This study explored the effect of the Lifeplan® programme, an Africa Unit for Transdisciplinary Health Research (AUTHeR) initiative, on the psychological well–being of the rural community of Taung, in the North West Province of South Africa. A mixed method sequential explanatory research design was followed where quantitative data were obtained in a pre– and post–evaluation phase. Participants were adult individuals (N=99) between the ages of 20 and 83 years, with a mean age of 43 years, living within six rural towns in the Taung community. Participants were randomly divided into an experimental group (n=47) and a control group (n=52). Four standardised scales, the General Psychological Well–being Scale (GPWS) (Khumalo, Temane, & Wissing, 2010), the Patient Health Questionnaire (PHQ–9) (Kroenke, & Spitzer, 2002), the Coping Self–Efficacy Scale (CSE) (Chesney, Neilands, Chambers, Taylor, & Folkman, 2006), and the Mental Health Continuum - Short Form (MHC–SF) (Keyes, 2006; Keyes, Wissing, Potgieter, Temane, Kruger, & van Rooy, 2008), validated for use in a Setswana–speaking group, were administered to measure psychological well–being. Qualitative data were obtained through conducting semi–structured interviews with a simple random sample of 30 participants three months after presentation of the programme. The quantitative findings reflected a small increase in the general psychological and emotional well–being of the experimental group. Between–group comparisons showed small practical significant differences (d=0.19 - 0.40) in the experimental group on most of the measuring instruments. Qualitative results suggest that the participants in this study experienced the Lifeplan® programme as educational, and contributing positively towards their general well–being. Participants felt that they have become more attentive to their health needs especially through exercise, a healthier diet and better attendance to overall hygiene. Suggestions for further research and possible programme interventions include a follow–up study to evaluate the sustainability of skills obtained and changes made as a result of the Lifeplan® programme. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2011.

This study explored the effect of the Lifeplan® programme, an Africa Unit for Transdisciplinary Health Research (AUTHeR) initiative, on the psychological well–being of the rural community of Taung, in the North West Province of South Africa. A mixed method sequential explanatory research design was followed where quantitative data were obtained in a pre– and post–evaluation phase. Participants were adult individuals (N=99) between the ages of 20 and 83 years, with a mean age of 43 years, living within six rural towns in the Taung community. Participants were randomly divided into an experimental group (n=47) and a control group (n=52). Four standardised scales, the General Psychological Well–being Scale (GPWS) (Khumalo, Temane, & Wissing, 2010), the Patient Health Questionnaire (PHQ–9) (Kroenke, & Spitzer, 2002), the Coping Self–Efficacy Scale (CSE) (Chesney, Neilands, Chambers, Taylor, & Folkman, 2006), and the Mental Health Continuum - Short Form (MHC–SF) (Keyes, 2006; Keyes, Wissing, Potgieter, Temane, Kruger, & van Rooy, 2008), validated for use in a Setswana–speaking group, were administered to measure psychological well–being. Qualitative data were obtained through conducting semi–structured interviews with a simple random sample of 30 participants three months after presentation of the programme. The quantitative findings reflected a small increase in the general psychological and emotional well–being of the experimental group. Between–group comparisons showed small practical significant differences (d=0.19 - 0.40) in the experimental group on most of the measuring instruments. Qualitative results suggest that the participants in this study experienced the Lifeplan® programme as educational, and contributing positively towards their general well–being. Participants felt that they have become more attentive to their health needs especially through exercise, a healthier diet and better attendance to overall hygiene. Suggestions for further research and possible programme interventions include a follow–up study to evaluate the sustainability of skills obtained and changes made as a result of the Lifeplan® programme. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2011.

Hatchery supplementation of declining fish populations is used for increasing year-class strength, particularly when fish are released with knowledge of local predators. The ability of young-of-the-year lake sturgeon (Acipenser fulvescens) to avoid predation, as well as their vulnerability to predation, remains undocumented. The objective of my thesis was to determine: 1) whether hatchery-reared, predator-naive juvenile sturgeon would respond to alarm cues from injured conspecific cues, a reliable indicator of predation risk in other fishes; and 2) if sturgeon would learn to identify unknown predators through a Pavlovian-like conditioning with conspecific alarm cues. Releaser-induced recognition learning is a variant of Pavlovian learning in which recognition of a previously neutral stimulus is acquired through the experience of pairing a behaviourally active releasing stimulus and a novel stimulus. Sturgeon were initially conditioned using a behaviourally active stimulus of sturgeon alarm cue, paired with a behaviourally neutral stimulus of novel northern pike (Esox lucius) odour, or were pseudo-conditioned with distilled water paired with pike odour. Following conditioning, sturgeon were tested for recognition of the predator odour 24 hours later. The first population of fish (Rainy River) showed a dramatic antipredator response to alarm cues from the skin of conspecifics, but failed to exhibit learning of a novel predator through conditioning with alarm cues obtained from the skin of conspecifics. However, when Rainy River fish were conditioned with alarm cues from the whole body of conspecifics, they showed strong learning of the predator. Conditioning Wolf River fish to recognize predators with whole body extract had no effect on response to predator odours. However, when the fish were conditioned multiple times there was evidence of predator learning. These results highlight potential opportunities and limitation to life-skill training of artificially reared sturgeon for future conservation initiatives.

This study aims to examine the role of television in rural women&rsquo / s everyday life experiences in terms of information, socialization, identification and entertainment. The focus is on rural women&rsquo / s experiences with a feminist perspective conducting an ethnographic study using the methods of in-depth-interviews, survey, participant observation and group discussions in Topakli village. The findings of the study is the role of television as an information source for rural women and it&rsquo / s role on rural women&rsquo / s socialization process.

The study aimed to investigate the status and practice of life orientation in South African schools. Life orientation is a quintessential new learning area, introduced as part of curriculum transformation in South Africa, and is intented to equip learners with the knowledge, skills, values and attitudes for successful living and learning. Preliminary observations suggested that life orientation has not been optimally implemented in schools, and the low status legacy of life orientation's constituents added further impetus to the rationale for the study.

Thesis (M.S.)--University of Tennessee, Knoxville, 2004. / Title from title page screen (viewed Jan. 12, 2005). Thesis advisor: Randol G. Waters. Document formatted into pages (vii, 63 p.). Vita. Includes bibliographical references (p. 46-50).

Thesis (Ph. D.)--Illinois State University, 2004. / Title from title page screen, viewed Jan. 14, 2005. Dissertation Committee: Dianne E. Ashby (chair), George Padavil, Paul Baker, Margaret P. Hutchins. Includes bibliographical references (leaves 201-220) and abstract. Also available in print.

Thesis (MSD (Play Therapy))--University of Pretoria, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references (leaves 284-296). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references (leaves 284-296).