Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-10-15T20:08:13Z No. of bitstreams: 2 Dissertação - Stella Cristina Dias Valdo Lima - 2013.pdf: 4342420 bytes, checksum: a8bec9f4580ccc5323670258aaa49858 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-10-15T20:09:32Z (GMT) No. of bitstreams: 2 Dissertação - Stella Cristina Dias Valdo Lima - 2013.pdf: 4342420 bytes, checksum: a8bec9f4580ccc5323670258aaa49858 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-15T20:09:32Z (GMT). No. of bitstreams: 2 Dissertação - Stella Cristina Dias Valdo Lima - 2013.pdf: 4342420 bytes, checksum: a8bec9f4580ccc5323670258aaa49858 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The common bean (Phaseolus vulgaris L.) is cultivated throughout the year in many regions of Brazil, in three different growing seasons, resulting in a estimated harvest (2012/2013) of 3,4 million tons. As a consequence of being cultivated in many ecosystems, this crop is exposed to many abiotic factors, accentuating losses and making it more susceptible to pathogens. Among the economically relevant diseases, the bacterial wilt, caused by Curtobacterium flaccumfaciens pv. flaccumfaciens can cause production losses of up to 90%. The Curtobacterium flaccumfaciens pv. flaccumfaciens colonizes the xylematic vessels, blocking the transport of water and nutrients to the upper part of the plant and causing mosaic, flaccidity, wizen leaf board, wizen leaf burn, wilt and death. In Brazil, C. flaccumfaciens pv. flaccumfaciens was found for the first time in 1995, during the “rainy season” in the State of São Paulo. Currently, it is found in many other States, Parana, Santa Catarina, Goiás, Distrito Federal and Mato Grosso do Sul. For identifying C. flaccumfaciens pv. flaccumfaciens, morphological and biochemical methods were efficient, as well as the iniciators CffFOR2-CffREV4 were specific in PCR reaction for the 24 isolates. The preservation methods Castellani, filter paper and phosphate-glycerol buffer were efficient to maintain the viability of Cff isolates (Multifunctional Microorganisms Collection, Embrapa Arroz e Feijao) innoculated in Ouro Branco, BRS Esplendor and CNFP10132. According to the Scott & Knott test (1974), four groups of different aggressiveness were formed. Among these, eight isolates were chosen, two from each aggressivity group, for “race” identification, diferential interaction studies and identification of resistant genotypes. The innoculation of 30 genotypes of common bean enabled the identification of a differential interaction between the C. flaccumfaciens pv. flaccumfaciens isolates and the genotypes of the common bean. The genotypes IPA 9, Ouro Branco and Michelite were the most resistant ones, and the genotypes CNFRS 11997 and Frijólica 0-3-1 were the most susceptible ones. The isolates CNPAFCff25 and CNPAFCff 04 were the most aggressive ones, and the isolates CNPAFCff33 and CNPAFCff11 were the least aggressive ones. The methodology of partial diallel Melo & Santos (1999) allowed the classification of eight races and fifteen differential cultivars. After innoculation with the most aggressive isolate CNPAFCff 25 and the least aggressive isolate aggressive CNPAFCff 31, the analysis of scanning electron microscopy images revealed the formation of tangled structures resistance structures in genotypes Ouro Branco and IPA 9, whereas no such structures were observed in the moderately resistant genotype Diacol Calima and the susceptible genotypes CNFRS 11997 and CNFC 10429. Employing the methodology of stability Wricke was possible to identify genotypes which contributed most to the interaction effects, so the genotypes indicated to compose the differential series. The methodology of Lin and Binns possible to analyze the behavior of genotypes demonstrating that they have followed the principles of gene-gene theory. / O feijoeiro comum (Phaseolus vulgaris L.) é cultivado durante todo o ano em várias regiões do Brasil, em três épocas distintas de plantio resultando numa safra de 2012/2013 estimada em 3,4 milhões de toneladas. Em consequência de ser cultivada em vários ecossistemas esta cultura está exposta a diversos fatores abióticos o que acentua perdas tornando esta cultura mais suscetível a patógenos. Entre as doenças de grande importância econômica está a murcha bacteriana causada por Curtobacterium flaccumfaciens pv. flaccumfaciens que por meio da colonização dos vasos xilemáticos impedem a passagem de água e nutrientes para a parte superior da planta causando mosaico, flacidez, encarquilhamento de bordo, queima de bordo, nanismo, murcha e morte e consequentemente perdas de até 90% da produção. No Brasil, C. flaccumfaciens pv. flaccumfaciens foi encontrada pela primeira vez em 1995, na safra das águas no Estado de São Paulo. Na atualidade, está distribuída por vários Estados brasileiros Paraná, Santa Catarina, Goiás, Distrito Federal e Mato Grosso do Sul. Para identificação de C. flaccumfaciens pv. flaccumfaciens os métodos morfológicos, bioquímicos foram eficientes como também os iniciadores CffFOR2-CffREV4 foram específicos em reação de PCR para os 24 isolados. Os métodos de preservação Castellani, papel filtro, tampão fosfato e glicerol foram eficientes para manter a viabilidade dos isolados de C. flaccumfaciens pv. flaccumfaciens da Coleção de Microrganismos Multifuncionais da Embrapa Arroz e Feijão que foram inoculados nas cultivares Ouro Branco, BRS Esplendor e CNFP10132 em que verificou-se a formação de quatro grupos de agressividade diferentes conforme o teste de Scott e Knott (1974). Dentre estes foram escolhidos oito isolados, dois de cada grupo de diferentes níveis de agressividade, para identificação de raças, estudos de interação diferencial e identificação de genótipos resistentes. Ao inocular 30 genótipos de feijoeiro comum foi possível identificar existência de interação diferencial entre os isolados de C. flaccumfaciens pv. flaccumfaciens e os genótipos de feijoeiro comum. Os genótipos IPA 9, Ouro Branco e Michelite foram os genótipos mais resistentes e os genótipos CNFRS 11997 e Frijólica 0-3-1 foram os mais suscetíveis. Os isolados CNPAFCff25 e CNPAFCff 04 foram os mais agressivos e os isolados CNPAFCff33 e CNPAFCff11 foram os isolados que apresentaram menor agressividade. A metodologia de dialelos parcias de Melo & Santos (1999) possibilitou a classificação de oito raças e quinze cultivares diferenciadoras. Observou-se em análise de imagens obtidas por microscópio eletrônico de varredura a formação de estruturas rendilhadas de resistência nos genótipos Ouro Branco e IPA 9, no genótipo Diacol Calima considerado moderado resistente e os genótipos CNFRS 11997 e CNFC 10429, suscetíveis, não foi observada a formação de estruturas de resistência após inoculação com o isolado mais agressivo CNPAFCff 25 e o menos agressivo CNPAFCff 31. Após inoculação com o isolado mais agressivo CNPAFCff 25 e o isolado menos agressivo CNPAFCff 31, a análise de imagens de microscopia eletrônica de varredura revelou a formação de estruturas de resistência em genótipos de Ouro Branco e IPA 9, ao passo que nenhuma dessas estruturas foram observadas no moderadamente genótipo resistente Diacol Calima e os genótipos suscetíveis CNFRS 11997 e CNFC 10429. Empregando a metodologia de estabilidade de Wricke foi possível apontar quais genótipos mais contribuíram para os efeitos de interação, portanto os genótipos indicados para compor a série diferenciadora. A metodologia de Lin e Binns possibilitou analisar o comportamento dos genótipos demonstrando que estes seguiram os princípios da teoria gene a gene.

Submitted by Juliana Correa (juliana.correa@unioeste.br) on 2017-09-01T18:35:28Z No. of bitstreams: 2 Gisele A. Pimentel 2017.pdf: 1882737 bytes, checksum: cefa7a9bef6a4cf9cd79488283e31962 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-01T18:35:28Z (GMT). No. of bitstreams: 2 Gisele A. Pimentel 2017.pdf: 1882737 bytes, checksum: cefa7a9bef6a4cf9cd79488283e31962 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-04-20 / The present research aims to cover the theme of Sexuality as an ontological category within Psychoanalysis. In this way, the paper has investigated the relationship between the aggressiveness and sexuality categories in adolescents at a school context, considering them interrelated in this research. Psychoanalysis, in its genesis, considers the relation of aggressiveness to sexuality in dealing with the drives of life and death, a basic concept on the construction of psychoanalytic theory developed by Freud (1856-1939). For this theory, aggressiveness is manifested from childhood, in the biological, psychological and social development of the individual, as explained by Freud through Sexuality. Pedagogy can rely on psychoanalytic theory to understand the link between aggressiveness and sexuality, in order to understand the adolescent subject in school routine. Dialectical historical materialism was adopted as a theoretical-philosophical method, which has made possible the comprehension of the investigated reality. This research was constituted in the field of qualitative-quantitative research, having as a methodology, bibliographical review and field research. We chose as research procedures, the bibliographic review, in theses and dissertations, resulting from the masters and doctorate courses of the stricto sensu programs of the Paraná’s state universities. We considered as subjects of the research, 17 adolescents between 13 and 15 years of age, and 11 teachers who teach these students in different knowledge areas. The application of semiopen questionnaires to students and teachers was the instrument used to collect data in the school environment. We identified the relationship aggressiveness-sexuality in adolescence, in the school context, from the theoretical knowledge psychoanalytic. In this way, we understand the continued formation for teachers as a necessary course, aiming at acting in emancipatory Sexual Education, which aims to promote the experience of sexuality in a healthy, responsible and autonomous way, since, we believe in the valorization of everyday relationships for effective of the respect and pleasure of living, primarily, in the school space. / A presente pesquisa buscou abranger a temática da Sexualidade como uma categoria ontológica dentro da Psicanálise. Nesse sentido, o trabalho investigou a relação entre as categorias agressividade e sexualidade em adolescentes no contexto escolar, considerando-as interrelacionadas nessa pesquisa. A psicanálise, em sua gênese, considera a relação da agressividade com a sexualidade ao tratar das pulsões de vida e de morte, conceito basilar na construção da teoria psicanalítica, desenvolvido por Freud (1856- 1939). Para tal teoria, a agressividade é manifestada desde a infância, no desenvolvimento biológico, psicológico e social do indivíduo, bem como é explicada por Freud, através da Sexualidade. A Pedagogia pode contar com a teoria psicanalítica para compreender o vínculo entre agressividade e sexualidade, a fim de entender o sujeito adolescente no cotidiano escolar. O materialismo histórico dialético foi adotado como mé- todo teórico-filosófico, o que possibilitou a compreensão da realidade investigada. Esta investigação constituiu-se no campo da pesquisa quali-quantitativa, tendo como metodologia, a revisão bibliográfica e a pesquisa de campo. Elegemos como procedimentos de pesquisa, a revisão bibliográfica, em teses e dissertações, resultantes dos cursos de mestrado e doutorado dos programas stricto sensu das universidades estaduais do Paraná. Consideramos como sujeitos da pesquisa, 17 adolescentes entre 13 e 15 anos de idade, e 11 professores que lecionam para esses discentes em áreas de conhecimento distintas. A aplicação de questionários semiabertos aos estudantes e aos professores foi o instrumento utilizado para coleta de dados no ambiente escolar. Identificamos a relação agressividade-sexualidade na adolescência, no contexto escolar, a partir do conhecimento teórico psicanalítico. Desta forma, compreendemos a formação continuada para professores como um percurso necessário, visando a atuação em Educação Sexual emancipatória, que objetiva promover a vivência da sexualidade de forma saudável, responsá- vel e autônoma, uma vez que, acreditamos na valorização das relações cotidianas para a efetivação do respeito e do prazer de conviver, primordialmente, no espaço escolar.

A agressividade na infância tem sido apontada em pesquisas longitudinais como precursora da delinqüência na adolescência e da drogadependência na idade adulta. Sendo a infância um período mais propício a mudanças, procurou-se realizar intervenções em crianças apontadas por professores como muito agressivas no ambiente escolar. Neste trabalho, buscou-se estudar o processo ludoterapêutico a que foi submetida uma criança agressiva do sexo masculino, enfocando-se os fenômenos contratransferenciais. Foram realizados atendimentos semanais em uma sala com material lúdico específico para esta intervenção, ao longo de aproximadamente dois anos. Observou-se mudanças internas importantes na criança, sendo capaz de lidar melhor com perdas e de aceitar limites na relação com o outro. O que ampliou sua capacidade de relacionamento humano no âmbito social e escolar. No entanto, em muitos momentos, o contato com este menino foi angustiante e confuso para o terapeuta, em especial nas ocasiões em que a criança se mostrava muito agressiva. Ao término do processo psicoterápico, buscou-se compreender estas vivências angustiantes e confusas experimentadas durante os atendimentos. O que poderiam ser tais eventos e que sentidos teriam? Para abordar estas questões, utilizou-se, em especial, os referenciais teóricos de Melanie Klein, Donald Winnicott e Pierre Fédida, para abordar a agressividade e o processo transferencial/contratransferencial. Estes estudos puderam esclarecer o fato de que a intensidade e a violência do processo transferencial podem interromper a capacidade receptiva da contratransferência, ou seja, a possibilidade de ressonância, a abertura ao novo e ao inesperado e a possibilidade de linguagem do terapeuta nas sessões. E que a força desta transferência pode encontrar eco nos próprios conflitos inconscientes do terapeuta. Deixa-se como questão para futuros estudos, a hipótese de que o ataque à capacidade receptiva da contratransferência seja algo freqüente no trabalho clínico com uma criança agressiva e que este ataque possa se dar pela dificuldade de elaboração de lutos e de angústias depressivas. / Aggressiveness in childhood has been pointed in longitudinal researches as precursor of delinquency during adolescence and drug addiction in adult age. Based on the fact that childhood is the fase of human development most likely to the occurence of changes, children who were considered aggressive by their teachers were submitted to interventions in the school environment. In the present study, the research was focused in the play therapy process to which an aggressive male child was submitted and its countertransference phenomena. Weekly sessions were held in a room equipped with specific playing material to this kind of intervention. The psychotherapy process lasted aproximatedly two years. Important internal changes were observed in the child, who was able to deal better with losses and accept limits on the relation with others. These changes improved his potential of establishing human relations in social environment, specially in school. Nevertheless, in many occasions, the therapist felt some kind of anxiety and confusion during his contact with the boy, more specifically in the moments when the child showed aggressive behavior. At the end of the psychotherapy process, an effort of understanding these anxious and confusing experience, which occurred during the sessions, was made. What sort of events those could be? What are their meanings, what sense could they make? In order to approach these questions, it was used theoretical references of some authors, such as Melanie Klein, Donald Winnicott and Pierre Fédida, focusing the aggressiveness and the transference/countertransference process. These studies were able to show clearly the fact that the intensity and the violence of the transferential process can interrupt the receptive capacity of countertranference, which can be exposed as the possibility of resonance, the opening to the new and unexpected and the possibility of the therapists language during the sessions. Also, the power of this transference can find echoes on the therapists own unconscious conflicts. The questions left for future studies are based on the hypothesis that the attack to the receptive capacity of countertransference happens frequently in an aggressive childs clinical treatment, and this attack can arise from the difficulty of working over mourning and depressive anxiety.

D.Ed. (Psychology of Education) / Daily media reports alert nations worldwide of the ever escalating aggressive acts of behaviour over many decades and has subsequently aroused deep concern as progressive growth In population becomes increasingly evident. Our future lies in the hands of our youth who are exposed to a wide range of educational, family, employment, political and health challenges that depart in major ways from those of young people one or two generations ago. The educational challenge is not limited to academia solely but more Importantly focuses on the upholding and envisioning of a values-based education that stirs the conscience of a nation encouraging moral, responsible law abiding citizens. This responsibility lies squarely on the shoulders of our female educators amongst others in a democratic educational system. Female educators outweigh males significantly in number in our educational system yet research reveals that some female educators are not given sufficient support, acknowledgement and recognition for their committed roles In education. Faced with overwhelming demands female educators are expected to fulfil multiple roles and yet maintain a healthy balance between work commitments and family responsibilities. Some cultures have the added expectation that women bear the prime responsibility for childcare and domestic work. As a result, notable gender differences in aggression arise primarily from contrasting gender roles which augments into the workplace. The overall purpose of the study is to develop and describe a psycho-educational programme to be used as a framework of reference to facilitate the healthy self-management of secondary school female educators' experience of their aggression. The implementation and evaluation of the programme will serve as a facilitative process through the promotion of personal growth and the mobilisation of female educators to constructively self-manage their experience of aggression. Attempts to meet this broad objective were accomplished by employing an explorative, descriptive and contextual research design. In this research study field notes were used in conjunction with eight in-depth phenomenological Interviews conducted with female educators. The findings of their experiences of aggression at their secondary school evolved around their associated emotions; the resultant measures of support and the coping strategies the female educators sought as a current means of addressing their mental health status as educators and community stakeholders. The data analysis of the findings revealed that female educators do have the potential to facilitate and mobilise the available resources in order to promote their own mental health and grow towards wholeness. The future scenarios that schools are likely to face are both challenging and daunting: can schools actively shape the future by listening to the heartbeat of its female educators or merely respond to its exigencies. The liberal awakenings and gradual movement from oppression to equality for the female In South Africa as well as Issues of aggression, political violence, single parenting and abuse on women further extrapolate the need to listen to the voices of women. An awareness of their plight as evidenced In this study will hopefully draw attention to their needs and bring offers of subsequent support to the mothers of our nation which will inadvertently Impact on our youth ... our future as a nation. A shared vision building process will thus only become a living force when each Individual truly believes s/he can shape her/his future. The ability of our educational system to compete in an Increasingly global economy depends on our ability to prepare both learners and educators for new or changing landscapes.

The aggressiveness during the psychiatric hospitalization produces physical and psychological damage for the patients as well as for the health staff. Many researches were accomplished around the world, however the existing differences in cultural, methodological and execution places don´t allow generalization to the local reality. The aims of this research are: (1) to identify the profile of psychiatric inpatients, (2) to determine the prevalence of the aggressiveness, (3) to relate risk factors with aggressive behavior, and (4) to compare psychopathological differences among groups. It is a cross-sectional study conducted in the Hospital Universitário de Santa Maria´s Psychiatric Service, with patients admitted between August, 2012 and January, 2013, who met the inclusion criteria: (1) psychiatric hospitalization, and (2) age between 18 and 65 years-old. Patients with delirium diagnosis were excluded. A research form, the Brief Psychiatric Ratting Scale (BPRS) and the Overt Aggression Scale (OAS) were used. The study obtained Research Ethic Committee approval, and the patients signed the informed consent term. The sample was composed by 137 admissions. The prevalence of aggression in the first 24 hours was of 41.6%, for the verbal aggression, 37.2%, for physical and against objects aggression, 8.8% and for the self-aggression, 5.5%. The major risk factors were the involuntary status of hospitalization, history of any type of aggression in the week preceding admission, history of compulsive use of cannabis and cocaine, diagnostic hypothesis of multiple substance use and smoking. The aggressive patients in general exhibited higher scores on BPRS, with more activation, thought disturbances and withdrawalretardation, with less anxiety-depression. The physically aggressive presented more severe agitation and psychotic behavior (hallucinatory and delusive). The selfaggressive ones, besides this, presented more disorientation and disorganized thought, being considered the most severe patients in this study. We concluded that the aggressiveness is related to the history of aggressive behavior, history of use of substances and, mainly, to the severity of the psychopathology, being the aggression more severe as more severe are the patient´s psychosis and agitation. Too agitated patients and with severe psychotic symptoms must be observed with special caution due to the imminent risk of physical aggression against others and self-aggression. / A agressividade ocorrida durante a internação psiquiátrica gera danos físicos e psicológicos tanto para os pacientes quanto para a equipe de saúde. Diversas pesquisas já foram realizadas no mundo, mas as diferenças culturais, metodológicas e nos locais de execução não permitem a generalização dos resultados para a realidade local. Os objetivos desta pesquisa são: (1) identificar o perfil dos pacientes psiquiátricos internados, (2) determinar a prevalência da agressividade, (3) relacionar fatores de risco com o comportamento agressivo e (4) comparar diferenças psicopatológicas entre os grupos. Trata-se de um estudo transversal, realizado no Serviço de Psiquiatria do Hospital Universitário de Santa Maria, com os pacientes internados entre agosto de 2012 e janeiro de 2013, que preencheram os critérios de inclusão: (1) internação hospitalar psiquiátrica, e (2) idade entre 18 e 65 anos. Pacientes com diagnóstico de delirium foram excluídos. Utilizou-se um formulário de pesquisa, a Escala Breve de Avaliação Psiquiátrica e a Escala de Agressividade Declarada (OAS). O estudo foi aprovado pelo Comitê de Ética em Pesquisa da UFSM e os pacientes assinaram TCLE. A amostra foi composta por 137 pacientes. A prevalência de agressividade nas primeiras 24 horas foi de 41,6%; de agressividade verbal, 37,2%; agressividade física, 8,8%; contra objetos, 8,8% e autoagressão, 5,5%. Os principais fatores de risco foram o caráter involuntário da internação, história de qualquer tipo de agressão na semana anterior, história de uso compulsivo de maconha e cocaína, hipótese diagnóstica de transtorno de uso de múltiplas substâncias e tabagismo. Os pacientes agressivos de maneira geral exibiram maior pontuação geral na escala BPRS e nos fatores ativação, distúrbios do pensamento e retraimento-retardo, com menor pontuação no fator ansiedadedepressão. Os sujeitos agressivos fisicamente apresentaram agitação e comportamento psicótico (alucinatório e delirante) mais grave. Os autoagressivos, além disso, exibiram maior desorientação e desorganização do pensamento, sendo considerados os pacientes mais graves do estudo. Concluiu-se que a agressividade nas primeiras 24 horas de internação está relacionada com a história de comportamento agressivo na semana anterior, história de uso de substâncias e, principalmente, com a gravidade da psicopatologia, sendo mais grave a agressividade quanto mais grave for a psicose e a agitação do paciente. Pacientes muito agitados e com graves sintomas psicóticos devem ser observados com cuidado especial pelo risco iminente de agressão física a outros e autoagressão.

M.A. (Counselling Pyschology) / "Given the environmental and biological studies of criminality and delinquency, it seems clear that offense behaviour is a multifactorial disorder, with contributors possibly including such variables as low IQ, attention deficit disorder with hyperactivity, and early aggressiveness. Protective factors possibly include high IQ and shyness. Each of these factors has been shown to be highly heritable" (Oilalla & Gottesman, 1991, p.128). It is imperative that researchers in the areas of violence, aggression and criminality take into consideration both the social and biological factors and that these areas once integrated, will enhance our understanding and provide a more cohesive picture.

M.Cur. (Psychiatric Mental Health Nursing) / Injuries suffered by nursing personnel as a result of aggression by mental health care users are on the increase. The psychiatric nurses and assistant nurses working in a psychiatric institution may suffer physical trauma, which gets healed over time with proper treatment, but the emotional scars are not attended to, hence some of the psychiatric nurses and assistant nurses working in a psychiatric institution do not cope. The impact of this trend is enormous and it is reflected in the health care service. The main purpose of this research study is to explore and describe the experiences of psychiatric nurses and assistant nurses who have been exposed to aggression by mental health care users while working in a psychiatric institution, in order to formulate guidelines to promote the mental health of these psychiatric and assistant nurses to. A qualitative, exploratory, descriptive and contextual research design was utilised in this study. There were two phases to the research, whereby phase one included the description and exploration of experiences of nurses who have been exposed to aggression by mental health care users in a public psychiatric hospital in Gauteng. In phase two, guidelines were formulated to promote the mental health of the nurses in this context. A purposive sampling method was used, since it provides information-rich cases for in-depth study. One-on-one in-depth phenomenological interviews were utilised to gather data. Lincoln and Guba’s approach to trustworthiness was adopted, and I employed the services of an independent coder - an experienced psychiatric nursing specialist - to assist. Thereafter a consensus discussion was held. Ethical principles were adhered to throughout the study. The findings of the research were discussed in the light of literature relevant to this research study and similar studies will be used to verify the findings. Tesch’s method of data analysis was utilised in analysing the data of this research study. The findings revealed that participants experience significant emotional distress as a result of both verbal and physical aggression by mental health care users. Aggressive behaviour was recognised by the participants as being the outcome of interplay between numerous interactional and contextual factors. Participants may at times, experience conflict between their job mandate – to care for the mental health care users – and their need for personal safety. This often results in a sense of ambivalence towards those they care for, as well as towards their job. The participants were of the opinion that they should be offered counselling or debriefing services by management after exposure to aggressive incidents in order to recuperate from the anxiety-provoking situation they encountered. They also mentioned that they do not receive enough training in handling aggressive mental health care users, hence at times they feel demotivated. Guidelines to facilitate the mental health of nursing personnel who have been exposed to aggression by mental health care users, were formulated and recommendations were made to psychiatric nursing practice, psychiatric nursing education and psychiatric research. Evaluation of the study was done and the role of an advanced psychiatric nurse in mobilising resources to facilitate the mental health of psychiatric nurses and assistant nurses working in a psychiatric institution who have been exposed to aggression by mental health care users, was outlined.

M. Ed. / In South Africa many people have been directly or indirectly involved in criminal and/or violent acts either as victims or as perpetrators. Research has shown that violence in its various forms, be it political, criminal or domestic, is endemic in South Africa (Stravou, 1993; Turton, Straker & Moosa, 1992). According to Gibson, Mogale and Friedler (1991:1), political violence, especially in South African townships, has been enacted between the ANC and Inkatha and this violence is regarded as an extension of the years of a violent state of repression. As violence escalates it has become impossible to make a distinction between political and criminal violence. Rauch (1993:11), who points out that "it should also be borne in mind that ordinary criminal violence is not always distinguishable from political violence", supports this statement. Stravou (1993:3) echoes this in his observation that ordinary criminal violence can be caused by political factors, alcohol abuse, poverty, unemployment and dangerous living conditions. As both criminal and political violence increase in the townships, domestic and criminal acts against women and children in South Africa are rated the highest in the world (TV News, 13 May 1999). This is an indication that violence has not only destroyed individual lives, but also affected communities, children and family institutions. This notion is emphasized by Klaaste (no date, cited by Phetla 1998:31), when he stated that "The violence in this country, particularly in the townships, has destroyed more than just property and structures, it has destroyed the emotional institutions, the very substance of family life and society. In the past, there was always a very strong understanding of hierarchy, of who was who in the family". However, today the anchors have been destroyed, and there is nothing to hold many families together. This is a cause for concern, because families are the fabric of communities and societies. As families are affected, children who are the future generation of society, are also continually exposed to this violence. Children become victims because of their vulnerability and exposure to insecure and unstable environments in which they live. Many schools, which these children attend, were historically regarded as stabilizing influences on the social environment, providing necessary support and guidance for them have now turned into war zones. Young learners have to contend with guns and knives on a daily basis, an indication of how endemic the violence is in the learning environment. The Star (Thursday, May 12 1999) reported that a school principal was shot dead and her car taken in front of her learners. TV news (13 June 1999) reported that "another teacher has been brutally murdered in front of her grade one class by unknown gunmen". This situation occurs within the environment where children live, and appears to have serious repercussions later in their lives. Exposure to and involvement in escalating violence, both in their homes and neighbourhood, can lead to post traumatic stress syndrome in children (Kerr & Nelson, 1998:268). This includes nightmares, irritability and other forms of behavior problems like aggression. Stravou (1993:3) is of the opinion that witnessing a violent act, affect children in general more severely than adults. It can also be argued that violence and political instability will affect children's development adversely. In South Africa where 70% of the population is under the age of 18 years, the implications are devastating (Byne, 1993:3), especially in the townships. Katlehong, a township in the Eastern part of Gauteng, experienced tremendous violence during the years 1985-1995, because of the faction fights between two political parties, the African National Congress and the Inkatha Freedom party. Many people were killed, tortured, abducted and subjected to various forms of severe ill treatment. Reports like these are all too common in South African Black Townships, mixed in with miscellaneous reports of general community and domestic violence. Although among the people of Katlehong violence seems to be largely a thing of the past, its trauma remains and the children still bear the marks. Young people have become socialized to violence as a way of solving conflict. This attitude was indicated in a personal interview, which I conducted with teachers at the Kabelo Primary School prior to my study. In the interview one teacher had indicated that, "Most of our children are experiencing behaviour problems like aggression, and others experience difficulties in paying attention and concentrating in the classroom". This type of behaviour is regarded as the after effect of violence. As a result of the increase in violence, it has become clear that there is a vast need for psychological counseling for South African children who live in places like Katlehong, which have been constantly involved in acts of violence. Dawes (1994:6) supported the need for this service when he pointed out that "the need for psychological healing is overwhelming but, most unfortunately, for these children there are not enough psychological services to help alleviate these problems". It is not only the non-availability of these services that prevents children from accessing psychological interventions, but also a lack of knowledge about psychological difficulties and counseling among parents. Owing to this lack of knowledge, also with regard to possible interventions, society in the past tended to take a punitive rather than a rehabilitative, attitude towards an antisocial, aggressive youth (Carson & Butcher, 1992:545). In the townships, a punitive attitude was often to apply physical punishment in the form of corporal punishment; this, however, is seen as humiliating and antagonizing for children (Davis, 1996:291). In addition, corporal punishment has also shown to intensify rather than to correct aggressive behaviour, as reported by Omani (1982 cited by Mwamwenda, 1992:318) who argues that beating young children should be seen as an act of aggression that does not teach children conflict resolution. A study that supports this statement was carried out by Potegal and Knutson (1994:183), who reported in their finding that children who were struck after a simple tantrum had significantly higher frequencies of tantruming. Therefore, corporal punishment is regarded as an authoritarian and conservative way of disciplining children, that does not improve their abilities to deal with conflict nor deepen their understanding to their own emotional and social functioning. These results indicate that some variables that had been used in the past to deal with aggressive children can cause children to manifest antisocial behaviour like aggression (Farrington, 1992:260). From the researcher's experience, township parents often discipline their children by scolding them and they do not often encourage them, especially boys, to express their feelings freely. Scolding is regarded by Davis (1996:289) as verbal aggression, and is defined by Vissing, Straus, Eilees and Harrop (1991:224) as a communication intended to cause psychological pain. Its effects are low self-esteem, anger, anxiety, depression, academic underachievement and lying (Davis, 1996:289). Suppression of feelings among African children is indicated by Mandela's statement in his book "Long Walk to Freedom". When he recalled various aspects of his circumcision, he said that "flinching or crying out was a sign of weakness and stigmatized one's manhood; man must suffer in silence" (Mandela, 1995:12). According to Oaklander (1992:207) if a child is unable to express his feelings, he bottles them up, and becomes angry. In order for him to express his anger and his thwarted self, Oaklander (1990:208) adds that the child pushes on to "become something beyond his awareness, he can retroflect the anger by having headaches and stomach aches, or deflect the true feelings by hitting, kicking and striking out". Such a child is mostly regarded as aggressive, and according to Bierman (1989:36) children like this, who acquired non-compliant and violent behaviour patterns at home are at high risk for reacting aggressively towards their teachers and peers as an outward expression of emotional turmoil. Stravou (1993:11) is of the opinion that children learn to believe that aggressive attitudes and violent behaviour are normal and acceptable, in an environment where violence is viewed as an acceptable way to get and to maintain power and solve problems.

M.Ed. (Educational Psychology) / The inclusive education shift, in South Africa, has caused classroom teachers to take on many more responsibilities than was expected from them in previous years. These increased expectations, stress and anxiety becomes heavy burdens and has a negative influence on teacher well-being. Factors such as the emotionally intense working environment, lack of time, space and resources, as well as student misbehaviour has a great negative impact on the classroom environment and the teacher‘s inner self. As this study is focused on the grade 9 classroom teacher, adolescence and misbehaviour within this developmental stage was investigated. From this investigation, passive aggression was identified as one of the main culprits of student misbehaviour when considering grade 9 learners. As this type of behaviour affects the teaching environment and is problematic for classroom management, it was found that this has a negative influence on teacher well-being. This study, therefore, aimed investigating the role of the educational psychologist, as a member of the School Based Support Team in supporting teacher well-being in classrooms where teachers are exposed to passive aggressive behaviour shown by grade 9 learners. The theoretical framework on which this research study was based, was Bronfenbrenner‘s bio-ecological systems theory. This theory emphasizes the influence that different systems have on each other, which is very important when working within the school community. An interpertive research paradigm was selected. The research approach employed within this study is qualitative. Participants were purposefully selected, from one school in the Gauteng education system. The methods used for data collection were written reflective notes, semi-structured individual interviews and qualitative content analysis was used in order to analyse the data collected. The research findings indicated that grade 9 classroom teachers have difficulty in effectively managing passive aggressive behaviour displayed by learners in their classrooms. Furthermore, it was also found that teachers perceive support, within the school, to be more focused on learners and that the support rendered is not always applicable for these teachers. This suggests that the educational psychologist, together with school management and classroom teachers should work together to emphasize support to be rendered to classroom teachers. Therefore, teacher well-being, which is a very important aspect of the teaching environment, could be supported and catered for.

In the first essay I examine the relation between firm advertising and tax aggressiveness. Advertising increases firm visibility in both the product and the financial market. While investors would appreciate more tax savings, they are aware of the negative impact of tax aggressiveness on consumers’ views of the firm and hence its competitive positions in the product market. We find that firms that spend more on advertising have fewer tax sheltering activities, lower book-tax differences, and higher cash effective tax rates. Specifically, an increase of 1% on Advertisingi,t (ADVGPi,t), the firm pays an additional tax of $0.70 million ($10.92 million). However, the negative impact of advertising on tax aggressiveness becomes weaker (and even reverses) for firms having great transparency, more public scrutiny, or strong external monitoring. We control for endogeneity using propensity score matching and an instrumental variable approach. Our findings are consistent with the argument that advertising enhances corporate reputation and is an important determinant in firms’ tax planning. In the second essay I document a significant increase in opportunistic insider trades when retail investors are paying greater attention to the stock. Using Google SVI to proxy for their level of attention, we find that a higher (lower) SVI on a stock is associated with more insider sales (purchases) of the stock and greater abnormal returns on the sales (purchases). A value-weighted long-short portfolio mimicking insider trades would earn an abnormal return of 1.19% per month (14.28% per year), excluding transaction costs. We also fund that the SVI-related insider traders tend to be non-independent directors who have long tenures but no senior executive positions in their firm and the firm tends to exhibit weaker governance, lower reputation, and poorer social responsibility. Our results are more pronounced for lottery-type stocks but are weaker for stocks with large attention of local investors. Interestingly, the risk of SEC investigation and litigation is lower on SVI-related insider sales and this type of sales actually rises following an increase in news releases of SEC enforcement action. Overall, certain insiders appear to engage in trades to take advantage of variations of retail investors’ attention to their stock.