The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

A presente dissertação visa realizar uma leitura de Nove Noites (2002), de Bernardo Carvalho, a partir da noção de desamparo [Hilflosigkeit], tal como desenvolvida na psicanálise por Sigmund Freud, dessa maneira, a análise ressaltará também as consonâncias entre literatura e psicanálise. Com tal escopo, o caminho analítico se desdobrará nas duas faces que assume o desamparo no romance: individual, caso do segundo narrador, e coletiva, no que toca às tribos indígenas presentes na obra. Nesta última, o trabalho enveredará por uma rápida exposição da história dos povos ameríndios no século XX, ressaltando aqueles momentos pertinentes à análise (investigando, por exemplo, o papel de uma personagem histórica como Rondon, bisavô do narrador). No que tange ao segundo narrador, a leitura percorre a convivência com seu pai na infância e na maturidade, ressaltando como a procura por Quain revela algo de seu confronto com o desamparo. O aspecto psicanalítico mostra-se, dessa forma, transversal na narrativa, expondo o afeto predominante de um momento histórico (o romance mencionará os ataques terroristas que acentuam as incertezas de uma época), internalizado na forma romanesca. / This dissertation aims to analyse Bernardo Carvalhos Nove Noites [Nine Nights] (2002), based on the idea of helplessness [Hilflosigkeit], as developed in psychoanalysis by Sigmund Freud, thus also highlighting the consonance between literature and psychoanalysis. Within that scope, the analytical path will develop over the two forms in which helplessness is presented in the novel: individual, as is the case of the second narrator, and collective, relative to the indigenous tribes that are featured in the novel. The second analytical path will include a brief exposition of the history of Amerindian tribes in the 20th century, with special attention to those moments that are pertinent to this study (investigating, for example, the role of a historical character such as Rondon, the narrators great-grandfather). Regarding the second narrator, the analysis will cover his relationship with his father in childhood and adulthood, highlighting how the search for Quain reveals something of his confrontation with helplessness. The psychoanalytical aspect reveals itself to therefore transverse the narrative, exposing the predominant emotion of a historical moment (the novel will mention the terrorist attacks that accentuate the uncertainties of a period), internalized in the form of the novel.

Made available in DSpace on 2014-08-20T14:31:33Z (GMT). No. of bitstreams: 1 dissertacao_samara_nunes_gomes.pdf: 1205459 bytes, checksum: 4b65ad22706005a16a5b41efac9fe550 (MD5) Previous issue date: 2010-10-08 / Armadillos belong to the order Cingulata and are included in the superorder Xenarthra, which also belong to sloths and anteaters, hairy members of the order, which were restricted to the Neotropical region, occurring mainly in South America. Popularly known as nine banded armadillo, Dasypus novemcinctus occurs in the southern United States to South America, with wide distribution in Brazil. They are of great importance in the epidemiology of parasitc diseases, and potential disseminators of zoonoses. Since knowledge of helminths is important because it may assist in making decisions on future actions preservationists, as well as parasite control programs in these animals in captivity in zoos, therefore, the objective was to identify the helminths that parasitize Dasypus novemcinctus, in southern Rio Grande do Sul. The experiment consisted of examining 30 specimens of D. novemcinctus from the municipalities of Arambaré, Camaquã, Cristal, São Lourenço do Sul, Capão do Leão e Pinheiro Machado, taken with the permission of SISBIO / RS and trampled on the access roads to these towns. The animals were necropsied, had their organs removed, individually and separately analyzed by stereomicroscope to collect helminths. Parasites of the phylum Nematoda were identified as Bairdascaris dasypodina, Schneidernema retusa, Aspidodera ansirupa, A. binansata, A. fasciata, Physaloptera sp., Dipetalonema sp., Capillaria sp., Moennigia lutzi, M. Moennigi and M. filamentosus. Most nematodes were found in the small intestine, except for aspidoderids and S. retusa, which were present in the cecum. The cestode found was Mathevotaenia sp. and the acanthocephalan, Centrorhynchus sp. parasitizing both the small intestine. All nematodes are being cited for the first time in this host, in Rio Grande do Sul and cestode and acanthocephalan parasite have their first record in Dasypus novemcinctus in Brazil. / Os tatus pertencem à ordem Cingulata e estão incluídos na superordem Xenarthra, à qual pertencem também as preguiças e os tamanduás, membros da ordem Pilosa, sendo restritos à região Neotropical e ocorrem predominantemente na América do Sul. Conhecido popularmente como tatu-galinha, Dasypus novemcinctus ocorre do sul dos Estados Unidos até a América do Sul, com ampla distribuição no Brasil. São de grande importância na epidemiologia de doenças parasitárias, sendo possíveis disseminadores de zoonoses. O conhecimento dos helmintos é importante, pois poderá auxiliar na tomada de decisões em ações preservacionistas, como em programas de controle parasitário destes animais quando em cativeiro nos zoológicos. Sendo assim, o objetivo deste trabalho foi identificar os helmintos que parasitam Dasypus novemcinctus, no sul do Rio Grande do Sul. O experimento constou do exame de 30 espécimes de D. novemcinctus provenientes dos municípios de Arambaré, Camaquã, Cristal, São Lourenço do Sul, Pelotas, Capão do Leão e Pinheiro Machado, capturados mediante a autorização do SISBIO/RS bem como atropelados nas rodovias de acesso a esses municípios. Os animais foram necropsiados, tiveram seus órgãos retirados, individualizados e analisados separadamente ao estereomicroscópio para a coleta de helmintos. Os parasitos do Filo Nematoda foram: Bairdascaris dasypodina, Schneidernema retusa, Aspidodera ansirupa, A. binansata, A. fasciata, Physaloptera sp., Dipetalonema sp., Capillaria sp., Moennigia lutzi, M. moennigi e M. filamentosus. A maioria dos nematóides foi encontrada no intestino delgado, com exceção dos aspidoderídeos e de S. retusa, que estavam presentes no ceco. Da Classe Cestoda foi encontrado Mathevotaenia sp. e do Filo Acanthocephala, Centrorhynchus sp., ambos parasitando o intestino delgado. Todos os nematóides estão sendo citados pela primeira vez, neste hospedeiro, no Rio Grande do Sul e o cestóide e o acantocéfalo têm seu primeiro registro parasitando Dasypus novemcinctus no Brasil.

There is a deeply held bias in Northwest Coast scholarly literature that suggests pre-contact Indigenous warfare was primarily made up of simplistic nighttime sneak attacks to raid for slaves or treasure. This thesis examines sixteen battles in the pre-contact history of the Nine Allied Tsimshian Tribes to show that there were sieges, battlefield maneuvers were complex and coordinated with multiple forces, combat was well organised, had strong leadership, and the Nine Tribes utilised these sophisticated strategies and tactics in warfare to achieve broader geopolitical goals. / Graduate

Low graduation rates in many Tennessee high schools present a significant problem. Many students are not prepared to graduate. Parent involvement advocates contend that the more involved parents are in their children’s education, from preschool through the secondary schooling levels, the better the probability their children will graduate from high school (Blendinger and Jones, 2003). The purpose of this investigation focusing on “best practices” literature in the area of parent involvement was to develop a strategic parent involvement model having potential for improving graduate rates among Tennessee’s high schools. The study explored the published works of Joyce Epstein, Jack Blendinger, and Linda T. Jones in the field of parental involvement for the purpose of developing a parent involvement model for implementation in Tennessee high schools confronted with low graduation rates. The model produced holds significant potential for increasing graduation rates. A qualitative research design, referred to as archival research, was used in this investigation. Data were collected for more than a 25-year period (1987-2015). Textual criticism provided an analytical method for determining practical applications regarding what educational researchers attempted to communicate in their published works. Blendinger and Adams (2015) developed a technique for data analysis involving published works that they called the majority text method. The technique employs close (critical) reading strategies for the purpose of examining similarities and differences occurring in the content provided in research reports, books, journal articles, and so forth produced by the same author or authors over a substantial period of time. Insight gained from examining the documents were transcribed in the form of notes. The notes were then carefully reviewed and analyzed. Reoccurring themes, patterns, and phrases that emerged were recorded. Themes and patterns were separated into categories to make connections between the archival data and the research question driving the study. Findings based on the published works of Epstein, Blendinger, and Jones led to the development of a strategic parental involvement model known as The Nifty Nine. The Nifty Nine consists of 9 parent involvement strategies designed to improve the partnership between home and high school.

No description available.

Hazing in collegiate settings, both Greek and non-Greek, damages educational institutions’ reputations and creates liability as they seek to maintain the safety of their students. This study examines hazing activities that take place during the initiation process of Black Greek Letter Organizations (BGLOs). Utilizing qualitative research, it provides insight into the motivations of undergraduates who participate in BGLO hazing initiation rituals. Using National Pan-Hellenic Council (NPHC) and Pennsylvania State Law definition of hazing, this study focuses on an underexamined population generally overlooked by researchers in this field. Examining BGLO members’ familiarity with hazing prior to taking part revealed three levels of awareness: not aware, moderately aware, and very aware. Participants also indicated what kinds of dangers they were aware of, how they became aware of such dangers, and other facets of hazing they knew about prior to their participation in the activity. Members chose to join an organization where they believed hazing existed due to various factors: Confidence & Past Success, Intrapersonal Benefits, Societal Benefits, Perceptions of Hazing, Personal Relationships, Compatibility, Lack of Options, and Following Traditions. BGLO members’ willingness to undergo hazing sprang from the following factors: Long-term Benefits, Validation, The Bonds of Initiation, Personal Relationships, Acceptance, Perceptions of Hazing, Explanatory Justification. Finally, participants in this study indicated five roles that hazing plays in the initiation process of BGLO: Producing Better People, The Cycle of Re-Creation, Organizational Benefits, Validating Membership and Not Worth It. This project highlights the failure of higher educational institutions to play a key role in protecting students, specifically BGLO members, from the dangers of hazing and offers remedies for that oversight, including anti-hazing policies, hazing support services, membership intake processes, and fraternal organization advisement implications, as well as areas for future research on this topic. / Educational Leadership

Le Traité des Neuf Preux et des Neuf Preuses, composé entre 1460 et 1468 par Sébastien Mamerot pour son seigneur Louis de Laval, nous est parvenu dans un exemplaire unique, richement enluminé (ÖNB, cod. 2577-2578). Ce travail vise à fournir une étude de ce texte inédit ainsi qu’une édition partielle. Le motif des Neuf Preux et des Neuf Preuses se développe dans la littérature et les arts figuratifs à partir d'un passage des Vœux du paon de Jacques de Longuyon. Suite au succès des œuvres de Boccace et de la thématique des hommes et femmes illustres, naissent trois compilations, organisées sur le principe de la collection de biographies et exclusivement consacrées aux Neuf Preux. Le texte de Sébastien Mamerot est le premier de ces trois textes, plus ou moins contemporains, mais indépendants. Par ailleurs, il est le seul à accorder une place aux Preuses. Alors que le motif est souvent réduit à l'évocation d'une liste de noms, ces textes constituent de vastes compilations historiques retraçant la généalogie et les hauts faits des neuf héros et héroïnes. Véritables livres-bibliothèques, puisqu'ils comportent une biographie de plusieurs des figures de prédilection du Moyen Âge, ces textes nous permettent d'avoir un certain regard sur les œuvres des siècles précédents et leur faveur au XVe s., nous fournissant un véritable guide des lectures historiques de l'époque. Le Traité des Neuf Preux et des Neuf Preuses se trouve au carrefour d'influences culturelles et littéraires diverses : la volonté de mettre par écrit et de redonner chair à ces listes de personnages bien connus en écrivant leurs vies incarne la sensibilité de l'époque aux liens entre renommée, écriture et mémoire. / Le Traité des Neuf Preux et des Neuf Preuses, written between 1460 and 1468 by Sébastien Mamerot for his lord Louis de Laval, has survived in only one manuscript, richly illuminated. The purpose of this thesis is to provide a commentary of this text as well as a partial critical edition. The topos of the Nine Worthies and Nine Worthy Women spread through literature and the figurative arts from the Vœux du paon by Jacques de Longuyon. Following the success of Boccaccio's works and that of the Famous Men and Women theme, three compilations devoted to the Worthies were written, organised as collections of biographies. Sébastien Mamerot's text is the first of these three works that, although more or less contemporary, are nonetheless independent from each other. Moreover his is the only one to deal with the Nine Worthy Women. Whereas the topos of the Nine Worthies is often reduced to a list of names, these texts consist of vast historical compilations telling the genealogy and high deeds of the heroes and heroines. Each book is like a small library in so far as it contains biographies of some of the favourite figures of the Middle Ages; through them we can have an outlook on the reception in the XVth century of the works from the previous centuries which enables us to establish a guide of the favourite historical books read at the time. Le Traité des Neuf Preux et des Neuf Preuses is at the crossroads of different cultural and literary influences: filling in those well-known names by telling their lives embodies the late medieval sensibility to the links existing between fame, writing and memory.