
gedrag-sisteem gedek.
Die bevindinge van die huidige studie het die volgende oorsake van fisiese geweld
tussen kinders in Lynedoch geopenbaar: gebrek aan probleemoplossingsvaardighede;
die swarigheid om pynlike emosies te verwerk; lae selfbeeld; swak
konflikhanteringsvermoëns; huishoudelike probleme; probleme met kommunikasie
vaardighede, en tekort aan aandag en volwassenes se fisiese gewelddadige gedrag.
Die waargenome effekte van fisiese geweld tussen kinders in Lynedoch sluit die
volgende in: pynlike emosies; desensitisering; verplaasde gevoelens van woede;
wraaksugtigheid en selfmoordgedagtes.
Ten einde die probleme wat deur hierdie studie na vore gekom het, prakties aan te
spreek, word sistemiese veranderinge op verskeie vlakke, insluitend persoonlike,
sosiale, ekonomiese, sowel as polities aanbeveel.
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Migration, development and social change in a 21st century North Indian hill villageDaehnhardt, Madleina January 2018 (has links)
This dissertation analyses movements from and to a contemporary 21st century Indian multi-caste village in the Kumaun Himalayas, where movements have traditionally involved transhumance and border trade with western Tibet. With the closure of the Indo-Tibetan borders after the Indo-China war in 1962, the economy and livelihoods of the people of the region have fundamentally changed and movements now take place in the form of migration for work to the plains of India, both in the private sector and in government services. The dissertation is based on an ethnographic village study and explores all contemporary forms of movement visible in the village: out-migration; return-migration; and in-migration. It examines how these different types of movement tie in with the changing socio-economic lives of the villagers. This explorative study focuses on the patterns, causes and effects of migration on rural lives past and present, and on the multiple interrelated social changes, which are part of these migratory processes. The author uses mixed qualitative-quantitative methods, including a census survey of all 148 households, 45 semi-structured interviews, follow-up in-depth interviews, and innovative methods such as arts-based visual methods. The framework applied is interdisciplinary and multi-theoretical and contributes to the existing empirical body of literature on migration, development and change. The author chooses to employ the framework of the rural left behind when examining the lives of the wives and elderly parents of migrants. However, she argues that those in the village who are in the truest sense ‘left behind’ are not the family members of migrants, but the unemployed men who lack the capabilities to migrate for work and who reside in the village without any gainful economic activity. The thesis structure includes eight chapters in addition to the introduction and conclusion. Chapter 1 reviews the relevant literature on migration and development and is followed by the methodology chapter (chapter 2), a village background chapter (chapter 3) and a chapter covering the historical context (chapter 4). The structure of the main analysis (chapters 5-8) is along the lines of patterns and reasons for out-migration (chapter 6), out-migration types and their impact (chapter 6), return migration types, reasons and impact (chapter 7) and in-migration types, reasons and impact (chapter 8). Each analysis chapter ends with brief conclusions; these are expanded in the final conclusions (chapter 9).
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Motivación de los profesores de la carrera de Contabilidad en virtud de la teoría de la atribución / Reação Motivacional Docente do Curso de Graduação em Ciências Contábeis sob a Perspectiva da Teoria Atribucional / Motivation of Professors in the Undergraduate Course of Accounting. Perspective of the Attribution Theory.Da Silva, Alini, Sulzbach Pletsch, Caroline, Tanira Biavatti, Vania 10 April 2018 (has links)
Few studies research about the causes of teacher motivation. Teachers should be considered as human beings and social actors, with problems and perspectives, people who struggle to achieve their goals and have a full career. They are motivated like any other professional, and by understanding these causes we can work on improving teaching and the effective process of teaching and learning. Thus, the aim of this study is to analyze the motivation of Accounting teach- ers from the perspective of attribution theory. The methodology used was descriptive and quantitative data collection approach. A survey was conducted among Accounting professors from three institutions in the State of Santa Catarina. Data analysis was performed using multidimensional scaling with SPSS software. Results pointed out the motives Accounting professors have to exercise their profession: love for the career; teaching and research; interpersonal relation- ships; career path; personal and professional satisfaction; working for a university; financial; learning and knowledge; vocational and professional status. The relationship between professor, students and their co-workers, effort and luck were the main causes of the motivation among these professionals. / Pocos estudios se preocupan por investigar qué motiva a los docentes. Los maestros deben ser considerados como seres humanos, actores sociales con problemas y perspectivas, personas que luchan por alcanzar sus metas y tener una carrera plena. Ellos están motivados por distintas causas, como cualquier otro profesional, y al comprender estas causas se puede trabajar para mejorar el trabajo de docencia y el proceso efectivo de enseñanza y aprendizaje. Por lo tanto, el objetivo de este estudio fue analizar la motivación de los docentes de la carrera de Contabilidad desde la perspectiva de la teoría de la atribución. La metodología utilizada fue descriptiva y cuantitativa. Se hizo un cuestionario dirigido a profesores que enseñan la carrera de Contabilidad en tres instituciones del Estado de Santa Catarina. Se analizaron los datos utilizando la técnica de escalamiento multidimensional y el software SPSS. Los resultados señalaron los motivos por los que los profesores de Contabilidad ejercen la profesión: amor por la carrera; enseñanza e investigación; relaciones interpersonal; línea de carrera; satisfacción personal y profesional; trabajo para una universidad; financiera; el aprendizaje y el conocimiento; vocación y status profesional. La relación entre profesores, alumnos y sus compañeros de trabajo, esfuerzo y suerte fueron las principales causas de motivación en estos profesionales. / Poucos estudos preocupam-se com a investigação das causas da motivação docente. Os professores devem ser considerados como seres humanos, atores sociais com problemas e perspectivas, que lutam para atingir seus objetivos e ter uma carreira plena. São motivados por causas, como outro profissional, e entendendo-se estas causas pode-se trabalhar para a melhora do trabalho docente e o processo eficaz do ensino e aprendizagem. Desta forma, o objetivo do presente estudo foi analisar a reação motivacional de docentes do curso de Ciências Contábeis sob a perspectiva da Teoria Atri- bucional. A metodologia utilizada foi descritiva, levantamento de dados e quantitativa. Aplicou-se questionário aos docentes do curso de graduação em Ciências Contábeis de três instituições do Estado de Santa Catarina. A análise dos dados foi realizada por meio da Técnica de Escalonamento Multidimensional com a utilização do software SPSS®. Os resultados apontaram como motivos dos docentes do curso de graduação em Ciências Contábeis em exercer a profissão: o amor pela carreira; ensino e pesquisa; relacionamento interpessoal; plano de carreira; satisfação pessoal e profissional; atividade junto a uma universidade; financeiro; aprendizado e conhecimento; vocação e status profissional. O relaciona- mento dos docentes com os alunos e seus colegas de trabalho, o esforço e sorte foram às principais causas evidenciadas sobre a motivação destes profissionais.
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