The study is an evaluation of the ‘Science Teacher Development Project’, which was undertaken in a rural area of the Mpumalanga Province of South Africa. The intervention of almost four years was an outreach programme located at eMpuluzi, a distance of 375 km from the University of Pretoria. The project was funded by a grant of the Belgian Council of Flemish Universities. Funding was administered by the South African Science Education Network (SASEN) which was located at the University of the Western Cape. The Centre for Science Education of the University of Pretoria designed, managed and implemented the intervention. A ‘Further Diploma in Education’ (FDE) from the University of Pretoria was the intended outcome for individual participating teachers and 26 of 28 teachers succeeded and obtained the diploma. The project was particularly unique through being funded and implemented by a partnership of universities, rather than through state initiatives or aid, and as such must be seen as a small project with high impact within its limited scope. This thesis presents an evaluation of the project in terms of its impacts, achievements and failures, using qualitative paradigms. The evaluation process by the participant observer was an ongoing programme and included a post-completion summative evaluation for which the last interview was conducted two years after completion of the project. The evaluation proceeded in two phases. The first was a traditional analysis based on proxies derived from the research question, namely self reported change in educator attitude and change in school and classroom practices of educators. The second investigation which was begun when a successful conclusion to the intervention was already evident established the degree to which expectations of stakeholders were met, and factors that contributed to the success. For this a novel adaptation of Checkland’s Soft Systems Analysis with six stages was used. This ensured that the nature of the project was modelled and assessed holistically. The model led to the identification of several perspectives for analysis. These included the competence criteria of the Department of Education known collectively as ‘the seven roles of educators’, and whether the project was a ‘learning organisation’. A major factor which contributed to the successes of the project was the sense of ownership that developed amongst the participants. This work presents a new approach to the in-depth evaluation of single interventions, particularly where these are presented over a long period and the roles of participants at all levels may change or develop over time. The Soft Systems Analysis approach has the distinct advantage of not imposing an assumption of structure onto the analysis of the project. The potentially generalisable success factors which were identified (most importantly the sense of ownership developed by the participating teachers which exceeded the concept of partnership envisaged in the Jomtien (1990) declaration), the novel adaptation of Soft Systems Methodology, and the value of strongly academically focussed INSET are significant contributions to the body of knowledge of those planning, implementing and evaluating teacher development projects amid considerable complexity. These all lead to further research. / Thesis (PhD)--University of Pretoria, 2010. / Physics / unrestricted

The thesis explores the role of academic education in police professionalisation. Due to its high complexity, specialisation and status, detective work is well-suited for illustrating these developments and the practical and symbolic benefits they can bring to the police and policing as a whole. The overall approach of thesis is iterative. Literature from police studies and sociology of professions provides the conceptual and theoretical framework for the empirical data of 24 semi-structured interviews conducted with 14 police national training coordinators and local police trainers. The increasing academisation of police training and the formalisation of the police-academia relationships suggest police professionalisation has reached a tipping point. This is seen in the current investigative skills training in England and Wales, which is characterised by growing centralisation, standardisation, and emphasis on formalising the professional knowledgebase of investigations and policing – a trend which the Professionalising Investigation Programme exemplifies. While the police (including the investigative specialism) can be shown to display many of the qualities of professions, it has lacked the level of instructional abstraction characterising other professions, typically provided by higher education and, crucially, leading to externally recognised qualifications. Developing academic police education is not without its challenges, chief among them the perceived epistemological and cultural divide between the ‘two worlds’ of police and academia. A successful transformation requires careful consideration of the content and format of the arrangements, investment, support, acceptance and engagement from police, academia and government, and a simultaneous change to cultural dispositions (habitus) and internal and external structures (field). This is worth the effort as a number of practical and symbolic benefits of police academic education can be identified. It has the potential to improve the quality of service by deepening police knowledge and understanding and facilitating community-oriented approaches. More importantly, academic education bestows a rich cultural capital, strengthens and legitimises police expertise, market monopoly, and status in the eyes of the public, other professions and the government. It enables the survival of the profession, giving it the tools to prevail in conflicts over competence and the right to define and interpret policing and its social context. In summary, police professionalisation via academic education can be explained in terms of agency and structure both; as a deliberate occupational upgrading spurred by social and economic aspirations and aimed to reconceptualise and relegitimise policing; and as an inevitable reaction to wider changes and a deeper ontological shift taking place in the society.

This actually an investigation into the need for an Employee Assistance programme in the Jubilee Community Hospital. This programme is said to be effective in dealing with the employee's problems for it focuses on addressing all the social problems, which influence job performance. The study was conducted within the framework of a survey design. Three categories of questionnaires were designed and handed out to employees, supervisors and members of the management to complete. From their response it was clear that employees at this particular hospital experience problems which influence their job performance and are being left unattended. The study shows that there is no Employee Assistance Programme in this hospital. Most of the troubled employees sought help privately from the neighbouring social workers. This method of seeking help is not conviniet to the employees because it is not accessible and it is time consuming as they need to take a day's leave to attend to their problems. It is evident that there is a need for a qualified employee assistance practitioner in this hospital who will attend mainly to the employees' problems, who will be trained to do so. A formal policy with regard to EAP is also essential in this hospital. / Dissertation (MSW)--University of Pretoria, 2000. / Social Work and Criminology / MSW / Unrestricted

L'existence de métrique canonique sur une variété projective était une conjecture de longue date et la majeure partie de cette conjecture est sur les variétés qui n'ont pas défini de première classe de Chern. Il existe un programme qui est connu comme le programme de Song-Tian, pour trouver une métrique canonique sur les modèles canoniques d'une variété projective avec la Programme de modèle Minimal analytique pour résoudre la partie restante de Calabi conjecture. Dans cette thèse, nous étendons le programme Song-Tian et donner une version logarithmiques de celui-ci. Nous étudions le flux de Kähler-Ricci conique qui peut être considéré comme la chirurgie analytique. Nous introduisons la notion de Weil-Petersson métrique logartithmique. Nous donnons une preuve courte de la formule de Gang Tian pour le potentiel Kähler de métrique Weil-Petersson logarithmique sur l'espace de modules des variétés de Log Calabi-Yau (si elle existe!) sur singularités coniques et Poincaré. / Existence of canonical metric on a projective variety was a long standing conjecture and the major part of this conjecture is about varieties which do not have definite first Chern class(most of the manifolds do not have definite first Chern class). Thereis a program which is known as SongTian program for finding canonical metric on canonical model of a projective variety by using Minimal Model Program. The main aim of this thesis is better undrestanding of SongTian program on pair (X;D). In this thesis, we apply SongTian program for pair (X;D) via Log Minimal Model Program where D is a simple normal crossing divisor on X with conic singularities. We investigate conical Kähler Ricci flow on holomorphic fiber spaces (X;D) -→B whose generic fibers are log Calabi Yau pairs (Xs;Ds), c1(KB) < 0, and D is a simple normal crossing divisor on X (we consider the cases c1(KB) = 0, and c1(KB) > 0 also). We show that there is a unique conical Kähler Einstein metric on (X;D) which is twisted by logarithmic Weil Petersson metric and an additional term which we will find it explicitly. We consider the semipositivity of fiberwise singular Kahler Einstein metric via SongTian program. We consider a twisted Kähler Einstein metric along Mori fibre space. Moreover, we give an analogue version of SongTian program for Sasakian manifolds. We give an arithmetic version of SongTian program for arithmetic varieties. Also we give a short proof of Tian’s formula for Kähler potential of logarithmic WeilPetersson metric on moduli space of log CalabiYau varieties (if such moduli space exists!).

In 2003 the Ministry of Education – Zimbabwe, in partnership with UNICEF introduced an HIV and AIDS subject area named the AIDS Action Programme for Schools (AAPS) in secondary schools. It was mandated that AAPS be a compulsory subject area taught alongside other subjects in the curriculum as the objective of the strategy was to use the life-sustaining power of education to reduce the learners’ vulnerability to HIV infection. Despite the innovation there still exists a high prevalence of 11,1% of HIV infection among secondary school learners (UNAIDS 2010183). The high HIV infection rate prompted the study into how secondary school teachers understand, respond to and implement the AAPS. The study was founded upon the Concerns-Based Adoption Model. The sample comprised twenty teachers, four school heads and two Ministry of Education officials from the Masvingo district. Data for the qualitative case study was collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that the AAPS has a low status in schools. Most teachers face numerous challenges regarding their understanding and implementation of the AAPS. It became apparent that teachers had mixed perceptions, were uninformed, ignorant, frustrated or confused regarding the AAPS policy, curriculum requirements and components. They developed negative attitudes because they lacked resources, syllabuses and prescribed textbooks, support, sufficient time for the subject area and a protective policy to cover them when they teach sensitive topics. The lack of understanding among teachers created feelings of helplessness and fear of implementing the subject area. Teachers feared loss of status among colleagues in the schools, and that they or their learners might be labelled as being HIV-positive. Teachers feared teaching orphaned and vulnerable learners in their classrooms, some of whom were infected and affected by HIV and AIDS, without being able to offer them practical solutions. Teachers who had a positive attitude attempted to adapt the curriculum while many were reluctant and ignored implementation of the subject area. Evaluated against the Concerns-Based Adoption Model, it was revealed that many of the teachers implemented the AAPS at low stages of concern and levels of use. Overall, the subject area was implemented with reluctant compliance and compliance with constraints, revealing a disjunction between policy and curriculum requirements and practice in the schools. In the light of these findings, recommendations were made with regard to the study on training and support of teachers. The Ministry of Education should become proactive in developing teachers’ knowledge and skills via significant and ongoing professional development and training for all teachers in HIV and AIDS education. School heads should exercise control and provide support with regard to curriculum implementation. Subject area coordinators, and school heads should deliberately create opportunities for staff to collaborate and exchange creative ideas and information that will improve teachers’ conceptualisation and implementation of the curriculum. Qualified and interested teachers should be appointed in a permanent capacity to teaching HIV and AIDS education. Universities should develop and provide programmes that will prepare teachers to effectively implement the curriculum of the AIDS Action Programme for Schools. / Thesis (PhD)--University of Pretoria, 2012. / Early Childhood Education / unrestricted

There is a growing need for corporate employees to be able to manage their stress levels and use stress to their own, and to the organisation’s, advantage. Various literature references show that the damage to the workplace and to the worker costs millions of rands annually. Organisations are loosing money because of employees who are not able to manage their stress levels. Employees often experience stress because of an excessive workload, a high expected work pace, difficult work schedules, role conflict, uncertainty regarding career security, poor interpersonal relationships and unpleasant working conditions and many more. This stress manifests in conflict, depression, absenteeism, headaches, hypertension, alcoholism, drug abuse and more which as a result, impacts the organisation’s profitability due to decrease in productivity. In this thesis, research was done regarding the use of play therapy mediums in a stress management programme with corporate employees. The following research question was formulated: Will the use of play therapy mediums in a stress management programme for corporate employees, have a positive effect on their stress levels? The purpose of this stress management programme was to create greater awareness amongst corporate employees regarding the effects of stress on their lives and to indicate to them how they can go about managing stress to their advantage. The aim of the research was to use play therapy mediums in a stress management programme to enable corporate employees to become aware of, and to manage their stress levels. Play therapy mediums were therefore used to aid the de-stressing of the corporate employees and to facilitate greater awareness regarding the effects of stress on their lives. The researcher applied the Gestalt Theory as theoretical framework for this study. This theory supports the notion of awareness as a tool that can be used by a person to be in control of his/her life. The Gestalt Theory as a theoretical framework emphasises the fact that healthy behaviour occurs once people reach a point where they can regulate the emotional state that they are in. The literature research has shown that when this comes about, people experience a feeling of unity and integration in their lives. It is also concerned with the total existence of a human being. The people are addressed as whole and integrated beings, who strive to gain balance in an ever-changing environment. The Gestalt Theory is holistic and can form the theoretical framework for work with any type of individual and has been used effectively with individuals, groups and in teaching. Research was done within the corporate environment. The researcher developed a stress management programme which was presented to corporate employees. The aim was to establish whether the programme would have an effect on their stress levels and whether play therapy mediums can be used successfully with corporate employees during a training programme to reduce their stress levels and to improve their awareness of the causes of stress in their lives and their reactions to stressors in their environment. This stress management programme served as an intervention because it could enhance the functioning of the corporate employees with regard to their stress levels and also their general functioning within the organisation and in their personal lives. Pre- and post-test results were compared to evaluate the effect of the programme. Play therapy is traditionally used with children but relevant literature and the researcher’s own experience from the research has shown remarkable results in the use of play therapy mediums with adults. The literature as well as the empirical study showed that play itself has a number of therapeutic elements that produce behaviour change. Furthermore play also offers opportunities to re-live past stressful events and the emotions associated with them in a safe and therapeutic environment. The research findings indicated that stress levels improved after the stress management programme was presented to the corporate employees. From the research findings the researcher developed a model as a guideline for a stress management programme using play therapy mediums in the corporate environment. / Thesis (DPhil (Social Work))--University of Pretoria, 2006. / Social Work / unrestricted

This research was based on the development of a Personal Growth Programme to address the emotional needs of ECD practitioners dealing with vulnerable children in previously disadvantaged communities, mostly in Gauteng. Early childhood development practitioners placed emphasis on their emotional needs and the kind of interventions necessary to assist them in dealing effectively with the emotional needs of children in their care. A Personal Growth Programme was designed with the aim of stimulating and sustaining reflexive practices and emotional growth through self-exploration, role-play and sharing of experiences. Relying on semi-structured interviews, the practitioners’ evaluations of the Personal Growth Programme were presented. All agreed that the programme had benefited them as individuals and as practitioners. They reported that the most important skills they had learnt were self-knowledge and empathy with the children in their care, both of which improved their practice. Some cited how these skills had benefited not only their practice but their personal relationships with family. Some of the skills were thus cited as life-changing. Regarding the sustaining of support groups, only three groups managed to meet at least once after the personal growth programme, with the aim of discussing their work or other issues related to it. The programme therefore made a difference for individuals but its sustainability revealed less success, suggesting that sustainability needed more attention. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Psychology / unrestricted

Clinical learning is regarded as a vital component in nursing programmes and students need to work in various clinical environments. In the emergency nursing programme presented at a tertiary nursing education institution, the pre-hospital environment is used as a clinical learning environment in which students rotate for approximately eight weeks. The clinical experience that they gain may assist in them developing the necessary knowledge and skills. It also assists in theory-practice correlation. The purpose of this study was to evaluate the value of the pre-hospital environment utilised as part of the clinical learning component of the emergency nursing programme. A qualitative approach was utilised since the researcher wanted to study a particular phenomenon, namely the pre-hospital learning environment. Therefore, the research design was a descriptive design whereby the researcher could describe the real life situation in the pre-hospital learning environment as experienced by the emergency nurse students. The target population for the study was emergency nurses who had already obtained their qualification as a registered emergency nurse, as well as emergency nurse students that had completed their rotational period in the pre-hospital learning environment. For the purpose of this study the identified sample consisted of students enrolled for the emergency nursing programme at a tertiary nursing education institution in Gauteng. The sample was adequate to provide the researcher with sufficient in-depth data and was also representative of the accessible population. The final sample size was 45 emergency nurse students who had completed the pre-hospital rotational period between 2008 and 2011. Data collection was done by means of Appreciative Inquiry, a method used that not only focuses on the positive, but which is also a stimulating way of looking at organisational change. Stories (narratives) were shared by the emergency nurse students pertaining to their real life experiences. Initially stories were shared in writing on an Appreciative Inquiry interview schedule. For the purpose of data saturation, individual Appreciative interviews were conducted by an independent interviewer, utilising the Appreciative Inquiry interview schedule as a guide. Data analysis was conducted by the interviewer, supervisors and an independent data analyser to ensure trustworthiness. Four themes were identified, namely clinical exposure, competencies, team work and future recommendations. From the data analysis and the four themes recommendations could be made with regard to programme refinement. Copyright / Dissertation (MCur)--University of Pretoria, 2013. / Nursing Science / unrestricted

Management is a process requiring both an art and a skill in order to be effective in service rendering. In order for managers to be efficient and effective then in their managerial practices, there is a need for a formal management training programme by the organization. On the basis of this, the researcher has selected her subject of study to stress the importance of the development of a management training programme amongst staff officers and area managers within the SANDF Social Work Directorate. The study was conducted amongst staff officers and area managers within the SANDF Social Work Directorate consisting of men and women whose ages varies between thirty and fifty years. The researcher's motivation for choice of subject emanates from the observed difficulties experienced by some of the staff officers and area managers in the performance of some of the managerial tasks assigned to them such as the drawing of a budget. This resulted in the development of interest by the researcher in determining the need for a management training programme amongst staff officers and area managers within the SANDF Social Work Directorate. Literature review regarding the topic of management, needs assessment, management training and management training programme was done. The researcher consulted various sources to obtain the literature. Management functions and the different managerial approaches were explored. Needs assessment with the main focus on various levels of analysis, management training with specific reference to knowledge, skills and attitude, and the management training programme were looked into. A needs assessment for a management training programme questionnaire was administered amongst staff officers and area managers within the SANDF Social Work Directorate. According to the researcher, the findings indicate a definite need for a management training programme amongst staff officers and area managers within the SANDF Social Work Directorate. Through this management training programme, service rendering within the SANDF Social Work Directorate will definitely be enhanced. / Dissertation (MA)--University of Pretoria, 2013. / Social Work and Criminology / unrestricted

No abstract available / Dissertation (MSC (Agricultural Extension))--University of Pretoria, 2007. / Agricultural Economics, Extension and Rural Development / unrestricted