Wellness is becoming popular as the human factor is realised in terms of empowering employees to perform through wellness initiatives and in the long-term gaining financial success of an organisation. Wellness is bound to be of growing importance in the future, as it is a business prerequisite and has far greater significance for the organisation, employee’s managers and society as a whole. The real challenge is implementation of wellness initiatives and to gain employee and management participation. The main objective of this research was to determine conceptualisation of wellness in the minds of employees, and to identify wellness expectations in a telecommunications organisation. This study was qualitative and explorative in nature with a total of 30 participants. Of the 30 participants, 15 were on a managerial level and 15 were in non-managerial positions. Semi-structured interviews were used to collect data. The data analysis was carried out by using the content analysis method to explore the meaning, events and states experienced by the participants. The results indicated that participants viewed general health, physical and mental health; work-life balance; perceived organisational support and work environment as the 6 themes that describe wellness, with general health being the core element. Therefore, dividing general health into 4 main areas specifically; physical health, mental health, work-life balance and work health (perceived organisational support and ergonomics). Ranking the main aspects of wellness identified by participants from the highest to the lowest, the most frequently mentioned aspects not getting sufficient attention in this organisation were: ergonomics and perceived organisational support. Recommendations were made for workplace interventions. / MA, Industrial Psychology, North-West University, Vaal Triangle Campus, 2012

This thesis aimed to develop an intervention to improve the life skills of British adolescent competitive sport participants, who are in full time education. Study one investigated the life skills needs of adolescent competitive sport participants and provided a participant-centred definition of life skills. The problem exists that it is unclear which life skills are needed by adolescent competitive sport participants and which life skills should be included in life skills programmes. As such, existing programmes may not reflect the needs of adolescents. The aim of this study was to examine the life skills needs of competitive adolescent sports participants from the perspective of youth sport participants, coaches, and experts in sport psychology and youth sport. Eighteen adolescent sports participants, fourteen coaches, and four experts in sport psychology and youth sport participated in a series of focus group interviews. An inductive analysis revealed how participants defined life skills and which life skills adolescent sports participants need. Life skills were defined as ranges of transferable skills needed for everyday life by everybody, that help people thrive above and beyond the normal requirements of everyday existence. Participants described the need for interpersonal skills including social skills, respect, leadership, family interactions, and communication. Personal skills including organisation, discipline, self-reliance, goal setting, managing performance outcomes, motivation, and identity were also reported. Participants described communication skills and organisation as the most important life skills for British adolescent competitive sport participants to acquire. Study two presents an in-depth, idiographic study illustrating how life skills were learnt through the experience of sport. The aim of the current study was to investigate how life skills could be learnt and improved through experiences in sport. (Continues...).

by Law Chun Kong. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 129-133.

We describe groups of positive type and prove that a group G is of positive type if and only if G admits a non-trivial partition. We completely classify groups of type 2, and present examples of other groups of positive type as well as groups of type zero.

Positive psychology has become a vibrant, well-regarded field of study, and a powerful tool for clinicians. But, for many years, the research in areas relevant to positive psychology, such as happiness, subjective well-being, and emotional intelligence, has been based on findings from largely White samples and has rarely taken the concerns of the ethnic community into consideration. Now, for the first time, leaders in the field have come together to provide a comprehensive reference that focuses specifically on how a culturally-informed approach to positive psychology can help capitalize on the strengths of racial minority groups and have a greater potential to positively impact their psychological well-being. Acting as a bridge between positive psychology theory and research—largely based on an essentialist view of human behavior—and the realities of practice and assessment in diverse groups, Positive Psychology in Racial and Ethnic Groups focuses on four main ethnic groups: Asian Americans, Latin Americans, African Americans, and American Indians. / https://dc.etsu.edu/etsu_books/1133/thumbnail.jpg

<p>The aim of this thesis is to find out how ordinary teachers work with students with ADHD / DAMP. The questions I’ve asked are, what tools are there at school to guide children with ADHD / DAMP in addition to diagnosis and the problems that teachers usually encounter when dealing with children that are thought to have ADHD / DAMP? The empirical answers indicate, that the contact with parents is of great importance, and that the teacher comes to have a clear framework and structure in the classroom. These findings tie in to the neuropsychological approach, which is based on the neuropsychological research. The ecological perspective that looks at the overall picture of the interaction between the student and the environment and the psycho-pedagogical strategy in which, among other uses behavioral modification as a tool, for instance by highlighting the positive behaviors and documents. "ADHD in the class" is a common problem and says that between one in four to one in eight persons over twenty years of age sought psychiatric help. The method to find this out, has been through semi-structured interviews, which means that I am using the same template, but after every interview I have made the assessment in order to move on to the interviewee's line and ask supplementary questions to make it as natural as possible and to minimize the risk to stop in the middle of the argument.</p>

Research in positive psychology continues to contribute to the understanding of the significance of human virtues as well as the value that experiencing positive emotions has on individual well-being, including building strengths, broadening resources, and increasing mental health. The benefits that the creative arts have on increasing psychological health and creating positive emotions are also an important but understudied area of research. The purpose of the current study was to examine, in a manner similar to the written disclosure paradigm, how the creation of mandalas while reflecting on the positive emotions of love and joy related to increased psychological well-being, and continued positive affect in a college sample. It was also hypothesized that the mere act of expressing personally felt emotions, regardless of positive or negative, while creating mandalas would reveal a significant increase in psychological and physical health relative to the control condition. Benefits to participants were measured in terms of changes in the variables of post-traumatic stress severity symptoms, depressive symptoms, anxiety, spiritual meaning, the frequency of physical symptoms and illness, as well as positive and negative affect. A series of one-way analyses of covariance (ANCOVA) comparing the experimental and control groups were conducted for all outcome measures at Time 2 and at 1-month follow-up. Results revealed no significant differences between the groups on any of the health measures. Next, a series of ANCOVA were also conducted comparing the experimental and control groups for general positive and negative affect and basic positive and negative emotion before and after each drawing session at Time 1, 2 and 3 as well as at the 1-month follow-up. Although sustained positive emotion was not supported between Time 3 and the 1-month follow-up, participants felt higher general positive affect and basic positive emotion after each drawing session focusing on love and joy. Implications of these results and further research will be discussed.

The aim of this thesis is to find out how ordinary teachers work with students with ADHD / DAMP. The questions I’ve asked are, what tools are there at school to guide children with ADHD / DAMP in addition to diagnosis and the problems that teachers usually encounter when dealing with children that are thought to have ADHD / DAMP? The empirical answers indicate, that the contact with parents is of great importance, and that the teacher comes to have a clear framework and structure in the classroom. These findings tie in to the neuropsychological approach, which is based on the neuropsychological research. The ecological perspective that looks at the overall picture of the interaction between the student and the environment and the psycho-pedagogical strategy in which, among other uses behavioral modification as a tool, for instance by highlighting the positive behaviors and documents. "ADHD in the class" is a common problem and says that between one in four to one in eight persons over twenty years of age sought psychiatric help. The method to find this out, has been through semi-structured interviews, which means that I am using the same template, but after every interview I have made the assessment in order to move on to the interviewee's line and ask supplementary questions to make it as natural as possible and to minimize the risk to stop in the middle of the argument.

The purpose of this study was to describe and understand positive middle-years teacher-student relationships and their effects on students in order to ascertain if the studys data would be consistent with the studys conceptual framework. The following three research questions provided the direction for this study:<p> 1. In what ways do middle-years teachers create positive teacher-student relationships?<p> 2. What are middle-years teachers understandings of the effects of positive teacher-student relationships?<p> 3. What are middle-years teachers understandings of why positive teacher-student relationships are important?<p> A conceptual framework was developed to guide this study, which outlined the characteristics of positive teacher-student relationships as: having high expectations, networking with parents, creating dialogue with students, practicing social skills, practicing appropriate self-disclosure, and using rituals and traditions in the classroom (Griffin, 1998). Five effects of positive teacher-student relationships on students were identified: improved self-concept, improved motivation to learn, increased desire for others well-being, increased feeling of security and attachment, and increased desire to improve society (Epp, 1995).<p> Qualitative research was used in this study. Using semi-structured interviews, data were collected from a purposeful sample of five middle-years teachers. Mayans (2001) latent content analysis was the process used in analyzing the research data in this study. <p> The teachers in this study indicated there were five ways they created positive teacher-student relationships: through classroom management and discipline of their students, by having high expectations for their students behaviour and academics, by communicating with both students and their parents, by being positive with students, and through spending time with their students outside of the classroom. The participants indicated positive teacher-student relationships had effects on both students and the school. The interviewees found the effects of positive teacher-student relationships on students were: having a sense of belonging and being motivated to learn. The teachers noted the effects of positive teacher-student relationships on the school were: a decrease in student misbehavior and a safe school environment. The studys participants found teacher-student relationships were important, because of the positive effects on students and the school. Examining these and other findings could provide teachers, administrators, and researchers with some understanding of positive teacher-student relationships and their effects on students and the school. Hopefully, this understanding of positive teacher-student relationships could help middle-years teachers to develop positive relationships with their students, thereby providing students with a sense of belonging, improving students motivation to learn, decreasing student misbehavior, and improving the school environment.

This thesis is to design a Positive/Negative pulse battery charger with a high positive pulse current to charge battery quickly , The negative impulsive discharge current is used to accelerate chemical reaction between pole plates be response. Finally, there is a rest time to let charging effect uniform and to reduce temperature so as to last battery life cycle. The thesis uses dsp to control the single-stage Flyback converter charging battery then combine flyback DCM model and voltage follower control to increase efficiency. The chemical reaction of the negative pulse discharging mode. CMOS switch series connection resistance would speed up . Finally we join two-stage positive/negative pulse battery deep discharging to strengthen the lithium battery chemical reaction and efficient reduce the charging time ,it causes the fixed current charge able to enter more electric quantities until achieving 4.2v lithium battery's definition voltage sufficiently then transforms into the fixed voltage charge. this circuit has reached the goal of high-power Factor and quickly charging to extend life cycle of battery In order to understand the influence of positive/negative pulse ,we measure voltage, temperature and time period of charging and discharging in the experiment.