A mini dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Masters Of Education in Research Methodology in the Department of Educational Psychology and Special Education at the University Of Zululand, 2016 / This study was designed to explore educators’ views on the challenges facing the teaching of Life skills in Umkhanyakude primary schools. The study was motivated, among other things, by the paucity of literature regarding educators’ views on the challenges facing Life skills in rural area primary schools. Life skills are a mandatory subject for all learners at Junior and Intermediate phases. It deals with the holistic development of the learner throughout childhood and equips them with knowledge, skills and values that will assist them to achieve their full physical, intellectual, personal, emotional and social skills (DoE 2012). To guide the study three research hypotheses were formulated and statistically tested at a/the 0.05 level of significance. The study adopted a quantitative research approach using descriptive survey design. The sample for the study comprises of 202 educators in Umkhanyakude Districts primary schools. This/the sample was obtained using the random sampling. Data was obtained from the sample using a questionnaire. The questionnaire is a 24 item, which was designed in a Likert like 5 scale. The validity of the questionnaire was obtained through a sample pilot test of 60 educators and the reliability coefficient of 0.753 was obtained using the Crobach’s Alpha. The data obtained from the sample was analysed using the Chi Square with SPSS. The study’s findings revealed agreement amongst educators that there are challenges facing the Life skills teaching. In addition, the study revealed that an overwhelming majority of educators (99%) confidently agree that Life skills can be used as an intervention to counteract the challenges faced in the Life skills class. Additionally, the study revealed that biographical information like gender and post level have no significant influence on the educators’ ability to indicate different challenges experienced in Life skills class, while, on the other hand, age, phase, experience and qualifications was found to have a significant impact on the educators’ ability to indicate different challenges experienced in Life skills class. Likewise, the study revealed that there is no evidence that educators’ view on the challenges facing Life skills teaching depend on the post level and gender. The respondents’ opinions were independent of gender, meaning that males and female homogenously agree that there are challenges when teaching Life skills. Based on the findings of the study, it is recommended that all educators teaching Life skills must be professionally qualified as the study revealed qualification influence the teachers’ ability. More important is that educators with more years of teaching experience may be the ones teaching the subject as per the study results. It is also recommended that efforts should be made by stakeholders, especially the Department of Education, to motivate educators teaching Life skills considering the importance of Life skills education in equipping learners with essential skills to cope with the various challenges learners are facing. Efforts should be made to ensure the continuity of Life skills education as an intervention in schools. Finally, it is recommended that there should be networking and collaboration between educators; especially for those qualified and those unqualified to teach Life skills education, as the findings indicated as such.

The field of interest in this study focuses on exploring a life skills course in which drama was used, and how first year drama students at Tshwane University of Technology constructed their experience of this, as well as what informed their experience. This research was conducted within the framework of social constructionism, which allows the space for the co-construction of knowledge and meanings. The research questions for this project are thus, how did the first year drama students construct their experience of the life skills course where drama was used as a medium? What informed their experiences? Written accounts were made use of as a form of data collection. Themes were identified in their texts and this was then taken back to the participants to check the meaning generated in the analysis. The findings are relevant to those who deal with life skills in higher education. The aim of the research study was not to find a final answer for the questions posed but rather to provide an interpretation, or analysis, of the constructions contained in the texts. It has provided an alternative body of co-created, co-constructed knowledge. Copyright / Mini Dissertation (MA (Counselling Psychology))--University of Pretoria, 2009. / Psychology / Unrestricted

Due to the importance of decision-making and leadership skills in adulthood, it is important to learn these life skills early in life. The purpose of this descriptive research is to determine whether 4-H youth participating in Mississippi 4-H Shooting Sports learn leadership and decision-making skills. This research surveyed the Mississippi 4-H Shooting Sports state invitational qualifiers at the Mississippi 4-H Shooting Sports State Invitational Competitions. The youth surveyed indicated a gain in leadership and decision-making life skills through participation in Mississippi 4-H Shooting Sports Program. The average participant was Caucasian male that was 16 years old, has been participating in 4-H Youth Development Organization for 5 years, has been participating in Mississippi 4-H Shooting Sports Program for 4 years, and practices 4-6 hours per week.

There is a specific need for occupational therapy programs to provide education about culturally responsive care. Evidence suggests that occupational therapists often feel unprepared in the practice setting to fulfill the role of service provider for persons experiencing homelessness (Lauckner et al., 2006). Occupational therapists are uniquely equipped to address the needs of homeless clients in community health settings and decrease barriers to participation for homeless individuals. With additional education about culturally responsive care for this target population, occupational therapists will feel more prepared to provide for homeless clients and develop client trust. The Student-Homeless Health Partnership (SHHP) is an evidence-based, theory-driven program that utilizes multimodal approaches of instruction with occupational therapy students to provide culturally responsive care for homeless individuals. Through the program, students will develop a client-centered, occupation-based approach to caring for individuals experiencing homelessness through direct engagement. The goal and outcome of the program is to change occupational therapy students’ social beliefs and attitudes tied to adults who are homeless and ultimately, provide effective and culturally responsive care for these individuals. Positive program evaluation findings of SHHP will highlight occupational therapy’s distinct value in community health programs and reinforce the expansion of the SHHP model to occupational therapy programs outside of the San Francisco Bay Area.

Homelessness represents a significant and multifaceted challenge that profoundly impacts numerous individuals on a global scale. It is noteworthy that approximately one third of the homeless population comprises women, and alarmingly, roughly 90% of single parents experiencing homelessness are women. Moreover, among women facing homelessness, mental health issues and substance abuse are disproportionately prevalent, as has been observed in recent research by O'Campo and colleagues (2023). The factors leading to homelessness among women are intricate and diverse, as evidenced by scholarly investigations. Vulnerability to violence, exploitation, and marginalization, coupled with limited access to resources and essential life skills, are among the prominent underlying reasons (Milaney et al., 2020). Considering these critical challenges, the development of effective interventions becomes imperative. Addressing the issue of inadequate life skills necessitated the creation of a specialized program, spearheaded by occupational therapists (OT). This life skills program was meticulously crafted following an extensive review of the existing literature and thoughtfully incorporated elements from previous successful initiatives, such as the Housing First Program (HFP) and the Supporting Many for Residential Transition (SMART) program. The proposed occupational therapy (OT)-led life skills program is set to be implemented at a transitional living facility under the auspices of the Father Bills & Mainspring (FBMS) organization, situated in the Boston, MA area. This program will be twelve weeks and specifically designed to cater to women between the ages of 18 and 30, who currently reside within the transitional living facility. The program's core emphasis will be on developing essential living skills, encompassing independent living proficiencies, as well as employment readiness capabilities. The overarching objective of this intervention is to equip the participants with essential skills, empowering them to secure gainful employment and successfully transition into self-sufficient housing arrangements. Upon the conclusion of the twelve-week program, it is predicted that the participants will acquire profound knowledge and skills concerning independent living and employment. These proficiencies will be subject to evaluation through the administration of a comprehensive questionnaire. Moreover, the prospective long-term outcomes of this program encompass the participants' capacity to maintain sustainable arrangements for independent living and pursue meaningful and lasting employment opportunities. If the efficacy of this program attains the anticipated positive outcomes, the overarching objective shall entail its integration as a permanent fixture within the institutional framework of the FBMS organization. Furthermore, its propagation across additional homelessness organizations in the area of Boston, MA, would be a desired outcome, thus amplifying its societal impact and fostering greater support for those facing housing instability.

No description available.

No description available.

The functional literacy performance among a significant portion of American adults is considerably low. The purpose of this study was to educe a comprehensive profile of the adult learner and his or her literacy performance by examining factors which are a manifestation of both the formal school experience and the environment. The problem investigated was: How do selected developmental, academic, and environmental factors influence the functional literacy performance of adult basic education students? Multiple regression analysis was used to determine the tenability of ten research hypotheses that each included one of the ten literacy subtests of the Adult Performance Level Assessment. A secondary analysis was performed across sex and race subgroups to determine if the hypotheses were valid for those groups. One hundred and twenty-three ABE students who were attending a four-week summer school session in Montgomery County, Maryland comprised the initial sample. Data were collected between July 6 and July 27, 1982 inclusive and involved the following four instruments: (a) a demographic questionnaire, (b) the Adult Performance Level Assessment, (c) the Wesman Personnel Classification Test, and (d) the Moos Family Environment Scale. At the close of the data collection period, 76 adults had completed all four instruments and comprised the final sample. Four hypotheses involving literacy performance in community resources, consumer economics, government-and-law, and identification of facts and terms were accepted. An alternate hypothesis for each of the ten primary analyses suggested factors which have more utility in understanding functional literacy performance than those factors hypothesized. The secondary analysis revealed that the selected factors had a differential influencie on literacy performance for sex subgroups but not for race subgroups. The most important general finding was that the environmental perceptions (current and past) held by ABE students significantly influenced each of the ten performance subtests and, in many instances, exerted a stronger influence than developmental and academic factors. / Ed. D.

In todays society sports has become a major part in people’s life, with the emerging of professionalization it’s become a thriving business that generates big money. An outcome of this evolution of sports as meant that most athletes must put more time and energy in to their athletics to have a chance to reach their dreams of being a professional athlete. And if an athletes dream get cut short somehow, the process of moving out of sport has been shown to somtimes be a difficult process for athletes that don’t have anything to fall back on. That’s why it is important for athletes to have the option to be able to combine their athletics with academics. The purpose of this study was to examine how a duel career, support services and life skills help to balance out the negative outcomes of pursuing a professional career in sports while also working for a higher education. During this study eight men and two women that where playing ice hockey and studying at an NCAA division 1 university where interviewed about their perceptions being student-athletes in a high performance university that has high standards on academics and sports. The results showed that most of support services offered to the student athletes helped them in reducing stress and having a more balanced life between sports and studies. The results also showed that the student-athletes perceived that they prioritized hockey and studies highly and their free time to do other things suffered because of that. Another aspect in the result showed that community service, which was part of the student-athlete program, helped them with putting things in perspective and affected them in a positive way in being student-athletes.

In die Grondslagfase is Lewensvaardighede een van drie leerprogramme wat deur die Departement van Onderwys voorgeskryf en verder in die Nasionale Kurrikulumverklaring uiteengesit word. Lewensvaardighede fokus op die ontwikkellng van lewenswaardes en stel die ontwikkeling van verantwoordelike en gedissiplineerde landsburgers. van Suid-Afrika ten doe!. Teen die agtergrond van die bogenoemde oorkoepelende uitkoms van Lewensvaardigheidsopvoeding, was die doel van die studie om antwoorde op die volgende navorsingsvrae te ViFld: • Wat is Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Is daar 'n verband. tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Hoeveel tyd bestee Grondslagfase-onderwysers daagliks aan die onderrig van leerders se lewensvaardighede? • Verskil die daaglikse tydsbesteding aan die onderrig van Lewensvaardighede, Gesyferdheid en Geletterdheid betekenisvol van mekaar? • Is daar faktore wat Lewensvaardigheidsopvoeding in die Grondslagfase belemmer? • Watter aanbevelings kan gemaak word om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder? Ten einde bogenoemde vrae te beantwoord is 'n gekombineerde (kwantitatiewe en kwalitatiewe) navorsingsmetode geTmplementeer. Data is deur middel van 'n gestruktureerde vraelys by 'n steekproef van Grondslagfase-onderwysers in die Potchefstroom en Klerksdorpskooldistrikte van die Noordwes Provinsie ingesamel en die inllgting is statrsties geanaliseer: Die kwantitatiewe fase van die ondersoek is opgevolg deur 'n kwalitatiewe fase waartydens onderhoude met Grondslagfase-onderwysers gevoer is. Voortspruitend uit die kwantitatiewe en kwalitatiewe resultate, is die volgende gevolgtrekkings gemaak, wat in diepte in die verhandeling bespreek sal word: • Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding is oor die algemeen oorwegend positief. • Daar is 'n verband tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding. • Die meerderheid van die Grondslagfase-onderwysers bestee tussen 25% en 35% van hulle daaglikse tyd aan die onderrig van Lewensvaardighede. • Die tyd wat 'Grondslagfase-onderwysers daagliks aan die onderrig' van Lewensvaardighede, Gesyferdheid en Geletterdheid bestee, verskil betekenisvol van mekaar. Die meeste tyd word daagliks aan die onderrig van Geletterdheid bestee, gevolg deurGesyferdheiden Lewensvaardighede. • Daar is bepaalde faktore wat die suksesvolle. aanbieding van Lewensvaardighede -in die GroRdslagfase belemmer. Op grond van die bevindinge van die ondersoek, is bepaalde aanbevelings aan die hand gedoen om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder. / Life Skills, as prescribed by the Department of education, is one of three learning programmes in the Foundation Phase as reflected in the Nationa1 Curriculum Statement. Life Skills focuses on the development of values for life and has as a goal, the development of responsible and disciplined citizens for South-Africa. Against the-background of the above mentioned super ordinate outcome of Life Skills education the aim of the study was to find answers to the following research questions: • What is the attitude of Foundation Phase teachers towards the teaching of Life Skills? • Is there a connection between specific biographical variables and the Foundation Phase teacher's attitude towards Life Skills? • How much time do Foundation Phase teachers spend daily on teaching Life Skills to learners? • Is there a significant difference on the time spent daily on die teaching of Life Skills, Numeracy and Literacy? • Are there factors that hinder the teaching of Life Skills in the Foundation Phase? • What recommendations can be made to promote the teaching of Life Skills in the Foundation Phase? In order to answer the above questions, a mixed research method (quantitative and qualitative) was implemented. Data were gathered by means of a structured questionnaire from a random sample of Foundation Phase teachers in the Potchefstroom and Klerksdorp school districts of the North West Province, and the information was analysed statistically. The quantitative phase of the investigation was followed bya qualitative phase during which personal interviews with Foundation Phase teachers were conducted. Originating from the quantitative and qualitative results, the following recommendations were made that will be intensiv.ely discussed in the dissertation: • The attitude of Foundation Phase teachers towards Life Skills education are in general positive. • There is a correlation between some biographical variables and the Foundation Phase teachers' attitude towards Life Skills education. I • The majority of the Foundation Phase teachers spend between 25% and 35% of their daily time on the education of Life Skills. • The daily .input that Foundation Phase teachers spend on the teaching of Life Skills, Numeracy and Literacy differ meaningfully from each other. Most of the time is spent on the teaching of Literacy, followed by Numeracy and Life Skills. • There are specific factors that hinder the successful presentation of life Skills in the Foundation Phase. Based on the results of the investigation, specific recommendations were made to promote the teaching of Life Skills in the Foundation Phase. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.