Young people have high rates of risk-taking, including alcohol use/abuse and high risk sex. The main purpose of this study was to gain insight into the drinking patterns and sexual behaviour of young UWC students. The aim was to investigate the relationship between alcohol use and unsafe sex practices (such as unplanned sex, multiple partners, and non/inconsistent condom use) and to identify any shifts in sexual practices in response to the HIV/AIDS crisis.

This study examined organizational member and housing staff perceptions of organizational culture and effectiveness of residence hall associations. Two instruments, the Residence Hall Government (RHA) Effectiveness Instrument designed by Tucker (2001) and the Organizational Culture Assessment Instrument (OCAI) designed by Cameron and Quinn (1999, 2006) were utilized to gather quantitative data, while individual interviews and focus groups were conducted utilizing selected questions from the Interview Questions for Doing a Competing Values Organizational Analysis (Quinn 1988) to collect qualitative data. A mixed methodology was utilized to collect and analyze data from three sites yielding 217 assessments, 27 interviews, and 6 student focus groups with members of residence hall associations during the spring 2008 semester. The study indicated that there is a positive relationship between all ideal culture type scores identified by the OCAI and effectiveness constructs identified by the RHA Effectiveness Instrument. Additionally, there is a difference in the perceptions of Clan and Hierarchy ideal culture type scores and Housing Relationship and RHA Effects effectiveness construct scores based upon housing staff membership or RHA Legislative Body membership. Furthermore, the research indicated that level of student involvement, emphasis on leadership development and training, patterns of communication and teamwork, financial resources, implementation of rules and procedures, roles in program planning, student voice, member evaluation, collaborative partnerships with host housing departments, and relationships with university Student Government were constructs for the development of organizational culture and influenced the organizational effectiveness of RHAs. Recommendations are provided for the organizational development and evaluation of residence hall associations. / by Lawrence B. Faerman. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Thesis (MEd)--Cape Peninsula University of Technology, 2018. / Technical Vocational Education and Training (TVET) colleges play an important role in providing a competent workforce that can contribute to the economic development of South Africa. TVET Colleges also provide an alternative pathway for students who have not completed grade 12. TVET Colleges have seen many changes during the past decades and have reportedly been underperforming in various areas, including academically. Student misconduct may, amongst other factors, have a determining influence on the poor performance of TVET Colleges. Student misconduct comprises the nature of student misconduct, factors leading to student misconduct and management of student misconduct. The nature of student misconduct, factors leading to student misconduct and methods used to manage student misconduct at TVET Colleges remain largely unidentified and need to be researched. The purpose of this study is to determine the nature of student misconduct, factors leading to student misconduct and how student misconduct is managed at a TVET College in the Western Cape. The nature of student misconduct is classified into ordinary student misconduct and serious misconduct. Factors leading to student misconduct are classified into factors related to the management of TVET Colleges, lecturer qualifications and competence and student background and preparedness. Management of student misconduct is classified into reactive methods and preventative methods for managing student misconduct. The research methodology employed for this study was an explanatory mixed method. The explanatory mixed methodology collects quantitative data first and then, based on the quantitative findings, collects qualitative data to elaborate on the quantitative findings. The major findings of the quantitative phase created topics for further discussion during qualitative interviews. The study found that the most frequent forms of TVET student misconduct are ordinary forms of student misconduct such as absenteeism, playing with cellular phones in class and arriving late for lessons. The most frequent factors leading to student misconduct were found to be students becoming hungry during lessons, students coming from disadvantaged homes and students finding work too difficult. Students' home environment and level of academic preparedness therefore has an impact on their behaviour. Students who originate from disadvantaged homes, experience lack of provision in their basic needs, and also a lack of geborgenheit which lead to student disciplinary problems. As a counter measure, methods applied in the interest of managing student misconduct should include an atmosphere of geborgenheit. The study indicated that the most effective methods for managing student misconduct are the creation of a friendly classroom atmosphere, lecturer’s good subject knowledge, proper lesson preparation and positive student-lecturer relationships. A combination of the above-mentioned methods implies interesting lessons filled with activities that engage students who feel safe, loved and unconditionally accepted in their learning environment. When students feel safe and unconditionally accepted they experience an atmosphere of geborgenheit, a pre-requisite for management of student discipline. Poorly disciplined students, it was found, who display deliberate forms of student misconduct should be disciplined by means of stricter methods such as classroom rules and the disciplinary procedure. Methods applied in the interest of managing student misconduct should, however, be accompanied by an atmosphere of geborgenheit. Disciplinary measures should address misconduct from a position of love and unconditional acceptance. Students with behavioural problems need to be identified and referred to student support services for effective support. It is recommended that an early identification and support system be considered for early identification and referral of students with behavioural problems. Successful implementation of an early identification system should include the involvement health and welfare organisations and religious organisations. Student support services should, in addition, be expanded and posts created for educational psychologists to provide effective counselling to students with behavioural problems. TVET lecturers need to have workplace experience and qualifications, academic qualifications and teaching qualifications to enable them to present interesting, well prepared lessons using a variety of methodologies. It is recommended that TVET Colleges and the DHET invest in upgrading the qualifications of TVET lecturers through bursary schemes, time off at work and salary scales that are linked to qualification levels.

The purpose of this study was to identify common themes which contribute to the subjective well-being of college students with disabilities. Four students with varying disabilities were recruited for participation in the study based on their well-adjusted behavior patterns and sense of well-being. Participants completed a series of quantitative instruments and three one-hour interviews. The data were analyzed and interpreted, resulting in eleven common themes. The emergent themes included: a perception of normality, a close family network, a perception of strong parental work ethic, valuing family and social support, personal independence, self-acceptance, a multidimensional view of health and wellness, a positive attitude, an emphasis on ability, being a campus leader and possessing a positive self-rating of wellness. The results of this study support the literature on adjustment for persons with disabilities and provide themes which may be useful for further study on larger groups. / Institute for Wellness

This study explored the relationship between cheating among university students and their cognitive developmental levels, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating. The purposes of this study were to investigate: (1) The relationships between academic dishonesty and each of the following overall independent variables: cognitive development, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating, and (2) the reasons behind college student academic cheating behaviors. The study used data from anonymous, self-report surveys administered to undergraduate students in-class and at supplemental sessions. Student participation was voluntary. The study was correlational. The five hypotheses were: (1) Self-concept is significantly and negatively related to academic dishonesty; (2) Cognitive development is significantly and negatively related to academic dishonesty; (3) Attitude toward cheating is significantly and negatively related to academic dishonesty; (4) The use of neutralization techniques is significantly and positively related to academic dishonesty; (5) Cognitive development, self-concept, and attitude toward cheating will make significant contributions to the regression model for the dependent variables of academic dishonesty. The data supported the first, third, and fourth hypotheses. However, the second and fifth hypotheses were supported under certain conditions. The roles of cognitive development and self-concept in academic dishonesty represent major findings.