Child sexual abuse is rampant in Zimbabwe. This can be attributed to several Zimbabwean ecosystemic factors that contribute to the gravity of the problem. This study explored these ecosystemic factors that affect Comprehensive Sexuality Education (CSE) in Zimbabwe to determine appropriate strategies to apply so that CSE could be successfully be provided to early grade children in Zimbabwe. This qualitative study used an interpretivist paradigm which was underpinned by the ontological assumption that reality is not objectively determined, but socially constructed. In this study, a case study design was utilised, embracing a semi-structured interview and document analysis as data-gathering instruments. This study was informed by Bronfenbrenner’s ecological systems theoretical framework. The main research question of the study was: What ecosystemic factors play a role in Comprehensive Sexuality Education in Zimbabwean schools? The secondary research questions were also as follows:  What are the teachers’ views and perceptions of teaching CSE in early grades?  How will parents perceive the introduction of CSE in the early grades?  In what way will the religious leaders perceive the introduction of CSE in the early grades as positive?  What are the cultural factors that impact on the teaching of CSE in early grades?  How do religious factors impact on the teaching of CSE in the early grades? The participants were ten early grade teachers, ten parents with children in early grades and five religious leaders. The study revealed that CSE was not taught to early grade children due to several ecosystemic factors. There is no CSE curriculum for early grade children in Zimbabwe. The teachers are uncomfortable to teach the subject because of the diverse cultural and religious beliefs of the Zimbabweans. Some churches believe CSE defiles innocent children. Their doctrines prevent other churches from teaching EMC to children before they reach the age of 14. The study recommended the development of CSE for early grades by teachers in conjunction with parents and religious leaders and the training of teachers to change their attitude towards the teaching of the subject as well as to provide them with appropriate content and teaching strategies. The provision of teaching and learning resources on CSE for teachers and early grade learners was also recommended. / Thesis (PhD)--University of Pretoria, 2020. / Early Childhood Education / PhD / Unrestricted

ABSTRACT Planning for Sustainable Development - Dilemmas for local authority planners This thesis for the degree of licentiate in regional planning at the Royal Institute for Technol-ogy is a study of certain aspects of the profession of comprehensive planners in Sweden. The empirical background of the thesis is an interview study of 15 Swedish local authority plan-ners noted for their professional commitment in working for a more sustainable society. The aim of the thesis is to identify, describe, analyse and evaluate planners’ experiences in using comprehensive planning as an arena for a more sustainable development in society, with new democratic forums. The thesis focuses on how the planners consider and manage the prob-lems they encounter. The empirical findings are based on in semi-structured interviews and have been analysed qualitatively. The findings are construed from theories and conceptions of global justice, ecological modernism, communicative planning, power and the reflective practitioner. An analysis of the planner’s experience as a problematisation in an actor-structure per-spective is the main result. The problems are formulated in four dilemmas frequently con-fronted by the planners in their daily work, as follows. Ecological, economic or social sustainability? The interviewed planners seem to feel deeply for the ecological aspects of their work, which they connect more with urban and regional planning than with economic and social issues. Despite this lesser involvement in social issues, they have experience from methods of citizen participation. Long- or short-term planning, comprehensiveness or components? The planners find it difficult to combine the long-term perspective in comprehensive planning and sustainable development with the short-term decisions of economic planning. The con-version to a more sustainable society is not compatible with the long-lasting physical struc-tures. Top-down or bottom-up perspective? The planners strive to use top-down methods, but at the local authority level there are strong traditions of rational methods for planning and decision-making. The interviewed subjects were disappointed in the weak citizen interest in comprehensive planning. The planner as an expert, co-ordinator or facilitator? Local authority planners are often engaged as experts, co-ordinators and facilitators all at the same time, in the same process of planning. Problems occur in how other actors trust the planners when they change from role to role. / Licentiatavhandlingen vid Institutionen för Infrastruktur och samhällsplanering vid Kungliga Tekniska Högskolan är en professionsstudie av svenska översiktsplanerare. Avhandlingen grundar sig empiriskt på en intervjustudie av femton planerare för kommunala översiktsplaner, som utmärkt sig som föregångare i planering med inriktning på hållbar utveckling. Syftet med avhandlingen är att identifiera, beskriva, analysera och tolka planerares erfarenheter med att utnyttja översiktsplanering, med nya demokratiska former, som ”verktyg” för en mer hållbar utveckling i samhället. Avhandlingen fokuserar på hur planerarna uppfattar och hanterar de problem de upplever i sitt vardagliga professionella arbete. Det empiriska resultatet baseras på kvalitativa halv-strukturerade intervjuer, som har analyserats abduktivt. Resultatet är tolkat utifrån teorier och begrepp om global rättvisa, ekologisk modernism, kommunikativ planering samt teorier om makt och erfarenhetskunskap. Planerarnas erfarenheter har analyserats och problematiserats ur ett aktörs-struktur perspektiv. Huvudresultatet är formulerat i form av fyra dilemman som planerarna ofta upplever i sitt vardagliga arbete. Dilemman uppstår i en situation där det finns flera möjliga handlingsvägar, men där det uppstår nya problem oavsett vilken väg som väljs. Ekologisk, ekonomisk eller social hållbarhet? De intervjuade planerarna tycks betona de ekologiska aspekterna i sitt arbete, som de uppfattar har närmare anknytning till fysisk planering and de ekonomiska och sociala frågorna. Trots detta är de mycket engagerade i sociala frågor och har erfarenheter av metoder med medborgarinflytande. Lång- eller kortsiktig planering, helhet eller delar? Planerarna ser svårigheter i att kombinera ett långsiktigt perspektiv i översiktlig planering och hållbar utveckling, med genomförandeinriktade ofta kortsiktiga beslut. Omställningen till ett samhälle med hållbar inriktning är dessutom komplicerad då de fysiska strukturernas har en sådan lång livslängd. Perspektiv uppifrån eller underifrån? Planerarna strävar efter att utveckla planeringsmetoder med underifrånperspektiv, men på förvaltningsnivån finns starka traditioner med rationella metoder för planering och beslutsfattande. Intervjupersonerna är besvikna över medborgarnas svaga intresse för långsiktig översiktlig planering. Planeraren som expert, koordinator eller processtödjare? Kommunala planerare är ofta engagerade som experter, koordinatörer och processtödjare på samma gång och i samma process. Problem kan då uppstå med övriga aktörers förtroende för planerarna när de byter mellan skilda roller under processens gång. Planerare, Översiktlig planering, Hållbar utveckling, Miljöplanering, Kommunikativ planering, Erfarenhetskunskap, Reflekterande praktiker / <p>Rapporten är tryct i KTH's TRITA-serie, kan beställas från KTH jose@infra.kth.se</p>

Intimate partner violence is a global epidemic and public health concern, including in the United States. The purpose of this descriptive, exploratory, nonexperimental, quantitative study was to determine to what extent intimate partner violence survivors avail themselves of offered resources and interventions in health care settings. The general systems foundation was used for the study's theoretical foundation. The research questions ascertained the proportion of intimate partner violence survivors who accepted mental health, law enforcement, and community outreach resources; the level of comprehensive intervention they received; and the associations, if any, between types of services. Retrospective data were collected from121 medical records from an emergency department in the Midwest United States. Descriptive statistics were performed on collected medical record data and chi-square analyses were performed in an exploratory manner to determine associations between types and numbers of other services accepted. The outcomes indicated that the majority of participants accepted comprehensive intervention, social work or mental health intervention was the most frequently accepted service, and the majority of patients who accepted social work accepted other services. Anticipated social implications may include survivors receiving multi-disciplinary interventions sooner, increased efforts by health care providers to work collaboratively with community agencies, continued development of hospital policy and protocols, and opportunities for further research. Society may ultimately benefit from a decreased economic cost to society and a positive impact in growth and development of witnessing children.

The purpose of this study was to evaluate the effectiveness of a peer counseling program in improving undergraduate students' academic adjustment. Six upperclassmen were carefully selected and systematically trained in the use of a study skills instruction program and certain supportive, therapeutic techniques. These six served as peer counselors. The peer counseling program provided individualized study skills instruction, informal personal/motivational counseling, and general educational information and advising for volunteer students in academic difficulty. Twenty-one volunteer students each completed a minimum of four sessions with a peer counselor. The first objective of the study was to determine if the students who participated in the peer counseling program improved in their study skills and attitudes. A t-test for correlated means was used to analyze differences in the pretest and posttest means of the Survey of Study Habits and Attitudes and the Effective Study Test. The second objective of the study was to determine if students who participated in the peer counseling program made a better academic adjustment to college than a matched group of students who did not participate in the program. Three measures of academic adjustment were examined. First, grade point average for the quarter following participation for the treatment and control groups was compared using a t-test for correlated means. Secondly, the proportion of students who dropped in academic standing during the quarter following participation in the treatment group was compared with the proportion of students who dropped in academic standing in the control group by means of the sign test. Finally, the proportion of students who dropped out of school the quarter following participation and two quarters after participation in the treatment group was compared with the proportion of students in the control group who dropped out of school at corresponding times by utilizing the Cochran Q test. The peer counseling program was effective in improving the study skills and attitudes of students in academic difficulty. The 21 students showed a mean improvement of approximately one standard deviation from the pretest to the posttest on the Survey of Study Habits and Attitudes and on the Effective Study Test. No significant difference was found between students who participated in the program and a matched group who did not participate on grade point average, academic standing, or dropout rate. It was recommended that further research utilize a experimental design with random assignment of students to the two groups and examine the impact that the program has on the individual peer counselors.

This thesis was intended to delineate the factors contributing to the formulation of the Comprehensive Employment and Training Act (CETA) of 1973--a unique attempt at overhauling federal employment and training policy as well as one of the early efforts at devolving control over grants-in- aid to the subnational level.

This study evaluates the role of the Neighborhood Health Coordinators (NHC's) within Kaiser Foundation's Comprehensive Neighborhood Health Services (CNHS) Project. This project was established in September, 1967, under the provisions of the 1966 amendments to the Economic Opportunity Act, to provide and make readily available comprehensive medical care to 1ow-income persons. In compliance with the stipulations of this Act, persons who reside in target areas, designated as depressed neighborhoods, were hired to serve as NRC's. These indigenous non-professionals serve as links or "gatekeepers" between the low-income persons enrolled in this program, and the Kaiser medical care facilities which include the hospital-clinic and three neighborhood health clinics. The NRC's were to enroll these low-income families in the program, and assist them in obtaining appropriate health services. In addition to these primary responsibilities, the NHC’s were to refer their clients to community resources whenever necessary. The impact of the NHC's contact with families enrolled in the program was evaluated on the basis of two major indices: utilization of total medical care services and four specific areas of preventive health care. The findings of this study support the underlying assumption upon which the NRC's were hired and trained; that is, they are effective in increasing the total utilization of out-patient medical services and utilization of specific preventive health services by families with whom they have the most personal contact. In a secondary analysis, characteristics related to several CNRS Project objectives, attitudinal scales and socio-demographic characteristics are examined to determine their relationship to the staff's perception of an "ideal" NHC. This analysis shows that aptitude in interpersonal relationships and personal growth are two characteristics highly associated with rank. Several attitudinal scales, especially powerlessness and dogmatism, are positively associated with rank. Measures of knowledge in the areas of health and medical care programs have a low or negative association with rank. This study does not make an exhaustive investigation of characteristics which may be associated with rank; therefore, other variables considered by the administrative staff in their evaluation of an "ideal” NHC may not have been measured.

Syftet med studien är att undersöka hur musiklärare i grundskolan skapar förutsättningar för musikaliskt lärande samt vilka resurser de använder sig av. Data har samlats in genom videoobservation av musikundervisning i två grundskoleklassrum. I bakgrundsdelen presenteras tidigare forskning inom området samt relevanta begrepp för designteoretiska och multimodala perspektiv. Observationerna har bearbetats utifrån dessa perspektiv för att lyfta fram signifikanta detaljer och synliggöra både designer som undervisningen bygger på och de multimodala resurserna som används i förverkligandet av dessa. I resultatet framkommer fyra huvudteman bland designer: musicerande, teoretiska förlagor, individuell instrumentundervisning samt instrumentundervisning i grupp. De multimodala resurserna som används följer fem huvudteman: resurser för puls och rytm, pedagogiska resurser, gestaltande resurser, resurser vid samspel samt formativa resurser. Likheter och olikheter i de två lärarnas designer och kommunikation diskuteras. I sista kapitlet jämförs resultaten med både observationer och teoretiska modeller som beskrivits i tidigare forskning. / The aim of this study is to investigate how music teachers in the Swedish comprehensive school system create the preconditions for musical learning as well as which resources they make use of. Data has been gathered through video observation of music teaching in two comprehensive school classrooms. In the literature review, previous research in the area is presented, along with concepts relevant to design-theoretical and multimodal perspectives. The observations have been analyzed from these perspectives in order to identify significant details and reveal both the designs underpinning the teaching and the multimodal resources that are used in realizing these designs. In the results section, four main themes emerge among the designs: music-making, theoretical models, individual instrumental instruction and instrumental instruction in groups. The multimodal resources that are used follow five main themes: resources for pulse and rhythm, pedagogical resources, embodied resources, resources for coordinated music-making and formative resources. Similarities and differences between the two teachers’ designs and communication are discussed. In the final chapter, the results are compared with observations and theoretical models described in the literature.

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第21635号 / 医博第4441号 / 新制||医||1034(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 椛島 健治, 教授 岩田 想, 教授 山田 亮 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DGAM

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