Dissertationen zum Thema „Refugee children South Australia“
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1
Sefer, Ibrahim. „Newly arrived children's art / story book 2004“. [Adelaide]: Migrant Health Service, 2004. http://www.health.sa.gov.au/library/Portals/0/drawings-and-dreams-newly-arrived-childrens-art-story-book.pdf.
Annotation:
This project was funded by the Department for Families and Communities A collaboration between Ibrahim Sefer, newly arrived boys and girls aged between 4 and 14 years from Culturally and Linguistically Diverse Backgrounds and the Migrant Health Service (Adelaide Central Community Health Service).
2
Palmer, Glen. „Reluctant refuge : unaccompanied refugee and evacuee children in Australia, 1933-45 /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09php1738.pdf.
3
Van, Baalen Christina Henriëtta. „The rights of refugee children in South Africa / van Baalen C.H“. North-West University, 2012. http://hdl.handle.net/10394/8223.
Annotation:
Refugee children are a specific vulnerable group in the South African society. In
terms of the South African Constitution, refugee children are equally entitled to the
right to basic nutrition, shelter, basic health care services, and social services in
section 28(1)(c) and basic education in section 29(1)(a). It is unclear from
jurisprudence whether indigent children under parental or family care have a direct
entitlement to these rights. In Government of the Republic of South Africa v
Grootboom (2001 1 SA 46 (CC)), the Court only indirectly addressed children’s
rights, whereby it reasoned that the parents and/or family of the child bear the
primary duty to care for children and the socio–economic rights contained in section
28(1)(c), in so far as it overlapped with the socio–economic rights of parents, cannot
be interpreted as giving children an immediate right on demand. In Minister of Health
v Treatment Action Campaign and Others (2000 5 SA 703 (CC)), the duty of the
state to provide socio–economic rights to children without parents was extended to
children not only when they are physically separated from their parents but also
when the “implementation of the right to parental or family care is lacking” due to the
poverty of the parent. The Court did not conclude that indigent children have a direct,
immediate claim to socio–economic rights in terms of section 28(1)(c). In Centre for
Child Law and Another v Minister of Home Affairs and Others (2005 6 SA 50 (T)), the
Court decided that the state has an “active duty” to provide the basic socio–economic
rights to foreign unaccompanied children. The question whether indigent refugee
children under parental or family care has a direct, immediate claim to socioeconomic
rights remain unclear and the aim of this study is to determine the nature
and scope of the socio–economic rights of refugee children under parental care in
South Africa. Related to this question is the further problem presented in the context
of refugee children, that although refugee children have constitutional rights and
these entitlements has been concretised in legislation and policies, the improper
execution of most of these legislation and policies, the continued discrimination and
exclusion from education and social assistance grants, remains problematic areas
that need urgent attention.Thesis (LLM (Comparative Child Law))--North-West University, Potchefstroom Campus, 2012.
4
Peters, Margaret P. „Children's culture and the state : South Australia, 1890s-1930s /“. Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09php4823.pdf.
5
Turczynowicz, Leonid. „Asthma and risk factors in South Australia : an ecologic analysis“. Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09MPM/09mpmt933.pdf.
Annotation:
Includes CD-ROM inside back cover of volume 2. Bibliography: p. 178-222. Aims to identify current risk factors for asthma and to determine which of these factors, at the population level, is associated with asthma prevalence in children in South Australia. In addition, modelling techniques are used to determine which factors are significant predictors of asthma prevalence in 4 to 5 year old children in S.A. Study results show that at the population level, 9 risk factors are significantly associated with lifetime prevalence and 24 factors with period prevalence. Study findings are generally consistent with existing literature.
6
Wigman, Albertus. „Childhood and compulsory education in South Australia : a cultural-political analysis“. Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.
7
Routledge, Yvonne Lorraine. „Middle class children and their family lives in nineteenth century South Australia /“. Title page, table of contents and conclusion only, 1990. http://web4.library.adelaide.edu.au/theses/09ARM/09armr869.pdf.
8
Van, der Burg Anthea. „An examination of the extent to which South Africa is meeting its legal obligations with regard to the protection of undocumented foreign migrant children“. Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Annotation:
This thesis examined the extent to which South Africa has domesticated the international provisions protecting foreign migrant children. The thesis further investigated procedural gaps and makes recommendations in respect of law and procedure to ensure the adequate protection of the rights of undocumented foreign migrant children in South Africa.
9
Lemar, Susan. „Children of industry : boy labour, "apprenticeship" and the state in South Australia 1880-1917 /“. Title page, contents and introduction only, 1994. http://web4.library.adelaide.edu.au/theses/09AR/09arl548.pdf.
10
Wicks, Keren. „"Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /“. Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.
11
Jose, Jim. „Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.
12
Mudge, Jane. „Lead exposure and the prevalence of emotional and behavioural problems experienced by children in the Port Pirie cohort study /“. Title page, contents and summary only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phm944.pdf.
13
Gill, Judith. „Differences in the making : the construction of gender in Australian schooling /“. Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.
14
Byukusenge, Marie Chantal. „Assessing the effects of the child support grant programme on refugee children's poverty status in Cape Town, South Africa“. University of the Western cape, 2016. http://hdl.handle.net/11394/5560.
Annotation:
Magister Artium - MACash transfers continue to be one of the tools used by many developing countries in order to alleviate poverty. South Africa was not left behind in applying this system. In 1998, the Government of South Africa introduced cash transfer programs in order to replace the old Social Maintenance Grant (SMG) that was available to single mothers when their husbands: die, get imprisoned, disabled or are untraceable. Also, this grant was supporting poor children during the apartheid era. In terms of children, the SMG did not achieve enough coverage, for instance, by 1990, it had assisted only 0.2% of African children and 1.5% of White children as well as 4.0% of Indian children and 4.8% of Coloured children (SASSA, 2012). However, the new democratic government managed to introduce a new program, which has now shown a very large achievement and has become one of the best social protection systems in Africa (UNICEF, 2012). Also, the new democratic government managed to expand the coverage to the children from age 0-16 to children of age18 years, including refugee children. With regards to refugees, after the fall of apartheid, the democratic Government of South Africa opened its doors to migrants and refugees. These refugees include children who are the most vulnerable persons. As such, in the first part of 2012, the Government of South Africa decided to provide and promote the well-being of refugee children, particularly those who are exposed to vulnerable conditions and living in poverty (CoRMSA, 2007). Despite the provision of the Child Support Grant for refugees, the beneficiaries of the grant are still facing many challenges especially those who have a low income. The study explores the perceptions of the caregivers of refugee children in Cape Town on the utility of the grant. The study adopts a qualitative research approach which is exploratory and descriptive in nature. In this regard, this study draws on in-depth interviews, questionnaires and focus group discussions with women caregivers of the refugee children. In-depth interviews were conducted with 28 women participants who come from different countries but live in Cape Town, who were selected by using the snowballing sampling technique. The findings reveal that the grant was used for educational expenses and for food or clothing. The study also finds that the grant provides households with income security, improves school attendance and contributes towards improved access to health care and transport. However, the study also showed that there were challenges associated with the provision of the grant. Firstly, some of the caregivers reported irregularities of the system and waiting in long queues. Secondly, the caregivers reported inadequacy of the grant. Lastly, the receivers of Child Support Grant for refugees noted that documentation required by the South African Social Security Agency (SASSA) is also another major challenge they are facing. Unemployment and accommodation are also mentioned as the challenges the caregivers of refugees’ children face. The majority of them stated that finding a job in South Africa is not easy. Furthermore, the caregivers reported the issue of finding a good place to rent. In terms of accommodation, the majority of the caregivers stated that landlords require many papers which they do not have and they cannot afford the rent required by them. The recommendations made are that participants felt that, they wish the Government of South Africa can allow them to work, as the majority of them have qualifications. However, others felt that it will be a good idea if the Government of South Africa increases the size of the grant. The SASSA staff advised that the caregivers of refugee children must submit the entire set of documentation required in order to receive or to apply for the Child Support Grant on time. The study concludes that the Child Support Grant for refugees provides children with a safety net and enables them to access basic services. However, this program needs to be monitored and evaluated in order for the service to be better rendered. The findings of this study have the potential to influence social welfare policy-makers to address the challenges associated with the provision of the grant. The findings of this study would also allow the policy makers to establish ways of ensuring the sustainable provision of the grant. The outcomes of this study will also have the potential to allow the policy makers to create ways of ensuring the sustainable provision of the Child Support Grant for refugees.
15
Walsh, Elizabeth. „Manufactured extinction : the origins of the policy of removing Aboriginal children from their indigenous communities in South Australia, 1836-1911 /“. Title page, contents and conclusion only, 1999. http://web4.library.adelaide.edu.au/theses/09AR/09arw224.pdf.
16
Collette, Christopher B. „Why parents send their children to Pembroke School“. Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc698.pdf.
17
Tong, Shilu. „Environmental lead and children's intelligence at ages 11-13 years : the Port Pirie cohort study /“. Title page, table of contents and summary only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09pht6647.pdf.
18
Geyer, Tracy Colleen. „The occupational aspirations and gender stereotypes of South African and Australian senior primary school learners“. Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1239.
Annotation:
Increasingly, developmental psychology has emphasized that childhood career development should be viewed as holistic and comprise all aspects of a child’s maturation. This would include an emphasis on the career development of children which is considered vital to the complete education of the child (Brown, 2002). Career development refers to the process of developing beliefs, values, skills, aptitudes, interests, personality characteristics and knowledge of work (Zunker, 2006). Research has indicated that early societal factors and personal preferences associated with gender influence the child’s later occupational aspirations (Stockard & McGee, 1990). There are many ways in which individuals learn about gender roles and acquire “gender-appropriate” behaviour during childhood, some of which manifest in the occupational aspirations of children. As children grow up they learn, through reinforcement and modeling, that society has different expectations and standards for the behaviour of males and females. While family and friends are often the most important agents of socialization in young children, television and other popular media have also played a vital role in gender stereotyping, resulting in children forming perceptions regarding which occupations “belong” to which gender (Taylor, Peplau, & Sears, 2006). The present research aims to explore, describe and compare the occupational aspirations and the occupational gender stereotyping of male and female South African and Australian senior primary school learners. The research approach for the study was descriptive and exploratory in nature and was conducted within a quantitative framework. A survey-type questionnaire, the Career Awareness Survey xiii (McMahon & Watson, 2001), was used as the data collection measure as part of a larger international study. The sample comprised of 511 South African and 372 Australian participants from Grades 6 and 7. Responses to the occupational aspirations questions were coded according to Holland’s (1985) interest typology and status level coding for occupations. For descriptive purposes, frequency counts were computed for the coded typology, status level and occupational gender stereotyping data. The z-test and chi-square test for independence were computed in order to test whether gender groups differed in terms of their occupational aspirations and occupational stereotyping. The chi-square test was also used to compare the occupational aspirations and gender stereotyping of South African and Australian senior primary school learners. The results of the present research indicate that male and female South African and Australian female children tend to aspire towards more Investigative and Social type occupations in the high status level category. The Australian male children, however, tend to aspire towards more Social and Realistic type occupations in the high status level category. Across nation and gender, the majority of the children believed that both males and females could perform certain occupations, with senior primary school children tending to limit the range of occupations which they believe to be predominantly suited to either male or female. Cross-national comparative results yielded interesting findings with few significant differences emerging on occupational aspiration typology, status level and the occupational gender stereotyping of occupations. The results of the present research emphasise the need for further cross-national comparative studies on the occupational aspirations and occupational gender stereotyping of senior primary school children.
19
Keenan, Anthony Michael. „The Boys' Reformatory Brooklyn Park : a history, 1898-1941“. Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mk26.pdf.
20
van, Limbeek Catherine A. H., und n/a. „WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?“ University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.113453.
Annotation:
Integration has been the policy of the New South Wales Department of Education and
Training since 1981. Regular classroom teachers are responsible for implementing this policy
at the classroom level. In order to achieve this, teachers need to make informed decisions
about aspects of the class program and practice that may need to be adapted or modified to
provide opportunities for integrated students to participate meaningfully in regular classroom
environments.
The purpose of this study is twofold: to extend research into adaptations made by New South
Wales teachers under a policy of integration by surveying teachers' perceptions on various
adaptations/modifications and to explore factors related to teachers? implementation of these
adaptations/modifications to programs and practices for students with mild disabilities and/or
learning difficulties. Researchers have studied integration (variously named and interpreted)
since the eighties and the current research is based on a body of research conducted over the
last twenty-five years. The current research identified the frequency of different types of
adaptations/modifications used by regular classroom teachers. An attempt is made to identify
various barriers and isolate particular factors that may influence the use of these
adaptations/modifications in regular classrooms.
Results indicated that teachers reported using different adaptations and modifications to
varying degrees. Teachers indicated that they held a preference for adaptations and
modifications that could easily be implemented for all students in the class. Teachers reported
that barriers such as: 'Lack of preparation and planning time'; 'Demands on instruction time';
and 'Inadequate staff ratios' have the greatest affect on their implementation of adaptations
and modifications. The level of qualifications held by the teachers was the only factor that
had a significant correspondence to the frequency of adaptations and modifications
implemented for students with mild disabilities and learning difficulties. Further research is
recommended to investigate across a larger area of population, the type and level of
disabilities experienced by the students and the influence of teachers? choice on frequency of
adaptations and modifications.
21
Bentley-Williams, Robyn. „EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES“. University of Sydney, 2005. http://hdl.handle.net/2123/1855.
Annotation:
Doctor of PhilosophyThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
22
Swart, Sarah Jean. „Unaccompanied minor refugees and the protection of their socio-economic rights under human rights law“. Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/8093.
Annotation:
The main objective of this study is to investigate the practical treatment of Unaccompanied Minor Refugees (UMR) in Ghana and South Africa, and to explore whether such treatment is in accordance with existing international norms and standards for the protection of refugee children.
The study will focus on the realisation of children’s socio-economic rights in order to measure treatment. This study also seeks to address the obstacles which prevent the full and proper treatment of UMR, and to make recommendations as to how the international community can better regulate the treatment of UMR. In essence, this paper aims to investigate whether there is a discrepancy between the rights of child refugees acknowledged in international law and the situation of UMR in practice, and, if so, how this can be remedied. This paper seeks to show, through the case studies of Ghana and South Africa, that UMR are, to a certain extent, lost in the systemA Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Mr E.Y. Benneh of the Faculty of Law, University of Ghana, Legon
http://www.chr.up.ac.za/
Centre for Human Rights
LLM
23
Loughry, Maryanne 1955. „Psychological and social adaptation of Vietnamese refugee adolescents in South Australia“. 1992. http://web4.library.adelaide.edu.au/theses/09ARM/09arml887.pdf.
24
Livesey, Tracey Kay. „A survey on the extent of xenophobia towards refugee children“. Diss., 2006. http://hdl.handle.net/10500/767.
Annotation:
A shortcoming in the literature is the lack of information and research into how refugee children from Africa experience life in South Africa and what their degree of exposure to xenophobia is, from South Africans.
This motivated the researcher to investigate the extent of xenophobia towards refugee children living in Shelters in Cape Town. A survey of refugee children was done by means of a questionnaire that assessed the forms of xenophobia and who it was that discriminated against refugee children because of their foreignness.
The results of the study showed that refugee children do experience xenophobia, in various forms from different sectors of South African society. Although some of it is violent in nature, it is mostly prejudice and xenophobic comments that the children are exposed to. This research provided a baseline for more extensive research into this phenomenon.Social Work
M.A. Diac.(Play Therapy)
25
Bowles, Margaret Elizabeth. „Culture care beliefs, meanings and practices related to health and well-being of South Sudanese "lost boy and lost girl" refugees“. 2009. http://digital.library.duq.edu/u?/etd,109713.
26
Mufakose, Tapiwa Elisha Moses. „The right to basic education for refugee children in South Africa and Zimbabwe : challenges and palliatives“. Diss., 2016. http://hdl.handle.net/11602/356.
27
Ndung'u, Irene N. „International law on the protection of child refugees and its domestic implementation: A case study of refugee children in South Africa (1994-2005)“. Thesis, 2008. http://hdl.handle.net/10539/4909.
Annotation:
The study is an examination of issues with implementing international law pertaining to refugee children, with particular reference to South Africa. The study provides some selected outcomes with implementation and undertakes an analysis of the factors that influence those outcomes. While South Africa like many other countries provides a comprehensive legal regime in the protection of refugee children, there are still gaps with compliance. Also, whilst the norms of international law demand obedience and compel behaviour, there is no doubt that there still exists some degree of disparity between actual national behaviour and the behaviour prescribed by the rule of international law. If it were possible or meaningful to conduct a quantitative study of obedience to the rules of international law, it might be expected to show that most states obey most agreed rules of international law most of the time. In this particular case study, rules of law are in some instances violated or disregarded but these cases do not in themselves provide evidence that international law is without efficacy in South Africa.
28
Peters, Margaret P. (Margaret Patricia). „Children's culture and the state : South Australia, 1890s-1930s / by Margaret P. Peters“. 1991. http://hdl.handle.net/2440/19755.
Annotation:
Bibliography: leaves 517-534iv, 534 leaves : ill ; 31 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1991
29
Mathe, Memory. „Experiences, challenges and coping strategies of unaccompanied migrant children in South Africa : guidelines for Social Work“. Thesis, 2018. http://hdl.handle.net/10500/24560.
Annotation:
The aim of this study was to investigate unaccompanied migrant children (UMC )experiences, challenges and coping strategies in South Africa as they navigate their lives with no parental care and protection in a foreign country. The continuous inflow of UMC remains a major challenge globally and more so in South Africa. The inflow resulted in unaccompanied migrant children facing adverse challenges such as exploitation, marginalisation, discrimination and violation of human rights. In response to this influx, the South African Government embarked on several
commendable initiatives, notwithstanding the national guidelines by the Department of Social Development, which unfortunately could not provide adequate guidance for social workers, on how to respond effectively to challenges facing UMC. The study was qualitative guided by exploratory, descriptive, and contextual designs. A sample was drawn using purposive sampling. Participants sampled for data collection were UMC and social workers tending them, from two shelters; one in the Limpopo and one in the Gauteng provinces, respectively.
Data was collected using semi-structured interviews and analysed using Tesch’s eight steps of data analysis in Creswell (2013). The findings confirmed that unaccompanied migrant children do not receive satisfactory services from social workers who are mandated by the Department of Social Development to look after all the vulnerable children in South Africa. In addition, the findings further confirmed the contradictions and misalignment of legal frameworks that make it difficult
for social workers to provide effective services to the UMC, thus exposing the latter to a
continued plethora of daily challenges. Despite the magnitude of challenges presented by the host country, it emerged that unaccompanied migrant children demonstrate a range of coping mechanisms to survive the challenges experienced within the borders of South Africa.
Prominent in the findings was the dissatisfaction of social workers regarding lack of clarity and inconsistencies in the current Social Development Guidelines on; Separated and Unaccompanied Children Outside their Country of Origin in South Africa. Based on these findings, recommendations are made for practice and additional guidelines were developed to enhance service delivery to the UMC.Social Work
D. Litt. et Phil. (Social Work)
30
Scott, Margaret (Margaret Mary). „Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy / Margaret Scott“. 2000. http://hdl.handle.net/2440/19740.
Annotation:
Bibliography: leaves 369-398.xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000
31
Mulunda, Leonard Kabeya. „Assessment of policies affecting refugees' and asylum seekers' children to access primary schools in democratic South Africa“. 2019. http://hdl.handle.net/11394/7818.
Annotation:
Masters in Public Administration - MPAThe study assesses the application of policies on the right of refugees and asylum seekers with regard to the education of their children, and the many challenges impeding this right. Fundamental changes in the legal framework protecting the right to education of the children of refugees and asylum seekers have been in place since 1994, when South Africa became a democratic state. The principles of international treaties recognising the rights of children were incorporated into the Constitution of South Africa of 1996, demonstrating South Africa’s commitment to the protection of children’s rights. However, studies have suggested that, refugees’ and asylum seekers’ children have been discriminated against in terms of access to education, despite the legislative framework which provides for equal and inclusive education in South Africa. Access to education for migrant children in South Africa is invariably met with challenges which constitute a violation of the Constitution and international law. This study assessed policies and practices affecting refugees’ and asylum seekers’ children to access primary schools in a democratic South Africa. The researcher argues that access to education for refugees and asylum seeker’s children must be guided by the social justice principle of “every child deserves an education”, regardless of the legality of their parents in South Africa. Failure to afford them the opportunity to study is a violation of the Constitution and international law. The study used semi-structured interviews based on a questionnaire. Participants included parents who were refugees or asylum seekers, schools’ principals, and officials from Scalabrini Centre and the Western Cape Education Department (WCED). The data collected from respondents was presented, discussed and analyzed through a thematic analysis approach. From data collected, it was possible to identify the barriers preventing refugees’ and asylum seeker’s children from accessing education. Some of the barriers were generated from gaps in migration policy, ineffective policy implementation, poor documentation and various institutional challenges. Based on the study findings, it is recommended that South African lawmakers formulate policies that speak to the needs of the refugee child and amend the current migration policy to make it more reasonable and accommodative with regard to meeting the needs of migrants’ children in general, and refugee’ and asylum seekers’ children in particular. This would enable South Africa to uphold the constitutional values and its international obligations in relation to the promotion and protection of the right to education for all children.
32
Harry, Jan M. (Jan Marie) 1949. „Psychological adjustment of children in long term foster care: effects of access and foster parent's attitudes“. 1995. http://web4.library.adelaide.edu.au/theses/09PM/09pmh323.pdf.
33
Truran, John Maxwell. „The Teaching and Learning of Probability, with Special Reference to South Australian Schools from 1959-1994“. 2001. http://hdl.handle.net/2440/37837.
Annotation:
The teaching of probability in schools provides a good opportunity for examining how a new topic is integrated into a school curriculum. Furthermore, because probabilistic thinking is quite different from the deterministic thinking traditionally found in mathematics classrooms, such an examination is particularly able to highlight significant forces operating within educational practice. After six chapters which describe relevant aspects of the philosophical, cultural, and intellectual environment within which probability has been taught, a 'Broad-Spectrum Ecological Model' is developed to examine the forces which operate on a school system. The Model sees school systems and their various participants as operating according to general ecological principles, where and interprets actions as responses to situations in ways which minimise energy expenditure and maximise chances of survival. The Model posits three principal forces-Physical, Social and Intellectual-as providing an adequate structure. The value of the Model as an interpretative framework is then assessed by examining three separate aspects of the teaching of probability. The first is a general survey of the history of the teaching of the topic from 1959 to 1994, paying particular attention to South Australia, but making some comparisons with other countries and other states of Australia. The second examines in detail attempts which have been made throughout the world to assess the understanding of probabilistic ideas. The third addresses the influence on classroom practice of research into the teaching and learning of probabilistic ideas. In all three situations the Model is shown to be a helpful way of interpreting the data, but to need some refinements. This involves the uniting of the Social and Physical forces, the division of the Intellectual force into Mathematics and Mathematics Education forces, and the addition of Pedagogical and Charismatic forces. A diagrammatic form of the Model is constructed which provides a way of indicating the relative strengths of these forces. The initial form is used throughout the thesis for interpreting the events described. The revised form is then defined and assessed, particularly against alternative explanations of the events described, and also used for drawing some comparisons with medical education. The Model appears to be effective in highlighting uneven forces and in predicting outcomes which are likely to arise from such asymmetries, and this potential predictive power is assessed for one small case study. All Models have limitations, but this one seems to explain far more than the other models used for mathematics curriculum development in Australia which have tended to see our practice as an imitation of that in other countries.Thesis (Ph.D.)--Graduate School of Education and Department of Pure Mathematics, 2001.
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Chisale, Sinenhlanhla Sithulisiwe. „Pastoral care with children in a context of HIV and AIDS : towards a contextual pastoral care model with unaccompanied refugee minors (URMs) from Zimbabwe in the Methodist Church Community Centre in Johannesburg“. Thesis, 2014. http://hdl.handle.net/10500/14177.
Annotation:
The study investigates the welfare of children in crisis with Unaccompanied Refugee Minors (URMs) from Zimbabwe and the models of pastoral care that are extended to them in a context of HIV and AIDS. URMs are children who have been forced to migrate by the socio-economic and political conditions prevalent in Zimbabwe. Other than the socio-economic and political conditions these children are vulnerable to HIV and AIDS. Many of the children are received at the Central Methodist Church in Johannesburg. They are taken care of by caregivers from Zimbabwe. Some of URMs reside in the Methodist church community centre in Soweto and some reside in the Central Methodist Church building in Johannesburg. This study is done from an African perspective of pastoral care in a context of HIV and AIDS. It seeks to study pastoral care that is organic using the reality of URMs in a context of HIV and AIDS. The Central Methodist Church received URMs as a form of pastoral care, but it is not clear what models of pastoral care are used to care for them. This grounded theory study used data collected through interviews and narrative research (story telling) from 20 URMs and 3 Care givers from Zimbabwe and Bishop Paul Verryn the head of the Central Methodist Church in Johannesburg. Analyzed data was used to describe in detail URMs and their Care givers‟ understanding of pastoral care as well as the models of pastoral care offered to URMs in a context of HIV and AIDS. Finally, the findings lead to a contextual pastoral care model with children in crisis in a context of HIV and AIDS. This study formulated this contextual model as a cultural-gendered pastoral care model with children in crisis in a context of HIV and AIDS. The model was established to develop a practical method to use in practical theology and pastoral care in the care for children in crisis without adult guidance in a context of HIV and AIDS. The results of the study describe the significance of culture and gender in caring for children in a context of HIV and AIDS.Practical Theology
D. Th. (Practical Theology)
35
Truran, J. M. (John M. ). „The teaching and learning of probability, with special reference to South Australian schools from 1959-1994“. 2001. http://web4.library.adelaide.edu.au/theses/09PH/09pht872.pdf.
36
Parry, Naomi School of History UNSW. „'Such a longing': black and white children in welfare in New South Wales and Tasmania, 1880-1940“. 2007. http://handle.unsw.edu.au/1959.4/40786.
Annotation:
When the Human Rights and Equal Opportunities Commission tabled Bringing them home, its report into the separation of indigenous children from their families, it was criticised for failing to consider Indigenous child welfare within the context of contemporary standards. Non-Indigenous people who had experienced out-of-home care also questioned why their stories were not recognised. This thesis addresses those concerns, examining the origins and history of the welfare systems of NSW and Tasmania between 1880 and 1940. Tasmania, which had no specific policies on race or Indigenous children, provides fruitful ground for comparison with NSW, which had separate welfare systems for children defined as Indigenous and non-Indigenous. This thesis draws on the records of these systems to examine the gaps between ideology and policy and practice. The development of welfare systems was uneven, but there are clear trends. In the years 1880 to 1940 non-Indigenous welfare systems placed their faith in boarding-out (fostering) as the most humane method of caring for neglected and destitute children, although institutions and juvenile apprenticeship were never supplanted by fostering. Concepts of child welfare shifted from charity to welfare; that is, from simple removal to social interventions that would assist children's reform. These included education, and techniques to enlist the support of the child's family in its reform. The numbers of non-Indigenous children taken into care were reduced by economic and environmental measures, such as payments to single mothers. The NSW Aborigines Protection Board dismissed boarding-out as an option for Indigenous children and applied older methods, of institutionalisation and apprenticeship, to children it removed from reserves. As non-Indigenous welfare systems in both states were refined, the Protection Board clung to its original methods. It focussed on older children, whilst allowing reserves to deteriorate, and reducing the rights of Aboriginal people. This cannot simply be explained by race, for Tasmania did not adopt the same response. This study shows that the policies of the Aborigines Protection Board were not consonant with wider standards in child welfare of the time. However, the common thread between Indigenous and non-Indigenous child removal was the longing of children and their families for each other.
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Walker, Ruth Ballance. „The development and evaluation of a health promotion program for pregnant women aimed at addressing rates of caesarean section / Ruth Walker“. 2002. http://hdl.handle.net/2440/21823.
Annotation:
"May 2002"Includes bibliographical references (leaves 267-289)
xvii, 290, [69] leaves : ill., plates ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Depts. of Public Health and General Practice, 2002
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Winchester, Tarryn Lee. „A comparative analysis of the exceptions/defences available under the Hague Convention on Civil Aspects of International Child Abduction, 1980 and their implementation and effectiveness in South Africa and Australia“. Thesis, 2011. http://hdl.handle.net/10413/6397.
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Crickmore, Barbara Lee. „An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s“. 2000. http://hdl.handle.net/1959.13/24905.
Annotation:
This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Osman, Razia. „The phenomenon of Xenophobia as experienced by immigrant learners in inner city schools of Johannesburg“. Thesis, 2009. http://hdl.handle.net/10500/3203.
Annotation:
There has been a significant increase in immigrant learners in South African schools. This research
study captures the experiences of immigrant learners in selected inner city schools of Johannesburg.
The May 2008 xenophobic violence prompted the researcher to investigate the extent of xenophobia. A
survey of immigrant learners, South African learners and educators was conducted by means of
interviews that allowed the research participants to express their feelings and experiences regarding the
phenomenon of xenophobia.
The result of the study revealed that immigrant learners do experience xenophobia in various forms by
South African learners and, in some cases, educators as well. Immigrant learners were predominantly
exposed to prejudice and xenophobic comments. They perceived South Africa as positive, giving them
hope and opportunities. This research provided a baseline for more extensive research into this
phenomenon.Thesis (M. Ed. (Guidance and Counselling)