CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O presente trabalho se concentra no estudo detalhado da AssociaÃÃo Centro de Desenvolvimento ComunitÃrio das TimbaÃbas â CDCT, localizada no bairro das TimbaÃbas em Juazeiro do Norte/CE. Ao se instalar numa nova sede, os associados que a compunham, foram inseridos em uma comunidade onde havia muito mais do que apenas escassez de recursos materiais. Foi quando alguns deles sentiram a necessidade de mudanÃa de ideal que os mantinham unidos. A realidade com que se depararam, foi suficiente para entenderem que uma mudanÃa de comportamento por parte de todos se fazia necessÃria. ComeÃaram a pensar em aÃÃes, onde aquela comunidade carente de tantos serviÃos pudesse usufruir do espaÃo comum da sede da associaÃÃo, alÃm de se beneficiar de projetos que ela mesma viesse a desenvolver. A pesquisa tem como objetivo geral o processo de analisar esta associaÃÃo na perspectiva de um empreendimento econÃmico e solidÃrio (EES) e à luz do marco analÃtico de sustentabilidade, com intuito de saber em que medida esta, enquanto EES tem desenvolvido as dimensÃes da sustentabilidade. Para tanto à feita uma anÃlise a partir de um quadro analÃtico da sustentabilidade. Como objetivos especÃficos buscou-se identificar os referenciais ligados à economia solidÃria, empreendimentos econÃmicos e solidÃrios e seus panoramas atuais no Brasil e na regiÃo do Cariri, alÃm de um levantamento teÃrico sobre sustentabilidade. Foi tambÃm realizada uma caracterizaÃÃo profunda e uma analise do CDCT a partir do quadro analÃtico apresentado. Como pressuposto, considerou-se que o CDCT articula as diversas dimensÃes de sustentabilidade e pode desenvolver aÃÃes capazes de contribuir para um desenvolvimento sustentÃvel. A pesquisa foi do tipo exploratÃria e utilizou como mÃtodo o estudo de caso com coleta de dados por meio de pesquisa bibliogrÃfica e da observaÃÃo participante, bem como entrevista focalizada e anÃlises documentais. Como resultado, observou-se que a associaÃÃo se enquadra no perfil de empreendimento econÃmico e solidÃrio, articulando diversas lÃgicas econÃmicas e desenvolve atividades que estimulam uma participaÃÃo da comunidade envolvida capaz de promover transformaÃÃes sociais, polÃticas, culturais e ambientais.

Missing from extant social support literature is a measure of what support providers say to other individuals with problems. To address this void, a two-stage study focused on the messages of potential support providers and how recipients perceived those messages as Helpful, Comforting, and Appropriate. Responses elicited from subjects (n=587) in Stage I were coded according to content (emotional, cognitive, emotional/cognitive) and given to Stage 2 subjects (n=433) for assessment. The results indicate that supporters and recipients react discriminately according to relationship, problem type, and sex. The Measure of Supportive Communication developed in this study demonstrated better than adequate reliability.

The thesis deals with the topic of inclusive education in terms of inclusion of children from socio-culturally disadvantaged backgrounds into mainstream education. In the theoretical part there is description of the current situation in the Czech Republic based on the analysis of relevant sources of information regarding inclusive education. Inclusive education is viewed in the context of special education, multicultural education and social environment. As next there is outlined part of a legislative framework of this education and the possibility of support measures in the form of group tutoring. The practical part describes the group tutoring as one of the possible form of support measures. The group tutoring is analysed on the basis of the results of survey among children, who attended the group tutoring, and structured interviews with volunteers who helped to guide this tutoring.

Magister Artium (Social Work) - MA(SW) / The first year of university studies is usually accompanied by many new experiences, often stressful, and family members fulfil a significant role in helping to reduce students' stress and facilitate their adjustment. Research has indicated that the overall first year experience sets the tone for the subsequent well-being of students both academically and personally, and if this is negative then the university dropout rates are likely to remain high. This study seeks to determine the effects of family structure and parental autonomy-support on students' adjustment during the first year of university. The study employed a quantitative, cross-sectional correlational research design. Participants were selected by means of convenient sampling, and only consisted of first year university students between the ages of 18 and 25 years who were registered at the University of the Western Cape. Data was collected via an online survey consisting of three self-reported questionnaires, namely the perceived parental autonomy-support scale, the college adaptation questionnaire, and also demographic information. Data was analysed using the Statistical Package for the Social Sciences. Participants' right to privacy, confidentiality and anonymity was observed throughout the study. The results suggest that students from two-parent families are better adjusted than students from one-parent families. Furthermore, results of the total sample suggest a significant relationship between good adjustment and autonomy-supportive parenting, while a significant negative relationship exists between poor adjustment and autonomy-supportive parenting. When determining the separate results for two-parent families and one-parent families, it was established from the regression analysis that good adjustment was only predicted by mother autonomy-support in two-parent families, accounting for 7% of the variance. Poor adjustment in two-parent families was negatively predicted by mother and father autonomy-support, and was accounted for by 11% of variance. In one-parent families, neither good nor poor adjustment was predicted by parenting behaviours.

No abstract available / Dissertation (MInt(Prof))--University of Pretoria, 2009. / Architecture / unrestricted

Significant research has investigated Jack Gibb’s model of defensive and supportive communication, but little has explored the influence of the type of talk -- defensive or supportive -- on perceptions of communication climate and the role that verbal aggressiveness may play in influencing both the types of talk and these perceptions. This thesis explored the relationship between defensive and supportive talk, verbal aggressiveness and communication climate using a mixed-method approach. Specifically, the Verbal Aggressiveness Scale was used to group participants for a dyadic problem solving exercise which generated conversational data that was analyzed qualitatively. Then, the Communication Climate Inventory was used to measure participants’ perceptions of the communication climate that emerged in their problem-solving dyad. The findings highlight factors that may influence the perception of communication climate. Examples of supportive talk that builds positive communication climates and limits the effects of verbal aggressiveness and examples of defensive talk that leads to negative communication climates are provided. This research demonstrates that language has an influence on communication climate through the words that shape the complex ways people perceive and understand each other and, interestingly, that the negative impact of defensive communication overrides the positive impact of supportive communication on the emergent communication climate.

Quality of care is conceptualised by professionals and in policy documents as: compliance with ‘best practice’ guidelines; improving satisfaction rates; fiscal efficiency; and ethical care. ‘Quality’ in palliative and supportive district nursing care has been conceptualised in all these ways. However, the empirical research in this area draws mostly on professionals’ and carers’ views with little research addressing patients’ views. With political rhetoric pushing for a ‘patient led’ NHS, research into how patients conceptualise quality in this area is necessary to both critique this rhetoric and/or facilitate its aims. Therefore, this research investigates patients’ and carers’ views on the quality of palliative and supportive district nursing care.Participants were recruited to an exploratory qualitative study resulting in a convenience sample of twenty six patients (all of district nursing caseloads) and thirteen carers. All participants were over eighteen, able to consent, lived in their own homes, were under the care of district nurses, and had palliative care needs. Eighteen participants had a cancer diagnosis, six had a non-malignant diagnosis, one had co-morbidities, and one participant did not disclosed their diagnosis. Semi-structured interviews were conducted with all participants, five participants were interviewed twice. Post-structuralist theories were used with discourse analysis techniques for the final analysis.The findings identify three of the most influential discourses in relation to the morality and quality of care: Firstly, ‘busyness’, and how its performance by district nurses masks patients’ and carers’ ability to critique care, instead producing a pseudo-quality which fixes patients and carers subjectivities. Secondly, ‘power/knowledge’ and the ways in which it prevents patients and carers accessing care which they need, and altering care to suit their needs. Thirdly, ‘the home’ and how it (re)forms district nursing care and district nursing care (re)forms the home; meaning that actions by district nurses must also consider the impact on the home as well as the patients and carers. In conclusion quality care may be produced by: ceasing to measure quality; involving patients and carers with commissioning and directing palliative and supportive care; supporting groups other than district nurses such as patients, carers and third parties to produce and distribute knowledge about district nursing care; increasing patients’ and carers’ ability to communicate with one another about their care.Further research may investigate: how patients and carers with palliative and supportive care needs may be involved in commissioning; the most appropriate wording and means to distribute knowledge about palliative and supportive district nursing care; ethnographic work to explore how district nursing and the home interact; more detailed theorisation of how the material and the discursive can be accounted for within post-structuralism.

京都大学 / 0048 / 新制・論文博士 / 博士(社会健康医学) / 乙第13292号 / 論社医博第13号 / 新制||社医||10(附属図書館) / (主査)教授 川上 浩司, 教授 平井 豊博, 教授 伊達 洋至 / 学位規則第4条第2項該当 / Doctor of Public Health / Kyoto University / DFAM

<p> There is little research that examines differences in perceptions of need-supportive practices between teachers and students. In the current study, three research purposes were (1) to examine variabilities of teacher and student absolute or relative rating gaps in need-supportive practices, (2) to investigate the relations between absolute or relative rating gaps of teacher and student perceived need-supportive practices and student outcomes, and (3) moderating effects on the relations between teacher-student perceptions gaps of need-supportive practices and student outcomes. Participants were 581 5^th and 6^th students and their 29 teachers in Seoul, South Korea. Students completed questionnaires about teacher need-supportive practices, motivation, basic psychological needs (perceived autonomy, competence, and relatedness), and autonomous motivation. Teachers also answered questionnaires about their own need-supportive practices and autonomous motivation. One-way ANOVA and Tukey post-hoc tests were used to examine the variabilities of teacher and student rating gaps of need-supportive practices. Also, hierarchical linear modeling was employed to test the hypothesized models. Student sex and their beginning-of-year achievement were controlled for throughout the analyses.</p><p> The results showed that absolute rating gap for structure was significantly smaller than the absolute rating gaps for both autonomy support and involvement. Also, the relative rating gap for autonomy support was significantly smaller than the relative rating gap for both structure and involvement, but the relative rating gap of involvement was significantly larger than the relative rating gaps for autonomy support and structure. Regarding relations between rating gaps and student outcomes, a smaller teacher-student absolute rating gap for involvement was related to greater student autonomous motivation, and perceived competence and relatedness. Additionally, students with overestimating teachers tended to report lower student autonomous motivation, and low need satisfaction than students with underestimating teachers. Teacher autonomous motivation and teacher experience functioned as moderators.</p><p> The findings revealed the importance of reducing perception gaps between teachers and students about need-supportive practices. In particular, the findings showed the significance of perception gaps about involvement for student outcomes. In addition, the current study indicates the importance of examining both absolute and relative rating gaps between teachers and students.</p><p></p>

This diploma thesis deals with creating platform which serves for easy manipulation with large data set. There are numerous technical knowledge described in this thesis to understand web development. Later there are proposed approaches of how to make as easy as possible for user to define and work with large data sets. Platform is written and created in a way, that it is easy to extend eny part of it.