Thesis (M.Sc. (Clinical Psychology))--Mahidol University, 1982.

No description available.

Thesis (M.Sc. (Food and Nutrition for Development))--Mahidol University, 2004.

"The purpose of this study was to explore the parental participation of each parent in the Human Development Clinic during the treatment of the child's problem to determine the extent to which 66 parent-child treatment cases differed when dichotomized by outcome of service (improved, unimproved) according to clinic judgment at closing. The improved and unimproved treatment cases were compared in regard to 18 selected family and clinic items. Service to these cases was discontinued between September, 1957, and September, 1960, a period of 37 months"--Introduction. / Typescript. / "June, 1961." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Social Work." / Advisor: Dixie B. Jones, Professor Directing Study. / Includes bibliographical references (leaves 52-54).

Bridges (2004) defines a transition as “a natural process of disorientation or re-orientation” marking the turning points of life (p. 3). One such turning point that has recently attracted the attention of higher education is the shift from university to life-after-study. Some universities, especially in the U.S., have developed programmes and courses to help prepare and support students for this transition. However, most of these educational initiatives have been developed without empirical research that explores graduates’ needs. In this research, therefore, I have sought to understand the experiences and perspectives of recent graduates in the post-university transition with the hope that this may inform potential institutional practices. Twenty young, recent graduates, who were broadly representative of their (U.S.) university’s student population in terms of degree, gender, and ethnicity, were selected to participate in this research. They engaged in recorded, semi-structured interviews and email interviews over a six-month period. Transcripts of interviews were analysed using typical qualitative procedures informed by interpretivism, symbolic interactionism, naturalistic inquiry, and narrativity. Results indicated that despite individual variability, participants shared some common perspectives. Four main themes emerged from the data. Three illustrated the difficulty of the post-university transition (shifting identities, searching, and unmet expectations), but the fourth illustrated how participants used people and resources (stabilisers) to foster support and balance in their transition. Furthermore, participants offered a range of suggestions about ways their institution might help graduating students better prepare for this transition and life-after-university. Recommendations based on these suggestions provide ideas for career preparation, emotional support, and practical life skills that institutions might choose to implement.

Thesis (M.S.)--Michigan State University. Dept. of Community, Agriculture, Recreation, and Resource Studies, 2008. / Title from PDF t.p. (viewed on Aug. 3, 2009) Includes bibliographical references (p. 141-146). Also issued in print.

This research focuses on the extent to which the Rhodes University Academic Skills Programme (ASP), now known as the Academic Development Programme, is able to act as an agent of progressive change within Rhodes University. In so doing it concentrates on the potential of the strategy of integrated academic development for dealing with the academic needs of university students within the context of South Africa as a society in transition. The candidate considers the inability of structuralist educational theory to account for the potential of human agency at the site of formal education. It is shown that structuralist theories provide deterministic and pessimistic accounts of the role of institutions of formal education. In support of this contention this study explores the history of ASP at Rhodes University, demonstrating that significant change in student academic development has already taken place. ASP has contributed to change within the said University through challenging traditional notions of academic development. This thesis suggests that the non-structuralist critical theory of Jurgen Habermas provides a more holistic account of ASP than do structuralist theories of formal education. Through the incorporation of Habermas's theory of communicative action a process of critical integration is explored, showing that a strategy of integrated academic development has the potential to involve all those who have an interest in university education through a process of rational discourse. This potential is strengthened by the fact that many students and staff have expressed an awareness of the need for an integrated academic development strategy. This thesis subsequently explores the possibility of there being a process of democratic and rational discourse which could lead to a progressive integration programme in the Rhodes University Department of Sociology and Industrial Sociology. This thesis stresses the contested nature of the integration process within departments. It is indicated that Habermas's critical theory is able to account for the changes which have taken place in the past and which are presently under way. It is argued that it not possible to predict future outcomes, but that if ASP pursues a process of rational discourse, it will indeed be able to stimulate a critical integrative approach to academic development in the Rhodes University Department of Sociology and Industrial Sociology.

Thesis (Ph.D.)--Mississippi State University. Department of Sociology, Anthropology and Social Work. / Title from title screen. Includes bibliographical references.

Many students when they arrive at university do not possess the “cultural capital” (Bourdieu 1977) which is favoured by the institution. The purpose of the English Language for Academic Purposes (ELAP) course and the drafting-responding process is to help students to begin to acquire the “cultural capital” required to succeed at university. The research reported on in this thesis examined the drafting-responding process as it is used to develop students’ writing in the ELAP course at Rhodes University. The process involved students submitting drafts of their essays on which they received constructive and formative feedback from their ELAP tutor. This feedback was then used to revise their essays before a final version was submitted for assessment. The research took the form of a case study with an essentially interpretive orientation. I examined the drafts (with the tutor’s comments) and final versions of seven students’ ELAP essays. Additional data was obtained by interviewing the students and the tutor. Underpinning my beliefs regarding the role of writing in learning as well as my orientation to research is an understanding of knowledge and learning as being socially constructed. All writing is embedded in and dependent on, not only the immediate social circumstances, but also the broader social and cultural context. In analysing and discussing the data in this research I used Halliday’s (1985) definition of context, in which he draws a broad distinction between the immediate context of situation and the broader context of culture The research findings showed that the drafting-responding process can help students with the process of developing the academic literacy they need in order to write essays within specific situational contexts, in this case, the context of the ELAP course. In addition, at a broader level, it can help students to begin the process of being initiated into the culture of the university as a whole.

Traditional healing is one of the most trusted methods of healing in South Africa, especially in rural areas, where health-care infrastructure is inadequate. People have depended on this method of healing since time immemorial. That belief has been strengthened by the fact that this method keeps people in touch with their ancestors. Traditional healers are trusted and believed to be the link between people and their ancestors. The Dwesa community is amongst the areas that still have strong belief in traditional healing. Traditional healers have a variety of methods of healing that they use, these methods have been trusted for people of all age groups. These methods are ukugabha, ukufutha and ukucima. Traditional healers prescribe them for both major and minor illnesses. They are believed to play a role in cleansing people from inside and outside. These methods together with other methods that are used in traditional healing are being explored in this study. This exploration is based on the fact that this information will be integrated into the teaching of isiXhosa to Pharmacy students at Rhodes University. This is an initiative to create awareness amongst health-care practitioners about traditional healing methods, so that they can caution and advise their patients about medicine taking behaviours, also to make them approach the subject in a sensitive manner. An isiXhosa course has been taught to Pharmacy students, as a pilot in 2007 and as an elective in 2008 onwards. This course deals with cultural issues in a broad manner, the issue of traditional healing specifically, and these methods of healing are outlined in the course, such that students have an understanding first of what a traditional healer is and their role in providing health-care services.