Thesis (M. Ed.)--University of Hong Kong, 1983.

The response of geomorphic systems to disturbance has been a major focus of geographic research. Nevertheless, because the sensitivity of geomorphic systems to external perturbation is complex, the response of those systems is still poorly understood for many agricultural systems in various geographic settings. This study investigates geomorphic sensitivity and soil erosion under traditional slash-and-burn cultivation. The response of soil erosion to this agricultural practice was investigated in selected plots at different stages of cultivation, representing a chronosequence of slash-and-burn cultivation for the study site. Selected physical and hydrological properties were measured in the field or determined in the laboratory from soil samples obtained from the selected plots. Soil erosion was monitored for the selected plots using bounded runoff plots. Finally, the response of soil erosion to slash-and- burn was assessed at the watershed scale by adapting the Revised Universal Soil Loss Equation to local field conditions. The study results showed that soil’s selected physical and hydrological properties differed according to the age of cultivation. In general, soil properties, such as organic matter, aggregate stability, and infiltration, showed signs of deterioration during the cultivation phase and improvement during the fallow stage of slash-and-burn cultivation. These differences in turn resulted in differences in the erodibility of the soil and the response of soil erosion at the plot scale. The soil erosion rate was observed to be higher during the cultivation stage of slash-and-burn cultivation and lower during the fallow stage. The lowest rate of erosion was recorded in natural forest plots. Overall, soil erosion rates were low considering the study site’s mountainous nature. The results of this study suggest that the response of soil erosion under the practice of slash-and burn cultivation could be minimal in a potentially sensitive humid tropical mountainous environment depending on the specific cover produced, the environmental factors, and the specific cultural management, such as cropping and tilling practices. Maintaining adequate ground cover through cropping and fallow management is the key to keeping soil erosion minimal under the practice of slash-and-burn cultivation in the study area. / text

published_or_final_version / Social Service Management / Master / Master of Social Sciences

在香港國際學校，相較于本地學校，更加激烈的崗位競爭、英語為工作語言的整體環境以及背景多樣化的學生等因素是否會導致教師們對職業的認同感和成就感有所不同呢？瞭解國際學校中文教師職業倦怠的情況對教師的個人職業發展、教學工作的有效開展和學校的教師管理都具有重要意義。 本研究旨在對香港國際學校中文教師職業倦怠的情況進行調查，通過Maslash（MBI-ES）問卷，分三個維度（情緒衰竭、非個性化、低成就感）對中文教師職業倦怠的程度進行描述；其次，利用訪談對倦怠的原因和影響因素進行探討和分析。 本次調查採取方便取樣的原則，隨機抽取國際學校中文教師30 人進行調查，利用SPSS17.0 對數據進行整理和分析，組間的差異性采用方差分析（單因素ANOVA）和t 檢驗，人口學特征和職業倦怠各維度的關系采用線性回歸進行分析。 研究發現，香港國際學校的中文教師在情緒衰竭和去個性化兩個維度上表現出中度倦怠，而在低成就感上得分較高，即有較高的成就感體驗。不同性別的教師在倦怠程度上無差異； 不同年齡的教師在低成就感維度上差異顯著（ P=0.000），本次調查中，20-30 歲的教師成就感最低，50 歲或以上的教師最有成就感；從入職時間上看，有1-2 年工作經驗的教師有相對高的情感衰竭情況（22.00±6.06）；不同入職時間的教師在成就感上差異顯著（P= 0.018），從事對外漢語教學工作3 年或以下的教師成就感低於有3 年以上工作經驗的教師。此外，學歷與成就感表現出顯著相關（B=3.195，P=0.034），學歷越高在教學上的成就感體驗也就越高；同時，香港以外的教學經驗與成就感呈現顯著相關（ B=2.253，P=0.05），即教學經驗豐富的教師擁有相對高的成就感。 This study assessed teachers' burnout from different genders, ages, working years, educational levels, working hours and working experience in a sample of 30 Chinese in-service teachers in Hong Kong International Schools by MBI-ES questionnaire and interviews and draw conclusions as follows: The general findings suggested that on the burnout components, indicating moderate levels of emotional exhaustion and depersonalisation, but high or nearly high levels of reduced personal accomplishment. Teachers' reduced personal accomplishment is significant in age（ P= 0.000 ） and working years（ P= 0.018): teachers of 20-30 years old have the highest scores in reduced personal accomplishment and teachers of 50 years old or above have the lowest scores; teachers with less 3 years working experience have the highest scores in reduced personal accomplishment. What's more, overseas teaching experience and educational levels are highly relevant with reduced personal accomplishment. / published_or_final_version / Education / Master / Master of Education

Introduktionen: I Sverige brännskadas ca 20 000 människor om året.  Livskvalitet anses vara olika för olika individer. För att bedöma livskvalitet efter en brännskada används The Burn Specific Health Scale- Brief (BSHS- B) som är ett brännspecifikt bedömningsinstrument. Syfte: Syftet med litteraturstudien var att beskriva patienters  upplevelser av livskvalitet efter en brännskada när livskvalitet bedömts med hjälp av The Burn Specific Health Scale- Brief. Metod: En litteraturstudie genomfördes med hjälp av en modifierad niostegsmodell efter Polit & Beck (2012). Artiklarna granskades noggrant enskilt och tillsammans av författarna. Tio artiklar skulle forma resultatet. Resultat: Artiklarna analyserades utifrån domänerna Simple Abilities, Hand function, Work, Heat Sensitivity, Treatment Regimens, Body Image, Affect, Interpersonal Relationship och Sexuality som tillsammans bygger upp BSHS-B. Resultatets teman i denna litteraturstudie är uppbyggt med samma domäner. Mellan 2-7 år efter brännskadan skattades livskvaliteten som högre, det var få individer som hade svårigheter med handfunktionen och män hade något lättare att återgå till arbetet. Även värmekänsligheten skattades med stora svårigheter. Hälften av studierna visade att deltagarna hade en negativ kroppsuppfattning och att relationen till familjen inte var påverkad i så stor utsträckning. Sexualiteten hos män var mindre påverkad av brännskadan än hos kvinnor. Slutsats: Förmågan att arbeta och tiden efter brännskadan påverkar livskvaliteten. Kvinnor upplevde att sexualiteten, värmekänsligheten och arbetet påverkades mer negativt av brännskadan än vad män gjorde.

No description available.

The present study examines the use of formal and informal supervision as it relates to determining burnout in child welfare social workers. This was measured by using the Maslach Burnout Inventory (MBI). Respondents were social workers in a small child protection agency. Using descriptive data and frequencies, results were used to focus directions for further research. The results indicate that only the length of formal supervision is significant in reducing emotional exhaustion in social workers (p < .05). Higher education levels were also seen as a protective factor against depersonalization (n = 16).

The Clubhouse model of psycho-social rehabilitation is a growing movement providing non-traditional mental health services worldwide. Little research has been done on how working in such an un-structured environment affects burnout levels among staff. The study sample was chosen by categorizing the Clubhouses by city size, and selecting 14 American and six Canadian Clubs at random with a total of 149 staff, of whom 97 responded, including both frontline staff and executive directors. Respondents completed the Maslach Burnout Inventory, and a questionnaire which was designed for this study, to measure work-related, worker-related, and client-related predictors of burnout. Burnout scores for this sample matched the scores for Maslach's postsecondary education subgroup most closely and were lower than the scores for her mental health subgroup. No significant differences were found between the Canadian and American samples, and supervisory role appeared to be a significant predictor of burnout levels among staff. These findings suggest that the International Centre for Clubhouse Development should examine how effectively supervisors support their staff, how the model itself may be inhibiting supervisors from doing so, and that staff needs should be incorporated into Clubhouse standards.

Stress and burnout have received a great deal of attention in the child welfare field. This has been due to such issues as the high workload, the complexity of the cases, working with resistant and at times violent clients and the negative work environment of the youth protection agency. These factors have a detrimental effect on the worker's personal and professional resources and undermine the healthy functioning of the agency, all of which ultimately affects best practice with clients. One way in which child welfare organizations could make an effort towards reclaiming clinical practice is to engage in training for its workforce. Training can benefit practitioners by improving their skills and knowledge and this can lead to greater job satisfaction. Agency functioning is improved by having a trained workforce as well as social workers who are knowledgeable regarding agency policies, values and models of intervention. Children and families ultimately benefit by working with practitioners who are equipped with the appropriate skills. These benefits for workers, clients and the agency cannot materialize unless barriers are removed and changes within the agency take place in order to support the effective transfer of knowledge and training.

The primary purpose of this study is to determine if three coping strategies (exercise, hobbies, and social support) were related to some or all of the three dimensions of burnout (Emotional Exhaustion, Depersonalization, and Personal Accomplishment). One hundred and forty-three secondary school teachers from schools in urban and suburban areas of Eastern Canada participated in this study. The Maslach Burnout Inventory was used to assess burnout scores and a coping strategies questionnaire was used to assess participation in activities. Exercise and social support were positively related to the Personal Accomplishment dimension of burnout.