Thesis (Ph. D.)--University of British Columbia, 1998. / Includes bibliographical references (leaves 202-222).

O tema violência doméstica contra a mulher é um problema universal, pelo seu impacto nas áreas econômicas, sociais, educacionais e da saúde. A enfermagem tem um papel significativo no reconhecimento e acompanhamento dos casos, mas faz-se necessário que os profissionais estejam capacitados para tal. O objetivo deste estudo foi identificar a percepção e o conhecimento de estudantes de um curso técnico em enfermagem acerca da violência doméstica contra a mulher perpetrada pelo parceiro íntimo. Trata-se de um estudo quantitativo, descritivo, exploratório e transversal. Foi aplicado um questionário validado com questões sobre percepção e o conhecimento acerca da violência contra a mulher. A amostra contou com a participação de 84 estudantes dos três módulos do curso, com idade igual ou superior a 18 anos, no ano de 2017. Os dados foram organizados em planilhas, validados por dupla digitação e posteriormente transportados para o pacote estatístico do programa Statistical Package for the Social Sciences (SPSS) versão 22.0. O estudo foi aprovado pelo comitê de ética em pesquisa. Os resultados mostraram que os estudantes se sentem à vontade em perguntar às clientes sobre o uso de álcool ou tabaco, porém incomodados em tratar sobre o uso de drogas, vida sexual e violência conjugal. Tendem a infantilizar o atendimento à mulher em situação de violência. Discordaram que fatores sociais sejam causas de agressão, mas concordaram que o uso abusivo de álcool ou drogas e problemas psicológicos do parceiro possam estar entre as causas. Afirmaram que os agressores devem ser presos, mas há a crença de que a violência doméstica seja um assunto de fórum íntimo e privado. Demonstraram ter bom conhecimento sobre a definição das várias formas de violência, e reconhecimento de sinais e sintomas, contudo, baixo conhecimento sobre a epidemiologia da violência contra a mulher. Afirmaram ser atribuição do profissional de enfermagem abordar sobre violência doméstica, mas que esta não seja direta ou insistente. Discordaram que o profissional deva ignorar sinais de violência, assim como referiram que há necessidade de agendar retorno em intervalos menores, em casos suspeitos de violência doméstica. Quase metade dos estudantes desconhecem protocolos de atendimento à mulher em situação de violência sexual e a maioria afirmou que o médico não deve prescrever calmante/antidepressivos para a mulher agredida. Referiram que é válido avaliar com a cliente os riscos à que estão expostas e elaborar um plano de segurança. Responderam que a terapia de casal e psicoterapia seja recomendável. A minoria reconheceu a importância da notificação dos casos, mas afirmaram a importância de fornecer número de telefone de instituições que acolhem mulheres e recorrer à delegacia da mulher. Enfim, os achados demonstraram que os estudantes possuem um conhecimento parcial acerca do manejo dos casos de violência doméstica e lacunas em sua formação necessitam ser preenchidas, sendo recomendável a inclusão do tema no conteúdo programático do curso e possibilitar experiências práticas aos estudantes / The issue of domestic violence against women is a universal problem because of its impact on the economic, social, educational and health areas. Nursing has a significant role in the recognition and follow up of cases, but it is necessary that professionals are trained to do so. The objective of this study was to identify the perception and knowledge of students of a nursing technical course on domestic violence against women perpetrated by the intimate partner. It is a quantitative, descriptive, exploratory and cross-sectional study. A validated questionnaire was applied with questions about perception and knowledge about violence against women. The sample was attended by 84 students from the three modules of the course, aged 18 years or over, in the year 2017. The data were organized in spreadsheets, validated by double typing and later transported to the statistical package of the program Statistical Package for the Social Sciences (SPSS) version 22.0. The study was approved by the research ethics committee. The results showed that students are comfortable with asking clients about alcohol or tobacco use, but they are bothered to deal with drug use, sex life and marital violence. They tend to infantilize the care of women in situations of violence. They disagreed that social factors are causes of aggression but agreed that abusive use of alcohol or drugs and psychological problems of the partner may be among the causes. They said that the perpetrators should be arrested, but there is a belief that domestic violence is an intimate and private forum issue. They have demonstrated good knowledge about the definition of various forms of violence, and recognition of signs and symptoms, however, low knowledge about the epidemiology of violence against women. They affirmed that it is the nursing professional\'s assignment to address domestic violence, but that it is not direct or insistent. They disagreed that the professional should ignore signs of violence, as well as that there is a need to schedule return at shorter intervals in cases of suspected domestic violence. Nearly half of the students are unaware of protocols for the care of women in situations of sexual violence, and most have stated that the doctor should not prescribe a sedative / antidepressant medication for the battered woman. They said that it is valid to evaluate with the client the risks to which they are exposed and to elaborate a security plan. They said that couple therapy and psychotherapy are recommended. The minority acknowledged the importance of case reporting but stressed the importance of providing telephone numbers of institutions hosting women and turning to the woman\'s station. Finally, the findings showed that students have a partial knowledge about the handling of domestic violence cases and gaps in their training need to be filled out, and it is recommended to include the subject in the program content of the course and to provide practical experiences for the students

M. Ed. (Educational Management) / Please refer to full text to view abstract

The number of children whose mothers are incarcerated is increasing around the world. Educators of young children are faced with new challenges in their classrooms as they work with these children during their formative years for social-emotional development. The purpose of this qualitative study was to interview the mothers, in order to gain their perspective on how they feel their incarceration has affected their relationship with their children; how they believed it would affect their children in the future, and to investigate the perceptions of early childhood teachers who worked with children of incarcerated mothers. Using interviews, observations, journal, and field notes the researcher collected information from 3 incarcerated mothers, 3 of their children, and the 2 teachers who worked with these children. Overall findings were that the mother-child relationships are of extreme importance to the mothers. They have high hopes for a better life for their child, which includes concerns about their education. Mothers had fears that their incarceration would repeat itself in their children and desired for things to be different in their children's futures. They reported their incarceration affecting their children in negative ways. Their children had difficulty depicting their mothers in their drawings. Lastly, the teachers highly encouraged parental involvement, even though the mother was incarcerated. They expressed the importance of the mother-child relationship impacting the child's ability to learn, and teachers believed special training and preparation are necessary for working with these children.

No description available.

Prisons provide us with a place to segregate criminals from the population at large, but the ongoing question is what to do with them once we have incarcerated them? On one side there is the idea that prisons should be used to punish those who have broken the law. On the other is the idea that prisons should help to rehabilitate prisoners so that they may be reintegrated into society upon their release. The purpose of this study was to examine the role correctional education programs played in the life of female offenders in light of the debate mentioned above. Based on qualitative research, the aim of this study was to listen to the prisoner's voice. What did inmates think about correctional education programs offered? Did they want such programs? Did they feel empowered by them, or did they resist being 'rehabilitated' and feign compliance? How did inmates make sense of their learning experience?

Surveys of women in higher education administrative positions that identified factors which may contribute to career development have been conducted. However, the literature revealed little information regarding the importance placed on those factors by women in higher education administrative positions. The purpose of this study was to determine the importance of selected contributors to career development of women in higher education administration. Data were gathered by a mailed questionnaire to a sample of women administrators employed in Florida state supported community colleges and universities. The 343 useable returned questionnaires represented a 65.5% response rate and 51.3% of the total population. These data were evaluated in terms of: a) the factors identified by women, b) race and age, c) administrative level by institution type, and d) institution type. Descriptive data analysis was conducted using frequency distributions and histograms. Cross tabulation analysis with all statistical options and a one-way analysis of variance were also utilized. There were four factors considered important for which there were no significant differences across the variables of institution type, administrative level by institution type, and selected demographic characteristics. These factors were formal education, willingness to accept added responsibility, timing, and communication skills. The contributing factors showing importance by administrative level by institution type were: chance, participation in a formal administrative internship, committee appointments, and teaching experience. Those factors viewed as important by institution type were: willingness to relocate (community college) and research and publications (university). The factors considered important by age were: a) Affirmative Action plans, b) influence of a mentor, c) personnel administration skills, d) participation in a formal administrative internship, and e) research. The results of the study indicated that women desiring to advance into higher education administrative positions should develop a career plan to include the institution type desired for career development. In addition, women should give serious consideration to the four factors showing no significant difference by institution type, or by selected demographic characteristics.

No description available.

Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This research focused on the experiences of female principals of co-ed high schools in the Western Cape. It investigated the path that their careers followed from the decision to become a teacher to ultimately being appointed as a principal and then having to lead the school. It further investigated the personal, organisational and social factors that were influential along the way. In addition, it probed the motivation and drive behind their career choice as well as the barriers and challenges encountered along the way. The researcher interviewed nine female principals. They were asked to tell their life story, with emphasis on their career route thus far. Key questions were asked, focusing on the motivation behind their career choice, whether they had been actively prepared for promotion and how their appointment was received. The interviews were transcribed in order to prepare them for data analysis. Any content that recorded experiences that contributed to their growth and development in teaching was coded accordingly. This produced a spectrum of codes. The codes were then placed into a diagram and grouped together, based on their meaning and implications. Identified groups included education and training, self-belief, work-life balance, mentorship, support and the stereotyping of women. The interconnectedness of the group was considered, together with their collective impact on the individual principals’ career route. The research findings indicated that the career route of the principals was determined by various factors on a personal level as well as on organisational and social levels. On a personal level, qualifications obtained and the influence of parents, family and own teachers played a role. This was critical in preparing the individual for the career path that was to follow. On an organisational level, opportunities taken, work ethic, mentorship and gender barriers were factors encountered. On a social level, the stereotyping of women and the changing family structure were factors that had to be contended with. Once appointed, it was found that the support from family, colleagues and learners contributed to their success. It emerged that the potential of these women had been identified early on in their careers and that they gained confidence when they were granted opportunities to learn and grow. To become a principal was in most cases never their intention but something that developed as they went about doing their work with commitment and diligence. Throughout, it remained a priority for them to invest in the lives of learners and the greatest joy was derived from seeing learners develop into young adults who were contributing to society.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2007. / Policy is generally established to provide for specific needs. In South Africa, for example, the South African Schools Act of 1996 was introduced, among other reasons, to promote democratic transformation in society, to protect the rights of all learners, parents and educators and to facilitate their acceptance of responsibility for the organisation, control and financing of schools in partnership with the state (RSA, 1996b). The SA Schools Act, in accordance with which school governing bodies are constituted, endeavours to effect greater devolution of power from the state to local communities to offer these communities greater participation in the control and management of their schools. Analysis of national and international literature, however, indicates that democratic government policy does not always deliver the desired results in practice (MacLean, 2003). Policy intention and implementation are frequently far removed from the practical reality within which they should be effecting change. Policy implementation is frequently aimed at promoting democracy and equality but, in reality, results in the maintenance and even the strengthening of existing inequalities between élite and marginalised groups. It is not always in touch with the cultural, political and economic obstacles that women in particular have to overcome to be allowed to participate at the same level as men in decision-making processes and in the exercise of power. This study endeavours to determine the real effect of such decentralisation on women as one of the most marginalised groups. During the study, personal interviews were conducted with two selected women and followed up with a questionnaire, which brought to light another dimension to the concept of empowerment: that of the women each attaching her own meaning to the concept of power, which emanates from their different backgrounds in respect of, for example, culture, education and language. Decentralisation can therefore result in different effects, depending on the meaning attached to the concept in a specific context. Women do not see power simply as the making of decisions on issues such as the formulation of policy; they see the right to power and the meaning that they themselves give to power as empowering. It can therefore be said that decentralisation as a policy involves certain textual intentions (which the policy stipulates as text) but that it also involves a contextual intention, which is influenced by different backgrounds. The very fact that women are accorded a voice in forums such as school governing bodies can in itself be experienced as empowering due to the women's own conceptualisation of it. The differences in the interpretation of and meaning attached to the concept indicate a need for research that delves deeper than simply a focus on the number of women participating in local politics. More research is necessary to investigate the circumstances and policy implications of the participation of women. Such research could investigate aspects such as different contexts and people's different interpretations and conceptualisations, which could ultimately be anticipated in policy frameworks. Due cognisance of women’s expectations in respect of the decentralisation or the redistribution of school governing powers and the position of women in such spheres could well result in a greater contribution to the empowerment of women.