Background: The effect of Malaria attack on maternal and child health in Nigeria is high compared with other countries in sub Saharan Africa. This problem has been a persistent issue in Nigeria and many researchers have tried to proffer solutions. Insecticide treated nets (ITN) have been identified as providing approximately 80% protection against malaria attack. However, all the measures put in place to control malaria failed to meet up with the set target of the Roll Back Malaria Initiative, which aimed at reducing malaria deaths in Nigeria by half by 2010 in line with the Millennium Development Goals (Anyaehie et al., 2009). As part of the global initiative to reduce malaria deaths before 2015 (Amoran, Senbanjo and Asagwara, 2011) the Nigerian government introduced intervention programmes to protect pregnant women, and children under-five years of age (Anyaehie et al., 2011). However, although there has been considerable and effective intervention in controlling this preventable disease in the African continent, marked inconsistency in the distribution of the ITN, scarcity and low usage in Nigeria (Amoran, Senbanjo and Asagwara, 2011) are apparent, despite emphasis on community-based strategies for malaria control (Obinna, 2011). For midwives in rural Nigeria the disproportionate vulnerability of pregnant women and young children is of great concern. This particular issue is the focus of a hermeneutic phenomenological inquiry into the experiences of pregnant women and mothers in their efforts to protect their families and themselves from malaria attack. The study contends that the ‘big (pan-African/national) story’ of malaria has found many voices, speaking from a predominantly positivist perspective. While some more interpretivist approaches to exploring experience have been employed elsewhere in Sub-Saharan Africa (Rachel and Frank 2005), there remains a need for more participatory research related to health care issues in Nigeria (Abdullahi et al 2013). Women and children make up the majority of the Nigeria population of over 160 million. An attack of malaria on them affects entire households and the economy of the nation. Therefore, the purpose of this study was to give voice to the ‘small (household) stories’ of Nigerian women (mothers and health workers), living and working in impoverished rural communities, and consider how their viewpoints, perspectives and imaginings might contribute to the fight for a malaria-free Nigeria. Methodological approach: The research draws on the philosophy of Martin Heidegger, Hans-Georg Gadamer, and Maurice Merleau-Ponty. The participants’ accounts are interpreted in terms of Africana ‘Womanism’ as defined by Hudson-Weems (1993), the socio-narratology approach elaborated by Frank (2010), and Igbo world-view. Research procedure: Individual semi-structured interviews and focus groups were conducted with Igbo women in three rural communities in Enugu State in eastern Nigeria (Nsukka, Ngwo, and Amechi). This was a three-phase process involving an initial orientation visit to engage with local gatekeepers and community health workers. A first round of interviews and discussion took place in three communities in 2014, followed by the first phase of interpretation. A second field trip took place in 2015, during which participants discussed the ongoing interpretation and elaborated further on some of the issues raised. Interpretive phases 2 and 3 followed this visit. Interpretive process: Interpretive shifts in understanding were accomplished in three ways: 1. Seeking thematic connections between participants’ accounts of living with the threat of malaria. 2. Engaging in dialogical narrative analysis to explore the work done by the stories embedded in individual accounts of living under the threat of malaria. 3. Crafting found poetry from within the collective accounts to produce an evocative text that could mediate an emotional response and understanding of the malaria experience. Key outcomes: The research was a response to calls for more participatory research into the detailed experiences of people in Africa facing up to the threat of malaria. It has provided a vehicle for the voices of a group of Nigerian women and health workers to bring attention to the continuing plight of pregnant women and their families with limited access to insecticide-treated bed nets in poor living conditions. They have told how they seek to empower themselves in their own small and particular ways. It has provided insights into their worldview(s) and what others might see from where they stand. As such it has added to their own call expressed during the research to “Keep malaria on the agenda.” The research has used the women’s own testimony to create an oral resource designed https://youtu.be/XelMXLUzTV0 to facilitate education and action among small local groups of women and their families, and for health workers in local rural communities.

Submitted by Julia Mazinini Rosa (jrmazinini@gmail.com) on 2018-09-25T02:41:53Z No. of bitstreams: 1 Tese completa Júlia Rosa.pdf: 1894478 bytes, checksum: 2104d0fc5f9ccb5254a883be113b564d (MD5) / Rejected by Priscila Carreira B Vicentini null (priscila@fclar.unesp.br), reason: Bom dia Julia, Solicitamos que realize correções na submissão seguindo as orientações abaixo: 1) A sequência correta deve ser: capa (obrigatório), folha de rosto (obrigatório), ficha catalográfica (obrigatório), errata (opcional), folha de aprovação (obrigatório), dedicatória (opcional), agradecimentos (opcional), epígrafe (opcional), resumo na língua vernácula (obrigatório), resumo em língua estrangeira (obrigatório), lista de ilustrações (opcional), lista de tabelas (opcional), lista de abreviaturas e siglas (opcional), lista de símbolos (opcional), sumário (obrigatório) 2) Tendo recebido BOLSA CAPES e de acordo com: PORTARIA Nº 206, DE 4 DE SETEMBRO DE 2018 - Dispõe sobre obrigatoriedade de citação da CAPES (Diário Oficial da União: http://pesquisa.in.gov.br/imprensa/jsp/visualiza/index.jsp?data=05/09/2018&jornal=515&pagina=22), NOS AGRADECIMENTOS DEVERÁ COLOCAR A FRASE: O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001 Para maiores esclarecimentos, acesse as normas da biblioteca: http://fclar.unesp.br/#!/biblioteca/normas-da-abnt/normalizacao/ ou procure as bibliotecárias da Seção de Referência, Camila (camila.serrador@unesp.br) ou Elaine (elaine.batista@unesp.br) - (16) 3334 6222 Agradecemos a compreensão. on 2018-09-25T12:14:53Z (GMT) / Submitted by Julia Mazinini Rosa (jrmazinini@gmail.com) on 2018-10-05T00:35:41Z No. of bitstreams: 1 Tese completa para repositório.pdf: 1905085 bytes, checksum: 66b7cdcec75a180c32ba8ca805178b1d (MD5) / Rejected by Aline Aparecida Matias null (alinematias@fclar.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: 1) Ficha catalográfica: a entrada do nome no cabeçalho da ficha está incorreto. A forma certa é: Rosa, Julia Mazinini 2) Folha de Aprovação: falta a data da defesa. 3) Numeração das páginas: as páginas pré-textuais devem ser contadas, com exceção da capa e ficha catalográfica, mas a numeração deverá aparecer somente a partir da primeira página textual. No seu caso é a Introdução, que na verdade é a página 11. Baseado nestas informações renumere as páginas. 4) Sumário: após a renumeração do trabalho será preciso refazer o sumário, para que ele represente fielmente a paginação do trabalho. Agradecemos a compreensão. on 2018-10-05T21:18:49Z (GMT) / Submitted by Julia Mazinini Rosa (jrmazinini@gmail.com) on 2018-10-07T14:58:42Z No. of bitstreams: 1 Tese completa para repositório CORRIGIDA 07 OUT.pdf: 1994984 bytes, checksum: 0645d3b9fcae1c9547ee8ec13f96267e (MD5) / Approved for entry into archive by Aline Aparecida Matias null (alinematias@fclar.unesp.br) on 2018-10-08T13:53:47Z (GMT) No. of bitstreams: 1 rosa_jm_dr_arafcl.pdf: 1994984 bytes, checksum: 0645d3b9fcae1c9547ee8ec13f96267e (MD5) / Made available in DSpace on 2018-10-08T13:53:47Z (GMT). No. of bitstreams: 1 rosa_jm_dr_arafcl.pdf: 1994984 bytes, checksum: 0645d3b9fcae1c9547ee8ec13f96267e (MD5) Previous issue date: 2018-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A Pedagogia Histórico-Crítica estabelece algumas premissas que se colocam como ponto de partida para o estudo aqui apresentado, entre elas: a relação entre o trabalho educativo e a formação/transformação na concepção de mundo de alunos e professores é uma das preocupações centrais desta teoria pedagógica; o papel do conhecimento sistematizado se efetiva de maneira mais consistente quanto mais o ensino se aproxime de uma concepção materialista, histórica e dialética de mundo; ensinar conteúdos escolares é ensinar concepções de mundo veiculadas por eles. Desta forma, o presente trabalho, situado nas interfaces entre a Pedagogia Histórico-Crítica, a Psicologia Histórico-Cultural e a Filosofia da Biologia, pretende explicitar a relação entre a educação escolar e a formação da concepção de mundo, particularizada na mediação de conteúdos de ensino a partir da teoria evolucionista. Tomando como unidade de análise o trabalho pedagógico, buscou-se examinar os principais elementos da teoria da evolução como contribuições para a formação, por meio da educação escolar, de uma concepção objetiva de natureza; bem como elucidar as relações entre a construção de uma concepção objetiva de natureza e a elaboração de uma concepção científico-filosófica de mundo, tendo em vista apontar o potencial desenvolvente do ensino de Biologia para a edificação da mesma. O primeiro capítulo destinou-se a esclarecer as origens da concepção de mundo e a unidade de análise do objeto desta pesquisa (ambos fundados na atividade de trabalho). No segundo capítulo foram analisadas três dimensões distintas da concepção de mundo (filosófico-científica, psicológica e pedagógica) e estabelecidas as relações entre elas. O terceiro capítulo expôs um percurso pela história do método científico e da própria Biologia, com a finalidade de evidenciar as relações entre o pensamento biológico que institui a concepção de natureza e a formação da concepção de mundo; bem como caracterizar a concepção de natureza, teleológica e essencialista, predominante até o século XIX e já superada. Isto permitiu considerar que o ensino de Biologia fundamentado em concepções essencialistas, teleológicas e metafísicas de natureza não se identifica com o ensino do pensamento científico mais desenvolvido. O quarto e último capítulo destinou-se a explicar por que a concepção evolucionista de mundo é considerada revolucionária e analisar os fundamentos materialistas, históricos e dialéticos de alguns dos principais sistemas conceituais do pensamento evolutivo atual como conteúdos escolares. Foram analisados os conceitos de: organismo, população biológica, espécie, ancestralidade/descendência com modificações, seleção natural, adaptação, teleonomia. O percurso adotado nos possibilitou defender a tese de que o ensino e a apropriação de princípios fundamentais da teoria da evolução podem contribuir para a construção das bases da concepção materialista, histórica e dialética de natureza e de mundo. / The Critical-Historical Pedagogy establishes some premises that stand as a starting point for the study presented here, among them: the relation between education and the formation / transformation of the worldview of students and teachers is one of the central concerns of that pedagogical theory; the role of scientific knowledge is more consistently effective the more teaching approaches a materialist, historical, and dialectical worldview; teaching school content is to teach worldviews conveyed by them. The present study is based on Critical-Historical Pedagogy, Cultural-Historical Psychology and the Philosophy of Biology and aims to clarify the relation between school education and the formation of the worldview, through the mediation of the school content "evolution". We take as unit of analysis the pedagogical work and sought to examine the main elements of the theory of evolution as contributions to the formation, through school education, of an objective conception of nature; as well as to elucidate the relations between the construction of an objective conception of nature and the elaboration of a scientific-philosophical worldview, in order to point out the developmental potential of Biology teaching for its construction. The first chapter was intended to clarify the origins of the worldview and the unit of analysis of this research (both based on the human work). In the second chapter three different dimensions of the worldview (philosophical-scientific, psychological and pedagogical) were analyzed and the relations between them were established. The third chapter presented a history of the scientific method and Biology itself, with the purpose of highlighting the relations between the biological thought that institutes the conception of nature and the formation of the worldview; as well as to characterize the teleological and essentialist conception of nature that had been predominant until the nineteenth century and is, today, already surpassed. This allowed us to consider that the teaching of Biology based on essentialist, teleological and metaphysical conceptions of nature is not identified with the teaching of the most developed scientific thinking to date (which contradicts principles of Critical-Historical Pedagogy). The fourth and final chapter was intended to explain why the evolutionary worldview is considered revolutionary and to analyze the materialistic, historical, and dialectical foundations of some of the major conceptual systems of current evolutionary thinking as school contents. Among them, organism, biological population, species, ancestry / descent with modifications, natural selection, adaptation, teleonomy. The course adopted allowed us to defend the thesis that the teaching and appropriation of evolution‟s fundamental principles can contribute to build the bases of the materialist, historical and dialectical conception of nature and worldview

The thesis deals with the concept of conspiracy theories in the context of society, psychology, political science and ethics. In connection with these areas there was created a framework of relevant subtopics that fall under the phenomenon of conspiracy theories. This thesis is divided into five parts. The firts part is dealing with connspiracy theories as a concept and presents its definition, typology and historical occurrence. Next chapter is devoted to the mutual relationship of conspiracy thinking and society, and how conspiracy theories acquiring its popularity. The following sections deals with the influence of psychological disorders on conspiracy belief, how conspiracies influence the political sphere and the last chapter deals with ethical evaluation of conspiracy theories impact.

Submitted by Andrea Hayashi (deachan@gmail.com) on 2016-06-22T18:20:16Z No. of bitstreams: 1 dissertacao-ricardo-bergmann.pdf: 1211623 bytes, checksum: 475f3191bc2c99ba36d2bb58428f1ead (MD5) / Approved for entry into archive by Andrea Hayashi (deachan@gmail.com) on 2016-06-22T18:21:18Z (GMT) No. of bitstreams: 1 dissertacao-ricardo-bergmann.pdf: 1211623 bytes, checksum: 475f3191bc2c99ba36d2bb58428f1ead (MD5) / Made available in DSpace on 2016-06-22T18:21:18Z (GMT). No. of bitstreams: 1 dissertacao-ricardo-bergmann.pdf: 1211623 bytes, checksum: 475f3191bc2c99ba36d2bb58428f1ead (MD5) Previous issue date: 2014-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente dissertação tem por objetivo central analisar as origens da dialética marxiana segundo Lucien Goldmann, pensador marxista, que de forma original defende a ideia que a referida dialética tem suas origens nas filosofias de Pascal e de Kant. Em primeiro lugar será feita uma introdução ao tema da dialética em três pensadores que no decorrer da História da Filosofia dedicaram enorme importância ao tema: Platão, Hegel e Marx. A questão da totalidade, ou processos totalizadores, bem como a metafísica e sua superação, fornecerão o pano de fundo para as análises das mesmas. Isso pavimentará o caminho para que seja abordada a origem da dialética marxiana em Pascal e em Kant. O primeiro é visto por Goldmann como aquele que critica o racionalismo individualista representado por Descartes, filósofo que constrói sua filosofia centrada na ideia do Eu. Pascal contrapõe ao Eu cartesiano o Nós, o todo, ou a relação partes e todo que se esclarecem mutuamente. Já o segundo é visto como o filósofo que leva o racionalismo individualista às últimas consequências, e mesmo não conseguindo superá-lo, traz de volta a ideia de comunidade humana, ideia perdida desde o fim da Idade Média, e que abre caminho para as Filosofias da História posteriores, principalmente a marxiana. Pascal e Kant ainda possuem mais dois pontos em comum: Em primeiro lugar a visão trágica do mundo, visão que se opõe ao racionalismo individualista, e cuja principal característica é tender para objetos suprassensíveis sem nunca atingi-los. E em segundo lugar o fragmento da aposta nos Pensamentos de Pascal, que com sua ideia de possibilidade de risco e fracasso, abre caminho para toda filosofia prática posterior, seja o imperativo categórico em Kant, seja a possibilidade da construção da sociedade comunista em Marx / This dissertation is aimed to analyse the origins of Marxian dialectics based on Lucien Goldmann, a Marxist philosopher who, in an original way, supports the idea that Marxian dialectics has its origins in the philosophies of Pascal and Kant. First, the idea of dialectics is introduced according to the view of three philosophers who, throughout the history of philosophy, devoted an enormous importance to this theme: Plato, Hegel and Marx. The issues of totalisation, or totalising processes, together with metaphysics and its overcoming, provide the background for their analysis, and paves the way for addressing Marxian dialectics in Pascal and Kant. Goldmann sees Pascal as the one who criticizes the individualist rationalism represented by Descartes, a philosopher who builds his philosophy centred on the Self (Moi). Pascal opposed to the Cartesian Self (Moi) to the idea of We (Nous), the whole, or a mutually clarifying relationship amongst the parts and the whole. Then Goldmann portrays Kant as a philosopher who takes the individualist rationalism to its ultimate consequences. Even though Kant could not overcome it, he brings back the idea of human community, something lost since the end of the Middle Ages, and clears the way for later history philosophies, especially the Marxian. Pascal and Kant still have two points in common. First they share a tragic view of the world. A view that opposes the individualistic rationalism, whose the main characteristic is to tend to supersensible objects, never reaching them. Secondly Pascal's Wager, as presented in his Pensées, introduces his idea of risk and failure. Such idea leads the way for all subsequent practical philosophy, either Kant 's categorical imperative or Marx’s work on the possibility of building a communist society.

Orientador: Neusa Maria Mendes de Gusmão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T05:29:01Z (GMT). No. of bitstreams: 1 Silva_EvaAparecidada_D.pdf: 2211922 bytes, checksum: 3346beab75b4c2e8210a3918131ba2e8 (MD5) Previous issue date: 2008 / Resumo: Este trabalho procurou compreender as visões de ex-alunos, homens e mulheres, negros e não-negros, de diferentes idades e meios sociais, acerca de três professoras negras araraquarenses (Nazaré, Aparecida e Terezinha) e de sua prática docente com a questão étnico-racial. Essas visões foram investigadas a partir da relação que estabelecem com o contexto da situação étnico-racial vigente na sociedade brasileira e, em especial, na escola, no qual elas são construídas e experimentadas. Com as visões de mundo dos ex-alunos fecha-se o círculo da relação discente/docente, já que em trabalho anterior buscou-se entender a postura transformadora e/ou reprodutora assumida por essas mesmas professoras diante do tratamento da mesma questão, tomando-se como referência suas trajetórias de vida (da infância à adultez), em particular as experiências vividas com a discriminação racial como alunas e como profissionais da educação. Da relação estabelecida entre os exalunos e o contexto da situação étnico-racial, bem como entre as professoras e as trajetórias de vida, a partir dos quais constroem as suas visões e representações acerca das relações étnico-raciais vividas na sociedade brasileira e na escola, torna-se possível perceber o processo de construção de mentalidades racistas e, com isso, tentar alternativas de desconstrução desse tipo de mentalidade / Abstract: The present paper aims at comprehending the points of views of ex-students, men and women, black and non black people of various ages and from different social environments, about three black teachers, citizens of Araraquara, and their teaching backgrounds regarding the ethnic-racial matter. These points of views were investigated according to its relationship to the ethnic-racial context existing in the Brazilian society, especially at school, in which they are developed and applied. With the ex-students¿ points of views, the circle of the student/teacher relationship is concluded, considering that in a previous paper it was aimed at understanding the changing and/or reproductive attitude assumed by these three teachers regarding the handling of the same issue, taking into account their course of life (from childhood to maturity), particularly their life experiences with racial discrimination, not only as students, but also as professional teachers. From the established relationship between the ex-students and the ethnic-racial situation, as well as, between black teachers and their courses of life, it becomes possible to understand the process of development of racist mentalities and, with this, trying alternatives of regressing this kind of mentality / Doutorado / Educação, Sociedade, Politica e Cultura / Doutor em Educação

Human society faces many environmental and social threats as a result of systemic unsustainable behaviour and values. The root cause of these problems is our collective lack of awareness and inability to understand the connection between our actions and their consequences. Therefore there is a need to develop an increased perception of interconnectivity to prevent these unintended consequences. This study explores how a learning experience could be designed to develop an interconnected worldview in support of Strategic Sustainable Development. Research examines the concepts and capacities associated with developing an interconnected worldview, and pedagogical approaches for transformational adult learning. Finally, a guiding process is proposed for designing a learning experience in this context.

Water quality and wetlands represent two vital elements of a healthy coastal ecosystem. Both experienced substantial declines in the U.S. during the 20th century. Overall coastal wetland cover decreased over 50% in the 20th century due to coastal development and water pollution. Management and legislative efforts have successfully addressed some of the problems and threats, but recent research indicates that the diffuse impacts of climate change and non-point source pollution may be the primary drivers of current and future water-quality and wetland stress. In order to respond to these pervasive threats, traditional management approaches need to adopt modern technological tools for more synoptic, frequent and fine-scale monitoring and assessment. In this dissertation, I explored some of the applications possible with new, commercial satellite imagery to better assess the status of coastal ecosystems. Large-scale land-cover change influences the quality of adjacent coastal water. Satellite imagery has been used to derive land-cover maps since the 1960’s. It provides multiple data points with which to evaluate the effects of land-cover change on water quality. The objective of the first chapter of this research was to determine how 40 years of land-cover change in the Tampa Bay watershed (6,500 km2) may have affected turbidity and chlorophyll concentration – two proxies for coastal water quality. Land cover classes were evaluated along with precipitation and wind stress as explanatory variables. Results varied between analyses for the entire estuary and those of segments within the bay. Changes in developed land percent cover best explained the turbidity and chlorophyll-concentration time series for the entire bay (R2 > 0.75, p < 0.02). The paucity of official land-cover maps (i.e. five maps) restricted the temporal resolution of the assessments. Furthermore, most estuaries along the Gulf of Mexico do not have forty years of water-quality time series with which to perform evaluations against land-cover change. Ocean-color satellite imagery was used to derive proxies for coastal water with near-daily satellite observations since 2000. The goal of chapter two was to identify drivers of turbidity variability for 11 National Estuary Program water bodies along the Gulf of Mexico. Land cover assessments could not be used as an explanatory variable because of the low temporal resolution (i.e. approximately one map per five-year period). Ocean color metrics were evaluated against atmospheric, meteorological, and oceanographic variables including precipitation, wind speed, U and V wind vectors, river discharge, and water level over weekly, monthly, seasonal and annual time steps. Climate indices like the North Atlantic Oscillation and El Niño Southern Oscillation index were also examined as possible drivers of long-term changes. Extreme turbidity events were defined by the 90th and 95th percentile observations over each time step. Wind speed, river discharge and El Niño best explained variability in turbidity time-series and extreme events (R2 > 0.2, p < 0.05), but this varied substantially between time steps and estuaries. The background land cover analyses conducted for coastal water quality studies showed that there are substantial discrepancies between the wetland extent estimates mapped by local, state and federal agencies. The third chapter of my research sought to examine these differences and evaluate the accuracy and precision of wetland maps using high spatial-resolution (i.e. two-meter) WorldView-2 satellite imagery. Ground validation data showed that wetlands mapped at two study sites in Tampa Bay were more accurately identified by WorldView-2 than by Landsat imagery (30-meter resolution). When compared to maps produced separately by the National Oceanic and Atmospheric Administration, Southwest Florida Water Management District, and National Wetland Inventory, we found that these historical land cover products overestimated by 2-10 times the actual extent of wetlands as identified in the WorldView-2 maps. We could find no study that had utilized more than six of these commercial images for a given project. Part of the problem is cost of the images, but there is also the cost of processing the images, which is typically done one at a time and with substantial human interaction. Chapter four explains an approach to automate the preprocessing and classification of imagery to detect wetlands within the Tampa Bay watershed (6,500 km2). Software scripts in Python, Matlab and Linux were used to ingest 130 WorldView-2 images and to generate maps that included wetlands, uplands, water, and bare and developed land. These maps proved to be more accurate at identifying forested wetland (78%) than those by NOAA, SWFWMD, and NWI (45-65%) based on ground validation data. Typical processing methods would have required 4-5 months to complete this work, but this protocol completed the 130 images in under 24 hours. Chapter five of the dissertation reviews coastal management case studies that have used satellite technologies. The objective was to illustrate the utility of this technology. The management sectors reviewed included coral reefs, wetlands, water quality, public health, and fisheries and aquaculture.

Can psychotherapeutic interventions be introduced in a playful manner to families and children affected by HIV / AIDS? Working from an ecosystemic worldview, this dissertation undertakes an investigation into the possibilities of working with HIV / AIDS affected children and families in South Africa in a playful manner in psychotherapy. Through a process of co-creating and reflecting, the narratives of four psychotherapists are used to describe their experiences of playfulness and psychotherapy with HIV / AIDS affected persons. These narratives are presented against a background of a research literature discussion of HIV / AIDS and play in therapy. It is argued that playful psychotherapeutic interventions with HIV / AIDS affected children and families are possible, given four criteria. Firstly, the basic resource requirements, food, clothing and transport, of the children and family members must be in place before emotional needs can be adequately addressed. Secondly, children should be allowed in the therapeutic space with the rest of the family. Thirdly, psychotherapists should be trained to make psychotherapy more child friendly. Lastly, these therapists should be willing to engage in a playful manner with their clients, and not fall prey to the stigma of HIV / AIDS. / Dissertation (MA (Counseling Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

Possibilities of object based image analysis for monitoring of meadow vegetation and management in the Krkonoše Mountains National Park Abstract The main aim of the thesis was to evaluate possibilities of Object Based Image Analysis (OBIA) of WorldView-2 satellite image data and aerial optical scanner for meadow vegetation and managment types classification in Krkonoše Mountains National Park. The classification was based on legend prepared by botanist of the national park. The second goal was to compare classification accuracy of Object Based Image Analysis and neural net classification method that was used by Pomahačová (2012) for the same area and the same WorldView-2 data. OBIA for meadow vegetation was conducted using SVM algorithm and "Decision Tree" algorithm. The classification accuracy was estimated using reference points from the field. The thesis puts the requirements (optimal parameters and conditions) for successfull object based classification of mountain meadow vegetation into a new perspective. Key words: Object based classification, meadows, WorldView-2, aerial optical scanner, SVM, KRNAP

No description available.