No description available.

Introduction: Parenting programs have been identified as a valuable service provision to promote quality parent-child relationships and attachment styles. The Triple P positive parenting program and the Circle of Security parenting (COS-P) program are evidence-based interventions designed to prevent behavioral and emotional problems in children. However, there is a lack of literature on the experiences of providers delivering these programs in the Canadian context. This study aimed to investigate and characterize these experiences through a mixed-methods approach. Methods: A total of 83 providers participated in the cross-sectional portion of the study, completing readiness measures prior to program implementation. The qualitative descriptive component of the study involved a sub-group of 22 providers in semi-structured focus groups, 12 months after program implementation. Descriptive measures were analyzed using R studio V. 4.2.0, while NVIVO Version 13 was used to manage the thematic analysis of the focus groups. The mixed-methods component involved an explanatory sequential approach, which involved integrating the data via a joint display table. Results: Organizational readiness involving training, supervision, and support were crucial for program delivery. Barriers identified included a lack of support, overwhelming workload, difficulty engaging parents, and program-specific barriers, while facilitators included positive experiences with training, teamwork, confidence, virtual delivery, and managerial support. Discussion: The results suggest that organizational readiness is crucial to the successful delivery of these programs. Providers require training, supervision, and ongoing support to deliver these interventions effectively. Additionally, barriers and facilitators in the delivery of these programs were identified, which can inform future program implementation and improve outcomes. Conclusion: This study provides valuable insights for organizations and providers to effectively deliver parenting programs like Triple P and COS-P by addressing barriers and facilitators of delivery, which can consequently improve parent-child relationships and attachment styles. / Thesis / Master of Public Health (MPH) / Effective delivery of evidence-based parenting programs is essential to promoting positive health outcomes for children and families. Unfortunately, very little research has investigated the experiences of providers delivering these programs. Due to this, our study applied a mixed methods approach that involved 83 providers who completed various readiness measures prior to program implementation, and 22 providers who participated in follow-up focus groups, 12 months after program implementation. The results of our study determined that organizational readiness, which is inclusive of training, supervision, and support, is critical to successful program delivery. Furthermore, we were able to identify barriers and facilitators of program delivery, which can inform future implementation efforts and improve program quality, while promoting positive outcomes for parents and children. This study provides unique insights into the experiences of parenting program providers in Canada and can serve as a tool to inform future program implementation and delivery efforts.

This study was conducted for the purpose of determining whether there is a significant difference in the reading and arithmetic achievement of boys and girls in the fourth, fifth, and sixth grades in the Lodi Elementary School District. To put the purpose in question form: Is there a significant difference in the reading and arithmetic achievement of boys and girls in grades four, five, and six in the Lodi Elementary Schools? In formulating plans for the study, similar studies were examined. Literature concerning reading and arithmetic differences between boys and girls was read.

No description available.

This study was selected to determine the relation of reading readiness to the mental, physical, personal, and social factors of a group of low first-grade pupils of the Plano Elementary School, Plano, Texas during the first five months of the school year 1949-1950. This study involves consideration of (1) mental readiness, (2) physical readiness, and (3) personal and social readiness as factors of child development.

The year 2002 saw the amendment of section 5(4) of the South African Schools Act no 84 of 1996. The amended Act now allows children of five years or younger to enter school. The entry of five year olds and younger into the school system left the researcher with the question: when is a child emotionally ready for school? The test and mediums currently used to determine school readiness do not place emphasis on the emotional aspects, although this plays an integral part in the child’s scholastic success. This scientific investigation was to determine the emotional development of children between the ages of four and seven years. The aim of this study was to determine which emotional aspects a child should have to be emotionally ready for school. These findings were discussed and information gathered through semi-structured interviews with grade 1 teachers. The teachers were a good source of practical and personal experience and observations on children who enter school. The information gathered from the literature study and interviews formed the basis for developing an emotional school readiness checklist and related programme that can be used to determine the emotional school readiness of a child entering grade 1. The emotional school readiness checklist and related programme that was designed was not in question, rather the aspects deemed necessary for a child to be emotionally ready for school and how therapy could be developed based on these aspects. Thus the inventory was not tested on a child, but was implemented in a case study to illustrate a therapeutic plan that could be designed based on the emotional school readiness checklist. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

The right to information privacy is considered a basic human right in countries that recognise the right to privacy. South Africa, and other countries that recognise this right, offer individuals legal protections for their information privacy. Individuals, organisations and even governments in these countries often have an obligation under such laws to protect information privacy. Large organisations, for example, multinational companies and government departments are of special concern when it comes to protecting information privacy as they often hold substantial amounts of information about many individuals. The protection of information privacy, therefore, has become ever more significant as technological advances enable information privacy to be breached with increasing ease. There is, however, little research on holistic approaches to protecting information privacy in large organisations. Holistic approaches take account of both technical and non-technical factors that affect information privacy. Nontechnical factors may include the management of information privacy protection measures and other factors such as manual business processes and organisational policies. Amongst the protections that can be used by large organisations to protect information privacy is the ability to investigate incidents involving information privacy. Since large organisations typically make extensive use of information technology to store or process information, such investigations are likely to involve digital forensics. Digital forensic investigations require a certain amount of preparedness or readiness for investigations to be executed in an optimal fashion. The available literature on digital forensics and digital forensic readiness (DFR), unfortunately, does not specifically deal with the protection of information privacy, which has requirements over and above typical digital forensic investigations that are more concerned with information security breaches. The aim of this thesis, therefore, is to address the lack of research into DFR with regard to information privacy incidents. It adopts a holistic approach to DFR since many of the necessary measures are non-technical. There is, thus, an increased focus on management as opposed to specific technical issues. In addressing the lack of research into information privacy-specific DFR, the thesis provides large organisations with knowledge to better conduct digital forensic investigations into information privacy incidents. Hence, it allows for increased information privacy protection in large organisations because investigations may reveal the causes of information privacy breaches. Such breaches may then be prevented in future. The ability to conduct effective investigations also has a deterrent effect that may dissuade attempts at breaching information privacy. This thesis addresses the lack of research into information privacy-specific DFR by presenting a framework that allows large organisations to develop a digital forensic readiness capability for information privacy incidents. The framework is an idealistic representation of measures that can be taken to develop such a capability. In reality, large organisations operate within cost constraints. We therefore also contribute by showing how a cost management methodology known as time-driven activity-based costing can be used to determine the cost of DFR measures. Organisations are then able to make cost versus risk decisions when deciding which measures in the framework they wish to implement. Lastly, we introduce the concept of a digital forensics management system. The management of DFR in a large organisation can be a difficult task prone to error as it involves coordinating resources across multiple departments and organisational functions. The concept of the digital forensics management system proposed here allows management to better manage DFR by providing a central system from which information is available and control is possible. We develop an architecture for such a system and validate the architecture through a proof-of-concept prototype. / Thesis (PhD)--University of Pretoria, 2012. / Computer Science / unrestricted

Theoretical, psychodiagnostic and statistical methods were used in this work. The following methods were used: questionnaire «Moral readiness for marriage» (E. K. Pogodina); questionnaire «measuring attitudes in a married couple» (Yu. E.Aleshina); methodology «Role expectations and claims in marriage (ROP)» by A. N. Volkov; test-questionnaire of marriage satisfaction by V. V. Stolin. In the result, it was found that psychological readiness for family life is sex-specific, in particular women are more ready for marriage than men, experience in seed life is not the main factor that affects the psychological readiness for family life. / В рамках проведенной работы были использованы теоретический, психодиагностический и статистический методы. В качестве методик были использованы: анкета «Нравственная готовность к браку» (Е. К. Погодина); опросник «измерение установок в семейной паре» (Ю. Е. Алешина); методика «Ролевые ожидания и притязания в браке (РОП)» А. Н. Волкова; тест-опросник удовлетворенности браком В. В. Столин. В результате проведенной работы было выявлено, что психологическая готовность к семейной жизни имеет половую специфику, в частности женщины характеризуются большей готовностью к браку, чем мужчины, наличие опыта в семенной жизни не является основным фактором, который влияет на психологическую готовность к семейной жизни.

No description available.

The researcher/writer of this treatise has used qualitatively based data to develop a better understanding of the perceptions of college readiness initiatives in three public school districts in the service area of a community college in South Texas. The researcher has also used these methods to understand the perceptions of participants in a community based parental outreach program about the subject of college readiness. More specifically, through the use interviews with public school district superintendents, focus groups with educational professionals in the corresponding school districts, and similar focus group interviews with the parent/facilitators in the outreach group; critical issues, incidents, and events have been identified to improve and better inform the processes of college readiness initiatives for the college. The end product of this treatise will help both the researcher/practitioner and the leadership of the college improve their educational service to the community, and add new voices to the character of this service. The researcher as an outsider to the language and culture of the region, has also reflected on his positionality and professional growth within this community through these processes. / text