The objective of this research was to investigate the perceptions and experiences of educators and Grade 6 and 7 learners on the effectiveness of school rules at public primary schools within the Fezile Dabi school district. Chapter Two of this dissertation focused on the specific identification of what effective school rules comprise of, as perceived by the academic community. In order to provide the reader with an overview of the nature of effective school rules, this chapter was divided into providing a short historical reflection on discipline, looking at the nature of discipline, developing a South African framework for legal school rules and taking note of international and foreign law relevant to the topic of this dissertation. The researcher then discussed the outlines of the research design used to collect, edit and analyse the data in Chapter Three. The chapter included the research paradigm, and the difference between research designs was highlighted to motivate the choice for the research design. The research design chosen for this study was a quantitative design. The researcher also indicated that she used a pilot study while conducting the empirical research of this dissertation. It was followed by the data collection method and the data collection strategies were discussed. Reliability and validity were dealt with and the guarantees thereof included. The chapter negotiated ethical considerations and ended with a discussion of foreseen research challenges. The data were extrapolated from questionnaires. This study was conducted at 6 primary schools in the smaller Metsimaholo district. Learner participants (n = 421), as well as educator participants (n = 54), were selected to answer the same/similar questions on the effectiveness and experiences concerning school rules so as to enable comparisons of learners and educators’ perceptions of learner misconduct. The data were analysed and interpreted. Learner responses were used to determine the factor analysis, after which the same factors were applied for educators. The empirical study led to the following findings: • According to this study, it appears that educators with more experience than the average educator do not necessarily have command of content on the contemporary approach to dealing with learner discipline, which may contribute to learner misconduct. • According to the responses of participants, it seems that the role players are not aware of their influence on one another in terms of learner misconduct. *Educators are not aware of the influence of gang activities on learners. *Educators are not aware of the high prevalence of abuse within their school communities. *Learners are not aware of the educators’ concerns for the influence of family structures and divorces. *Educators feel that they are not respected by parents. • Learners acknowledge that they have less control over and input into the drawing up of school rules, than educators are willing to admit. • Some learners indicate that educators turn to illegal forms of punishment in a desperate attempt to maintain discipline. / MEd, North-West University, Vaal Triangle Campus, 2012

Aim: The overall aim is to examine how a patient perspective, grounded in caring science, can be preserved and developed in the context of hospital care.   Methods: The first study examines attitudes towards caring science in a clinical practice. Data were collected through focus group interviews with seven nurses, three head nurses and four senior preceptors. An interpretive approach guided the study. The results called for collaboration between clinical praxis and the academy, according to how caring science can be preserved and developed. Study II–III functioned in accordance with this goal and were conducted in collaboration with a hospital ward for people over seventy-five years of age. In an attempt to develop care the patients were invited to attend a team meeting. The data in these studies were collected using interviews and observations. Fifteen patients (study II) and nine nurses (study III) who had experienced patient participation in a team meeting participated. In these studies, a reflective lifeworld approach guided the research process. Study IV is presented as a general structure and philosophical examination in the light of Heidegger and Merleau-Ponty’s philosophies.   Main Findings: To preserve and develop a patient perspective is strongly connected to existential issues, such as lived time, intersubjectivity and a meaningful existence. For the patients, vulnerability is exposed and increased when the need for hospital care arises. The team meeting is experienced as an emotional situation where existential dimensions need to be recognized. The nurses desire to develop caring is challenged by organizational and economic demands. Time presents both a possibility for an encounter as well as a threat to excellent care.   Conclusions: There is a need to challenge narrow processes in modern health care that value the staffs’ work and the patients’ vulnerability in quantifiable measures of efficiency. The challenge is to take into account something that is invaluable - human existence.

Each year a group of university students from English speaking countries go to Chile and work as volunteers under the National Volunteer Centre Program. The purpose of this case study is to examine how a group of novice volunteer teachers describe their experiences in a foreign country and how these experiences shape their understanding of teaching. Participants went through the process of open-ended questionnaires and one-on-one interviews of their experience. This study was sustained in the literature by the domains of volunteerism, English Language Teaching, and volunteerism and ELT, and a socio constructivist and experiential lens was adopted. Even though volunteer teaching abroad is an increasing worldwide trend, there are few studies that combine these areas, showing that the existing blend of volunteerism and English language teaching needs to be further examined. The analysis of the data showed that novice volunteer teachers experience five types of experiences when teaching English: language teaching experiences, language learning experiences, challenges, general experiences, and volunteering experiences. Novice teachers recalled their expectations before teaching and those were maintained, modified, or unfulfilled. Volunteers stated what teaching means to them after working in public schools, they were able to describe diverse language teaching experiences, and make recommendations to future volunteers.

Syftet med studien var att beskriva nyutexaminerade sjuksköterskors upplevelser av arbetsrelaterad stress samt att beskriva deras upplevelser av vad stress kan leda till för konsekvenser. En deskriptiv intervjustudie med kvalitativ ansats genomfördes. Datainsamlingen utfördes genom åtta semistrukturerade intervjuer. Det insamlade materialet analyserades med kvalitativ manifest innehållsanalys. Huvudresultatet påvisade att nyutexaminerade sjuksköterskor har upplevt stress under sin första tid i yrket, bland annat till följd av att det är en tid av osäkerhet. Nyutexaminerade sjuksköterskor har beskrivit att upplevelsen av stress har minskat med tilltagna kunskaper och erfarenheter samt minskade krav på sig själv i yrkesrollen. Sjuksköterskeyrket har beskrivits vara stressigt på grund av en mängd olika orsaker men det finns åtgärder som kan vidtas för att minska stressen. Stressen har beskrivits kunna leda till konsekvenser både för sjuksköterskan som individ och för omvårdnaden av patienterna, vilket har beskrivits kunna resultera i känslor som frustration och otillräcklighet. I linje med Benners teori kan konstateras att nyutexaminerade sjuksköterskor genomgår en yrkesutveckling vilken leder till en upplevelse av minskad stress. Stress inom sjuksköterskeyrket är ett komplext problem som måste angripas från flera håll. För den nyutexaminerade sjuksköterskan är det av stor vikt att vara snäll mot sig själv i yrkesrollen genom att inte ha för höga krav på sig själv, detta för att kunna utöva sin yrkesroll som innebär att bedriva optimal patientfokuserad omvårdnad. / The aim of the study was to describe newly graduated nurses' experiences of work-related stress and to describe their experiences of what consequences stress can lead to. A descriptive interview study with qualitative approach was used. Data collection was performed by eight semi-structured interviews. The collected data was analyzed using qualitative manifest content analysis. The main result demonstrates that newly graduated nurses experienced stress in the beginning of their profession, partly because it is a time of uncertainty. Newly graduated nurses have described a decreased experience of stress with increased knowledge and experience, and reduced demands on herself in the professional role. Nursing is described to be stressful due to a variety of causes but there are measures that can be used to reduce stress. Stress has been described to cause consequences both for the nurse as an individual and for the care of patients, which has been described to result in feelings such as frustration and inadequacy. In line with Benner's theory it can be stated that newly graduated nurses undergo a professional development which lead to a experience of decreased stress. Stress in the nursing profession is a complex problem that must be dealt with on several fronts. For the newly graduated nurse it is very important that she is gentle with herself in the professional role by not having too high demands on herself to be able to practice her profession, that is carry out optimal patient-focused nursing.

Bakgrund: Diabetes typ-2 är en kronisk sjukdom som drabbar mer än 250 miljoner människori världen. Sjukdomen ställer mycket höga krav på egenvård och livsstilförändringar hos deindivider som drabbas. Patienter behöver skaffa nya copingstrategier för att kunna hanteraförändrade livsvillkor och för att kunna leva ett så normalt liv så möjligt trots en kronisksjukdom. Syfte: att beskriva patienters upplevelser av att leva med diabetes typ-2. Metod: Enlitteraturstudie med kvalitativ innehållsanalys av femton vetenskapliga artiklar som varfokuserade på patienters upplevelser. Resultat: Formulerades i fyra huvudkategorier: Accepteraoch förstå sjukdomen, Psykologisk påverkan, Ett nytt vardagsliv och Stöd. Resultatet visade påvikten av acceptans av sjukdomen. Många patienter upplevde negativa känslor relaterade tillsjukdomen som påverkade deras vardagsliv och genomföring av behandlingen. Sjukdomenmedförde livsstilsförändringar angående kost och fysisk aktivitet och sågs både som enutmaning och en chans till förbättrad hälsa. Detta innebar att patienten måste anpassa sig till dennya situationen och hantera vardagslivet på ett nytt sätt. Det framkom också att stöd frånsjukvården, familj, vänner och andra medpatienter upplevdes ha stor betydelse. Slutsats:Patienter har olika upplevelser av att leva med diabetes typ-2 och det behövs en merindividanpassad diabetesvård. Stödet patienten får från sjukvården har stor betydelse vidhantering av sjukdomen och patienten behöver skapa nya copingstrategier för att kunna hanterasjukdomen och de förändrade livsvillkoren. Klinisk betydelse: Resultatet kan bidra till att ökaförståelsen för patientens upplevelse av att leva med diabetes typ-2 och därmed bidra till attförbättra sjukdvårdpersonalens bemötande av patienten och ge mer individanpassaddiabetesvård. / Background: Diabetes type 2 is a chronic disease that affects more than 250 million peopleworldwide. The disease imposes a high degree of demand on self-management and lifestylechange for those individuals who are affected by it. Patients need to employ new copingstrategies to manage the change in living conditions and to live a life as normal as possible, inspite of having a chronic disease. Aim: To describe patients' experiences of living with diabetestype 2. Method: A literature study with qualitative content analysis of fifteen scientific articlesthat focused on the patients' experiences. Result: Formulated into four main categories: Acceptand understand the disease, psychological impact, a new daily life and support. The result ofthe study revealed the importance of accepting the disease. Many patients experienced negativepsychological emotions associated with the disease, which affect their daily lives andimplementation of the treatment. The disease caused lifestyle changes in relation to diet andphysical activity, and these changes were perceived as both a challenge and an opportunity toimprove health. This indicated that the patients must adapt to the new situation and managetheir everyday lives in a new way. It also revealed that support from health care professionals,family, friends and other fellow patients was perceived as important. Conclusion: Patients havedifferent experiences of living the diabetes type 2 and they require a more personalized diabetescare. The support the patient receives from health care professionals has great importance inmanaging the disease, and the patient needs to employ new coping strategies to manage thedisease and the change in living conditions. Clinical significance: The result may help to gaininsight into patients' experiences of living with diabetes type 2, and thus improve health careprofessionals' approach towards the patients and provide more personalized diabetes care.

The objectives of this research were to investigate the lived experiences of parents who are suffering from the HIV/AIDS disease, investigate the lived experiences of children whose parents are suffering from the HIV/AIDS disease and propose an ecosystemic intervention programme for supporting children whose parents are suffering from the HIV/AIDS disease. The literature research investigation revealed that part of the burden that learners whose parents suffer from HIV/AIDS carry comes in the form of mental stress and experiences caused by, merely staying with a sick loved one whose condition deteriorates where hope of improvement was expected, prolonged sickness of a loved one, and witnessing the slow painful death of a loved one especially at home. These children often take on additional domestic tasks or care for sick relatives or younger siblings. The children's attendance can be compromised during this time. Their incentive to protect themselves against infection can be low when HIV is only one of many threats to health and life. Poverty may also breed low levels of respect for self and others, and thus a lack of incentive to value and protect lives. The mediating mechanisms act in ways which reduce the impact of risks, reduce negative chain reactions, maintain self-esteem and self-efficacy through relationships and task achievement and open opportunities for positive development. Findings from the empirical research reveal that parents who are HIV-positive are unemployable because of their ill-health, a situation which makes their families to leave in dire poverty. The parents often blame each other for their HIV-positive status sometimes as a way of relieving stress, but when these parents blame each other their children are caught in the cross-fire. Children of parents who suffer from HIV/AIDS are discriminated against and stigmatised by other children, friends and people from their communities. This situation affects these children both psychologically and emotionally. These children assume adult responsibilities at a very tender age, usually lack basic needs such as food, clothing, school uniform, school necessities etc. Their scholastic performance gets negatively affected because of lack concentration, not having enough time to do homework and being frequently absent from school. The children become vulnerable to verbal, emotional and physical abuse, do not get the necessary support they need from their family members, community, government institutions such as the Department of Health and in schools where they attend. These children do not seem to be coping with the circumstances they find themselves in especially if they are also HIV-positive. There is no communication between children of parents who suffer from HIV/AIDS and their parents concerning their experiences about the disease, how they feel and the future expectations. There is also no clear plan on what should these children do, in the case of their parents' death. At schools where these children attend there are no clear strategies to assist them to catch-up with their school work after a long absence and the children do not receive any work from school while they are at home sick or recuperating from illness as per the National Policy on HIV/AIDS. An ecosystemic programme is proposed in this research. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

This study investigates educators' experiences in choosing material for learners in the inclusive classroom setting as clearly stated in chapter one. Chapter two explored the literature on the learning and teaching support materials and the processes involved. The definition of learning and teaching support materials was explored. The kinds, importance and role of learning and teaching support, were discussed and the role is seen as a vehicle which enhances the awareness for expression and opportunities to capture evidence of learners knowledge. Guidelines to consider in the process of selecting learning and teaching support materials and the utilization thereof, as well as the funding of learning and teaching support materials received attention. This chapter further explored the inclusive classroom where inclusion is defined; the nature of inclusive classroom was discussed. The benefits and the criticism of inclusive classroom settings were also explored. In chapter three, the empirical research design used in the study is discussed. Focus group interviews in qualitative study were used to explore educators' experiences in choosing learning and teaching support material in inclusive classroom settings. Chapter four highlighted the research methods used to investigate the problems of this study. The application of the focus interview was explained in detail because the focus group was used for the collection of data which was analysed and interpreted. The data revealed that educators experience a number of difficulties in choosing learning and teaching support materials for learners in inclusive classroom settings. The last chapter concludes the study with recommendations on the way to assist educators in choosing materials for learners in the inclusive classroom setting. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

The objectives of this research were to investigate the experiences of adult basic education and training educators and learners in their teaching and learning centres; and to develop a humanistic programme infused with Batho-Pele principles for use in adult basic education and training in South Africa. Both the literature review and the qualitative empirical research methods were used to achieve these objectives. The literature review revealed that Batho-Pele is a South African public service initiative to get public servants to be service orientated, to strive for excellence in service delivery and to commit to continuous service delivery improvement. It allows South African citizens to hold public servants accountable for the level of services they deliver. These two statements make it clear that Batho-Pele is not an "add-on" activity, but it is a way of delivering services by putting citizens at the centre of public service planning and operations, which also means that Batho-Pele seeks to include all citizens for the achievement of a better-life-for-all through services and programmes of a democratic nature. The literature review also revealed that Batho-Pele encapsulates ubuntu/botho ideals. Interdependence, communalism, sensitivity towards others and caring for others are some of the aspects of ubuntu as a way of life. The community and belonging to a community is part of the essence of traditional African human life. Humanness is very important in Batho-Pele and Ubuntu way of life in the sense of seeing human needs, interests and dignity as fundamental to human existence. It was evident from the literature review proceedings that traditional Africans believed that these ideals are communally accepted and desirable ethical standards that a person acquires throughout his/her life. From the foregoing paragraph it is clear that for Batho-Pele service to succeed in communities, management culture in adult basic education and training centres in communities has to be changed to accommodate Batho-Pele as a way of life. This means that adult basic education and training centres should take stock of their educational values, as well as behaviours and attitudes of people they serve. In this way, adult basic education and training centres would then be able to take necessary steps to prepare their educators for the revitalized Batho-Pele Culture of responsiveness, efficiency and effectiveness in delivering services to the adult learners. This research was conducted from an andragogical (an approach to education and training) based on assumptions of learner-as-adult) and ubuntugogical (an approach that emphasizes African way of life that promotes the common good of society and includes humanness as an essential element of human growth. An essential element of human growth, according to this approach, is that the community always comes first. The individual is born out of and into the community, therefore will always be part of the community) paradigms. A humanistic programme infused with Batho-Pele principles for use in adult basic education and training in South Africa was developed. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

Whilst a high percentage of organisations claim to be using practices associated with quality management, there has been a lack of research that explore shopfloor accounts of their experiences of quality management (Clark et al., 1998; Bacon, 1999). This research examines shopfloor worker experiences of, and responses to, quality management in two manufacturing companies, with a focus upon human resource issues. The study examines how the 'rhetoric' of quality management was experienced in the workplace. It reveals that shopfloor responses were shaped not only by the formal translation of quality management into the workplace, but also by other factors. These included the degree of acceptance from the trade union (or consultative committee). This issue has been raised in the literature (Edwards et al., 1998). However, responses were also affected by lateral relationships that fall outwith the formal management/employee interface. This has not been widely recognised to date. Specifically, informal workplace relationships formed another filter through which quality management was judged. Furthermore, responses were also moulded by perceptions of the needs of key external stakeholders. These included the customer, and non-work based stakeholders including the family and in one case presented here, the local community. This study suggests that in order to produce a deeper understanding of employee experiences of work, both vertical and lateral relationships must be acknowledged and accounted for. This approach helps explain why workers may retain their loyalty to a firm, despite downsizing, insecurity and day-to-day frustrations or why they may appear to have assimilated the quality management rhetoric, at the same time as feeling an intense alienation from work.

Action research has become a widely accepted and popular form of teacher professional development/learning, within the UK and internationally, and forms part of the professional actions of the Scottish Chartered Teacher. Whilst action research may be a valuable form of professional development supported through awardbearing courses (such as the Scottish Chartered Teacher programmes), funded projects or partnerships with university colleagues, it is questionable to what extent this is continued or even valued by teachers beyond the parameters of CPD courses. If Chartered Teachers are to engage meaningfully in action research then it is vital we understand how they perceive the nature and purpose of such activities and explore the opportunities and limitations they may face. This is not just an issue for Chartered Teachers in Scotland but one that may concern any teacher attempting to engage in action research as part of their practice. To explore teachers’ lived experience of engaging in post-award non-funded action research a case-study approach was adopted. The case study comprised six qualified Chartered Teachers with this thesis focusing on the stories from three of the teachers. In-depth loosely structured interviews were held with participants at three intervals over the course of a year to discuss their current and ongoing action research work. In addition visual data was created by participants to explore, share, (re)present and negotiate their understandings of action research. Documentary data was also collected. A broadly inductive approach to the analysis was taken, coding both within and across cases. A thematic narrative analysis of the individuals’ stories was also undertaken because I believe teachers’ individual stories are critically important and was keen not to reduce these to ‘codes’ and ‘categories’. Emerging from the data are three significant themes - the importance of understanding the nature and purpose of action research; the teachers’ evolving identities as Chartered Teachers/action researchers; and the need to develop and promote a Third Space – creating a conceptually different way of being a teacher. The data shows that traditional notions of research are influencing these teachers’ understanding of action research and this limits their action research work. How teachers understand the nature and purpose of action research is deeply interrelated with their identity as a teacher/Chartered Teacher/action researcher. Their identity(ies), I suggest, is/are a site of struggle, contestation and negotiation and Chartered Teachers are, arguably, in an in-between space: they are simultaneously teacher and researcher, yet they are neither one nor the other. It is possible, then, to understand Chartered Teacher as a hybrid identity and I draw upon Third Space theory as a heuristic to understand Chartered Teacher as a distinctly different way of being a teacher. I argue that a more complex view is needed that promotes the dynamic and fluid nature of action research. The insights drawn from this study offer some understandings that may help us to (re)consider and (re)frame the way in which we understand the teacher as researcher.