No description available.

Vandalism is a complex phenomenon with no easy or single solution. A definition of vandalism underscores this complexity. It is defined as, inter alia, the intentional damaging or destroying of objects belonging to others, the voluntary degrading of environments with no profit motive, acts of which the results are considered as damage by the actors as well as the victim in relation to the norms that govern the situation, and the wilful or malicious destruction, injury, disfigurement, or defacement of property without the consent of the owner. Such social anti-behavioural acts are, however, both internationally and nationally spreading like a virus. Since schools are increasingly being regarded as soft targets for vandalism, which turns them into dangerous and unsafe places for teaching and learning, this study focused on a programme for dealing with vandalism in schools. The aim was to determine the effects of school vandalism on the education system, investigate the effects thereof on effective teaching and learning and to - on the basis of the findings obtained from both an in-depth literature study and empirical research design - make suggestions for an inclusive programme which schools can use to assist learners to develop responsible attitudes and behavioural patterns. An ecosystemic programme was selected as it allowed for a more holistic approach to assess vandalism, as a societal phenomenon, and to provide support/solutions to overcome such a phenomenon. Using Bronfenbrenner’s ecosystemic model of child development, in addition, enabled the researcher to examine the multiple effects and interrelatedness of vandalism, holistically in school environments. The family, community and school as environmental systems children experience during their development were, accordingly, addressed by employing a systems way of thinking. The nature and scope of the study are outlined in chapter one. Background information on the prevalence of vandalism in South African schools, which lead to the statement of the research problem, is presented.. In line herewith, the research aims and objectives are highlighted in this chapter. Within the parameters of an ecosystemic approach, the research methodology, incorporating the research paradigm, design, sampling methods as well as the data collection, analysing and interpretation strategies, are addressed. In order to redefine the research questions, chapter two consists of a discussion of the data obtained through an in-depth literature study on an ecosystemic model and theory as well as a systemic way of thinking. Whilst referring to Bronfenbrenner’s ecological model of child development, this chapter also outlines the dynamic processes of child development. Chapter three elaborates on the information set forward in chapter two, by explaining the different environmental systems children experience. By outlining their different elements and referring to the interdependence between them, the family, community and school as systems are discussed. The application of an ecosystemic theory to school and community interventions are, in addition, discussed. Within the parameters of an ecosystemic framework, acts of vandalism are scrutinized. By demonstrating the social contents and the underlying assumptions regarding school vandalism, the latter is defined and its causes, impact and effect on teaching and learning in South Africa are addressed with the aim of guiding the study in an explanatory way. After applying an ecosystemic theory to school and community interventions, chapter three also outlines the historical background and origin of vandalism, the vandal, the characteristics of vandals, specific motivational factors behind vandalism as well as the negative effects thereof. Following the latter, the causes of vandalism and possible prevention strategies are also identified. Chapter four, in addition to chapter one, deals with the research design and methodology as well as the issues of measurement in more detail. Flowing from this chapter, chapter five includes the responses obtained from the participants followed by a discussion of the findings according to the data obtained from the interviews and field notes. An interpretation of the findings is provided, recommendations are made and specific limitations of the study are, moreover, identified. The study ends with a summary of the research conducted and by presenting the final findings which, in turn, lead to proposing various recommendations / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

Vandalism is a complex phenomenon with no easy or single solution. A definition of vandalism underscores this complexity. It is defined as, inter alia, the intentional damaging or destroying of objects belonging to others, the voluntary degrading of environments with no profit motive, acts of which the results are considered as damage by the actors as well as the victim in relation to the norms that govern the situation, and the wilful or malicious destruction, injury, disfigurement, or defacement of property without the consent of the owner. Such social anti-behavioural acts are, however, both internationally and nationally spreading like a virus. Since schools are increasingly being regarded as soft targets for vandalism, which turns them into dangerous and unsafe places for teaching and learning, this study focused on a programme for dealing with vandalism in schools. The aim was to determine the effects of school vandalism on the education system, investigate the effects thereof on effective teaching and learning and to - on the basis of the findings obtained from both an in-depth literature study and empirical research design - make suggestions for an inclusive programme which schools can use to assist learners to develop responsible attitudes and behavioural patterns. An ecosystemic programme was selected as it allowed for a more holistic approach to assess vandalism, as a societal phenomenon, and to provide support/solutions to overcome such a phenomenon. Using Bronfenbrenner’s ecosystemic model of child development, in addition, enabled the researcher to examine the multiple effects and interrelatedness of vandalism, holistically in school environments. The family, community and school as environmental systems children experience during their development were, accordingly, addressed by employing a systems way of thinking. The nature and scope of the study are outlined in chapter one. Background information on the prevalence of vandalism in South African schools, which lead to the statement of the research problem, is presented.. In line herewith, the research aims and objectives are highlighted in this chapter. Within the parameters of an ecosystemic approach, the research methodology, incorporating the research paradigm, design, sampling methods as well as the data collection, analysing and interpretation strategies, are addressed. In order to redefine the research questions, chapter two consists of a discussion of the data obtained through an in-depth literature study on an ecosystemic model and theory as well as a systemic way of thinking. Whilst referring to Bronfenbrenner’s ecological model of child development, this chapter also outlines the dynamic processes of child development. Chapter three elaborates on the information set forward in chapter two, by explaining the different environmental systems children experience. By outlining their different elements and referring to the interdependence between them, the family, community and school as systems are discussed. The application of an ecosystemic theory to school and community interventions are, in addition, discussed. Within the parameters of an ecosystemic framework, acts of vandalism are scrutinized. By demonstrating the social contents and the underlying assumptions regarding school vandalism, the latter is defined and its causes, impact and effect on teaching and learning in South Africa are addressed with the aim of guiding the study in an explanatory way. After applying an ecosystemic theory to school and community interventions, chapter three also outlines the historical background and origin of vandalism, the vandal, the characteristics of vandals, specific motivational factors behind vandalism as well as the negative effects thereof. Following the latter, the causes of vandalism and possible prevention strategies are also identified. Chapter four, in addition to chapter one, deals with the research design and methodology as well as the issues of measurement in more detail. Flowing from this chapter, chapter five includes the responses obtained from the participants followed by a discussion of the findings according to the data obtained from the interviews and field notes. An interpretation of the findings is provided, recommendations are made and specific limitations of the study are, moreover, identified. The study ends with a summary of the research conducted and by presenting the final findings which, in turn, lead to proposing various recommendations / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

No description available.

Project Evolution, Activities and Research Summary / Presented at the IMVP Annual Sponsors Meeting, June 1995

Diss.--Münster--Université, 1997. / Bibliogr. p. 376-402.

Background This study is a qualitative assessment of a group diabetic education programme using motivational interviewing (MI) in underserved communities in South Africa. The programme was delivered by health promotion officers (HPOs) who are mid-level workers trained to deliver health education messages. The aim of the study was to explore the experience of the HPOs in the training course and in facilitating the group education sessions, and from an understanding of their perspective to contribute towards an in-depth evaluation of the educational programme. Methods The study made use of three focus group interviews with 14 health promoters who delivered the educational programme in 17 health centres in the Cape Town area. Interviews were recorded and transcribed verbatim. The data was analysed using the Framework method. Results Training was perceived as successful and the use of small group education as the main teaching method mirrored the challenges involved in group diabetes education. HPOs felt confident in their ability to deliver the group education after training. HPOs reported a significant shift in communication style and skills, but felt the new approach was feasible and better than usual. Resource materials were found to be relevant, understandable and useful. HPOs felt that the number of sessions and topics should be increased and that family members should also attend. HPOs struggled with poor patient attendance and a lack of suitable space at the facilities. HPOs reported that patients who attended demonstrated improved self-efficacy and self-care. Conclusion This qualitative assessment of HPOs perspective on a group diabetes education programme using MI showed that HPOs can deliver such a programme with the necessary confidence after adequate training. The HPO’s perspective needs to be triangulated with other research projects focused on the patient outcomes and perspectives and evaluation of the HPO’s fidelity and competency. This study however supports wider implementation of the educational programme.

Background: A national roll-out of antiretroviral therapy in the public sector was started in 2004, and Paarl was one of the first sites to start these services in the Western Cape. Operational research is required to guide the continuous improvement of such services. This research aimed to describe the characteristics of the treatment cohort started at TC Newman CDC’s ARV clinic in Paarl, to determine the retention in treatment rate and to assess the clinical and virological outcomes. Methods: A retrospective descriptive and observational study was done at the TC Newman ARV clinic in Paarl. All adult HIV positive patients that were started on antiretroviral therapy in the given time period were included. Patient and treatment data had been collected in an electronic database (e-register) and were extracted and analysed. Results: Starters: Out of the 2469 patients that were enrolled for ARV treatment between February 2004 and December 2010, 2254 started locally (the rest transferred in). 64% of them were female (decreasing rate over the years). Strugglers: By June 2011 51.5% of patients were still on ARVs, 6.9% patients had died, 16.7% had been ‘transferred out’and 24.7% were reported as ‘Lost to Follow-up’. 40% of the attrition of the cohort occurred in the first 6 months, 70% in the first 18 months. Stayers: Of the 1172 patients retained after start at TC Newman CDC, 1023 (87.3%) were still on Regime 1 and 149 (12.7%) on Regime 2. Conclusions: The results of this treatment cohort (mortality, treatment retention and regimen durability) equal those in other published treatment cohorts, although very limited comparable data are available. However, the high ‘lost to follow-up’ rate is of concern and needs further investigation. Changes in the programme structure and environment tend to have an immediate effect on initiation numbers of new patients.

Biogeokemiallisen kartoituksen aineiston keräämisen menetelmät ovat vakiintuneet näytteiden keräämiseksi kasvien oksista, lehdistä, kaarnasta ja karikkeesta. Teknologian kehityksen myötä näytteet voidaan analysoida suoraan kentällä kannettavan XRF-analysaattorin avulla. XRFanalysaattori ei kuitenkaan kerro absoluuttisia pitoisuuksia, vaan tulokset kertovat, varsinkin biogeokemiallisessa näytteenotossa, alkuaineiden suhteista ja malminetsinnän kannalta mahdollisista anomalioista. Myös kannettavan XRF-analysaattorin kanssa aineiston keräämisessä on noudatettava tiettyjä toimintatapoja tuloksien yhdenmukaistamiseksi. Pyhäsalmella kesällä 2014 tehtyjen mittausten perusteella kehitettiin näitä toimintatapoja.

Tässä työssä tutkitaan kullan ja kuparikiisun esiintymistä Pahtavaaran kaivoksen Karoliina- ja Länsi-malmeissa. Pahtavaaran kaivoksen malmit sisältävät yleisesti vähän kiisuja, mutta Karoliina- ja Länsi-malmit ovat tässä suhteessa poikkeuksia, sillä niissä esiintyy keskimääräistä enemmän rikkikiisua. Analysoitaessa on saatu samoista näytteistä jopa prosenttien kuparipitoisuuksia ja korkeita kultapitoisuuksia, ja halusin selvittää, esiintyykö näissä malmeissa kulta ja kuparikiisu yhdessä vai ei. Tutkimiseen on käytetty mikroskooppia, joka on yhdistetty polarisaatio- ja malmimikroskooppi. Sillä tutkittiin valittuja kiillotettuja ohuthieitä ja kiillotettua kivinappeja. Näytteistä vain yhdestä löytyi näkyvää kultaa. Se on dolomiittijuonikivessä, jossa on noin 20 % kuparikiisua kuparikiisurakeen ja dolomiittimineraalin välissä. Tutkimusten perusteella tulin siihen tulokseen, että vaikka kullan esiintyminen korreloi paikoin positiivisesti kuparikiisun esiintymisen kanssa, ne eivät suoraan liity toisiinsa. Todennäköisemmin kuparikiisun synty liittyy samaan prosessiin, joka on synnyttänyt kultaa sisältävät dolomiittijuonet.