Global ETD Search

361	Sero-positive stigma and its impact in the workplace Bhattacharya, Shivaji 30 November 2003 (has links) With an estimated 500 infections everyday, the country is beset with a galloping HIV and AIDS epidemic. With these accelerating numbers, it is no longer possible to ignore people living with HIV and AIDS, as they will inevitably form a more and more significant volume of the workforce. A key aspect of this phenomenon, that needs dedicated attention, is the issue of their stigmatisation in the workplace. The intent is to present the voice of the stigmatised. The dissertation attempts to understand how a stigmatised identity affects a productive member of society. It tries to capture the perspective of sero-positive persons as productive members of society and not as `victims' or `threats'. The ultimate objective is to influence policy in the workplace in order to provide a nurturing and productive work environment. The key thought emerging from the research is: driven by the inescapable structural stigma of the workplace, the virus fundamentally influences the self-definition of the sero-positive person. / Sociology / M.A. Sero-Positive Stigma Unspoken stigma Discrimination Workplace Parastatal organisation HIV and Commitment to work HIV and feelings of being outcast HIV and Sense of self Finitude Sublimation in work PLWHA (People living with HIV and AIDS) 362.19697920968 AIDS (Disease) -- South Africa Discrimination Stigma (Social psychology) AIDS phobia Social adjustment Identity (Psychology)
362	The impact of the Educhange and Research Foundation (ERF) Self-awareness Programme on learners' reactions and learning Lowane, Nkateko Eudora 10 1900 (has links) Text in English / The aim of the current study was to explore the impact of the Educhange and Research Foundation (ERF) self-awareness programme on the participants’ reactions, experiences, and changes in opinion regarding their knowledge of concepts of self-awareness. This study constitutes an evaluation of a workshop presented by the ERF which is a Non-Governmental Organisation (NGO) aimed at generating solutions toward a better education for all learners through the application of Kirkpatrick’s model of evaluating education and training programmes. Kirkpatrick’s model follows the goal-based evaluation approach and is based on four levels of evaluation. These four levels are widely known as reaction, learning, behaviour, and results. Due to the feasibility of the research, only the reaction and learning evaluation levels were researched. The population identified for the study comprised 15 grade 9 to 11 secondary school learners from Soweto in South Africa which were encouraged to volunteer to take part in the study at their convenience. The sample consisted of all the learners who attended the self-awareness workshop, in effect making this a purposive, convenience sampling. The ERF Board were responsible for the sample selection for their scholarship programme. One of the minimum criteria of selection to take part in the programme was that the learner must have obtained 70% and stem from poor backgrounds. The relatively small sample size possesses the potential to limit the generalisation of the findings. A mixed method approach was employed for this research. Positivist paradigm is the epistemological stance adopted due to the social reality investigated. The sources of data consisted of pre- and post-evaluation questionnaires on self-awareness. The results were thematically and statistically analysed. Thematic analysis included familiarisation with the data and first finding meaning, and then identifying patterns of recurring meaning by generating initial codes and lastly generating themes that run through these meanings.Statistical analysis was conducted through comparison of the data before and after the workshop using chi-square. Objective self-awareness theory and the self-regulation theory were the theoretical framework that informed the current research study. The main finding from this study was that the programme was perceived to have raised positive subjective opinions and feelings of most of the participants, although one participant raised negative subjective opinions about the programme and made suggestions for improvement. After the workshop, the participants felt that they had gained a better understanding of the key concepts of self-awareness, although most items were found to be statistically insignificant. / Psychology / M.A. (Psychology) Attitude ERF Self-awareness programme Evaluation Feelings Mixed methods Opinion Reactions Self-awareness knowledge Statistical analysis Thematic analysis 371.190968221 Self-knowledge, Theory of
363	A description of the theoretical and practical experiences of critical care nursing students De Swardt, Hester Cathrina 31 December 2004 (has links) This qualitative study was aimed at exploring and describing the theoretical and practical experiences of second-year critical care nursing students. Purposive sampling was done, and unstructured interviews and narrative descriptions were used as data collection tools. An adaptation of Johns's Framework, the Guideline for the Facilitation of Reflection as Teaching Strategy, was used during interviews to guide participants in reflecting on theory-practice integration. Multiple strategies were used to ensure the trustworthiness of the study. Concerning patient data, communication, and the administration of life-saving medications, theory-practice integration did occur. Regarding treatment and the outcome of nursing interventions, it seemed that knowledge deficiencies and a lack of exposure to practical situations contributed to the inability to apply theory to practice. This apparent inability evoked negative feelings, such as guilt. Discrepancies between practice and theory taught led to confusion. Guided reflection assisted students in gaining a new perspective on nursing and theory-practice integration. / Health Studies / M.A. (Health Studies) Theory-practice gap Johns's Framework Theory-practice integration Guided reflection Accompaniment Clinical facilitator Critical care nursing students Theoretical knowledge Practical skills Experiences Feelings 610.736071168 Curriculum planning -- South Africa Clinical competence -- South Africa Experiential learning -- South Africa
364	Sero-positive stigma and its impact in the workplace Bhattacharya, Shivaji 30 November 2003 (has links) With an estimated 500 infections everyday, the country is beset with a galloping HIV and AIDS epidemic. With these accelerating numbers, it is no longer possible to ignore people living with HIV and AIDS, as they will inevitably form a more and more significant volume of the workforce. A key aspect of this phenomenon, that needs dedicated attention, is the issue of their stigmatisation in the workplace. The intent is to present the voice of the stigmatised. The dissertation attempts to understand how a stigmatised identity affects a productive member of society. It tries to capture the perspective of sero-positive persons as productive members of society and not as `victims' or `threats'. The ultimate objective is to influence policy in the workplace in order to provide a nurturing and productive work environment. The key thought emerging from the research is: driven by the inescapable structural stigma of the workplace, the virus fundamentally influences the self-definition of the sero-positive person. / Sociology / M.A. Sero-Positive Stigma Unspoken stigma Discrimination Workplace Parastatal organisation HIV and Commitment to work HIV and feelings of being outcast HIV and Sense of self Finitude Sublimation in work PLWHA (People living with HIV and AIDS) 362.19697920968 AIDS (Disease) -- South Africa Discrimination Stigma (Social psychology) AIDS phobia Social adjustment Identity (Psychology)
365	Furcht und Zittern : eine Untersuchung zur Funktion der akuten Belastungsreaktionen von König Belshazzar in Daniel 5 / Fear and trembling : an investigation into the function of the acute stress reaction of King Belsazar in Daniel 5 Neumann, Kai 02 1900 (has links) Text in German, summaries in English and German / Diese Arbeit beschäftigt sich mit dem Bericht über König Belsazar in Daniel 5. Wäh-rend eines Trinkgelages erscheint eine Hand, die eine Botschaft an die Wand schreibt. König Belsazar ragiert mit Entsetzen auf die Schrift. Hierbei werden fünf körperliche Reaktionen beschrieben, die als „Akute Belastungsreaktionen“ identifi-ziert werden. Es stellt sich die Frage, weshalb die „Akuten Belastungsreaktionen“ so deutlich vom Erzähler berichtet werden. Anhand der Literaturwissenschaftlichen Bibelauslegung wird dargestellt, dass die fünf „Akuten Belastungsreaktionen“ von Belsazar Teil eines rhetorischen Stilmittel sind, das den König denunziert. Mit Überprüfung des Danielbuches wird dargelegt, dass die Reaktionen von Belsazar in dieser komprimierten Form besonders sind. Sie stehen jedoch im Kontext der vie-len „Akuten Belastungsreaktionen“ des gesamten Buches. Eine umfangreiche Über-prüfung des gesamten alttestamentlichen Kanons zeigt, dass viele Bücher von „Akuten Belastungsreaktionen“ berichten, jedoch nicht in der Anzahl wie beim Da-nielbuch. Zudem kann dargelegt werden, dass die „Akuten Belastungsreaktionen“ kulturell anerkannt waren, jedoch auch polemisch verwendet wurden. Es wurde festgestellt, dass die Verwendung von „Akuten Belastungsreaktionen“ in alttestamentlichen Texten variable Funktionen haben, die auf die Intention des Er-zählers zurückzuführen sind. Hierbei werden die Protagonisten charakterisiert und die Sympathie des Lesers gelenkt. / This dissertation explores the narrative concerning King Belshazzar in Daniel 5. Dur-ing a banquet, a hand appears and writes a message on the wall. King Belshazzar’s reaction is one of horror. In the narrative we can find five physical reactions which can be identified as “acute stress reactions”. The question of this dissertation is, why does the author describe these “acute stress reactions” in such an explicit way? Using the methodology of new literary criticism, it is shown that the five “acute stress reactions” of Belshazzar are a part of a rhetorical stylistic device to denunciate the King. A broader look at the Book of Daniel shows that although the compressed nature of Belshazzar’s reaction is quite unique, it exists within a wider context which contains many similar “acute stress reactions”. A comprehensive examination of the whole Old Testament canon shows that many books contain descriptions of “acute stress reac-tions”, but none are comparable to the Book of Daniel. It can also be shown that the “acute stress reactions” as such were culturally acceptable but can be used by the author to create a polemic effect. This dissertation shows that the use of “acute stress reactions” could be employed for various functions according to the intentions of the Old Testament authors. They can be used to characterize a given protagonist and thereby direct the sympathies of the reader. / Old Testament and Ancient Near Eastern Studies / M. Th. (Old Testament) Erzähltextanalyse Daniel Belsazar Nebukadnezar Menetekel Schrift an der Wand Akute Belastungsreaktion Belastendes Ereignis Gefühle Emotionen Furcht Zittern Angst Intention des Erzählers Belschazzar Stress Methodology of new literary criticism Narrative analysis Daniel Belshazzar Nebuchadnezzar Writing on the Wall Acute stress reactions Event causing stress Feelings Emotions Fear Trembling Dread Intention of the author 224.5066 Bible. Daniel, V -- Language, style Daniel (Biblical figure) -- Language Belshazzar Satire in the Bible Stress (Psychology) -- Biblical teaching Emotions -- Biblical teaching Fear -- Biblical teaching Life change events -- Religious aspects
366	The impact of the Educhange and Research Foundation (ERF) Self-awareness Programme on learners' reactions and learning Lowane, Nkateko Eudora 10 1900 (has links) The aim of the current study was to explore the impact of the Educhange and Research Foundation (ERF) self-awareness programme on the participants’ reactions, experiences, and changes in opinion regarding their knowledge of concepts of self-awareness. This study constitutes an evaluation of a workshop presented by the ERF which is a Non-Governmental Organisation (NGO) aimed at generating solutions toward a better education for all learners through the application of Kirkpatrick’s model of evaluating education and training programmes. Kirkpatrick’s model follows the goal-based evaluation approach and is based on four levels of evaluation. These four levels are widely known as reaction, learning, behaviour, and results. Due to the feasibility of the research, only the reaction and learning evaluation levels were researched. The population identified for the study comprised 15 grade 9 to 11 secondary school learners from Soweto in South Africa which were encouraged to volunteer to take part in the study at their convenience. The sample consisted of all the learners who attended the self-awareness workshop, in effect making this a purposive, convenience sampling. The ERF Board were responsible for the sample selection for their scholarship programme. One of the minimum criteria of selection to take part in the programme was that the learner must have obtained 70% and stem from poor backgrounds. The relatively small sample size possesses the potential to limit the generalisation of the findings. A mixed method approach was employed for this research. Positivist paradigm is the epistemological stance adopted due to the social reality investigated. The sources of data consisted of pre- and post-evaluation questionnaires on self-awareness. The results were thematically and statistically analysed. Thematic analysis included familiarisation with the data and first finding meaning, and then identifying patterns of recurring meaning by generating initial codes and lastly generating themes that run through these meanings.Statistical analysis was conducted through comparison of the data before and after the workshop using chi-square. Objective self-awareness theory and the self-regulation theory were the theoretical framework that informed the current research study. The main finding from this study was that the programme was perceived to have raised positive subjective opinions and feelings of most of the participants, although one participant raised negative subjective opinions about the programme and made suggestions for improvement. After the workshop, the participants felt that they had gained a better understanding of the key concepts of self-awareness, although most items were found to be statistically insignificant. / Psychology / M.A. (Psychology) Attitude ERF Self-awareness programme Evaluation Feelings Mixed methods Opinion Reactions Self-awareness knowledge Statistical analysis Thematic analysis 371.190968221 Self-knowledge, Theory of
367	Research: ROTHKO : - ett arbete om att lära känna sig själv genom någon annan / Research: ROTHKO : - about getting to know yourself through someone else af Malmborg, Solith January 2017 (has links) This thesis project examines both inner and outer circumstances of knowledge in an attempt to emphasize the importance of personal reflection. I search for answers on how to communicate feelings through colour and form by studying Mark Rothko and the abstract expressionism. A personal reflection is made parallelly to expand my own understanding of the subject and my own role in relation to it. I also explore painting as amethod of deepening my understanding of Rothko. Mark Rothko is both subject of study and tutor as I give myself the task of translating his art into my own design. The result offers thoughts and ideas on the significance of the work of hand, the use of colour and the meaning of intention, which I claim are important aspects when aiming for emotional results. However I also reflect upon the fact that the communication remains individual and that it is therefore problematic to confirm success in this matter. / Detta är ett undersökande arbete som vänder sig både inåt och utåt. Det är en djupdykning i Mark Rothkos konstnärskap som sker parallellt med en personlig reflektion. Inledningsvis handlar det om att arbeta i gränslandet mellan konst och design och hurdet kan se ut. I förlängningen handlar det om hur den konstnärliga historien kan fungera som inspiratör och vägledare för innebörd och uttryck i formgivningen. Genom att studera den abstrakta expressionismen och Mark Rothko söker jag svar på hur känslomässig kommunikation kan ske genom färg och form. Förutom litterär research utför jag också en praktiskt undersökning där jag använder måleriet som en metod för att förstå mitt studieobjekt; Mark Rothko. Målet är att översätta Mark Rothkos konst till min design. Det handlar om att studera, internalisera och applicera. Resultatet bjuder in till en diskussion om handlagets, färgens och intentionens betydelse för formgivningen, där jag hävdar att dessa aspekter är viktiga för ett emotionellt berörande resultat, men att kommunikationen förblir individuell. art chair immanuel kant sublime design process alternative science reflection personal reflection communication of feelings abstract expressionism color theory painting translation translatability design alternative design walter benjamin kant mark rothko rothko design konst måleri stol designprocess alternativ designprocess intuition översättning artisteri process handlag färg intention färgteori gerrit rietveld rietveld piet mondrian mondrian tate modern tate london abstrakt expressionism konstnärlig forskning vasilij kandinsky kandinsky new yorksskolan abstrakt konst jackson pollock pollock reflekternade arbete alternativa metoder alternativ forskning färggehör formgehör översättbarhet det sublima immanuel kant estetik Design Design
368	The Phenomenal Characteristics of the Son-Father Relationship Experience Hickey, Chris L., Sr. 25 April 2013 (has links) No description available. African American Studies African Americans Asian American Studies Behavioral Psychology Black Studies Cognitive Psychology Communication Counseling Education Developmental Psychology Early Childhood Education Education Education Philosophy Educational Leadership Educational Psychology Educational Sociology Elementary Education Ethnic Studies Experimental Psychology Families and Family Life Gender Studies Hispanic American Studies Individual and Family Studies Literacy Minority and Ethnic Groups Multicultural Education Pedagogy Personal Relationships Personality Personality Psychology Philosophy Preschool Education Psychology Social Psychology Social Research Social Structure Social Studies Education Social Work Sociology Special Education Phenomenal Characteristics Phenomenology Father-son relationship Leadership Development Adolescents Family leadership Leadership Qualities Fathers Feelings Emotions Male Development Attachment Theory Father Hunger
369	Action in Chronic Fatigue Syndrome: an Enactive Psycho-phenomenological and Semiotic Analysis of Thirty New Zealand Women's Experiences of Suffering and Recovery Hart, M J Alexandra January 2010 (has links) This research into Chronic Fatigue Syndrome (CFS) presents the results of 60 first-person psycho-phenomenological interviews with 30 New Zealand women. The participants were recruited from the Canterbury and Wellington regions, 10 had recovered. Taking a non-dual, non-reductive embodied approach, the phenomenological data was analysed semiotically, using a graph-theoretical cluster analysis to elucidate the large number of resulting categories, and interpreted through the enactive approach to cognitive science. The initial result of the analysis is a comprehensive exploration of the experience of CFS which develops subject-specific categories of experience and explores the relation of the illness to universal categories of experience, including self, ‘energy’, action, and being-able-to-do. Transformations of the self surrounding being-able-to-do and not-being-able-to-do were shown to elucidate the illness process. It is proposed that the concept ‘energy’ in the participants’ discourse is equivalent to the Mahayana Buddhist concept of ‘contact’. This characterises CFS as a breakdown of contact. Narrative content from the recovered interviewees reflects a reestablishment of contact. The hypothesis that CFS is a disorder of action is investigated in detail. A general model for the phenomenology and functional architecture of action is proposed. This model is a recursive loop involving felt meaning, contact, action, and perception and appears to be phenomenologically supported. It is proposed that the CFS illness process is a dynamical decompensation of the subject’s action loop caused by a breakdown in the process of contact. On this basis, a new interpretation of neurological findings in relation to CFS becomes possible. A neurological phenomenon that correlates with the illness and involves a brain region that has a similar structure to the action model’s recursive loop is identified in previous research results and compared with the action model and the results of this research. This correspondence may identify the brain regions involved in the illness process, which may provide an objective diagnostic test for the condition and approaches to treatment. The implications of this model for cognitive science and CFS should be investigated through neurophenomenological research since the model stands to shed considerable light on the nature of consciousness, contact and agency. Phenomenologically based treatments are proposed, along with suggestions for future research on CFS. The research may clarify the diagnostic criteria for CFS and guide management and treatment programmes, particularly multidimensional and interdisciplinary approaches. Category theory is proposed as a foundation for a mathematisation of phenomenology. action Chronic Fatigue Syndrome Myalgic Encephalomyelitis Chronic Immune Deficiency Syndrome enaction social enaction social enactivism enactive psycho-phenomenological psychophenomenological vipassana groundlessness mind-body korper leib co-generative Focusing co-creative environment Antonio Damasio reciprocal constraints Pierre Vermersch Claire Petitmengin Antione Lutz narrative discourse phenomenal invariants Evan Thompson Merleau-Ponty Algirdis Julien Greimas Husserl first-person Fransisco Varela modelling invariants Natalie Depraz isotope John Boyd OODA loop Jonathan Shear Shaun Gallagher Arthur Kleinman Humberto Maturana second-person Alva Noe Dan Zahavi stages Embodied Mind Canterbury Wellington New Zealand non-dual non-reductive embodied phenomenological third-person graph-theoretical cluster analysis cognitive science experience solution subject-specific categories universal categories universal categories self energy illness process intersubjectivity Mahayana Buddhism contact narrative recovered making sense recursive loop perception dynamical decompensation neurology diagnosis empathy treatment management neurophenomenological neurophenomenology consciousness veracity agency multidimensional interdisciplinary category theory enculturation mathematisation of phenomenology interview nomenclature diagnostic criteria incidence prevalence coping strategy etiology epidemiology psychosomatic medicine meaning women girl female anthropology sociology cognitive behavioral therapy exercise therapy recovery mindful awareness suffering symbolisation Prasangika no-self aggregates wheel of karma cognition basic element analysis mental factors operational closure stereotypes enactive ontologically fragile self grief process-knowledge epoche phenomenal invariants textual invariants compound meaning saturation formalisation cluster analysis inter-session review inter-individual validation explicitation interview intricacy confidence psychophenomenology self-esteem sanction self dis-integration permanence continuity ego-self emotion surrender semiotic square meditation empathy semiotic compassion existential feelings goal obstruction movement transformation change somatic Giovanna Colombetti agoraphobia panic anxiety psychotherapy sleep rest pain weakness strength stamina Diego Cosmelli heaviness food chemicals allergy recovering despair frustration helplessness fear efference valence afference as-if-body-loop consciousness representation attention recovery intention sustainable sustainability neurasthenia existential feelings asthenia hysteria mononucleosis samatha-vispasnya prajna vijnana Eugene Gendlin Abhidharma dukkha shamatha interdependence vipashyana
370	Developing Skills for Successful Learning Swersky, Liz 20 March 2012 (has links) (PDF) No description available. effektiver Lehrmethoden aktiv und kreativ im Lernen bessere Qualität der Lehre Anfangsjahre verbesserte Schülerleistung Edupeg-Projekt in Südafrika Ausdauer Gedächtnisleistung soziale Kompetenz Selbstvertrauen Selbstwertgefühl kognitive Fähigkeiten visuelle Wahrnehmung Rechnen Lebenskompetenzen intuitives Wissen des Kindes kreatives Denken genaues schriftliche Arbeiten fließend sprechen Wortschatz geschriebene Sprache Geschichten erzählen Muttersprache Denkvermögen Techniken zur Problemlösung Problemlösungsstrategien Entscheidungsfindung Selbstvertrauen stärken Disziplinprobleme vermindern Tempo und Inhalt des Unterrichts der am langsamsten lernende Schüler praktische Erfahrungen positive Lernerfahrungen aktiveres Engagement im Unterricht more effective teaching methods improved quality of teaching early years improved pupil performance Edupeg perseverance memory skills social skills self-confidence self-esteem cognitive skills visual perception numeracy life skills child's intuitive knowledge creative thought accurate written work fluency of language vocabulary written language story-telling mother tongue thinking skills problem solving techniques problem solving strategies decision making promotes self-reliance discipline problems diminish pace and content of the lesson the slowest learner practical experiences positive learning experiences more actively engaged in teaching ddc:510 rvk:SD 2011

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