As situações de exclusão social e as necessárias vinculações ao processo de formação subjetiva presentes nas histórias de jovens e crianças de determinados contextos brasileiros configuram-se como campos propícios de atuação do aconselhamento pastoral de viés clínico, ou seja, a aplicação rigorosa dos passos metodológicos propostos por profissionais da área específica de maneira libertadora. Isso implica diálogo e referência a situações sociais formadoras de esquemas que podem incidir sobre a subjetividade de crianças e jovens, os quais vivem suas experiências sob a marca da exclusão social daqueles aspectos mais fundamentais da existência humana, dentre os quais alimentação, moradia e saúde, etc. Partindo dessa perspectiva, o presente trabalho problematiza as possibilidades do aconselhamento pastoral, aplicado no contexto do Projeto Girassol, como meio propício de auxiliar esses jovens e crianças a poderem exercitar por meio da fala e da ação suas inquietações e trazer à luz suas ideias a respeito de sua própria condição. Tal intuito tem como objetivo a construção de determinada perspectiva a respeito da vida, a saber, uma existência autêntica sob a ótica de certa teologia da criação. / The situations of social exclusion and the necessary linkages to the subjective formation process in these stories of young people and children of certain Brazilian contexts configures itself as suitable fields of action of clinical pastoral counseling bias, in other words, the strict application of the methodological steps proposed by professionals specific way liberating. This implies dialogue and reference to socialforming schemes that may relate to the subjectivity of children and youth, who live their experiences under the brand of social exclusion of those most fundamental aspects of human existence as food, housing and health, etc. From this perspective, this paper aims to establish possibilities of pastoral counseling, applied in the context of the Projeto Girassol, as a suitable means of helping these kids and these kids that they can exercise through speech and action, their concerns and bring to the light their idea about their own condition. This order aims to build certain perspective on life, namely, an authentic existence from the perspective of a certain theology of creation.

Philosophiae Doctor - PhD / Many teaching and learning practices in higher education, including social work education in South Africa, tend to be characterised by a transmission mode of instruction, whereby knowledge moves from the expert educator to the student. This study investigates the extent to which an authentic learning framework can be used to improve the teaching of meso practice in social work to a class of 80 second-year students at the University of the Witwatersrand, South Africa. A modified version of educational design-based research, was deployed which created a set of guidelines to inform future research and course design. Design-based research includes an iterative process, however, and the four-phased modified version of design-based research used in this study deploys just one roll-out of a redesigned course on meso practice, using the elements of authentic learning (Herrington, Reeves & Oliver, 2010). Phase 1 consisted of a review of the literature on meso practice education and the authentic learning framework. Phase 2 involved an analysis of practical problems identified by six educators and four field instruction supervisors, based on the way they teach and supervise students in the area of meso practice intervention. In Phase 3 the course was implemented and evaluated qualitatively and quantitatively by the student participants and four field instruction supervisors. Phase 4 consisted of a reflection on the entire process, to produce design guidelines using the elements of authentic learning and the inclusion of affect in course design. Mixed-methods research was undertaken, incorporating primarily qualitative data with quantitative data from a survey conducted with the students. Findings from this study have led to an augmented list of authentic learning elements, which includes the use of affect in meso practice and the development of guidelines for educators which have the potential to be relevant and applicable in other courses, contexts and disciplines. / NRF / Pillay, R. (2017). Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa. PhD thesis. University of the Western Cape

The thesis examines, through qualitative methods, the role of the horse in equine-assisted social work (EASW) as well as what facilitates or constrains the role of the horse. Specifically, should interaction be understood in the same manner regardless of which individuals that participate? The thesis is based on empirical data collected throughinterviews with eight staff members and nine female self-harming clients, aged 15–21 years, in a residential treatment facility. In addition, video recordings of the human-horse interaction of three staff members and four clients were analyzed, resulting in the additional issues addressed in a second interview. Critical dialogues between patterns and fragmentations in the narratives and video-recordings, as well as a dialogue with participants, while they were viewing videos of their own EASW sessions, led to the conclusion that adding a horse could qualitatively change therapeutic relationships.  The results are presented in four articles that provide an image of the complexity of EASW. The summary chapters focus on a synthesized analysis, based on Goffman’sdramaturgical perspective and Hochschild’s emotional rules in which the concepts were applied: backstage, frontstage, impression management, stigma, emotional management, deep acting and surface acting. The analysis demonstrated that defense mechanisms are reduced when the horse is perceived as non-judgmental and therefore less intimidating. Furthermore, the analysis suggests that it is crucial that the horse is regarded as a subject, a transitional object, which can silence the inner critic and create a ‘moment of silence’ that contradicts stigmas and enablesadolescents to regulate their emotions. This leads to possibilities to be more authentic and the relationship between staff and adolescents to be perceived as more authentic.  In summary, the work presented in this thesis contributes to increased knowledge about the role of the horse in opposing impression management and surface acting, depending on the high demands on staff to reach outcomes regarding communication, self-confidence, self-esteem, and self-image. The different triads consist of different liaisons, giving rise to unique combinations and the potential to avoid emotional dissonance. The quality of the relationships seems to depend on staff and clients’ attachment orientations.  Keywords: Authentic, Emotional work, Equine-assisted social work, Impression management, Moment of silence, Self-harming adolescents, Stigmatization

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment; the skills levels of these educators; the nature of support and training these educators received to enhance their assessment practices; the different assessment methods employed by the adult educators to assess learners; and the educational validity and efficacy of these practices. / South Africa

The aim of this master´s thesis is to capture and describe the perceptions and opinions of selected entrepreneurs on leadership in small and medium enterprises. In the theoretical part is outlined the development of leadership, its characteristics, styles and approaches. Among the approaches are the Situational leadership II, Transformational leadership, Authentic leadership and Versatile leadership. Using qualitative research through a semi-structured interview and a written survey, the main factors of the selected approaches that are most frequently encountered in the management of the respondents are described, and the use of the given approach relative to the whole sample is then evaluated. In conclusion, this work focuses on the individual assessment of the versatility of the styles of selected entrepreneurs.

The study emanates from the need to explore the perceptions, opinions and experiences of family therapy practitioners with regard to the epistemological shifts in family therapy theory and intervention, reflecting team practice, and the development of the personal/professional self. The need arose as a result of the evolution of family therapy from first-order cybernetics to the postmodern theoretical environment and the potential impact of such a shift on the capacity for reflexivity and authenticity in practice for family therapy practitioners at Family Life Centre. Family Life Centre provides training for staff members, sessional workers and students (social work and psychology) who have an interest in the practice of family therapy. In the past however, such training has focused more on the experiential dimension, specifically within the context of reflecting team practice. Theoretical training has been inadequate, with practitioners’ knowledge typically gained from under- and post-graduate studies. Knowledge of family therapy theory in terms of approach and extent is varied. While the diverse theoretical backgrounds of counsellors at Family Life Centre adds texture and depth to the practice of family therapy, the possibility of confusion exists, and may create a lack of confidence and authenticity in practice. Family therapy practice at Family Life Centre leans towards a postmodern paradigm, although eclecticism is valued. The multiplicity of approaches to family therapy necessitates an awareness of one’s chosen paradigm, and understanding of the potential impact of the self of the family therapy practitioner upon the therapeutic encounter with a client family. A theory or theories that represent a personal embodiment for the practitioner are more likely to be experienced as authentic to the self of that practitioner and thus impact positively on the development of the therapeutic relationship with the client family. The significance of this therapeutic relationship with regard to healing is well documented in the literature. The capacity of the practitioner for reflexivity regarding the development of the personal and professional self is both essential and ongoing, a journey that should never end. An exploratory design was used to explore the impact of epistemological shifts and reflecting team practice on the development of the personal and professional self of the family therapy practitioner. Exploratory designs are used when the phenomenon is little known. The study can be seen as applied research, aimed at extending the knowledge of human behaviour relating to intervention in the field of family therapy. In order to achieve insight into the perceptions, opinions and experiences of family therapy practitioners, an interview schedule was used to collect the relevant data which was then analysed and from which conclusions were drawn. From the conclusions it is apparent that family therapy practitioners are not always clear on the difference between the modern and postmodern paradigms, although they are certain of the approach they use in practice. It is evident that the approach used is not necessarily ‘chosen’ and that many respondents are actively engaged in contemplating their own professional development. The experience of reflecting team practice in family therapy is seen as extremely valuable to the respondents in terms of the opportunity for learning on a number of levels, including theoretical awareness, skills development and self-awareness. However, reflecting team involvement seems to evoke anxiety for many of the respondents, relating to issues such as evaluation, team composition, power dynamics, fit with the self, as well as the fit for different client families. The development of the personal and professional self is seen as both essential and ongoing, highlighting the necessity of this crucial task in the complex arena of family therapy practice. / Thesis (PhD (Social Work))--University of Pretoria, 2007. / Social Work and Criminology / PhD / unrestricted

The quality of education in Botswana is not yet up to standard as there has been emphasis on attainment of Universal Basic Education. Quality in education encompasses a number of factors such as the development of the relevant curriculum, improvement of teacher preparation, development of appropriate learning materials, and improving the methods of assessing pupils (Grisay&Mählck, 1991, cited in Kellaghan&Geaney, 2003). The quality of what is going on in the classroom is judged by the processes and outcomes that are defined qualitatively. Assessment in Agriculture in Botswana senior schools comprises performance assessment and standardised paper-and-pencil tests. Performance assessment contributes only 20% (MoE&SD, 2001.p.6) yet it is allocated more time than paper-and-pencil tests. The aim of the study therefore was to understand and explore the characteristics and quality processes needed in the performance assessment of Agriculture Form Four students to ensure valid and reliable examinations in Botswana. The study was guided by two research questions. The first research question was: How valid and reliable are the performance assessment processes in Botswana schools? This research question sought to understand how performance assessment was conducted in Botswana schools, and how it compared with the international practice. The second research question was: How can quality assurance processes be developed in order to produce valid and reliable marks for BGCSE Agriculture performance assessment? The intention was to develop quality processes for performance assessment in the context of Form Four Agriculture in Botswana, to ensure valid and reliable marks for certification. A design research was employed in this study in which a baseline survey was conducted and based on the outcome, a quality assurance process was designed which included the development of standard tasks and assessment materials. During the baseline survey, teachers and school administrators completed a questionnaire and were also interviewed. Subsequently, prototypes of exemplar materials were developed iteratively in collaboration with practitioners and formatively evaluated. Feedback from evaluation was incorporated into the redesign and development of successive prototypes. Findings from baseline survey revealed that the conduct of performance assessment in schools was not standardised, primarily due to the absence of assessment policy and procedures to guide its conduct. Implementation of performance assessment was done by teachers who had insufficient training, in large classes with inadequate resources and received very little support from supervisors both internally and externally. Despite all these, insufficient time was allocated for conducting performance assessment, resulting in teachers forming groups most of the time during the conduct of tasks and assigning a single mark for the group based on the quality of the group’s product. However, findings from the intervention study revealed that entrenching quality assurance processes in the system produced valid and reliable performance assessment marks for certification. The characteristics of a quality assurance system for implementation of performance assessment were the presence of an assessment policy; training and accrediting teachers to assess; an efficient internal and external monitoring system; the provision of adequate resources; applying multiple modes of assessment; and multiple rating of the students. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

From a sociocultural perspective, individuals learn best from contextualized experiences. In preservice teacher education, contextualized experiences include authentic literacy experiences, which include a real reader and writer and replicate real life communication. To be prepared to teach well, preservice teachers need to gain literacy content knowledge and possess reading maturity. The purpose of this study was to examine the effect of authentic literacy experiences as Book Buddies with Hispanic fourth graders on preservice teachers’ literacy content knowledge and reading maturity. The study was a pretest/posttest design conducted over 12 weeks. Preservice teacher participants, the focus of the study, were elementary education majors taking the third of four required reading courses in non-probabilistic convenience groups, 43 (n = 33 experimental, n = 10 comparison) Elementary Education majors. The Survey of Preservice Teachers’ Knowledge of Teaching and Technology (SPTKTT), specifically designed for preservice teachers majoring in elementary or early childhood education and the Reading Maturity Survey (RMS) were used in this study. Preservice teachers chose either the experimental or comparison group based on the opportunity to earn extra credit points (experimental = 30 points, comparison = 15). After exchanging introductory letters preservice teachers and Hispanic fourth graders each read four books. After reading each book preservice teachers wrote letters to their student asking higher order thinking questions. Preservice teachers received scanned copies of their student’s unedited letters via email which enabled them to see their student’s authentic answers and writing levels. A series of analyses of covariance were used to determine whether there were significant differences in the dependent variables between the experimental and comparison groups. This quasi-experimental study tested two hypotheses. Using the appropriate pretest scores as covariates for adjusting the posttest means of the subcategory Literacy Content Knowledge (LCK), of the SPTKTT and the RMS, the mean adjusted posttest scores from the experimental group and comparison group were compared. No significant differences were found on the LCK dependent variable using the .05 level of significance, which may be due to Type II error caused by the small sample size. Significant differences were found on RMS using the .05 level of significance.

Syfte: Syftet med studien är att undersöka om autentisk CSR leder till större lönsamhet än opportunistisk CSR. Metod: I föreliggande studie antas en positivistisk forskningsfilosofi med en hypotetisk-deduktiv ansats. Studien är kvantitativ och sekundärdata har samlats in från databasen Thomson Reuters Datastream. En longitudinell design har använts där data som sträcker sig över tio år har inhämtats för studiens urval om 525 publika bolag, inhämtad data har analyserats statistiskt. Resultat & slutsats: Studiens resultat visar att en positiv relation mellan CSR och finansiell prestation föreligger. Av studien framgår även att autentisk CSR kan ha större påverkan på det finansiella resultatet än opportunistiskt beroende på vilka variabler för autenticitet som används. Förslag till fortsatt forskning: Föreliggande studie är av longitudinell design och sträcker sig över tio år. En studie som undersöker en kortare period kan vara intressant för vidare forskning då detta kan innebära ett större urval av bolag. Forskning som vidareutvecklar begreppet autenticitet och autentisk CSR konceptuellt och hur detta kan mätas är även något som vidare forskning kan fokusera på. Uppsatsens bidrag: Ur ett teoretiskt perspektiv bidrar studien till redovisningslitteraturen genom att diskutera om autentisk CSR leder till bättre finansiell prestation, via genomförda mätningar avseende autenticitet i relation till CSR och utvecklingen av hur detta kan operationaliseras. Ur ett praktiskt perspektiv bidrar föreliggande studie till ökad förståelse för företag om vikten av att verka autentiskt i sitt CSR-arbete. / Aim: The aim of this study is to investigate whether authentic CSR leads to greater profitability than opportunistic CSR. Method: In this study, a positivistic researchphilosophy is assumed with a hypothetical deductive approach. The study is quantitative and secondary data has beencollected from the Thomson Reuters Datastream. A longitudinal design has been used where data covering ten years has been obtained for the study's selection of 525 public companies, collected data has been statistically analyzed. Result & Conclusions: The results show that when a company pursues authentic CSR the positive effect of its CSR initiatives on company performance is stronger than for those who pursues opportunistic CSR, however the result depends on the variables used to measure authenticity. Suggestions for future research: The present study is of longitudinal design and extends over ten years. A study that examines a shorter period may be interesting for further research as this may obtain a larger selection of companies. Research that further develops the concept of authenticity and authentic CSR conceptually and how this can be measured is also something that further research can focus on. Contribution of the thesis: From a theoretical perspective this study contributes to the accounting literature by discussing whether authentic CSR leads to better financial performance, as well as through completed measurements regarding authenticity in relation to CSR and the development of how this can be operationalized. From a practical perspective, the present study contributes to increased understanding for companies about the importance of acting authentically in their CSR work.

Over the past couple of decades, women have conquered most obstacles in their effort to scale the mountains of leadership and management, seemingly only to fall at the last hurdle by purposefully derailing and mistreating each other. As a large percentage of the workforce in the Western hemisphere is composed of women, the likelihood of experiencing a female superior throughout their career is very high for both men and women, giving rise to the threat of dealing with the Queen Bee Syndrome. The antecedent aim of this master thesis paper is to explore the reasons that give rise to and legitimize the so-called Queen Bee phenomenon, which describes a usually senior female holding a higher leadership-position, who actively opposes the rise of other females in male-dominated organizations, in connection to the Millennial Generation. For this purpose, the methodology approach of Grounded Theory was chosen, first and foremost establishing a theoretical framework comprising literature gathered from academic journals, professional and specific print and sources, as well as relevant writings from contemporary and topical media channels, such as the New York Times newspaper, or the Harvard Business Review. Second, a qualitative empirical study was conducted, for which several women from both the Millennial and its predecessor generation were interviewed, in order to explore opinions on perceived biases against female leaders and managers which, among other things may lead to typical Queen Bee behavior, its provenances, and their implications for business women and organizations. The gained insights are culminating in the emergence of a new theory, according to which female Millennials’ inherent narcissistic tendencies may not hinder them to pursue much-needed mentoring relationships with other females and even suggest the possibility of a diminishment of the dreaded female bully-boss paradigm.