Assessing the attachment between a child and caregiver is an important task within the social worker's professional domain. This is mostly restricted due to a lack of training and expertise with regard to methods and techniques used in assessing attachment. The identified problem led to the implementation of a descriptive study aimed at exploring effectiveness of scales for the assessment of attachment between the child in the middle childhood years and his/her caregiver. The goal was achieved by studying and exploring available practices derived from an extensive literature review and empirical study. Seven social workers in Bloemfontein participated in the study. Target-sampling was undertaken to ensure that participants represented different areas in the work-field that employ the assessment of attachment. Social workers in South Africa show preference to qualitative assessment procedures, including an assessment of the child, an assessment of the caregiver, observation and a collateral investigation. Although such an approach is generally consistent with literature, the present study highlighted an additional need for the standardization of assessment scales for attachment in middle childhood to be utilized in conjunction with qualitative methods of assessment. The literature review confirmed the availability of a range of reliable scales, though not validated thoroughly, but thus far unexplored by social workers in South Africa. A qualitative approach within the Developmental and Utilization Model enabled the researcher to conduct an in-depth analysis of the existing problem. Information was gathered with regard to relevant aspects of attachment in middle childhood in a successful attempt to formulate guidelines for the development of an effective model for the assessment of attachment between the child in middle childhood years and his caregiver. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2009.

Literature for young adults, which has undergone significant changes in the last few decades and continues to evolve rapidly, is increasingly accompanied by Internet materials which attempt to fulfill a variety of purposes. The overall purpose of this qualitative study was to develop an understanding of middle years teachers’ and students’ responses to these printed and online texts. This research explored the nature of the online content being created and the usefulness of Genette’s (1997) concepts of paratexts in understanding these materials, as well as the responses of middle years teachers and students to a selected set of novels and the online content related to those novels. A collective case study approach was used to probe the responses of four teachers and six students from four mid-sized western Canadian cities. Data were collected through in-person and Skype interviews and through written response journals. Within-case and cross-case analysis occurred using thematic coding methods. Themes were identified in both the students’ and teachers’ responses, and these themes were observed to align in six significant ways. Both teachers and students agreed that audio and visual materials online may evoke a strong response and that the opinions and ideas of other readers are interesting and influential. The teachers predicted and the students confirmed that their response to the websites was largely determined by their response to the printed texts. The two participant groups both indicated that they viewed the printed texts as of primary importance and that the content of the websites had the power to change their thinking about those texts. Finally, both teachers and students described a tendency to make quick decisions about their interest in the content of a website. Implications for pedagogy include the need for educators to investigate these online materials and to consider students’ out-of-school literacy skills and preferences in order to make intentional, informed decisions about their use in the curriculum. Recommendations for future research include the exploration of a wider range of printed and online texts, examination of the responses of students from different age groups to these texts, and investigation of the impact of participation in the book-related websites on adolescents’ identity development. / Graduate / 0727

This dissertation offers a study of the fifteenth century French polemical treatises written by authors such as Jean de Montreuil, Jean Juvénal des Ursins, Noël de Fribois and Robert Blondel, together with an edition of perhaps the most important of these works, Pour ce que plusieurs (1464). This treatise may have been written by Guillaume Cousinot II, who had been personally involved in the events surrounding the attack upon Fougères in 1449, a subject addressed in highly partial terms by this text; moreover, Cousinot had visited the Lancastrians in exile in Scotland, which might explain how Sir John Fortescue was able to learn of Jean Juvénal's Tres crestien, tres hault, tres puissant roy (1446), and how Pource que plusieurs in turn drew upon the pamphlets of Fortescue. The polemical texts went beyond moral and chivalric discussion of the war, to address the complex legal and historical issues underpinning the conflict. In response to the English claim to the French throne, Jean de Montreuil adopted the Salic Law, a highly dubious and problematic authority, but one that achieved great fame particularly through the influence of Pour ce que plusieurs. Similarly, the polemical writers rejected English demands for Aquitaine and Normandy in full sovereignty by arguing that no French king could alienate the sovereign rights of the crown. In the sixteenth century, both of these principles were elevated to the status of Fundamental Laws. These texts were not intended to serve as propaganda, but were generally produced by royal officials to serve as manuals for their fellow administrators and diplomats, and perhaps also for the king and other members of the court involved in negotiations with the English. Only in exceptional circumstances were such works disseminated beyond the narrow circles of the government and court, though royal officials did draw upon them when speaking at public assemblies.

No description available.

Improving the quality use of medicines (QUM) among seniors, particularly those using multiple medicines, is a national priority. The National Prescribing Service??s Seniors QUM Program was developed in collaboration with consumers to address seniors?? medicines information needs. Seniors are trained as peer educators to convey QUM messages to other seniors in a single group session. However, there is a dearth of research assessing peer education for seniors about medicines, and little understanding of what peer educators do in practice. This research investigated how peer educators empower seniors toward the quality use of their medicines. A participatory action research inquiry was undertaken nationally with organisational leaders and locally with peer educators. The design was a nested case study with multiple sites, where the Seniors Program was the overarching case containing eight disparate local sites. The participatory inquiry engaged peer educators from each local site. Qualitative data were collected through participant observation and interviews. Data were analysed using grounded theory methods and findings were triangulated with other data sources. Peer educators demonstrated five main functions in the program ?? one primary function within QUM sessions and four support functions outside of sessions. The primary function of facilitating peer learning comprised 10 elements. A model depicts these elements in the context of varying session conditions and consequences. Educators?? lived experience as seniors and lay persons was an overarching contributor to peer learning, used strategically through storytelling to assist other elements. Sharing QUM outside of sessions occurred frequently, but requires development to reach isolated seniors. Peer educators exceeded expectations in getting QUM messages to seniors, applying unique skills to the information exchange within sessions. Their status as lay persons tackling the complex topic of QUM reflected an understanding of the disempowerment seniors may feel when seeking information about medicines. Peer educators?? ability to model an active partner role by applying their lived experience through storytelling in an interactive, mutually sharing session challenged seniors to rethink their medicines management and interactions with health professionals. As the population ages and medicines use increases, understanding and using seniors effectively as educators has great potential.

Zugl.: Köln, Universiẗat, Diss., 2006.

Inaug.--diss.--Tübingen. / Lebenslauf. "Die wichtigsten, seit ... 1922, erschienen arbeiten über den dreissigjährigen krieg ... ": p. 7-9. "Die arbeit stützt sich fast ausschliesslich auf ungedrucktes quellen-material".-Quellennachweis, p. 10.

Thesis (doctoral)--Ecole des hautes études en sciences sociales, 1995. / Cover title. Includes bibliographical references (p. 527-554) and index.

Inaug.--diss.--Tübingen. / Lebenslauf. "Die wichtigsten, seit ... 1922, erschienen arbeiten über den dreissigjährigen krieg ... ": p. 7-9. "Die arbeit stützt sich fast ausschliesslich auf ungedrucktes quellen-material".-Quellennachweis, p. 10.

Thesis (Ph. D.)--University of Wisconsin, 1940. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 200-222).