This thesis explores the perspectives of people on psychogenic non-epileptic seizures (PNES). It is presented in three separate papers: a systematic literature review; an empirical research paper and a critical reflection of the research process as a whole. The systematic literature review aimed to provide a detailed understanding of stakeholder perspectives on PNES. A systematic search identified relevant studies that were subsequently synthesised using thematic analysis and the broader principles of narrative synthesis. Three broad themes relating to stakeholder perspectives were identified: the nature of PNES as a condition; diagnosis; and management and treatment issues. It was found that both patients and professionals experienced uncertainties in relation to understanding and managing the condition. This highlighted the need for further information and awareness of PNES and the development of clear treatment guidelines. Important differences in opinion were also identified between patients and professionals and consideration was given to how these may disrupt the development of effective partnerships in care. The research into patients' and families' perspectives was found to be lacking and further research was identified as being needed in this area. The empirical paper reports an exploratory qualitative study that aimed to provide an in-depth understanding of the perceived treatment needs of patients with PNES. Semi-structured interviews were conducted and findings were analysed inductively using the principles of thematic analysis. Four key themes were identified: return to normality; post-diagnostic limbo; uncertainty and apprehension about therapy; and need for validation. Patients with PNES described clear goals for their recovery and clear ideas about their treatment needs. However, following their diagnosis, many felt caught in 'limbo' due to uncertainties about their diagnosis and as a result of a lack of post-diagnostic support. Being in 'limbo' also linked to patients' uncertainties about psychology meeting their needs and for some there was apprehension about the potential negative consequences of therapy. The clinical implications of the research are discussed and recommendations for future research are made. The third paper is a critical reflection of the research process as a whole. It provides an overview and evaluation of the first two papers and personal reflections of the lead researcher are offered throughout. Implications for further research and clinical practice are offered and a summary of the research as a whole is offered.

In this paper the changes that occur in the translation of initial sentence elements regarding clause element function as well as thematic structure are analyzed. The first part of the aim is to investigate how these functions and structures change in translation. The second part of the aim is to analyze the potential risk of syntactic interference from using thematic or word order solutions that are too close to the SL or too uncommon in the TL. To answer this the source text and translated text were divided by individual sentences and categorized by word order, thematic structure and differences between ST and TT. The results were compared to previous research by mainly Altenberg (1998) and Hasselgård (1998), with additional use of primarily Bohnacker (2010), Munday (2012) and Tirkkonen-Condit (2014) for further definitions of syntactical interference. The quantitative results suggested that there may be syntactical interference. This can be found mainly in the lack of ASV→SV word order structures, possibly due to a fear of deviating too far from the ST structure, and by an abundant use of formal subject (det), due to overcompensating by using TL specific structures that are perceived as common. However, it is not easy to find examples of translationese in syntax from only a cursory glance and the in-depth qualitative analysis was necessary for this conclusion.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research paper presents a study of the teaching and learning process of some Chemistry contents through the use of the theme Oral Health, developing a contextualized teaching of Chemistry. Oral Health is an essential component for many biological functions of human beings, such as chewing, swallowing and speaking, being directly linked to the quality of life of the people. Therefore, through this study, it was attempted to investigate actions that facilitate the apprenticeship in Chemistry and that contribute to the civic education of the students. In order to do this, it was applied a series of interventions in a Junior class in a public school in Santa Maria, RS. As the textbooks are the main source of information for teachers to prepare their lessons, it was analyzed the main textbooks used in Chemistry teaching in the city of Santa Maria in relation to the thematic approach of Oral Health. In order to characterize the subjects and to investigate the prior knowledge of the students about the theme, it was applied an initial questionnaire that served to guide the development of the six interventions applied in the classroom. Through the instruments of evaluation used, it can be noticed that the contextualization during the chemistry classes, using the theme Oral Health, contributes to the improvement of the teaching and learning process and promoted the civic education of the students. / Este trabalho de pesquisa apresenta um estudo do processo de ensino e aprendizagem de alguns conteúdos de Química através da utilização da temática Saúde Bucal, desenvolvendo um ensino de Química contextualizado. Saúde Bucal é um componente essencial para diversas funções biológicas dos seres humanos, como mastigar, deglutir e falar, estando diretamente ligada a qualidade de vida das pessoas. Portanto, através desse estudo, procurou-se investigar ações que facilitem a aprendizagem em Química e contribuam para a formação cidadã dos estudantes. Para isso, foram aplicadas uma série de intervenções em uma turma de 2º ano de uma escola da rede pública de ensino da cidade de Santa Maria, RS. Sendo os livros didáticos a principal fonte de consulta para os professores prepararem suas aulas, foram analisados os principais livros didáticos de Química utilizados da cidade de Santa Maria, RS, em relação à abordagem da temática Saúde Bucal. A fim de caracterizar os sujeitos da pesquisa e investigar os conhecimentos prévios dos alunos em relação à temática, foi aplicado um questionário inicial que serviu de norteador para o desenvolvimento das seis intervenções aplicadas na turma. Através dos instrumentos avaliativos utilizados, pode-se perceber que a contextualização nas aulas de Química, através da utilização da temática Saúde Bucal, contribui para a melhoria do processo de ensino e aprendizagem e promoveu a formação cidadã dos estudantes.

The aim of the thesis called Thematic constants of Pirandello's literary production through intertextuality is to illustrate inner thematic and mental interconnection of Pirandello's writing with intertextuality quotations which can be found in whole production of Luigi Pirandello across all genres to which he devoted. The main text will be the essay On humor, particularly the second part, wherein the author declares his poetics. The dissertation will observe the inception of his poetics in the texts preceding the essay (e.g. The Late Mattia Pascal) but also developing of the essay in texts created in period between two versions of On humor (e.g. So It Is, If You Think So), and also texts which were written after 1921 (Six Characters In Search of an Author, Henry IV, One, No one and One Hundred Thousand). In this work, we will focus on thematic constants which come from Pirandello's poetics of humour. I will also pay attention to exceeding or demolishing of borders between the genres: essay-prose-drama and also shifts as a result of transition (rewrite) from one genre to another one (e.g. short story Leonora, addio! → drama Tonight We Improvise; novel The Notebooks of Sarafino Gubbio, Cinematograph Operator → drama Each In His Own Way, and the like).

There is an increasing population of students with ASD graduating from schools and entering adulthood. Post-school transition is particularly challenging for these young adults and they tend to exhibit unfavorable outcomes in various domains in life. The concept of self-determination has been identified to promote successful transition and adult outcomes. With its root stemming from Western ideologies, the conceptualizations and manifestations of self-determination have rarely been examined across cultures. The present study aims to examine the experiences of self-determination in young adults with ASD during their school-to-adulthood transition and directly compare their experiences across American and Chinese contexts. Individual interviews were conducted with 11 young adults with ASD in the United States and Hong Kong who exited high school within the past seven years. Results from thematic analysis revealed themes about participants’ experiences of self-determination in areas of autonomy, attainment of goals, psychological empowerment, and self-realization. Contextual factors in family, work, postsecondary education, community-based settings, and early school-age experiences were identified to influence participants’ development and expression of self-determination. Cross-cultural similarities and differences in self-determination among American and Chinese young adults with ASD were discussed in relation to various factors associated with their ecological systems. Implications of cultural-responsive understanding of self-determination for research and practice are discussed to promote better outcomes and quality of life in individuals with ASD transitioning from school to the adulthood.

Magister Psychologiae - MPsych / The purpose of this research was to ascertain how children in lowrisk, middle to upper income areas perceive violence and their experience of it. It explores their exposure to violence and how this may affect their view of the future in terms of their hopes and fears. The research was framed around Frantz Fanon's theory of violence and Urie Bronfenbrenner's Systems Theory. The aims of the research was to explore children's perceptions of violence and how this affects children's sense of wellbeing within the context of South Africa by: i) investigating how much children know and understand about the violence that is prevalent in the country, ii) discovering how this frames their perception of violence and finally iii) explore how this affects their sense of well-being. The participants of the study were 28 male and female grade 6 children, between the ages of 10 and 12 from a private school in the Cape Town metropole. There were three focus groups consisting of 8-11 children per group. This was a qualitative study. The data collection was interpreted through Thematic Analysis. The highest standards of ethical conduct and research practice were adhered to. / South Africa

Magister Artium (Psychology) - MA(Psych) / During Apartheid, South African education policies were largely based on a system of racial segregation, resulting in unequal educational opportunities between black and white students. Current education policies centred on Access and Equity have been ratified to address the education issues of the past. However, there still remains a concern about the poor performance and consequently, the high drop out rate, particularly amongst black South African university students. The findings of various studies have shown that the factors that contribute to poor academic performance range from inadequate pre-university schooling and financial issues to poor language proficiency, inadequate social support and insufficient social integration. The present study employed a qualitative approach to explore first-year students perceptions of the influence of social integration on academic performance. Tinto Student Integration Model provided the conceptual basis for the conduction of the study. Three focus groups were used to collect the data which were analysed according to thematic analysis procedures. The main finding of the study was that academic and social experiences were intrinsically linked in the first year of study. Moreover, the findings indicate that friends, belonging to nonacademic organisations and lecturer-student interaction (as three indicators of social integration) influenced first-year students academic performance. South African contextual factors such as socio-economic status and language were found to be a potential hindrance to good academic performance. The implications of these findings are discussed. / South Africa

Magister Psychologiae - MPsych / The following study aimed to explore the development of resilience within male youth, despite exposure to numerous factors traditionally classified as high-risk. The research focussed on the developmental process of six male youth who engaged in positive coping through actively seeking protection in a high-risk environment, in the form of a non government organization within their community. The study assumed that the active seeking of a protective environment by high-risk youth is an indication of resilience. A phenomenological approach was used to understand the processes that aided the development of resilience within the individuals, through semi-structured in-depth interview guides. Qualitative thematic analysis was utilized to attain and understand common themes. An ecosystemic approach was used in conceptualizing the findings of this research. Indications of resilient development within male youths, relating to systemic factors, which contributed to resilience were explored. The major findings of this research were congruent with past research, both in South Africa and internationally. Three primary themes of support, control, and security emerged from the analysis. The research findings indicated that individuals possessing an internal locus of control were able to cope with adversity and had hence developed resilience. The participants in this sample were confident in their abilities, possessed motivation and belief in success. Systemic factors that were elicited as important in the optimal development of resilience were belief in the youth’s ability, and faith in their capacity to achieve,as well as providing support and guidance to youth when needed. The research found that if youth were faced with factors understood as high-risk, and were able to overcome them, these risk factors served to further enhance resilience. This research offers researchers and community organizations further insight into effective intervention programs to promote optimal youth development in high-risk areas.

There is a tendency to view teachers´ assessment literacy from a deficit perspective, and teachers existing practices are rarely used as a source of knowledge about assessment. Instead of treating teachers as being to some extent experts on assessment, the domain of assessment literacy is primarily represented by viewing researchers as “experts”. In this study teachers´ assessment literacy is approached from an asset perspective. The knowledge and skills that teachers possess can contribute to the description and understanding of classroom assessment literacy. The overall aim of the study is to develop knowledge about teachers’ classroom assessment literacy. Studying teachers' collective reflections about assessment, in relation to video-recorded teaching situations, is used to approach the question of what classroom assessment and assessment literacy actually mean. Three primary schools and eleven teachers, heterogeneous regarding age, sex, education and experience, are involved in the study.  The results indicate three themes to describe teachers´ classroom assessment literacy: focus on the intention of assessment, focus on the enactment of assessment and focus on the conclusion of assessment. The study shows that teachers have the competence to conduct and use assessment as an integral part of teaching. An overall conclusion is that assessment literate teachers invite students to share power and responsibility in assessment processes. The three themes can be seen as a process of developing, implementing and using assessments, which requires a holistic approach to learning, teaching and assessment. / <p>With a summary in English</p>

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