Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

This is a qualitative research that draws on Fairclough’s Critical Discourse Analysis methodology to analyze the discourse practices of the mathematics teacher educators in initial teacher training colleges in Malawi. The study involved four mathematics teacher educators in two teacher training colleges located in two different regions of Malawi. Specifically the study explored the following questions: 1) What are the discourse practices that mathematics teacher educators display in their descriptions of multilingual mathematics classrooms? 2) a) What are the discourse practices that mathematics teacher educators display in a college mathematics classroom? b) How do they make available the discourse practices for the student teachers to draw on? Data was collected through pre-observation interviews, classroom observations, reflective interviews and focus group discussions with the mathematics teacher educators. This study has shown that while there are some disconnections between the discourse practices produced in a school multilingual mathematics classroom and a college mathematics classroom, some of the discourse practices that mathematics teachers produced in a college mathematics classroom reinforces the common discourse practices being produced in multilingual mathematics classroom. There are three common discourse practices that were displayed in a college mathematics classroom. These discourse practices are: Initial-Response-Evaluation (Pimm, 1987), traditional lecturing and group discussions. I observed that the IRE and traditional lecturing discourse practices were accompanied by directive discourses for procedural control, and the procedural discourse was the prevalent discourse in all the discourse practices produced. iv Three major themes have emerged from the data analysis. Firstly, the research findings indicate that the mathematics teacher educators regard multilingualism and the language practices that come with it such as code-switching more as a problem rather than a resource for teaching and learning. Secondly, code-switching in college mathematics classroom is not as spontaneous as is research shows it to be in schools; rather it is very much controlled and restricted. Thirdly, the dilemmas of code-switching as discussed by Adler (1998, 2001) are more acute in teacher training colleges, mainly because of the mismatch in the Language-in-Education Policy (LiEP) in schools and tertiary level.

INTRODUÇÃO: A rinite alérgica é uma condição clínica comum que apresenta sintomas diversos num significante número de pacientes, deteriorando a qualidade de vida daqueles refratários aos tratamentos usuais (anti-histamínicos e corticosteróides nasais tópicos). Apresentando princípios curativos similares, a imunoterapia sublingual e a homeopatia podem reduzir os sintomas e a necessidade de medicamentos na rinite alérgica, embora a eficácia e a efetividade de ambas terapêuticas não sejam ainda suficientemente conhecidas. OBJETIVOS: O objetivo deste estudo foi avaliar a efetividade clínica do tratamento homeopático individualizado prolongado, comparativamente ao placebo, em adultos portadores de rinite alérgica perene. MÉTODOS: Um total de 41 pacientes com rinite alérgica perene foi alocado numa primeira fase duplo-cego e placebo-controlada durante seis meses, sendo tratada com doses sublinguais semanais de medicamentos homeopáticos individualizados ou placebo. Após esta fase inicial fechada, todos os pacientes foram convidados a participar de uma segunda fase controlada aberta, em que receberiam tratamento homeopático pelo período máximo de 36 meses, e os resultados foram comparados com a melhora da fase inicial. O escore dos sinais e sintomas, a necessidade de medicamentos de resgate e a qualidade de vida foram mensurados por questionários e avaliações clínicas pessoais, aplicadas por um mesmo avaliador independente, antes e após cada fase. As doses dos medicamentos homeopáticos e de resgate utilizados, assim como os efeitos colaterais, foram documentados num diário pessoal. Os desfechos clínicos primário e secundários foram, respectivamente, os escores dos sinais e sintomas alérgicos específicos e gerais. Títulos da IgE total foram mensurados antes e após cada fase. RESULTADOS: Após os seis meses da fase placebo-controlada inicial, na análise por protocolo de todos os pacientes incluídos no estudo, não foram observadas diferenças significativas entre os grupos ativo e placebo nos escores clínicos, na utilização de drogas de resgate, na qualidade de vida e nos títulos da IgE total. Entretanto, as análises dos subgrupos da segunda fase mostraram uma crescente e significativa melhora nos desfechos clínicos primário e secundários após 12 meses de tratamento homeopático individualizado, comparativamente à variação de melhora dos mesmos pacientes na fase inicial fechada. Diferença significativa na qualidade de vida foi observada apenas após o segundo ano de tratamento homeopático. CONCLUSÃO: Neste estudo, o tratamento homeopático foi acompanhado de um significante efeito placebo. A efetividade da homeopatia pôde ser observada após 12 meses da terapêutica, apresentando efeito preventivo de longa duração após 36 meses de tratamento homeopático individualizado. / INTRODUCTION: Allergic rhinitis is a common clinical condition which presented several symptoms in a significant number of patients, deteriorating the quality of life in those resistant to the usual treatments (antihistamines and topical nasal corticosteroids). Presenting similar curative principles, sublingual immunotherapy and homeopathy can reduce symptoms and medication requirements in allergic rhinitis, although the efficacy and effectiveness of both therapeutics are not still sufficiently known. OBJECTIVES: The objective of this study was to evaluate clinical effectiveness of prolonged individualized homeopathic treatment, compared with placebo, in adults with perennial allergic rhinitis. METHODS: A total of 41 adults with perennial allergic rhinitis were enrolled in a first double-blind placebo-controlled phase for six months, and treated on a weekly basis with sublingual doses of single individualized homeopathic medicines or placebo. After this closed initial phase, all patients were invited to participate in an open label controlled phase, in that they would receive homeopathic treatment for the maximum period of 36 months, and the results were compared with the improvement of the initial phase. Signs and symptoms scores, rescue medication requirements and quality of life were assessed by questionnaires and personal clinical evaluation by a same independent researcher, before and after each phase. Applied homeopathic and rescue drugs dosage, and side effects were documented by diary cards. Primary and secondary clinical outcome were, respectively, specific and general allergic signs and symptoms scores. Total IgE titles were performed before and after each phase. RESULTS: After six months of placebo-controlled phase, analyzing all patients included in the study per protocol, we observed no significant difference between treatment and placebo groups in primary and secondary clinical outcomes, use of rescue drugs, quality of life and total IgE. However, second phase subgroups analysis showed a significant and growing improvement of clinical symptoms after 12 months of individualized homeopathic treatment, comparatively to the same patients\' variation in closed initial phase. Significant difference in quality of life score were observed only after second homeopathic treatment year. CONCLUSION: In this study, homeopathic treatment was accompanied by a significant placebo effect. Effectiveness of homeopathy could be seen after 12 months of therapy, presenting preventive effect of long duration after 36 months of individualized homeopathic treatment.

Despite recognition that reductions in fossil-fuel usage are necessary to reduce environmental harm, energy consumption continues to rise globally. There is a growing need to understand how to effectively influence individuals to reduce their energy consumption, particularly of fossil-fuels. Pro-environmental behaviour is the subset of consumer behaviour that is oriented towards reducing environmental impact compared to other options. It is widely agreed that due to a multiplicity of influencers, pro-environmental behaviour is best analysed using an integrated approach that allows the inclusion of different disciplinary perspectives, and seeks to identify the most important influences in the system under study. This dissertation sought to address the broader challenge of how to better design programs and policies that result in behaviour that is more sustainable. The objective of this dissertation was to assess the importance and effects of program structure and advice-giving on the pro-environmental behaviour of participating in a home energy evaluation program that encouraged homeowners to implement energy efficiency retrofits. Program structure was defined as the combination of the price of the evaluation, the financial reward structure, the level of government support, and the focus on influencing eight specific decisions within a specified timeframe. Advice-giving occurred during the initial evaluation with a home energy advisor and with the delivery of the report that contained a set of recommendations. A convergent mixed methods research design was employed to assess the relative importance of the two factors on participation and advice-following, where advice-following was considered as the matching of decisions to recommendations. The quantitative dataset was made up of files that detailed the 13,429 initial and the 6,123 follow-up evaluations conducted by advisors of the Residential Energy Efficiency Project (REEP) in the Region of Waterloo between 1999 and 2011. The qualitative data were gathered through 12 interviews with home energy advisors, eight of whom had worked for REEP and had conducted more than half of the home energy evaluations contained in the quantitative dataset. A natural quasi-experimental intervention that measured self-selection in response to varying program structure was employed to examine for variations in participation, material characteristics of houses, recommendations, and advice-following. To extend our understanding of the process of participation and decision making patterns, other analyses focused on relationships between the number of recommendations, the time between initial and follow-up evaluations, the number and types of decisions made, and the prioritization of decisions. The interviews assessed for differences in styles of advice-giving, and for their impact through comparison with the quantitative data that detailed the recommendations and decisions taken by the homeowners. The results of the effects of both factors were interpreted jointly and compared to previous studies about REEP or the EnerGuide for Houses and program as it was delivered nationally. This dissertation confirmed that an integrated approach to examining pro-environmental behaviour is supported as a useful framework for analysis. The findings support a process-based definition of pro-environmental behaviour as a useful model and form of integration. A convergent mixed methods research design is supported as a valuable and rigorous approach to examine the impact of various influences simultaneously. The delineation of multiple stages in the decision making process greatly enhanced the quality of analyses and findings. The two main factors of program structure and advice-giving affected advice-following. One factor influenced the other, as the program structure affected the receptiveness of homeowners as perceived by advisors, which affected advice-giving. The findings support the importance of both behaviourist and social learning approaches in influencing pro-environmental behaviour, and that their importance varies depending on the stage of the decision process. The findings show that behaviourist interventions, such as the program structure, were associated with variations in participation, and that different subsets of the population of houses from the Region of Waterloo were attracted to the different program structures. Indeed, in each program structure, the decision to return was influenced by different decisions. A critical finding of this study was that these programs were not sufficient to alter the path dependence of energy consumption or of energy systems as the program participants usually did not implement the most effective retrofits, and if they did, the retrofits did not achieve adequate depth of reductions to energy consumption in a timely manner. According to the home energy advisors, many homeowners had pre-conceived ideas upon entering the program of replacing their heating systems and windows. The interpretation of the qualitative and quantitative data showed that these intentions were often not altered, particularly in the case of windows, the decision that advisors believed to be the least effective of energy decisions.

Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Despite recognition that reductions in fossil-fuel usage are necessary to reduce environmental harm, energy consumption continues to rise globally. There is a growing need to understand how to effectively influence individuals to reduce their energy consumption, particularly of fossil-fuels. Pro-environmental behaviour is the subset of consumer behaviour that is oriented towards reducing environmental impact compared to other options. It is widely agreed that due to a multiplicity of influencers, pro-environmental behaviour is best analysed using an integrated approach that allows the inclusion of different disciplinary perspectives, and seeks to identify the most important influences in the system under study. This dissertation sought to address the broader challenge of how to better design programs and policies that result in behaviour that is more sustainable. The objective of this dissertation was to assess the importance and effects of program structure and advice-giving on the pro-environmental behaviour of participating in a home energy evaluation program that encouraged homeowners to implement energy efficiency retrofits. Program structure was defined as the combination of the price of the evaluation, the financial reward structure, the level of government support, and the focus on influencing eight specific decisions within a specified timeframe. Advice-giving occurred during the initial evaluation with a home energy advisor and with the delivery of the report that contained a set of recommendations. A convergent mixed methods research design was employed to assess the relative importance of the two factors on participation and advice-following, where advice-following was considered as the matching of decisions to recommendations. The quantitative dataset was made up of files that detailed the 13,429 initial and the 6,123 follow-up evaluations conducted by advisors of the Residential Energy Efficiency Project (REEP) in the Region of Waterloo between 1999 and 2011. The qualitative data were gathered through 12 interviews with home energy advisors, eight of whom had worked for REEP and had conducted more than half of the home energy evaluations contained in the quantitative dataset. A natural quasi-experimental intervention that measured self-selection in response to varying program structure was employed to examine for variations in participation, material characteristics of houses, recommendations, and advice-following. To extend our understanding of the process of participation and decision making patterns, other analyses focused on relationships between the number of recommendations, the time between initial and follow-up evaluations, the number and types of decisions made, and the prioritization of decisions. The interviews assessed for differences in styles of advice-giving, and for their impact through comparison with the quantitative data that detailed the recommendations and decisions taken by the homeowners. The results of the effects of both factors were interpreted jointly and compared to previous studies about REEP or the EnerGuide for Houses and program as it was delivered nationally. This dissertation confirmed that an integrated approach to examining pro-environmental behaviour is supported as a useful framework for analysis. The findings support a process-based definition of pro-environmental behaviour as a useful model and form of integration. A convergent mixed methods research design is supported as a valuable and rigorous approach to examine the impact of various influences simultaneously. The delineation of multiple stages in the decision making process greatly enhanced the quality of analyses and findings. The two main factors of program structure and advice-giving affected advice-following. One factor influenced the other, as the program structure affected the receptiveness of homeowners as perceived by advisors, which affected advice-giving. The findings support the importance of both behaviourist and social learning approaches in influencing pro-environmental behaviour, and that their importance varies depending on the stage of the decision process. The findings show that behaviourist interventions, such as the program structure, were associated with variations in participation, and that different subsets of the population of houses from the Region of Waterloo were attracted to the different program structures. Indeed, in each program structure, the decision to return was influenced by different decisions. A critical finding of this study was that these programs were not sufficient to alter the path dependence of energy consumption or of energy systems as the program participants usually did not implement the most effective retrofits, and if they did, the retrofits did not achieve adequate depth of reductions to energy consumption in a timely manner. According to the home energy advisors, many homeowners had pre-conceived ideas upon entering the program of replacing their heating systems and windows. The interpretation of the qualitative and quantitative data showed that these intentions were often not altered, particularly in the case of windows, the decision that advisors believed to be the least effective of energy decisions.

1 online resource (vii, 138 leaves : ill.) / Following an awareness of an increased turn over of staff in the eating disorder unit as compared with other specialised units, in a psychiatric hospital in Johannesburg, South Africa, Tara Hospital, the researcher was motivated to investigate the issue. An exploratory, descriptive based research was chosen to explore and gain information about the topic and its implications. A qualitative research approach was used to gain insight into the perceptions and needs of the team working on the unit. The case study method was used. A pilot study was undertaken to test the validity of the interview schedules. The sampling category was a non- probability one. Individuals were selected from the population of staff working on the unit. Participants were selected from two groups, those who were presently working on the unit and those who had previously worked on the unit and now working in other units. Interview procedure involved personal semi-structured interviews conducted by the researcher and analysed qualitatively and a structured interview questionnaire analysed quantitatively. The researchers assumption that many staff members move from working in an eating disorders unit was confirmed and is due to the following: Staff turnover is due to constant exposure to occupational stress and burnout. Feelings of helplessness, a sense of being unappreciated and excessive exposure to conflict from the patients. In addition, staff experience minimum rewards leading to lowered job satisfaction due to the patients slow recovery rates and a poor prognosis of the illness. Staff also experience a change in their eating patterns and an increased awareness around food and food issues. Recommendations to the staff include: * Psycho-education on eating disorders. * Implementation of strategies to provide supportive care for all staff members. * Education on stress management and strategies to prevent staff burnout and lowered job satisfaction. * A multidisciplinary teamwork approach by the staff, when working in the unit. / Social Work / M. A. (Social Science in Mental Health)

This dissertation is a participant observer’s account of implementing a multisite, randomised controlled trial within Her Majesty’s Prison Service. It adds to a scarce literature detailing the steps involved in implementing experiments in custodial settings by providing a candid account of the route from planning to successful implementation. The randomised controlled trial was designed to evaluate the effectiveness of the Sycamore Tree Programme. This programme’s goal is to teach prisoners the wider harm of crime and includes a face-to-face meeting between a victim of crime and the participating offenders. It derives its rehabilitative potential from restorative justice and seeks to foster hope that change is possible for offenders, thus aiding them to desist from crime. Its development and theoretical basis are described for the first time. In an in-depth narrative the dissertation details how at every stage strategies were developed to manage participant procurement, random assignment, maintaining treatment integrity, and preparing for final outcome measurements. The randomised controlled trial was designed to produce an individual experiment in eight prisons. These will be combined in a meta-analysis as well as analysed as a pooled sample. Overall the implementation process took close to two years and involved a charitable body, Her Majesty’s Prison Service, the National Offender Management Service, and two police forces. This work has demonstrated how the unstable nature of English prison populations and the risk-averse climate must be addressed when conducting experiments in that environment. It has also illustrated the gap between the rhetoric of evidence-based policy and the facilitation of research designed to seek that evidence. Nevertheless, developing trusting relationships and combining rapidly learnt skills with inherent abilities ensured that the evaluation methodology was supported and protected through the various challenges it met. Finally, the dissertation suggests conditions for closer collaboration between government executive bodies and researchers that might increase the number of experiments undertaken in prisons. It also aims to encourage researchers that prison experiments, although not easy, are feasible, defendable, and, above all, worthwhile.

Submitted by Jalba Miniussi (jalba.miniussi@gvmail.br) on 2017-02-14T18:18:08Z No. of bitstreams: 1 Jalba_Miniussi_PhD_dissertation.pdf: 3465440 bytes, checksum: e76c7729cdbabdae9d35c1b23a08ef98 (MD5) / Approved for entry into archive by Pamela Beltran Tonsa (pamela.tonsa@fgv.br) on 2017-02-14T18:20:47Z (GMT) No. of bitstreams: 1 Jalba_Miniussi_PhD_dissertation.pdf: 3465440 bytes, checksum: e76c7729cdbabdae9d35c1b23a08ef98 (MD5) / Made available in DSpace on 2017-02-15T14:10:00Z (GMT). No. of bitstreams: 1 Jalba_Miniussi_PhD_dissertation.pdf: 3465440 bytes, checksum: e76c7729cdbabdae9d35c1b23a08ef98 (MD5) Previous issue date: 2016-10-20 / While is widely accepted the dynamic nature of value creation in business relationships, most of the research presents cross-sectional and dyadic approaches. This research takes a more dynamic approach by examining how and why a buyer-firm transfers orders from a supplier to another in a strategic sourcing context through a certain period of time. We explore the managerial situation of two suppliers competing for the buyer preference, and the process of buyer’s choice between two suppliers in search of higher value creation and appropriation. We analyze six cases of strategic sourcing, each one formed by a triad (two dyads linked by a common buyer), in a longitudinal-retrospective approach. Integrating two different streams of value creation theories (industrial marketing and strategic management), and dynamic capabilities theory, we propose a conceptual model that includes both buyer’s and supplier’s perspectives of value creation and appropriation. According to the model, there are four consecutive stages of value creation in a strategic sourcing context. Buyer-firms choose the most suitable stage of value creation for a given strategic sourcing according to the degree of uncertainty in the business environment, its internal demands and business opportunities. The chosen supplier will be the one that has the attributes to transact at this stage of value creation. On the other hand, supplier-firms seek to establish business relationships with buyer-firms that enable them to expand sales, thanks mainly to the reputation of being a supplier of an exigent customer. Moving to superior stages of value creation can lead to a higher value appropriation and, eventually, to competitive advantage. However, this movement requires investments of the parties to strengthen operational capabilities and developing dynamic capabilities. We shed light on the tradeoffs faced by purchasing managers in their search for competitive advantage, as well as the contingent factors present in strategic sourcing. The model may guide purchasing and sales managers in finding the most suitable stage of value creation to strategic sourcing relationships, according to their level of environmental uncertainty, internal needs, and investment capacity. / Embora seja amplamente aceita a natureza dinâmica da criação de valor nos relacionamentos interorganizacionais, a maior parte da pesquisa apresenta abordagens transversais, com foco na díade ou em uma das partes envolvidas no relacionamento. Este estudo adota uma abordagem mais dinâmica ao examinar como e por que uma empresa compradora transfere pedidos de compras de um fornecedor para outro em um contexto de fornecimento estratégico durante um período de tempo. Exploramos a situação gerencial onde dois fornecedores competem pela preferência da mesma empresa compradora, assim como o processo de escolha do comprador entre dois fornecedores em busca de maior criação e apropriação de valor. Analisamos seis casos de fornecimento estratégico, cada um formado por uma tríade (duas díades ligadas por um comprador comum), em uma abordagem longitudinal-retrospectiva. Integrando duas vertentes teóricas de criação de valor (marketing industrial e gestão estratégica), além da teoria de capacidades dinâmicas, propomos um modelo conceitual que inclui perspectivas de criação de valor e apropriação tanto do comprador como do fornecedor. De acordo com o modelo, há quatro estágios consecutivos de criação de valor em um contexto de fornecimento estratégico. A empresa compradora elege o estágio de criação de valor em que deseja atuar para cada fornecimento estratégico, levando em conta o grau de incerteza no ambiente de negócios, suas demandas internas e oportunidades de negócios. O fornecedor escolhido será aquele que possui os atributos necessários para atuar neste estágio de criação de valor. Por outro lado, as empresas fornecedoras procuram estabelecer relacionamentos comerciais com os compradores que lhes permitem expandir suas vendas, graças principalmente à reputação de serem fornecedores de um cliente exigente. Estabelecer relacionamentos comprador-fornecedor em estágios superiores de criação de valor pode levar a uma maior apropriação de valor e, eventualmente, à vantagem competitiva. No entanto, este movimento exige investimentos das partes para fortalecer as competências operacionais e desenvolver capacidades dinâmicas. Lançamos luz sobre os tradeoffs enfrentados pelos gerentes de compras em sua busca por vantagem competitiva, bem como nos fatores contingentes presentes no fornecimento estratégico. O modelo pode orientar gerentes de compras e profissionais de vendas a encontrar o estágio mais adequado de criação de valor para as relações de fornecimento estratégicas, de acordo com seu nível de incerteza ambiental, necessidades internas e capacidade de investimento.

The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science. / Educational Studies / M.Ed. (Educational Psychology)