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何欣. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 272-284) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / He Xin.

Contexte : Les étudiants universitaires représentent la catégorie la plus touchée par le stress, la détresse psychique et leurs conséquences (physiques et psychiques). Ils sont plus vulnérables aux troubles psychiques que la population générale et que les autres étudiants en raison des nombreux changements et des responsabilités qui accompagnent la période d’étude à l'université. Cette thèse a pour but, d’une part, de mieux comprendre le mal-être psychologique des étudiants universitaires, et, d’autre part, de se pencher sur les actions pouvant être menées pour faire face à ce problème. Format de la thèse : Cette thèse s’articule en deux axes. Le premier axe porte sur l’évaluation de la santé mentale, et notamment du stress, auprès d’un échantillon d’étudiants universitaires (Partie I : Santé mentale chez les étudiants universitaires: perspectives théoriques et études empiriques). Le deuxième axe porte sur l’élaboration et l’évaluation d’une intervention de gestion du stress menée auprès de ces étudiants (Partie II : Gestion du stress chez les étudiants : perspectives théoriques et études empiriques). Pour chaque axe, une revue de la littérature sur les concepts étudiés, ainsi qu’une revue des études empiriques ont été menées sous forme d’articles (publiés ou en cours).Le but de cette dissertation est donc double et s’articule autour de dix articles ;Conclusion: Malgré certaines limites, nos résultats constituent des apports nouveaux et prometteurs sur la gestion du stress via internet pour les étudiants universitaires. Cette proposition d'intervention via internet pourrait s'adresser particulièrement aux étudiants qui ne consultent pas. / Context: University students are the most affected by stress, psychological distress and their consequences (physical and mental). They are more vulnerable to mental disorders than the general population and other students because of the many changes and responsibilities that come with studying at the university. On the one hand, this thesis aims to better understand the psychological ill being of university students, and on the other hand, to look at ways to face this problem.Format of the thesis: This thesis is articulated in two axes. The first focuses on the evaluation of mental health, including stress, among a sample of university students (Part I: Mental Health among University Students: Theoretical Perspectives and Empirical Studies). The second focuses on the development and the evaluation of a stress management intervention for these students (Part II: Students Stress Management: Theoretical Perspectives and Empirical Studies). For each, a review of the literature on the concepts studied, as well as a review of empirical studies, was conducted in the form of articles (published or in progress). The purpose of this dissertation is therefore dual and is articulated around ten articles;Conclusion: Despite some limitations, our results constitute new and promising contributions on stress management online for university students. This proposal for an intervention online could be particularly aimed at students who do not consult.

The research investigates housing improvements in low income settlements in South Africa. Using a comparative study of Bester's Camp and Nazareth, the investigation interrogates the impact of the subsidy scheme provided by the government. This logically encompasses a close scrutiny of such issues as: the land tenure system and its effects on the housing for low income groups, the obstacles that poor households have regarding housing improvements and accessing credit facilities. Burgess' arguments on the income's influence on housing improvements and Turner's idea of security of tenure as a factor laying foundation for housing improvements to take place, respectively, are juxtaposed in order to analyse trends of investments in housing in South Africa. The dissertation endeavours to contribute to the current housing debates by offering recommendations that can go a long way to alleviate the problems raised in the study. / Thesis (M.Sc.U.R.P.)-University of Natal, Durban, 1999.

Toilet grab bars were intended to facilitate independent and safe toilet transfer for people with different abilities. However, standard grab bars require too much effort from older adults who typically transfer to the toilet in a standing position rather than a sitting position. Among existing grab bars, grab bars on both sides of the toilet worked best for older adults because they allowed older adults to use both arms to get on and off the toilet. However, based on our observation, these grab bars were not effective to assist older adults to get in and out of the wheelchair. Additionally, these grab bars are too far apart that older adults have to use their shoulders rather than arms, which arise problems because shoulder are typically weaker than arms. This study intends to solve this problem by developing a new grab bar which would be safer, easier and more comfortable to use. Based on the literature review, analysis of existing grab bars and observation, a new concept of grab bars was generated and a functional prototype was constructed for user testing. The prototype was proved to be safe, easy and comfortable to use in the entire transfer process and it reduced the use of wheelchairs as well.

Trata-se de estudo sobre o fenômeno da literatura de autoajuda que consta entre as práticas de leitura de autoformação de professoras que atuam nos anos iniciais do Ensino Fundamental. Toma como ponto de partida o atual cenário profissional da educação, caracterizado simultaneamente pelos imperativos da constante atualização e pela desvalorização dos professores. Neste contexto encontra-se em circulação uma farta literatura baseada no modelo da autoajuda (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003), dirigida aos professores (e a quem interessar ou “julgar-se” educador), com o fim de proporcionar receitas para a obtenção do sucesso pessoal e profissional, além de apresentar-se como alternativa de leitura que visa amenizar frustrações e insatisfações. A primeira hipótese desta pesquisa refere-se à afirmação de que o livro Pais Brilhantes, Professores Fascinantes (CURY, 2003) vem sendo um dentre aqueles mais lidos ou conhecidos entre as professoras que atuam nos anos iniciais do ensino fundamental, ou seja, formadas em cursos de Pedagogia. O estudo não intenta opor-se a essa leitura de livros de autoajuda pelas professoras, mas objetiva compreender suas razões, indagar em que medida esta literatura é percebida como apoio pedagógico ao invés de um apoio de reflexão. Inspirando-se nos pressupostos teóricos e conceitos da história cultural relativamente à cultura escrita, nos marcos da história do livro e da leitura, o estudo lança uma mirada contemporânea a esse fenômeno a partir de três questões intimamente relacionadas: formação e autoformação de professores; práticas de leitura de professores; literatura de autoajuda no campo da Educação. A investigação foi realizada a partir de 69 questionários e seis entrevistas semiestruturadas colhidos junto a seis escolas de Porto Alegre/RS, sendo duas privadas, duas públicas estaduais e duas públicas municipais. A problematização pautou-se, em especial, nos estudos de autores como Roger Chartier, António Nóvoa, Francisco Rüdiger, Arnaldo Chagas e Arquilau Romão. As narrativas das professoras possibilitaram constatar que estas aceitam a literatura de autoajuda como leitura legítima no campo da Educação. Para essas professoras, as publicações desse gênero têm sintonia com suas expectativas. Para fins de análise, a leitura foi concebida como uma prática complexa, não há significados estáveis nos textos, mesmo naqueles tão prescritivos quanto à literatura de autoajuda. As professoras leitoras inventam muitos sentidos ao que leem, ao que fazem posteriormente com essas leituras, ao que escolhem dentre o que lhes é oferecido pelo mercado editorial. A leitura se apresenta, para as professoras participantes da pesquisa, como uma prática fundamental à produção de suas identidades e intervém sobre como se percebem na condição de educadoras, sobretudo a partir dos modos como são narradas pelos autores de autoajuda cujos textos comparecem dentre suas práticas de leitura. / It is the study of the phenomenon of self-help literature in the self-education that appears among readings practice by teachers who work in the early years of elementary school. The starting point is the current teaching professional scenario, which is characterized by both the imperatives of constant updating and teacher depreciation. In this context there is an abundant literature based on the self-help model is available (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003). Heads straight to teachers (and to whom may be interested or "consider themselves" an educator), in order to provide them formulas to obtain personal and professional success, to ease frustrations and dissatisfactions. The first hypothesis of this research refers to the claim that the book “Pais Brilhantes, Professores Fascinantes” (CURY, 2003) has been one of the most widely read or known among the teachers who work in the early years of elementary school (what means: teachers graduated in Pedagogy). The study does not intend to oppose the self-help books reading by teachers, but aims to understand their reasons and to ask how much this literature is perceived not an educational support, but a support for reflection. Drawing on the theoretical principles and concepts of cultural history in relation to written culture, on landmarks in the history of books and reading, the study releases a glance to this contemporary phenomenon from three closely related questions: teacher education and self- education; reading practices; self-help literature in the field of Education. The study was made conducting a survey of 69 questionnaires and six semistructured interviews collected in six schools of Porto Alegre/RS, two of them private, two public and two municipal public. The theoretical questioning was based in particular on studies of authors such as Anthony Nóvoa, Roger Chartier, Francisco Rüdiger, Arnaldo Chagas and Arquilau Romão. The teachers’ narratives show out that they accept the self-help literature as legitimate reading on the education field. For these teachers, such printed production is consistent with their expectations. For analysis purposes, reading is recognized as a complex practice, there are no stable meanings in texts, even in those prescripts as self-help literature. These readers, or rather, reading teachers, formulate many meanings to what they read, to what they do after that reading and to what they choose among what is offered by the publishing market. The reading is presented, to the teacher which participated in the study, as a fundamental practice for the production of their identities and intervenes in how they perceive themselves in teachers’ condition, especially from how they are reported by the self-help authors whose texts show up among their reading practices.

This study has assessed the self-help group approach and its contribution to women empowerment in the Debremarkos district of the Amhara region of Ethiopia. SHG is an approach that strives to empower poor women through organising them in groups to solve their problem through mutual help. This study employed a mixed method using both the qualitative and quantitative techniques. The findings suggest that the SHG approach has brought social and economic empowerment for the poor women in Debremarkos district who participated in SHG. The findings suggest that the selfhelp approach is important, particularly by creating access for the poor to financial resources with low interest rates, which is a key for the success of the businesses of the poor. The SHG approach has also significant contribution for social empowerment by building the confidence of women and facilitating their participation in their community. / Development Studies / M.A. (Development Studies)

Trata-se de estudo sobre o fenômeno da literatura de autoajuda que consta entre as práticas de leitura de autoformação de professoras que atuam nos anos iniciais do Ensino Fundamental. Toma como ponto de partida o atual cenário profissional da educação, caracterizado simultaneamente pelos imperativos da constante atualização e pela desvalorização dos professores. Neste contexto encontra-se em circulação uma farta literatura baseada no modelo da autoajuda (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003), dirigida aos professores (e a quem interessar ou “julgar-se” educador), com o fim de proporcionar receitas para a obtenção do sucesso pessoal e profissional, além de apresentar-se como alternativa de leitura que visa amenizar frustrações e insatisfações. A primeira hipótese desta pesquisa refere-se à afirmação de que o livro Pais Brilhantes, Professores Fascinantes (CURY, 2003) vem sendo um dentre aqueles mais lidos ou conhecidos entre as professoras que atuam nos anos iniciais do ensino fundamental, ou seja, formadas em cursos de Pedagogia. O estudo não intenta opor-se a essa leitura de livros de autoajuda pelas professoras, mas objetiva compreender suas razões, indagar em que medida esta literatura é percebida como apoio pedagógico ao invés de um apoio de reflexão. Inspirando-se nos pressupostos teóricos e conceitos da história cultural relativamente à cultura escrita, nos marcos da história do livro e da leitura, o estudo lança uma mirada contemporânea a esse fenômeno a partir de três questões intimamente relacionadas: formação e autoformação de professores; práticas de leitura de professores; literatura de autoajuda no campo da Educação. A investigação foi realizada a partir de 69 questionários e seis entrevistas semiestruturadas colhidos junto a seis escolas de Porto Alegre/RS, sendo duas privadas, duas públicas estaduais e duas públicas municipais. A problematização pautou-se, em especial, nos estudos de autores como Roger Chartier, António Nóvoa, Francisco Rüdiger, Arnaldo Chagas e Arquilau Romão. As narrativas das professoras possibilitaram constatar que estas aceitam a literatura de autoajuda como leitura legítima no campo da Educação. Para essas professoras, as publicações desse gênero têm sintonia com suas expectativas. Para fins de análise, a leitura foi concebida como uma prática complexa, não há significados estáveis nos textos, mesmo naqueles tão prescritivos quanto à literatura de autoajuda. As professoras leitoras inventam muitos sentidos ao que leem, ao que fazem posteriormente com essas leituras, ao que escolhem dentre o que lhes é oferecido pelo mercado editorial. A leitura se apresenta, para as professoras participantes da pesquisa, como uma prática fundamental à produção de suas identidades e intervém sobre como se percebem na condição de educadoras, sobretudo a partir dos modos como são narradas pelos autores de autoajuda cujos textos comparecem dentre suas práticas de leitura. / It is the study of the phenomenon of self-help literature in the self-education that appears among readings practice by teachers who work in the early years of elementary school. The starting point is the current teaching professional scenario, which is characterized by both the imperatives of constant updating and teacher depreciation. In this context there is an abundant literature based on the self-help model is available (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003). Heads straight to teachers (and to whom may be interested or "consider themselves" an educator), in order to provide them formulas to obtain personal and professional success, to ease frustrations and dissatisfactions. The first hypothesis of this research refers to the claim that the book “Pais Brilhantes, Professores Fascinantes” (CURY, 2003) has been one of the most widely read or known among the teachers who work in the early years of elementary school (what means: teachers graduated in Pedagogy). The study does not intend to oppose the self-help books reading by teachers, but aims to understand their reasons and to ask how much this literature is perceived not an educational support, but a support for reflection. Drawing on the theoretical principles and concepts of cultural history in relation to written culture, on landmarks in the history of books and reading, the study releases a glance to this contemporary phenomenon from three closely related questions: teacher education and self- education; reading practices; self-help literature in the field of Education. The study was made conducting a survey of 69 questionnaires and six semistructured interviews collected in six schools of Porto Alegre/RS, two of them private, two public and two municipal public. The theoretical questioning was based in particular on studies of authors such as Anthony Nóvoa, Roger Chartier, Francisco Rüdiger, Arnaldo Chagas and Arquilau Romão. The teachers’ narratives show out that they accept the self-help literature as legitimate reading on the education field. For these teachers, such printed production is consistent with their expectations. For analysis purposes, reading is recognized as a complex practice, there are no stable meanings in texts, even in those prescripts as self-help literature. These readers, or rather, reading teachers, formulate many meanings to what they read, to what they do after that reading and to what they choose among what is offered by the publishing market. The reading is presented, to the teacher which participated in the study, as a fundamental practice for the production of their identities and intervenes in how they perceive themselves in teachers’ condition, especially from how they are reported by the self-help authors whose texts show up among their reading practices.

Trata-se de estudo sobre o fenômeno da literatura de autoajuda que consta entre as práticas de leitura de autoformação de professoras que atuam nos anos iniciais do Ensino Fundamental. Toma como ponto de partida o atual cenário profissional da educação, caracterizado simultaneamente pelos imperativos da constante atualização e pela desvalorização dos professores. Neste contexto encontra-se em circulação uma farta literatura baseada no modelo da autoajuda (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003), dirigida aos professores (e a quem interessar ou “julgar-se” educador), com o fim de proporcionar receitas para a obtenção do sucesso pessoal e profissional, além de apresentar-se como alternativa de leitura que visa amenizar frustrações e insatisfações. A primeira hipótese desta pesquisa refere-se à afirmação de que o livro Pais Brilhantes, Professores Fascinantes (CURY, 2003) vem sendo um dentre aqueles mais lidos ou conhecidos entre as professoras que atuam nos anos iniciais do ensino fundamental, ou seja, formadas em cursos de Pedagogia. O estudo não intenta opor-se a essa leitura de livros de autoajuda pelas professoras, mas objetiva compreender suas razões, indagar em que medida esta literatura é percebida como apoio pedagógico ao invés de um apoio de reflexão. Inspirando-se nos pressupostos teóricos e conceitos da história cultural relativamente à cultura escrita, nos marcos da história do livro e da leitura, o estudo lança uma mirada contemporânea a esse fenômeno a partir de três questões intimamente relacionadas: formação e autoformação de professores; práticas de leitura de professores; literatura de autoajuda no campo da Educação. A investigação foi realizada a partir de 69 questionários e seis entrevistas semiestruturadas colhidos junto a seis escolas de Porto Alegre/RS, sendo duas privadas, duas públicas estaduais e duas públicas municipais. A problematização pautou-se, em especial, nos estudos de autores como Roger Chartier, António Nóvoa, Francisco Rüdiger, Arnaldo Chagas e Arquilau Romão. As narrativas das professoras possibilitaram constatar que estas aceitam a literatura de autoajuda como leitura legítima no campo da Educação. Para essas professoras, as publicações desse gênero têm sintonia com suas expectativas. Para fins de análise, a leitura foi concebida como uma prática complexa, não há significados estáveis nos textos, mesmo naqueles tão prescritivos quanto à literatura de autoajuda. As professoras leitoras inventam muitos sentidos ao que leem, ao que fazem posteriormente com essas leituras, ao que escolhem dentre o que lhes é oferecido pelo mercado editorial. A leitura se apresenta, para as professoras participantes da pesquisa, como uma prática fundamental à produção de suas identidades e intervém sobre como se percebem na condição de educadoras, sobretudo a partir dos modos como são narradas pelos autores de autoajuda cujos textos comparecem dentre suas práticas de leitura. / It is the study of the phenomenon of self-help literature in the self-education that appears among readings practice by teachers who work in the early years of elementary school. The starting point is the current teaching professional scenario, which is characterized by both the imperatives of constant updating and teacher depreciation. In this context there is an abundant literature based on the self-help model is available (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003). Heads straight to teachers (and to whom may be interested or "consider themselves" an educator), in order to provide them formulas to obtain personal and professional success, to ease frustrations and dissatisfactions. The first hypothesis of this research refers to the claim that the book “Pais Brilhantes, Professores Fascinantes” (CURY, 2003) has been one of the most widely read or known among the teachers who work in the early years of elementary school (what means: teachers graduated in Pedagogy). The study does not intend to oppose the self-help books reading by teachers, but aims to understand their reasons and to ask how much this literature is perceived not an educational support, but a support for reflection. Drawing on the theoretical principles and concepts of cultural history in relation to written culture, on landmarks in the history of books and reading, the study releases a glance to this contemporary phenomenon from three closely related questions: teacher education and self- education; reading practices; self-help literature in the field of Education. The study was made conducting a survey of 69 questionnaires and six semistructured interviews collected in six schools of Porto Alegre/RS, two of them private, two public and two municipal public. The theoretical questioning was based in particular on studies of authors such as Anthony Nóvoa, Roger Chartier, Francisco Rüdiger, Arnaldo Chagas and Arquilau Romão. The teachers’ narratives show out that they accept the self-help literature as legitimate reading on the education field. For these teachers, such printed production is consistent with their expectations. For analysis purposes, reading is recognized as a complex practice, there are no stable meanings in texts, even in those prescripts as self-help literature. These readers, or rather, reading teachers, formulate many meanings to what they read, to what they do after that reading and to what they choose among what is offered by the publishing market. The reading is presented, to the teacher which participated in the study, as a fundamental practice for the production of their identities and intervenes in how they perceive themselves in teachers’ condition, especially from how they are reported by the self-help authors whose texts show up among their reading practices.

Background and goals: This thesis explores the experience of rehabilitaion following myocardial infarction (MI) from the perspective of people who did not attend either a cardiac rehabilitation programme (CR) or a CHD 'self-help' group and their ‘significant others’. These resources are intended to support post-MI rehabilitation and readjustment and research identifies various benefits, yet many people do not use them. Given the scale of the population affected by CHD, the issues of why people do not use the resources, their experience and that of their family members, and the kinds of support people need and want, are of public health importance. These issues formed my investigative goals. Methods: The study used a qualitative methodology, informed by ‘grounded theory’. A screening questionnaire identified non-participants from the post-MI population in Lothian, from which a sample of ‘maximum diversity’ was selected. In-depth interviews were conducted with twenty-seven post-MI people and seventeen ‘significant others’. The analysis combined identifying emergent themes and searching the data for key issues relating to study objectives. Findings: Additional to the barrier of non-invitation, a spectrum of factors relating to people’s ‘lifeworld’ circumstances, beliefs, and identity could either encourage or discourage participation. Factors were highly similar for both resources. Reasons for, and the process of non-participation could be grouped into three categories: “No need / no point”, “Not worth it”, or “Not possible”. These were based on the way the factors that influenced individuals related to three key issues. Shifts between categories were also possible. A link between non-participation and a range of rehabilitation difficulties among post-MI people and family members is also demonstrated. Conclusions and implications: The study addresses a gap in understanding post-MI non-participation and its significance, providing insight into the process by which CR and CHD Group nonuse occurs and the impacts for people who have had MI and family members. Recommendations are made, identifying realistic ways rehabilitation support might be improved, barriers and opportunities, and areas for further investigation.