In 2002 there were an estimated 1.5 million people admitted into casualty emergency units within the Republic of South Africa. Many of these admissions dealt with events that were traumatic for both families and practitioners and these traumatic events have effects on the biological, psychological and social wellbeing of these individuals. Coupled with this is an ever increasing demand for mental health services and a worldwide shortage of qualified individuals to provide these services. Registered nurses in casualty units deal with the majority of these issues and the effect of these traumatic events. The crisis intervention model may provide these registered nurses with the necessary skills to deal with these problems not only for patients but possibly for themselves. Furthermore the biopsychosocial model of health allows these registered nurses to assess the impact of these events on the individuals. Yet, some registered nurses feel that they lack the necessary skills to deal with and assess these problems and intervene in these crisis situations. This study was exploratory descriptive in nature and aimed to examine whether there was a perceived need for registered casualty unit nurses to engage in supplementary counselling skills training. These perceptions were obtained through purposively sampled interviews and analysed qualitatively, using Tesch’s model of content analysis. Findings indicated that the registered nurses do perceive a need for supplementary counselling training, both for use with the patients and for themselves, and are willing to engage in this training although there are problems that inhibit this willingness. Recommendations regarding the implementation of a supplementary counselling skills training course as well as future research in the field were made.

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Afhandlingen 'videreuddannelse af lærere - muligheder og positioneringer i arbejdet' undersøger betydningen af videreuddannelse af skolelærere, når de er tilbage på deres skoler efter endt videreuddannelsesforløb. Det undersøges, hvad lærerne oplever at lære, hvilke former for viden, der oparbejdes og hvordan disse vidensformer har mulighed for at genlæres i praktisk handling og blive til viden for praksis. Det undersøges ligeledes, hvordan lærerne har mulighed for at positioneres sig som videreuddannede lærere blandt ikke-videreuddannede-lærere, og de vanskeligheder der kan opstå i den proces. Tilgangen til undersøgelsen er socialkonstruktivistisk og der redegøres for metodologiske overvejelser med henblik på transparens. Teoretisk anlægges en kulturpsykologisk læringsforståelse og et samhandlingsteoretisk fokus. Hermed konstrueres blikke på læringsforståelser og læringsudbytte i et videreuddannelsesperspektiv tilligemed tydeliggørelser af de relationelle forhold, der er af betydning for etablering af en position som videreuddannet. Med henblik på at udforske en hermeneutisk inspireret metode, analyseres det empiriske materiale ad to omgange; først en 'delanalyse', ud fra en tematisk inddeling. Derefter finder en 'helhedsanalyse 'sted. Analysen betragter interviewene som hele fortællinger og anvender dermed en narrativ tilgang. De to analyser sammenholdes og muliggør en samlet forståelse af undersøgelsens komplekse genstand: Hvilken betydning har videreuddannelse for praksis. Afhandlingen kan konkludere, at videreuddannelsen tillægges stor, især personlig, betydning. Når der opstår problemer, opstår de i mødet med skolens dagligdag - i mødet, hvor lærerne står med et vidensoverskud, som der ikke findes anvendelse for på skolen.

In sport, psychological skills training is as important as physical training. Psychological skills training (PST) package programs aim to train a variety of psychological skills simultaneously. While extensively utilized overseas, PST programs are seldomly conducted with South African elite sportspeople and are generally not available to local youth athletes. Furthermore, the impact of PST programs on life and general health and the related components of biological, psychological, social and spiritual well-being has been typically neglected, with research in this regard minimal or non-existent. For example, before this thesis, the impact of PST on the core health component of psychological well-being had not been evaluated, nor had the conceptual and/or empirical relationship between psychological skills and psychological well-being been investigated. Although PST is often conducted individually because of its specific and personal nature, group training should not be overlooked especially in South Africa where communal living is a way of life and community interventions are an important part of health promotion. The value of broad base PST programs is that they train psychological skills as life skills thus aiding overall biopsychosocialculturalspiritual development. With these considerations in mind a triangulated design involving individual, group and community interventions, as well as elite and expert case studies was utilized to evaluate the effectiveness of a PST program and to investigate the relationship between psychological skills and psychological well-being. Results based on quantitative and qualitative outcome and process measurements indicated general improvement in psychological skills, psychological well-being and sporting performance. Psychological skills and psychological well-being were found to be interrelated concepts, with overlapping components. Recommendations for ongoing and future research at individual, group and community level are made. / Thesis (DPhil)--University of Pretoria, 2008. / Biokinetics, Sport and Leisure Sciences / unrestricted

This thesis studies the determinants and outcomes of the skill systems in Mexico and Turkey, two crucial cases of middle-income countries (MICs). Despite the similarities in their previous institutional environments and links to the global economy, Turkey has experienced higher economic growth and better social development compared to Mexico. This PhD project focuses on the Mexican and Turkish skill systems, which have been significant institutions that affect the (different) economic and social characteristics of advanced industrialised countries in the literature on comparative capitalisms (CCs). This study builds its theoretical approach on the arguments of CCs literature and the claims of globalisation, where it draws from the studies on global value chains (GVCs). It scrutinises the patterns of convergence due to globalisation and ongoing divergence because of the variation of institutional structures. It examines the complementarities and outcomes of the skill systems, which will then help to understand the divergence of development experiences between Mexico and Turkey. This PhD project carries out a multi-level research and focuses the empirical study on auto parts-automotive value chains (AACs), which is an important industry for many MICs including Mexico and Turkey. The multi-level research first includes a macro-level study of local institutions in Mexico and Turkey, as well as the convergence patterns through the AACs. This is complemented with a micro-level analysis of firms' strategies to find workers with technical skills in production functions. The findings show that while there is some convergence in the Mexican and Turkish auto parts producers' skill needs, firms from these two countries adopt different strategies to address their needs. The distinctive national institutions in Mexico and Turkey, which are shaped by the differences in the state's involvement, are the main reasons for this divergence. The differences between the Mexican and Turkish skill systems have created different outcomes for both the firms and workers in these countries, and hence are expected to have contributed to their diverging development paths.

Ante a demanda do mercado por profissionais com formação integral, transposta por competências abrangentes, também se adicionam ao contexto o alto grau de envolvimento dos estudantes com tecnologias, o papel das instituições de ensino e dos docentes na formação dos indivíduos e as evidências de que o processo de ensino-aprendizagem focado no estudante produz experiência de aprendizagem significativa. Esse cenário enseja identificar quais são as competências necessárias à formação integral. A literatura mostra estruturas que contribuem para o desenvolvimento de competências sem contemplar aquelas da formação integral, por completo, o que ensejou o delineamento do MAI, o qual se funda sobre os princípios do construtivismo e se apropria de modelos, estratégias e tecnologias para ensino-aprendizagem eficaz, com elementos aproveitados de forma sinérgica. O objetivo desta pesquisa foi avaliar um modelo instrucional para a formação integral do indivíduo por meio do ensino de contabilidade. O Modelo concebido foi transposto ao Moodle, em um curso sobre notas explicativas com a finalidade de constatar o alcance da formação integral e, ainda, verificar indícios de sua validade. Sua avaliação se deu por meio de duas edições do curso, nas modalidades semipresencial e online. Os dados foram obtidos por meio de levantamentos e analisados com base em estatística descritiva, testes não paramétricos e análises de conteúdo. Os resultados demonstraram a efetividade do MAI em conduzir ao desenvolvimento de comunicação, pensamento crítico, colaboração e solução de problemas no processo instrucional contábil, ao que se considera formação integral. O MAI acrescenta-se à literatura como alternativa viável ao ensino de contabilidade. Suas contribuições alcançam os estudantes, por proporcionarem experiência de formação integral, bem como os docentes, por migrarem de transmissões de conhecimentos para facilitadores, e as instituições de ensino superior, por demonstrarem como se pode realizar uma formação contextualizada pelo perfil digital dos estudantes e demandas do mercado. Com base nos achados, recomenda-se que disciplinas, cursos de contabilidade e áreas relacionadas sejam planejados, considerando o uso de modelos instrucionais como o MAI. / Given the market demand for fully educated professionals transposed by comprehensive competences, the high degree of student engagement with technology, the role of teaching institutions and teachers in the training of individuals, and the evidence that the process of student-centered teaching-learning produces meaningful learning experience. This scenario identifies the competences required for integral training. The literature shows structures that contribute to the development of competences, without contemplating those of integral formation, in full, which led to the design of the ILM, which is based on the principles of constructivism and appropriates models, strategies and technologies for teaching and learning, with elements used synergistically. The objective of this research was to evaluate an instructional model for the integral training of the individual through the teaching of accounting. The designed Model was transposed to Moodle, in a course on explanatory notes, with the purpose of verifying the scope of the integral formation, and still verify indications of its validity. His evaluation was made through two editions of the course, in the mixed and online modalities. The data were obtained through surveys and analyzed based on descriptive statistics, non-parametric tests and content analyzes. The results demonstrated the effectiveness of the ILM in leading to the development of communication, critical thinking, collaboration and problem solving, in the accounting instructional process, which is considered integral formation. ILM is added to literature as a viable alternative to accounting education. Their contributions reach the students, by providing full training experience, the teachers, by migrating from transmissions of knowledge to facilitators, to higher education institutions, for demonstrating how a contextualized training can be carried out by students\' digital profile and market demands. Based on the findings, it is recommended that disciplines and accounting courses and related areas be planned considering the use of instructional models such as MAI.

Ante a demanda do mercado por profissionais com formação integral, transposta por competências abrangentes, também se adicionam ao contexto o alto grau de envolvimento dos estudantes com tecnologias, o papel das instituições de ensino e dos docentes na formação dos indivíduos e as evidências de que o processo de ensino-aprendizagem focado no estudante produz experiência de aprendizagem significativa. Esse cenário enseja identificar quais são as competências necessárias à formação integral. A literatura mostra estruturas que contribuem para o desenvolvimento de competências sem contemplar aquelas da formação integral, por completo, o que ensejou o delineamento do MAI, o qual se funda sobre os princípios do construtivismo e se apropria de modelos, estratégias e tecnologias para ensino-aprendizagem eficaz, com elementos aproveitados de forma sinérgica. O objetivo desta pesquisa foi avaliar um modelo instrucional para a formação integral do indivíduo por meio do ensino de contabilidade. O Modelo concebido foi transposto ao Moodle, em um curso sobre notas explicativas com a finalidade de constatar o alcance da formação integral e, ainda, verificar indícios de sua validade. Sua avaliação se deu por meio de duas edições do curso, nas modalidades semipresencial e online. Os dados foram obtidos por meio de levantamentos e analisados com base em estatística descritiva, testes não paramétricos e análises de conteúdo. Os resultados demonstraram a efetividade do MAI em conduzir ao desenvolvimento de comunicação, pensamento crítico, colaboração e solução de problemas no processo instrucional contábil, ao que se considera formação integral. O MAI acrescenta-se à literatura como alternativa viável ao ensino de contabilidade. Suas contribuições alcançam os estudantes, por proporcionarem experiência de formação integral, bem como os docentes, por migrarem de transmissões de conhecimentos para facilitadores, e as instituições de ensino superior, por demonstrarem como se pode realizar uma formação contextualizada pelo perfil digital dos estudantes e demandas do mercado. Com base nos achados, recomenda-se que disciplinas, cursos de contabilidade e áreas relacionadas sejam planejados, considerando o uso de modelos instrucionais como o MAI. / Given the market demand for fully educated professionals transposed by comprehensive competences, the high degree of student engagement with technology, the role of teaching institutions and teachers in the training of individuals, and the evidence that the process of student-centered teaching-learning produces meaningful learning experience. This scenario identifies the competences required for integral training. The literature shows structures that contribute to the development of competences, without contemplating those of integral formation, in full, which led to the design of the ILM, which is based on the principles of constructivism and appropriates models, strategies and technologies for teaching and learning, with elements used synergistically. The objective of this research was to evaluate an instructional model for the integral training of the individual through the teaching of accounting. The designed Model was transposed to Moodle, in a course on explanatory notes, with the purpose of verifying the scope of the integral formation, and still verify indications of its validity. His evaluation was made through two editions of the course, in the mixed and online modalities. The data were obtained through surveys and analyzed based on descriptive statistics, non-parametric tests and content analyzes. The results demonstrated the effectiveness of the ILM in leading to the development of communication, critical thinking, collaboration and problem solving, in the accounting instructional process, which is considered integral formation. ILM is added to literature as a viable alternative to accounting education. Their contributions reach the students, by providing full training experience, the teachers, by migrating from transmissions of knowledge to facilitators, to higher education institutions, for demonstrating how a contextualized training can be carried out by students\' digital profile and market demands. Based on the findings, it is recommended that disciplines and accounting courses and related areas be planned considering the use of instructional models such as MAI.

Title: Changes in physical performance of Children at Athletic Preparatory Objectives: Aim of this paper is the diagnosis of physical and technical readiness of young children that are regularly preparing in an athletic course as a preparation for joining ASK Slavia Praha and their readiness for the next step of basic training. Methods: observation, videoanalysis, motor tests Results: During diagnostics of physical readiness via repeated use of a battery of motor tests (60m run, long jump, ball throw, 600m run) it was proven that majority of subjects showed a steady increase in performance. Only with technical activities (long jump, ball throw) there was sometimes a decrease in the results of some children. Also, in these activities the differences among results of subjects started to increase. More talented children increased their results by much more than the less handy. On the contrary, the differences among children in 600m run decreased over time. Key words: Athletic preparation, physical preparation, technical preparation, training, skills, children, athletics, coach, physical development, image sequence from video

The present thesis deals with problems related to employment of visually impaired people in České Budějovice. The theoretical part deals with the definition of persons with visual impairment and their classifications, focus on possibilities for education and support for visually impaired people. Then I describe the legislative conditions in the process of employing such individuals and define the most important issues related to the employment of persons with visual disabilities. The empirical part interpret the results of our own research. The aim of the thesis is an analysis of the employment problem of visually impaired people. Research assumption is that job opportunities for persons with visual disabilities can improve their higher education or retraining course completion. Context research complemented with information about the attitudes of respondents, involving one of its own to the visual handicap and problems associated with information deficit, communication or technical barriers. The research part interprets the results of the specified issues of employment of the visually impaired in České Budějovice through case studies and using semi-structured interviews and observations.