This thesis considers how statistics about adult literacy have produced a new transnational norm of what it means to “be literate” and asks what has been produced by demarcating a calculable threshold of capable literate conduct. Analyzing literacy as a form of conduct enables investigation of the political dimensions of governmental interest in literate conduct and consideration of what subjects, relationships and forms of power are produced by various problematizations. Genealogical analysis of the currently dominant governing rationality, what is termed the psychometrological regime, revealed that Level Three of the International Adult Literacy Survey (IALS) has been constructed as a threshold between people who can act as autonomous, entrepreneurial subjects and those who cannot. In the case of Ontario, this threshold becomes an indicator of “employability” and produces a singular and problematic population who are subjected to coercive educational interventions. Tactics and techniques in the province’s Literacy and Basic Skills (LBS) policy construct literacy programs as sites responsible for transforming subjects below the threshold into human capital assets; this represents a significant departure from the original mission of community-based agencies. Data from interviews with educators in these programs indicate that adult literacy workers occupy an uneasy position between the demands of policy, their pastoral relationships with learners, and the complex realities faced by adults who struggle with print. While these educators may choose to disobey some policy imperatives they nonetheless act, at times unwittingly, as agents of governance. By highlighting the impossibilities produced by the neoliberal problematization of literacy, and the negotiations that literacy workers perform in the face of such dilemmas, this research contributes to thinking through how to transform coercive and authoritarian tendencies currently governing literate conduct.

The purpose of this research is twofold: 1) to apply a user-centred approach to examine the usability and acceptability of an on-body ergonomic aid called the Personal Lift Assistive Device (PLAD) in a variety of industrial work environments and 2) to utilize subjective user acceptability data on discomfort, pain and overall PLAD assessment by participants to identify design features that need improvement in the next PLAD iteration. Case studies took place in four different industrial work environments: two distribution centre environments, one retail store environment and one automotive assembly plant environment. These environments were selected to represent different industrial work environments. In total, 20 industrial workers were selected to wear the PLAD and provide their feedback. Results were obtained using subjective questionnaires through verbal and written comments as well as through direct observation of the participants. Three major design changes occurred to the original PLAD iteration tested at the first industrial location. These included: 1) using different stiffness levels of springs for different sizes of individuals in an attempt to decrease discomfort and optimize the effectiveness of the PLAD, 2) an increase in pelvic spacer size and surface area contacting the user’s body to reduce discomfort and 3) modification to the shoulder harness including; shape, dimensions and amount of cushioning to reduce discomfort. Currently, three major design changes were identified and still need to be addressed. These include: 1) reduction of thermal discomfort caused by wearing the PLAD, 2) validation of selecting the appropriate spring stiffness for small, medium and large users of the PLAD (male and female) under various working postures and 3) simplification of the donning and doffing process. Additionally, a simple PLAD spring stiffness sizing chart was created to aid potential manufacturers of the PLAD to select the appropriate spring stiffness for various users of the PLAD. This sizing chart was designed to maintain an average lumbar moment reduction of 15%, while taking discomfort of the shoulders caused by the spring stiffness and overall cost into consideration. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2011-09-28 09:03:01.463

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Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Chiropractic, Durban University of Technology, 2009. / Objectives: The aim of this study was to determine the current role of the Chiropractor in the Patient-Centred Approach to Stress Management. Methods: Chiropractors were contacted telephonically in order to discuss a convenient time in which they are free to receive the questionnaire at their practice. The questionnaire was developed specifically for this particular research project and verified through the use of a focus group and pilot testing. The researcher waited outside the room whilst the Chiropractor completed the questionnaire. The questionnaire was then collected after completion prior the researcher leaving the practice, in order to improve the return of the questionnaires. Results: Seventy-five percent of chiropractors, in the study indicated that they took a psychosocial history which may indicate that they utilised the fundamental biopsychosocial theme of ‘patient-centeredness’. 68.9% of chiropractors who took a psychosocial history indicated that they are equipped with the necessary skills to evaluate psychosocial stressors in patients and 55.6% indicated that their patients responded ‘Very Positively’ to their stress management protocols. All the Chiropractors in the study indicated that they had consulted patients who had associated their main complaint with stress related issues. 38.3% of Chiropractors felt that their patients ‘Often’ associated their main complaint with stress-related issues whilst 35% felt that their patients ‘Very Often’ relate their main complaint with stress-related issues. Muscle spasm (85%) was the most common symptom or sign found or elicited in a patient suffering with chronic stress. Referral was the most common primary method of treatment with 36% of Chiropractors utilising this method in the clinical setting when dealing with a stressed patient. iii Conclusion: Chiropractors in the study indicated that they took a psychosocial history therefore they utilised the fundamental biopsychosocial theme of ‘patientcenteredness’ and that the majority indicated that they are equipped with the necessary skills to evaluate psychosocial stressors in patients and that patients responded positively to their stress management protocols.

This study investigated ABET tutors' knowledge, understanding and application of the principle of learner-centredness. The study was conducted at three adult education centres in Pietermaritzburg, KwaZulu-Natal. Using questionnaires, interviews, classroom observation and analysis of documentary evidence such as learning programmes, tutors workbooks and learners' workbooks, the researcher was able to determine and assess the ability of ABET tutors to interpret and apply the principle of learner-centredness in practical classroom situations. The study showed that not all ABET tutors base their learning programmes on learners' needs, which is a key principle of learner-centredness (Jarvis, 1985). The study showed that some ABET tutors are not conversant with the policy framework of ABET and that this seems to affect classroom practice. The study revealed that Centre managers are not complying with Department policy with regard to monitoring and supporting tutors. Furthermore, the findings from this study expose some of the flaws in the implementation of ABET, like the lack of professional competence on the part of some ABET tutors. This lack of professional competence is cause for concern and requires attention from the ABET Directorate at district level. Key recommendations emerging from the study are that the ABET Directorate should conduct more monitoring of ABET centres and should provide more training for ABET tutors and centre mangers, as proposed in the Multi-Year Implementation Plan of 1997. In particular, tutors could benefit from workshops on needs identification and analysis. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

Despite the contribution of mining to the South African economy, this industry has impacted negatively on the environment and society for many decades. These negative impacts are evidence of poor corporate actions. Instead of contributing to society, it seems that mining companies, more often than not, neglect their corporate social responsibilities mostly in the pursuit of financial profit. It has been well documented that it is mostly local populations, living close to mining operations, which pay the price of social and environmental damages and degradation, while the industry's benefits are measured in economic and political terms. Such an imbalance between the economic, environmental and social factors will make Sustainable Development impossible to achieve. Welverdiend is a community paying a dear price in terms of social problems caused by mining operations. The aim of this study, therefore, is to assess the impact of these problems on the social well–being of Welverdiend and the surrounding community's residents. In the light of these findings on different social issues, the research aims to confirm the importance of a people–centred approach to Corporate Social Responsibility (CSR). The following is a brief outline of the course of the study. Chapter One serves as the introduction to the research project. Chapter Two, aligned with Objective One, provides a theoretical overview on Corporate Social Responsibility and Sustainable Development. Chapter Three, which is aligned with Objectives Two and Three, reports on the findings obtained through a survey and Chapter Four, aligned with Objective Four, presents the conclusion and recommendations. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2012.

Despite the contribution of mining to the South African economy, this industry has impacted negatively on the environment and society for many decades. These negative impacts are evidence of poor corporate actions. Instead of contributing to society, it seems that mining companies, more often than not, neglect their corporate social responsibilities mostly in the pursuit of financial profit. It has been well documented that it is mostly local populations, living close to mining operations, which pay the price of social and environmental damages and degradation, while the industry's benefits are measured in economic and political terms. Such an imbalance between the economic, environmental and social factors will make Sustainable Development impossible to achieve. Welverdiend is a community paying a dear price in terms of social problems caused by mining operations. The aim of this study, therefore, is to assess the impact of these problems on the social well–being of Welverdiend and the surrounding community's residents. In the light of these findings on different social issues, the research aims to confirm the importance of a people–centred approach to Corporate Social Responsibility (CSR). The following is a brief outline of the course of the study. Chapter One serves as the introduction to the research project. Chapter Two, aligned with Objective One, provides a theoretical overview on Corporate Social Responsibility and Sustainable Development. Chapter Three, which is aligned with Objectives Two and Three, reports on the findings obtained through a survey and Chapter Four, aligned with Objective Four, presents the conclusion and recommendations. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2012.

Colonization has always and continues as a destructive influence upon Indigenous people and communities. Medicine Wheel Journey (MWJ) will be my contribution to the healing from colonization of Indigenous peoples. The literature and my work in Indigenous mental health counselling has led me to the conclusion that people essentially want to strengthen themselves and this can often be accomplished by finding their voice and sharing their story. I believe in order to support any person in finding their voice, I had to first find my own. My purpose throughout this research was to identify MWJ as the process of establishing an Indigenous-centered helping framework for mental health counselling with Indigenous peoples. My ancestors became a source of inspiration to tell my story. Essentially, MWJ has helped move me forward by looking at my past. I can now say confidently that I know my history and culture. I have experienced what Dei and Asgharzadeh (2001) describe as a ‘social and political correction’ (p. 298). This thesis describes a method by which members of Indigenous communities can research, write, and share their life stories in order to arrive at Indigenous-centered helping frameworks. This MWJ framework may be applied by Indigenous mental health practitioners as self-care for their own personal development. The main intent of MWJ is to support the help and healing of the Indigenous people and communities they serve. Medicine Wheel Journey as an Indigenous-centered helping framework has allowed me to say I am Métis and this is my story. / Graduate / 0452 / 0740 / 0347 / im_del@hotmail.com

This study began with questions about of the impact of co-design on my professional identity as a designer and researcher as well as the impact of this dual role on the research and its implications for innovations in design practice and education. My study conceptualized a new approach to participatory research, by combining design, participation and research in a co-design based methodology aimed to assist the members of the Street Transformation Group to collectively develop a visual communication strategy for their facilitation of co-design, providing a space for reflection about group process and project development as well as the impact The Street Transformation Group was formed in 2011 by three Vancouverites: Maya McDonald, Adam Kebede and Julien Thomas. Inspired by the City of Vancouver’s Neighbourhood’s Greenway initiative (City of Vancouver, 2011), a city policy that looks to turn streets into parks, the group created an educational and planning tool: The Green Streets Game, a board game that allows participants to discuss their ideas for a preferred community design in a collaborative, role-play scenario, leading them through a process of reflection, dialogue, and design, in order to produce a shared vision for the future of their neighbourhood. My study conceptualized a new approach to participatory research, by combining design, participation and research in a co-design based methodology aimed to assist the members of the Street Transformation Group to collectively develop a visual communication strategy for their facilitation of co-design, providing a space for reflection about group process and project development, as well as the impact of these findings on my professional identity as a designer and researcher and the implications of this dual role design practice, research and education. My conclusions focus on collaboration as a classroom strategy and the importance of personality balance and conflict management, as well as the role of designers as reflective researchers. I introduce a new model for co-design that combines elements from action research and other participatory practices with traditional design stages and conceptualizes design as a complex, multi-layered process in a state of constant transformation. The model emphasizes flexibility, allowing the process to develop and change over time and looks to provide a deeper understanding and appreciation for elements like intuition, improvisation, emotion and tacit knowledge within the design process. / Graduate

This thesis analyses the implementation of a student-centred learning approach at the Eduardo Mondlane University (UEM), in the context of the current curricular reform. The main objective of the thesis is to gain understanding of the implementation of a student-centred learning approach and how the innovation is related to the acquisition of teachers’ pedagogical competence at the above mentioned university. A sociocultural approach and more specifically Cultural Historical Activity Theory is used as a theoretical framework given that it provides a view of learning as a context based social activity. A qualitative approach based on document analysis, classroom observations and semi-structured interviews with different actors in the process of teaching, learning and teacher training was used. The findings of the three studies carried out and presented in four articles in the thesis show that the lecturers do not feel ownership of the curriculum reform introducing the new pedagogical approach, and revealed a conflict of interests in the process of implementation of the reform. Students appear to be unclear about the significance of the new approach and they cannot judge if it is correctly implemented. Contextual factors such as a high number of students in the classroom, poor infrastructure and inadequate access to educational resources also affect the students’ performance in their learning. The university teachers expressed a need for training and the creation of adequate material conditions in order to be able to apply the innovations. However, signs of positive attitudes towards this approach were also revealed by the informants, which demonstrates the existing potential of the reform. It was found that the role of the teacher is crucial in making students active, motivated and self-regulated. Moreover, the students’ active learning depends on several factors, such as contextual, social and psychological aspects of the process. In relation to the acquisition of teachers’ pedagogical competence, a comparative study of the official documents of Eduardo Mondlane University and Umeå University explicitly shows a focus on the development of pedagogical competence for all categories of teachers. However, due to significant differences in historical pre-conditions, cultural contexts and educational artefacts the findings revealed many differences in the corresponding collective activity systems. In conclusion, the thesis indicates that the implementation of student-centred learning at UEM depends on the availability of good educational infrastructure and also the development of human resources. Furthermore, less hierarchical communication at the university could accelerate the process.