This Master's thesis focuses on the cooperation between school and the Authority for Social and Legal Protection of Children (OSPOD) with the emphasis on neglecting school attendance in primary school. Cooperation of OSPOD with other authorities is a significant part of OSPOD employee's job description. At school, especially primary school, the undesirable effects of dysfunctional family environment or other socially pathological effects can be manifested on a child. Teachers also play a very important role because they can bring attention to potentially undesirable display of children's behaviour, such as neglecting school attendance. The quality of the cooperation between school teachers when dealing with the neglect of school attendance may have a significantly positive effect on a child's life. The thesis is divided into theoretical and empirical parts. The first part consists of the theoretical conceptualization of the problem. In the empirical part, qualitative data were collected through a case study which was focused on the cooperation between OSPOD and a selected primary school. Key words: OSPOD, school, absenteeism school attendance, primary school, cooperation, dysfunctional family environment, socio-pathological effects, teacher, social worker

L’étude de la fiabilité des systèmes mécatroniques est un axe de recherche relativement récent. Ces études doivent être menées au plus tôt au cours de la phase de conception, afin de prévoir, modéliser et concevoir des systèmes fiables, disponibles et sûrs et de réduire les coûts et le nombre de prototypes nécessaires à la validation d’un système. Après avoir défini les systèmes mécatroniques et les notions de sûreté de fonctionnement et de fiabilité, nous présentons un aperçu des approches existantes (quantitatives et qualitatives) pour la modélisation et l’évaluation de la fiabilité, et nous mettons en évidence les points d’amélioration et les pistes à développer par la suite.Les principales difficultés dans les études de fiabilité des systèmes mécatroniques sont la combinaison multi-domaines (mécanique, électronique,informatique) et les différents aspects fonctionnels et dysfonctionnels (hybride, dynamique, reconfigurable et interactif). Il devient nécessaire d’utiliser de nouvelles approches pour l’estimation de la fiabilité.Nous proposons une méthodologie d’évaluation de la fiabilité prévisionnelle en phase de conception d’un système mécatronique, en prenant en compte les interactions multi-domaines entre les composants, à l’aide de la modélisation par Réseaux de Pétri,Réseaux bayésiens et fonctions de croyance.L’évaluation de la fiabilité en phase de développement doit être robuste, avec une confiance suffisante et prendre en compte tant les incertitudes épistémiques concernant les variables aléatoires d’entrée du modèle utilisé que l’incertitude sur le modèle pris en hypothèse. L’approche proposée a été appliquée à l’«actionneur intelligent» de la société Pack’ Aero. / Reliability analysis of mechatronic systems is one of the most dynamic fields of research. This analysis must be conducted during the design phase, in order to model and to design safe and reliable systems. After presenting some concepts of mechatronic systems and of dependability and reliability, we present an overview of existing approaches (quantitatives and qualitatives) for the reliability assessment and we highlight the perspectives to develop. The criticality of mechatronic systems is due, on one hand, to multi-domain combination (mechanical, electronic, software), and, on the other hand, to their different functional and dysfunctional aspects (hybrid, dynamic, reconfigurable and interactive). Therefore, new approaches for dependability assessment should be developped. We propose a methodology for reliability assessment in the design phase of a mechatronic system, by taking into account multi-domain interactions and by using modeling tools such as Petri Nets and Dynamic Bayesian Networks. Our approach also takes into account epistemic uncertainties (uncertainties of model and of parameters) by using an evidential network adapted to our model. Our methodology was applied to the reliability assessment of an "intelligent actuator" from Pack’Aero

A Five-pillar conceptual framework -good social environment, focused instruction, well-trained and regularly supervised teachers, family background and language of learning and teaching- is used in this dissertation as a theoretical construct through which to make sense of persistent learner performance disparities between former white and former black schools in the South African public education system. This is a largely qualitative research project which employs a case study approach within a study area comprised of four purposive sample schools. The study is exploratory in nature in that it seeks to investigate why former white schools continue to perform better than former black schools despite massive educational changes made since 1994. I argue in this dissertation that teaching and learning processes between former white and former black schools are still fraught with huge inequalities, hence learner performance disparities. In other words, despite the investment, inputs and strategies since 1994, the education system in historically black schools is not working largely because of issues of classroom practice. A multi-method approach for data collection purposes was used in this study: testing, interviews, observations, intensive literature review and documentary analysis. Learner focus groups, maths teachers, teacher union representatives and school principals formed the backbone of research respondents in this project. The results show immense and unrelenting prevalence of inequalities and variations between former white and former black schools in terms of almost all aspects of teaching and learning processes. The essence of the results is that for the South African education system to achieve equitable learner performance across all schools, it must first achieve equity in terms of teaching and learning processes and needs.

Protective, as well as punitive legal measures applicable to education, are embedded in various acts. Despite these legal measures, incidences of educator misconduct occur at schools and often go unpunished. The implied situation, namely that the legal measures are not applied correctly, as well as the effect that educator misconduct has on educator security, is a cause for concern. This study is embedded in Education Law as the subject area and aimed to determine the effect of educator misconduct on educator security. Factors contributing to the phenomenon of non-punishment of educator misconduct were also investigated and determined. By utilising a qualitative research design and participants from a specific geographical area, a variety of findings have been made. The most important finding is that particular instances of educator misconduct has a detrimental effect on educator security which manifests on the physical as well as psychological levels of the participants in this study. Educator misconduct not only impacts educator security, but may also lead to a dysfunctional equilibrium, rendering schools ineffective. Some reasons for not applying legal measures include an unacceptably low standard of legal knowledge among employees, union involvement, ubuntu and the tribal hierarchy system. These reasons have, however, been found to be perfunctory. The deep-seated reason can be attributed to the quest for modernisation. Not all societies have fully modernised and rural societies, in particular, are still trapped in a transition period. The expectancy levels for service delivery and professionalism in these societies are low, thus contributing to educators‟ misconduct and unprofessional behaviour. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

Protective, as well as punitive legal measures applicable to education, are embedded in various acts. Despite these legal measures, incidences of educator misconduct occur at schools and often go unpunished. The implied situation, namely that the legal measures are not applied correctly, as well as the effect that educator misconduct has on educator security, is a cause for concern. This study is embedded in Education Law as the subject area and aimed to determine the effect of educator misconduct on educator security. Factors contributing to the phenomenon of non-punishment of educator misconduct were also investigated and determined. By utilising a qualitative research design and participants from a specific geographical area, a variety of findings have been made. The most important finding is that particular instances of educator misconduct has a detrimental effect on educator security which manifests on the physical as well as psychological levels of the participants in this study. Educator misconduct not only impacts educator security, but may also lead to a dysfunctional equilibrium, rendering schools ineffective. Some reasons for not applying legal measures include an unacceptably low standard of legal knowledge among employees, union involvement, ubuntu and the tribal hierarchy system. These reasons have, however, been found to be perfunctory. The deep-seated reason can be attributed to the quest for modernisation. Not all societies have fully modernised and rural societies, in particular, are still trapped in a transition period. The expectancy levels for service delivery and professionalism in these societies are low, thus contributing to educators‟ misconduct and unprofessional behaviour. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

An investigation into the prevalence and causative factors of adolescent depression in the greater Johannesburg area was undertaken. Present-day South African socio-economic pressures together with the normal demands and difficulties of adolescence, led to an investigation into which factors were having a bearing on adolescent depression and whether more male than female adolescents were depressed. A literature study was done and major factors, which could potentially influence the development of depression, were identified. The results of the empirical investigation indicated that negative family relations and negative peer relations play a significant role in the development of adolescent depression. Other identified factors did not appear to have a statistically significant bearing on adolescent depression. No significant statistical difference was found between the prevalence or severity of male and female adolescent depression. Educational implications of the findings are discussed and guidelines are given to teachers and parents. / Teacher Education / M.Ed. (Guidance and Counselling)

This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners. Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents. In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research. The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)

The researcher investigated whether leadership is not held by one leader only, but by a leadership model where decision making is distributed among to the rest of the senior leadership team and leaders within the school. The researcher’s aims emanate from the research problem, what is the role of distributive leadership as strategy to ensure effective schools in South Africa. The researcher also attempts through the study to define effective school leadership, leadership strategies and distributive leadership and explore how distributive leadership supports change and improves schools effectively. The focus of the study was to obtained data that could facilitate an understanding of the participants’ experiences on the role of distributive leadership as strategy to ensure more effective schools in South Africa. It is the understanding that this data will form the basis for the conceptualising for school management and other leaders that will facilitate the successful management of the implementation of this approach. In order to achieve the aims of this study, a qualitative research design was adopted and the main form of data collection method was interviews. A total of 28 interviews were conducted. Eight themes were identified from the literature and the in-depth interviews and discussed in detail. The study found out that leadership should be managed through the distributed leadership strategy and that the implementation, monitoring and evaluation of the OSCAR coaching model as distributed leadership strategy would ensure more effective schools in South Africa. The theoretical clustering of the leadership styles items and the distributed leadership model resulted in the identification of the shared leadership with elements of democratic leadership as significant contributors to the distribution of leadership and the OSCAR coaching model to facilitate meetings. This information is of importance for educational managers as they will be able to provide schools with suggestions for developmental programmes for leaders and managers in order to increase positive perceptions regarding the role of distributed leadership to ensure effective schools in South Africa. The study arrived at the conclusion that the core coaching skills are most likely to promote a successful coaching outcome. The challenge that lies ahead is for leaders to acquire these coaching skills so that they can make the transition to become a coaching leader and develop schools in such ways. / Educational Leadership and Management / D. Ed. (Education Management)

Master thesis discusses about the work on the department for girls required systematic intensive individual care in an educational institute in Jindrichuv Hradec. Main goal is to examine what are the problems that girls come to this Institute, which is the family support of these girls and what are the relations of parents and girls. The work is divided into two parts. Theoretical and practical. The first part describes the two departments, which are for girls required systematic intensive individual care, focusing on the theoretical approach of behavioral disorders, individual personality in etopedy care and drug problems, theoretical part concludes with a chapter dedicated to the functions of the family, dysfunctional family a Gypsy family. In the practical part contains the results of research. The research used a combination of a questionnaire survey and data analysis. The research is divided into three thematic units that correspond to established hypotheses. First, are the results of investigations that focus on educational problems, particularly aggression and drug use. The second part of the survey results, which dealt with the family of girls, and of the length of stay in the institution and age of first placement. The last section presents the results of the survey focused on girls' contacts with...

研究目的：在現今高壓力與忙碌的社會中，失眠是很常見的問題。在國外的失眠的相關調查結果顯示，失眠的盛行率會受對於失眠定義之嚴謹程度影響，而有大範圍的變異，其範圍約落在6~48%。當定義符合臨床上之診斷標準時，失眠盛行率約降至6~15%。因此，受失眠之苦的個體中，有一大部分可能未達診斷標準，而為暫時性或急性失眠之患者。然而過去的研究大多將重點聚焦在符合失眠疾患診斷的失眠族群上，針對剩下雖未符合失眠疾患診斷標準，但又飽受失眠症狀困擾之群體，卻是缺乏探討。此外，失眠的縱貫研究中也發現，暫時性失眠個體到最後會有一部份會發展成為慢性失眠。因此，針對這群為數不少，且容易經歷暫時性失眠之個體，若能更加了解其暫時性失眠發生的成因與相關機制，便能及早介入，協助個體不落入慢性失眠的惡性循環中。過去研究發現，暫時性失眠的發生，最常見的促發因素為壓力事件。Drake、Richardson、Roehrs、Scofield與Roth（2004）便發展出福特壓力失眠反應量表（Ford Insomnia Response to Stress Test, FIRST）來測量個體特質上遭遇壓力情境的睡眠脆弱程度；且研究結果也發現個體身心激發程度是和睡眠脆弱特質息息相關的因素之一。由於過去在失眠的相關研究中，少有研究探討暫時性失眠的相關機制，因此，本研究從和暫時性失眠相關的壓力下睡眠脆弱特質出發，探討此脆弱特質與過度激發的關聯性，並欲探討其他會提升激發程度的相關認知與情緒因子，如：失功能信念、情緒反應性、反芻特質、情緒遲惰特質和此特質間的關係。本研究假設個體對於睡眠的失功能信念與對負向事件的情緒反應性可能會透過提高睡前身心的激發程度，而使個體容易經歷壓力下的急性失眠，增加睡眠的脆弱性；即睡前身心激發程度在睡眠的失功能信念與情緒反應性對睡眠脆弱性的關係間扮演一中介作用之角色。另外，也假設睡眠的失功能信念與情緒反應性與睡前身心激發程度間的關係，會分別受反芻特質與情緒遲惰特質調節，即具有高反芻特質與高情緒遲惰特質者，其睡眠的失功能信念與情緒反應性與睡前身心激發程度間的關係更強烈，因此在壓力下，其有較高的睡眠脆弱性，容易經歷暫時性失眠。 研究方法：本研究於大學中招募60位20~35歲之受試者（男：22位；女：38位），經晤談以確認受試者符合收案標準後，將請受試者填寫研究相關問卷（包含：壓力下失眠反應量表、反芻型反應風格短版量表、睡前激發程度量表、睡眠失功能信念及態度簡式量表、情緒反應量表、失眠嚴重度量表、貝克憂鬱量表第二版與貝克焦慮量表）；並在詳細解釋情緒經驗取樣流程後，請受試者回到日常生活環境中進行連續三天的情緒遲惰經驗取樣紀錄。 研究結果：根據執行檢驗中介效果步驟的階層迴歸與Sobel test的分析結果，睡前認知激發程度對擔憂的失功能信念與情緒持續性和睡眠脆弱性間的關係具中介的作用；即對睡眠有過度擔憂的失功能信念、情緒持續性較久皆可能會提高睡前認知激發程度而增加壓力下的睡眠脆弱性。其他失功能信念之向度，如：知覺失眠造成的影響、對睡眠的期待、藥物使用，以及情緒反應性之其他向度，如：情緒敏感度與情緒激發度對睡前認知過度激發狀態無顯著的預測力。另外，根據執行檢驗調節效果步驟的階層迴歸分析結果，反芻特質與情緒遲惰特質分別在失功能信念與情緒反應性對認知激發程度的關係上，皆未有顯著的調節效果。 研究結論：研究結果部分支持身心激發程度為對睡眠的失功能信念與情緒反應性影響壓力下睡眠脆弱性的中介因子之假設。本研究發現過度擔憂睡眠的信念以及情緒持續度較久這兩個因子會分別獨立地提高睡前認知激發程度，顯示睡前認知激發程度分別受認知與情緒因素影響；且相較與睡前的生理激發狀態，睡前的認知激發對於壓力下的失眠反應之影響具有顯著的預測力，顯示認知激發在失眠的前置因子中可能扮演較重要的角色。另外，反芻特質與情緒遲惰特質分別在失功能信念與情緒反應性對認知激發程度的關係上，皆未有顯著的調節效果，此部份不符合研究預期。基於本研究結果，在臨床上對於容易經歷失眠之個體，若能及早調整對於睡眠的擔憂相關的信念，並學習有效調節情緒的方式，皆可有效降低個體睡前的認知激發活動，減少失眠的發生率與改善失眠症狀，避免使其落入失眠慢性化的惡性循環中。