Thesis (MEd)--Stellenbosch University, 2013. / The problem of youth has been a key issue in South Africa since 1994, with youth seen as needing extra guidance and leadership if they are to bring about the country that many hope for. The interest in youth is also spurred on by recent studies that claim that once adolescents establish certain behavioural patterns that it becomes difficult to modify these patterns. Little research exists that describes the ordinary sociological experiences of youth, especially on sensitive issues that attract a lot of public attention- such as teenage sex and pregnancies, and what is perceived as the ‘slipping of youth morals’. There is great concern that youth are experimenting with sex at too early an age in their social and political development (Frimpong 2010: 27). In my thesis I focus on the thinking, choices and decisions that learners at one high school in Cape Town seem to make with regard to sex and sexuality, and how their choices seem to be influenced by a variety of discourses attached to the provision of a sex education programme at the school; discourses that organise their everyday thinking and actions in very concrete ways. A key goal of the study was to disarticulate and re-articulate the deficit mentality that shapes discourses of sexuality in South Africa, and to develop ‘sexual’ stories and strategies of story-telling that allow the voices of learners to be heard (Pillow 2004). My focus in this study is mainly to explore how the sex education programme reconstitutes youth’s sexual identity. In my qualitative study I challenge the tendency to view youth participation in teen sex using mainly an abstinence-only discourse, and suggest that sex education programmes ‘contaminate’ and ‘mutilate’ youth understandings of sex and sexuality in quite complex ways.

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The end of apartheid in South Africa in 1994 brought with it the task of redressing past discriminatory practices. The Employment Equity Act (No. 55 Of 1998) passed in 1998 stipulated that designated employers implement affirmative action in order to provide equal employment opportunities to all including the previously disadvantaged or designated groups who are primarily blacks, the disabled and women (Charlton and Niekerk, 1994:. xxii). Affirmative action is not something to be done for political expediency and fear of legislation alone. Shifting markets and consumer needs require demographic representation at all levels in the organization. Addressing the incredible shortage of available skills, compounded by the tendency not to grant equal employment to designated groups who already have skills, suggests the need for demographic considerations in terms of long-term employment needs. Bringing human resources up to world-class standards will mean addressing the deficiencies that have emanated from the apartheid system. This study focuses on the relationship between gender, equality and the concept of affirmative action. The purpose of this study is to investigate the perceptions of South African male broadcasters towards affirmative action especially where the policy is targeted towards women. Male broadcasters at SABC KwaZulu-Natal are used as case studies. South African Broadcasting Corporation (SABC) not only embraces affirmative action but also reports on it. Previous studies on affirmative action in media institutions tend to focus on women and thus this study uses men as case studies to make this area of research more complete. South African men are not a homogenous category. There are class, racial, religious, language, urban/rural, cultural and age lines of division among them (Nzimande and Sikhosana, 1996: 82). This being the case, the study investigates the different perceptions held by South African male broadcasters of different races concerning gender-based affirmative action. Issues discussed in this study include: • Understanding of the concept affirmative action • Need for the implementation of affirmative action • Perceptions ofmen towards work Men and power in organizations • Perceptions towards management • Perceptions towards female broadcasters • Perceived factors that hinder women from upward mobility • Possibilities for informal discrimination Studies on affirmative action have more frequently than not been examined in the context of feminist theories, for example, Susan Manhando's study (1994), 'Towards affirmative action: Issues of race, gender and equality at the SABC: Case studies of Natal women broadcasters' and Farhana Goga's (2000) 'Towards affirmative action issues of race and gender in media organizations: A study on South African media organizations,' to cite but two examples. This study moves beyond this rubric to include both patriarchy and masculinity theories as part of the theoretical framework upon which data analysis is interpreted and discussed. I see the findings of this research as the basis for further investigation into perceptions of South Africans from different races towards affirmative action policy. / Thesis (M.A.)-University of Natal, Durban, 2002.

The ANC government’s quest for economic transformation in the post-apartheid South Africa came up with black economic empowerment policy. Equal participation in the economy especially for the previously disadvantaged was one of the stated aims of black economic empowerment. This study discusses black entrepreneurs’ perceptions of business transformation in Durban in the context of lack economic empowerment. Qualitative interviews were conducted with fourteen black entrepreneurs that were indentified and located through purposive and snowball sampling methods. The study found out that while there is an appreciation of BEE policy and the transformation that has already taken place, there is also a healthy criticism, discontent, skepticism and impatience over the pace of transformation and implementation of BEE policy. / Thesis (M.Dev.Studies)-University of KwaZulu-Natal, Durban, 2013.

La thèse analyse les interactions didactiques de six enseignants en " écriture accompagnée " (Fabre-Cols : 2002). Après avoir montré la complexité de l'apprentissage de l'écriture, nous précisons en quoi des obstacles spécifiques émanent de genres littéraires très présents à l'école : les nouvelles fantastiques et les fables. Notre analyse didactique observe sept enregistrements de séquences d'écriture : deux en école primaire, deux dans un collège (6e et 4e avec la même enseignante) et trois en fin du secondaire en France et en Belgique francophone. Des entretiens font expliciter aux professeurs leurs dispositifs et leurs ressentis, ce à quoi s'ajoutent des entretiens avec les élèves, les écrits intermédiaires et les copies corrigées. Nous dressons une typologie de l'étayage en écriture accompagnée de nouvelles et de fables et l'utilisons comme outil d'analyse de pratiques. Cette typologie repose principalement sur les travaux de Bruner (1983), les postures d'étayage de Bucheton (2008) et sur le Classement des Lieux d'Intervention Didactique de Turco (1987) et Séguy (1989). Elle nous permet de confronter les pratiques observées avec les pratiques déclarées afin d'inférer des modèles disciplinaires en acte (Garcia-Debanc, 2004) et de cerner l'influence des programmes, des apprenants ou des parcours personnels sur l'étayage de l'écriture.

This research is a cross-Atlantic study of Sure Start and Early Head Start program directors' perceptions of parent involvement in their early intervention programs, with a focus on the provision and take-up of parenting and employability-focused services. The review of the literature, which informed the survey design and the later data chapters, focuses on poverty and parenting, working parents, welfare reform, and early intervention programs, including early childhood education and care policies in England and the United States. Data was collected via an online survey, administered to all those individuals directing either a Sure Start Local Programme (including those that had been designated as Children's Centres) in England or an Early Head Start program in the USA. There was a 40.3% response rate (231 English and 236 American directors, resulting in a total of 467 respondents). The survey questioned directors on their background, and also sought their views of the area in which their program operated, characteristics of their programs and their perceptions of the families accessing the parent-focused services offered by their early intervention program. The resulting data was used to address the primary theme of parenting and employability, drawing associations between reported parent involvement and directors' perceptions of area, program and family characteristics. The findings also led to the establishment of secondary themes: the targeting and catchment area approach to service provision, engaging disadvantaged families, relationships with partner agencies, issues of funding and resources, particularly for staff, and the expansion of Children's Centres. A summary report was sent to all participating directors. It is hoped that this research has benefited program directors, providing insights into the local-level experiences had by their colleagues both within their own country and across the Atlantic, particularly with respect to parent involvement in early intervention programs.

The dissertation is a compilation of three essays on Turkey's poverty alleviation programs. The first paper focuses on the welfare impact of the global financial Crisis on Turkish households. The second paper considers the protective impact of the Green Card non-contributory health insurance program in Turkey during the Crisis in 2008-2009. The third paper uses experimental data from the field in eastern Turkey, to look at patterns of agricultural technology diffusion in a rural development program implemented in a post-conflict setting.

This thesis examines the interaction of criminal justice policy and social policy within the Prolific and Priority Offenders Scheme (PPOS), a government initiative which aims to reduce offending by persistent offenders. The research on which this thesis is based takes an interpretative approach to social inquiry and employs a qualitative methodology. It examines the operation of four PPO Schemes in the Thames Valley through semi-structured interviews with 22 practitioners and 16 offenders, and participant observation of over 45 multi-agency meetings. The interaction between crime and social policy is explored through examination of three aspects of the PPOS: the coercion of offenders within the Schemes; the working practices and roles of the police and probation officers seconded to the Schemes; and the way in which information and intelligence is used and generated within the Schemes. The central argument of this thesis is that the widely-accepted idea that social policy is being ‘criminalised’ provides an inadequate account of the relationship between criminal justice and social policy in the PPOS. Rather, this Scheme evidences a merger of criminal justice and social welfare agendas, which includes elements of the ‘socialisation’ of crime policy in addition to elements of ‘criminalisation’ of social policy. Whilst the ultimate aim of the PPOS is to reduce crime, and whilst social welfare services such as health, housing and benefits are provided in pursuance of this aim, the ways in which these services are provided accords with the ethos and values of social policy. The idea of a merger of criminal justice and social policy has relevance beyond the PPOS, providing a framework for analysis of other contemporary criminal justice policies, and contributing to broader debates in criminology which have for so long been dominated by the ‘criminalisation’ thesis.

Cette étude vise à évaluer les éléments facilitants et les barrières à l’implantation du programme d’éducation à la nutrition Camille, Antoine et l’archipel Ôlait, développé par les Producteurs laitiers du Canada (PLC), auprès d’enseignants du préscolaire provenant de six régions du Québec et ayant reçu un atelier de formation animé par une diététiste des PLC. Elle vise également à connaître le degré d’implantation et la fidélité du programme ainsi que son appréciation, son utilisation et sa pertinence. Après une moyenne de 5 mois d’implantation, un questionnaire auto-administré a été complété par 37 enseignants (N = 86, 43 %), dont 10 utilisateurs (27 %) et 27 non-utilisateurs (73 %). Puis, des groupes de discussion ont eu lieu avec 13 enseignants (N = 170, 8 %). En moyenne, 11,4 activités sur 30 ont été réalisées (38 %), dont 6,3 telles quelles (55 %) et 5,1 modifiées (45 %), et les enseignants ont rapporté avoir l’intention de refaire 6,1 activités (54 %). L’implantation du programme a été facilitée ou limitée par différentes caractéristiques des enseignants, par l’appréciation de son contenu et son format, par sa pertinence concernant les exigences pédagogiques au préscolaire, la réalité des élèves et des parents et les objectifs d’apprentissages en nutrition, par le milieu scolaire, familial et communautaire ainsi que par la crédibilité et le support des PLC. Plusieurs de ces facteurs sont à la fois des éléments facilitants et des barrières. Les résultats obtenus aideront à ajuster ce programme et guider le développement et l’évaluation de programmes similaires. / This study aims to assess the facilitating conditions and barriers to the implementation of Camille, Antoine et l’archipel Ôlait nutrition education program, develop by the Dairy Farmers of Canada (DFC), with preschool teachers, from six regions of Québec, who assisted a workshop delivered by a dietitian from DFC. It also seeks to know the degree of implementation and fidelity of the program and its assessment, its use and relevance. Following an average of five months of implementation, a self-administered questionnaire was completed by 37 teachers (N = 86, 43 %), 10 users (27 %) and 27 non-users (73 %). Then, focus groups were held with 13 teachers (N = 170, 8 %). On average, 11.4 out of 30 activities have been carried out (38 %), including 6.3 as planned (55 %) and 5.1 modified (45 %), and teachers reported that it intends to repeat 6.1 activities (54 %). Implementation of the program was facilitated or limited by various characteristics of teachers, the assessment of its content and its format, its relevance to the educational requirements for preschool, the reality of pupils and their parents and objectives in nutrition learning, at school, in their family and community as well as the credibility and support of the DFC. Many of those factors are both facilitating conditions and barriers. The results will help to adjust the program and guide the development and evaluation of similar programs.

Introduction. Les programmes de vélos en libre-service (PVLS) représentent une innovation en transport actif. À ce jour, la sensibilisation à cette innovation en tant que prérequis à l’accessibilité n’a jamais été étudiée. Objectif. Identifier les facteurs liés à l’absence de sensibilisation à l’existence du PVLS à Montréal. Méthode. 7011 Montréalais âgés de 18 ans et plus ont été interrogés au cours de 3 sondages téléphoniques sur une période couvrant deux saisons : avant la première saison (n=2000), après la première saison (n=2502) et après la deuxième saison (n=2509). Des analyses de régression logistique ont été réalisées sur 93,6 % (n=6562) de l’échantillon pour examiner l’effet du temps, de la proximité des stations de vélos et du niveau d’éducation sur l’absence de sensibilisation à l’existence du PVLS. Résultats. Nous constatons que, après la première saison d’implantation du PVLS, la probabilité d’absence de sensibilisation au PVLS est plus élevée chez les individus dont le niveau d’éducation est faible que chez ceux dont le niveau d’éducation est élevé (RC = 1,60; 95 % IC : 1,18; 2,19). Aussi, nous observons que, après la deuxième saison d’implantation, la probabilité d’absence de sensibilisation au PVLS est plus élevée chez les individus dont le niveau d’éducation est faible et qui vivent dans un voisinage pourvu d’un PVLS, que chez ceux dont le niveau d’éducation est élevé et qui vivent dans un voisinage dépourvu d’un PVLS (RC = 1,63, 95 % IC : 1,01; 2,64). Conclusion. Malgré l’accessibilité au PVLS dans un voisinage, des inégalités sociales persistent. / Background. Public bicycle share programs (PBSP) are an active transportation innovation. No study has examined lack of awareness of PBSP as a factor limiting accessibility. Objective. Identify factors associated with lack of awareness of a PBSP across time in Montreal. Methods. Within the context of a larger study, a sample of 7,011 Montrealiers aged 18 years and over were recruited to participate in one of three telephone surveys occurring prior to implementation (n=2,000), after season 1 (n=2,502), and after season 2 (n=2,509). Multivariable logistic regression analyses were used to investigate associations between survey period, proximity to docking stations, and education with lack of PBSP awareness. Results. There was a greater likelihood of being PBSP-unaware among those with lower education after season 1 implementation in comparison to those with higher education (OR = 1.60, 95 %CI: 1.18, 2.19). There was also greater likelihood of being PBSP-unaware among those with lower education after season 2 implementation in neighbourhoods where the PBSP was available in comparison to those with higher education in neighbourhoods without PBSP docking stations (OR = 1.63, 95 %CI: 1.01, 2.64). Although lack of awareness decreased over time, greater likelihood of being PBSP-unaware was observed among those with lower education. Conclusion. Despite the physical presence of PBSP docking stations in neighbourhoods, socioeconomic inequalities persist.