A scoping study of the published literature was used to describe the concept and practice of ecosystem approaches to health (ecohealth) in the context of public health. Analysis of commentaries identified 24 themes, expressed in a mind map showing interconnections between themes, with a table of explanations. Most (27 of 29) primary research articles did not explicitly explain how ecohealth was applied in their research, suggesting a need for some standardization in reporting ecohealth. Additionally, a case study approach was undertaken to identify enablers and impediments of ecohealth and how concepts were integrated into a research project of health and environmental sanitation in Vietnam. The project’s conceptual framework was aligned with ecohealth concepts, but in practice, a variety of challenges were identified. In future, ecohealth research teams should include a self-investigation of their ecohealth process to facilitate a comparison of theory-to-practice; this may serve as a best practice for ecohealth. / Public Health Agency of Canada (PHAC), Community of Practice in Ecosystem Approaches to Health - Canada (CoPEH-Can)

This research is premised on Armstrong's (1990:7) argument that „every interpretive approach reveals something only by disguising something else, which a competing method with a different assumption might disclose.‟ This statement indicates that preference or marginalisation of some literary theories impedes progress in African-language literary criticism because different literary theories tend to focus on one or a few selected aspects of a work art. This flows from the assumption that no literary theory can unearth all aspects and meanings of a literary text. This research comes against rigidity, conservatism and narrow-mindedness of those literary critics and scholars who refuse to open up and embrace literary theories which they are opposed to. The research is an attempt to demonstrate the benefit of flexibility and ability to accommodate even those opposing literary views that can make positive contribution in the field of African-language literary criticism. The research further calls for pragmatism, tolerance and co-existence of opposing literary views for the benefit of progress in the field of African-language literary criticism. This research is an acknowledgement of the fact that no literary theory is infallible because all literary theories have their own strong and weak points. In this research, a survey of literary approaches commonly applied in African-language criticism is conducted. This is followed by an analysis of a Tshivenḓa novel (i.e. A si ene) from different literary angles to prove that every literary theory can help to unmask a particular meaning of a literary text which no any other literary theory can do. For example, the intrinsic literary approaches will, most certainly, unlock the meaning of a literary text differently from the way the extrinsic literary theories do because diverse literary approaches focus on different aspects or elements of a work of art. This research is an endorsement of the argument that through multiple-reading of a literary text, readers‟ understanding of the same literary text is broadened and deepened. / African Languages / D. Litt. et Phil (African Languages)

L’école a longtemps ignoré les langues et cultures maternelles des élèves.Une exploration des apports de la recherche en didactique d’apprentissage des langues, avec notamment les approches plurielles, montre comment la didactisation du contact de langue permet de construire une réflexion métalinguistique favorisant de nouveaux apprentissages en langue vivante étrangère ou dans la langue de scolarisation. Une étude de l’évolution historique des programmes scolaires français laisse enfin entrevoir la perspective d’ouvrir l’école au plurilinguisme, en adéquation avec les préconisations des Institutions Européennes. L’intercompréhension entre langues apparentées, apparaît comme une modalité d’apprentissage favorisant la compréhension et le fonctionnement de plusieurs langues, d’autant plus si l’apprentissage organise l’intégration des langues entre elles. Nous décrirons le fonctionnement et les enjeux de l’intercompréhension intégrée en langues romanes.Une expérimentation fut menée sur deux classes de CM1-CM2 lors des apprentissages scientifiques en intercompréhension intégrée à l’aide du manuel Euromania. Dans une classe, cette expérimentation était couplée à l’approche interculturelle Comparons nos langues. Il s’agissait d’observer de quelle manière cette expérimentation contribuait à l’évolution des représentations linguistiques des élèves, au développement de compétences linguistiques ainsi qu’à l’élaboration de stratégies de compréhension. Nous observerons les bénéfices apportés par l’intercompréhension intégrée et les approches interculturelles, aux apprentissages linguistiques et discipinaires, au plurilinguisme, à une meilleure réussite et à un plus grand épanouissement des élèves. / For a long time, primary education has overlooked the students' languages and cultures of origin. An exploration of the conclusions of research in the field of language didactics, and more specifically pluralistic approaches establishes that the didactisation of language interaction/language contact helps in building a metalinguistic reflection that can facilitate fresh learning in a foreign language or in the language in which the child is being educated. At last, a study of the evolution ofFrench school curricula can show us the way for opening schools to multilingualism, in conformity with European Union directives. Intercomprehension between related languages is shown to be a modality of learning that facilitates the comprehension and the way different languages work, especially if the learning process organizes the integration of these languages. We will describe the methodology and the stakes of integrated intercomprehension in romance languages. An experiment has been conducted with two classes of CM1-CM2/last grades of Middle School during science classes, using integrated intercomprehension with the help of the schoolbook Euromania, as well as, in one of the classes, the intercultural-approach based Comparons nos langues. The goal was to observe to which direction this experiment contributed to the evolution of the students' linguistic representations, to the development of linguistic competence and to the invention of strategies of understanding. We will present the benefits of integrated intercomprehension and intercultural approaches to language learning and to learning in other subjects, to multilingualism, and to the well-being of learners, conducive to more successfullearning.

Doctor of Philosophy (PhD) / Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.

Doctor of Philosophy (PhD) / Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.

This research is premised on Armstrong's (1990:7) argument that „every interpretive approach reveals something only by disguising something else, which a competing method with a different assumption might disclose.‟ This statement indicates that preference or marginalisation of some literary theories impedes progress in African-language literary criticism because different literary theories tend to focus on one or a few selected aspects of a work art. This flows from the assumption that no literary theory can unearth all aspects and meanings of a literary text. This research comes against rigidity, conservatism and narrow-mindedness of those literary critics and scholars who refuse to open up and embrace literary theories which they are opposed to. The research is an attempt to demonstrate the benefit of flexibility and ability to accommodate even those opposing literary views that can make positive contribution in the field of African-language literary criticism. The research further calls for pragmatism, tolerance and co-existence of opposing literary views for the benefit of progress in the field of African-language literary criticism. This research is an acknowledgement of the fact that no literary theory is infallible because all literary theories have their own strong and weak points. In this research, a survey of literary approaches commonly applied in African-language criticism is conducted. This is followed by an analysis of a Tshivenḓa novel (i.e. A si ene) from different literary angles to prove that every literary theory can help to unmask a particular meaning of a literary text which no any other literary theory can do. For example, the intrinsic literary approaches will, most certainly, unlock the meaning of a literary text differently from the way the extrinsic literary theories do because diverse literary approaches focus on different aspects or elements of a work of art. This research is an endorsement of the argument that through multiple-reading of a literary text, readers‟ understanding of the same literary text is broadened and deepened. / African Languages / D. Litt. et Phil (African Languages)

This study investigates the role that African traditional beliefs and practices play in defining psychological problems, determines how these beliefs and practices manifest in a counselling relationship and explores how Western based forms of counselling manage these manifestations in counselling. This investigation is in the context of the on-going debate on the relevance of Western Psychological counselling in South Africa and the rest of Africa, including my experience during my internship to register as a Counsellor. It explores the impact of conducting counselling with clients whose worldviews are different from those of the counsellor and focuses on the impact of the client’s worldviews on psychological well-being, psychological ill health and the resolution of psychological problems. Psychological well-being, ill health and counselling were discussed from a Western perspective. The study found that the client participants defined their psychological problems in terms of their African traditional beliefs and practices. They communicated their presenting psychological problems in ways that created possibility of miscommunication between themselves and their counsellors, for example by using figurative language. There was also a clear distinction between how psychological problems are managed from an African traditional perspective (ritualistic) and a Western perspective (talking therapy). The study recommended the creation of specific departments in Universities to embark on research aimed at establishing foundational structures on which to build an African Indigenous Psychology as an alternative to Western Psychology. More comprehensive research on African people’s attitudes is, suggested, on what traditional Africans think of psychological counselling. Another recommendation accruing from the limitation on sampling in this study is that future studies should be conducted with larger and more diverse samples; moreover, data should be gathered on a wider variety of demographics and cultural belief systems and practices. To counter prejudice and ignorance, the counsellor ‘to be’ should study African culture and customs during their BA Honours studies. On-going training and workshops on cross-cultural issues from various cultures should be part of the counselling profession. More emphasis should be placed on prevention and therefore more mental health clinics in the rural areas need to be opened and general education on psychological issues and cultural integration be initiated. / Psychology / M.A. (Psychology)

Dans le cadre de la surveillance maritime ou terrestre par radar aéroporté, l’un des principaux objectifs est de détecter et de poursuivre une grande diversité de cibles au cours du temps.Ces traitements s’appuient généralement sur l’utilisation d’un filtre Bayésien pour estimer récursivement les paramètres cinématiques (position, vitesse et accélération) des cibles. Il repose surla représentation dans l’espace d’état du système et plus particulièrement sur la modélisation a priori de l’évolution des cibles à partir d’un modèle de mouvement (mouvement rectiligne uniforme, mouvement uniformément accéléré, mouvement rotationnel, etc.). Si les cibles pistées sont manoeuvrantes, plusieurs modèles de mouvement, chacun avec une dynamique prédéfinie,sont classiquement combinés au sein d’une structure à modèles multiples. Même si ces approches s’avèrent pertinentes, des améliorations peuvent être apportées à plusieurs niveaux, notamment sur la manière de sélectionner et définir a priori les modèles utilisés.Dans ce contexte d’étude, plusieurs problématiques doivent être traitées.1/ Lors de l’utilisation d’une structure à modèles multiples, on considère en général deux à trois modèles. Ce choix est fait lors de la phase de conception de l’algorithme selon la connaissance du système et l’expertise de l’utilisateur. Cependant, il n’existe pas à notre connaissance d’outils ou de règles permettant de définir les types de mouvement à associer et leurs paramètres.2/ Il est préférable que le choix du ou des modèles de mouvement soit cohérent avec le type de cible pisté.3/ Lorsqu’un type de mouvement est utilisé, ses paramètres sont fixés a priori mais ces valeurs ne sont pas nécessairement adaptées à toutes les phases du mouvement. L’une des difficultés majeures réside dans la manière de définir et de faire évoluer la matrice de covariance du bruit de modèle. Le travail présenté dans ce mémoire vise à proposer des solutions algorithmiques aux problématiques précédentes afin d’améliorer l’estimation des trajectoires des cibles d’intérêt.Dans un premier temps, nous établissons une mesure de dissimilarité fondée sur la divergence de Jeffrey entre deux densités de probabilité associés à deux modèles d’état différents. Celle-ci est appliquée à la comparaison de modèles de mouvement. Elle est ensuite utilisée pour comparer un ensemble de plusieurs modèles d’état. Cette étude est alors mise à profit pour proposer une méthode de sélection a priori des modèles constituant des algorithmes à modèles multiples.Puis, nous présentons des modèles Bayésiens non-paramétriques (BNP) utilisant les processus de Dirichlet pour estimer les statistiques du bruit de modèle. Cette modélisation a l’avantage de pouvoir représenter des bruits multimodaux sans avoir à spécifier a priori le nombre de modes et leurs caractéristiques. Deux cas sont traités. Dans le premier, on estime la matrice de précision du bruit de modèle d’un unique modèle de mouvement sans émettre d’a priori sur sa structure.Dans le second, nous tirons profit des formes structurelles des matrices de précision associées aux modèles de mouvement pour n’estimer qu’un nombre réduit d’hyperparamètres. Pour les deux approches, l’estimation conjointe des paramètres cinématiques de la cible et de la matrice de précision du bruit de modèle est réalisée par filtrage particulaire. Les contributions apportées sont notamment le calcul de la distribution d’importance optimale dans chacun des cas.Enfin, nous tirons profit des méthodes dites de classification et pistage conjoints (joint tracking and classification -JTC-) pour mener simultanément la classification de la cible et l’inférence de ses paramètres. Dans ce cas, à chaque classe de cible est associé un ensemble de modèles d’évolution qui lui est propre. [...] / As part of the ground or maritime surveillance by using airborne radars, one of the mainobjectives is to detect and track a wide variety of targets over time. These treatments are generallybased on Bayesian filtering to estimate recursively the kinematic parameters (position,velocity and acceleration) of the targets. It is based on the state-space representation and moreparticularly on the prior modeling of the target evolutions (uniform motion, uniformly acceleratedmotion, movement rotational, etc.). If maneuvering targets are tracked, several motionmodels, each with a predefined dynamic, are typically combined in a multiple-model structure.Although these approaches are relevant, improvements can be made at several levels, includinghow to select and define a priori the models to be used.In this framework, several issues must be addressed.1 / When using a multiple-model structure, it is generally considered two to three models. Thischoice is made in the algorithm design stage according to the system knowledge and the userexpertise. However, it does not exist in our knowledge tools or/and rules to define the types ofmotions and their associated parameters.2 / It is preferable that the choice of the motion model(s) is consistent with the type of targetto be tracked.3 / When a type of motion model is used, its parameters are fixed a priori but these values ??arenot necessarily appropriate in all phases of the movement. One of the major challenges is theway to define the covariance matrix of the model noise and to model its evolution.The work presented in this thesis consists of algorithmic solutions to the previous problemsin order to improve the estimation of target trajectories.First, we establish a dissimilarity measure based on Jeffrey divergence between probability densitiesassociated with two different state models. It is applied to the comparison of motion models.It is then used to compare a set of several state models. This study is then harnessed to providea method for selecting a priori models constituting multiple-model algorithms.Then we present non-parametric Bayesian models (BNP) using the Dirichlet process to estimatemodel noise statistics. This model has the advantage of representing multimodal noises withoutspecifying a priori the number of modes and their features. Two cases are treated. In the firstone, the model noise precision matrix is estimated for a single motion model without issue ofany a priori on its structure. In the second one, we take advantage of the structural forms ofprecision matrices associated to motion models to estimate only a small number of hyperparameters.For both approaches, the joint estimation of the kinematic parameters of the target andthe precision matrix of the model noise is led by particle filtering. The contributions includecalculating the distribution optimal importance in each case.Finally, we take advantage of methods known as joint tracking and classification (JTC) forsimultaneously leading the classification of the target and the inference of its parameters. Inthis case, each target class is associated with a set of evolution models. In order to achievethe classification, we use the target position measurements and the target extent measurementscorresponding to the projection of the target length on the line of sight radar-target. Note that this approach is applied in a single target tracking context and a multiple-target environment.

Le domaine de recherche dans l'évaluation objective de la qualité des images couleur a connu un regain d'intérêt ces dernières années. Les travaux sont essentiellement dictés par l'avènement des images numérique et par les nouveaux besoins en codage d'images (compression, transmission, restauration, indexation,…). Jusqu'à présent la meilleure évaluation reste visuelle (donc subjective) soit par des techniques psychophysiques soit par évaluation experte. Donc, il est utile, voire nécessaire, de mettre en place des critères et des mesures objectifs qui produisent automatiquement des notes de qualité se rapprochant le plus possible des notes de qualité données par l'évaluation subjective. Nous proposons, tout d'abort, une nouvelle métrique avec référence d'évaluation de la qualité des images couleur, nommée Delta E globale, se base sur l'aspect couleur et intègre les caractéristiques du système visuel humain (SVH). Les performances ont été mesurées dans deux domaines d'application la compression et la restauration. Les expérimentations réalisées montrent une corrélation importante entre les résultats obtenus et l'appréciation subjective. Ensuite, nous proposons une nouvelle approche d'évaluation sans référence de la qualité des images couleur en se basant sur les réseaux de neurones : compte tenu du caractère multidimensionnel de la qualité d'images, une quantification de la qualité a été proposée en se basant sur un ensemble d'attributs formant le descripteur PN (Précision, Naturalité). La précision traduit la netteté et la clarté. Quant à la naturalité, elle traduit la luminosité et la couleur. Pour modéliser le critère de la couleur, trois métriques sans référence ont été définies afin de détecter la couleur dominante dans l'image, la proportion de cette couleur et sa dispersion spatiale. Cette approche se base sur les réseaux de neurones afin d'imiter la perception du SVH. Deux variantes de cette approche ont été expérimentées (directe et progressive). Les résultats obtenus ont montré la performance de la variante progressive par rapport à la variante directe. L'application de l'approche proposée dans deux domaines : dans le contexte de la restauration, cette approche a servi comme un critère d'arrêt automatique pour les algorithmes de restauration. De plus, nous l'avons utilisé au sein d'un système d'estimation de la qualité d'images afin de détecter automatiquement le type de dégradation contenu dans une image. Dans le contexte de l'indexation et de la recherche d'images, l'approche proposée a servi d'introduire la qualité des images de la base comme index. Les résultats expérimentaux ont montré l'amélioration des performances du système de recherche d'images par le contenu en utilisant l'index qualité ou en réalisant un raffinement des résultats avec le critère de qualité. / The research area in the objective quality assessment of the color images has been a renewed interest in recent years. The work is primarily driven by the advent of digital pictures and additional needs in image coding (compression, transmission, recovery, indexing,...). So far the best evaluation is visual (hence subjective) or by psychophysical techniques or by expert evaluation. Therefore, it is useful, even necessary, to establish criteria and objectives that automatically measures quality scores closest possible quality scores given by the subjective evaluation. We propose, firstly, a new full reference metric to assess the quality of color images, called overall Delta E, based on color appearance and incorporates the features of the human visual system (HVS). Performance was measured in two areas of application compression and restoration. The experiments carried out show a significant correlation between the results and subjective assessment.Then, we propose a new no reference quality assessmenent color images approach based on neural networks: given the multidimensional nature of image quality, a quantification of quality has been proposed, based on a set of attributes forming the descriptor UN (Utility, Naturalness). Accuracy reflects the sharpness and clarity. As for naturality, it reflects the brightness and color. To model the criterion of color, three no reference metrics were defined to detect the dominant color in the image, the proportion of that color and its spatial dispersion. This approach is based on neural networks to mimic the HVS perception. Two variants of this approach have been tried (direct and progressive). The results showed the performance of the progressive variant compared to the direct variant. The application of the proposed approach in two areas: in the context of restoration, this approach has served as a stopping criterion for automatic restoration algorithms. In addition, we have used in a system for estimating the quality of images to automatically detect the type of content in an image degradation. In the context of indexing and image retrieval, the proposed approach was used to introduce the quality of images in the database as an index. The experimental results showed the improvement of system performance image search by content by using the index or by making a quality refinement results with the quality criterion.

Within the helping professions there are contrasting epistemological views regarding the role of the helping professional, which have direct influences on learning support practices. Despite these views, it remains unclear what parents expect when seeking learning support for their children. This qualitative study explored parents’ constructions of the role of the helping professional in learning support. It specifically addressed parents’ expectations of the helping professional, what they value in their interactions with helping professionals as well as their understandings of their own roles in consultation and intervention for learning support. A case study approach was employed to gain access to participants. Specifically, three parents of children attending a school for Learners with Special Educational Needs [LSEN] were included as participants. These parents had had experiences with various helping professionals, both at the school and in private practice settings, in the course of seeking assistance for their children. It was thus thought that they would be able to provide in-depth perspectives as to their ideas of the role of helping professionals who assist children experiencing difficulties due to their exposure and experiences with helping professionals. Initial data collection was undertaken via semi-structured interviews with the participants. A content analysis of the interviews was subsequently employed to elicit affinities for use during a further modified form of Interactive Qualitative Analysis [IQA] with the contributors to the study. In total, fourteen affinities were generated and included Parental expectations, Professional characteristics, The helping process, Parents’ role, Status of the helping professional, Professional approach, Parents’ personal experiences, Parents’ emotions, Assessment, Recommendations, Stigma, a Team approach, parent-professional Interaction and Values. These affinity descriptions were corroborated and expanded on with the participants and the relationships amongst the affinities where then hypothesised by the participants themselves. A central outcome of the study was the research participants’ social representations of helping professionals. These representations comprise the thematic elements representing the participants’ discourse about the role of helping professionals in learning support and provide the participants’ in-depth ideas of the relationships amongst these elements. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted