M.Ed. / HIV/AIDS needs to be treated as a national emergency and all organs of the society must be fully engaged in the struggle against it, learners in particular. Some are nursing their dying parents, while others are taking care of their siblings as they face death. So it will be the schools that can and must play an important role in helping to empower the learners with the necessary skills to be ready to meet whatever challenge they may have to face in life. Of all the learning areas, it is through the Life Orientation learning area that learners can be best empowered. Most of the problems can be faced and solved with effort. Learners need to have information about HIV/AIDS presented to them in a way which is appropriate to their age in the context of Life Orientation. Children generally know very little about HIV/AIDS and parents do not, or cannot give their children the necessary information and guidance about the disease (van Niekerk, 1991:80). Thus it is the duty of the school to fill the gap. Women and girls are the most vulnerable, as most of them are exposed to abuse and violence, particularly sexual abuse. They are financially and materially dependent on men, which means that they often cannot decide when, with whom and in what circumstances to have sex (Nursing Update, 2000). Schools can make an important contribution towards the prevention of HIV/AIDS. In the absence of a cure, education is the only defence we have (van Niekerk, 1991:80). Almost every young person attends the school, so education offers a great opportunity to discuss the disease, and help the young people to protect themselves from becoming infected, getting sick and dying. / Dr. M.C. van Loggerenberg

This research investigates how the production and distribution of nationally produced television programmes, films and other audiovisual content can be promoted by regulation. The study identifies current regulatory tools to promote national content and differences in policy approaches. It also identifies new issues resulting from the substantial transformation the media environment has undergone in recent years. The audiovisual sector today is characterised by an abundance of television channels and telecommunication services and by ongoing digital convergence, all impacting on the effectiveness and rationale of content regulation. Focused on the UK, France and Brazil, this comparative research investigates the political, regulatory, socio-cultural, economic, technological and market changes of the communication services in the recent decades and how this has impacted on the provision of national audiovisual content. The starting point of the analysis are the 1980s, when broadcasting started to be gradually liberalised, and it concludes in the 2000s, when information technologies, telecommunications and broadcasting converge into interconnected, complementary and supplementary services. This research offers a three step method of analysis which contributes to a new understanding of the mechanisms and implications involved in the production and distribution of nationally produced content in digital times. In the first step, the various socio-cultural aims of communication services as enacted in legislation are analysed. The second step explores the consequent regulatory tools for the fulfilment of those objectives. The third step provides a market evaluation of the audiovisual industries, which broadcasters and other distribution platforms provide which kind of content, and also looks at audiences‟ viewing preferences to get a better understanding of what type of content should be supported through legislation. As outcomes, this research proposes to academics, policymakers and regulators a new definition for national content and a series of regulatory actions for fostering national audiovisual industries in times of digital convergence.

Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the key aims of physical education (PE) in mainstream schools is to develop the range of skills and knowledge for all pupils and widen their sporting repertoires in an attempt to promote long-term participation throughout their lives. However, not only has PE provision in British mainstream schools been shown to be unsuccessful in promoting working-class pupils’ sporting/ability development, some suggest that the subject may even be perpetuating the social difference that has been shown to exist in relation to sports participation between social class groups. In order to address these issues the study set out to examine the extent to which the wider social background of white, working-class ‘lads’ and the actions and attitudes of their PE teachers came to impact on the way the lads influenced and experienced their PE curriculum/lessons. It also aimed to examine the impact that school PE then had on their sporting repertoires and participation in sport/active leisure outside of school. A total of 24 days were spent in Ayrefield Community School (ACS), a purposively selected, working-class state secondary school as part of a case study design. Over 60 practical PE lessons were observed that led to differing roles being adopted and guided conversations being conducted before, during, and after these lessons. Eight focus group interviews were also conducted with specifically chosen lads as well as one with the four members of male PE staff. Additional observations were also carried out during off-site trips, external visits, and in a range of classroom-based lessons. The findings were then considered and examined in relation to the work of the sociologists Norbert Elias and Pierre Bourdieu. The findings revealed that the pressures related to the modern education system and the social expectations linked to their working-class backgrounds caused a split between the lads at ACS in to three broad groups, namely: Problematics, Participants and Performers. These groupings came to impact on the ways that these lads engaged and achieved in school as well as the ways in which they came to negotiate and experience PE. The ‘Problematic’ group held largely negative views of education, but valued PE, especially when playing football, the ‘Participants’ were relatively successful at school yet apathetic regarding the content and delivery of their PE lessons, and a Performer group of lads emerged who engaged and achieved highly at school and participated in a range of activities in PE, but showed little intention of participating outside of school due to their pragmatic attitude to ‘learning’ in PE. Despite these differing school and PE experiences between the lads’ groups, the potential and actual impact of school PE on their sporting repertoires, skills, and interests was ultimately constrained by a range of issues. In the first instance the lads’ narrow, class-related leisure profiles and sporting repertoires linked closely to recreational participation with friends, alongside a lack of proactive parenting were significant limiting factors. In addition, the ability of some lads to constrain the actions of PE staff and peers to get what they wanted in PE rather than what they needed, and the negative views of most lads to skill development and structured PE lessons meant that PE at ACS was never likely to have a positive impact on the sporting repertoires and participation types/levels of its male pupils either currently or in their future lives.

The diploma thesis deals with e-learning in the sense of using online tools, programmes and websites in the English language teaching. In the current modern society we use internet and electronic devices on daily bases and it is only natural that such trend is infiltrating also the field of education. The aim of this thesis is to provide the teachers, who would like to use e- learning in their lessons, with theoretical background and inspiration. The thesis is divided into two parts - a theoretical part and a practical part. The theoretical part is divided into several chapters, each of them focuses on some theoretical aspect of e-learning. The term can be seen from more points of view, this thesis understands e-learning as any programme, tool, platform or website that needs to be used online - using an internet connection. The next chapters of the theoretical part deal with the advantages and limits that are connected with using e-learning, itsʼ history or place in the Framework Educational Programme. To put together the practical part, which is supposed to be something like a catalogue of the particular e-learning programmes, I decided to use a questionnaire as the main source of the programmes. Apart from the questionnaire my sources were literature on given topic or my own internet search....

Magister Commercii - MCom / The emergence of the Internet and the World Wide Web in particular, impact increasingly on the activities of commerce and industry and in the process also change the manner in which courses are delivered in higher education. The aim of this study ws to investigate the relationship between certain antecedent factors and the adoption of a specific technology called WebCT among lecturers within a business faculty at a higher education institution. / South Africa

Magister Curationis - MCur / Background: In the South Africa, the number of HIV- positive pregnant women is rising and has resulted in more than 70,000 babies being born with HIV infection annually since the year 2000. In response to the escalating number of HIV-positive pregnant women, the Department of Health of South Africa, decided, in 2002, to implement the Prevention of Mother to Child Transmission (PMTCT) programme at 18 pilot sites in the country. An effective PMTCT programme could reduce the incidences of maternal and child mortalities in the country. An evaluation of the effectiveness of the PMTCT programme that was done in 2010 showed that, although the programme was rendered effectively during pregnancy and labour, there were still irregularities that appeared, especially during the postnatal period. Khayelitsha was the first pilot site in South Africa to provide Antiretroviral Therapy and initiate the Nurse Initiated Management of Antiretroviral Therapy (NIMART) at primary care level in the public sector. Midwives are the health professionals who render the PMTCT services to HIV-positive mothers and their babies until six weeks post-delivery. They have managed to test almost 100% of pregnant women during the antenatal period and the HIV-positive women were started on the PMTCT programme during their first visit. Aim: The aim of this study was to explore the challenges that midwives faced in rendering care to postnatal HIV-positive mothers enrolled in the PMTCT programme at the Khayelitsha Community Health Clinic in the Western Province of South Africa. Method: An exploratory design and qualitative approach was followed. The study population consisted of midwives who were rendering PMTCT services to HIV-positive mothers and their infants during the postnatal period. Purposive sampling was conducted until data saturation was reached. Six participants were included in the sample. The participants were informed about the study by means of an Information Sheet, advised that the study was voluntary and reminded that they could withdraw from the study at any time, without prejudice. In-depth, unstructured individual interviews were conducted with each of the participants. With the permission of participants, an audio tape recorder was used during the interviews to collect data, while the researcher took field notes to supplement and verify the voice recordings, after the interviews. The seven steps of Colaizzi were used to analyse the data. Six themes and sixteen sub-themes emerged during the data analysis. Trustworthinesswas maintained by using the criteria of Guba’s model, i.e. credibility, transferability, conformability and dependability. Permission to conduct the study was obtained from the appropriate ethical committees; the Department of Health, the Khayelitsha Community Health Clinic, as well as, the Senate Research Committee of the University of the Western Cape. Participants were asked to sign Informed Consent forms before participating in the study. The ethical principles of privacy, anonymity, withdrawal, confidentiality and consent were strictly adhered to. Findings: The study found several challenges faced by midwives while implementing the PMTCT programme during the postnatal period. These challenges included: the shortage of NIMART-trained staff attending to the high number of clients per day; the lack of manpower with data base systems to trace mothers who did not come back after delivery; and mothers who did not come back for postnatal appointments because of denial, non-disclosed HIV status and socioeconomic reasons. Furthermore, the participants also reported on midwives experiencing ‘burnout’ as a result of the hectic working environment at the Khayelitsha Community Health Clinic. Recommendations: There is an urgent need for all midwives in the MOU’s to be NIMART-trained. NIMART should be standardize and be the part of the curriculum that taught in all the tertiary institutions and be updated in a yearly basis as part of the in-service training or education for all practising midwives. The South African Government should introduce home visits in the PMTCT programme. Data-bases of all MOU’s and facilities that offer PMTCT services need to be synchronized and these MOU’s and facilities should all follow the same PMTCT guidelines. Further research should be done on the same topic at other clinics and MOU’s that render the PMTCT programme in the Western Cape.

Dealing with young offenders remains a universal problem around the world and South Africa is no exception. It would appear that certain factors in the community, the family and the school system may contribute to juvenile delinquency. Diversion programmes are utilized as an alternative to avoid juveniles accused of petty offences from being imprisoned. The researcher conducted this study after observing that many young people still end up in conflict with the law despite the completion of these programmes. Due to the latter, questions regarding the effectiveness of diversion programmes developed. The aim of this study was to evaluate the effectiveness of the diversion programme offered by Bokamoso Life Centre. The researcher conducted a qualitative study through which the goal of this study was achieved. Further research in this field is recommended because of the fact that this study was limited to a specific geographical area. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / unrestricted

Retention in the field of adventure-based experiential learning (AEL) is a question that remained over decades. This study focuses on the challenge of evaluating the retention of the outcomes of AEL programmes over the long-term. The purpose of the study is to determine whether multiple AEL interventions will significantly increase the long-term retention of the outcomes thereof or not. Programme leaders can gain a better understanding of the roles that people play within combined teams as well as the functioning of people within such teams by studying the theories and models that relate to the field of AEL. Within the training situation a range of learning preferences can be catered for as the AEL facilitator can make use of different methods of transfer that can be changed and interchanged depending on the methods that the learners are most comfortable with. By using different activities boredom under learners is reduced and the learning takes place without the learners really realising it. AEL also helps the learner to process the learning quicker and easier, and to internalise it because the learning is linked to an experience. Different psychology and experiential learning theories and how these theories support one another in order to make learning easier for the individual, and to even use it for longer and more focussed behavioural changes, are described in this study. By making use of the existing teaching system and combining it with AEL, the learning process can be improved in terms of retention of the outcomes and the learning that took place. By combining both these educational methods the cognitive, affective, sensory and the behavioural development of the learners will take place. A strong theoretical basis can be very successfully supplemented by an AEL experience, consisting of frequent training sessions or interventions in line with the learning methods theory, which in turn will assist to internalise the theoretical learning methods theory. The study is conducted on two levels, i.e. a qualitative case study, which aims to describe the complexity and specificness of the situation as observed by the researcher, as well as a quantitative statistical analysis which aims to determine whether multiple AEL programmes significantly increase the retention of the desired outcomes or not. In terms of the qualitative case study, an AEL programme implemented over a six month period proved to have a meaningful impact on the hearing impaired learners which took part in this study and that progress made by the learners was observed easily. The hearing impaired community is a very closed-off community and strangers are not easily welcomed into the group, but despite this the learners still built a meaningful relationship with the researcher. This in itself proves that changes took place. The quantitive statistical part of the study shows that the number of programmes presented does not necessarily increase the retention, but that the quality and the length of these programmes do play a role. It also proved that the retention does not necessarily improve in terms of all the desired outcomes. The limitations of this study include the limited language proficiency of the learners, the school and group sizes that were fairly small, and the facilitation techniques and activities that did not always allow sufficiently for the learners’ hearing disability. It is recommended that a certain level of language proficiency be required of both facilitators and learners in order to be included on AEL programmes, that the programmes be presented at a venue away from the learners’ normal school environment, and that facilitation techniques and activities be found or adapted in order to sufficiently allow for the learners’ hearing disability. / Dissertation (MA (Human Movement Science))--University of Pretoria, 2007. / Biokinetics, Sport and Leisure Sciences / MA / unrestricted

Menée en Ontario, la présente étude porte sur la prise en compte de la diversité ethnoculturelle dans l'enseignement des sciences en milieu minoritaire francophone. Dans le champ de recherche sur la prise en compte de la diversité ethnoculturelle dans l’enseignement des sciences de la province, aucune attention n’a été accordée à l’analyse du contenu des manuels scolaires, et ce, en dépit du rôle central que le manuel joue dans la détermination et la structuration des savoirs enseignés et dans la représentation que les élèves ont des sciences. Notre étude vise tout d’abord à dresser une première évaluation de la place réservée à la diversité ethnoculturelle dans les manuels scolaires de sciences de l’Ontario. Elle permet aussi d’incorporer, dans la littérature scientifique, une recherche sur la diversité ethnoculturelle des manuels scolaires qui, contrairement aux études semblables menées à l'extérieur de la province, ne se limite pas aux perspectives autochtones et à l’analyse d’images. C’est ainsi que notre étude a pour fondement la question de recherche suivante : de quelle manière est-ce que la diversité ethnoculturelle est prise en compte dans les manuels de sciences de langue française du secondaire de l’Ontario? Afin de répondre à cette question, nous avons mené une analyse de contenu qualitative de deux manuels de sciences de langue française de 9e et de 10e approuvés par le ministère de l’Éducation de l’Ontario. Cette analyse s’appuie sur la typologie des approches de l’éducation multiculturelle de Banks (1999) qui encourage l’intégration de diverses perspectives culturelles et préconise la sensibilisation aux réalités auxquelles sont confrontés les peuples minoritaires. Les résultats de la présente étude révèlent que les manuels renferment de nombreux contenus ethniques. En revanche, une place négligeable serait réservée aux connaissances scientifiques actuelles des pays non occidentaux et aux contributions des peuples non occidentaux au savoir scientifique contemporain.

The thesis "Legal framework of European union funding programmes for innovation projects" aims to familiarize the reader with the issues of financing projects from structural and investment funds of the European Union and to inform him about the latest changes, which should have positive impact on beneficiaries. The objectives of the thesis were reached by analysis and comparison of European and national legislation. The work is focusing particularly on innovation projects and on the innovative potential of the Slovak Republic, which should be reached by 2020 with the help from EU. Conclusion is that the new programming period 2014 -- 2020 in new EU legislation brings a number of crucial and positive changes, but their implementation at national level in form of individual operational programs is weak and does not use all potential that is brought by new EU regulations