Student Number : 9604227E - MEd research report - School of Human and Community Development - Faculty of Humanities / This study investigates the needs of Foundation Phase teachers within an inclusive education system. The policy of inclusion in education is currently being promoted in many countries and has over the last decade been part of the new educational movement in South Africa. The rationale for this study lies in the pivotal role of teachers in facilitating the success of an inclusive system. The study utilises a sample of eighteen female teachers in the Foundation Phase of six different township-based mainstream primary schools in Gauteng. The schools share similar socio-economic backgrounds, and are all dual medium of instruction (English and Afrikaans), co-ed schools. The participants range in age from 26-59 years old, having a tertiary qualification in education and a range of teaching experience from 1 year to over 10 years. The teachers were asked to participate in a guided interview that was designed to examine 1) their perceptions of what they need in order to be effective within their classrooms, 2) their perceptions of their competency in managing diversity within their classrooms, and 3) their perceptions of support services with regard to in-service training programmes, district-based support teams, school-based support teams, and within school resources. The findings revealed that the major needs of teachers within an inclusive setting relate to: smaller class size, less administrative paperwork, specialised support from professional experts within the field of education (e.g. psychologists, remedial teachers), greater support from support teams, and training programmes aimed at directly addressing their difficulty in adequately meeting the individual needs of learners. Further, the teachers feel that they do not possess the necessary skills that are needed to cope with meeting the demands of learner diversity within their classrooms. The results of this study provide reasons for concern regarding teachers who are viewed as the key role-players for the successful implementation of inclusive education. The research findings suggest that unless the needs of teachers are acknowledged and addressed through effective interventions, the implementation of inclusive education could encounter serious obstacles. The limitations of the present study are discussed and directions for future research are made.

Student Number : 0301924V - MA dissertation - School of Psychology - Faculty of Humanities / In the field of mentoring the psychological needs of mentors have been given little attention in previous research. The aim of this study is to analyse mentors’ psychological needs within a corporate environment. The research approach is exploratory and was conducted within a qualitative framework. A sample of 5 mentors within the corporate environment was drawn and semi-structured interviews were used to collect the data. Thematic content analysis was applied to report and summarise the data and Covey’s (1989) four dimensions of human functioning (mental, social-emotional, physical and spiritual) was used to categorise mentor needs. The key findings of the study from a mental perspective indicate that mentors identified continuous and experiential learning as a method for continual mental growth. Further mentor training was recommended by the mentors to assist in addressing their mental needs and help them to improve their time-management skills. Mentors’ social-emotional needs focused around the need for a supportive social network from significant others to maintain a state of well-being. The ability to be understanding, to be good listeners and the ability to set appropriate boundaries within the mentoring relationship were identified by mentors as emotional skills (needs) that they would like to improve. From a physical needs perspective, all the mentors revealed an awareness of the need to stay healthy in various ways. Every mentor stated that he/she was affected by stress and that it manifested in different ways, however, the mentors were satisfied with the resources provided by their organisation for their health and well-being. From a spiritual perspective, mentors experienced satisfaction from assisting in others’ growth, suggesting a need for engaging with and learning from others.

This study about preschool education and care in four preschools, in Uganda, used a mixed-methods approach and a multiple-case study design. It investigated the preschools’ qualities, the resources available, the organisation, characteristics in regard to children with special educational needs and the preschools’ strengths, challenges and improvement needs. Bronfenbrenner’s bioecological theory and the PPCT-model was used as theoretical framework in this study. The study was conducted at four preschools in Uganda, one in a high-income area, one in a low-income area, one in a special needs centre and one in a refugee camp. Data collection was conducted during 3-5 days at each preschool and included structured observations using the Early Childhood Environment Rating Scale®, Third Edition, open observations and interviews. The result depicted substantial differences among the preschools in all aspects investigated. The interviewed teacher in the high-income area considered they had the resources they needed, whilst the interviewed teachers in the refugee camp considered the limited resources being a challenge with 150 children in one class and no access to water during the time of observation. The education had an emphasis on teacher directed education in all preschools, where the teacher led the activities and chose the content. There was an uncertainty among the teachers about which child they should deem in need of special educational support. The support provided in the preschools varied, depending on the need the teachers perceived the children to have and the resources available. The overall quality in the preschool in the high-income area was found to be reasonably good in the ECERS-3 rating (score 4.40), but the rest of the preschools scored below minimum quality. Challenges to the preschools were limited resources, methods of caregiving and discipline, and educational practices based on teacher directed education.

Este trabalho consiste no estudo de propostas de atividades didáticas para alunos com necessidades educacionais especiais, particularmente daquelas que são recomendadas para as salas de aula das escolas públicas estaduais de São Paulo. Teve por objetivos, construir ou adaptar, conforme o caso, aplicar e analisar uma sequência didática, para promover uma aprendizagem adequada a dois alunos com necessidades educacionais especiais, inseridos em uma sala de aula comum, sendo ambos classificados como portadores de paralisia cerebral. Caracterizaremos algumas deficiências que aparecem em escolas comuns ou regulares. Baseando-nos na Proposta Curricular do Estado de São Paulo e também nas Diretrizes Curriculares da Prefeitura de Campinas, como produto deste trabalho, propusemos dois planos de ensino a serem aplicados no sexto e oitavo anos do ensino fundamental e estudamos quais deveriam ser as adaptações desses planos, para adequá-los a esses alunos, sendo um do oitavo e outro do sexto ano do ensino fundamental. Ambas as sequências didáticas foram aplicadas e analisadas, donde concluímos que foram adequadas à aprendizagem de todos os alunos presentes em classe. Porém, também constatamos que as deficiências que aparecem nas escolas, mesmo tendo a mesma classificação, não podem ser tratadas com igualdade, no sentido de que os planos de ensino devem ser adaptados para as necessidades específicas de cada aluno / This research studies proposals of didactic activities to students with special educational needs, particularly those recommended to public schools in the State of São Paulo, Brazil. We characterize some technical deficiencies which arise in regular schools, and specifically some of our case study. Our main aim was to propose, apply, and analyze a didactical sequence, in order to promote significant learning to students with special needs, inserted in regular classroom, both classified as cerebral palsy. Based on the Curricular Proposals of the State of São Paulo, and also in the curricular directions of the city of Campinas, as a production of this study, we have proposed two teaching plans to be applied to the sixth and eighth grades of basic school. We have studied which adaptations should be done in such plans to fit them to those students. We have applied both the didactical sequences, and concluded that they were appropriate to the learning of all students present in class. However, we also have seen that deficiencies that appear in regular schools, even when they have same classification, should not be treated as equals, in the sense that the educational plans need to be adapted to each student´s specific needs

Background: The burden of non-communicable diseases including cardiovascular diseases such as heart failure in Africa is rising rapidly, and they are now recognised as a significant cause of morbidity and mortality in the continent. Heart failure causes significant multidimensional impact (physical, social, psychological and spiritual), even with the advent of medicines that offer mortality benefit. Comprehensive care for heart failure must include palliative care that addresses multidimensional needs in line with patient-centered care. However, most research on heart failure in Africa has not explored these multidimensional needs from the patients’ perspective, and palliative care is still seen as being for those with cancer and HIV/AIDS. Aims: To understand the multidimensional experiences, needs, and use of services by patients with heart failure during their disease trajectory. To understand health care professionals’ perceptions of patients’ needs, the care required and the availability of services for patients with advanced heart failure in Uganda. Methods: A total of 48 face to face qualitative longitudinal interviews (36-patient alone, 4 paired-patient and family carer, 8 with bereaved carers), were conducted with 21 patients with stage 3 or 4 heart failure being treated in Mulago Hospital and some of their family carers. Patient interviews were followed by the administration of the African Palliative Care Association African Palliative Outcome Scale supplemented with the broader symptom assessment tool the POS-S. Patients were interviewed during the time of hospitalisation when the researcher first made contact with them, and were followed up monthly by phone. Longitudinal interviews were conducted at 3 and 6 months after the first interview if their clinical condition remained stable, and earlier if there were major concerns or changes in their multidimensional experiences. Eight single interviews were conducted with health professionals (5 doctors, 2 nurses and 1 social worker) involved in the care of the patients. All interviews were audio recorded, and those of the health professionals transcribed verbatim, those of the patients were first translated to English and transcribed and all were exported into QSR Nvivo software version 10 for analysis. Principles from Charmaz’s grounded theory (line by line coding, focused coding, constant comparison and theoretical coding) were employed for analysis. Findings: The patients’ experience was that of learning to live with the unknown in a life dominated by symptoms despite, and because of, treatments. The impact of the various symptoms limited physical performance leading to multiple losses. Presence of a high level of health illiteracy, lack of information on their illness coupled with a high reliance on local cultural beliefs to make health decisions, led to the following: delayed recognition of illness and seeking of care; inappropriate self- care and poor adherence to medications; poor understanding of illness and its prognosis; unrealistic expectations of treatment; and inappropriate choices of where to seek care. Patients were often faced with health system challenges that contributed to late diagnosis and exacerbated the problem of poor adherence to treatment because of lack of medicines and lack of information. The illness impact was also observed in the social, psychological and spiritual domains of patients’ lives causing anxiety and worry, isolation, rejection and stigma, spiritual pain and spiritual growth. Patients expressed the need for normal functioning, information, to be in control and to be facilitated to cope and adapt to the unknown. Patients employed different mechanisms of coping and adaptation, with hope being central in coping as they tried to live with the unknown. Patients suggested changes to the health system and in the conduct of health professionals to improve future care. Health professionals were able to recognise the multidimensional impact of the illness on the patients, but the details of the concerns tended to differ for the patients and health professionals. Health professionals’ proposals on improving care tended to emphasise interventions that would improve physical care as opposed to the other dimensions. Conclusion: This is the first qualitative longitudinal research in Uganda that has explored the experiences of patients with advanced heart failure to gain an understanding of their needs and concerns from their perspective over the course of their illness. Many concerns such as a lack of information, challenges with coping, the symptom experience and its impact on function and the psychological, social and spiritual aspects of their lives are enduring in literature. However, this study also identified other concerns less common in the literature that could have led to a unique illness experience. These included: health system challenges; the impact of culture; beliefs and poverty; and a high level of health illiteracy.

A comprehensive investigation of the medical students' English learning needs in the investigated context reveals that the medical students' English learning needs are perceived differently by different parties. As the students proceed in their academic study, their perceptions change from an initial need to pass examinations, to the need to acquire subject knowledge through English, and finally to the need to conduct academic activities, thus indicating the necessity to take a developmental view of their English learning needs and consider these needs in designing the ME course instead of imposing the course on students externally. The teachers of the medical college identify the medical students' English learning needs from the practical, academic, and utilitarian perspectives. They suggest implementing language policies that suit the students best according to the real needs in the Chinese contexts and the students' personal desires. But those in the collegial administrative posts tend to over-stress the importance of learning English despite the pre-dominantly resistant attitudes expressed by the students towards English learning. / Based on the findings of the research, the thesis argues for a renewed GBP-mediated expansive learning model to observe learning happening in the GBP framework. In spite of the inevitable weaknesses of the research, it seems clear that further research is essential in areas such as interscholastic needs analysis, genre-based medical English course development, and teacher collaboration. / In the various activity systems in which these parties mainly involved, English is perceived as an examination tool, a linguistic tool, or an administrative tool, hence we find contradictions at different levels. GBP was introduced into the ME class in the form of boundary-crossing actions between the researcher and the ME teacher. The GBP-mediated expansive learning has been explored in three observational dimensions: the vertical development as displayed by the medical students' reconceptualization of their object of English learning, namely their English learning needs; the horizontal development as displayed by the boundary-crossing learning of the ME teacher and the researcher; and the teacher and the students' concept formation of genre and GBP as an indication of developing both vertically and horizontally. / Resulting from the intervention instruction, new teaching/learning tools were formed, new values were attached to learning English, new understanding of the objects of the ME course were developed, and new identities emerged. The introduction of a new mediating tool (i.e. GBP) had led to changes in the other components of the ME class activity system and finally transformed it into a culturally more advanced one, with shared object perceived by all subjects, new conceptual tools (e.g. the new values of English learning), new quality of the subjects (i.e. enhanced ability in ME learning/teaching), and new responsibility towards learning (the division of labour). / The research was conducted in two stages in a medical college in China. The first stage involved critical analysis of medical students' English learning needs through questionnaire survey, classroom observations, focus group discussions, and interviews among medical students in different grades, teachers, and medical doctors (N =696). The second stage was an intervention case study with 46 first-year medical students, using GBP in their medical English class and collecting data through questionnaire surveys, classroom observations, focus discussions, and interviews. / This thesis borrows insights from various theoretical trends, including critical theories, activity theory, particularly expansive learning theory, and genre-based pedagogy (GBP), to formulate a triadic theoretical framework to explore possible improvements in the instruction of medical English (ME) in EFL (English as Foreign Language) contexts. The research aims at answering the key research question regarding the ways in which genre-based pedagogy, informed by critical needs analysis, transforms Medical English instruction and leads to expansive learning. There are three sub-questions that deal with the three-folded research purposes, namely investigation, critical analysis, and transformation, which comprise a unique way to conduct a critical needs analysis of medical students' English learning needs. / Yang, Miao. / Advisers: Evelyn Yee Fun Man; Icy Kit Bing Lee; Angel Mei Yi Lin. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 593-613). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

To date the management of state-maintained special schools for children with hearing impairment (SMSSCHI) in Ghana has not been extensively researched. As a result, the way such schools are managed is inadequately understood. This research sought to address that lack of understanding. The aim of the research was to examine the nature of the day-to-day management activities in SMSSCHI to refine our current understanding of such schools. Research questions focused on the nature of the day-to-day management; the organisational challenges; the relationships between the SMSSCHI and stakeholders including, the private sector, parents and the Ghana Education Service (GES); the way educational policies influence the management of SMSSCHI; and the boundary issues in the day-to-day management of SSMCHI in Ghana. The research began with an analysis of the relevant literature. The empirical research was in two phases: Phase 1 involved visits to seven out of the 12 SMSSCHI in Ghana to understand day-to-day management practices. Phase 2 explored the relationships between schools and stakeholders in the day-to-day management of SMSSCHI in three schools. The data were analysed using the planning, organising, staffing, coordinating, reporting, budgeting (POSDCoRB) framework. The key findings were that day-to-day management practices were homogenous across study schools. This homogeneity stemmed from the use of centralized planning emanating from the GES to ensure conformity to set policies. This practice led to a limited adoption of strategic plans to address local needs. Organisational boundary issues emerged as significant in relation to the involvement of stakeholders in school management portrayed by the profound influence of the GES and very minimal involvement of other stakeholders as enshrined in the decentralisation policy of the GES. Societal conceptions of disability and the location of special schools influenced stakeholders' involvement in school management. The implications of the findings for policy and practice are discussed.

Submitted by Emanoele Caroline Amendola (emanoele.amendola@gmail.com) on 2019-01-30T22:41:52Z No. of bitstreams: 1 emanoele_amendola_final.pdf: 2500422 bytes, checksum: bdf6cd2de33e6676fc34811dd4f3c9f6 (MD5) / Approved for entry into archive by Cristina Alexandra de Godoy null (cristina@adm.feis.unesp.br) on 2019-01-31T10:41:43Z (GMT) No. of bitstreams: 1 amendola_ec_me_ilha.pdf: 2500422 bytes, checksum: bdf6cd2de33e6676fc34811dd4f3c9f6 (MD5) / Made available in DSpace on 2019-01-31T10:41:43Z (GMT). No. of bitstreams: 1 amendola_ec_me_ilha.pdf: 2500422 bytes, checksum: bdf6cd2de33e6676fc34811dd4f3c9f6 (MD5) Previous issue date: 2018-07-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A citricultura brasileira exerce participação importante no mercado internacional agrícola. Atualmente o país é o maior exportador do suco destas frutas no mundo. A participação dos sistemas de irrigação na citricultura vem sendo cada vez mais acentuada, entretanto pesquisas com as aplicações do sensoriamento remoto, especialmente do algoritmo SAFER (Simple Algorith for Evapotranspiration Retrieving), e análises comparativas entre sistemas de irrigação em citros são escassas. Os objetivos deste trabalho foram detectar diferenças de temperatura de superfície entre os sistemas de irrigação (autopropelido, pivô central, microaspersão e gotejamento) e verificar a evapotranspiração atual de diferentes copas dos citros, utilizando o sensoriamento remoto, com o algoritmo SAFER, aplicado a fazendas comerciais cultivadas em diferentes idades - diferenciadas em adultas (plantas com 3 ou mais anos desde o plantio) e jovens (inferiores a 3 anos de plantio) - e tipos de copas de citros - laranjeiras, tangerineiras e limeira ácida Thaiti - no Noroeste Paulista. Após a aplicação da metodologia, foi verificada diferença significativa na temperatura de superfície dos pomares irrigados por diferentes sistemas de irrigação e encontrou-se uma copa com maior potencial para consumo de água entre os cítricos. / Brazilian citriculture has a significant stake in the international agricultural market. Currently the country is the biggest exporter of the juice in the world. The participation of irrigation systems in citriculture has been increasing steadily. However, research with the applications of remote sensing, especially the SAFER algorithm, and comparative analyzes between irrigation systems in citrus are scarce. The objective of this work was to detect differences in surface temperature between irrigation systems (self-propelled, center pivot, micro sprinkler and drip) and to verify the current evapotranspiration of different citrus canopies, using remote sensing with the SAFER algorithm applied to farms (plants with 3 years or more since planting) and young (less than 3 years of planting) - and citrus canopy types - orange, tangerine and Thaiti acid lime trees - in the Northwest region of São Paulo. After the application of the methodology, a significant difference in the surface temperature of orchards irrigated by different irrigation systems was verified, and a canopy with greater potential for water consumption among citrus was found. / CAPES: Código de Financiamento 001

Sjukfrånvaro till följd av sociala och organisatoriska orsaker ökar, varje år kostar den arbetsrelaterade ohälsan Sverige 70 miljarder kronor i form av förlorade arbetsinsatser och utgifter för vård och omsorg. Trots att ledarskap antas spela en central roll i anställdas sjukfrånvaromönster är tidigare forskning på området begränsad. Syftet med denna studie var att undersöka det longitudinella sambandet mellan behovsfrämjande ledarskap och sjukfrånvaro, samt om tillfredsställelse av de grundläggande psykologiska behoven av autonomi, kompetens och samhörighet medierar relationen mellan ledarskap och sjukfrånvaro. Enkätdata insamlades med självskattningsformulären Need Support at Work scale och Need Satisfaction at Work scale från anställda inom en kommun i norra Sverige (N = 589, 58% kvinnor, åldersspann = 19-66 år) och relaterades till sjukfrånvaro. Resultaten visar att ett behovsfrämjande ledarskap har en indirekt effekt på anställdas sjukfrånvaro genom behovstillfredsställelse samt en direkt effekt på anställda som är sjukskrivna längre än 40 dagar. Dessa resultat bidrar med en teoretisk förståelse för hur chefer påverkar anställdas sjukfrånvaromönster och kan ligga till grund för organisatoriska interventioner. / Sickness absenteeism due to social and organisational reasons is increasing and the total cost of work-related illnesses in Sweden amounts to 70 billion krona each year in form of loss of production and health care expenses. Though leadership is assumed to play a central role in follower’s absenteeism-patterns, research exploring this relationship is scarce. The purpose of this study was to explore the longitudinal relationship between need-supportive leadership and sick leave, and to explore whether satisfaction of the basic psychological needs is related to and mediate the association between leadership and sickness absenteeism. Self-assessment data was collected with Need Support at Work scale and Need Satisfaction at Work scale from municipal employees (N = 589, 58% women, age span = 19-66 years) in a town in northern Sweden and was related to records of absence. The results show that need-supportive leadership is indirectly related to absenteeism through the satisfaction of the basic psychological needs. They also indicate a direct negative effect of need-supportive leadership on absence-spells over 40 days. These findings contribute with a theoretical understanding on how leaders affect follower’s absenteeism-patterns and can be used to guide organisational interventions.

The school to post-school transition has been identified as a time when young people with Additional Support Needs (ASN) need extra support. This thesis focuses on the school to post-school transition planning and preparation process for young people with ASN in Scotland. In particular, the author scrutinised the collaborative planning and preparation that takes place amongst professionals to support young people with ASN and their families during this transition. The author also examined the influence of the Education (Additional Support for Learning) (Scotland) Act 2004 upon the process. A mixed-methods research design was used to undertake three studies. Study 1 was a national on-line survey of professionals involved in post-school transition planning and preparation. Study 2 was a longitudinal study in which professionals involved in transition planning and preparations from one local authority were interviewed at 2 time periods (2004 before the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and 2010). Minutes of transition meetings from both periods were also examined. Study 3 was a case study of a further education college undertaken in the same local authority as Study 2, to understand the experiences of transition planning and preparation from the perspectives of the young people with ASN who had experienced post-school transition and their families, along with school and college professionals. Participants (young people, parents and professionals) were interviewed. Visual resources were developed by the author to support the interviews with the young people. Data in all the studies were analysed using a thematic analysis approach. Finally, the findings of the three studies are presented and discussed. These include the perception that transition planning and preparation has become more young person centred since the Act was introduced. Implications for policy makers, practitioners, and future research are also discussed.