Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.S.W.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 95-98) Also available in print.

This diploma thesis deals with the proposal for the implementation of the sheltered workshop in Jihlava. The thesis is a response to the current state of unemployment of people with physical disabilities, who have very little chance of getting full employment in the labour market. This thesis creates a precondition for the successful establishment of a sheltered workshop, as competitively capable business in the region of Vysocina.

Thesis (MOccTher)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: South African Protective Workshops struggle to transform to align to a developmental human rights approach and to increase sustainability in the absence of a uniform model and an implementation strategy. This study applied qualitative research methodology in the form of Action Research with Co-operative Inquiry to answer the research question of what could be a framework of best practice for and strategy of transformation for protective workshops (PWs) operated by the South African Federation for Mental Health (SAFMH) in South Africa. It included the development of a transformation strategy for 31 PWs for adults with intellectual disability operated by SAFMH member organisations across South Africa. Seven representatives from the managers and service users of PWs were selected trough convenient sampling. The participants formed a co-operative inquiry group to determine the nature of the service to be delivered and how it should be implemented. The purpose was to develop a framework for possible and relevant services for persons with intellectual disability. Such services should preferably be aligned to the human rights based legislation and funding requirements of the Department of Social Development as to increase the long-term sustainability of the PWs. Given that the study was funded by the SAFMH, the directors requested that the Co-operative Inquiry Group use the exisisting best practice model used by Cape Mental Health as a template and point of departure. The study was done over a 12-month period (February 2012 – February 2013) and included a research initiation meeting, four search conferences and a presentation of the findings to the SAFMH Directors. The study contributed new knowledge on the nature of service provision to persons with ID and the ideal process to transform services within the SAFMH context. Through inductive content analysis two themes emerged namely: 1) Comprehensive service provision and 2) Coordinated transformation of services. The first theme determined that comprehensive services to persons with ID should consist of inclusive, appropriate, enabling and empowering services. The second theme suggested a new way of coordinating the transformation of services through systematic implementation, suitable regulation, sufficient capacity and ensuring sustainability. A central management structure was suggested to ensure coordinated implementation, to secure funding and to monitor and evaluate the implementation. A mind-shift towards new thinking was identified as a prerequisite for stakeholders buy-in on transformed service delivery. This mind-shift relates to the status of the service users with ID as adults in training towards employment in the open labour market and maximum integration into society. This study contributed new knowledge that informs the development of a new service delivery framework of best practice. The proposed implementation strategy could offer persons with ID the opportunity to progress and develop towards their maximal level of integration into society. It further provided PWs with possibilities for conceptualising different models of practice in the form of an implementable framework and a strategy to transform services. The findings were presented to the SAFMH Directors who adopted the concept framework and implementaimplementation strategy in theory as a proposal for future transformation without amendments. / AFRIKAANSE OPSOMMING: Suid-Afrikaanse Beskermde Werkswinkels vind dit moeilik om te transformeer na ‘n ontwikkelingsbenadering wat op menseregte gegrond is en om hul volhoubaarheid te verbeter in die afwesigheid van ‘n eenvorminge model en ‘n strategie vir implimentering. Hierdie studie het kwalitatiewe navorsingsmetodes in die vorm van Aksie Navorsing met Koöperatiewe Ondersoeke gebruik om ’n transformasie strategie vir die 31 Beskermde Werkswinkels vir volwassenes met intellektuele gestremdheid, wat bestuur word deur die lidorganisasies van die South African Federation for Mental Health (SAFMH) regoor Suid-Afrika. Die koöperatiewe ondersoekspan het bestaan uit verteenwoordigers van die werkswinkel bestuurders en gebruikers van die dienste wat geselekteer is deur middel van gerieflikheidsteekproefneming. Hulle ondervinding het meegewerk om vas te stel wat die aard van die dienste moet wees en hoe dit effektief geïmplementeer kon word. Die doel van die studie was om dienste daar te stel vir persone met intellektuele gestremdheid wat in lyn is met menseregte wetgewing en die riglyne vir befondsing deur die Departement van Maatskaplike Dienste om sodoende die langtermyn volhoubaarheid van die werkswinkels te verbeter. Omdat die studie deur SAFMH befonds is, het die direkteur die koöperatiewe ondersoekspan gevra om die Cape Mental Health model as ’n beginpunt te gebruik aangesien dit reeds as ’n beste praktyk model in die sektor erken word. Die studie is oor ’n periode van 12 maande uitgevoer (Februarie 2012 – Februarie 2013). Dit het ’n inisiasie vergadering, 4 ondersoek konferensies en ’n aanbieding van die bevindinge aan die SAFMH-direkteure ingesluit. Die eerste tema het nuwe insig gegee oor die aard van dienste aan persone met intellektuele gestremdheid en die ideale manier om dit te implementeer om te transformeer van huidige na beste praktyk status binne die SAFMH konteks. Deur induktiewe inhoud analise het twee temas na vore gekom vanuit die kodes, sub-kategorieë en kategorieë. Die eerste tema het gedui op omvattende dienste aan persone met intellektuele gestremdheid in die vorm van inklusiewe dienste, toepaslike dienste, dienste wat persone in staat stel en dienste wat hulle bemagtig. Die tweede tema het nuwe kennis opgelewer aangaande die gekoördineerde transformasie van dienste deur sistematiese implementering, toepaslike regulering, genoegsame kapasiteit en deur te verseker dat dit volhoubaar is op die lang duur. ’n Sentrale bestuursentrum is voorgestel om gekoördineerde implementering te verseker. ’n Nuwe denkwyse oor die status van volwassenes met intellektuele gestremdheid deur alle belanghebbendes is geïdentifiseer as ’n voorvereiste vir die aanvaarding en suksesvolle implementering van die transformasie strategie. Hierdie persone moet gesien word as volwassenes wat in opleiding is om in die ope arbeidsmark te werk en op die hoogste vlak van integrasie in hulle gemeenskappe te funksioneer. Die nuwe kennis het gelei tot die ontwikkeling van ’n nuwe diensleweringsraamwerk en implementeringstrategie wat persone met intellektuele gestremdheid die geleentheid kan gee om maksimaal te ontwikkel en te integreer in hulle gemeenskappe. Dit bied verder aan beskermde werkswinkels die geleentheid om alternatiewe modelle van dienslewering te oorweeg. Die bevindinge is aan die SAFMH-direkteure voorgelê en die raamwerk en strategie vir implementering is in teorie aanvaar sonder enige veranderinge.

published_or_final_version / Social Work / Master / Master of Social Work

The problem with which this study is concerned is the separation of rehabilitation from production costs in vocational rehabilitation workshops. Within workshops there are those functions and tasks—testing, counseling, and the administration thereof—which clearly are rehabilitative. The costs of these activities, therefore, are solely rehabilitation costs. In the production area of workshop operations, however, where production and rehabilitation efforts are intertwined, two kinds of costs are incurred simultaneously: (l) rehabilitation or training costs and (2) production costs. As yet, no generally accepted procedures exist for separating these joint costs.

Today's classrooms are filled with an ethnically and linguistically diverse population of students. In order for Limited English Proficient (LEP) high school students to be academically successful and meet the goals of No Child Left Behind 2001, they must learn academic English. As an art teacher, I understand the importance of art in a student's general education. However, could a high school art class, also, act as a tool for teaching LEP students the English language? My goal, through the use of action research, is to find an effective way to set up an English as a Second Language (ESL) Level 1 art class, thus, giving students the benefits of art while furthering their English language development.

The subject of this work is comparing economic return and influence on environment by earth-sheltered house and classic house. Attention will be concentrated on construction process these houses from the beginning to approval of construction, the advantages and disadvantages resulting from the construction, which will be compared with neighboring states, especially with Germany and Austria. The work first briefly describes earth-sheltered houses, their history and use renewable energy sources, then focuses on comparing the two types of houses. The main objective of this work is to confirm the hypothesis about the benefits of building earth-sheltered houses, despite high initial costs and increased interest in population of these houses in recent years. To calculate the repayment time will be apply cost -- benefit analysis and questionnaire survey. At the conclusion work summarizes the results obtained and confirm of reject the hypothesis examined.

Thesis advisor: Audrey A. Friedman / English learners (ELs) in US K-12 classrooms are falling behind their peers as they struggle to develop the proficiency needed to succeed in an academic setting (NCELA, 2012). The majority of teacher preparation programs are not preparing teacher candidates (TCs) with the skills needed to help recently mainstreamed ELs succeed in their content area classrooms (Bunch, 2011). This study examined how one undergraduate, secondary education teacher candidates who had participated in supplemental trainings developed their ability to recognize linguistic demand, shelter instruction, and promote academic language proficiency. Using a Sequential Mixed Design (Teddlie & Tashakkori, 2006), this longitudinal study examined the journals and lesson plans submitted by 31 undergraduate, secondary education TCs as they progressed through their prepractica. Six of these TCs were followed as case studies, with observations and interviews collected during their full practica. Collective data analysis indicates that TCs scored higher on all measures when they were in a linguistically diverse classroom. Furthermore, recognition of linguistic demand precedes ability to plan instruction: many TCs were able to recognize linguistic demand in lessons they observed, but few were adept at describing or designing sheltered instruction that could promote academic language development. For many participants, the attention to linguistic demand was focused largely on content-specific vocabulary that is challenging for all learners. However, a small number of TCs were able to attend to the morphological and lexical aspects of their content areas that would be especially difficult for ELs. In classroom observations a few participants were able to plan instruction that sheltered content and promoted academic language. Findings also indicate that supplemental trainings and infusions into methods courses helped TCs to realize the linguistic challenges of their respective content areas. Most importantly, the findings suggest that TCs are better able to focus on the language of instruction when they witness instruction that is focused on language. Therefore, TCs learn best how to support ELs when they observe and teach in linguistically diverse classrooms with knowledgeable mentoring teachers and field supervisors. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

No contexto da Reforma Psiquiátrica, diversas modalidades de intervenções terapêuticas se apresentam como importantes ferramentas, que contribuem para a reabilitação psicossocial de pessoas com diagnósticos de transtornos mentais. Associadas aos psicofármacos, na forma de oficinas terapêuticas, auxiliam de forma eficaz na manutenção do controle do sintoma psiquiátrico, possibilitando a reabilitação. Entre essas modalidades, está a Capoeira Angola. Esta investigação teve o objetivo de verificar a contribuição da Capoeira Angola na reabilitação psicossocial de pessoas com diagnósticos de transtornos mentais e de avaliar uma proposta de intervenção grupal breve, aqui chamada CapoTerapia, com a utilização deste tipo de Capoeira, no contexto da Reforma Psiquiátrica. Com base no referencial da reabilitação psicossocial, foi desenvolvida em uma associação de apoio às pessoas com diagnósticos de transtornos mentais. Para isso, sete usuários desta associação, todos com diagnóstico de esquizofrenia, participaram de uma oficina, que utilizou a Capoeira Angola como forma de intervenção terapêutica grupal breve. A oficina, CapoTerapia, oferecida em oito encontros temáticos, foi observada pelo pesquisador e dados desta observação foram registrados em um diário de campo. Ao final de cada encontro, foi realizada uma roda de conversa com os participantes, relativa ao tema trabalhado. Esta conversa foi gravada, transcrita na íntegra e sintetizada. No final das oito oficinas de CapoTerapia, foi feita uma entrevista individual com cada um dos participantes, também gravada, transcrita na íntegra e sintetizada. Os dados, obtidos através das observações, das conversas e das entrevistas, foram agrupados em categorias temáticas, que expressavam o significado do conteúdo manifesto e analisados à luz da análise qualitativa descritiva. Os resultados mostraram que a Capoeira Angola possibilitou aos participantes vivenciarem equilíbrio relativo aos seus estados emocionais, principalmente a integração entre corpo e mente. Através dos movimentos utilizados, levou os participantes a se exercitarem fisicamente, estimulando o cuidado à saúde física. Promoveu a autoestima e a autoconfiança. Motivou o estreitamento das relacões sociais, combatendo a solidão, própria dos transtornos mentais e abriu espaços para a socialização. O uso dos instrumentos da Capoeira Angola e também da musicalidade, criou oportunidades para o desenvolvimento da criatividade, facilitou a expressão de seus sentimentos e ofereceu alternativas para o controle da agressividade. Assim sendo, pode-se considerar que a Capoeira Angola, na forma de oficina CapoTerapia, mostrou-se como uma importante ferramenta a ser utilizada na assistência à saúde mental, na busca da reabilitação psicossocial de pessoas com diagnósticos de transtornos mentais, pois a sua prática facilitou a inclusão dos participantes em uma atividade cultural, desportiva e terapêutica, contribuindo também para a prevenção de reincidência desses transtornos / In the context of the Psychiatric Reform, various types of therapeutic interventions are presented as important tools in order to contribute to psychosocial rehabilitation of people with mental disorders diagnostics. Associated with psychotropic drugs in the form of Therapeutic Workshops contribute effectively in maintaining control of psychiatric symptoms, enabling such rehabilitation, and between these modes is the Capoeira Angola. This research aimed to verify the contribution of Capoeira Angola in psychosocial rehabilitation of people with mental disorders diagnoses and evaluate a proposal for a brief group intervention with the use of this type of Capoeira, here called CapoTerapia in the context of psychiatric reform. Based on the framework of psychosocial rehabilitation, it was developed in an association to support people with mental disorders diagnostics. For this, seven members of this association, all diagnosed with schizophrenia, attended a workshop used the Capoeira Angola as a form of group therapy intervention soon. The workshop, CapoTerapia, offered in eight thematic meetings, was observed by the researcher and data this observation were recorded in a diary. At the end of each meeting a conversation wheel was held with participants concerning the theme worked. This conversation was recorded, transcribed verbatim and synthesized. At the end of the eight workshops, CapoTerapia, was made a separate interview with the participants, also recorded, transcribed verbatim and synthesized. The data obtained through observations, conversations and interviews were grouped into thematic categories that expressed the meaning of the manifest content and analyzed the light of descriptive qualitative analysis. The results showed that Capoeira Angola enabled the participants to experience the relative balance their emotional states, especially the integration between body and mind. Through the use movements, led participants to physically exercise, stimulating care to physical health. Promoted self-esteem and self- confidence. Motivated the development of close social relationships, combating loneliness, own of mental disorders and opened spaces for socializing. The use of own instruments of Capoeira Angola and also the musicality, created opportunities for the development of creativity, facilitated the expression of their feelings and offered alternatives to control aggression. Therefore, it can be considered that Capoeira Angola, in the form of workshop, CapoTerapia, proved to be an important tool to be used in mental health care in the pursuit of psychosocial rehabilitation of people with mental disorders diagnoses therefore its practice, facilitated the inclusion of participants in a cultural activity, sports and therapy, contributing also to prevent recurrence of these disorders