The rising rates of high-risk behaviours, such as substance abuse, unsafe sexual practices and violence in South African schools, have accentuated the need for intervention and prevention programmes in the education system. High-risk behaviour is related to changes and uncertainties at community level. The traditional values and behavioural codes are undermined and there is no corrective action from the community to control this behaviour. This study describes the need for support of adolescents, who are in a state of development and change and whose abilities are increasingly being tested by stress factors from a rapidly changing environment. To meet these needs for support, an experimental peer support programme was implemented in schools. Peer support involves the provision of information about healthy lifestyles and high-risk behaviour, such as substance abuse, crime and HIV/AIDS-related aspects. Through peer support, healthy lifestyles can be modelled, and a forum for the discussion of problems established. Peer supporters can assist their peers in dealing with problems and a context can be created in which new and healthier behavioural patters can develop. Peer support is important because educators and teachers are unable to manage the large number of learners who are experiencing problems and schools offer limited professional psychological support to learners. The objectives mainly entailed the prevention of high-risk behaviour related to HIV/AIDS, crime and substance abuse, as well as the enhancement of learners’ psychological well-being and the social climate in schools. The peer support system was implemented in four experimental schools and four similar schools served as a control group. The schools involved were selected by means of a stratified sampling method. A total amount of 2045 respondents between the ages of 12 and 21 years participated in this study. The peer support system was evaluated in terms of a pre and post-measurement in order to determine the impact of the system on the schools and learners in the schools, and to determine whether the set objectives have been achieved. The hypothesis was that the peer support system would have a positive effect in reducing high-risk behaviour and improving the psychological well-being of learners. A questionnaire was used as a pre and post-measurement tool to determine whether there had been significant changes and/or improvements regarding high-risk behaviour, crime, school climate and psychological well-being in the school system. The experimental and control school communities were compared. Significant differences were found between the experimental group and the control group in terms of behavioural problems in the school, school climate, high-risk sexual behaviour and psychological well-being. Learners’ perception of problem behaviour in the school remained unchanged in the experimental group, whilst the control group’s measurements became statistically significantly (p<0,05) more negative over time. A statistically significant difference at the 5% significance level was found between the control group’s pre and post-measurements regarding learners’ experience of the school climate. The control group’s experience had become more negative at post-measurement, whilst the experimental group’s experience had remained unchanged over time. A statistically significant difference was found between the experimental and control groups (p<0,001) in respect of the level of sexual experience. The number of sexually experienced learners in the control group had increased at post-measurement, whilst the level of learners’ sexual experience had remained constant in the experimental group. Furthermore, a significant increase (p<0,001) was found in the level of sexual activity among the control group during the last 30 days, but not in the experimental group. This implicates that the intervention has had a preventative effect that counters the normal tendency of increased sexual activity with age. More than 60% of learners viewed their friends as sexually experienced. The perceived group norm for the experimental group remained the same over 18 months, whereas a significant increase (p<0,001) was found in the control group. No decrease was found in the psychological well-being of learners in the experimental group at post-measurement, whereas that of the control group had decreased significantly (p<0,05). No statistically significant differences were found for substance abuse and personal control of risk among learners. Although many other variables could play a role in these changes, the conclusion can be made that the peer support system probably had a preventative effect in schools. The study further indicates that approximately two thirds of all learners had been aware of the system and about 40% had used it. The peer system was generally evaluated as positive and the biggest problems were related to the implementation and organization of the system, as well as the confidentiality of information. Recommendations have been made regarding the improvement of project implementation. If enhanced co-operation from school staff can be obtained during implementation of the intervention, the peer support system could function better and a bigger impact in schools could be achieved. In conclusion, it is important that intervention programmes be promoted efficiently in schools in order to facilitate optimal functioning. / Dissertation (MA (Research Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

Two faces of ZOO Perception of zoos from the view of their supporters and opponents The main topic of this thesis is a role of zoological gardens in the modern society, especially their importance to conservation of biodiversity as well as to progress in public education. I was interested not only in the opinions and the attitudes of the supporters of zoological gardens, but also in views of their opponents as the opposite side. In the case of the opponents I wanted to reveal if their criticism of zoos is based on negative emotions (bad feeling from breeding animals in captivity and thinking about their rights to freedom) or rise from real inadequacies (for example bad living conditions of animals). So in the theoretical part of the thesis I was concerned about contributions of zoological gardens in many ways as well as about their limitations, mostly mentioned by their opponents. To be more precise in drawing conclusions I made my own empirical research which was based on questionnaires and interviews with directors of certain zoos in the Czech Republic. The main aim of my research was not only a usual opinion poll, but also a detection of differences in opinions and personal characteristics between supporters and opponents of zoos. I also wanted to find out which aspects of zoos are highly...

Perseguendo politiche comuni per gli Stati membri, l'Unione Europea si è trasformata da unione puramente economica ad unione politica. Tuttavia, per quanto riguarda quest'ultimo aspetto, è stato fatto poco. Lo scetticismo è venuto a caratterizzare il clima politico dell'Unione Europea e l’elevata eterogeneità nei termini degli Stati membri hanno causato difficoltà nel processo decisionale. Questa tesi si concentra sulle politiche europee da tre aspetti: la legittimità, che si riferisce al sostegno politico dei cittadini, il comportamento di voto e di partecipazione dei cittadini. Una delle questioni principali della ricerca riguarda l’esistenza delle basi per la genesi di veri e propri partiti politici europei, come via d’uscita dalla crisi di legittimità dell'Unione Europea. Ci si chiede poi quali sono i principali fattori che influenzano la partecipazione alle elezioni del Parlamento Europeo, dal momento che esso è l'unica fonte diretta di legittimità. Infine, si studiano le cause del gap in affluenza per le elezioni europee e nazionali, guardando la quota di voto del partito. L'argomento principale per l’esistenza dei partiti pan-europei è quello di difendere gli stessi interessi e valori su scala europea. I risultati empirici sottolineano che la polarizzazione di classe sociale, è già presente nei primi 12 Stati membri dell'UE, e anche nei nuovi Stati membri, mentre nelle elezioni del Parlamento europeo gli elettori votano sinceramente. In conclusione: l'Europa soddisfa la base per la creazione di partiti pan-Europei che difendino vere e proprie politiche europee, mirate ai gruppi sociali che rappresentano, come una possibile soluzione per la crisi di legittimità. / By pursuing common policies for its Member States, the European Union moved from being a purely economic union, to being a political one as well. However, little has been done to tackle the latter aspect. Skepticism has come to characterize the political climate of the European Union and high heterogeneity in terms of Member States has induced difficulties in the decision-making process. This thesis focuses on the European Politics from three aspects: legitimacy, which refers to citizens’ political support, voting behavior and turnout. One of the main research questions we address is whether or not the basis for the existence of true European party politics exists, as a way out of the European Union legitimacy crisis. Then, we ask what are the main factors that influence electoral participation in the European Parliament elections since it is the only source of direct legitimacy. Lastly, we investigate what are the causes for the turnout gap across European and National elections, looking at the party vote share. The main argument for pan-European to exist is to defend the same values and interests European-wide. Empirical results point out that social class's polarization already exists in the initial 12 EU Member States, as well as later entries, while in the European Parliament elections voters cast their vote sincerely. We conclude that Europe fulfils the base requirement for the creation of true European politics, party politics and social groups' targeted-policies being a possible solution for the legitimacy crisis.