The HIV and AIDS pandemic in South Africa has increased the number of orphans and vulnerable children in the school system. Given the prominent role that teachers can play in ensuring that these children receive a quality education so as to maximise their life opportunities, it is important for teachers to be empowered and equipped to enable them to deal with issues surrounding orphans and vulnerable children (OVC) at schools. This study focuses on how teachers are experiencing the impact of HIV and AIDS in schools as a result of having OVC in their classes. The Department of Education has developed training courses to help teachers cope with the impact of HIV and AIDS, but the effectiveness of these programmes has not yet been evaluated. This study aims to establish how teachers who have attended these programmes feel about the assistance rendered to them to deal with OVC related issues. In order to meet this aim, a qualitative enquiry was conducted among a sample of selected teachers from the Eastern Cape. The findings suggest that, while the training has helped to improve the knowledge and attitudes of the teachers, it has not equipped them with the necessary skills to overcome barriers to implement the training programmes at school level. The findings also suggest that there is a need for ongoing support from the Department of Education and the trainers it contracts to ensure that learning from the training is implemented in the schools. Based on the research findings, the study concludes with recommendations that will help teachers to better cope with OVC related issues at school.

Thesis (PhD)--University of Stellenbosch, 2002. / Page ii of digitised copy missing due to the condition of the original hard copy. / ENGLISH ABSTRACT: no abstract available / AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die rol wat die opvoedkundige sielkundige kan speel in die ondersteuning van leerders met Downsindroom tydens die insluiting tot hoofstroomonderwys. Die studie vind plaas in 'n tydperk waar postmoderne denke en demokratisering van onderwys in Suid-Afrika te voorskyn kom. Hierdie tipe studie is relevant. aangesien huidige beleidsdokumente klem Ie op die demokratisering van onderwys en die transformasie na inklusiewe onderwys. Die Universiteit van Pretoria het in samewerking met die Universiteit van Stellenbosch 'n lootsprojek geinisieer waarin inklusiewe onderwys bestudeer is. Die projek het bestaan uit 'n gevallestudie van tien leerders met Downsindroom wat gedurende 1996 in verskillende hoofstroom kleuterskole geplaas is, waartydens hulle 'n leergereedheidsprogram gevolg het. Gedurende 1997 is die leerders in graad eenklasse in die hoofstroom geplaas. Die leerders se agtergrond was divers ten aansien van hul onderrig, maar die meeste van hulle was eers in spesiale skole. Die doel van die studie was om die leerders, ouers en onderwysers te ondersteun en verdere ondersteuning in a trans-disslplinere span te koordineer. Die waarneming en temas wat in hierdie studie na yore gekom het, beklemtoon dat diagnose, evaluasie en terapeutiese ondersteuning binne 'n ekosistemiese raamwerk belangrik is vir leerders met Downsindroom wat in die hoofstroom geplaas word. Die konsep van holistiese gesondheidsontwikkeling word beklemtoon in die transformasie van onderwys in Suid-Afrika. Opvoedkundige sielkundiges moet hulself dus ook strategies posisioneer. Gedurende die studie is die volgende rolle vir die opvoedkundige sielkundige ge"identifiseer: psigoterapeut, assessor/evalueerder, fasiliteerder, navorser/reflektiewe praktisyn, vakspesialis, konsultant, bestuurder en administratiewe rol en laastens die rol van ontwikkelingsfasiliteerder. Dit is ook belangrik dat die opvoedkundige sielkundige die rol as fasiliteerder van geestesgesondheid vertolk.

Thesis (MEdPsych)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: This study was undertaken with the view to explore the experiences of tutors of children with the dual diagnosis of Autism and Down syndrome during the implementation of an Applied Behaviour Analysis support programme The parents of the children willingly participated in a research project of the Department of Educational Psychology and Specialized Education at the University of Stellenbosch. A private individual funded the project. The aim of the project was to evaluate the effectiveness of an Applied Behavior Analysis support programme over a period of 26 weeks on an individual that has Autism. The programme impacted the daily lives of the tutors. The question soon arose as to how the intensive contact between tutor and the child would be experienced by the tutor. A literature review was conducted to obtain a perspective of research done in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The social contructivist framework was chosen as the preferred educational psychological framework from which to approach the study, while the participatory action research paradigm lent itself to describe the individual experiences of the tutors. The experiences were gathered from interviews, observations, video material, journals and reflections. The research report describes a variety of possible experiences the tutor underwent and the repercussions thereof. Suggestions were made as to how adaptations to the programme could serve to expand the training of educational psychologists and tutors. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die belewenisse van tutors van kinders met die dubbel diagnose van Outisme en Down sindroom tydens 'n Toegepaste Gedragsmodifikasie Analise program te ondersoek. Die ouers van die kinders het vrywilliglik deelgeneem aan 'n navorsingsprojek van die Departement Opvoedkunde en Spesialiseringsonderwys van die Universiteit van Stellenbosch. Fondse vir die projek is van 'n privaat persoon ontvang. Die doel van die projek was om die effektiwiteit van die program oor 'n tydperk van 26 weke te evalueer. Die tutors se daaglikse lewe is deur die program beïnvloed en die vraag het ontstaan hoe die intensiewe kontak tussen kind en tutor deur die tutor beleef sou word. 'n Literatuurstudie is onderneem om inligting oor bestaande navorsing in te win. Ek het tydens die projek die rol van beide navorser en opvoedkundige sielkundige in opleiding vervul. Die sosiaal konstruktiwistiese raamwerk is bespreek as 'n sinvolle opvoedkundige sielkundige raamwerk, terwyl die deelnemende aktiewe navorsingsparadigma homself daartoe leen om die belewenisse van die tutors te beskryf. Die belewenisse is ingesamel deur middel van onderhoude, observasie en video materiaal, 'n joernaal en refleksies. Hierdie navorsingsprojek beskryf 'n verskeidenheid van die moontlike belewenisse van die tutors sowel as die moontlike nagevolge daarvan. Voorstelle oor moontlike aanpassings in die program word gemaak om sodoende die opleiding van tutors sowel as opvoedkundige sielkundiges in opleiding te verbeter.

Thesis (PhD)--University of Stellenbosch, 2002. / Page ii of digitised copy missing due to the condition of the original hard copy. / ENGLISH ABSTRACT: no abstract available / AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die rol wat die opvoedkundige sielkundige kan speel in die ondersteuning van leerders met Downsindroom tydens die insluiting tot hoofstroomonderwys. Die studie vind plaas in 'n tydperk waar postmoderne denke en demokratisering van onderwys in Suid-Afrika te voorskyn kom. Hierdie tipe studie is relevant. aangesien huidige beleidsdokumente klem Ie op die demokratisering van onderwys en die transformasie na inklusiewe onderwys. Die Universiteit van Pretoria het in samewerking met die Universiteit van Stellenbosch 'n lootsprojek geinisieer waarin inklusiewe onderwys bestudeer is. Die projek het bestaan uit 'n gevallestudie van tien leerders met Downsindroom wat gedurende 1996 in verskillende hoofstroom kleuterskole geplaas is, waartydens hulle 'n leergereedheidsprogram gevolg het. Gedurende 1997 is die leerders in graad eenklasse in die hoofstroom geplaas. Die leerders se agtergrond was divers ten aansien van hul onderrig, maar die meeste van hulle was eers in spesiale skole. Die doel van die studie was om die leerders, ouers en onderwysers te ondersteun en verdere ondersteuning in a trans-disslplinere span te koordineer. Die waarneming en temas wat in hierdie studie na yore gekom het, beklemtoon dat diagnose, evaluasie en terapeutiese ondersteuning binne 'n ekosistemiese raamwerk belangrik is vir leerders met Downsindroom wat in die hoofstroom geplaas word. Die konsep van holistiese gesondheidsontwikkeling word beklemtoon in die transformasie van onderwys in Suid-Afrika. Opvoedkundige sielkundiges moet hulself dus ook strategies posisioneer. Gedurende die studie is die volgende rolle vir die opvoedkundige sielkundige ge"identifiseer: psigoterapeut, assessor/evalueerder, fasiliteerder, navorser/reflektiewe praktisyn, vakspesialis, konsultant, bestuurder en administratiewe rol en laastens die rol van ontwikkelingsfasiliteerder. Dit is ook belangrik dat die opvoedkundige sielkundige die rol as fasiliteerder van geestesgesondheid vertolk.

Total hip replacement is one of the most extensively and highly effective operating methods in orthopaedics. The patients are brought back the self-sufficiency, life without the pain and noticeably motion restriction. Irreplaceable function here is a role of the nurse, who helps the patient to return back to his common life...The aim of this work was to find out, how the patients feel the role of the nurse and its influence to given nursing care before and after the total hip replacement as the less fulfilled. There were following research questions set: How the patients feel the role of the nurse before and after the total hip replacement? How the patients before and after the total hip replacement feel the interpretation of the nurse roles? How the patients before and after the total hip replacement feel the role of the nurse and its influence to given nursing care. Which of the nurse roles are felt by the patient as the unsatisfactory in postoperative care? The patients before and after the total hip replacement feel through the everyday nurse activities the nurse in her role of the caregiver and education giving person, following the nurse vindicator and the nurse bearer of changes. The patients feel the care thanks these roles as a quality, holistic and continual. Nevertheless was the role of the education giving named as the least fulfilled. In connection with these research results was created a manual, a Guide book for the patients before and after the total hip replacement. This Guide book was given to testing purposes. This Guide book was appreciated by the patients very positive despite a large amount of information, which were surprising for many of them. We gained some data, which gave the impulse to complete the information in the Guide.The created Guide book can´t replace the effective communication of the patient with the medical staff, which could be always the most suitable "source" of information.

Les maladies chroniques engagent réciproquement les soignants et les patients dans une relation de partenariat au long cours. L'offre de soins est orientée vers la prévention secondaire et la préservation de la qualité de vie. La maladie rénale chronique est une priorité de santé publique par sa prévalence, les comorbidités diabétiques et cardiovasculaires, la technicité des soins par dialyse ou greffe, les répercussions économiques et le retentissement sur le quotidien des patients. Les recommandations de bonnes pratiques incitent à une prise en charge thérapeutique précoce avec des parcours de soins personnalisés. Les réseaux de néphrologie ont pour mission de sensibiliser au dépistage de l'insuffisance rénale, de coordonner les suivis pluridisciplinaires et favoriser le décloisonnement entre établissements de soins et médecine de premier recours. Ce travail porte sur le rôle des réseaux français de néphrologie. Une enquête sur l'accès aux soins et le soutien organisationnel des parcours de soins montre une forte hétérogénéité dans leur fonctionnement. Alors que la littérature internationale relate l'impact positif de la coordination des prises en charge sur l'évolution de la fonction rénale et sur la qualité de vie, le recours aux réseaux de néphrologie par les professionnels et les patients reste inégal. L'étude suggère de promouvoir l'accompagnement des patients dans des parcours de soins et d'harmoniser les pratiques par la formation continue, la pluridisciplinarité et la posture éducative. L'enjeu sanitaire des maladies chroniques pour chaque projet de vie est d'intégrer l'ensemble des morbidités dans un même parcours de soins coordonné et évalué / Chronic diseases necessarily imply partnership between patients and medical team. The health care system is directed towards secondary prevention and the preservation of quality of life. Chronic kidney disease is a public health priority by its prevalence, diabetes and cardiovascular comorbidities, specific care as dialysis or transplantation, economics and impact on patients’ way of life. Guidelines encourage early therapeutic care plan. Renal care networks aim at raising awareness of kidney disease detection, coordinate and promote multidisciplinary follow-up and connections between hospitals and ambulatory care. This work analyses the role of renal care networks in France. A survey on access to care and care plan running supports shows a strong heterogeneity in their organisation and management. While international literature describes the positive effect of such supported care management on evolution of renal function and quality of life, using renal care networks by professionals and patients remains uncertain. The study suggests promoting supporting patients in care management and globalizing practices through training, multidisciplinary approach and pedagogic attitude. Every plan of life has to integrate all morbidities in a same coordinated and evaluated care plan

<p>This study aimed to explore the gender imbalances that exist in access to education and participation in schooling of the female orphans and vulnerable children, and also how this relates to the continuing feminisation of the HIV and AIDS pandemic in Zambia. The study was based on the premise that the girl child is disadvantaged in this area, and the HIV and AIDS pandemic in worsening the situation for female orphans and vulnerable children.</p>

O objetivo geral desse estudo foi desenvolver um protótipo de um software para sistema web e dispositivo móvel para orientação de pacientes sobre Cateterismo Cardíaco e Angioplastia de Artéria Coronária. Tratou-se de estudo de Design Instrucional do tipo Design Centrado no Usuário, aplicado à produção tecnológica para desenvolvimento do protótipo de um software em ambiente web e tecnologia móvel, para consulta de informações sobre Cateterismo Cardíaco e Angioplastia de Artéria Coronária. O estudo foi desenvolvido em quatro etapas, cada qual permitindo o alcance dos objetivos específicos. Para tanto construiu-se o conteúdo sobre esses exames, tendo como base um levantamento bibliográfico, buscando pelas evidências científicas existentes sobre o tema. A primeira versão do conteúdo foi elaborada e apresentada a experts na área de cardiologia para refinamento. Após essa etapa, foi construída a segunda versão do protótipo do software, submetida à avaliação de 30 pacientes que estavam agendados no setor de hemodinâmica de uma instituição hospitalar pública e de ensino e pesquisa para a realização dos procedimentos de Cateterismo Cardíaco e de Angioplastia de Artéria Coronária. Esta etapa de coleta de dados foi realizada em 2018. Após esta avaliação, elaborou-se a terceira versão do protótipo do software, que posteriormente será encaminhada aos procedimentos de ilustração e informatização, para o sistema web. O estudo deixa sua contribuição para a área de cardiologia, para as ciências de saúde, em especial para a Enfermagem e para o avanço tecnológico nas ciências da saúde, por ter apresentado um conteúdo seguro e baseado em evidências científicas, direcionado aos pacientes submetidos a esses complexos exames. Sua contribuição refere-se, também, ao avanço de conhecimento sobre o tema para essa população de indivíduos. Sua aplicação indica que é um instrumento importante para a educação em saúde desses pacientes, podendo suprir as necessidades do pouco conhecimento sobre o Cateterismo Cardíaco e a Angioplastia da Artéria Coronária demonstrada por eles / The general objective of this study was to develop a software prototype to web system and mobile devices for patients orientation about Cardiac Catheterism and Coronary Artery Angioplasty. It was an Instructional Design, much like User Centered Design, applied to the technological production for the software prototype development on web environment and mobile technology, to search information about Cardiac Catheterism and Coronary Artery Angioplasty. The study was developed in four stages, each one allowing the attainment of specific objectives. In order to do that, the examination content was built based on bibliographic research, searching for existent scientific evidences related to the theme. The first content version was elaborated and presented to experts in the cardiology field to its refinement. Following after this stage, a second version of the software prototype was built, submitted to the evaluation of 30 patients scheduled at the hemodynamic sector of a public hospital institution, academics and research, in order to conduct the proceedings of Cardiac Catheterism and Coronary Artery Angioplasty. This stage of data collection was carried out in 2018. After this evaluation, a third version of the software prototype was elaborated, which subsequently will be referred to the illustration and computerisation proceedings, to the web system. The study leaves its contribution to the cardiology field, health sciences, especially to nursing and technological advancements in health sciences, for having presented a safe content, based on scientific evidences, directioned to the patients submitted to these complex examinations. Its contribution also relates to the knowledge advancements about the theme to this individual population. Its application indicates to be an important instrument for patients health education, being able to supply the needs for having little knowledge about Cardiac Catheterism and Coronary Artery Angioplasty, demonstrated by them

Thesis (DEd)--Cape Peninsula University of Technology, 2018. / Recent research into pedagogical practices regarding Autistic Spectrum Disorder (ASD) learners has been developing and transforming at a significant rate. However, there has been a dearth of empirical research into how teachers identify and respond appropriately to the basic personality traits of Autistic Spectrum/High Functioning Autistic (AS/HFA) learners. This thesis addresses this specific gap in the research field by undertaking an intensely empirical examination of three AS/HFA learners in transition from Grade 3 to Grade 4 who experience behavioural adaptation challenges. The investigation was conducted in the Western Cape, South Africa, at three schools: one government mainstream and two private schools. Three Grade 3 teachers and three Grade 4 teachers were involved in the project. One facilitator, a class assistant, a teacher for Learners with Special Eductional Needs (LSEN) and an educational psychologist took part. Three learners, aged 9 years transitioning from Grade 3 to Grade 4, were observed: all three were clinically diagnosed as AS/HFA. Of the learners, two were boys and one was a girl. The duration of the project was from August/September 2013 to August/September 2014. A critical interpretive qualitiative case study methodology and purposive sampling were deployed. Non-participant observations, semi-structured interviews and probing techniques suited the nature of this specific investigation. It was necessary to employ these methods to identify the social cognitive and social functioning challenges of these three learners. Analysis of effective pedagogical procedures was used to show by what means the researcher was able to extrapolate Bandura’s principles of environment, personal and behaviour which were developed for typical learners, and apply these principles to atypical learners such as the three AS/HFA subjects under observation in this thesis. Effective pedagogical procedures were analysed in terms of a paradigm of reflective cognition. Such analysis of the detail of classroom procedures allowed the researcher to proceed in an inductive manner; from the specific to the general. Balancing this empirical investigation of specific details, was a generally deductive structure which was based on national and international research in the research area. The latest DSM-V document provided a blue-print which set out the boundaries for this area of study. Before reaching the issue of knowledge that is needed to support teachers confronted by, and too often perplexed by, the inappropriate behaviour of AS/HFA learners in the classroom, it is vital to situate the whole endeavour within the context of Inclusive Education; as reflected in South African policy documents.

The purpose of this research was to obtain information on the content of education within cardiac rehabilitation programs, methods of administering education, what the barriers are to providing education and which professionals administer education.To reach this goal, a questionnaire was modified from a previous study and a pilot study was undertaken to establish reliability of the questionnaire. The questionnaire was then sent to a sample of 100 directors of cardiac rehabilitation programs belonging to The American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR). The questionnaire focused on 13 established areas of education within cardiac rehabilitation programs.Once the questionnaires were completed, the information was transferred to a table format based upon the 13 content areas. The following conclusions were drawn from the research and the data gathered: 11 of the 13 content areas are offered at least 84% of the time, the major barriers for the 13 content areas were lack of time and lack of interest on the patient's behalf, the most frequent methods of education for all 13 content areas were individual education, print materials, and group education, and the primary educator overall for all 13 content areas was the nurse followed by the exercise physiologist and dietitian/nutritionist. / Department of Physiology and Health Science