Thesis (DPhil (Political Science))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: In this dissertation I explore people’s perceptions of the causes of poverty. Literature reveals that there are three broad theoretical explanations of perceptions of the causes of poverty: individualistic explanations, where blame is placed squarely on the poor themselves; structural explanations, where poverty is blamed on external social and economic forces; and fatalistic explanations, which attribute poverty to factors such as bad luck or illness. Furthermore, the findings of studies reviewed showed that these explanations interact with socio-economic and demographic variables such as race, geographical location, education, lived poverty index (LPI), living standard measure (LSM) and employment. I therefore critically examine explanations of poverty among South Africans as measured by individualistic, structural and fatalistic dimensions and how it interacts with the socio-economic and demographic variables. Employing a national representative survey of 3510 adults aged 18 and older conducted by the Human Sciences Research Council between 18 April and 30 May 2006 the findings of the present study confirmed most of the theoretical arguments cited in the literature. For instance, South Africans, in general, perceive the causes of poverty in structural terms, but a large proportion of respondents also perceive the causes of poverty in individualistic terms. Access to basic necessities influenced perceptions of the causes of poverty since the poor mostly perceived poverty in structural rather than individualistic terms. White South Africans in contrast to black Africans perceive the causes of poverty mostly in individualistic terms. Coloured respondents are the most fatalistic in their perceptions of the causes of poverty. Further analysis show that respondents living in traditional areas compared to those in urban formal areas are less likely to have structural perceptions of the causes of poverty. This is a very interesting finding because my examination on the extent of lived poverty in showed that the urban formal areas have the smallest proportion of respondents that have gone without basic necessities over the past year if contrasted to the traditional, rural formal and urban informal areas. I found that education had no significant impact on structural perceptions of the causes of poverty. In spite of my assessment of the extent of access to basic necessities which revealed that a large proportion of respondents with primary education compared to those with tertiary education go without these basic necessities. In addition, the study found that the relationship between the socio-economic and demographic variables and the structural, individualistic and fatalistic perceptions of the causes of poverty is considerably more complex and that it is possible for the race group, level of education, employment status and geographical location of the respondent all to interact in a multidimensional manner and have an impact on how the causes of poverty is perceived. However, the three linear regressions examining the relationship between the socio-economic and demographic variables and the structural, individualistic and fatalistic perceptions of the causes of poverty should be interpreted with caution because the explanatory power of the three regression models is quite weak (as indicated by Adjusted R²). In sum, the present study is extremely relevant in many ways and makes a unique contribution at both a methodological and policy level. Methodologically, the findings showed that the LPI may contribute to the proposed poverty line suggested for South Africa. As such, the findings offer a valuable message for the country’s decision makers about South Africans’ perceptions of the causes of poverty. / AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek die persepsies van die publiek met verwysing na die oorsake van armoede. Die literatuur dui op drie breë teoretiese verklarings aangaande persepsies oor die oorsake van armoede: individualistiese verklarings wat die blaam vierkantig op die armes self plaas, strukturele verklarings wat armoede toeskryf aan eksterne sosiale en ekonomiese magte en dan fatalistiese verklarings wat armoede toeskryf aan faktore soos die noodlot of siekte. Navorsing toon dat hierdie verklarings in interaksie met sosio-demografies, ekonomiese veranderlikes soos ras, geografiese ligging, opvoeding, indiensneming; die ‘Lived Poverty Index’ en geslag verkeer. Die huidige verhandeling ondersoek dus krities die verklarings, in terme van armoede onder Suid-Afrikaners, soos gemeet deur die individualistiese, strukturele en fatalistiese dimensies en hul interaksie met sosio-demografiese en ekonomiese veranderlikes. ‘n Nasionale verteenwoordingende opname van 3,510 volwassenes, 18 jaar en ouer wat tussen 18 April en 30 Mei 2009 deur die Raad vir Geesteswetenskaplike Navorsing uitgevoer het die meeste van die teoretiese argumente waarna in die literatuur verwys word bevestig. Byvoorbeeld, Suid-Afrikaners het oor die algemeen armoede vanuit strukturele perspektief waargeneem. Groot proporsie van respondente het armoede egter aan individualistiese faktore toegeskryf. Toegang tot basiese noodsaaklikhede het die persepsies van armoede beïnvloed aangesien die armes armoede meestal toegeskryf het aan strukturele eerder as individualistiese dimensies. Blankes, in vergelyking met Swart Suid-Afrikaners, het individualistiese eerder as strukturele persepties getoon. Kleurling repondente was die mees fatalisties aangaande hul persepsies oor die oorsake van armoede. Respondente wat in tradisionele landelike areas woon het armoede in mindere mate toegeskryf aan strukturele persepsies in vergelyking met repondente woonagtig in formele stedelike areas. Dit was baie interesante resultaat omdat daar verwag is dat respondente wat in tradisionele landelike areas woon armoede eerder sou toeskryf aan strukturele persepsies, terwyl repondente woonagtig in formele stedelike areas meer individualistiese persepsies sou openbaar. Die studie het ook bevind dat opvoeding en indiensneming geen merkwaardige invloed het op persepsies oor die oorsake van armoede nie. ‘n Verdere bevinding van die studie was dat die verhouding tussen die sosio-ekonomiese en demografiese veranderlikes en die struturele, individualistiese en fatalistiese persepsies van armoede aansienlik meer ingewikkeld en kompleks is. Dit is dus moontlik dat die rassegroep, vlak van opvoeding, indiensnemingstatus en geografiese ligging van respondent saam op multi-dimensionele manier in interaksie kan verkeer en dus impak kan hê op hoe armoede deur die respondent gesien word. Dit is belangrik om daarop te let dat die drie regressie analises wat die verhouding tussen die sosioekonomiese en demografiese veranderlikes en die struturele, individualistiese en fatalistiese persepsies van armoede ondersoek baie versigtig geinterpreteer moet word aangesien die verklaringsterkte van die drie regressies baie swak is. Ter opsomming was die studie onder bespreking uiters relevant ten opsigte van verskeie areas en het dit dus unieke bydrae gemaak tot beide metodologiese en beleidskwessies. Metodologies het die bevindinge getoon dat die ‘Lived Poverty Index’ kan bydra tot die voorgestelde armoede-lyn vir Suid-Afrika. Die bevindinge bied waardevolle inligting vir die land se besluitnemers aangaande Suid-Afrikaners se persepsies oor die oorsake van armoede.

Made available in DSpace on 2016-04-28T19:33:56Z (GMT). No. of bitstreams: 1 Dissertacao Bernadeth Resende Torres.pdf: 2179369 bytes, checksum: 8373fed7ef1fa146837d7e67584f06c4 (MD5) Previous issue date: 2006-02-14 / Fundação Educacional Comunitária de São Sebastião do Paraíso / This study was designed based on Writing and Reading Research guidelines namely text writing for Specific Purposes, which prioritize teaching a language in a given setting and context aiming at solving communication problems in specific areas. Such teaching is based on eliciting student s previous language knowledge. According to necessity analyses, the difficulties of the first year students enrolled in Business Management night courses at the Faculdade de Ciências Econômicas, Administrativas e Contábeis de São Sebastião do Paraíso were diagnosed. Based on the data collected, a proposal to improve student s communicative performance was devised, both for real text writing and text comprehension. For this work, text writing was elected as an integrating axis between teaching and learning and strategic proposals for text production in an in-class context were designed. All strategies were based on a Writing Project which combined qualitative and quantitative approaches. Results show that, as students gain more awareness of their own responsibility for learning, they also found it more significant, and began to write better quality texts, when compared to those written in college entrance exams. / Este trabalho situa-se na Linha de Pesquisa de Leitura, Escrita e Ensino de Língua Portuguesa, especificamente em Produção de Textos para Fins Específicos que prioriza um ensino de uma língua em funcionamento numa dada realidade, voltada para a solução de problemas de comunicação em áreas específicas, a partir de conhecimentos prévios dos aprendizes. Com base em Análise de Necessidades foram diagnosticadas dificuldades dos alunos do 1º ano noturno de Administração da Faculdade de Ciências Econômicas, Administrativas e Contábeis de São Sebastião do Paraíso, Minas Gerais. Com base nos dados obtidos e em função dos objetivos traçados, foi elaborada proposta de um trabalho destinado a melhorar o desempenho comunicativo dos usuários, em situações reais de análise e produção de texto. Para esse trabalho, foi eleito o texto como eixo integrador do ensino e da aprendizagem e construídas propostas estratégicas para a produção de textos em situação de aula, a partir de um Projeto de Escrita que combinou procedimentos qualitativos e quantitativos. Os resultados mostram que, na medida em que os alunos assumiram sua própria aprendizagem, ela se tornou significativa e eles passaram a produzir textos de melhor qualidade, quando comparados com a situação inicial do Processo Seletivo 2004.

Made available in DSpace on 2016-06-02T19:46:32Z (GMT). No. of bitstreams: 1 636.pdf: 1914542 bytes, checksum: 14f3a6b7a4d4dda82140b1fc2a2ca88d (MD5) Previous issue date: 2005-03-04 / The search for a society more joust represents a great challenge. As for the paradigm of the social inclusion, the necessary school to participate changed ding itself into a space where education for given it if comes back toward all the people. The inclusion of pupils with educational necessities special comes being white of many studies and quarrels. One of the concerns is to know until where this can give certain. Being this the present study it had for objective to evaluate the effect of a program of education of Acrobatic Gymnastics in a group of pupils with light and moderate mental characterized necessities educational special as deficient registered in a municipal school that takes care of to pupils with educational necessities special and pupils of common education, both with age between 08 and 10 years. The procedure consisted of the following stages: 1) elaboration of one Program of education of Acrobatic Gymnastics for lessons of Physical Education; 2) application and evaluation of the Program of Acrobatic Gymnastics; 3) evaluation and reevaluation of the affective-social data. The data had been analyzed on the basis of the comparisons of the repertoires of the pupils before and after the application of the education program. For way of this salient it effectiveness of the Acrobatic Gymnastics for the development of this population, pointing referring subsidies with respect to the systematization of knowledge and procedures to the area of Suitable the Physical Education, aiming at to accumulate of stocks the best performance of the important aspects for the development and learning of the pupil. With this program we aim at the inclusion of our pupils in the scopes of the society and the school as well as its participation in events and activities together to the too much common citizens. / A busca por uma sociedade mais justa e igualitária representa um grande desafio. No que se refere ao paradigma da inclusão social, a escola precisa participar transformandose num espaço onde o ensino por ela ministrado se volte para todas as pessoas. A inclusão de alunos com necessidades educacionais especiais vem sendo alvo de muitos estudos e discussões. Uma das preocupações é saber até onde isto pode dar certo. Sendo assim o presente estudo teve por objetivo elaborar, aplicar e avaliar os efeitos de um programa de ensino de Ginástica Acrobática em um grupo de alunos com necessidades educacionais especiais caracterizados como deficientes mentais leves e moderados matriculados numa escola municipal que atende alunos com necessidades educacionais especiais e alunos do ensino comum, de outra escola municipal, de ensino regular, ambos com idade entre 08 e 10 anos. O procedimento constou das seguintes etapas: 1) elaboração de um Programa de ensino de Ginástica Acrobática para aulas de Educação Física; 2) aplicação e avaliação do Programa de Ginástica Acrobática; 3) avaliação e reavaliação dos dados afetivo-sociais. Os resultados foram analisados com base nas comparações dos repertórios dos alunos antes e após a aplicação do programa de ensino. Por meio destes salienta-se a eficácia da Ginástica Acrobática para o desenvolvimento desta população, apontando subsídios para a sistematização de conhecimentos e procedimentos referentes à área da Educação Física Adaptada, visando abarcar o melhor desempenho dos aspectos importantes para o desenvolvimento e aprendizado do aluno. Com este programa visamos a inclusão de nossos alunos nos âmbitos da sociedade e da escola bem como sua participação em eventos e atividades junto aos demais cidadãos comuns.

Made available in DSpace on 2014-12-17T14:36:22Z (GMT). No. of bitstreams: 1 JoseEP.pdf: 1644269 bytes, checksum: 79b8ec25e3b491428bb42be521ebaf35 (MD5) Previous issue date: 2009-11-03 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This paper presents a research realized with Physics, Chemistry and Biology teachers, and it aimed to evaluate: 1) the development level of those teachers regarding the abilities that make possible to teach high school students about how to measure in practical and experimental work; 2) the formatives necessities regarding those abilities; and 3) the order of priority for teacher?s formation regarding those abilities. The study is based on the activity theory, from A. N. Leontiev (1983), since we considerer the teacher?s formation a kind of activity for which the category necessity is source of motivation and in which is a necessary condition for professionality and for the professional development. A questionnaire with open and closed questions was applied to 116 teachers during three pedagogic workshops realized to dynamize the science laboratory. The instrument allowed us to obtain the personal and professional profile of the participants, as well as their development level, their formative necessities and their order of priority about the teaching of the abilities related to the work of testing measuring hypothesis, regarding: a) to operationalize variables of a hypothesis in experimental work; b) to measure in practical and experimental work; c) to estimate possible measuring mistakes and use proper procedures to minimize them; d) to estimate the validity of a measuring; and e) to estimate the confiability of a measuring. The research results indicated some limitations of the teachers about their development level in all the analyzed abilities. More than 90% of the teachers considered those deficiencies as necessities of the continuing formation. Most of them (about 54%) expressed immediate priority for formation in each one of the abilities. From a correlation, using the statistic chi-square test, between the development level and the formative necessities for the five abilities, the obtained results allow us to assure that, for all those teaching abilities, there is a strong correlation between the development level and the formative necessity. This situation is symptomatic of the importance of approaching more the science teaching and the teacher?s formation on practical and experimental work in high school as key-component of scientific education in basic education. The obtained results can contribute, as subsidy, for continuing formation courses, having as base the necessities that constitute motivation elements of the teachers for professional development / O estudo apresenta uma pesquisa realizada com professores de F?sica, Qu?mica e Biologia o qual teve como objetivos avaliar: 1) o grau de desenvolvimento desses professores quanto ?s habilidades que possibilitam ensinar, a alunos do ensino m?dio, a habilidade de medir no trabalho pr?tico e experimental; 2) as necessidades formativas em rela??o a essas habilidades; e 3) a ordem de prioridade para a forma??o docente, no que diz respeito a tais habilidades. O estudo se fundamenta na teoria da atividade, de A. N. Leontiev (1983), uma vez que consideramos a forma??o docente um tipo de atividade para a qual a categoria necessidade ? fonte de motiva??o e na qual ? condi??o necess?ria para a profissionalidade e para o desenvolvimento profissional. Foi aplicado um question?rio de quest?es abertas e quest?es fechadas para 116 professores, durante tr?s oficinas pedag?gicas, realizadas para a dinamiza??o de laborat?rios de ci?ncias. O instrumento permitiu obter-se o perfil pessoal e profissional dos participantes assim como avaliar-se o grau de desenvolvimento destes, sua necessidade formativa e a ordem de prioridade que eles atribu?ram ? tarefa de ensinar as habilidades relativas ao trabalho de testar hip?teses de medir, no que diz respeito a: a) operacionalizar vari?veis de uma hip?tese no trabalho experimental; b) medir no trabalho pr?tico e experimental; c) estimar poss?veis erros de medi??es e utilizar procedimentos adequados para minimiz?-los; d) estimar a validez de uma medi??o; e e) estimar a confiabilidade de uma medi??o. Os resultados da pesquisa indicaram limita??es dos professores quanto ao grau de desenvolvimento em rela??o a todas as habilidades analisadas. Mais de 90% deles consideraram essas defici?ncias como necessidades de forma??o continuada. A maioria (54%, em m?dia) expressou prioridade imediata para forma??o em cada uma das habilidades. A partir de uma correla??o, utilizando-se o teste estat?stico qui-quadrado, entre o grau de desenvolvimento e a necessidade formativa para as cinco habilidades, os resultados obtidos permitem afirmar que, para todas essas habilidades de ensino, existe uma forte correla??o entre o grau de desenvolvimento e a necessidade formativa. Essa situa??o ? sintom?tica da import?ncia de se aproximar mais, no ensino m?dio, o ensino de ci?ncias e a forma??o docente no trabalho pr?tico e experimental, como componente-chave da educa??o cient?fica na educa??o b?sica. Os resultados obtidos podem contribuir, como subs?dio, para cursos de forma??o continuada, tomando como base as necessidades que se constituem em elementos de motiva??o dos professores para o desenvolvimento profissional