Diploma thesis deals with purpose of new motivation programme in trade company. The new motivation programme is created on the basis of analysis current situation of motivation and job satisfaction of employees. The new motivation programme will increase motivation of employees. The aim of this thesis is on the basis of analysis current situation in trade company purpose new motivation system which will increase productivity of employees and company.

Main goal of this work is to get acquainted with the plagiarism problem and propose the methods that will lead to detection of plagiarism in program codes. In the first part of this paper different types of plagiarism and some methods of detection are introduced. In the next part the preprocessing and attributes detection is described. Than the new method of detection and adaptive weights usage is proposed. Last part summarizes the results of the detector testing on the student projects database

The purpose of this independent work is, firstly, to gain a greater understanding of the complex cooperation between educators in the after-school programme and guardians, and secondly, to see how the collaboration affects the social development of pupils. The study is based on two stories about our own professional experience from situations which are difficult to assess. The first story describes how the perspective of the educator and that of guardian contradict each other. The second story is about the educator´s duty to provide problem-oriented information and to promote collaboration with guardians. The methods we have used are scientific essay writing and hermeneutical analysis. Theories and concepts of inter-subjective interaction, human learning and social development have been central to our analysis. The study shows how the speech at home and at school affects the collaboration and how the relationship between the guardian and the educator affects the pupil´s connection to the educator and his/her ability to promote social development. The strong connection between the guardian and the child can be seen to help complement the child's perception of an incident at school. The study highlights the educator's obligations to take responsibility for constructive collaborative processes, his/her expanded opportunities for student support through the utilization of guardians' perspectives, and limitations in the form of resources. Continued and further researches can be focused on looking at how the conditions for relational work and relational competence can be systematically ensured at different levels - political, local, within work teams and for individual educators. / Syftet med detta självständiga arbete är, för det första, att få ökad förståelse för det komplexa samarbetet mellan pedagoger inom fritidshemmet och vårdnadshavare, och för det andra, se hur samarbetet påverkar elevernas sociala utveckling. Arbetet utgår från våra yrkeserfarenheter av två svårbedömda händelser inom fritidshemmet. Den ena berättelsen beskriver hur pedagogens och vårdnadshavarens perspektiv blir varandras kontraster. Den andra handlar om pedagogens uppdrag att både framföra problemorienterad information och främja samarbete med vårdnadshavare. De metoder vi har använt oss av är vetenskapligt essäskrivande och hermeneutisk analys. Teorier och begrepp som beskriver intersubjektiv interaktion, mänskligt lärande och social utveckling har varit centrala i vår analys. Studien visar hur talet i hemmet och i skolan påverkar samarbetet samt hur vårdnadshavarens relation med pedagogen påverkar elevens anknytning till pedagogen och dennes möjlighet att främja social utveckling. Vårdnadshavarens och barnets nära anknytning kan ses bidra till att barnets bild av en händelse på skolan kompletteras. I studien synliggörs dels pedagogens skyldigheter att ta ansvar för konstruktiva samarbetsprocesser, dels dennes utökade möjligheter till elevstöd genom tillvaratagande av vårdnadshavares perspektiv, samt begränsningar i form av bristande resurser. Fortsatt forskning kan se över hur förutsättningar för relationellt arbete och relationell kompetens kan säkerställas systematiskt på olika nivåer - politiskt, lokalt, inom arbetslag samt för enskild pedagog.

This research is focused on the influence of stress on Nursing Staff of a Private Hospital from an Employee Assistance Programme (EAP) perspective. Stress amongst Nursing Staff in a Private Hospital has been researched from an EAP perspective. Specific focus was placed on the reason for job stress, the impact of stress on nursing staff, the handling of stress and burnout. EAP`s have been discussed in respect of the purposes and aims of EAP`s, different models of EAP`s, the advantages and disadvantages of different models have been discussed, the functions of EAP`s as well as the standard elements of EAP`s. Lastly focus has been on the operational functioning of EAP`s and stress management of EAP`s. The empirical research has been conducted by means of self-constructed questionnaires which were hand delivered. The findings show that the stress experienced by nursing staff in a private hospital has been identified as well as the extent to which stress influenced their job functioning. Recommendations made, include inter alia, that EAP`s must be made internally available to the Private Hospital in order to assist nursing staff with the handling of stress, stress-relief programmes, support groups as well as stress handling programmes. / Dissertation (MSD (EAP))--University of Pretoria, 2003. / Social Work and Criminology / Unrestricted

Child sexual abuse is a widespread problem nationally and internationally. Sexual abuse is traumatic for the child victim. Usually the adult abuser takes advantage of the child’s innocence and trust in adults. In many cases, the abuser threatens or bribes the child to keep silent. Because of t he threats, fear and embarrassment, most children do not tell anyone about the abuse. Keeping the secret of abuse only causes more emotional stress for the child and the family. Because of the betrayal by an adult, the child often experience feelings of guilt as if the abuse is his or her fault. As a result of this, i t becomes difficult for the abused child to trust people. Anger, guilt and fear are common feelings that sexually abused children may experience . Childhood sexual abuse can cause lifelong psychological and physical damage, even if the emotional effects of sexual abuse may not be evident immediately. Victims may experience abuse-related problems as adults. This refers to the ability to trust people and form close relationships with them. Both boys and girls can be the victims of sexual abuse. However, females are more often victims of sexual abuse than males. Due to the increasing number o f reports of child sexual abuse cases in the Moses Kotane Local Municipality, North West Province, the researcher decided to evaluate the content and presentation of the educational programmes for the primary prevention of child sexual abuse, to establish whether they are empowering children to protect themselves against sexual abuse. The researcher’s concern i s that despite the efforts by different departments to educate children on sexual abuse, more and more cases are reported. The research question to guide this study, was formulated as follows: How do the children that are exposed to the sexual abuse educational programme that is being presented in the Moses Kotane Local Municipality, experience the content of the programme as well as the way it has been presented? A quantitative research approach was used to explore the research question . Thirty (30) children from the Baphiring Middle school between the ages eleven (11) and fourteen (14) years, were randomly sampled for inclusion in the study. The data collection method used was a group questionnaire . Three themes were explored , namely child sexual abuse, presentation of the programme and empowerment of children against child sexual abuse. The findings showed that during the programme presentation, most children did learn of certain prevention concepts such as what child abuse is, who could potentially abuse the children, possible signs and symptoms of a sexually abused child and what to do to prevent sexual abuse. The findings also showed that the presentation of the programme on child sexual abuse should continue to empower children. The programme can be adjusted to be more child friendly. / Die seksuele mishandeling van kinders is ‘n wydverspreide proble em, beide op nasionale en internasionale vlak. Seksuele mishandeling is traumaties vir die kind as slagoffer. Gewoonlik maak die volwassene wat di e kind op hierdie wyse mishandel , misbruik van die kind se onskuld en vertroue in volwasse persone. In baie gevalle dreig die persoon wat die kind mishandel die betrokke kind of koop die kind met materiële gunste om sodat d ie kind nie die mishandeling aanmeld of bekend-maak nie. As gevolg v an sulke dreigemente, word vrees en skaamte geskep en sal die meeste kinders die mishandeling nie aan ander pe rsone bekendmaak nie . Die geheimhouding van die mishandeling skep egter nog meer emosio nele spanning vir die kind en selfs vir die gesin van sodanige kind . Deurdat ‘n kind deur ‘n volwasse persoon teleurgesteld is, ervaar die kind dikwels skuldgevoelens asof dit die kind se skuld is. As ‘n resultaat van laasgenoemde, word dit dus moeilik vir ‘n mishandelde kind om mense te vertrou. Woede, skuld gevoelens en vrees is emosies wat mishandelde kinders in die algemeen kan ervaar . Seksuele mishandeling gedurende die kinderjare kan lewenslange sielkundige en fisiese skade meebring, selfs al is emosionele gevolge van seksuele m ishandeling nie altyd dadelik sigbaar nie. Die slagoffers kan probleme en vaar wat verband hou m et die mishandeling wanneer hulle self volwassenes is. Laasgenoemde verwys onder andere na die vermo• om mense te vertrou en om hegte verhoudings m et hulle op te bou . Beide seuns en dogters kan slagoffers van seksuele mishandeling word. D it is egter wel waar dat meisies meer dikwels s lagoffers van hierdie vorm van mishandeling is as seuns. Die navorser het besluit om d ie inhoud en aanbieding van die opvoedkundige program te evalueer wat huidiglik in die Moses Kotane Plaaslike Munisipaliteit, in die Noord -Wes Provinsie, ten opsigte van primêre voorko ming van seksuele mishandeling van kinders aangebied wo rd. Hierdie evaluering is bel angrik aangesien daar ‘n toename is in die aantal gevalle van seksuele mishandeling van kinder s wat in hierdie gebied gerapporteer word. Die navorser wou vasstel of hierdie program wel kinders bemagtig om hulself teen seksuele mishandeling te beskerm. Die navorser is bekommerd oor die feit dat, ten spyte van die pogings wat verskeie depart emente aanwend om kinders oor seksuele mishandeling in te lig, meer en meer gevalle gerapporteer word. Die navorsingsvraag wat hierdie studie gerig het, was die volgende: Hoe het die kinders wat bloo tgestel is aan die opvoedkundige program oor die seksuele mishandeling van kinder s wat in die Moses Kotane Plaaslike Munisipaliteit anngebied is, die inhoud van die program en die wyse waarop dit aangebied is, ervaar? ‘n Kwantitatiewe navor singsbenadering is gevolg om die navorsingsvraag te eksploreer. ‘n Ewekansige steekproef van dertig (30) kinders va n die Baphiring Middle School, tussen die ouderdomme van elf (11) en veertien (14) jaar, is in die studie gebruik. Die datainsamelingsmetode was ‘n groepsvraelys. Drie temas is ondersoek, naamlik die seksuele mishandeling van kinders, die aanbieding van die program en die bemagtiging van kinders teen seksuele mishandeling. Die bevindings toon dat die meeste van die kinders gedurende die aanbieding van die program geleer het wat seksuele mishandeling va n kinders behels, wie moontlik ‘n kind seksueel kan mishandel, die tekens en simptome van ‘n seksueel mishandelde kind kan wees, wat om te doen wanneer ‘n kind aan so ‘n situasie blootgestel word en hoe seksuele mishandeling voorkom kan word. Die bevindings he t ook aangetoon dat die aanbieding van sodanige programme moet voortgaan ten einde kinders te bemagtig. Die program kan wel aangepas word om m eer kindervriendelik te wees. / Dissertation (MSD (Social Work Management))--University of Pretoria, 2007. / Social Work and Criminology / MSD / Unrestricted

Dissertation (MInstAgrar)--University of Pretoria, 1999. / Agricultural Economics, Extension and Rural Development / unrestricted

This dissertation reports an evaluation study which was done with an educational programme for Automotive Service Technicians which was adapted for South African conditions and derived from a programme used internationally, and originally developed in Schweinfurt, Germany in 2005. The programme was designed to answer to particular problems experienced during automotive driveline-component installations. Since the inception of this programme, ZF Germany had been training representatives from their different subsidiaries over the world on the essential elements of automotive driveline installation protocol. The representatives were trained to adapt the core programme in accordance with the particulars of the vehicle populations in each respective country, and the researcher has performed this task The aim of this research was to evaluate the effectiveness of one particular module known as “Guidelines to clutch replacement” with regard to bringing about the desired changes in knowledge, attitude and behaviour within the trainees. Previous anecdotal feedback from the industry had suggested that the programme had been helpful in the reduction of installation errors, but the extent of the successes and failures of the programme had been unknown until this study. The training department at ZF South Africa was tasked to design further training modules based on the findings of the module under study in order to establish the successes and failures of the core concept for improvement of successive programmes. The approach for this programme evaluation was utilization-focused which allowed the researcher to choose from and combine a variety of data collection strategies over the complete range of summative and formative evaluation approaches. However, in keeping with the stated aim of this study, this study had been limited to a summative inquiry by employing a quantitative data collection strategy at the hand of a quasi-experimental research design. This research report presents the findings of a one-day intervention programme that was offered to Automotive Service Technicians in the Gauteng area. The conceptual framework that was adopted for the research was based on the four level evaluation framework of Kirkpatrick (1998) with the first three levels having been empirically tested and the fourth level discussed on the basis of empirical information. Findings suggest that although the levels of knowledge-acquisition could not to be considered as high, behaviour modification had indeed been observed to be in alignment with the clutch-installation-protocol and almost all the respondents had adopted the protocol as their preferred way of executing clutch installations. In addition, most respondents found the programme to be pleasant and of a high utility value. Certain problems with the programme became evident, such as the pace having been too fast; printed hand-outs were not considered to have high utility value, and sensitivity to personal and cultural differences were found to be lacking. The low levels recorded for knowledge acquisition may be language related which possibly relates to the fast pace of the course. The research findings suggest that the course should be spread over two days instead of one day and be augmented with practical demonstrations and re-designed printed hand-outs. In order to effectively measure level four of the Kirkpatrick framework, criteria of concern should be negotiated with participating organisations in order to provide relative data for answering research questions on this level. Procedures for collecting data over the course of several years need to be established and agreed upon by all stakeholders for such data to be reliable and valid in the inclusion of a time-series study. Regarding a relatively simple programme such as the programme under study with programme objectives that have a predominant procedural-knowledge focus, the Kirkpatrick framework has been found to be effective and its procedures may be applied in other industry-based training programmes. An added academic contribution to the previous one is that the Kirkpatrick framework as utilised in this study has shown that the framework offers a high utility value for fast-paced short courses where contact time with trainees are limited and evaluation designs need to fit in with the practical limitations. The high utility value of the Kirkpatrick framework became evident in the findings of this study where transfer of learning had evidently taken place regardless of possible learning problems such as language barriers. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Science, Mathematics and Technology Education / MEd / Unrestricted

With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance. Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa? Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa. The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / M Ed / unrestricted

Attachment refers to a strong emotional bond with special people in a person?s life, in whose presence the person experiences pleasure, joy and comfort in times of stress. The first attachment in life is commonly formed between an infant and primary caregiver, which is usually the mother. The caregiving provided by the mother or caregiver will determine whether a secure or insecure attachment pattern is formed. Attachment theory indicates that this first attachment forms the basis for a cognitive representation, the so-called internal working model, which becomes part of the person?s personality and forms the foundation of the person?s perception of the self and the world as well as of all future interpersonal relationships. As infancy is a sensitive period for the development of attachment, the prenatal period could be an appropriate time to educate expecting mothers about the importance of secure attachment and their role in the development thereof. The researcher therefore wished to explore whether antenatal programmes could be used as a platform for teaching expecting mothers about attachment. As a starting point, the goal of this study was to explore the perceptions of antenatal programme presenters on including training on attachment into antenatal programmes. The study was based on a qualitative research approach, and applied research as the type of research. A collective case study research design was adopted and data was collected by means of semi-structured interviews that were conducted with a sample of ten presenters of antenatal programmes in the Tshwane district. The participants were selected by means of purposive sampling. Data was analysed according to methods for qualitative data analysis, and relevant ethical considerations were followed during the study. The research findings indicate that the participants were aware of the importance and benefits of secure attachment and that they had a positive attitude towards the inclusion of training on attachment into antenatal programmes. They were eager to receive training on attachment and to adapt their programmes to include training on attachment. The researcher concludes that it would be feasible and beneficial to include training on attachment into antenatal programmes, and to train antenatal programme presenters for this purpose. The provision of training on attachment to nurses and raising awareness of attachment in the private and public health care sectors could facilitate greater knowledge of attachment for expecting mothers. Further research in diverse settings, such as in private and public clinics and hospitals in different geographical areas, is recommended. / Mini Dissertation (MA)--University of Pretoria, 2016. / Social Work and Criminology / MA / Unrestricted

With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance. Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa? Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa. The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted