Private-law aspects of compulsory vaccination The subject of this thesis is the legal regulation of compulsory vaccination from the perspective of private law. Although it can seem that it is only public-law theme, the opposite is true. The compulsory vaccination which the persons undergo according to the law means some kind of intervention into human rights and fundamental freedoms. On the other hand this limitation has benefits for whole society, because it provides elimination of highly-contagious infectious diseases that can often cause death. Despite the fact that the primary objective of the vaccination is to protect the health of the individual and whole society, there may be situations when a person is harmed due to the vaccination. The question is who is responsible for this caused harm. And this responsibility for harm which is being connected with vaccination means private-law overrun of this institute. In the beginning of my thesis I focus on the creation of the vaccination process itself and I introduce the basic institutes, which are public health, collective imunity, permanent contraindication or possible unwanted effects. Then I focus on obligation to be vaccination, non compliance of it and possible sanctions, which can be imposed on person, who defaults the obligation. The main...

A new category of community-service nursing practitioner who was the equivalent of a newly qualified nurse emerged in the years 1998–2007. Community service was introduced by the national Department of Health in an attempt to retain professional nurses. The community service nurse is registered with the South African Nursing Council in the category “community service”. Community service nurses need to obtain clinical experience under the supervision of experienced professional nurses in a public health facility for a period of one year. Globally, health-care systems have been affected by an increase in conditions such as maternal and child morbidity and mortality, an ever-increasing vulnerability to communicable diseases (tuberculosis and Acquired Immune Deficiency Syndrome) and violence in under-developed and developing countries. These challenges have resulted in the escalation of health-care costs and a shortage of human resources in the health-care system. The escalation of these conditions has put further strain on the effectiveness of an already struggling health-care system, and the delivery of health-care services to those who are most in need. This necessitated the implementation of community service. The provincial Department of Health usually identifies where the critical need for the placement of community service nurses is, and the diplomate or the graduate can select one of three placements. However, the final decision for placement remains that of the provincial Department of Health. This community service strategy, which aims to empower community service nurses, is a contentious matter, as these community service nurses are often placed in an area where they have to work independently within the first year after qualifying as a diplomate or graduate without being supervised and supported in the public health facility. The community service nurses experience a lack of confidence and competence due to limited clinical exposure resulting from full and compacted nursing education programmes. The need for an experienced professional nurse as supervisor with a clearly defined job description by the provincial Department of Health is mandatory to prevent role conflict and confusion. However, the provision of such supervision has not yet materialised because of the shortage of experienced registered nurses in the health-care system. Research design: A qualitative design using exploratory, descriptive and contextual strategies ensured access to tangible information regarding the supervision and clinical accompaniment needs of community service nurses. Data collection: Data was collected using semi-structured interviews, field notes and digital voice recordings. The participants were community service nurses who had completed six months of their community service year. A total of n = 12 participants out of N = 38 were interviewed in the three hospitals of the Amajuba District in KwaZulu-Natal until no new data emerged and data saturation was reached. Data analysis: Content analysis assisted the researcher in scrutinising the data by coding, categorising into themes and sub-themes to clarify the data. Literature control was used to underpin the research findings. Research findings: The community service nurses appeared to be in desperate need of clinical supervisors to guide, coach, support, and be a role model to them. Community service nurses needed to develop confidence, competence, independence and critical thinking skills during community service practice. In reality, not all community service nurses were fully competent and independent to practise autonomously during their community service, though some had acquired all the above mentioned skills. However, it stood to reason that competence developed in the period of community service and was influenced by clinical supervision from experienced registered nurses, who assisted with continued development of skills in clinical practice. / MCur, North-West University, Potchefstroom Campus, 2014

Violence in the workplace is a serious and growing problem both in Sweden and internationally (Menckel & Viitasara, 2002). Especially in the caring professions where users or clients is in a dependent position, and deprived of their liberty in some way, threats and violence proved to be particularly prevalent (Hallberg, 2011). In Sweden, according to Menckel & Viitasara (2002), six in ten reports regarding threats and violence in the workplace come from people working in the care sector, but despite extensive searches in the area it seems to be difficult to find specific studies on precisely how threats and violence affect staff within the LVM- care (compulsory treatment for addicts). The purpose of this study is to increase knowledge and understanding of what the work situation might look like for people who work with people sentenced to LVM-compulsory treatment and their perceptions of how threats, harassment and violence in the workplace affect them. This by answering the following questions: How can the treatment staff experience threats and violence in the workplace, How can the treatment staff experience regulations and guidelines regarding threats and violence at the workplace and What strategies are taken at the workplace for the purpose of securing the safety and health of the staff?   The study is based on semi-structured interviews, based on 31 predefined questions, with five employees who work in a business where they care for both women and men, sentenced to compulsory care under the law of LVM.   The results show that the majority of the participants have been exposed to threats or veiled threats and some form of violence in their work place, either personally or by watching a co-worker be exposed, which the participants also experience as stressful and a cause for worry and alertness. The respondents states that they feel they have adequate control over their worksituation but that they often are understaffed or overcrowded. They handle aggressive behavior by keeping a closely knitted workteam through careful communication between colleagues and by support from co-workers and leadership.

A new category of community-service nursing practitioner who was the equivalent of a newly qualified nurse emerged in the years 1998–2007. Community service was introduced by the national Department of Health in an attempt to retain professional nurses. The community service nurse is registered with the South African Nursing Council in the category “community service”. Community service nurses need to obtain clinical experience under the supervision of experienced professional nurses in a public health facility for a period of one year. Globally, health-care systems have been affected by an increase in conditions such as maternal and child morbidity and mortality, an ever-increasing vulnerability to communicable diseases (tuberculosis and Acquired Immune Deficiency Syndrome) and violence in under-developed and developing countries. These challenges have resulted in the escalation of health-care costs and a shortage of human resources in the health-care system. The escalation of these conditions has put further strain on the effectiveness of an already struggling health-care system, and the delivery of health-care services to those who are most in need. This necessitated the implementation of community service. The provincial Department of Health usually identifies where the critical need for the placement of community service nurses is, and the diplomate or the graduate can select one of three placements. However, the final decision for placement remains that of the provincial Department of Health. This community service strategy, which aims to empower community service nurses, is a contentious matter, as these community service nurses are often placed in an area where they have to work independently within the first year after qualifying as a diplomate or graduate without being supervised and supported in the public health facility. The community service nurses experience a lack of confidence and competence due to limited clinical exposure resulting from full and compacted nursing education programmes. The need for an experienced professional nurse as supervisor with a clearly defined job description by the provincial Department of Health is mandatory to prevent role conflict and confusion. However, the provision of such supervision has not yet materialised because of the shortage of experienced registered nurses in the health-care system. Research design: A qualitative design using exploratory, descriptive and contextual strategies ensured access to tangible information regarding the supervision and clinical accompaniment needs of community service nurses. Data collection: Data was collected using semi-structured interviews, field notes and digital voice recordings. The participants were community service nurses who had completed six months of their community service year. A total of n = 12 participants out of N = 38 were interviewed in the three hospitals of the Amajuba District in KwaZulu-Natal until no new data emerged and data saturation was reached. Data analysis: Content analysis assisted the researcher in scrutinising the data by coding, categorising into themes and sub-themes to clarify the data. Literature control was used to underpin the research findings. Research findings: The community service nurses appeared to be in desperate need of clinical supervisors to guide, coach, support, and be a role model to them. Community service nurses needed to develop confidence, competence, independence and critical thinking skills during community service practice. In reality, not all community service nurses were fully competent and independent to practise autonomously during their community service, though some had acquired all the above mentioned skills. However, it stood to reason that competence developed in the period of community service and was influenced by clinical supervision from experienced registered nurses, who assisted with continued development of skills in clinical practice. / MCur, North-West University, Potchefstroom Campus, 2014

The thesis covers two sides of the truancy problem in the period following compulsory school attendance - the truanting children and their parents, and the local authorities charged with enforcing the law. The introduction covers current concerns about truancy and school attendance, which have increased in prominence since the 1980s. Chapter 2 reviews the historiography, which has mainly debated working-class attitudes towards compulsory schooling in the nineteenth century. This study draws instead on the insights of development economists into household decision-making over children's schooling to investigate the effectiveness of enforcement in several contrasting localities - rural and urban, industrial and agricultural, and in a seaside resort. The thesis brings together evidence to show that local authorities could make an impact on attendance levels, even in unpropitious local circumstances. Chapter 3 considers the success of measures to improve attendance up to 1900. Chapter 4 offers a detailed case study of a sample of truants and their families from Coventry in the period 1874-99. Chapters 5 to 7 cover 1900-39 and demonstrate changes in the enforcement of attendance, within the context of growing local government services related to child welfare and the family. Attendance officers' local knowledge of working-class families supported the delivery of child welfare legislation in the period after 1906, including special education, assessment of families for free school meals, assistance with medical treatment and the policing of restrictions on children's street trading. Attendance officers also supervised children deemed at risk of offending, who were committed to institutions. These additions to the enforcement role led increasingly to a remedial, rather than punitive, approach to truancy during the 1920s and 30s. The conclusion returns to contemporary policy issues over truancy and sets in context the historical reasons why it has proved such a long-standing problem for government and schools.

The aim of the present study is to examine four teachers’ experience of pupils’ reading comprehension, with special focus on their perceptions of reading comprehension, their experience of pupils’ changed attitudes to reading in the last ten years, and the reading strategies the teachers use in their teaching The result shows that the teachers have a relatively unanimous view of what reading comprehension means, but they use different reading strategies and they have differing experiences of pupils’ attitudes to reading. The pupils’ decreasing motivation to read means that they need more guidance today than before. The teachers give the pupils a chance to develop their reading ability by revealing different reading strategies, but the lack of motivation in the pupils is an obstacle to their development.

The perspective of inclusion within the preschool and school system implies that children of the same age should be able to be taught together and participate in the same context despite their qualifications. Differences must be looked upon as a resource and the teaching process should be adapted to suit children’s needs rather than the children having to adapt to the environment. However, what does the inclusion of children with special needs actually look like within the preschool and school system? The aim of this study was to investigate which role the special educators play in the inclusion process. Also, to find out possible similarities and differences between their work in preschool compared to the lower level of compulsory school. Two principals and seven pedagogues from different educational fields, all working within the same school area, were interviewed. The results showed that the work of the special educators differed between the two educational systems. The work within the school system was more topic-oriented whereas the work within the preschool system emphasized on communication and interaction. There were however more similarities than differences. For example the way the special educators mapped the different needs of the children and how they cooperated with other pedagogues. All pedagogues and the principals were convinced that the special educators played an important role in encouraging inclusion.

Abstract The aim of this study is to illustrate how people with drug abuse problems are being depicted in drug courts, by examining the statements of the social welfare board and the individual, and the drug courts evaluation and judgement. These statements are being examined from power theories and a social constructionist perspective. Furthermore, the study aims to examine how these statements relate to each other. The study has a qualitative approach based on a discourse analytical method with following analytical tools; modality, processes, terminology, passive sense and nominalization. Based on the social constructionist perspective, the language in the verdicts is considered as both constructed and constructing. The empirical data consists of two verdicts concerning compulsory drug treatment, acquired from a drug court located in a medium-sized city in Sweden. In conclusion, the parties' statements may include varying degrees of truth and credibility, depending on structure and word choices. Further, different groups, in this case the social welfare board, the drug court (lawyers) and doctors, throughout the study is given the role of so-called privileged speakers with a special interpretative prerogative, whose expertise and opinions are often a kind of unchallenged knowledge. It is also evident how there are power differences even between these groups. I the two analyzed cases, the results show that different parties have the primary interpretative prerogative. Common to both cases is that the person with drug abuse problems are attributed to the least power, credibility and degree of truth, and thus end up at the bottom of this chain. A key finding in the study is that people with drug abuse problems are constructed in different ways in the verdicts, depending on the choice of words, sentence structure and current discourse. The language in the verdicts becomes a power tool that create, recreate and maintain beliefs about the abuser. Compulsory treatment, discourse analysis, social constructionism, power, drug abuser

Thesis (M. Tech. (Fashion, Dept. of Visual Arts and Design)) -- Vaal University of Technology. / INTRODUCTION: Supporters of school uniforms argue that uniforms serve as a social and economic equaliser, reducing competition regarding clothing and reducing demands on parents to buy expensive, trendy clothes. Other benefits mentioned are functionality, time saving, appearance, safety, and improved academic standards and behaviour. Opponents of school uniforms differ maintaining that compulsory uniform infringes on learners’ constitutional rights to self-expression. The problem statement encompasses the desirability and viability of obligatory school uniforms in South Africa. AIM: The broad aim of this study is to determine the perspectives of parents, learners and educators at public schools in Vanderbijpark on obligatory school uniforms. METHODOLOGY: A structured questionnaire was used to gather data. Section 1 comprised general information, section 2 dealt with the advantages and disadvantages of obligatory school uniforms and section 3 contained options for more trendy school uniforms. A random stratified sample of learners in two grade 10 classes and their parents and educators was chosen from four selected schools. RESULTS: Most of the parents were between 41 and 45 years of age, by far the majorities was white, nearly a quarter had a diploma/certificate and another quarter a degree, nearly three-quarters were married or traditionally married, and nearly a third spent R901-R1200 per year on school uniforms. Most parents and educators and nearly two-thirds of the learners were highly in favour of school uniforms. Regarding the advantages and disadvantages of eight factors with reference to obligatory school uniforms as perceived by parents, learners and educators, the educators rated seven of the eight factors higher than parents and learners did, while parents rated the same factors higher than learners did, implying that learners were the least positive. The order in which they ranked the advantages was often the same or similar. They all ranked the competition aspect first, the academic aspect seventh and the economic aspect eighth, while functionality was ranked either third or fourth. Regarding preferences for more trendy uniforms, three-quarter pants and sandals were rated very low in popularity. All the stakeholders were in favour of the more traditional pants, shirt and proper shoes for both boys and girls, with a slightly more informal jacket instead of the traditional blazer.

Magister Scientiae (Occupational Therapy) - MSc(OT) / Professional socialisation is a key dimension within the professional development of an occupational therapy practitioner. Professional socialisation in the first year of practice involves a process of change within the individual with regards to knowledge, skills and reasoning. The process further involves the novice’s developmental induction into the culture of the profession and into the practice context. Novice practitioners who are not appropriately supported in their professional socialisation process may become demoralised as practitioners. It is necessary to explore professional socialisation from the perspectives of novice occupational therapy practitioners themselves, in order to generate an understanding of how professional socialisation can be supported in the first year of practice. This is of vital importance otherwise the profession may run the risk of attrition. Therefore, the aim of this study was to explore and describe novice occupational therapists’ perceptions and experiences regarding professional socialisation during the first year of practice. A qualitative research approach and exploratory descriptive research design was utilised in the public health system in South Africa. Purposive sampling was utilised to select nine participants for the study. Data collection methods included two semi-structured interviews and a dyad interview discussion which were audio-recorded, transcribed verbatim and analysed through thematic data analysis. The strategies of member checking, peer review, reflexivity, and an audit trail ensured trustworthiness of the study. Ethics clearance was obtained from the UWC Research Committee. Three themes originated from the findings of this study. The first theme, stepping into the unknown, illustrates a dissonance between the participants’ expectations for practice and the actual realities of practice that they encountered. The second theme, uncovering the occupational therapy culture, highlights power dynamics and inconsistencies within the profession as perceived by the participants. The third theme, becoming a professional, highlights how the participants responded to the challenge of transitioning from student to professional and started to internalise their professional identity. Recommendations to support the professional socialisation of novice therapists in the South African context are made in respect of occupational therapy education, continued professional development, support for novice therapists, transformation in the profession and future research.