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A collection of five memoiristic essays arranged about themes of family, womanhood and the African-American community with a preface. Among the experiences the memoirs recount are childhood abandonment; verbal and emotional child abuse; mental illness; poverty; and social and personal change. Essays explore the lasting impact of abandonment by a father on a girl as she grows into a woman; the devastation of family turmoil and untreated mental illness; generational identity in the African-American community. One essay describes the transition from the identity-forming profession of journalism to academia. The last essay is about complicated and conflicting emotions toward patriotism and flag-waving on the part of a black woman who has lived through riots, little known police shootings of students on black campuses, and many other incidents that have divided Americans.

Ten years after the introduction of the new democratic political dispensation in 1994, violence in schools are as rife as before. There has been no significant decrease in school violence during this period. Violence has only increased and become part of people's everyday lives. School violence remains a serious problem for both learners and educators. Various factors contribute to school violence and it has become necessary to determine to what extent school violence influences the learners of South Africa. Education is available for everyone to utilize. For learners to achieve optimally, safe environments need to be created. In order to eradicate the problem of school violence, it is important to know what the concept school violence entails, which factors contribute to school violence and to what extent school violence has influenced the schools up to date. It is also important to keep track of international trends which promote health in schools globally. Health is undoubtedly linked to educational achievement. The World Health Organization has initiated a project to promote health and healthy lifestyles universally. To counteract the persisting violence in schools, the possibility of creating health promoting schools in South Africa deserves attention. In order to unravel the phenomenon of violence in schools, a qualitative method of research was used, with data being collected by means of focus-group interviews, through intentional sampling. The transcriptions were subjected to descriptive analysis. The findings of the research are presented with an overview of school violence in the West Rand region. Factors contributing to school violence in this region have been identified as: drug and alcohol abuse, gangsterism, gambling, intolerance and the influence of educators. Physical and Psychological violence are the two main categories of violence identified in this region with various sub-categories which include fighting, harassment, sexual abuse, intimidation and victimization which enhance the violence and violent behaviour in this region. A nation's wealth lies within the youth of a country. They assure the future and our children are the most important natural resources we possess, therefore we need to respond to the challenges -violent behaviour and crime in our schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Ten years after the introduction of the new democratic political dispensation in 1994, violence in schools are as rife as before. There has been no significant decrease in school violence during this period. Violence has only increased and become part of people's everyday lives. School violence remains a serious problem for both learners and educators. Various factors contribute to school violence and it has become necessary to determine to what extent school violence influences the learners of South Africa. Education is available for everyone to utilize. For learners to achieve optimally, safe environments need to be created. In order to eradicate the problem of school violence, it is important to know what the concept school violence entails, which factors contribute to school violence and to what extent school violence has influenced the schools up to date. It is also important to keep track of international trends which promote health in schools globally. Health is undoubtedly linked to educational achievement. The World Health Organization has initiated a project to promote health and healthy lifestyles universally. To counteract the persisting violence in schools, the possibility of creating health promoting schools in South Africa deserves attention. In order to unravel the phenomenon of violence in schools, a qualitative method of research was used, with data being collected by means of focus-group interviews, through intentional sampling. The transcriptions were subjected to descriptive analysis. The findings of the research are presented with an overview of school violence in the West Rand region. Factors contributing to school violence in this region have been identified as: drug and alcohol abuse, gangsterism, gambling, intolerance and the influence of educators. Physical and Psychological violence are the two main categories of violence identified in this region with various sub-categories which include fighting, harassment, sexual abuse, intimidation and victimization which enhance the violence and violent behaviour in this region. A nation's wealth lies within the youth of a country. They assure the future and our children are the most important natural resources we possess, therefore we need to respond to the challenges -violent behaviour and crime in our schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Nous avons retenu un maximum de réponses qui constituent, au vu des résultats, les déterminants majeurs du phénomène de violence scolaire en Haïti : l’usage de la violence verbale, morale et physique. Les résultats de cette recherche mettent en évidence les implications, au plan éducatif, de la prise en compte des représentations des élèves et des enseignants. Ils mettent par ailleurs en exergue un point névralgique pour l’école qui doit garantir la discipline nécessaire à la vie collective tout en respectant les principes démocratiques qui consacrent les droits et libertés de chacun.L’interprétation des propos des élèves et des enseignants ayant participé à cette recherche permet d’ébaucher des réponses qui tiennent compte de leurs attentes et répondent à la fois aux exigences de rigueur d’un établissement d’enseignement et aux principes démocratiques du droit. Quant à la politique publique en matière d’éducation, l’Etat haïtien est très faible, il n’a pas les personnes aux places qu’il faut. Le statu quo est gardé. Pour y remédier, l’Etat doit mettre en œuvre une politique éducative qui vise à redonner à l’éducation son vrai sens et sa vraie valeur c’est-à-dire former l’être pour devenir le citoyen non violent de l’avenir. / We selected maximum responses are, in view of the results, the major determinants of these phenomena: the use of verbal abuse, the use of psychological violence and even physical violence.The results of this research highlight the implications to educational level, taking into account the representations of students and teachers. They shall also highlight a hotspot for the school to ensure the necessary discipline in community life while respecting the democratic principles that enshrine the rights and freedoms of everyone.The interpretation of what students and teachers who participated in this research allows to draft responses that take into account their expectations and meet both the requirements of a rigorous educational and democratic principles of law school.As to public policy in education, the Haitian state is very low, it was not the right people to their right place. So doing, the situation remains untouchable. To remedy this, the state must implement an education policy that aims to give education its true meaning and its true value is to say form be to become citizens of tomorrow and not violent.

Made available in DSpace on 2016-03-15T19:45:11Z (GMT). No. of bitstreams: 1 Ana Paula Drumond Guerra.pdf: 948043 bytes, checksum: fc6433f98f2a477a9bf51eaf3e157fc4 (MD5) Previous issue date: 2011-03-02 / The aim of this study is to analyze the constitution of identity in Ugly, autobiography of the British writer Constance Briscoe and the establishment with the reader of the autobiographical pact, as theorized by Philippe Lejeune. This study examined the use of rhetorical resources, through theorists such as Aristoteles and Heinrich Lausberg, and the question of identity, from the theories of Mikhail Bakhtin and Anthony Giddens. After analysis was verified that the character's identity is fluid, balancing between the past suffering by constant verbal abuses and its overcoming in the present. / O objetivo deste trabalho é analisar a constituição da identidade em Feia, autobiografia da autora inglesa Constance Briscoe, e o estabelecimento com o leitor do pacto autobiográfico, conforme teorizado por Philippe Lejeune. Para tanto, este estudo analisou a utilização dos recursos retóricos na narrativa autobiográfica com base nas premissas de Aristóteles e Heinrich Lausberg, bem como a questão identitária, a partir das teorias de Mikhail Bakhtin e Anthony Giddens. Concluiu-se, após a análise, que a identidade da personagem é fluida e equilibra-se entre os sofrimentos passados, devido a constantes agressões verbais, e sua superação no presente.

Detta examensarbete är skrivet med syftet att få inblick i hur svenskläraren implementerar värdegrundsarbete relaterat till främlingsfientlighet och rasism i svenskämnet, genom skönlitteratur, andra texter eller media. Ett delsyfte är att undersöka huruvida läraren tillämpar någon av de teoretiska utgångspunkterna kritisk teori eller critical literacy vid litteraturläsning eller studier av andra texter eller medier (Tyson 2003 och Janks 2013).Studien genomförs genom semistrukturerade intervjuer av fyra svensklärare verksamma vid en medelstor gymnasieskola i en mindre stad i Mellansverige.Resultatet visar bland annat att lärarna har belyst värdegrundsfrågor i direkt relation till främlingsfientlighet och rasism, genom skönlitteratur, film, aktuell nyhetsmedia samt diskussion, i varierande utsträckning: två lärare har inbegripit en större volym skönlitteratur och texter kopplat till värdegrundsfrågorna i svenskundervisningen än de andra.De kritiska teorierna har tillämpats av svensklärarna i undervisningen, men inte i någon större omfattning. / This thesis is written with the purpose to investigate and gain an insight into how teachers of Swedish Language Arts implement work with fundamental values related to xenophobia and racism, through fiction or other texts or media in Swedish high school education. One secondary aim is to investigate whether the teacher makes use of the theoretical approaches critical theory or critical literacy in reading fiction or studies of other texts or media (Tyson 2003 and Janks 2013).The study was conducted through semi-structured interviews of four High School teachers of Swedish Language Arts working at a medium-sized high school in a small town in central Sweden.The study shows that teachers have highlighted the value issues directly related to xenophobia and racism, through literature, films, current news media and discussion in varying degrees: two teachers have included a greater volume of literature and texts linked to values issues in education than others. The critical theories have been applied by the teachers in their teaching, but not to any great extent.

Les données de la plus récente étude d’incidence québécoise (ÉIQ-2017) révèlent que le dénigrement est la forme la plus commune de mauvais traitement psychologiques (MTP) dans les services de protection de la jeunesse québécois. Il est présent dans 52 % des situations de MTP jugées fondées (Hélie et al., 2017). Malgré son importance, peu de recherches ont porté sur le dénigrement depuis son inclusion dans la Loi sur la protection de la jeunesse (LPJ) à titre de motif de compromission. La présente étude porte sur les représentations sociales des intervenantes en protection de la jeunesse en lien avec leur expérience avec les situations de dénigrement. Les objectifs de l’étude visent à explorer les caractéristiques de ces situations ainsi que la façon dont les intervenantes envisagent les interventions auprès des membres de la famille aux prises avec ces difficultés. Les données sont issues d’un projet de recherche panquébécois portant sur les mauvais traitements psychologiques suite à la modification de la LPJ en 2007. L’analyse qualitative du contenu de quatorze entrevues dans lesquelles le dénigrement est identifié montre que les représentations des intervenantes à propos de cette problématique s’articulent essentiellement autour de l’abus verbal. De plus, l’analyse des témoignages permet l’identification de trois profils types associés à autant de dynamiques familiales distinctes. La discussion basée sur les représentations des intervenantes souligne la complexité et la gravité de ces situations qui nécessitent des interventions qui tiennent compte de la globalité des situations familiales. / Statistics from the most recent Quebec Incidence Study of Reported Child Abuse and Neglect (2017) reveal that denigration is the most common form of psychological ill-treatment in Quebec’s child protection services. It occurs in 52% of proven cases of psychological maltreatments (Hélie et al., 2017). Despite its importance, few studies have been conducted about denigration since its addition in the Youth Protection Act (YPA) in 2007. This research studies the social representations of Quebec’s child protection workers regarding their experience with situations involving denigration. The main objectives of this research are to explore these situations’ characteristics and the way child care workers tend to intervene with families struggling with denigration issues. The data used in this research is from a broader study, Les mauvais traitements psychologiques envers les enfants québécois, 2007-2010 which was conducted after the most recent additions to the YPA. The qualitative analysis of 18 interviews in which denigration was identified shows that the professionals’ representation of denigration mostly consisted of verbal aggressions when describing this form of maltreatment. Moreover, the participants have outlined three different types of profile associated with as many distinct family dynamics. The discussion based on the child protection workers’ representations highlights the complexity and severity of the situations which require interventions that take into account the entirety of the familial situations they address.

Det har skett en stor utveckling av vården med betydande förändringar för personer som har en psykiatrisk diagnos och funktionsnedsättning. Socialtjänstlagen och Lagen om stöd till vissa funktionshindrade har stiftats och boenden har iordningställts för att möta individuella behov. Förekomst av hot och våld är ett ökande problem inom arbetslivet och tidigare forskning visar att sjuksköterskor är särskilt utsatta. Det finns lite fokus på hot/våldsperspektivet inom kommunala verksamheter och sjuksköterskans roll i detta, varpå denna studie förlagts dit. Syftet var att beskriva sjuksköterskors uppfattning om och erfarenhet av att förebygga hot och våld inom socialpsykiatrin. En kvalitativ intervjustudie genomfördes. Med ändamålsenligt urvalsförfarande intervjuades sju sjuksköterskor som var verksamma vid stödboenden i tre kommuner. En kvalitativ dataanalys genomfördes och resulterade i fyra kategorier. Resultatet visade att relationen utgör grunden för det komplexa förebyggande arbetet och att rätt kompetens underlättar förståelsen för detta. Det fanns en förväntan av att sjuksköterskan har en central roll med motstånd. Sjuksköterskan hade lite utrymme till det förebyggande arbetet på grund av sin breda otydliga roll inom socialpsykiatrin. Slutsatser som drogs är att det finns förbättringspotential i det förebyggande arbetet. Det handlade främst om att tillgodose rätt kompetens samt att utarbeta gemensamma riktlinjer för det förebyggande arbetet.

In this study, the research problem sought to explore the degree of implementation of the Domestic Violence Act 116 of 1998 by members of the South African Police Service (SAPS). The Domestic Violence Act clearly stipulates the responsibilities of members of the South African Police Service in terms of the policing and management of domestic violence. Data was collected by means of a literature study and individual interviews conducted with SAPS members at the station level. These police officials are responsible for implementing the provisions set out in the DVA. The researcher also drew on her investigative experience in the SAPS, including the investigation of domestic violence. In addition, the researcher conducted a comprehensive literature study of national legislation, internal SAPS policies and directives that govern and promote the regulation of domestic violence in South Africa, the policing of domestic violence, media and newspaper reports as well as library resources and international studies. The findings of the research indicate that participants had a diverse understanding of domestic violence. This study also serves as testimony that the majority of the participants perceived and experienced the implementation of the DVA by the SAPS in various ways. However, participants understand their role and responsibilities to efficiently implement the provisions of the DVA. It was further determined that most of the participants knew their responsibilities regarding record keeping in incidences of domestic violence, and that members of the SAPS knew the procedure to follow in order to serve protection orders. It is, however, questionable whether they will be able to do so when necessary as most of them have not served it themselves as there are specific members at the station level who have been designated the duty of serving protection orders. However, it became evident that SAPS members are confronted with various challenges, at the station level, which hinder the proper implementation of the DVA. The recommendations made in this study may provide the SAPS with knowledge regarding the challenges and shortcomings that police officials experience in effectively implementing the provisions set out in the DVA, the role and responsibilities of SAPS members to efficiently implement the DVA, as well as the training and resources necessary to effectively execute the DVA. / Police Practice / M. Tech. (Policing)