AFRIKAANS: In hierdie navorsing is deur aksienavorsing ondersoek ingestel na strategieë wat vir opvoeders bruikbaar is in die hantering van leerders met emosionele en gedragsbehoeftes binne die opset van insluitende onderwys. Leerders in Suid-Afrikaanse skole en klaskamers openbaar ʼn wye verskeidenheid emosionele en gedragsbehoeftes, en hierdie behoeftes word as een van die vernaamste knelpunte deur alle belanghebbendes in die land se onderwys uitgesonder. Anders as in die verlede word daar nou van opvoeders verwag om die primêre hulpverleners te wees van leerders met behoeftes in die konteks van die insluitende klaskamer. In die lig hiervan benodig opvoeders bemagtiging om die leerders te hanteer deur ’n verskeidenheid strategieë te kan gebruik. Die navorsing het deur verskeie fases verloop waar die aanvanklike behoeftes van die opvoeders bepaal is, asook die stand van sake voor die intervensie. Op grond hiervan is ʼn implementeringsprogram saamgestel wat gefokus het op die ontwikkeling van strategieë vir opvoeders van die twee skole, die toepassing daarvan in hul klasse/skool en die effek wat dit op die klasse/skool gehad het. Die implementering is op verskeie sistemiese vlakke gemoniteer – deur die opvoeders in hul eie klasse, maar ook deur eksterne waarnemers en die navorser. Gedurende die fases is die intervensie voortdurend aangepas namate nuwe behoeftes bekend geraak het. Die deelnemers het ook insette gelewer ten opsigte van strategieë en hoe dit aangepas kon word. Nuwe gemeenskaplike kennis van strategieë het tydens die intervensie ontstaan. Na afloop van die program het opvoeders die strategieë vir die hantering van leerders met emosionele en gedragsbehoeftes kwantitatief beoordeel, op grond van die bruikbaarheid daarvan in die skool- en klasopset. Uit my bevindinge het dit geblyk dat opvoeders bemagtiging benodig om met leerders met emosionele en gedragsbehoeftes te werk. Die indiensopleidings-program waaraan 47 opvoeders van twee skole deelgeneem het, het daartoe bygedra dat die opvoeders se ingesteldheid teenoor leerders verander het. Na die opleiding was hulle bekend met meer strategieë om leerdergedrag te hanteer en het ‘n gevoel van sukses beleef in die klas, wat bygedra het tot ‘n positiewe belewenis van die klassituasie. Van die strategieë wat as die bruikbaarste beoordeel is, het gehandel oor klaskamerpraktyke en strategieë om taakgerigtheid te bevorder. Ander strategieë het aspekte rondom skoolbestuur en ondersteuning aan ouers ingesluit. Enkele opvoeders het ook meer gevorderde strategieë, soos kognitiewe en gedragstegnieke gebruik. Opvoeders het positiewe reaksie aangemeld van leerders waar die strategieë toegepas is. Hierdie studie is deur ‘n proses van aksienavorsing uitgevoer en kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik. Die resultate is van toepassing binne hierdie bepaalde konteks. Volgens die navorser kan hierdie opleidingsprogram aangepas word om aan die behoefte vir indiensopleiding vir opvoeders te voorsien. Opleiding kan moontlik fokus op ʼn kleiner aantal strategieë wat deeglik ingeoefen en vasgelê kan word. Dit is verkieslik dat al die personeel van ‘n skool, insluitend die skoolbestuurspan, aan die opleiding moet deelneem om dit ‘n skoolontwikkelingsprojek te maak. Deur twee skole op verskillende vlakke van implementering saam op te lei, kan opvoeders mekaar stimuleer en kan die toepassing van idees bevorder word. ENGLISH: Learners who exhibit emotional and behavioural needs (e.g. ADHD and depression conduct disorder) seem to present a major challenge for educators in the inclusive mainstream class and educators feel that they are not adequately prepared and trained for these challenges. Action research was chosen as research method. The purpose of this research was to useful strategies which educators could implement in supporting and managing these learners, in the inclusive classroom environment. Learners with emotional and behavioural needs exhibit a wide variety of behaviours at school. In the inclusive education environment educators are expected to be the primary supporters of learners with needs. Although this expectation exists, up till now educators have received little or no training on how to support learners with needs. The research process conducted in this study followed different phases. Firstly, a needs analysis was conducted to determine the current state of affairs, the needs of educators, and strategies currently in use. Information that became evident through the needs analysis and literature research prescribed the format and aspects to be included in the initial intervention programme. During the execution of this programme, current strategies were adapted and new ones developed. Needs that came to the fore during the implementation were recognised and incorporated. The implementation was monitored on different levels, for example by teachers who implemented the strategies in their classrooms and provided feedback, by the researcher, and also by external observers. The focus was not only on the strategies, but also on processes. Changes that were observed in the different systems were assessed. During the final step of the implementation phase, educators, based on their practical experience, were required to rate the usefulness of all the different strategies that were either part of the initial presentation or were generated during the course of implementation. The qualitative as well as quantitative findings indicated that the educators became more capable of supporting these learners and implemented a wide variety of strategies. Classroom management strategies and strategies to support task behaviour were found to be the most helpful. Educators also gained more than merely knowledge. Changes in the relationship between educators and these learners were noticeable and they became aware of feelings of personal achievement and competency. Changes also occurred at other systemic levels, such as in the learners, the school, the community and even in the broader education system. This study was undertaken on a small group of educators in a particular context. Whilst the findings cannot be generalised, it is suggested that this programme may also be beneficial for educators to support learners with emotional and behavioural needs in other environments. / Thesis (DPhil)--University of Pretoria, 2010. / Psychology / unrestricted

The incidence of HIV and AIDS is rising rapidly and has become a serious concern in South Africa. In order to address the HIV and AIDS problem, Community Based Care was introduced to render an effective service to the HIV and AIDS patient. The volunteers receive training to equip them to render a holistic service to the HIV and AIDS patient. The researcher’s concern is that despite the training programme offered, there are still problems regarding the service delivery by the volunteers. Volunteers focus on the physical needs of the HIV and AIDS patient only and do not attend to their psychosocial needs, despite the fact that they are trained to take care of the needs of the HIV and AIDS patient from a holistic approach. Due to this problem, the researcher decided to explore the experiences of the volunteers regarding the implementation of the training programme on HIV and AIDS Community Based Care in order to find answers as to why they do not attend to the psychosocial needs of the HIV and AIDS patient, although they were holistically trained. The research question was formulated as follows: What is the experience of volunteers in the Potchefstroom Municipality regarding the implementation of the training programme on HIV and AIDS Community Based Care? The researcher used a quantitative approach to explore the research question. Twenty (20) volunteers from the two Community Based Care programmes, namely Baptist Children’s Centre and Bambanani Youth Project, were randomly selected for inclusion in the study. The data collection method used was a group questionnaire. Three themes were explored, namely, the content of the training programme, presentation of the training programme and empowerment of the volunteers to render an effective service to the HIV and AIDS patient. The findings showed that volunteers experienced limitations regarding the content and the presentation of the training programme, and much so in the area of attending to the psychosocial needs of the HIV and AIDS patient. They recommended changes to the training programme, based on their experiences in practice. / Dissertation (MSW)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

Introduction: This research investigated the requirements of an HIT solution that is usable and useful to informal caregivers of cancer patients on home palliative care. Methodology: A needs assessment method was used with an exploratory and a confirmatory stage. Eight semi-structured interviews and two focus groups were used for data collection. Qualitative content analysis was used to analyse caregiver experiences with both inductive and deductive coding. Results/Discussion: Expressed and unexpressed caregiver needs were extracted into four categories, Implementation, Presentation, Information, and Practical Caregiving, and used to create the application requirements. Five user personas were created based on caregiving intensity and the functional level of the patients, a method of tailoring the application content to the different personas was created, and a low-fidelity prototype of the application was designed. Conclusion: The findings of this research can improve the preparedness and coping of informal caregivers of cancer patients on home palliative care.

This study forms part of a broader school-based intervention project focused on the promotion of healthy nutrition-related practices, physical health and the socio-emotional functioning of primary school children in resource-constrained communities in South Africa. The initial intervention was offered to Grade 1 to 3 learners at two schools situated in Gauteng. The purpose of the current study is to explore the needs and expectations of the parents whose children have been involved in the broader research project, with regard to the guidance they require on healthy food, nutrition and lifestyle behaviour. As a next phase of the broader project, the findings of my study will inform the development of a parent-guidance intervention for the parents of the learners in the participating schools. I integrated the Parental Involvement Process model and Ecological Systems theory in compiling a conceptual framework that guided me in undertaking my research. I utilised interpretivism as epistemology and followed a qualitative approach. I implemented a case study design utilising Participatory Reflection and Action (PRA) principles in generating data with 22 parent participants who were purposively selected. For data generation and documentation, I used PRA-based workshops, observation-as-context-of-interaction, field notes, reflective journaling and audio-visual techniques. Following inductive thematic analysis, four themes and related sub-themes emerged in relation to potential topics for food and nutrition-related guidance; guidance on physical activity and fitness; guidance required for supporting the psycho-social wellbeing of children, and suitable modes of delivery for a parent guidance intervention. Based on the findings of this study, I can conclude that parents from the two communities were motivated to support the health and wellbeing of their children and families; however, some structural and psychological barriers prevented them from adopting healthy lifestyle behaviour and parenting practices. To this end, the parent participants identified specific areas that they require additional support and guidance in, based on their unique life circumstances. Furthermore, parents identified mobile technology as potential suitable way in which guidance can be offered, in combination with parent workshops and information pamphlets. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

KRISTÝNA JEŽILOVÁ THE ROLE OF A TEACHING ASSISTANT IN PRIMARY SCHOOL ABSTRACT The thesis is about the profession of a teaching assistant and his interaction with pupils with special educational needs. It deals with what is the role of a teaching assistant during a teaching and how he helps pupils with special educational needs. The theoretical part explains important concepts which are crucial for this proffesion, that means joint learning, who the teaching assistant actually is and what he needs for his work and who are students with special educational needs. The practical part tries to outline the work of the teaching assistant by means of qualitative research. I was interested in how this work is viewed by assistants themselves, which I try to find out by means of research methods - interview and observation. On the basis of the results of the research, the conclusion of the investigation is elaborated, where all gained knowledge is summarized. The aim of the thesis is to find out what role the pedagogical assistants play and how they help pupils with special educational needs, how their assistants see their work, how their opinion on this profession differs and what it is the same.

The aim of this thesis is to analyze the needs of employer in the field of addictology-side. Secondary targets include: a) analysis of training needs of employees enrolled in the employer's training program for the design of educational-preventive project intended for these RIA (Railway Infrastructure Agency) employees; b) analysis of UIC recommendations addictological interventions aimed for management of safety risks associated with the use of alcohol and other substance abuse at work; c) analysis of implementation possibilities of the recommendations according to the previous point. An analysis of documents - Czech legislation, recommendations UIC - focused on measures regulating the use of alcohol and other substance abuse at work and addictological interventions proposed by UIC. Knowledge questionnaire for employees participated in employer's training program was prepared. Respondents were not informed in advance about the offer to participate in the research, they weren't informed about the addictology knowledge test. During at about 60 minutes there were completed 3100 answers from 31 respondents without training with 40 - 70% correct results (in average 53.4 %). There were differences in correct answers in some parts of questionnaire based on information knowledge of respondents. UIC...

The aim of this thesis is to analyze the needs of employer in the field of addictology- side. Secondary targets include: a) analysis of training needs of employees enrolled in the employer's training program for the design of educational-preventive project intended for these RIA (Railway Infrastructure Agency) employees; b) analysis of UIC recommendations addictological interventions aimed for management of safety risks associated with the use of alcohol and other substance abuse at work; c) analysis of implementation possibilities of the recommendations according to the previous point. An analysis of documents - Czech legislation, recommendations UIC - focused on measures regulating the use of alcohol and other substance abuse at work and addictological interventions proposed by UIC. Knowledge questionnaire for employees participated in employer's training program was prepared. Respondents were not informed in advance about the offer to participate in the research, they weren't informed about the addictology knowledge test. During at about 60 minutes there were completed 3100 answers from 31 respondents without training with 40 - 70% correct results (in average 53.4 %). There were differences in correct answers in some parts of questionnaire based on information knowledge of respondents. On the...

Masters in Public Administration - MPA / Rwandan local government system is currently making an important turning point with the introduction of democratic decentralisation. This study was carried out in order to find out the prospects and challenges of democratic decentralisation in Rwandan context. From Rwanda's independence in 1962 up to the 1999 administrative reforms, local governments, namely communes, have largely failed in their mission of being basic development units. Democratic decentralisation was then introduced to bridge gaps and correct weaknesses that undemined local governance in the past. There are some challenges like generalised poverty in the country, the nonparticipation, and dependence syndrome among citizens that need to be overcome. However, there are also opportunities that ought to be taken advantage if democratic decentralisation is to really take root in Rwanda. The main opportunity is commitment to to democracy and decentralisation by all stakeholders, the national leadership, local authorities and citizens in general. However, democratic decentralisation cannot be attained quickly. It is achieved gradually depending on citizens' understanding and to the availability of the resources. authorities and citizens in general

Cochlear implantation is a proven and accepted option for young children with profound hearing loss. Cochlear implantation requires a professional team which should inform, guide, support and collaborate with parents constantly throughout the process. Existing programs for children with hearing loss and their families are generally designed on the basis of what experts believe they should contain, rather than on what parents actually wish to receive, which may often lead to a mismatch between the professionals view and the parents’ views of parental needs. In order to ensure that parental needs are appropriately addressed it is imperative that professionals investigate and understand the individual needs and desires of the parents with whom they collaborate. This can be managed by carefully tailoring information to their individual needs and presenting information in an accessible format at the time it is most appropriate and digestible. The aim of this research study was to develop a pre-implantation tool to rate the individual support and information needs of parents of young cochlear implant candidates. Within the context of applied research, a qualitative descriptive intervention research design was used in the study. Ten parents of children with cochlear implants participated in a semi-structured interview to investigate their need for information and support during the pre-implantation phase of cochlear implantation. Their responses were analysed and compared to relevant literature in order to develop the pre-implantation rating tool for parents of cochlear implant candidates. The rating tool consists of ten areas for information and support. These areas are as follows: general, technical, surgery, social support, financial, communication options, education, outcomes, rehabilitation and parental role. Parents are able to rate which areas of information and support is important to them and what they would like to discuss with the professional involved. Parents are also encouraged to identify any area of information and support that is not included in the rating tool that they would want information on from the cochlear implant team. This rating tool was evaluated by eight speech-language pathologist/audiologist working in six cochlear implant programmes in South Africa to determine the value of the rating tool. Positive responses were given about the adaptability of the tool to identify individual needs for support and information and the tool would be useful to guide speech-language pathologist/audiologists to identify needs of parents that should initially be addressed. Respondents agreed that the rating tool provides an opportunity to express parent’s individual needs for information and support; that the tool correlates with a family centered approach and would be useful to include in cochlear implant programs. The majority of participants felt the rating tool possibly will be effective in identifying information and support needs of parents before cochlear implantation and respondents would be willing to implement the rating tool in their cochlear implant programme. The positive response from professionals working in the field of cochlear implantation validates the effectiveness of the rating tool. AFRIKAANS : Kogleêre inplantering is ‘n beproefde en aanvaarde opsie vir jong kinders met ‘n uitermatige gehoorverlies. Kogleêre inplanting vereis dat ‘n professionele span ouers deur die proses inlig, lei en ondersteun. Huidige programme vir kinders met gehoorverlies en hulle gesinne, is oor die algemeen gebaseer op grond van inligting wat volgens kundiges belangrik is om in te sluit. Hierdie programme is nie noodwendig gebaseer op inligting ouers graag wil ontvang nie. Dit kan lei tot ‘n verskil tussen die perspektief van professionele persone teenoor die van die ouer oor ouer- behoeftes aan inligting. Om te verseker dat ouers se behoeftes effektief aangespreek word, is dit noodsaaklik om dit te ondersoek en die individuele behoeftes van ouers te verstaan. Dit kan gedoen word deur inligting aan te pas volgens die individuele behoeftes van ouers en die inligting te verskaf in ‘n toeganklike wyse op ‘n gepaste tyd wanneer dit geskik is en die ouer die inligting kan prosesseer. Die doel van hierdie navorsing studie was om ‘n pre-inplantering instrument te ontwikkel om die individuele behoeftes aan inligting en ondersteuning van ouers van jong kogleêre inplantings kandidate te bepaal. Binne die konteks van toegepaste navorsing is ‘n kwalitatiewe beskrywings intervensie navorsingsontwerp gebruik. Tien ouers van kinders met kogleêre inplantings het deelgeneem aan ‘n semi-gestruktureerde onderhoud. Die onderhoud het ouers se behoefte aan inligting en ondersteuning tydens die pre-inplanterings fase van kogleêre inplantasie ondersoek. Die resultate is geanaliseer en vergelyk met relevante literatuur om sodoende die pre-inplantering bepaling instrument vir ouers van kogleêre kandidate te ontwerp. Die instrument bestaan uit tien areas van inligting en ondersteuning. Hierdie areas is as volg: algemeen, tegnies, chirurgie, sosiale ondersteuning, finansieel, kommunikasie opsies, onderrig, rehabilitasie en ouer rol. Ouers kan bepaal watter areas van inligting en ondersteuning vir hulle belangrik is en wat hulle graag wil bespreek met die professionele persone betrokke by die kogleêre inplanting proses. Ouers word ook aangemoedig om enige area van inligting en ondersteuning te identifiseer wat moontlik nie ingesluit is in die instrument nie, maar wat hulle graag met die kogleêre span wil bespreek. Agt spraak-taal patoloë/oudioloë van ses kogleêre inplantings programme in Suid-Afrika het die instrument geëvalueer om die waarde daarvan te bepaal. Positiewe insette is gegee oor die aanpasbaarheid van die instrument om die individuele behoeftes vir inligting en ondersteuning te bepaal; dat die instrument betekenisvol is om die spraak-taal patoloog/oudioloog te lei om die behoeftes van ouers te identifiseer en aan te spreek; dat die instrument ooreenstem met ‘n familie- gesentreede benadering en dat die instrument effektief ingesluit kan word in kogleêre inplantings programme. Die meeste deelnemers het aangedui dat die instrument effektief sal wees in die identifisering van inligting en ondersteunings behoeftes van ouers voor ‘n kogleêre inplanting. Deelnemers het aangedui dat hulle bereid sal wees om die instrument te implementeer in hulle kogleêre inplantingsprogram. Die positiewe respons van spraak-taal patoloë en oudioloë dui op die geldigheid en effektiwiteit van die instrument. / Dissertation (MCommunication Pathology)--University of Pretoria, 2010. / Speech-Language Pathology and Audiology / unrestricted

IT-system är idag en del av i stort sett varje organisation. Tidigare forskning har visat attinförandet och användningen av nya IT-system påverkar organisationens struktur, aktiviteteroch aktörer och att mer forskning behövs för att förstå hur IT-systemen förändrarorganisatoriska processer. Äldreomsorgen är ett exempel på en kontext där mer forskningbehövs enligt tidigare forskning. Det blir allt vanligare att Sveriges kommuner implementerararbetssättet “Individens Behov I Centrum” (IBIC) i äldreomsorgen, vilket förändrar hurbedömning av individers behov utförs. Som stöd i arbetet med behovsbedömning i enlighetmed IBIC har flera av landets kommuner börjat använda behovsbedömningssystemet Kuben.Studien syftar till att bidra med ny kunskap om hur IT-system förändrar organisatoriskaprocesser. Med en abduktiv ansats och kvalitativa intervjuer som metod belyser vi i dennastudie hur Kuben förändrat behovsbedömningsprocessen utifrån en handläggares perspektiv.Med utgångspunkt i vår litteraturstudies tre förändringsområden visade resultatet exempelvisatt Kubens avsaknad av integrering med kommunernas verksamhetssystem leder till en ökadrisk för felaktiga behovsbedömningar. Samtidigt visade resultatet även att användning avKuben bland annat leder till en högre kvalitet i behovsbedömningen. Om förändringen ikvaliteten beror på användning av Kuben eller IBIC är dock svårt att avgöra eftersom Kubenoch IBIC i de flesta fall har införts samtidigt. Studiens slutsatser har bidragit tillrekommendationer för organisationer som avser att implementera behovsbedömningssystemsamt riktlinjer för framtida forskning. / IT systems are today part of virtually every organization. Previous research has shown thatthe introduction and use of new IT systems affects the structure, activities and actors of theorganization and that more research is needed to understand how IT systems changeorganizational processes. According to previous research the elderly care is an example of acontext where more research is needed. It is becoming increasingly common for Sweden'smunicipalities to implement the "Individens behov i centrum" approach (IBIC) in the elderlycare, which changes how assessment of individuals' needs is carried out. In support of thework on needs assessment in accordance with IBIC, several of the country's municipalitieshave started to use the needs assessment system Kuben. The aim of this study is to contributewith new knowledge about how IT systems change organizational processes. Using anabductive approach and qualitative interviews as a method, we illustrate how Kuben haschanged the needs assessment process from the perspective of a practitioner. On the basis ofthe three areas of change in our literature study, the results showed for example that Kubenslack of integration with the municipalities' ERP systems leads to an increased risk of incorrectneeds assessments. At the same time, the results also showed for example that the use ofKuben leads to higher quality in the needs assessment. However, whether the change inquality is due to the use of Kuben or IBIC is difficult to determine since in most cases Kubenand IBIC have been introduced simultaneously. The study's conclusions have contributed torecommendations for organizations that intend to implement needs assessment systems aswell as guidelines for future research.