Cette recherche porte sur les intérêts professionnels d'élèves handicapés ou en difficulté d'adaptation ou d'apprentissage (EHDAA) inscrits à un programme d'intégration professionnelle axé sur l'horticulture. Elle s'attarde aussi à leur environnement scolaire et professionnel. Les résultats obtenus lors de la passation en .prétest de l'Inventaire visuel d'intérêts professionnels (IVIP) montrent que les intérêts professionnels de la majorité des élèves sont congruents avec leur formation scolaire. Quant aux résultats observés au post-test, ils révèlent que cette congruence est moins élevée dans les profils d'intérêts de ces élèves et que la majorité d'entre eux ne sont pas en emploi à la fin de leur programme d'intégration professionnelle. Cette situation pourrait entre autres s'expliquer par les limitations et les besoins spécifiques de ces élèves qui rendent difficile l'accompagnement soutenu des employeurs ainsi que par d'autres considérations telles que l'offr d'emploi et la disponibilité de programmes d'intégration professionnelle variés.

Selon l'American Psychiatric Association (APA, 2004), les troubles du comportement perturbateur (TCP) se divisent en trois diagnostics : le trouble d'attention avec ou sans hyperactivité (TDA/H), le trouble d'opposition avec ou sans provocation (TOP) et le trouble des conduites (TC). Les programmes d'entraînement aux habiletés parentales (PEHP) sont reconnus comme étant des pratiques probantes dans le traitement de ces troubles (Hartman, Stage et Webster-Stratton, 2003; Kazdin, 2001; Nock & Kazdin, 2001; Webster-Stratton, 2007; Weersing & Weisz, 2000). Toutefois, les pères s'impliquent généralement moins que les mères dans ce type d'intervention alors que leur implication dans la vie de l'enfant est associée à de nombreux bénéfices (Coplin & Houts, 1991; Lamb, 2004). Les objectifs de cette étude sont de vérifier si la participation des pères au programme est similaire à celle des mères et de vérifier quel est l'effet ajouté de leur participation à l'efficacité d'un PEHP sur l'enfant, les parents et la famille. Au total, 33 familles ont participé au programme et leur présence est justifiée par le TDA/H de leur enfant. Le groupe "sans père" (SP) est formé de 9 mères qui sont venues seules aux rencontres et le groupe "avec pères" (AP) est formé de 24 pères et mères venus ensemble. Ils ont participé au programme Ces années incroyables qui inclut 16 rencontres de groupe de deux heures chacune. L'évaluation est faite avant le programme (pré-test, Tl), à la fin (post-test, T2) et 6 mois plus tard (suivi, T3) et inclut des mesures du comportement de l'enfant, des pratiques éducatives parentales, du stress parental, du sentiment d'autoefficacité parental et du fonctionnement familial. Les résultats démontrent que les pères accompagnés sont moins assidus que les mères accompagnées, mais ne se distinguent pas des mères qui sont venues seules. Leur engagement dans les rencontres est toutefois similaire à celui des mères. Les analyses de variance à mesures répétées démontrent une amélioration plus immédiate des comportements extériorisés chez l'enfant dont le père était présent au programme. Suite au programme (post-test), sa présence n'a pas d'effet sur le stress parental, mais six mois après la fin de ce dernier (suivi), les mères qui y étaient seules se sentent plus stressée [i.e. stressées] que celles qui étaient accompagnées du père. Toutefois, très peu d'effets ont été décelés sur les pratiques éducatives parentales et le fonctionnement familial. La discussion analyse ces résultats et y fait suivre des retombées cliniques.

La présente étude s'intéresse au développement de la prosocialité des garçons et des filles à la période préscolaire et aux effets des programmes qui en font la promotion. Plus spécifiquement, elle vise à 1) vérifier la fidélité de l'implantation du programme Brindami dans deux Centre de la petite enfance de la région de Magog et 2) à vérifier les effets du programme Brindami sur la prosocialité, les difficultés de comportements intériorisées et extériorisées des enfants de trois à cinq ans et enfin de vérifier si le programme est aussi efficace pour les garçons que pour les filles (n = 94). L'évaluation de la fidélité d'implantation a démontré une bonne qualité d’implantation. L'évaluation pré et post intervention a été réalisé auprès du groupe intervention et d’un groupe témoin équivalent. Les données sur la prosocialité et les difficultés de comportement intériorisées et extériorisées ont été recueillies auprès de l’éducatrice des enfants ainsi qu'auprès des parents. Les analyses multivariées à mesures répétées démontrent selon les éducatrices un effet différent du programme Brindami pour les garçons et pour les filles; seules les filles du groupe intervention ont amélioré leur prosocialité entre les deux temps de mesure. Les retombées pour la psychoéducation sont discutées.

ENGLISH ABSTRACT: In today’s hi-tech global economy the fields of science, technology and engineering are becoming increasingly and undeniably central to economic growth and competitiveness, and will provide many future jobs. Qualifications in Mathematics are crucial gateways to further education and will provide access to the Science, Technology, Engineering and Mathematics (STEM) industries. This study focuses on the optional course in Mathematics, called Advanced Programme Mathematics (APM), which is offered and assessed by the Independent Examination Board in the final three years of high school in South Africa. At present, the South African school system does not adequately prepare students for the transition from school to university Mathematics, and APM has been designed to address this gap. The research question set by this study is: To what extent does the APM course succeed in preparing learners for the rigour of first-year Mathematics in the STEM university programmes? The sample group of 439 students was selected from the 2013 cohort of first-year Mathematics students at Stellenbosch University. First, an analysis of the relevant curricula was undertaken, and then an empirical investigation was done to determine the differences in performance between first and second semester examinations of first-year university Mathematics students who took APM, and those who did not. This was followed by an investigation by means of a questionnaire into the perceptions of students on how effective APM was in easing the transition from school to university Mathematics. The research was designed according to the Framework for an Integrated Methodology (FraIM) of Plowright (2011). From an extensive international literature study, it appears that APM is definitely a predictor of post-secondary success. Since no formal research has been recorded to support this claim, this study aims to provide a sound answer to whether APM is advantageous. The effect size results of this study show that APM marks of students explain 68% of the achievement in first-semester university Mathematics when combined with NSC Mathematics marks in a general regression model. There is a significant difference between the marks of students who took APM and those who did not in first-semester university Mathematics, specifically across the National Senior Certificate (NSC) Mathematics mark categories of 80-100%. APM course-taking leads to confidence in Mathematics, which combined with good domain knowledge of calculus, ease the transition from school to university Mathematics. The study recommends that not only students who intend pursuing a career in the STEM industries should take the APM course, but also those who intend to apply for admission to any other tertiary studies, as the cognitive and other skills provided by APM will give them the required edge to perform well in higher education. Schools are called upon to provide access to APM for mathematically gifted students, and teachers and guidance counsellors should encourage learners to enrol for AMP. This will enable them to share in the manifold academic and personal benefits accruing from the course, and to help alleviate the critical shortage of graduates in careers requiring a strong Mathematics background in South Africa. / AFRIKAANSE OPSOMMING: In die hoë-tegnologie-wêreldekonomie van vandag word die gebiede van wetenskap, tegnologie en ingenieurswese toenemend en onmiskenbaar die kern van ekonomiese groei en mededingendheid wat in die toekoms baie werkgeleenthede sal bied. Kwalifikasies in Wiskunde open beslis baie deure na verdere opleiding en verleen toegang tot die Wetenskap-, Tegnologie- Ingenieurswese- en Wiskunde-industrieë. Hierdie studie fokus op die opsionele kursus in Wiskunde, genaamd Gevorderde Program Wiskunde (GPW), wat deur die Onafhanklike Eksamenraad aangebied en geassesseer word in die laaste drie jaar van hoërskoolonderrig in Suid-Afrika. Tans berei die Suid-Afrikaanse skoolstelsel nie studente genoegsaam voor vir die oorgang van skool- na universiteitswiskunde nie en GPW is ontwerp om hierdie gaping te oorbrug. Die navorsingsvraag wat hierdie studie stel, is: In watter mate slaag die GPW-kursus daarin om leerders voor te berei vir die streng vereistes van eerstejaar-Wiskunde in die Wetenskap-, Tegnologie- Ingenieurswese- en Wiskunde-universiteitsprogramme? Die toetsgroep van 436 studente is gekies uit die 2013-groep eerstejaar-Wiskundestudente aan Stellenbosch Universiteit. Aanvanklik is ᾽n analise van die relevante leerplanne onderneem, waarna ᾽n empiriese ondersoek gedoen is om die verskille in prestasie in die eerste en tweede semester eksamens vas te stel tussen eerstejaar-Wiskundestudente op universiteit wat wel GPW geneem het en diegene wat dit nie geneem het nie. Dit is gevolg deur ᾽n ondersoek deur middel van ᾽n vraelys na die persepsies van studente oor hoe effektief GPW was om die oorgang van skool- na universiteitswiskunde te vergemaklik. Die navorsing is ontwerp op grond van ‘n model vir ‘n geïntegreerde metodologie van Plowright (2011). Dit blyk uit ᾽n uitgebreide studie van internasionale literatuur dat GPW definitief ᾽n voorspeller van post-sekondêre sukses is. Aangesien geen formele navorsing om hierdie aanspraak te ondersteun nog op skrif gestel is nie, poog hierdie studie om ᾽n deurdagte antwoord te verskaf op die vraag of GPW wel tot voordeel van studente is. Die effek grootte resultate van hierdie studie dui aan dat die GPW-punte van studente 68% van prestasie in Wiskunde in die eerste semester op universiteit verduidelik as dit in ᾽n algemene regressiemodel met die Nasionale Senior Sertifikaat (NSS) punte gekombineer word. Daar is ᾽n beduidende verskil tussen die Wiskundepunte van studente wat GPW geneem het en diegene wat dit nie geneem het nie in die eerste semester op universiteit, veral in die NSS-Wiskundepuntekategorieë van 80-100%. Om die GPW-kursus te neem, lei tot selfvertroue in Wiskunde, wat saam met ᾽n goeie kennis van die Differensiaalrekening-domein, die oorgang van Wiskunde vanaf skoolvlak na universiteitsvlak vergemaklik. Op grond van die studie beveel die navorser aan dat nie slegs studente wat ᾽n loopbaan in Wetenskap-, Tegnologie- Ingenieurswese- en Wiskunde-rigtings wil volg, die GPW-kursus behoort te volg nie, maar ook diegene wat vir toelating tot enige ander tersiêre studie wil aansoek doen, aangesien die kognitiewe en ander vaardighede wat GPW ontwikkel, hulle die nodige voorsprong sal bied om goed te vaar in verdere studie. Skole word aangemoedig om toegang tot GPW aan wiskundig begaafde leerlinge te verskaf en onderwysers en loopbaanraadgewers behoort leerlinge aan te moedig om vir GPW in te skryf. Sodoende kan hulle deel in die vele akademiese en persoonlike voordele wat die kursus bied, en help om die kritieke tekort aan gegradueerdes in die studierigtings waar ‘n sterk Wiskunde agtergrond ‘n vereiste is, te help verlig.

This report discusses the experiences gained and lessons learned during a project management internship in post-earthquake Christchurch as part of the construction industry and rebuild effort.

This report to RCP Ltd and University of Canterbury summarises the findings of a 5 month secondment to the CERA Port Hills Land Clearance Team. Improvement strategies were initiated and observed. The Port Hills Land Clearance Programme is the undertaking of the demolition of all built structures from the Crown’s compulsory acquired 714 residential red zoned properties. These properties are zoned red due to an elevated life risk as a result of geotechnical land uncertainty following the 2011 Canterbury Earthquakes.

HIV/AIDS mainly is a health problem, which is accompanied by social and economic implications worldwide and is seen as a pandemic that negatively affects South Africa. The agricultural labour force, specifically the farm worker community, is also negatively affected by it. However, few research reports are available pertaining to this problem in this section of the population Based on the above, the researcher investigated the attitudes and level of knowledge of the farm worker community with regard to HIV/AIDS. During the investigation it was established that knowledge was lacking and a misperception regarding the HI virus prevailed in the farm worker community. A needs assessment was executed in order to establish what information the farm workers wish to receive and whether they would be willing to attend group assemblies. Initially, the farm workers were not familiar with the term 'group work', but once it was explained to them it was established that the farm workers did indeed feel a need for a group work programme. A prevention programme was compiled in accordance with the needs of the farm workers, which included giving information on HIV/AIDS as well as teaching them life skills. An attempt was made to compile the programme in a culture sensitive manner so that information could reach the farm workers at their level of functioning. The aim of the investigation was: To establish the attitudes, convictions and level of knowledge of black farm workers with regard to HIV/AIDS by means of a literature study and empirical investigation; and To compile an HIV/AIDS group work prevention programme based on a literature study and empirical research. In conclusion, it can be said that the research has proved that knowledge pertaining to the virus is lacking among the farm worker community and that it is essential to change their attitudes. Group work, as a method of social work, can be utilised with remarkable success to bring about positive changes regarding HIV/AIDS in this sector. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2006.

Literature (Beck, 1986:96; Beaver & Brewster, 2002:132; Piaget et al., 2009:1) indicates that the first two years of a baby’s life is a critical period for development. This period is seen as windows of opportunity for development. There is still controversy in the literature regarding if baby stimulation helps babies to reach their neuro-motor development milestones faster, and which type of stimulation is the most advantageous, namely group stimulation or individual stimulation. The first objective of this study was to determine the effect of different methods of stimulation on the motor development of babies between the ages of 3 – 9 months, and secondly to determine what the effect of stimulation administered by a primary caregiver have on the motor development of babies between the ages of 3 – 9 months. A pretest-posttest design was used based on an available random sample where the effect of motor stimulation in different stimulation groups was tested. For objective 1 the babies (N=42) was divided into three different groups and exposed to informal stimulation (n=14), group stimulation as part of a day care program (n=15) and individual stimulation (n=13) administered by a primary caregiver. A nonstandardised checklist was designed by the researcher, refined in a pilot study and completed by the facilitators of the group and individual stimulation programs in which the content of the motor stimulation program was described. During the pretesting phase the babies were tested by the researcher in order to determine their motor milestone developmental status by means of the Peabody Developmental Motor Scales-2-measuring instrument (PDMS-2). This measuring instrument consists of five sub-scales that are converted to a gross motor, fine motor and total motor quotient. After applying the stimulation programs for 12 weeks on a daily basis in the group stimulation and the formal individual stimulation programs, the same aspects of the babies’ motor development was tested again by the PDMS-2. The results showed that after 3 – 9 months old babies were exposed to formal stimulation programs and the data was adjusted for age in months, gender, other activities and pretest results, they did not reach their neuro-motor developmental milestones faster than the babies that were exposed to informal stimulation. The results also show that babies that received individual stimulation administered by a primary caregiver did not reach their milestones faster than babies that only received informal stimulation. However, it seems that individual stimulation administered by a primary caregiver is more beneficial than group stimulation. For objective 2 the subjects (N=27) was divided into two groups and were exposed to informal stimulation (n=14) and individual stimulation (n=13) administered by a primary caregiver. A co-variance of analysis was used and effect sizes were determined for the differences that occurred. The results showed that 3 – 9 months old babies that were exposed to a formal stimulation program did not reach their neuro-motor development milestones faster than babies that were exposed to informal stimulation, because the informal stimulation groups achieved significant (d > 0.2) higher scores for the gross motor (d > 0.24), fine motor (d > 0.27) and total motor quotient (d > 0.33). Individual stimulation showed nonsignificant higher mean values for the reflex (ẋ = 10.30), locomotion (ẋ = 9.16) and visual-motor integration sub-scales (ẋ = 9.45), while informal stimulation showed higher mean values for static balance (ẋ = 11.46) and grasping skills (ẋ = 10.21). The conclusion can be made that simulation whether informal, formal or in a group is beneficial to babies, but the baby must be ready for the specific stimulation. The success of informal stimulation depends on the parents’ knowledge and educational levels. Consequently the same results will not necessarily be achieved by parents that are from a less wealthy environment and that have fewer opportunities to obtain knowledge about the optimal stimulation of babies. / Thesis (M.A. (Kinderkinetics))--North-West University, Potchefstroom Campus, 2011

This study serves two aims, to shed light on the rule of darura in Islamic law and to examine the justification for the Harm Reduction Programme in Malaysia using the said rule. In an attempt to fathom the real understanding of this rule, I have employed two methods: a critical approach to the darura theoretical discussions and an analysis of darura cases presented in fiqhi treatises. The study demonstrates that the usuliyun have formulated a narrow scope of darura theory although the applications of the rule in fiqhi treatises suggest other ways in which the principle can be applied. The jurists tend to apply the rule in a much wider sense in the various fiqhi works, either in true and factual cases or in hypothetical ones. This research also finds that the modern jurists have expanded the application not only to protect the necessity of an individual person but to protect the necessity of the public at large. It can also be suggested that the rule of darura has provided measures derogating obligations; however, this must only be to the extent required by the exigencies of the situation. A rigorous understanding of this rule is crucial for the field of Islamic law in order to avoid any possible abuse. Based on the above understanding of darura, this study finally investigates whether darura can justify the Harm Reduction Programme in Malaysia. This programme has been promulgated to reduce HIV/AIDS cases by providing drug users with methadone, syringes and needles. The programme was assessed thoroughly using the legal requirements and preconditions of darura. Having examined the philosophy, its modus operandi and jurists' attitude towards drugs, the study concludes that this programme is justified from a shari`a perspective on the basis of necessity. However, strict precautions and regulations need to be continuously employed throughout this controlled programme to avoid any abuse which might impair its legality. The research also aims to enhance the public's understanding of the rule of darura and to improve the collaboration between Malaysian government and religious groups in minimising HIV/AIDS and drug cases in Malaysia.

This thesis is concerned with the key areas of social interaction and emotional understanding in children with autism with regard to their development. This study evaluated the effectiveness of a ten sessions long intervention programme with the objective of facilitating the children’s social-emotional understanding, as well as promoting their social skills and interaction with both peers and adults. Two methods of studies were used with 6 children - aged 7 to 11 - who had previously been diagnosed with high-functioning autism. The quasi-experimental study divided the sample into an experimental and control group in order to evaluate the intervention. The second method was a case study involving two children in the experimental group. Both approaches provided evidence of the effectiveness of the intervention programme in enhancing the social and emotional components. The results from the first study showed that the intervention programme was associated with improvements for the children in the experimental group in their overall social-emotional understanding, as well as their social skills and interaction with their peers. Moreover, there was strong agreement between the three sources (parents, teachers and children) about this improvement, which supports the reliability of the outcomes. On the other hand, children from the control group did not improve in the tested areas. The results from the second study revealed the typical description of emotional and social deficits in the two children with high-functioning autism. In each case there were specific aspects to their level of difficulties and the way in which they interacted with their friends and family. The data collected after the intervention supports the hypothesis that children with autism can learn emotional understanding (including empathy), and this was associated with an improvement in their social functioning. The case studies also showed agreement between the parents in their dissatisfaction about the level of support that their children received at school. None of the children had received any type of social training programme particularly aimed at teaching them these specific skills. The two methods of evaluation complemented each other. Although caution should be taken when interpreting the findings, owing to the small sample size, the study suggests that children with high-functioning autism respond well to interventions designed to support their social and emotional understanding.