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Perspective vol. 8 no. 7 (Dec 1974) / Perspective: Newsletter of the Association for the Advancement of Christian ScholarshipVander Plaats, Bob, DeBoard, Donn, Thies, Christiane 26 March 2013 (has links)
No description available.
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A penological perspective on unit management as a rehabilitation tool for youth offendersMatshaba, Thabiso Donald 11 1900 (has links)
The purpose of this study was to evaluate the implementation of the components of unit management, namely; architecture, case management, risk management and human rights in South African Youth Development Centres. The concept of unit management in correctional centres was adopted by the South African Correctional system in March 1995. However, the formal introduction of the concept was announced by the former Minister of Correctional Services, Dr. Sipho Mzimela, on 16th February 1996. The implementation of unit management was viewed as a vehicle for service delivery in South African correctional centres. Moreover, this concept was also viewed as a strategic move to ensure that corrections and the rehabilitation of inmates, as the core business of the department, are achieved.
In an attempt to assess the application of unit management at South African Youth Development Centres, and how unit management influences the rehabilitation of sentenced youth offenders, a descriptive study was conducted to obtain knowledge and perspective from the available literature. In addition to a descriptive study, the researcher employed a quantitative methodology. Using the quantitative approach, data was collected by means of a structured questionnaire. In the case of coding and data analysis, a Statistical Analysis System (SAS) was utilized. In sum, Frequency Tables and Bar Charts were used to simplify the analysis per section and category. The findings from this study revealed that the conditions of detention at Youth Development Centres, specifically the level of overcrowding, influence of old correctional centre structures and the absence of custodial therapists contribute to the violence, violation of basic human rights and failure to rehabilitate youth offenders in these centres. Moreover, the findings also indicate that any efforts to implement the unit management approach proactively fails due to the abovementioned conditions in Youth Development Centres. / Unit management as a rehabilitation tool for youth offenders / Department of Penology / D.Litt. et Phil. (Penology)
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Experiences of practitioners in early childhood development centres in impoverished and marginalised predominantly white communitiesKnafo, Tilana 12 1900 (has links)
Poverty is a global concern and the implementation of a quality early childhood
development (ECD) programme is one of the most powerful ways of breaking the
poverty cycle. Although research has been done regarding ECD centres in
impoverished, marginalised and predominantly black communities (informal
settlements), there is little, if any, similar research regarding predominantly white
settlements. The purpose of this narrative study is to explore and understand the
experiences of ECD practitioners regarding their work in impoverished and
marginalised predominantly white communities.
I, therefore, conducted this study from a social constructivist paradigm. The
participants constructed their realities based on their lived experiences and interaction
with others. The experiences of the participants were also influenced by their entire
ecological system – their everyday experiences in their work and lives, as well as more
distal influences for example South-Africa’s socio-political dispensation and cultural
influences. Consequently the study was framed within the Ecological Systems Theory
of Bronfenbrenner.
I collected data through narrative interviews with two participants (ECD practitioners),
and through field notes from observations, documents, photographs and artefacts.
From the coded data, four main themes emerged – social and personal experiences,
experiences concerning place, experiences with camp leadership and experiences
concerning support infrastructure. These themes will be useful to determine the kind
of support that practitioners need to ensure the quality of ECD programmes to support
the optimal development of the children. / Armoede is ʼn globale probleem en kwaliteit kleinkinderontwikkelingsprogramme
(KKO-programme) is een van die kragtigste maniere om die armoede-siklus te
verbreek. Alhoewel daar navorsing omtrent KKO-sentra in verarmde en
gemarginaliseerde oorwegend swart gemeenskappe (informele nedersettings)
gedoen is bestaan daar min, indien enige, soortgelyke navorsing in oorwegend blanke
nedersettings. Die doel van hierdie narratiewe studie is om die ervarings van KKOpraktisyns
in hulle werk in verarmde en gemarginaliseerde oorwegend blanke
nedersettings te ondersoek en te verstaan.
Daarom het ek hierdie studie vanuit ‘n sosiaal-konstruktivistiese paradigma uitgevoer.
Die deelnemers het hulle realiteite geskep gebaseer op hulle geleefde ervarings en
interaksies met ander. Die ervarings van die deelnemers is ook beïnvloed deur hulle
hele ekostelsel – hulle daaglikse ervarings in hulle werk en lewens, asook verwyderde
stelsels van invloed soos Suid-Afrika se sosio-politieke bedeling en kulturele invloede.
Gevolglik is hierdie studie geformuleer binne die Ekologiese Sisteemteorie van
Bronfenbrenner as raamwerk.
Ek het data versamel deur narratiewe onderhoude te voer met twee deelnemers
(KKO-praktisyns), en deur veldnotas van waarnemings, dokumente, foto’s en
artefakte. Uit die gekodeerde data het vier hooftemas navore gekom – sosiale en
persoonlike ervarings, ervarings met betrekking tot plek, ervarings met kampleierskap
en ervarings rakende ondersteuningsinfrastruktuur. Hierdie temas sal bruikbaar wees
om die soort ondersteuning te bepaal wat praktisyns benodig om ʼn kwaliteit KKOprogram
te verseker om sodoende die optimale ontwikkeling van die kinders te
ondersteun. / Early Childhood Education / M. Ed. (Socio-Education)
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Centrum trvale udržitelného rozvoje / Place of Sustainable DevelopmentDvořák, Pavel January 2009 (has links)
Ostrava city as lost it's relationships to the medieval history of the city centre. There are not any historical places, spaces or palaces, with free public spaces like the old castles and palaces in the cities. In the place of the former German House, destroyed after the the World war II is a rest of public space, which could be a part of the city sustainability concept. The project let's the rest of the historcial garden there like a countryard between two houses of the new Sustainable Development Centre. The sustaiable concept is to let there be a free space in the highly dense block structure of the modern city.
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Assessing the effectiveness of practitioner training in underprivileged early childhood settingsStretch, Lauren 11 1900 (has links)
This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children.
A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners.
The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children.
The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)
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Assessing the effectiveness of practitioner training in underprivileged early childhood settingsStretch, Lauren 11 1900 (has links)
This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children.
A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners.
The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children.
The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)
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