The purpose of this phenomenological study was to explore the lived experiences of economically disadvantaged, Black students attending predominantly White, elite private boarding schools. Data were collected utilizing semi-structured interviews with 9 participants, with each interview lasting approximately 90 minutes. The recursive method of data collection and analysis was informed by six steps outlined by Creswell (1998), as well as Consensual Qualitative Research (CQR) methods (Hill, Thompson, & Williams, 1997). Findings revealed 9 themes associated with participants' experiences: classroom experiences, value of Black peer networks, caught between two worlds, racial perceptions, desire to connect with people of all races, socioeconomic challenges, living away from home challenges, impact of peers on level of success, and significance of relationships with Black faculty. Practice and research implications for Black students attending private school, as well as for private school faculty and administrators, are discussed.

The current study assessed the efficacy of one TRIO program, Talent Search. This study compared the postsecondary enrollment of Talent Search participants and non participants. The comparison was conducted on a sample of 284 low-income college ready seniors from three south central Kentucky high schools. Results indicated that low-income students participating in the Talent Search program did enroll at a significantly higher rate than non-participants. This study also examined if the length of time students participated in the Talent Search program was significantly related to postsecondary enrollment. Results indicated no significant correlations. Additionally, this study examined if a relationship in postsecondary enrollment among Talent Search participants as related to their classification by Talent Search eligibility criteria of (a) low income only, (b) first generation only, and (c) both low-income and first generation exist. Results indicated no significant correlations. The findings in this study will help provide support of the effectiveness of TRIO, particularly Talent Search.

This study aimed to determine what the effect of a sport development and nutrition intervention programme would be on the following components of psychological development of previously disadvantaged, primary school-aged rugby players: self-esteem; cognitive development, attention and concentration and social support. The participants were primary school boys between the ages of 9 and 14 years from disadvantaged communities. They were recruited on the basis of availability from six primary schools in the Potchefstroom area of the North West Province involved in a rugby development programme. The research design was a randomised, single-blinded, controlled intervention study. The children were randomly assigned to either an experimental or a control group. The experimental group of children received an exercise intervention and a nutritional supplement twice a week for a period of three months. The control group received no sport or nutritional interventions during this period. The research methodology included pre-testing, intra-testing and post-testing. With the pre-testing a comparison could be drawn between the experimental and control group regarding the above-mentioned psychological components. During the intra testing each of the 2 groups was evaluated separately regarding these components to identify any changes that could have taken place within the group from baseline to end. With the post-testing the 2 groups were compared with each other regarding these components to determine whether the nutrition and exercise interventions resulted in any markable changes to especially the experimental group. The results showed an statistically significant improvement in self-concept within the experimental group (p = 0.028) whereas no difference in self-concept within the control group was obtained. The effect of the intervention programme was not as clearly observable in any of the other psychological components. A longer duration of such an intervention programme could possibly contribute to better test results. The socioeconomic circumstances of the participants played an important role in the final outcome of the study in that it influenced the social support the participants received and it also had an effect on the test behaviour of the participants. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2006.

This study investigates how socially and economically disadvantaged young people, living in a semi-rural, post-industrial Atlantic Canadian community, experience and perceive social and economic health -- defined as participants' sense of comfort and security that their social and economic needs are, and will continue to be, met in their community. I argue that social and educational policies and practices must reflect the realities of local citizens if they aim to interrupt regional health disparities. A key objective of this research is to expose and challenge gender, class, and regional inequalities through an analysis of young adults' social and economic health experiences and perceptions. Drawing primarily upon Pierre Bourdieu's (1990b; 2001)concepts -- habitus, field, and symbolic domination -- relations between gender, class,and historical circumstances theoretically inform this research. Employing a critical ethnographic methodological framework (Madison, 2005),experiences and perceptions of ten economically disadvantaged youth -- five women and five men, ages 19-30 -- were gathered through focus groups, individual interviews, participant observation, critical dialogue (using media to stimulate dialogue among participants), and an adaptation of photovoice (a technique combining photography and narrative). Results suggest that the social and economic health needs of economically disadvantaged young adults are not being met. They confirm Bourdieu's (1999a)assertion of an interrelationship between physical place and the positioning of agents in social fields. Participants navigate economic, cultural, and social fields, aware of their social positioning as they 'work' the fields in order to secure enough capital to 'get by'. Their struggles are examples of symbolic domination and suggest a significant psycho-social cost to young adults seeking social and economic health through various fields. Analyses of their experiences suggest a disjuncture between gendered identities ascribed to participants through historically-rooted habitus and contemporary social fields. Recommendations call for gender, class, and regional inequalities to be addressed through structural interventions and investment in long term community-based education that is integrated with local economic development initiatives. Furthermore, this research calls attention to how research agendas and procedures can actually reinforce marginalization, making it difficult for the voices of disadvantaged communities to enter into dominant public discourse.

This thesis introduces an adaptive re-use approach to the remains of a former industrial site located along the River Douro in Porto, Portugal to reconnect individuals with communities and the past with the present by encouraging a return to local culture through art, craft, and small scale design intervention. A design approach that engages with the act of making can establish areas for creative collaborative activities, developing a sense of community, channeling value-creation mechanisms and fostering local economic development. The site can serve as a catalyst for larger art projects along the waterfront, improving other abandoned sites and connecting the site to the Ribeira. Beyond aesthetisizing the alienated area of the District of Aleixo in Porto, Portugal, the proposed architectural interventions can be significant in tying people back to their local history and culture in a contemporary way, creating an environment that encourages learning, engagement and facilitates collective place-making.

The subject of this bachelor thesis is discrimination and unfair treatment in the employment process where employers discriminate against job applicants. The purpose of this study and research questions is to investigate and clarify the legal protection available against discrimination and unfair treatment of pregnant women and persons on parental leave during the employment process and how this protection differs between men and women. This thesis highlights the Swedish law and EU law regarding discrimination and unfair treatment of individuals. The concept of discrimination and its requisites will be accounted for and exemplified by case law. This statement will be analyzed along with the relevant case law of the EU-court and the Labor-court. Even the EU-directive and the Swedish law will be elucidated and analyzed. Other possible reasons why employers might be negative towards hiring those who are pregnant or intend to take parental leave will be highlighted because it can provide an explanation of why especially pregnant women are discriminated against in the hiring process.   The analysis shows that women have a greater legal protection against discrimination and disadvantaged than men in the hiring process. I have not found any case law concerning men who felt discriminated against during the recruitment process, but it does not mean that men also feel a fear of being discriminated against and treated unfairly. However, there is much more case law in which women felt discriminated against in the hiring process and where trial periods interrupted when the woman informed that she is pregnant. This is thus an important issue to highlight because it can help both men and women who avoid having children and family because there is a fear of being discriminated against and disadvantaged in the employment process. / Ämnet för min kandidatuppsats är diskriminering och missgynnande behandling vid anställningsförfarandet där arbetsgivare diskriminerar arbetssökande. Uppsatsens syfte och frågeställningar är att utreda och klargöra vilket rättsligt skydd som finns mot diskriminering och missgynnande behandling av gravida och föräldralediga personer vid anställningsförfarandet, samt hur detta skydd skiljer sig mellan män och kvinnor. Uppsatsen belyser den svenska rätten och EU-rätten gällande diskriminering och missgynnande behandling av individer. Diskrimineringsbegreppet och dess rekvisit kommer redogöras samt exemplifieras genom rättspraxis. Denna redogörelse kommer att analyseras tillsammans med relevant rättspraxis från EU-domstolen och Arbetsdomstolen. Även EU-rättens direktiv och den svenska rätten kommer belysas och analyseras. Andra tänkbara orsaker till att arbetsgivare kan vara negativt inställda till att anställa de som är gravida eller avser vara föräldralediga kommer belysas eftersom det kan ge en förklaring till varför framförallt gravida kvinnor blir diskriminerade vid anställningsförfarandet.   I analysen framkommer det att kvinnor har ett större rättsligt skydd mot diskriminering och missgynnande än vad män har i anställningsförfarandet. Jag har inte hittat någon rättspraxis som berör män som känt sig diskriminerade vid anställningsförfarandet, men det innebär inte att även män kan känna rädsla för att bli diskriminerad och missgynnad. Däremot finns det betydligt mer rättspraxis där kvinnor känt sig diskriminerade i anställningsförfarandet och där provanställningar avbrutits när kvinnan har berättat att hon är gravid. Detta är med andra ord ett viktigt ämne att belysa eftersom det kan bidra till att både män och kvinnor undviker att skaffa barn och familj eftersom det finns en rädsla att bli diskriminerad och missgynnad vid anställningsförfarandet.

This study aimed to determine what the effect of a sport development and nutrition intervention programme would be on the following components of psychological development of previously disadvantaged, primary school-aged rugby players: self-esteem; cognitive development, attention and concentration and social support. The participants were primary school boys between the ages of 9 and 14 years from disadvantaged communities. They were recruited on the basis of availability from six primary schools in the Potchefstroom area of the North West Province involved in a rugby development programme. The research design was a randomised, single-blinded, controlled intervention study. The children were randomly assigned to either an experimental or a control group. The experimental group of children received an exercise intervention and a nutritional supplement twice a week for a period of three months. The control group received no sport or nutritional interventions during this period. The research methodology included pre-testing, intra-testing and post-testing. With the pre-testing a comparison could be drawn between the experimental and control group regarding the above-mentioned psychological components. During the intra testing each of the 2 groups was evaluated separately regarding these components to identify any changes that could have taken place within the group from baseline to end. With the post-testing the 2 groups were compared with each other regarding these components to determine whether the nutrition and exercise interventions resulted in any markable changes to especially the experimental group. The results showed an statistically significant improvement in self-concept within the experimental group (p = 0.028) whereas no difference in self-concept within the control group was obtained. The effect of the intervention programme was not as clearly observable in any of the other psychological components. A longer duration of such an intervention programme could possibly contribute to better test results. The socioeconomic circumstances of the participants played an important role in the final outcome of the study in that it influenced the social support the participants received and it also had an effect on the test behaviour of the participants. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2006.

According to the literature the status of Physical Education as school subject has declined considerably worldwide in many schools over the past twenty years. The concern about this decline in the presence and presentation of Physical Education in school curriculums across the world, initiated the “International Council of Sport Science and Physical Education‟s” (ICSSPE) investigation into the status of Physical Education in 167 countries and states. Hardman (2005) confirms that numerous governments legally committed themselves to offer Physical Education to children and young people, but due to several factors, this promise has not materialised. The most important outcome of this worldwide investigation is the World Summit on Physical Education in Berlin in 1999, organised by ICSSPE. More than 250 representatives of governments, inter-government organisations, non-governmental organisations (NGOs) and academic institutions of 80 countries from across the world, including South Africa, attended this summit. This summit was presented under the international supervision and protection of the “United Nations Educational, Scientific and Cultural Organization” (UNESCO) as well as the “International Olympic Committee” (IOC), with the co-sponsorship of the “World Health Organization” (WHO). Three weeks later, the Berlin Agenda or “Call for Action”, compiled at the World Summit, was presented for acceptance and support to “Ministers and Senior Officials reponsible for Physical Education and Sport” (MINEPS III) in Uruguay. With the acceptance of this “Call for Action” MINEPS III committed themselves to present and support quality Physical Education as a basic right of all children and young people in their different countries. Research Aim 1 of this study is: The evaluation of the re-implementation of Physical Education as subject in South African schools, and Research Aim 2 is: The analysis of the further implementation of Physical Education as subject in South African schools according to the Berlin Agenda. In 1994 Physical Education disappeared as a separate school subject in South Africa. With the implementation of Curriculum 2005 the subject was included as one of the outcomes of the Learning Area Life Orientation, and was systematically implemented from the Foundation Phase through to the FET Phase. Since the beginning of 2008 Physical Education has been a compulsory outcome of Life Orientation from Grade R up to Grade 12, with minimum ONE specified Physical Education period per week, per grade on every school timetable in South Africa. However, since the DoE-initiated countrywide training of 277 Life Orientation subject advisors in Physical Education in 2008, co-ordinated by the NWU (Potchefstroom Campus), there seem to be major problems with the implementation of Physical Education as outcome of Life Orientation. A quantitative research design, which included six phases and was supported by a limited qualitative set of data, was used in this research. Physical Education does not experience a very high status in South Africa. Insufficient teacher training (almost 50% of Physical Education staff have had no training), apparatus, facilities and support for the implementation of the subject increase the problem. If the government and National Department of Education wishes to honour the Berlin Declaration or “Call for Action”, it will have to speedily and seriously consider the recommendations in this research concerning training, apparatus, facilities, support as well as changes to the curriculum. Internationally the subject is under pressure, but countries such as Australia, England and the USA are serious about the subject. South Africa should speedily follow the same route as these countries and become serious about the re-implementation of Physical Education. As a democratic country, quality Physical Education for children and young people is the obligation and responsibility of the government, National as well as Provincial Departments of Education, school governing bodies, school management teams, teachers and parents. A lack of quality Physical Education can result in an unfit, overweight and uncompetitive sport population of children and young people in South Africa. Such an undesirable situation can cause negative a health-status, economic development as well as poor national and international sport results for an upcoming, developing country such as South Africa. / Thesis (Ph.D. (Movement Education))--North-West University, Potchefstroom Campus, 2011.

According to the literature the status of Physical Education as school subject has declined considerably worldwide in many schools over the past twenty years. The concern about this decline in the presence and presentation of Physical Education in school curriculums across the world, initiated the “International Council of Sport Science and Physical Education‟s” (ICSSPE) investigation into the status of Physical Education in 167 countries and states. Hardman (2005) confirms that numerous governments legally committed themselves to offer Physical Education to children and young people, but due to several factors, this promise has not materialised. The most important outcome of this worldwide investigation is the World Summit on Physical Education in Berlin in 1999, organised by ICSSPE. More than 250 representatives of governments, inter-government organisations, non-governmental organisations (NGOs) and academic institutions of 80 countries from across the world, including South Africa, attended this summit. This summit was presented under the international supervision and protection of the “United Nations Educational, Scientific and Cultural Organization” (UNESCO) as well as the “International Olympic Committee” (IOC), with the co-sponsorship of the “World Health Organization” (WHO). Three weeks later, the Berlin Agenda or “Call for Action”, compiled at the World Summit, was presented for acceptance and support to “Ministers and Senior Officials reponsible for Physical Education and Sport” (MINEPS III) in Uruguay. With the acceptance of this “Call for Action” MINEPS III committed themselves to present and support quality Physical Education as a basic right of all children and young people in their different countries. Research Aim 1 of this study is: The evaluation of the re-implementation of Physical Education as subject in South African schools, and Research Aim 2 is: The analysis of the further implementation of Physical Education as subject in South African schools according to the Berlin Agenda. In 1994 Physical Education disappeared as a separate school subject in South Africa. With the implementation of Curriculum 2005 the subject was included as one of the outcomes of the Learning Area Life Orientation, and was systematically implemented from the Foundation Phase through to the FET Phase. Since the beginning of 2008 Physical Education has been a compulsory outcome of Life Orientation from Grade R up to Grade 12, with minimum ONE specified Physical Education period per week, per grade on every school timetable in South Africa. However, since the DoE-initiated countrywide training of 277 Life Orientation subject advisors in Physical Education in 2008, co-ordinated by the NWU (Potchefstroom Campus), there seem to be major problems with the implementation of Physical Education as outcome of Life Orientation. A quantitative research design, which included six phases and was supported by a limited qualitative set of data, was used in this research. Physical Education does not experience a very high status in South Africa. Insufficient teacher training (almost 50% of Physical Education staff have had no training), apparatus, facilities and support for the implementation of the subject increase the problem. If the government and National Department of Education wishes to honour the Berlin Declaration or “Call for Action”, it will have to speedily and seriously consider the recommendations in this research concerning training, apparatus, facilities, support as well as changes to the curriculum. Internationally the subject is under pressure, but countries such as Australia, England and the USA are serious about the subject. South Africa should speedily follow the same route as these countries and become serious about the re-implementation of Physical Education. As a democratic country, quality Physical Education for children and young people is the obligation and responsibility of the government, National as well as Provincial Departments of Education, school governing bodies, school management teams, teachers and parents. A lack of quality Physical Education can result in an unfit, overweight and uncompetitive sport population of children and young people in South Africa. Such an undesirable situation can cause negative a health-status, economic development as well as poor national and international sport results for an upcoming, developing country such as South Africa. / Thesis (Ph.D. (Movement Education))--North-West University, Potchefstroom Campus, 2011.

Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Geografia, Instituto de Ciências Humanas e da Informação, 2011. / Submitted by Caroline Silva (krol_bilhar@hotmail.com) on 2012-06-22T01:38:09Z No. of bitstreams: 1 ÁREAS URBANAS DESFAVORECIDAS DO MUNICÍPIO DO RIO GRANDE..pdf: 5567032 bytes, checksum: a3bc34a5b099bdbe86f07112d3c36c8c (MD5) / Rejected by Sabrina Andrade(sabrinabeatriz@ibest.com.br), reason: on 2012-07-03T21:59:18Z (GMT) / Submitted by Caroline Silva (krol_bilhar@hotmail.com) on 2012-07-05T22:50:10Z No. of bitstreams: 1 ÁREAS URBANAS DESFAVORECIDAS DO MUNICÍPIO DO RIO GRANDE..pdf: 5567032 bytes, checksum: a3bc34a5b099bdbe86f07112d3c36c8c (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-08-04T00:30:05Z (GMT) No. of bitstreams: 1 ÁREAS URBANAS DESFAVORECIDAS DO MUNICÍPIO DO RIO GRANDE..pdf: 5567032 bytes, checksum: a3bc34a5b099bdbe86f07112d3c36c8c (MD5) / Made available in DSpace on 2012-08-04T00:30:05Z (GMT). No. of bitstreams: 1 ÁREAS URBANAS DESFAVORECIDAS DO MUNICÍPIO DO RIO GRANDE..pdf: 5567032 bytes, checksum: a3bc34a5b099bdbe86f07112d3c36c8c (MD5) Previous issue date: 2011 / A formação do município do Rio Grande está vinculada a transformações políticas e econômicas em diversas escalas. Atualmente seu espaço urbano vem sofrendo influências oriundas de novos arranjos nas escalas global e nacional. Os investimentos implantados voltados às operações e atividades portuárias e industriais, trouxeram situações de tensões no uso das áreas portuárias ocupadas e urbanizadas por populações de baixa renda. O trabalho apresenta uma revisão bibliográfica de estudos sobre os problemas urbanos e intraurbanos. Em um segundo momento relata a evolução e formação urbana do municipío e as características do espaço urbano em suas ligações entre processos mundiais e nacionais, sobretudo com a implantação de um Pólo Naval bem como a atual situação socioeconômica do Rio Grande. Finalmente descreve as características espaciais e socioeconômicas de áreas passíveis de serem atingidas pela expansão portuária. Com base em conceitos e metodologias que caracterizam e definem o grau de desfavorecimento das áreas estudadas. A base dos dados são o Censo 2000 e levantamentos socioeconômicos realizados em 2008 e 2009, verificando que ocorreram pequenas mudanças nas condições de desfavorecimento. / The formation of Rio Grande city is linked to political and economic transformations at several scales. Actually, its urban space has been influenced of the new arrangements in the global and national scales. The investments implemented pointed towards port and industrial operations and activities brought stress situations in the use of the port areas, occupied and urbanized by low-income populations. The paper presents a literature review of studies about urban and within urban spaces problems. In a second moment, it relates the evolution and the formation of the urban municipality, and the urban space in the links between global and national processes, especially with the establishment of a Naval Pole, as well as the current socioeconomic situation of Rio Grande. Finally, it describes the spatial and socioeconomic features of areas that can affected by the expansion port, based on concepts and methodologies that characterize and define the disadvantage degree in the studied areas. The basis of data are the 2000 Census and the socioeconomic surveys, realized in 2008 and in 2009, verifying that occurred small changes in conditions of disadvantage.