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This paper addresses the nature of Social Work supervision in the Directorate of Developmental Welfare Services. It contains five chapters namely Research Orientation, Literature Review, Social Structure in Namibia, Empirical Study and the last chapter is the Conclusions and Recommendations. The Research Orientation deals with motivating factors explaining the need for this research as well as pointing out the goal and objectives of the research. The goal of the research is to explore and describe Social Work supervision in the Directorate of Developmental Welfare Services in Namibia. The Literature Review gives comprehensive explanations of the importance of Social Work supervision in delivering social services. It provides opinions of different authors and their views on the nature of supervision, the supervisory needs of supervisees, and the functions and roles of supervisors. The Research Methodology chapter looks at how the research was done, how the researcher gathered information and the tools that were used. The research data was examined using the quantitative data analysis approach. Data analysis and interpretation breaks down the data obtained from the questionnaires, which are the instruments that the researcher used to obtain the information. The result consists of graphs and tables that clearly present the data. This chapter also covers the social structure of Namibia, a brief description of the regions in Namibia in order to help the reader understand the distances between offices. The Conclusions are a summary of the findings obtained from the respondents on the nature of supervision in the directorate. Possible solutions to improve supervision in the directorate are addressed in the recommendations. One of the recommendations is that the directorate should develop standardised supervisory guidelines. / Dissertation (MA (Social Work))--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

On the ground of research data it was established that organisation of professional conveyance and consultation in Work Clubs stimulates busyness of the unenployed and cognition of new professions as well as their integration into work market. If work market professional teaching corresponds with adequate work market teaching requirements and personal learning needs, employment possibilities after finishing professional teaching courses increase. Employment possibilities are conditioned by motivation, personal, background and professional factors.

Motivating operations (MOs) may affect behavior in two ways; A) an MO momentarily alters the frequency of behavior for which a particular consequence has served as reinforcement (evocative-effect) and B) an MO momentarily alters the behavioral effects of the relevant consequence (value-altering effect). Many studies have empirically demonstrated the evocative function of MOs, however, few if any studies have attempted to systematically manipulate and measure the value-altering effect. The focus of this study was to investigate the value-altering effect by measuring choice and response allocation across two alternative tasks. Participants were two female girls diagnosed with autism. During conditioning sessions, experimenters created a history for the children in which clicking on a moving square on a computer monitor produced a small piece of edible. Prior to some conditions, the participants were allowed 5 min of free-access to the edibles, and in other sessions, access to edibles prior to session was restricted. During these sessions, the square was either red or blue depending on the condition type (pre-access or restricted-access). During probe sessions, both colored squares were concurrently available and participants were allowed to allocate their responding to whichever square they chose. One participant preferred the square associated with restricted-access, which may support the notion of the value-altering effect. Difficulties during conditioning sessions interfered with the ability to run sufficient probes with the other participant to evaluate a value-altering effect. Results suggest that the use of these procedures may be useful to differentiate evocative and function-altering effects of MOs.

The aim of the thesis is to investigate the current state of the system of the motivating employees in FOX company. The theoretical part deals with importance of the motivating employees for the success of the company. The forms of motivating are categorized here (for example internal and external motivating). The part also describes the theories of motivating like the Theory of the instrumentality, the content focused theories, the theories based on process and McGregors theory of X and Y. The relation between motivation, satisfaction and employees performance is clarified in this part. The thesis identifies the motivation factors related to the employees performance and describes the motivating strategies. In the practical part the parameters and structure of the examined company are defined. There are described the current motivating strategies of the company. In this part the analysis that was used to examine the companys motivating strategy takes place. The results of the analysis are evaluated in the last chapter. The pros and cons of the companys motivating strategy are described in detail and the improvements are proposed.

Children with autism often experience substantial delays in the development of play behavior. Interventions to teach play skills are often complicated by challenging behavior and stereotypy. Previous research has demonstrated a potential relationship between stereotypy, challenging behavior and play in children with autism. However, few research-based methods for addressing stereotypy and challenging during play interventions are available to practitioners. The purpose of this study was to reduce stereotypy and challenging behavior during a play intervention for five children with autism by adding an abolishing operation component to a common research-based procedure for teaching play skills. The abolishing effect is one of several possible effects of MOs. An abolishing operation is any stimuli or series of events that reduces the value of a particular reinforcer. If an individual has unrestricted access to a particular reinforcer for an extended period of time that stimuli may eventually lose its reinforcing value. Incorporation of the abolishing operation concept into play interventions may allow practitioners to effectively reduce the reinforcing value of stereotypy prior to beginning a play intervention. If the reinforcing value of stereotypy is reduced, then the child may engage in less stereotypy and less challenging behavior when stereotypy is interrupted. By reducing these interfering behaviors, it was hypothesized that a research-based play intervention would be more effective and efficient. The effects of two conditions were compared. In one condition (abolishing operation condition) the child is allowed to engage in stereotypy freely prior to the implementation of an intervention targeting play skills. In the second condition the same play intervention was implemented without the prior free play period. The levels of functional play, symbolic play, stereotypy, and challenging behavior were compared across these two conditions. Results show decreased levels of stereotypy and challenging behavior and increased levels of functional play in the abolishing operation condition. Symbolic play did not occur following either condition. / text

Esant intensyviam gyvenimo ritmui, keičiasi vertybės, poreikiai, tikslai, siekiai, todėl norint neatitrūkti nuo realios aplinkos ir siekiant gerų darbo rezultatų reikia vis iš naujo nustatyti, kokie motyvaciniai veiksniai yra efektyviausi, tinkamiausi motyvuojant pedagogus. / Due to quick pace of life a lot of things have been changing: value, needs, objects, that is why it is necessary to reestablish proper and the most efficient motivational factors, in order not to lose touch with reality and to seek better work results.

Fizinis aktyvumas vienas iš sveikos gyvensenos ir geros savijautos komponentų, todėl fizinio aktyvumo skatinimas bei tinkama motyvacija turėtų būti neatsiejama moksleivių ugdymo dalimi ne tik mokykloje, tačiau ir namuose. Fizinis aktyvumas ypač naudingas moksleiviško amžiaus vaikams, kuomet dar vystosi organizmas, bei turi teigiamos įtakos vaikų mokymosi efektyvumui. Susiformavę fizinio akyvumo įgūdžiai jauname amžiuje, dažnai išlieka ir vyresniame amžiuje, todėl svarbu fizinio aktyvumo įgūdžius pradėti formuoti kuo anksčiau. Mokinių fiziniam aktyvumui turi įtakos įvairios priežastys – asmenys bendraujantys su vaikais, asmenininiai veiksniai, aplinkos sąlygos. Tyrimo objektas – mokinių fizinis aktyvumas ir jį motyvuojantys veiksniai Baigiamojo darbo tikslas – nustatyti mokinių fizinį aktyvumą motyvuojančius veiksnius. Darbo uždaviniai: 1. Nustatyti 9-10 klasių mokinių fizinį aktyvumą bei jį motyvuojančius veiksnius. 2. Nustatyti 11-12 klasių mokinių fizinį aktyvumą bei jį motyvuojančius veiksnius. 3. Palyginti mokinių fizinį aktyvumą motyvuojančius veiksnius skirtingose amžiaus grupėse. Tyrimo išvados: 1. Tyrimo rezultatai leidžia teigti, kad 9-10 klasių moksleiviai yra fiziškai aktyvūs, 70% mokinių sportuoja nuo 2-3 iki 7 ir daugiau valandų per savaitę ir 80% 9-10 klasių mokinių ne pamokų metu sportuoja, mankštinasi 2-3 ir daugiau kartų per savaitę. 72% laisvalaikį renkasi praleisti užsiimdami fiziškai aktyvia veikla. 60% 9-10 klasių mokinių labiausiai skatina... [toliau žr. visą tekstą] / The object of the research is students’ physical activity and its motivating factors. The aim of the paper is to determine the factors that motivate students’ physical activity. The tasks of the paper are the following: 1. To determine the level of the physical activity of 9-10 graders and to find out what the motivating factors for their physical activity are. 2. To determine the level of the physical activity of 11-12 graders and to find out what the motivating factors for their physical activity are. 3. To compare the factors motivating students’ physical activity in different age groups. Conclusions: 1. According to the results of the analysis, it is possible to assert that the students in 9-10th grade are physically active. 70 per cent of the students participate in sports two to three hours a day and up to seven hours a week. 80 per cent of 9-10th grade students pursue sports as an extra curriculum activity for two to three times a week. 72 per cent choose to take part in physical activity during their free time. 60 per cent of 9-10th grade students are motivated to participate in sports by their parents, friends, classmates, that is to say, people who interact with the students the most. An important variable in terms of 9-10th grader physical activity levels is to do with access to sport facilities, equipment and so on. 48 per cent of 9-10th graders are not motivated by the equipment provided in their schools, nonetheless, the physical activity level of 70 per cent... [to full text]

An analysis of Peter F. Drucker (2001) and Jim Collins' (2005) theory that non-profits can teach businesses in the areas of mission orientation, board productivity and motivating workers. Extensive research was conducted on six Henry R. Kravis Prize in Leadership recipients: Roy L. Prosterman, the founder of the Rural Development Institute, a.k.a Landesa (2006), Fazle H. Abed, founder of Bangladesh Rural Advancement Committee (2007), Forum for African Women Educationalist (2008), Pratham (2010), mother2mothers (2012) and Soraya Salti, regional direction of INJAZ al-Arab (2012). This in-depth examination suggests that Drucker (2001) and Collins' (2005) postulation was accurate and the studied organizations excelled in the three mentioned principles.