This study examined strategies that can be used for bringing about HIV/AIDS awareness in primary schools. The strategies are effective teaching skills that can be employed by educators for bringing HIV/AIDS awareness to primary school learners. The responsibilities of educators in the implementation of HIV/AIDS programs in primary schools were discussed. It was noted that educators have a great responsibility of teaching learners about HIV/AIDS, the most important of which was to provide learners with accurate information regarding HIV/AIDS. Another one was that educators should also make sure that effective teaching and learning of HIV/AIDS does takes place in the schools. The study has also examined knowledge that children should have regarding the HIV/AIDS epidemic. The basic awareness of HIV/AIDS by children was found to be essential. Some of the factors that promote the spread of HIV infection were also discussed. Different types of STIs were discussed. From the discussions, it is evident that there is a link between STIs and HIV/AIDS. Although STIs can be treated by medication, they are sometimes hard to cure. In this study, it was discovered that the early and correct treatment of STIs is an important weapon in the armoury against HIV transmission. The significance of life skills programs in primary schools was also examined. It was discovered that the subject of HIV/AIDS could not be taught in isolation; life skills programs should always be included. The issue of primary school learners who are infected and affected by HIV/AIDS was also discussed. It was discovered that in the context of HIV/AIDS, learners fall into two main groups, namely the infected and affected. Infected learners are those learners who are living with the virus in their bodies, while affected learners are those who have infected family members or friends. Various ways by which HIV can be transmitted and prevented in primary schools were also examined. Strategies that can be used for bringing about HIV/AIDS awareness in primary schools were dealt with in chapter six. Recommendations based on teaching skills that can be used by educators in presenting HIV/AIDS lessons were made. / Dissertation (Magister Educationis (Learners Support, Guidance and Counselling))--University of Pretoria, 2006. / Educational Psychology / unrestricted

Parental death has the potential to deteriorate various outcomes of children in the developing world. One of such outcomes is education: when a parent dies, resources are reduced, psychological distress increased, so is the necessity to replace the parent in some of their duties. Literature commonly distinguishes impacts of maternal and paternal death on education of children. Nevertheless, no papers focus directly on the interaction between gender of the deceased parent and of the orphaned child. This thesis tests empirically the hypothesis that maternal death is more important for girls and paternal death for boys. The reasoning is that mothers typically spend more time caring about little children and about household generally, so after maternal death it is necessary to find a substitute for this role and it is more likely to find one among the daughters than among the sons. Subsequently, the daughter is at a higher risk of dropping out of school due to higher responsibilities at home. Fathers, on the contrary, are primarily income-earners, so after paternal death it becomes more likely that one of the sons replaces the deceased father on labour market than one of the daughters. The son then becomes more likely to stop attending school than any of the daughters. Using cross-sectional data from...

This study examines the experiences of young adult women raised in non-resident father households in Tlokwe Local Municipality, North West. Focus groups and face- to-face interviews were conducted with 34 young women between the ages 18-25. Five important, nuanced themes emerged, these are: a) fathers who are physically present but emotionally absent, b) fathers who are physically present but uninvolved, c) fathers who are physically absent but involved, d) fathers who are physically present and involved and e) fathers who are absent and uninvolved. Non-resident fatherhood remains a challenge in the Tlokwe Municipality, most of the participants had never met their biological fathers. The study revealed the frustration young women feel towards their mothers and maternal grandparents for caring more about maintenance than they do about a healthy father-daughter relationship. The study further revealed a deep- seated need for close proximity and an involved type of fathering among the young women. / Sociology / M.A.(Sociology)

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-10-21T00:15:50Z No. of bitstreams: 1 DISSERTA??O EM 22 07 2013 CORRIGIDA_luizdaconceicao_oliveira.pdf: 1138739 bytes, checksum: 5649e6c3db1dc2627d2fa1ef2e3c9528 (MD5) / Made available in DSpace on 2015-10-21T00:15:50Z (GMT). No. of bitstreams: 1 DISSERTA??O EM 22 07 2013 CORRIGIDA_luizdaconceicao_oliveira.pdf: 1138739 bytes, checksum: 5649e6c3db1dc2627d2fa1ef2e3c9528 (MD5) Previous issue date: 2013-06-03 / This thesis aims at presenting a study about writer Rachel de Queiroz. We use her books O Quinze, D?ra, Doralina e Memorial de Maria Moura as the corpus for our research. This study is divided into three steps: first, we deal with the writer?s education, from early childhood, when she learned her first words and was in contact with the writers of 1930?s. Second, we talk about gender based on the protagonists: Concei??o, D?ra, Doralina e Maria Moura. We show these stages through orphanhood, search, space, agreements and disagreements, as recurrent categories in Queiroz?s works. We discuss how these stages contributed to the characters? independence, accomplishments and freedom. / O objetivo desta disserta??o ? apresentar um estudo sobre a escritora Rachel de Queiroz, tendo como corpus suas obras O Quinze, D?ra, Doralina e Memorial de Maria Moura. O trabalho divide-se em tr?s etapas: Na primeira, tratamos da forma??o intelectual da escritora, desde a inf?ncia, quando aprendeu as primeiras letras, bem como seu contato com os escritores de 1930. Na segunda, falamos do g?nero, tendo como base as protagonistas: Concei??o, D?ra, Doralina e Maria Moura. Na terceira, enfocamos os diferentes est?gios das problem?ticas que envolveram as protagonistas. Mostramos estes est?gios atrav?s da orfandade, da busca, do espa?o, dos encontros e desencontros, como categorias recorrentes nas obras da autora. Discutimos como estes est?gios contribu?ram para a independ?ncia, a conquista e a liberdade das personagens.

This thesis explores the themes of hope, empowerment, and belonging in Lemony Snicket’s A Series of Unfortunate Events. Using three different frameworks, I analyze the portrayal of interconnected senses of hope, empowerment, and belonging in the texts through the Baudelaire orphans, and their promotion of the same in the child reader. C.R. Snyder’s psychological hope theory is used to analyze how hope is created in the child protagonists and encouraged in the child reader, through finding pathways to their goals and the will to utilize them. Eliza T. Dresang’s Radical Change theory provides a framework for exploring how child empowerment functions in the texts, which is largely connected to the pursuit of knowledge and autodidacticism. Lastly, I use the role of literary orphanhood, changing concepts of family, and sociological frameworks for belonging to address how the Baudelaire orphans, and the child reader, find home and belonging outside of the idealized nuclear family—namely through shared social locations, social solidarities, and a symbolic reunification of the Baudelaire family. Moreover, I analyze the role of the Gothic and what MariaNikolajeva calls aetonormativity—adult normativity that Others children—in creating the hopeless and disempowering conditions that paradoxically make way for the development of hope, empowerment, and belonging.

This thesis is an attempt to analyze the narrative structure of Kemalettin Tugcu&amp / #8217 / s novels for children that became popular in the 1960s and the 1970s. It examines the representations of childhood, adulthood, orphanhood, richness and poverty in Tugcu&amp / #8217 / s books through the relations between the child and the adult and the rich and the poor. The poor orphan child that is portrayed especially as savior and virtuous is the main character of Tugcu&amp / #8217 / s novels. Socio-cultural hierarchies are represented primarily through the encounter and the relationship of the poor orphan child with the adults and the rich. This study argues that Kemalettin Tugcu&amp / #8217 / s novels represent orphanhood and poverty primarily as moral-spiritual states and not simply a materialeconomic situation. The thesis also pays attention to the conservative themes in Tugcu&amp / #8217 / s books.

This study examines the experiences of young adult women raised in non-resident father households in Tlokwe Local Municipality, North West. Focus groups and face-to-face interviews were conducted with 34 young women between the ages 18-25. Five important, nuanced themes emerged, these are: a) fathers who are physically present but emotionally absent, b) fathers who are physically present but uninvolved, c) fathers who are physically absent but involved, d) fathers who are physically present and involved and e) fathers who are absent and uninvolved. Non-resident fatherhood remains a challenge in the Tlokwe Municipality, most of the participants had never met their biological fathers. The study revealed the frustration young women feel towards their mothers and maternal grandparents for caring more about maintenance than they do about a healthy father-daughter relationship. The study further revealed a deep-seated need for close proximity and an involved type of fathering among the young women. / Sociology / M.A. (Sociology)

Ce travail de recherche propose une étude de l’œuvre intégrale, en vers et en prose, de Fred D'Aguiar, à travers le prisme du mythe, de la métaphore et de la mémoire, et dans le cadre d'une définition large, inclusive et interculturelle de la littérature caraïbe. A partir de la mise en lumière de la relation hypomnésique de la métaphore à la mythologie et à la métaphysique occidentale, l'argumentation s'étend sur des questions telles que celle du lien entre référent et monde et élabore une vision à la fois interculturelle et géographique de la métaphore en tant que tropicalité. La tropicalité donne, à son tour, son élan à l'argumentation, en permettant, pour la première moitié de ce travail de recherche, la production d'une lecture singulière de la poésie de Fred D'Aguiar, qui s'avère aussi liée à un vaste corpus littéraire, s'étendant de l'Antiquité romaine au réalisme magique américain et caraïbe, du romantisme britannique à la philosophie de Jacques Derrida. La deuxième moitié de ce travail explore la prose de Fred D'Aguiar à travers le thème de l'orphelinat, car tous les protagonistes de ses romans sont des orphelins – et, qui plus est, parce-que le roman est aussi, par définition, le genre qui nie toute filiation. Divisée en deux chapitres, cette deuxième partie de l'étude commence par une problématisation des liens qui opèrent entre textualité et orphelinat ainsi qu'entre orphelinat et esclavage, mais aussi entre esclavage et illettrisme, afin d'étudier la représentation de l'esclavage dans les romans de Fred D'Aguiar. Cette deuxième moitié progresse ensuite vers une réflexion sur les qualités surnaturelles, voire orphiques des orphelins de la prose d'aguiarienne, ainsi que sur leur relation, tout autant orphique, à l'environnement. En conséquence, le présent travail de recherche se clôt sur deux questions : celle de la tradition orphique qui sous-tend l'histoire de la littérature, de l'antiquité jusqu'à présent, et celle de la dimension écocritique de la littérature contemporaine, que l'on proposera de défendre pour certains cas, en tant qu'environnementalisme vatique. / The present dissertation proposes a study of Fred D'Aguiar's complete verse and prose works, through the triple lens of myth, metaphor and memory, and from within a broad, inclusive, and cross-cultural understanding of Caribbean literature. Beginning with an exacerbation of metaphor's hypomnesic relationship to mythology and Western metaphysics, the argument expands to address issues such as that of the relationship between word and world, and elaborates a cross-cultural, and geographically-based understanding of metaphor as tropicality. Tropicality in turn gives the argument its thrust, as it allows, in the first half of the dissertation, for a singular reading of Fred D'Aguiar's entire verse corpus, which is also shown, in the process, to intersect with a vast body of literature, ranging from Roman antiquity to American-Caribbean magic(al) realism and from British romanticism to the philosophy of Jacques Derrida. The second half of this research work explores D'Aguiar's novels in terms of orphanhood, as all the protagonists of his six novels – itself a genre which, presenting itself as newness, denies filiation – are orphans. Divided in two chapters, the second half of this dissertation begins with a problematization of the links that relate textuality to orphanhood and orphanhood to slavery, but also slavery to literacy, in order to study Fred D'Aguiar's novelistic accounts of slavery. It then proposes a reflection on the supernatural, Orphic qualities of D'Aguiar's orphan characters, and of their relation to the environment, which leads, in turn, to reflections on the Orphic traditions pervading literary history, and opens up onto the ecocritical dimensions of contemporary literature, through the tentative coinage of the notion of vatic environmentalism.

Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)

Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)