This study is an investigation into the psychosocial themes present in the DSM-IV diagnosis of adolescents diagnosed with a comorbid Disruptive Behavior and Mood Disorder. These themes are viewed from a psychosocial theoretical perspective. The study focuses on answering four questions. Firstly, what are the psychosocial themes present in the diagnosis of adolescents diagnosed with a comorbid Disruptive Behavior and Mood Disorder? Secondly, how does these themes impact the adolescents psychosocial development? · Thirdly, what role does these themes play as causative factors of Disruptive Behavior and Mood Disorder symptoms in adolescence? · and lastly does these themes represent interactional processes reinforcing a reciprocal pattern of behavior and mood disorder symptoms? These questions are all viewed taking the psychosocial development of the adolescent into account. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

The purpose of this study was to determine if there is a difference between the implementation of positive behavior supports and teacher stress? Previous research conducted by Ross, Romer, and Horner (2011) reported that teachers who work in schools that effectively implement Positive Behavior Supports (PBIS) had lower levels of stress and higher levels of efficacy. The current study investigated the difference between the PBIS and teacher stress. Additionally, this study sought to determine if teachers age, years of teaching experience, and gender had an impact on teacher stress. Data collection strategies included two surveys, Effective Behavior Support and the Teacher Stress Inventory. The survey instrument consisted of 65 statements that asked respondents to indicate their degree of agreement on a 7-point Likert scale. Using two ANOVA’s and two independent sample t-test, 104 participant surveys across three school district groups were analyzed. Results revealed that there was no statistically significant difference in positive behavior supports and interventions and teacher stress. Additionally, there were no statistically significant difference in teachers age, years of teaching, and gender and teacher stress.

The objective of this study was to evaluate the suspected endocrine disruptive effect of molasses included in cattle feed. During the mid 1990's a potentially serious, chronic syndrome was reported in well-managed beef and dairy herds from unrelated parts of South Africa. Farmers reported that it manifested as various combinations of seriously decreased production, increased reproductive disorders, apparent immune incompetence in previously immune competent animals, various mineral imbalances in non¬deficient areas and goitre, perceptible by enlarged thyroids. Farmers related this syndrome to certain batches of sugarcane molasses and molasses¬based products. Their opinion was based on observations that dramatic improvements in health and productivity often followed the withdrawal of the molasses component of the diet. The syndrome had all the characteristics of an "endocrine disruptive syndrome". Endocrine disrupting compounds (EDCs) are exogenous substances that have the potential to alter the functions of the endocrine system and consequently cause ill health. The EDCs comprise a diverse group of compounds that are widely used in detergents, in the paint and plastics industries and as wetting agents in agricultural remedies. Contamination of molasses with these compounds could occur as a result of uptake of chemicals by growing sugarcane or by the use of contaminated river water in the extraction of sugar from chopped sugarcane. It was essential to investigate the safety of molasses, currently available as stock feed in South Africa and the rest of the world, to allay any fears created by the farmers. Four batches of molasses previously collected from four different sugar mills located in different parts of the country were screened for potential endocrine disruptive activity, including oestrogen and thyroid activity and immune suppression. Two batches of molasses were selected to be used in a calf feeding trial. Thirty-two, 4 to 6 week-old Holstein bull calves of approximately the same weight, and supplied by the same rearing facility, were included in a single phase, three treatment, parallel design experiment. Calves from the three experimental groups were housed in the same facilities, under the same conditions and fed diets with similar composition. Two of the groups had molasses (Umzimkulu and Komatipoort) included in their rations and the control group was fed a ration where no molasses was added, but fermentable sugars and minerals were included. The weight gain of the calves was recorded over a six-month study period. Regular clinical examinations were conducted and clinical pathology parameters, immune responses and endocrine effects were evaluated. Even though endocrine disrupting effects were detected in in vitro screening tests, these could not be reproduced in calves under experimental conditions. The two batches of molasses utilized in the calf feeding trial did not induce major differences in any of the parameters measured, except a lower weight gain in the Umzimkulu molasses fed group which tended towards significance. It appears improbable that these two batches of molasses had any endocrine disruptive or immunosuppressive effects. Therefore, these two batches of molasses per se were not deleterious when fed to calves. / Dissertation (MSc (Veterinary Sciences))--University of Pretoria, 2006. / Paraclinical Sciences / unrestricted

En el corto plazo, el mundo atravesará una revolución por el desarrollo y uso creciente de tecnologías disruptivas en todas las dimensiones: social, económico y político. En este sentido, esta investigación propone identificar las percepciones de los principales stakeholders de IBM a raíz de las estrategias de comunicación externa que se han aplicado sobre el potencial uso de las tecnologías disruptivas. Se aplicó una metodología cualitativa con enfoque de Estudio de Caso, seleccionando a una muestra Homogénea y Conveniente a través de seis entrevistas y un focus group. Como resultado se obtuvo que sí existe interés en los peruanos por conocer qué son las tecnologías disruptivas, pero su difusión tiene un enfoque comercial que no está generando desarrollo o soluciones relevantes en el mercado local. Como aporte, los resultados de este trabajo también muestran la necesidad de difundir más casos locales de cómo la tecnología está generando desarrollo en Perú para que el conocimiento no recaiga únicamente en pequeñas élites de profesionales y estudiantes. Ello, a su vez, permitirá que la continuidad de las tecnologías disruptivas con las que trabaja IBM en el mercado local no estén en riesgo. / In short term, the world will go through a revolution for the development and increasing use of disruptive technologies in all dimensions: social, economic and political. In this sense, this research proposes to identify the perceptions of the main stakeholders of IBM following the external communication strategies that have been applied on the potential use of disruptive technologies. A qualitative methodology with a Case Study approach was applied, selecting a homogeneous and convenient sample through six interviews and a focus group. As a result, it was obtained that there is interest in Peruvians to know what disruptive technologies are, but their dissemination has a commercial approach that is not generating development or relevant solutions in the local market. As a contribution, the results of this work also show the need to disseminate more local cases of how technology is generating development in Peru so that knowledge does not fall solely on small elites of professionals and students. This, in turn, will allow the continuity of the disruptive technologies with which IBM works in the local market are not at risk. / Tesis

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The lack of learner discipline in ordinary schools is a universal concern. Managing learners’ discipline is even more challenging in special schools since learners with special educational needs (LSEN) struggle with a wide range of difficulties that impact their behaviour. Many of these learners do not readily recognise authority and have a very hard time following school rules. These are often secondary problems stemming from primary conditions, such as communication disorders which are complex and difficult to manage. This case study was conducted at a special school in the Gauteng province of South Africa. A sample of 18 members participated in the study by answering semi-structured interview questions. The goal of this qualitative study was to answer the main research question: How do special schools manage learner discipline? To do this, the nature, intensity and frequency of the disciplinary issues of learners in special schools had to be explored. The unique challenging and disruptive behaviours of individual learners in special schools include but are not limited to ADHD-associated behaviours, extreme aggressiveness, the throwing of tantrums, verbal abuse and direct threats towards teachers and other learners, hitting, biting and scratching teachers, severe defiance, and severe bullying. These behavioural challenges have a negative impact on both the quality of teaching and learning as well as on the safety and security of all school stakeholders. The findings of this study were interpreted through the theoretical lens of the social model of disability, as learners in special schools are accommodated using measures implemented from a social premise. While using the medical model of disability as a base, teachers and other staff at the research site currently apply the principles of the social model of disability to accommodate learners with behavioural problems in spite of the limitations of this model. These environmental accommodative measures have also proven successful in removing spatial barriers and assisting the staff in managing learner behaviour. This study used Charles’ (1989) definition concept as a working definition for the management of discipline in schools focusing on preventive, supportive and corrective discipline. The literature review focussed on these concepts in relation to the management of discipline of learners with special educational needs. As postulated by Charles (1989), the goal of preventative discipline is to prevent disruptive behaviour before it occurs. In terms of preventative disciplinary measures, the school chosen for this study used its code of conduct alongside the well-established classroom rules to serve as the basis for managing learner behaviour. Supportive discipline, on the other hand, refers to support strategies that are developed to assist an individual acquire social and behavioural competence. In line with existing literature, effective supportive disciplinary measures are focused on individualised strategies developed by multi-disciplinary teams to assist individual learners. It must be noted that parental input and support is a vital component of this process. The findings of this study, which are detailed in the closing chapter of the dissertation, indicate that the environmental accommodations made for learners from the premise of the social model of disability are, to an extent, successful in removing environmental barriers within the educational context and assisting staff in managing learner behaviour. The third pillar of discipline management, corrective discipline, refers to measures that help redirect poor behaviour when it does occur. This is aligned to Charles’ (1989) definition of discipline. Corrective discipline is therefore not a punitive disciplinary measure, but instead focuses on providing individual support to help correct current behavioural patterns and prevent further inappropriate behaviours from developing. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Several researchers have begun to investigate early intervention and prevention programs, seeking to alter the trajectory of early-onset behavior problems. While it appears that multi-modal programs are the most promising approach, researchers have only recently begun to evaluate programs that use a similar treatment approach across settings and there is currently little information about classroom-based treatments for disruptive behaviors among preschoolers. The purpose of this study was to develop a classroom-based intervention based on the Parent-Child Interaction Therapy (PCIT) model developed by Eyberg. In addition, this study provides an initial investigation of the efficacy of this program with an emphasis on evaluating changes in teacher behavior and treatment acceptability. The intervention was provided to a group of 26 teachers from 13 Head Start classrooms. Results indicated minimal changes in observed teaching behavior and no significant changes in teachers' self-efficacy. Although the intervention was rated as being acceptable by teachers overall, ratings were somewhat lower for sessions dealing with child-directed activities; teacher comments indicated that this component was difficult to implement in the classroom. Observations of child behavior indicated reductions in both prosocial and disruptive behaviors. Teacher-completed rating scales indicated statistically significant reductions in disruptive child behaviors and child behavior problems, although the magnitude of these changes was generally small. The implications of these findings will be discussed and modifications will be proposed for increasing the effectiveness and acceptability of this intervention.

The purpose of this study was to review systematically the research on the challenges and profound changes cloud computing conveys within organizations especially in cloud security. The cloud-computing phenomenon is an example of a disruptive technology rapidly transforming the Internet, social media, and business practices throughout the world. The research method proposed in this study was a systematic literature review following the protocol outlined by the Guidelines for performing Systematic Literature Reviews from the Campbell Collaboration and the PRISMA (Preferred Reporting Items from Systematic reviews and Meta-Analyses) checklist along with consultation in Software Engineering Systematic Literature Reviews. Databases consulted were ERIC, Elsevier, IEEE, EBSCOhost, and ProQuest Central. The search identified 218 potential studies and after the screening, 33 studies were selected that met the inclusion criteria and formed the basis of this review. The findings revealed the adoption of cloud computing triggered a business transformation initiative within organizations. And, as organizations discovered the transformative benefits of the cloud delivery service, business transformation became the primary reason for cloud implementation and expansion. Cloud security remained one of the most prominent challenge organizations faced in the cloud adoption decision. The evidence shows a yearly decrease in cloud security concerns beginning in 2014, and the trend continued up to the latest assessment in 2016. In addition, the evidence found that chief information officers (CIO) and chief technology officers (CTO) were losing influence in the cloud business transformation process, and to succeed, these leaders were required to develop a digital vision and strategic plans to lead their organizations into the new digital era cloud computing represents.

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The current study examined the relationships between Major Depressive Disorder, negative life events, perceived parenting style, perceived family environment and Disruptive Behavior Disorders, specifically Conduct Disorder, Oppositional Defiant Disorder, and Attention-Deficit/Hyperactivity Disorder, in adolescent participants, (N = 381). Results indicated that those factors, with the exception of authoritarian parenting, correlated positively with symptoms consistent with Disruptive Behavior Disorders. In addition, the overall effect of those factors predicted symptoms consistent with Disruptive Behavior Disorders more strongly than each risk factor in isolation. In conclusion, results indicated that negative life events and symptoms consistent with Major Depressive Disorder mediated the effects of perceived parenting and perceived family environment on symptoms consistent with Disruptive Behavior Disorders.