The negative impact of HIV/Aids, internationally and nationally; as well as on the education system of South Africa, is well-documented and cannot be ignored. The latest statistics indicate that South Africa currently has the highest occurrence of HIV/Aids in the world. Due to this high occurrence of HIV/Aids infected people, an unbelievably high percentage of the community is affected by the pandemic. Teachers, specifically life orientation teachers, are also affected by this phenomenon. All teachers, but specifically Life orientation teachers, are faced on a daily basis with various personal and professional challenges related to the HIV/Aids pandemic. These challenges threaten the well-being of teachers, so that researchers have been asked to empower teachers so that they can resist these challenges. A resilient teacher avails of the correct information on HIV/Aids and can therefore contribute to fighting the pandemic by providing correct information. This teacher will, amongst others, also have strong faith, the ability to discuss the pandemic openly and to obtain access to counselling. This resilient teacher realises the importance of a positive attitude despite the fact that she is realistic about the impact of the pandemic, has positive relationships and realises the value of support. The aim of my study was to determine the degree to which the programme Resilient Educators (REds) can support life orientation teachers who are affected by HIV/Aids, so that they will be equipped to resiliently withstand the challenges HIV/Aids set them. REds has been evaluated many times, but until the present, participants have not been life orientation teachers. In response to this aim, I followed a pre-experimental research design in the course of my study with twelve affected life orientation teachers in Sasolburg, as participants. Before beginning with the programme, a pretest (qualitative as well as quantitative data were collected) was done. Intervention took place over seven weeks by means of the REds programme. I wrote a reflection journal during the intervention and asked participants to report their impressions of the sessions in writing. After completing the programme, a post test was written (qualitative as well as quantitative data were collected) to determine the degree to which participants were able to withstand the challenges of HIV/Aids more resiliently. Thorough analysis of the pre and post test data, as well as the reflection data, creates the impression that participants were already resilient to some degree before joining the programme, but after completing the programme, their resilience can be described as more profound than before, and this fact can largely be ascribed to the effectiveness of the REds programme. / Thesis (M.Ed. (Educational Psychology))--North-West University, Vaal Triangle Campus, 2010.

The negative impact of HIV/Aids, internationally and nationally; as well as on the education system of South Africa, is well-documented and cannot be ignored. The latest statistics indicate that South Africa currently has the highest occurrence of HIV/Aids in the world. Due to this high occurrence of HIV/Aids infected people, an unbelievably high percentage of the community is affected by the pandemic. Teachers, specifically life orientation teachers, are also affected by this phenomenon. All teachers, but specifically Life orientation teachers, are faced on a daily basis with various personal and professional challenges related to the HIV/Aids pandemic. These challenges threaten the well-being of teachers, so that researchers have been asked to empower teachers so that they can resist these challenges. A resilient teacher avails of the correct information on HIV/Aids and can therefore contribute to fighting the pandemic by providing correct information. This teacher will, amongst others, also have strong faith, the ability to discuss the pandemic openly and to obtain access to counselling. This resilient teacher realises the importance of a positive attitude despite the fact that she is realistic about the impact of the pandemic, has positive relationships and realises the value of support. The aim of my study was to determine the degree to which the programme Resilient Educators (REds) can support life orientation teachers who are affected by HIV/Aids, so that they will be equipped to resiliently withstand the challenges HIV/Aids set them. REds has been evaluated many times, but until the present, participants have not been life orientation teachers. In response to this aim, I followed a pre-experimental research design in the course of my study with twelve affected life orientation teachers in Sasolburg, as participants. Before beginning with the programme, a pretest (qualitative as well as quantitative data were collected) was done. Intervention took place over seven weeks by means of the REds programme. I wrote a reflection journal during the intervention and asked participants to report their impressions of the sessions in writing. After completing the programme, a post test was written (qualitative as well as quantitative data were collected) to determine the degree to which participants were able to withstand the challenges of HIV/Aids more resiliently. Thorough analysis of the pre and post test data, as well as the reflection data, creates the impression that participants were already resilient to some degree before joining the programme, but after completing the programme, their resilience can be described as more profound than before, and this fact can largely be ascribed to the effectiveness of the REds programme. / Thesis (M.Ed. (Educational Psychology))--North-West University, Vaal Triangle Campus, 2010.

Philosophiae Doctor - PhD / The primary intent of this study was to seek solutions to the practical problems experienced by practitioners in their management of child abuse cases. A fundamental problem regarding the current management of child abuse is that there is no guarantee that a child entering the child protective system will be dealt with in terms of a set procedure and/or protected against further abuse. To address this problem in the Western Cape, the Intervention Research (IR) methodology (Rothman & Thomas, 1994) was used to develop a Protocol for the Multi-Disciplinary Management of Child Abuse and Neglect. The protocol was designed for agencies that intervene in instances of child abuse. It establishes criteria and procedures for interdisciplinary co-ordination and effective case management, delineates the professional roles and responsibilities and provides step-by-step intervention procedures.

Philosophiae Doctor - PhD / The primary intent of this study was to seek solutions to the practical problems experienced by practitioners in their management of child abuse cases. A fundamental problem regarding the current management of child abuse is that there is no guarantee that a child entering the child protective system will be dealt with in terms of a set procedure and/or protected against further abuse. To address this problem in the Western Cape, the Intervention Research (IR) methodology (Rothman & Thomas, 1994) was used to develop a Protocol for the Multi- Disciplinary Management of Child Abuse and Neglect. IV The protocol was designed for agencies that intervene in instances of child abuse. It establishes criteria and procedures for interdisciplinary co-ordination and effective case management, delineates the professional roles and responsibilities and provides step-by-step intervention procedures. The Intervention Research Design and Development methodology provided a useful framework to apply social science research methods to child protective practice and policy reform. IR focuses on the design of practice guidelines for intervention and policy reform. It can be conducted in a diversity of practice settings and therefore enhances collaborative efforts and inter-agency exchange among practitioners and among practitioners and universities. The study evolved through six phases involving inter-as well as intra-disciplinary activities. These activities were guided by systematic and deliberate research procedures, techniques and instruments. The research phases included: problem analysis; information gathering and synthesis; the development and design of the protocol; testing the protocol through a process of workshops and finally, the launch and dissemination of the protocol. http://etd.uwc.ac.za A core element of the study was the active participation and collaboration of a broad range of key stakeholders, including: victims of child abuse, their families, service providers, and policy makers. The methods and instruments used were therefore designed to enhance participation and included interviews, workshops and observation of court processes. The bottom-up approach and collaborative design enhanced the level of contextual relevance, ownership and the commitment of stakeholders. As a demonstration of this commitment, the protocol has been endorsed by the Ministry of Justice and the Ministry of Health and Social Services of the Western Cape. The Department of Social Services has committed financial support to the project and is pilot testing it in three districts. The study cautions that protocols alone cannot eradicate and solve all the problems in the child protective field and asserts that there is an urgent and critical need to develop and to implement a National Strategy on Child Abuse. Such a National strategy should include legislation that supports and enforces all aspects of a national policy on child abuse. At minimum, national policy should ensure consistent political will and leadership. This means that broad statements about the obligations of politicians and state officials is not enough. These should be followed by specific accountability and measuring mechanisms for enforcement. State policy should also provide guidelines for standardized and appropriate working conditions, recruitment and training of staff. Furthermore, it should provide for a broad array of effective and accessible services to all children and families and the co-ordination of such services. Finally, legislation should include specific obligations regarding the appropriation of adequate and flexible funding to see that commitments made to children are realized

Submitted by Tatiane Oliveira (tatiane.oliveira@unipampa.edu.br) on 2018-10-09T17:09:53Z No. of bitstreams: 1 DrieleLuizeSouzadaSilva2018.pdf: 1106138 bytes, checksum: da793bc3f8572eb088f47ddd019d82ee (MD5) / Submitted by Tatiane Oliveira (tatiane.oliveira@unipampa.edu.br) on 2018-11-28T11:54:42Z No. of bitstreams: 1 DrieleLuizeSouzadaSilva2018.pdf: 1106138 bytes, checksum: da793bc3f8572eb088f47ddd019d82ee (MD5) / Approved for entry into archive by Dayse Pestana (dayse.pestana@unipampa.edu.br) on 2018-11-28T12:12:46Z (GMT) No. of bitstreams: 1 DrieleLuizeSouzadaSilva2018.pdf: 1106138 bytes, checksum: da793bc3f8572eb088f47ddd019d82ee (MD5) / Made available in DSpace on 2018-11-28T12:12:46Z (GMT). No. of bitstreams: 1 DrieleLuizeSouzadaSilva2018.pdf: 1106138 bytes, checksum: da793bc3f8572eb088f47ddd019d82ee (MD5) Previous issue date: 2018-07-18 / Este Relatório Crítico-Reflexivo é o resultado da pesquisa que teve como objetivo problematizar as relações de gênero a partir das falas das alunas e dos alunos, na perspectiva de compreender o que dizem/pensam sobre a temática. Esse objetivo se construiu a partir da fala das alunas e alunos do quarto ano do ensino fundamental da escola Carlos Peixoto Primo na cidade de Rio Grande, que apresentavam situações através da fala, que precisavam ser problematizadas. Inicialmente, apresenta-se a “Trajetória da Pesquisa”, logo após os capítulos de revisão: “A constituição do conceito de gênero” que possibilita um panorama de algumas ações que constrói o conceito de gênero; “Gênero e Educação” que aborda os entrelaçamentos existentes nessas temáticas; Posteriormente, o “Procedimento Metodológico”, que levou em consideração a abordagem da pesquisa intervencionista do tipo pedagógica, descrevendo a intervenção a partir de diferentes atividades, explicitando seu embasamento teórico e apresentando os instrumentos da coleta de dados, que foram a observação e análise documental. Os sujeitos desta intervenção, foram as/os alunas/os que cursaram o quarto ano do Ensino Fundamental no ano de 2017 na escola municipal Pedro Carlos Peixoto Primo. O procedimento de análise textual discursiva utilizado para análise de dados desta pesquisa resultou nas seguintes categorias: “Binarismos de gênero e as suas repercussões para a educação que trata principalmente do modo de ser menino e menina; “É possível discutir gênero na sala de aula? Tecendo algumas possibilidades na prática pedagógica” que contempla as diferentes atividades que foram desenvolvidas possibilitando a abordagem da temática. Os resultados mostraram que com a intervenção as crianças passaram a problematizar as questões de gênero em suas próprias falas como também as das outras crianças, porém ainda percebe-se que muitos padrões que são impostos pela sociedade se fazem presente nas falas e seus comportamentos. / This Critical-Reflective Report is the result of the research that had as objective to problematize the gender relations from the speeches of the students and students, with a view to understanding what they say / think about the subject. This objective was built from the speech of the students and students of the fourth year of elementary school at the Carlos Peixoto Primo school in the city of Rio Grande, who presented situations through speech that needed to be problematized. Initially, the "Research Trajectory" is presented, after the revision chapters: "The constitution of the concept of gender", which allows a panorama of some actions that builds the concept of gender; "Gender and Education" that addresses the intertwining existing in these issues; Subsequently, the "Methodological Procedure", which took into account the approach of interventionist research of the pedagogical type, describing the intervention from different activities, explaining its theoretical basis and presenting the instruments of data collection, which were observation and documentary analysis . The subjects of this intervention were the pupils who attended the fourth year of elementary school in the year 2017 at the municipal school Pedro Carlos Peixoto Primo. The procedure of discursive textual analysis used for data analysis of this research resulted in the following categories: "Gender binarisms and their repercussions for education that deals mainly with the way of being a boy and a girl; "Is it possible to discuss gender in the classroom? Weaving some possibilities in pedagogical practice "that contemplates the different activities that were developed allowing the approach of the theme. The results showed that with the intervention, children began to question gender issues in their own speeches as well as those of other children, but it is still seen that many patterns that are imposed by society are present in the speeches and their behaviors.

A l’heure de préoccupations RSE croissantes, les entreprises développent de plus en plus des pratiques socialement responsables qui renvoient aux volets économique, social, environnemental, de gouvernance et des parties prenantes externes ; elles mènent donc un changement organisationnel responsable. Le changement organisationnel responsable est l’intégration progressive de (nouvelles) pratiques RSE et la définition d’outils pour piloter la performance globale. Un enjeu important consiste à (bien) communiquer sur les axes de progrès de l’entreprise en direction de ses multiples parties prenantes.Si la RSE intéresse de nombreux chercheurs, les travaux portant sur le changement organisationnel responsable et son pilotage dans le contexte de la PME sont moins abondants.Cette thèse se propose de répondre aux questions « comment se fait le changement organisationnel responsable dans les PME ? » et « quel outil opérationnel définir pour rendre compte des pratiques socialement responsables développées au sein des PME ? ». Une recherche-intervention dans une PME pendant six mois a permis de construire un processus de changement organisationnel responsable et un outil de performance globale. / At the time of growing CSR concerns, firms develop more socially responsible practices that refer to the economic, social, environmental aspects, governance and external stakeholders; they are leading a responsible organizational change. Responsible organizational change is the gradual integration of (new) CSR practices and the definition of tools to drive global performance. An important stake is to (well) communicate on the areas of progress in the direction of multiple stakeholders.If many researchers are interested in CSR, the work on responsible organizational change and its management in the context of SME are less abundant.This thesis proposes to answer the questions "how is responsible organizational change in SMEs? and "which operational tool should be defined to account for socially responsible practices developed within SMEs ? ". Six-month SME intervention research helped to build a responsible organizational change process and a global performance tool.

L’enjeu de cette thèse est de construire un modèle d’évaluation de dispositif de formation et de le confronter à l’empirie. Nous avons mené une recherche-intervention dans le cadre d’un appel à projets, et réalisé l’évaluation d’une expérimentation sociale ayant les traits d’un dispositif de formation. Dans ce contexte de recherche commanditée, nous explicitons l’émergence d’un espace pour la recherche et l’articulation d’un volet social (à visée praxéologique) et d’un volet académique (à visée heuristique). Le modèle d’évaluation se base sur une logique de reddition des comptes, mais aussi de développement des acteurs. Il se scinde en deux orientations : connaître pour objectiver et connaître pour expliquer. La première orientation développe une approche quantitative mesurant l’efficacité du dispositif, la seconde orientation la complète et permet de l’interpréter. Elle propose une approche qualitative mesurant les évolutions cognitives des destinataires du dispositif, caractérisant les effets non escomptés et l’efficacité perçue par les acteurs. L’analyse des données a permis de consolider des éléments du modèle, de pointer des limites et de proposer des points d’appui pour contribuer à le stabiliser. Nous avons proposé l’ajout d’un volet s’intégrant à la seconde orientation connaître pour expliquer. Il porte sur l’analyse du changement dans la mise en place du dispositif. De plus, nous avons proposé cinq points d’appui : méthodologique, axiologique, heuristique, épistémologique et politique qui renforce la cohérence générale du modèle. Le modèle d’évaluation de dispositif de formation a résisté à l’empirie. / The aim of this thesis is to construct a model for evaluating training programs and to check its relevance by confronting it with empirical data. We conducted this intervention-research in the framework of a call for proposals and evaluated a social experiment bearing the characteristics of a training program. Within this context of commissioned research, we explain the emergence of an area for the research and articulation of a social dimension (for praxeological purposes) and an academic dimension (for heuristic purposes). The evaluation model is based on the method of accountability but also on the development of the actors involved. It mobilizes two different methodological orientations: “acquiring knowledge to objectify” and “acquiring knowledge to interpret”. The first takes a quantitative approach and measures the efficiency of the program; the second completes the first and facilitates its interpretation. The second orientation takes a qualitative approach measuring the cognitive developments of the training beneficiaries, characterizing the unexpected effects and efficiency as perceived by the actors involved. Thanks to the data analysis, we have been able to consolidate certain elements of the model, highlight some of its limits and offer some leverage points to help stabilize it. We propose adding a component to the second orientation “acquiring knowledge to interpret”, in order to focus on the analysis of change in the implementation of the program. Likewise, we provide five methodological, axiological, heuristic, epistemological and political leverage points which strengthen the general coherence of the model. The evaluation model has withstood the confrontation with empirical data.

Many students with mild disabilities display off-task behaviors during academic content classes. The off-task behaviors can negatively impact their academic progress. In primarily clinical settings, specific interventions derived from the theory of sensory integration have been shown to increase on-task behaviors in students with mild disabilities. Using a single subject A-B-A-B withdrawal design, the researcher investigated the effects of hand fidgets on on-task behaviors demonstrated by a middle school student with mild disabilities who typically displayed off-task behaviors when participating in an inclusive, academic content class (language arts). Social validity was assessed to evaluate student and teacher perceptions regarding the intervention. During baseline and withdrawal (A phases) participants followed their typical classroom routine and were not exposed to the intervention - hand fidgets. During the intervention (B phases) participants were provided with a hand fidget for use during the class period. Results indicated substantial increases in the percentage of on-task behaviors demonstrated by the participant, when presented with the opportunity to use a hand fidget, during activities in which listening to a lecture was the primary task expectation. Social validity findings indicated that both the students and classroom teacher preferred the use of hand fidgets to the condition of no hand fidget present. This study provides preliminary support for the use of hand fidgets to increase on-task behaviors by students with mild disabilities who present tendencies for off-task behaviors during classroom lecture situations.

In this study, the empowering of the female farm dwellers by education and training in order to increase their knowledge and skills in family resource management, is investigated. It forms part of the FLAGH Study (Farm Labour, Agriculture and General Health). Education and training can empower women to increase their knowledge and skills, which will improve their well being as well as that of their families. According to the situation analysis, which was conducted on the women of a farming community, it is indicated that the female farm dwellers lacked knowledge about the optimum use of their resources such as time, budgeting and energy. The objective of the research was to design, implement and evaluate an education and training program, which could help them to manage their resources. An available sample of 27 Tswana speaking female farm dwellers, 16 to 40 years of age, residing on adjacent farms in the Potchefstroom district of the North-West Province of South Africa participated. An intervention program was planned and implemented. The presentation of the components of the program, which was adapted from the WOF 10 Program for their specific needs was translated into Tswana. The method used for evaluation included qualitative and quantitative pre- and post-tests on their family resource management skills. The results, which were statistically analysed by using a test and calculating the effect size, indicated a statistically and practically significant increase in their resource management knowledge. The female farm dwellers' knowledge and skills regarding resource management increased, which could result in improvement of quality of life. It is recommended that resource management courses form part of any developmental project to contribute to the empowerment of participants' maximising the use of resources thereby improving their livelihood without any extra financial costs. / Thesis (M. Verbruikerswetenskappe)--North-West University, Potchefstroom Campus, 2004.

In this study, the empowering of the female farm dwellers by education and training in order to increase their knowledge and skills in family resource management, is investigated. It forms part of the FLAGH Study (Farm Labour, Agriculture and General Health). Education and training can empower women to increase their knowledge and skills, which will improve their well being as well as that of their families. According to the situation analysis, which was conducted on the women of a farming community, it is indicated that the female farm dwellers lacked knowledge about the optimum use of their resources such as time, budgeting and energy. The objective of the research was to design, implement and evaluate an education and training program, which could help them to manage their resources. An available sample of 27 Tswana speaking female farm dwellers, 16 to 40 years of age, residing on adjacent farms in the Potchefstroom district of the North-West Province of South Africa participated. An intervention program was planned and implemented. The presentation of the components of the program, which was adapted from the WOF 10 Program for their specific needs was translated into Tswana. The method used for evaluation included qualitative and quantitative pre- and post-tests on their family resource management skills. The results, which were statistically analysed by using a test and calculating the effect size, indicated a statistically and practically significant increase in their resource management knowledge. The female farm dwellers' knowledge and skills regarding resource management increased, which could result in improvement of quality of life. It is recommended that resource management courses form part of any developmental project to contribute to the empowerment of participants' maximising the use of resources thereby improving their livelihood without any extra financial costs. / Thesis (M. Verbruikerswetenskappe)--North-West University, Potchefstroom Campus, 2004.