Rozprawy doktorskie: „Asset-based approach”

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Ferreira, Judite F. N. "Exploring facilitation skills in asset-based transdisciplinary teamwork". Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/23278.

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Much has been researched on how to manage and participate in teams, as well as on teamwork in transdisciplinary and early intervention groups. However, no single source adequately details the skills needed to facilitate such a unique group as that of the asset-based transdisciplinary team. A limitation in the theoretical body of knowledge regarding this subject matter spurred the purpose of this study to explore the facilitation skills conducive to asset-based transdisciplinary teams. A conceptual framework was created from the researcher’s perspective of the theoretical knowledge researched and acquired. Applying an interpretative epistemology, the instrumental case study was chosen as research design to explore groups of transdisciplinary team members. Two focus group interviews were conducted, transcribed, qualitatively analysed with the supplements of field notes and coded with the help of two independent coders. Theoretical assumptions were tested, interrelations shown, categories and themes short-listed and criticisms from the participants considered. It was found that skills alone do not suffice to equip members in their facilitation of asset-based transdisciplinary teams. Attitudes of involvement, flexibility, support, transparency and trust; approaches that are asset-based, narrative, holistic and family-centred and possessing knowledge of diversity, ethics, teamwork and discipline expertise were considered paramount to the competence of a facilitator. It is recommended that in future research of facilitation, attention be given not only to the skills acquired, but also to the knowledge, attitudes and approaches needed. Combination of categories, integrating skills, attitudes, approaches and knowledge should also be investigated. It is recommended that the role of the caregiver be given greater status among health professions and that the findings of this study be applied in the pre- and in-service training of prospective health professionals and facilitators. Asset-based theory was informed by emphasising the importance of facilitation skills, and acquiring appropriate attitudes, approaches and knowledge in order to ensure successful implantation of those skills. The inclusion of role release underscored the need to facilitate networking and encourage shared leadership and the narrative approach also presented itself as a possible addition to asset-based theory. Finally, as a development of the collaborative project in Early Childhood Intervention, interpretations from focus group interviews as well as research in literature were used for the Masters degree in Early Childhood Intervention (MECI) in the Educational Psychology elective module.
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2004.
Educational Psychology
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Ferreira, Ronel. "The Relationship between coping with HIV&AIDS and the asset-based approach". Thesis, Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-11092006-135304.

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Broadaway, Sally. "Bicycle tourism and rural community development: an asset based approach". Kansas State University, 2012. http://hdl.handle.net/2097/13651.

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Master of Science
Department of Landscape Architecture/Regional Community Planning
Stephanie A. Rolley
As bicycle tourists seek interesting experiences along low traffic roads, rural communities are poised to embrace bicycle tourism as a community development strategy. Asset based community development provides a methodology for communities to utilize assets that already exist within their communities to meet the needs of these tourists. The community capitals framework then provides a platform for analyzing and discussing the existing assets, as well as helping hone in on ways communities can develop further. The Sunken Lands region of Northeast Arkansas is one such rural region seeking to embrace bicycle tourism. Two case studies of communities that have capitalized on their existing assets to accommodate bicyclists were completed to explore potential for using the community capitals framework to guide pursuit of bicycle tourism. A snowball approach to interviewing community members in Collinwood, Tennessee and Farmington, Missouri was used to discover the details of bicycle accommodations, the processes of pursuing bicycle tourism, the people and groups involved, the types of assets used, and any challenges faced in implementation. Additionally, existing literature was used to substantiate each case and provide a more robust community picture. Emerging from the case studies were commonalities that aligned with the community capitals framework and Emery and Flora’s (2006) theory that community change is driven by social capital. The result is a tool that aligns community assets with the needs of bicycle tourists with the community capitals framework.

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Coetzee, Sonja. "Investigating the application of the asset-based approach in career facilitation". Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12202006-143552/.

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Burgers, Hester Magrietha. "Implementing the asset-based approach in a resource-constrained special school resource centre". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65480.

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Full implementation of special schools converted into special school resource centres in South Africa need to be finalised by 2021, as specified in the Education White Paper 6. The purpose of special school resource centres is firstly to provide necessary resources for the education and training of learners experiencing serious barriers to learning, and secondly to provide, together with the district-based support teams, guidance and support to full-service schools and main stream schools. Despite these expectations and goals, many special schools are not fully strengthened and functional yet. Role-players involved at special school resource centres often feel unequipped to successfully manage their centres in the absence of human resources, knowledge and infrastructure. Against this background, the purpose of this study was to gain an in-depth understanding on how the asset-based approach could be utilised in supporting (or not) the more efficient functioning of a rural resource-constrained special school resource centre in the North West province, South Africa. The asset-based approach and bio-ecological model was used as conceptual framework for the study. Qualitative research was elected as methodological paradigm and an instrumental case study as research design. Interpretivism was selected as meta-theory. One rural resource-constrained special school resource centre was selected through convenience sampling, and eight participants were purposefully selected. Data was collected with individual semi-structured interviews, a focus group discussion, and observation; and documented in audio recorded verbatim transcripts, photographs, field notes and a research journal. Following thematic data analysis, three main themes emerged: identified assets and resources at the resource-constrained special school resource centre (natural assets and resources, human resources, physical resources, and resources for gardening); challenges at the resource-constrained special school resource centre (limited physical space, challenges related to the use of technology, additional responsibilities and related time constraints, and participants? location in relation to the special school resource centre); ways in which mobilised assets and resources supported the functioning of the resource-constrained special school resource centre (financial support for the special school resource centre, supporting the National School Nutrition Programme, strengthening partnerships that could support the functioning of the special school resource centre, skills development as outcome of the two asset-based projects, and intra and interpersonal qualities as a result of implementing the asset-based approach). It was therefore found that the implementation of the asset-based approach is one way to support the functioning of a resource-constrained special school resource centre.
Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
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Venter, Marie. "A teacher’s experience of implementing the asset-based approach to teach Grade 7 learners". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40451.

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The purpose of this study was to gain insight into a teacher’s experience in implementing the asset-based approach to teach Life Orientation to a Grade 7 class. More specifically I explored expected and unexpected benefits as well as challenges in relation to the implementation of asset-based teaching. My working assumptions were that both teachers and learners possess assets that may support teaching and learning and that the process of asset-based teaching can support teachers to attend to a variety of needs in one classroom. Nested within the wider positive psychology paradigm I relied on the asset-based approach as theoretical framework. I conducted qualitative research following an instrumental case study research design, applying participatory action research principles. Meta-theoretically I framed the study within Interpretivism in order to obtain an in-depth understanding of the phenomenon under investigation. One Grade 7 teacher was selected as participant through purposeful sampling. A government primary school in Pretoria was selected conveniently. I used semi-structured interviews, analysis of existing documents and artefacts, and observation to collect data, that were documented in the form of verbatim transcripts, photographs, field notes and a research journal. Following thematic data analysis three main themes emerged related to the process of asset-based teaching, positive changes of assetbased teaching, and challenges associated with asset-based teaching. In identifying assets within the classroom (Theme 1), the teacher in this study became aware of both the learners’ and her own assets that could be mobilised to support teaching and learning. Assets identified within the different systems of the bio-ecological model and own action plan were used to support the mobilisation of assets. Ownership and commitment formed an essential part of the phase of managing assets. Positive changes that were identified subsequent to implementing asset-based teaching (Theme 2) relate to increased confidence and self-knowledge of learners and the teacher, identification of assets, enablement in the classroom, recognising the value of reflection in teaching, focusing away from learners’ needs towards their assets and strengths, increased motivation and trust amongst learners, a decrease in behaviour difficulties, and learners working more independently. Challenges that were identified in implementing asset-based teaching (Theme 3) include an increased workload and responsibility in teaching, difficulty to focus away from needs to strengths, lack of sustainability of positive changes, behaviour challenges, limited understanding of asset-based terminology, difficulty to integrate asset-based teaching into the curriculum of various learning areas, high teacher-learner ratios, socio-economic challenges, the needs-based orientation of society, and limited support to learners from home. Based on the findings of the study I conclude that asset-based teaching can be viewed as a suitable alternative way of teaching, following the dynamic process of identifying, mobilising and managing assets. In this manner, the diverse needs of learners may be addressed in one classroom. In addition the study indicates that asset-based teaching may support adolescents in dealing with developmental changes. # Additional information of the Appendices are kept on Level 3 Merensky Library.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
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Magare, Ishmael. "Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare". Thesis, North-West University, 2008. http://hdl.handle.net/10394/2869.

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The successful implementation of an inclusive education system relies heavily on educators, since they engage daily in reciprocal interactions with learners. The implementation of an inclusive education system in South Africa was part of the educational reforms that occurred after 1994. Inclusive education promotes the full personal, academic and proficient development of all learners and is based on values such as human dignity, the achievement of equality and the advancement of human rights and freedom. Although most educators were only trained for either mainstream education or specialised education, they now had to cope not only with the diverse challenges posed by individual learner barriers, but also with broader systemic issues such as non-protective legislation and policy, cultural prejudice, inaccessible and unsafely built infrastructure, and lack of parental involvement. The complexity of the interactive relationships between different systems such as learners, educators, families, schools and the learning context were recognised and therefore the ecosystemic perspective was applied. The purpose of the research was to explore the experiences of educators in ordinary schools regarding the challenges involved in inclusive learning contexts, and to identify the competencies that they apply to deal with some of these challenges. A qualitative research design was chosen, using a case study to obtain an in-depth understanding of educators' experiences in a specific context. The study was conducted in the North-West province at Klerksdorp Secondary School. The school is characterised by its cultural diversity among educators and learners. Various contextual and micro systemic barriers that threatened an enabling learning environment were observed. Seven educators, one male and six female, participated in the research after ethical approval was obtained from the Ethics Committee of the University, the Department of Education, the Head of the school as well as the individual participants. Participants were involved in the research through purposive sampling. Three methods of gathering data were used in this research, namely written assignments that were completed by the participants; in-depth follow-up interviews and a focus group with all the participants. Thematic content analysis was used to identify themes and subthemes in the educators' descriptions of their experiences. The findings indicated that educators demonstrated competencies that enabled them to support learners and initiate and form collaborative relationships in an inclusive learning environment. The competencies associated with supporting learners included unconditional acceptance, focussed observations, adaptation and flexibility and motivating and encouraging learners to achieve. The competencies associated with the initiation and forming of collaborative relationships included involving parents in the learning process and forming collaborative relationships with colleagues. The findings clearly indicated that although educators had not received formal training in dealing with learners challenged with barriers to learning, they intuitively explored various ways of co-creating enabling learning contexts. Various implications for the Department of Education and school management teams are suggested. The Department of Education's training policy should acknowledge teachers' existing competencies. Educators should form part of advisory committees that could advise the Department of Education about the development of inclusive learning contexts. School management teams and institutional support teams could emphasise collective planning for inclusion so that educators' expertise is explored and further developed.
Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2009.

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Loots, Mathilda Christina. "Teachers’ implementation of an asset-based intervention for school-based psychosocial support". Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25196.

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Against the background of various socio-economic barriers in many South African school-community contexts, I compared how teachers in four schools implemented an asset-based intervention aimed at school-based psychosocial support. The working assumption was that teachers could act as protective resources in implementing the asset-based approach (following their participation in STAR1) to promote psychosocial support in their school-community contexts. The four schools were conveniently selected as information-rich cases to participate in the research study. The four cases comprised one informal settlement primary school in the Eastern Cape, two urban primary schools in Gauteng and one rural secondary school in Mpumalanga. Purposeful sampling was used to select ten participating teachers (n=40) in each school. Methodologically, the study followed a qualitative paradigm and a comparative case study design, implementing participatory rural appraisal (PRA) principles. The asset-based approach was used as theoretical framework. Multiple data gathering (focus groups, observation and intervention artefacts) and documentation procedures (verbatim transcripts, field notes, research journal and visual data) were implemented over a period of three years. Following constructivist grounded theory analysis, three main themes emerged: teachers using an asset-based approach for psychosocial support; teachers addressing barriers resourcefully; and teachers’ demonstrated asset-based competencies. The findings of the current study confirm that schools as part of unique systems are interrelated in terms of networks that mobilise assets, irrespective of the context. Teachers experience and prioritise a) socio-economic barriers (HIV/AIDS, financial constraints due to poverty and unemployment, and child abuse) and b) stressors of teaching (workload and related time constraints, attrition of group members, low levels of parent involvement, as well as context-specific factors). Teachers’ identification of barriers is determined by school contexts. Across school contexts teachers identified a) internal assets in their classrooms, the school context and in their communities together with b) community resources (physical resources, natural and environmental resources, community organisations and institutions). In psychosocial support, teachers mobilised identified assets and resources to ameliorate the impact of barriers. Teachers therefore promoted resilience by means of psychosocial support. The characteristics of school-based psychosocial support include identifying assets, prioritising barriers, mobilising assets to ameliorate the presence of barriers and establishing systemic networks and partnerships. When providing psychosocial support, teachers demonstrated asset-based competencies (positive identity formation, group effectiveness skills and management skills) signified as internal protective resources. By dynamically engaging in the challenges of their school-community contexts, teachers demonstrated self-determination (Deci&Ryan, 1985, 2002; Ryan&Deci, 2000, 2002) In the process, teachers displayed and actualised asset-based competencies, which in turn fulfilled the underlying psychological needs of competence, relatedness and autonomy. When they implemented the asset-based approach, it seemed to enhance teachers’ sense of coherence (Antonovsky, 1987) as they viewed the existence of barriers as being comprehensible, manageable and meaningful. Teachers were able to address barriers at an intrapersonal and interpersonal level as well as by deploying management skills. The three levels on which teachers addressed barriers correlate with their asset-based competencies. Their asset-based competency of positive identity formation was utilised to address barriers on an intrapersonal level; their group effectiveness skills addressed barriers on an interpersonal level and their management skills were deployed to address barriers on a level of administrating barriers efficiently. The study provides empirical evidence to broaden the current knowledge bases of the asset-based approach, resilience and school-based psychosocial support. The study contributes to the existing knowledge base of the asset-based approach by firstly highlighting social capital in school-community contexts as potential outcome of the implementation of the asset-based approach. Secondly, the study introduces asset-based competencies, as well as the dynamic relationship between these competencies and fundamental psychological needs (competence, relatedness and autonomy) as signified in self-determination theory (Deci&Ryan, 1985, 2002; Ryan&Deci, 2000, 2002). Lastly, the study conjectures the interconnectedness between the asset-based approach and a sense of coherence, in the sense that implementation of the asset-based approach could result in enhanced eustress (Simmons&Nelson, 2005) and sense of coherence (Antonovsky, 1987, 1993) when faced with and addressing barriers. Within the context of the existing knowledge base of resilience in schools and school-based psychosocial support, the findings suggest that resilience in schools could be promoted by teacher-driven psychosocial support initiatives. Firstly, the study signifies greater insight in teachers’ perspective on the potential assets and resources available in school-community contexts that could be mobilised for psychosocial support and the promotion of resilience. Secondly, the findings suggest empirical evidence that teachers (in a school context) can mobilise resources so that schools may serve as protective resources to promote resilience through school-based psychosocial support. Thirdly, the study contributes to new insight in possible barriers that teachers could encounter on a daily basis as well as the sort of psychosocial support that could be expected from similar school-based interventions. Lastly, the study provides insight into potential ways in which teachers can address barriers on an intrapersonal and interpersonal level and by deploying management skills.
Thesis (PhD)--University of Pretoria, 2011.
Educational Psychology
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Hopkins, Grant Camden. "Would an asset-based community development approach counteract a community deficit mindset in Leliefontein?" Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1009316.

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This research report aims to explore the potential of an Asset-Based Community Development (ABCD) approach in Leliefontein. Through the ABCD process, an inventory of the individual capacities of a sample group will be undertaken, as well as an inventory of the significant local associations, organisations and institutions, as well as their capacities. The objective will be to use the asset-mapping process to challenge negative community self-perceptions, enabling them to build new, positive images that empower and release latent potential. The information gathered will also be made available to the individuals, organisations, associations and institutions within the community, along with some ideas on how mutually beneficial partnerships can be developed. The key objective will be to assist the community of Leliefontein, to no longer regard themselves from a deficit mindset, but positively, as a community with tremendous resources, assets and relationships that can be harnessed for 4 community economic development. Asset-mapping can then be used by local organisations to build new relationships within the community, as well as relationships that harness resources outside of the immediate community.

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Ananthamoorthy, Nilani. "Perceptions of Capability Among Female Stroke Survivors in the Context of Disaster Risk Reduction". Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38013.

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Women and persons with disabilities are at increased risks of experiencing negative health outcomes during and after disasters. The Sendai Framework (2015), published by the United Nations Office for Disaster Risk Reduction, highlights the need to strengthen disaster risk reduction (DRR) among populations at disproportionate risk, using an all-of-society approach that is inclusive and engaging. This research investigated the perceptions of capability among female stroke survivors, in the context of DRR. The purpose of this study was to 1) examine the role of asset literacy in the social construction of capability and lived experiences of female stroke survivors and 2) create an opportunity for female stroke survivors to share their lived experiences among themselves, and members of the stroke and DRR communities. Four women were recruited through snowball sampling. Study participants were invited to join a PhotoVoice project – a participatory method in which survivors were asked to respond to prompts using photography. Data was analyzed using qualitative, thematic analysis. Study results revealed that perceptions of capability in DRR for stroke survivors was rooted in the context of their recovery. Participants discussed 4 sets of recovery and DRR assets: 1) physical, 2) social, 3) energy and 4) personal characteristics. Autonomy was identified as a valued recovery outcome, and as needed to establish self-efficacy and adaptive capacity to cope with disasters. Social participation and asset literacy can support one another, and may enhance disaster resilience. An important aspect of Photovoice initiatives is sharing the messages with important stakeholders, as identified by the participants. This research has been shared at the annual international EnRiCH meeting (2018). We are currently planning a photo exhibit to be held in the fall of 2018. Overall, this research shows how creative tools (i.e. Photovoice, asset-mapping) can be used to foster social participation, and include populations at disproportionate risk in the DRR discussion.

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Yomralioglu, Tahsin. "A nominal asset value-based approach for readjustment and its implementation using Geographical Information Systems". Thesis, University of Newcastle Upon Tyne, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239110.

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Ryan, Heather. "Exploring the asset-based approach with a learner affected by disability and HIV and AIDS". Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/901.

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Wengerd, Nicole M. "Protected Area Planning and Management: Supporting Local Stakeholder Participation with an Asset-Based, Biocultural Approach". Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1527354940207694.

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Dempster, Georgina Claire. "A case study of teachers implementation of asset-based psychosocial support". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24761.

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The purpose of this study was to explore and describe teachers’ implementation of asset-based psychosocial support in a school community to promote resilience in vulnerable children and families (particularly within the context of HIV/AIDS). The study formed part of the broader STAR-pilot project. The primary assumption with which I approached the study was that teachers are able to provide asset-based psychosocial support focusing on social, emotional, health and educational needs of vulnerable children and families. An interpretivist paradigm was used to describe the asset-based psychosocial support implemented. I selected a case study design with eight participants (teachers) who were conveniently and purposefully selected due to their involvement in the STAR-pilot project. I co-facilitated a PRA-directed workshop with the teachers. Data was collected by means of a PRA-directed workshop, observations, visual data (photographs) and field notes. I followed a thematic content analysis of data to interpret emerging themes and sub-themes. Psychosocial support interventions were focused on addressing basic physiological needs, social support and emotional needs. Findings revealed that implementation of asset-based psychosocial support within a school community, promoted the resilience of vulnerable children and families.
Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
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Bryant, Sharon, i mindstream@optusnet com au. "Community Foundations: The Asset-based Development of an Australian Community Organisation as a Foundational Source for Sustainable Community Development". RMIT University. Management, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080130.162112.

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This study seeks to uncover the opportunities and challenges in building the foundations for sustainable community development at the local level, by enhancing the capacity of a community organisation. Challenging the traditional needs-based focus of community development, the research builds from the work of Kretzmann and McKnight by applying an asset-based approach to both community development and capacity building of community organisations. This study thus shifts the focus of community development away from its traditional application on

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Odendaal, Viona. "Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies". Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/28352.

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The purpose of this study was to explore an asset-based intervention with educators in enhancing their knowledge of HIV&AIDS and their skills in supporting community members in coping with the challenges associated with HIV&AIDS. The goals of the study were firstly to explore and describe the ways in which educators are currently supporting community members infected with and affected by HIV&AIDS (more specifically in terms of coping with the learners in their classrooms and the caregivers or parents of these children). Secondly, the study focused on identifying the areas related to supporting community members in coping with the challenges associated with HIV&AIDS in which the participants (educators) felt that they needed more skills or information. Thirdly, I developed and facilitated an asset-based intervention, in the format of a workshop, with the participants (educators) to address the identified competence limitations. Fourthly, I assessed the outcome of the asset-based intervention in terms of the degree to which it fulfilled the participants’ need to be better equipped to support community members infected with and affected by HIV&AIDS. The primary working assumption with which I approached this study was that educators do possess the necessary competencies to support their communities in coping with the challenges presented by HIV&AIDS. I followed a qualitative research approach and selected a case study research design, applying some participatory action research principles, with the case being an informal settlement community situated in the Eastern Cape. Four participants were selected by means of convenience sampling to participate in face-to-face interviews, upon which four areas of support in which participants experienced a lack of sufficient competencies could be identified based on analysis. These areas related to referral of infected individuals; coping with infected learners in a classroom as well as ways in which educators might support community members on both an emotional and physical level. These four areas were addressed during an asset-based intervention with ten educators, which I facilitated during a follow-up field visit. During interviews the educators also indicated that they wanted to support their community (both learners and parents) to cope with the challenges presented by HIV&AIDS but that they felt inadequate in supporting the community, despite their efforts. After completion of the asset-based intervention, I facilitated a focus group discussion, focusing on whether or not the asset-based intervention had addressed participants’ (perceived) lack of competencies in supporting the community to cope within the context of HIV&AIDS. Two sub-themes emerged. Firstly, participating educators reported that they experienced increased levels of self-confidence in their ability to support their community in the context of HIV&AIDS, as well as a general feeling of empowerment, as a result of attending the asset-based intervention. The second sub-theme relates to the potential snowball effect of the asset-based intervention, whereby participating educators indicated that their role in the community had expanded and that they reportedly could transmit the knowledge obtained during the asset-based intervention sessions to others.
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007.
Educational Psychology
MEd
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Pinkett, Randal D. (Randal Dike) 1971. "Creating community connections : sociocultural constructionism and an asset-based approach to community technology and community building". Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/28241.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2002.
Includes bibliographical references (p. 321-329).
(cont.) Through this lens, I examine the early results of the project in the areas of community social capital and community cultural capital, based on quantitative and qualitative data resulting from direct observation, surveys, interviews, server logs, and case studies. These findings included expanded local ties, a heightened awareness of community resources, improved communication and information flow at the development, and a positive shift in participants' attitudes and perceptions of themselves as learners. Finally, based on these and other findings, I discuss the challenges and opportunities of a sociocultural constructionist and asset-based approach, presents lessons learned, and offers recommendations for future community technology and community building initiatives.
The intersection between community technology programs seeking to close the "digital divide," and community building efforts aimed at alleviating poverty, holds tremendous possibilities, as both domains seek to empower individuals and families, and improve their overall community. Ironically, approaches that combine these areas have received very little attention in theory and practice. As community technology and community building initiatives move toward greater synergy, there is a great deal to be learned regarding how they can be mutually supportive, rather than mutually exclusive. This thesis sheds light on the possibilities inhered at this nexus. The project that constitutes the basis for this thesis is the Camfield Estates-MIT Creating Community Connections Project, an ongoing effort at Camfield Estates, a predominantly African-American, low- to moderate-income housing development. As part of this project, we worked with residents to establish a technological infrastructure by offering every family a new computer, software, and high-speed Internet connection, along with comprehensive courses and a web-based, community building system, the Creating Community Connections (C3) System, that I have co-designed. The project combined these elements in an effort to achieve a social and cultural resonance that integrated both community technology and community building by leveraging indigenous assets instead of perceived needs. In relation to this work, I have developed the theoretical framework of sociocultural constructionism and an asset-based approach to community technology and community building.
by Randal D. Pinkett.
Ph.D.

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Frasser, Lozano Cristian Camilo. "Essays on liquidity-based asset classification and illegal means of payment : an economic and philosophical approach". Thesis, Paris 1, 2020. http://www.theses.fr/2020PA01E014.

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La thèse vise à répondre à deux questions principales concernant certaines caractéristiques de la classification des actifs fondée sur la liquidité. Une première question porte sur la validité d'une telle classification : la classification des actifs fondée sur la liquidité identifie-t-elle un type naturel ? Je soutiens que le type «actifs liquides» est uni par la propriété fonctionnelle de la liquidité qui peut être réalisée de deux manières véritablement différente : les opérations monétaires et les opérations de crédit. Je soutiens également que le type « actifs liquides » gagne son accréditation de type naturel en jouant un rôle épistémique dans les modèles économiques. Je souligne enfin que la dépendance à l’esprit ne menace pas le réalisme sur le type «actifs liquides». La deuxième question concerne l'extension des catégories résultant de la classification des actifs fondée sur la liquidité : existe-t-il une frontière nette entre les catégories d'actifs classées en fonction de leur liquidité ? J'utilise le cas de «monnaie» pour discuter s'il est possible de trouver une distinction sans ambiguïtés entre les catégories de «monnaie» et de «non-monnaie». Je soutiens qu'un tel point de vue ne peut réussir que si, à la suite de l'essentialisme traditionnel, il existe un ensemble de propriétés intrinsèques qui sont nécessaires et suffisantes pour appartenir au type naturel désigné par le terme «monnaie». Cependant, d'après la connaissance actuelle en économie monétaire, il n'y a ni ensemble de propriétés intrinsèques ni caractéristiques nécessaires et suffisantes que l'on pourrait utiliser pour séparer sans ambiguïtés «monnaie» de «non-monnaie»
The thesis aims to address two main questions regarding certain features of liquidity-based asset classification. A first question is about the validity of such a classification: Does liquidity-based asset classification pick out a natural kind? I use the case of the category ‘liquid assets’ to show that liquidity is a functional property that can be realized in two genuinely different ways: monetary trades and credit trades. Accordingly, ‘liquid assets’ can be regarded as a functional kind with multiple realizations. I also argue that the kind ‘liquid assets’ earns its credential of natural kind by playing an epistemic role in explanatory economic models. I finally point out that mind-dependence does not threaten realism about the kind ‘liquid assets’. The second question is about the extension of the categories resulting from liquidity-based asset classification: Is there a sharp boundary between categories of assets that are classified based on their liquidity? I use the case of ‘money’ to discuss if it is possible to find an unambiguous distinction between the categories ‘money’ and ‘non-money.’ I argue that such a view can be successful only, if following traditional essentialism, there is a set of intrinsic properties that are necessary and sufficient for membership in the natural kind designated by the term ‘money.’ However, based on what is currently known by monetary economists, there is neither set of intrinsic properties nor necessary and sufficient characteristics that one could use to separate ‘money’ unambiguously from ‘non-money.’

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Akofio, Sowah Margaret Avis Naa Anyeley. "A conceptual framework and approach for enhancing transportation asset management (TAM) implementation for sustained TAM programs". Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53936.

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In 2012, federal legislation introduced a requirement for formal transportation asset management (TAM) in transportation agencies. The law specifically requires agencies to develop TAM plans and implement TAM programs in their decision-making processes. The history of national policy development for (TAM) and research in policy implementation and organizational theory have shown that program sustainment is not easily achieved. Often, agencies can respond to this kind of legislative mandate with ineffective efforts to achieve legitimacy that reduce the likelihood for the program to be sustained in the long-term. This presents a challenge because without sustainment, the benefits of TAM, which are mostly long-term, may not be fully realized. The objective of this work was to develop a conceptual framework to guide transportation agencies to review their TAM implementation practices and identify opportunities to enhance long-term program sustainment. The conceptual basis for the framework comes from a synthesis of transportation, policy and program implementation, and change management literature, supported by insight from a panel of practitioner and academic experts. The TAM Implementation Review Framework (TIRF) incorporates seven themes of implementation factors that can promote sustainment of TAM practices impacting the social, organizational, and programmatic elements of implementation. The TIRF was applied in case studies to review the TAM implementation processes of three Departments of Transportation (DOTs) resulting in different kinds of information on how implementation activities address factors related to program sustainment. These results can steer future implementation activities in DOTs towards increased probabilities of achieving long-term program sustainment. The primary contributions of this work lie in the development of the conceptual framework and approach to enhance TAM implementation by emphasizing the people and organizational elements of TAM, alongside with the technical. In practice, the TIRF offers agencies a review and planning tool to support TAM implementation decision making and to promote program sustainment. The output is being proposed as a foundational element in the development of an evidence-based catalog of TAM implementation strategies. This can facilitate inter-agency knowledge sharing by providing a platform for systematic documentation of implementation experiences to support broader adoption of strategies that can contribute to increased program sustainment.

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20

Goode, Heather A. "Using the Herrmann whole brain® model for mentoring academic staff". Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45935.

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My research provides an account of evaluating my mentoring practice using an Action Research design complemented by a mixed methods approach and the Hermann Whole Brain® Model (Herrmann, 1995). I explored how I can transform my mentoring practice using the principles of Whole Brain® thinking and how I can contribute to enriching the professional development of academic staff. My research has proceeded from an innovative idea and existing practice as an asset-based approach (Du Toit, 2009). By utilising an Action Research design my research articulates the construction of my understanding of mentoring of other academic staff in their professional practice. I followed a constructivist approach as used by Piaget (1952, 1970) that is considered an appropriate epistemological underpinning of Action Research. My research design shows thinking style flexibility as an action researcher in that I have drawn on each quadrant of the Whole Brain® Theory as developed by Herrmann (1995). This enabled me to construct meaning with my peer mentees through the assessing of practice-based evidence, engagement and reflection. As my goal in mentoring is to assist in developing independent reflexive practitioners, I have chosen to use the constructs contribute to and catalyse to express my awareness that responsibility for professional development remains with the individual and that a mentor is not the only source of professional development in the context of a Private Higher Education Institution. I have found that my peer mentees have differing thinking style preferences and varying professional experiences that required of me to engage with each in distinct ways to support the development of their professional practices. I position Whole Brain® Mentoring as a practice of mentoring that utilises multiple strategies for professional learning, both formal and non-formal, to engage the thinking preferences and disinclinations of mentees to catalyse the professional development of both the mentor and mentees. Many of my peer mentees perceive themselves as mentors, both of students and, in some cases, of other academic staff (our peers) as well. There is evidence that I utilise multiple strategies to facilitate professional learning and contribute to the professional development of peer mentees and that they have contributed to mine. My research provides evidence that I have become a more reflective practitioner, able to transform my Whole Brain® Mentoring Practice.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Humanities Education
MEd
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21

Grobler, Lidalize. "Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60943.

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The purpose of this study was to explore and describe parents' and caregivers' retrospective experiences of a higher education-rural school partnership providing educational psychology services. The study aimed to inform knowledge on community engagement with schools and forms part of the broad FLY (Flourishing Learning Youth) community engagement initiative that has been ongoing since 2006. The current study utilised interpretivism as metatheory and qualitative research as methodological paradigm. An instrumental case study design was utilised, with a specific higher education-rural school partnership conveniently sampled. Subsequently twelve parents or caregivers to a child/ren who participated in the relevant community engagement initiative at any time since 2006, were purposefully selected. Two field visits were taken for data collection purposes; the first included Participatory Reflection and Action (PRA) discussions between participants, whilst the second visit entailed member checking. I relied on written recording of the participants' dialogue on PRA posters, audio recordings of their poster presentations, observations throughout the process, photographs taken and a reflective journal as data collection and documentation strategies. From thematic data analysis two main themes emerged. Firstly, participants identified the partnership as a platform of educational opportunity, which allowed for children's development on a cognitive and socio-emotional level. Secondly, participants emphasised their hope for the continuation and growth of the partnership in the future. Participants expect the partnership to broaden in multiple ways, such as involving parents and caregivers, providing them with a safe space to voice their opinions, and incorporating a parental guidance element. Based on the findings of the study I can conclude that according to parents and caregivers, community engagement with schools provides an opportunity for the mobilisation of children assets to result in their positive development. Furthermore, when additionally activating the assets of the parents, community engagement can be strengthened.
Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
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22

De, Wet Annari. "Identifying personal and environmental assets to enrich pre-school learning within a culture of poverty : an ethnographic study". Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03152005-133610.

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23

Methi, Lina Mmakgabo. "Exploring how a school community copes with violence". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26122.

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My study is informed by a partnership initiated between Gun Free South Africa and the Department of Education (District Tshwane South) with the concern of addressing violence in schools. Schools are often seen as professionalised and distant from their local communities. Learners belong to the very communities that are distanced from the school. They bring to school the unresolved issues from their families and interpersonal relations within the community. The study aimed to explore and describe the experiences of violence by a school community and how they cope with it. The study was informed by a qualitative and instrumental case study design within an interpretivist paradigm. Furthermore, the study was guided by an integrated conceptual framework derived from an asset-based and ecosystemic model, coping theories and the management system adapted from Babbie (2001). To address this I incorporated a variety of strategies such as interviews, collages, timeline and concept mapping through which a crystallisation of data could be obtained. I also used informal observations and visual data as additional data generating methods. Through a thematic analysis approach the study reveal the existence of violence as a challenge to the school community, and impacts directly or indirectly to their well-being. The study has further indicated that the perpetrators are known to the victims. The findings of the study suggest that on the basis of the integrated conceptual framework support structures could be mobilized, building partnerships between local schools and the community to provide a firm foundation for educational renewal and community regeneration and to contribute directly to the strengthening and development of the school community. The information gathered might also assist policy developers in developing support and intervention programmes for the restoration of school safety. Copyright
Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
MEd
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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum". Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23639.

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The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills that they would not have gained in a classroom setting, such as the ability to work with diversity, groups, different age groups and in different contexts. Copyright
Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
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Pavláková, Dočekalová Marie. "Ocenění podniku". Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2010. http://www.nusl.cz/ntk/nusl-222406.

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The subject of this master’s thesis is estimation of company value. Theoretical part defines basic concepts such as value, categories of value, company and methods of valuation. Practical part includes estimation of real company value based on valuation of assets. Practical part also includes analyses of extrenal and internal environment.

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26

Maponya, Mapula. "An analysis of the asset-based community development approach to early childhood development interventions in Grahamstown township pre-schools: a case study of the Centre for Social Development and Rhodes University Community Engagement". Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63670.

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Is the glass half-full or half-empty? The purpose of this research was to show how Centre for Social Development and Rhodes University Community Engagement applies the Asset-Based Community Development approach in ECD interventions in Grahamstown township pre-schools. The subsidiary goals of the research were to highlight the challenges in the Early Childhood Development sector in Gahamstown, find out how the approach contributes to empowerment, participation and sustainability, and analyse the challenges that CSD and RUCE face in applying the approach and the relationship between the two organisations. The case study focused on the Centre for Social Development (CSD) and Rhodes University Community Engagement (RUCE). These two cases established projects that aim to improve Grahamstown township pre-schools. The apartheid system created a childhood of adversity for black children including inadequate access to social services, quality nutrition, health care and education. Black children in rural areas and townships faced tremendous obstacles in terms of access to quality ECD centres due to poverty and lack of adequate resources. In Grahamstown, various problems such as unemployment, poverty and restrictive apartheid regulations created a need for ECD interventions. Both organisations applied the Asset-Based Community Development approach to improve ECD in Grahamstown. The asset-based approach was created as a response to the impact of the needs-based approach. The needs- based approach focuses on deficiencies that exist in a community and uses outside experts and resources to address the deficiencies. The needs-based approach builds communities from the outside in, further disempowers community members and creates an environment of dependency. The asset-based approach on the other hand, was created to change the legacy of dependency by focusing on capacity building. A capacity-focused paradigm recognizes the gifts, skills and talents of community members. This approach is bottom- up beginning with what is available in the community and building on that. The approach aims to empower people, create a positive outlook on circumstances, and encourages organisations to work together with community members in community development projects. To achieve the main and subsidiary goals of the research, qualitative research was conducted using the case study method. In pursuing the objective of the thesis, I conducted research among ECD practitioners, student volunteers and staff from CSD and RUCE. Based on the findings it is clear that the application of the Asset-Based approach has a positive impact on ECD practitioners, children at the pre-schools and student volunteers. Through the application of the ABCD approach, ECD practitioners became proactive and took the driving seat in the development process. The ECD practitioners built strong relationships with community members and outside organisations. They have improved their skills and qualifications, and are on their way to restoring their agency, finding their voice and achieving independence. This has a positive impact on children at the pre-schools as they receive quality education and care. There are various challenges and contradictions in the application of the approach but the ECD practitioners view the communities in which they operate as half-full and not half-empty

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27

Viljoen, Jeandre Renette. "Identifying assets in the memory-box-making-process with vulnerable children". Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03302005-103206.

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28

Melšová, Lucie. "Oceňování podniku". Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2015. http://www.nusl.cz/ntk/nusl-224922.

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The subject of this master´s thesis is estimation of company value. Theoretical part defines basic concepts such as company, value, categories of value and methods of valuation. Practical part includes estimation of real company value based on valuation of assets and based on the yield method. The practical part also includes analyses of the external and internal environment of the company.

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29

Ferreira, Ilze. "A phenomenological study of the experience of assets that support learning". Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07022009-115527.

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30

Ebersohn, Suzette. "Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin". Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24197.

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Divorce is a potentially destructive reality in society. According to the bio-ecological model of Bronfenbrenner, the development of the child takes place within two micro family systems when a family is reconstituted following divorce: the primary micro family system, where the child resides permanently with his/her biological parent who has parental rights and responsibilities, as well as the secondary micro family system of the other biological parent who also has parental rights and responsibilities, where the child visits periodically. Challenges that the child faces in the context of the reconstituted family thus include shared membership of the two micro family systems and the complexity of the mesosystem. Resilience can be defined as a process of the inborn ability to achieve positive outcomes and to adjust successfully despite challenges and adverse living conditions. The purpose of the study was twofold: firstly, to achieve understanding of the way in which middle-adolescents of divorced parents, in moving between the two micro family systems of their reconstituted families, utilise their resilience to develop optimally in spite of a probably dysfunctional relationship between their biological parents at the mesosystemic level and secondly, to contribute to the fields of knowledge on resilience and bio-ecological theory in order to enhance educational psychology praxis with regard to the adaptation of adolescents of divorced parents in reconstituted families. The study was qualitative, and conducted in the interpretive paradigm. A multiple case study with a purposeful sampling of four participants was used. Unstructured narrative conversations were conducted, which included a resilience-based therapeutic intervention to facilitate sensitisation regarding personal strengths and assets in accordance with the assetbased approach. The format of the data description and analysis was defined by the narrative way of working. The participants’ utilisation of resilience qualities was evaluated in accordance with a definition of resilience which had been newly constructed by means of a synthesis of the bio-ecological model, positive psychology and the focuses of the first three waves of resilience research. The findings of the study indicated that the way in which middle-adolescents utilise their resilience depends on a therapeutic process (a personal, controlled process) as well as the nature of the mesosystem in their developmental context (a factor that can only be controlled by the divorced biological parents). In respect of a therapeutic process, the utilisation of the middle-adolescents’ resilience depends on their emotional security to make conscious choices to mobilise their resilience and consequently change their behaviour in order to cope effectively with difficult family circumstances in both their micro-family systems. In respect of the nature of the mesosystem, the utilisation of the middle-adolescents’ resilience depends on the effectiveness of the relationship between their divorced biological parents at the mesosystemic level. The utilisation of resilience per se is apparently dependent on some consistent systemic foundation in the developmental context of the child, which is, in the case of divorce, the mesosystem.
Thesis (PhD)--University of Pretoria, 2011.
Educational Psychology
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31

Caliskan, Nilufer. "Asset Pricing Models: Stochastic Volatility And Information-based Approaches". Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608213/index.pdf.

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We present two option pricing models, both different from the classical Black-Scholes-Merton model. The first model, suggested by Heston, considers the case where the asset price volatility is stochastic. For this model we study the asset price process and give in detail the derivation of the European call option price process. The second model, suggested by Brody-Hughston-Macrina, describes the observation of certain information about the claim perturbed by a noise represented by a Brownian bridge. Here we also study in detail the properties of this noisy information process and give the derivations of both asset price dynamics and the European call option price process.

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Olivier, Hermina A. "Fenomenografiese ondersoek na verhoudinge binne die bategebaseerde benadering (Afrikaans)". Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/24263.

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The purpose of this study was to investigate relationships in the asset-based approach. This study forms part of a longitudinal asset-based community intervention research project. A qualitative approach was followed, guided by a phemenological epistemology. Informed by theories on relationships, the systems theory and literature on the asset-based approach I constructed a conceptual framework on relationships in the asset-based approach. In this conceptual framework relationships within the asset-based approach were described in terms of personal needs of the individual, the influences of relationships, the nature of relationships and the context within which asset-based relationships occur. Purposeful sampling was applied to select eight educators from three schools in the communities of Soshanguve, Eersterust and Oshoek as participants. Data was collected by means of semi-structured phenomenographical interviews used together with observations (documented as visual data, field notes and personal reflections). Based on the literature review I conceptualised relationships in the asset-based approach, thus adding to the literature on relationships and on the asset-based approach. Five prominent categories of description emerged subsequent to the phenomenographic data analysis. These categories were visually presented in a phenomenographical outcome space. Teamwork emerged as the main category. The two categories care and support and communication were included in the teamwork category. The participants experienced barriers in the asset-based intervention process but overcame them in order to achieve positive changes due to relationships. This study contributed to the knowledge base of relationships in the asset-based approach.
Thesis (PhD)--University of Pretoria, 2009.
Educational Psychology
unrestricted

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Štěpánková, Jana. "Tržní oceňování podniku jako podklad pro strategická rozhodnutí". Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2008. http://www.nusl.cz/ntk/nusl-376777.

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The master s thesis is focused on estimation of the company value for the purpose of legal form transformation. The analysis of the company and corporate environment and valuation of risks and contribution of the change of legal form are included. In the practical part the income method approach and asset based approach are applied. The company value is estimated by the capitalization of earnings method and method of valuation based on historic costs.

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Štěpánková, Jana. "Stanovení hodnoty obchodního závodu v tísni". Doctoral thesis, Vysoké učení technické v Brně. Ústav soudního inženýrství, 2017. http://www.nusl.cz/ntk/nusl-256524.

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The doctoral thesis deals with bankruptcy and its possible solution from the point of view of expert activities. Valuation of the company in distress may be required at different stages of the business life cycle. While sometimes the valuation is requested directly by the shareholders or the managing partners facing bankruptcy (or preventing crisis) sometimes assessment is requested in insolvency proceedings by the insolvency administrator. Whether it is the intention to find out it is more beneficial for creditors to reorganise or liquidate the assets, in all these cases it is the work of experts in the insolvency proceedings who play a decisive role. The practical part of the thesis, therefore, focuses on the selection of appropriate methodologies which can be used at any given moment of crisis management.

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De, Jager Christina Johanna. "Die ontwikkeling van ‘n MIV&VIGS-skoolplan vir onderwysers (Afrikaans)". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25478.

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AFRIKAANS: Die doel van hierdie studie was om te beskryf op welke wyse ek, in samewerking met die deelnemers aan my studie, ‘n MIV&VIGS-skoolplan ontwikkel het. Die behoefte aan ‘n gestruktureerde MIV&VIGS-skoolplan het ontstaan tydens ‘n omvattende navorsingsprojek, waarvan hierdie studie deel uitmaak en waartydens laerskoolonderwysers die behoefte uitgespreek het om MIV&VIGS-geïnfekteerde en -geaffekteerde kinders beter te ondersteun. Ek het my studie vanuit ‘n interpretivistiese benadering onderneem en my navorsingsproses verdeel in drie fases, wat onderlê is deur deelnemende aksienavorsingsbeginsels. ‘n Gevallestudie is as navorsingsontwerp gebruik. Agt laerskoolonderwysers, in ‘n informele nedersettingsgemeenskap binne die Nelson Mandela Metropool, is by wyse van gerieflikheid geselekteer. Deur die verloop van hierdie studie het ek ‘n multi-metodiese benadering geïmplementeer. Gedurende Fase 1 het ek eerstens relevante verwante studies binne die omvattende navorsingsprojek tematies ge-analiseer, om deelnemers se idees en behoeftes betreffende ‘n MIV&VIGS-skoolplan te identifiseer. Tweedens het ek gedurende ‘n eerste veldbesoek twee fokusgroepbesprekings gefasiliteer, om te bepaal wat deelnemers se bestaande kennis met betrekking tot die Departement van Onderwys se Nasionale MIV&VIGS-Beleid was; wat hulle onderliggende rasionaal vir die ontwikkeling van die MIV&VIGS-skoolplan was; wat die moontlike inhoud van ‘n MIV&VIGS-skoolplan sou behels; asook hoe en deur wie die MIV&VIGS-skoolplan aangewend en benut sou kon word. Hierna het ek die rou data getranskribeer en op tematiese wyse ge-analiseer en geïnterpreteer. Ek het voortdurend gebruik gemaak van observasies, wat vasgelê is in die vorm van veldnotas, asook foto’s. Vir Fase 2 het ek tydens ‘n tweede veldbesoek ‘n deelnemende aksienavorsingswerkswinkel gefasiliteer. Gedurende hierdie werkswinkel is die inhoud van die MIV&VIGS-skoolplan verfyn en gefinaliseer. Vervolgens het Fase 3 die dokumentering van die MIV&VIGS-skoolplan behels, in die vorm van ‘n formele dokument en ‘n plakkaat. Tydens my derde veldbesoek, met die bekendstelling van die skool as Resource and Support Centre in die gemeenskap, is die MIV&VIGS-skoolplan in tweeledige vorm (plakkaat en formele dokument) aan die skoolhoof oorhandig. Die gebruik van ‘n navorsingsjoernaal het my in staat gestel om deurgaans my persoonlike opinies, reflektiewe gedagtes en indrukke van my navorsingstudie aan te teken. Tydens data-analise het ek drie temas geïdentifiseer. Eerstens is die onderliggende rasionaal vir ‘n MIV&VIGS-skoolplan bepaal, waar verbandhoudende subtemas aangedui het dat onderwysers hulle kennis en vaardighede wou oordra na ander skole in die omgewing ter ondersteuning van die breër gemeenskap; dat die oordrag van kennis en vaardighede om geïnfekteerde en geaffekteerde kinders in die klaskamer meer effektief te ondersteun ’n behoefte was; en dat die behoefte verder bestaan het om kennis en vaardighede te dokumenteer in die vorm van ‘n MIV&VIGS-skoolplan. Tweedens is die deelnemers se verwagtinge met betrekking tot ‘n MIV&VIGS-skoolplan gepeil, waar moontlike fundamentele beginsels vir ‘n MIV&VIGS-skoolplan en die implementering van ‘n MIV&VIGS-skoolplan, as subtemas geïdentifiseer is. Derdens is die moontlike inhoud van ‘n MIV&VIGS-skoolplan bepaal. Die subtemas wat voorgekom het, was die identifisering en verwysing van geïnfekteerde en geaffekteerde kinders, asook ondersteuning aan hierdie kinders. Op grond van die bevindinge van my studie kan die gevolgtrekking gemaak word dat deelnemende aksienavorsing ‘n moontlike wyse is waarop ‘n MIV&VIGS-skoolplan, in samewerking met onderwysers, ontwikkel kan word. ENGLISH: The purpose of this study was to describe the manner in which I, in collaboration with the participants of the study, developed an HIV&AIDS school plan. The need for a structured HIV&AIDS school plan stemmed from a broad research project of which this study forms part and during which the participating educators expressed the need to support HIV&AIDS infected and affected children more efficiently. I approached the study from an interpretivist perspective, underpinned by action research principles, and divided the research process into three phases. I implemented a case study as research design and selected eight primary school teachers in an informal settlement community in the Nelson Mandela Metropole, by means of convenience sampling. Throughout this study, I followed a multi-methodical approach. During Phase 1, I conducted an analysis of the transcripts of related studies within the broad research project, in order to identify the participants’ needs and ideas, concerning an HIV&AIDS school plan. Secondly, I facilitated two focus group discussions during a first field visit, in an attempt to determine the teachers’ existing knowledge concerning the Department of Education’s National HIV&AIDS Policy; what the underlying rational for the development of an HIV&AIDS school plan could be; what the possible content of such a plan could entail; and how and by whom such a plan would be utilised and used in the classroom. I transcribed the focus group discussions and thematically analysed and interpreted the raw data. Throughout, I made use of observations, captured in the form of field notes and photographs. For Phase 2, I facilitated a participatory action research workshop during a second field visit. During this workshop we finalised the content of the school’s HIV&AIDS plan. The third phase entailed the documentation of the HIV&AIDS school plan, in the form of a formal document and a poster. During my third field visit, at the launch of the school as a Resource and Support Centre in the community, I presented the schools’ principal with the HIV&AIDS school plan, in the form of the formal document and poster. I continuously relied on a research journal to document my personal opinions, reflective thoughts and impressions of the study. Subsequent to the data analysis I completed, three themes emerged. Firstly, the underlying rational for an HIV&AIDS school plan were determined, with sub-themes indicating that educators wanted to transfer their knowledge and skills to other schools in the area to support the wider community; that teachers wanted to transfer their knowledge and skills to support infected and affected children more effectively, and that the need existed for knowledge and skills to be documented in the form of an HIV&AIDS school plan. Secondly, the participants’ expectations of an HIV&AIDS school plan were determined, with the fundamental principles of an HIV&AIDS school plan and the implementation of the plan as related sub-themes. The third main theme indicated the possible content of an HIV&AIDS school plan. This theme comprises sub-themes relating to the identification, referral and support of infected and affected children. Based on the findings of my study, I can conclude that participatory action research might be used to develop an HIV&AIDS school plan, in collaboration with teachers.
Dissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
unrestricted

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Yan, L. "Ontology-based artificial intelligence approaches for the asset management of power substations". Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3003759/.

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Loots, Mathilda Christina. "'n Verkenning van opvoeders se mobilisering van bates ter ondersteuning van gemeenskapshantering van MIV/VIGS". Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-122103/.

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Rautenbach, Alge. "Fasilitering van 'n bate-gebaseerde benadering ter bevordering van leerders se psigososiale ontwikkeling in 'n nywerheidskool". Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06032009-104719.

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Norris, Samuel James. "Corporate Social Responsibility: A Financial Performance-Based Approach in Understanding CSR". Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1354842245.

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Ebersohn, Suzette. "Die verhouding van die vader in 'n hersaamgestelde gesin met sy nie-inwonende kind". Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-100056/.

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Rakib, Muntaha [Verfasser]. "Gender- Differentiated Asset Dynamics in Bangladesh: Individual Adaptation and the Potential for Group Based Approaches in the Context of Climate Change / Muntaha Rakib". Bonn : Universitäts- und Landesbibliothek Bonn, 2015. http://d-nb.info/107726948X/34.

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Kuehne, Daniel. "Asset allocation based on asymmetric risk measures : a multi-criteria approach /". 2006. http://www.gbv.de/dms/zbw/520651413.pdf.

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Chen, Kuei-Lun, i 陳奎倫. "Asset Allocation Strategy Model Construction and Analysis by Applying Scenario-Based Approach". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/60284065329997413233.

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碩士
國立高雄應用科技大學
金融資訊研究所
97
This research focuses on the analysis of the mid-term and long-term strategic asset allocation strategy and its model construction. We investigate the defect of the traditional Mean-Variance analysis framework, and then construct a standard procedure for the asset allocation model to meet investors’ need practically. Firstly, this research applies the scenario-based analysis approach and mixes the principle of Markov switching and the concept of Maximum Likelihood method to obtain the best asset allocation portfolio. From the empirical results, we find that, without respect to the set of global stock style or global balance style, the efficient frontier based on scenario-based approach with the target function of the return and variance is better than that on the forecasting foundation of historical-based approach. Instead of forecasting method of Markowtiz’s single scenario in tradition, the method of multiple scenarios analysis covers a variety of possible future economic conditions, which is more close to reality.

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Lin, Wan-Hua, i 林婉華. "The Study of Elderly Community Care in Taiwan: Asset-Based Approach and Social Capital Perspective". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/3r2mty.

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碩士
國立臺北大學
公共行政暨政策學系
102
Nowadays, the idea of aging in place has become the foundation of the elderly care policies in Taiwan. The role which community organizations play in is getting more and more significant in our elderly community care system. The elderly community care measures should be entrusted to communities; however, these measures led by Taiwan’s government are executed in a top-down way, which are against the concept of community autonomy. Therefore, this study is based on not only asset-based approach which focuses on the personal and communal assets, but also on social capital theory which emphasizes on establishing networks, and connecting relationships. In order to realize the way that asset-based approach applies to elderly community care in Taiwan, and to clarify the relationships between community category, the types of relationships in community and the way communities obtain resources, this study chose eight community organizations as its research objects, and the main methodology were depth interview and participant observation. The research results reveal that: (1) these eight community organizations are all asset-based communities. They are capable of using their own skills, resources in communities as the basic assets of elderly community care services. Meanwhile, most of them gain other multiple service resources by establishing linkages between other organizations on their own for the sake of preventing themselves from extremely relying on a single service resource. (2) Social capital is a strong focal point in asset-based approach, it represents a key concept in the autonomy of community resource. In this study, it proves that the strength of linkage capital in communities will affect the linkage of service resources between communities and other organizations. Furthermore, the diversity of community resource has an influence on the energy of elderly care as well.

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Masuka, Tawanda. "Asset-based community development and child poverty reduction : a Case Study of Bindura district, Zimbabwe". Thesis, 2020. http://hdl.handle.net/2263/77297.

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Child poverty remains a global challenge with millions of children living in extreme income poverty in multidimensionally poor households (UNICEF, 2019a:20). This prompted the international call under the Sustainable Development Goals to end extreme child poverty and reduce by half children living in multidimensional poverty by 2030 (UNICEF, 2016a:85). In Zimbabwe, Mushunje and Mafico (2010:261) emphasise the need to find innovative ways to reduce child poverty. The goal of the study was to explore and describe how asset-based community development can reduce child poverty in Bindura district, Zimbabwe. The study employed the explanatory sequential mixed methods research design, which combined quantitative and qualitative research approaches in a two-phased study. Survey and case study designs were adopted in the respective phases. Quantitative data was first collected by means of a survey from a sample of 73 heads of households. Qualitative data which explained and interpreted the quantitative findings was then gathered through field observations, document analysis and semi-structured interviews with 23 participants, namely nine heads of households, three key informants and 11 children. The findings show that the multidimensional and overlapping manifestations of child poverty in the health, education and child protection domains are rooted in the multiple deprivations that characterise the households in which children live, namely constrained income sources, low income, low consumption expenditure, overcrowded housing conditions, constrained access to water and sanitation, limited ownership of durable household goods, and lack of human, social, physical, financial and natural assets. The study concludes that assets are central to child poverty reduction in the study area. In this regard, asset-based community development is identified as a strategy that can be employed to combine assets to reduce child poverty. In this context, the study recommends guidelines for an asset-based community development approach embedded in the principles of the sustainable livelihoods approach to reduce child poverty in Bindura district, Zimbabwe.
Thesis (PhD (Social Work))--University of Pretoria, 2020.
PhD (Social Work)

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Myende, Phumlani Erasmus. "School-community partnership in education in a South African rural context : possibilities for an asset-based approach". Thesis, 2011. http://hdl.handle.net/10413/8709.

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This case study sought to investigate the possibilities of asset-based approach in school-community partnership. A specific partnership between a secondary school from Vulindlela District, some academic staff members and student teachers from the University of KwaZulu-Natal was studied. To fulfil the purpose of this study, the critical questions such as what assets do partners in the „Nothing for us without us‟ project regard as central in their partnership and to what extent do these partners utilised these assets were used as the basis for data collection in this study. The responses to these critical questions were then used to provide answers to the major inquiry of this study, which was to investigate whether and asset-based approach can be utilised in school-community partnership. The study was conducted within the confines of interpretive paradigm and qualitative case study was adopted as a research approach. To abide by some hallmarks of the case study, multiple data collection methods were utilised. Data were collected using semi-structured individual interviews and documentary analysis. Five teachers (Principal, Deputy Principal, HoD and two post level one teachers) from the case school and two project leaders from the University team participated in the individuals‟ interviews. The proposal document for the current project „Nothing for us without‟, 2007; 2009 and 2010 reports on the previous projects were analysed. The findings of the study revealed that teachers, the school principal, community individuals, organisations and learners, the experience of the school in partnership were regarded as crucial assets in the current partnership. The findings further indicated that physical resources such as the computers available in the school and the buildings were among the assets that were available but they were not regarded as crucial for the partnership. While the assets are identified, the findings also revealed that their utilisation was to a minimum extent. Teachers were reported to be overwhelmed by academic work and also reluctant to participate because of unclear communication of goals of the partnership. The findings further revealed that community assets are not mapped because of the failure to invite community members in the activities of the partnership. I conclude in the study that asset-based approach can be utilised in school-community partnership. However, to enhance the level of asset utilisation, there is a need to re-evaluate the role of the school principal in the partnership. I further recommend coordinated efforts to invite community members in the activities of the partnership.
Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

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Hoflich, Gabriel. "The competency passport as an asset based approach for empowerment in Bosnia-Herzegovina : an empirical case study". Diss., 2018. http://hdl.handle.net/10500/25424.

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Text in English
This study examines the successes and limitations of the Competency Passport (CP) for the empowerment of unemployed citizens in Bosnia and Herzegovina (BiH). The CP was designed to identify formally, informally and non-formally acquired competencies of people with the help of a counsellor. In the process, the CP uses the asset-based approach which focuses on the strengths of people. The investigation was conducted on the basis of qualitative interviews and a focus group discussion. The results have shown that the CP was able to identify competencies and, thereby, has helped to increase the self-confidence of people. In the area of employment, the impact of the CP showed some limitations as it was not yet sufficiently recognized by the society of BiH. Employers have given little feedback on the CP. The public sector, especially, needs a paradigm shift in the recognition of informally and non-formally acquired competencies by the CP.
Development Studies
M.A. (Development Studies)

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Govere, Frederick Murambiwa. "A contextual asset-based community development approach : mitigation by the Southern African church of the impact of HIV/AIDS". Thesis, 2005. http://hdl.handle.net/10413/1770.

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This thesis begins by outlining the magnitude of the HIV/AIDS crisis in the Southern African region, together with the challenges it poses to the Church in Southern Africa. The thesis will therefore reflect on a selected number of complex social issues related to the retrovirus. These issues include poverty, gender, the breakdown of family systems, orphans, stigma and discrimination. Also included is a theological reflection to the HIV/AIDS pandemic together with the related social issues. As the thesis builds up, I will develop a contextual approach to the HIV/AIDS crisis which I will also pose as a challenge for the Southern African Church to consider in its strategies in the battle against the retrovirus. In developing this contextual approach indigenous resources and assets which includes talents, skills, gifts, and values, especially those embedded in the ubuntu-hunhu way of life will be considered. Guiding this reflection and exploration into the capacity of ubuntu-hunhu way of life together with the resources and assets embedded in it and the development of the contextual approach will be the Asset-Based Community Development (ABCD) model.
Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

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Matentjie, Tshepiso. "Investigating an asset-based approach to analysing education for all policy implementation on adult reading literacy in South Africa". Diss., 2007. http://hdl.handle.net/2263/28343.

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This study puts the spotlight on adult education, focussing specifically on how the EFA ABET policy is being implemented at grassroots level of ABET learning centres. A case study of a South African public ABET learning centre located within the Gauteng Province, and comprising of a multicultural group of ABET Level 2 adult learners with varied age-groups was conducted. Using the bio-ecological model, the study explores the dynamic interrelated and interdependent interactions between the individual adult learner learning to read and the influence of his context; thereby exploring the impact that EFA ABET policy has had on adult learners in South Africa. As part of the micro-system, the learner’s academic self-concept in reading literacy is explored as a key factor determining the adult learner’s achievement in learning to read. Rather than focus on the deficiencies of the system, this study adopts a solution-focused approach by investigating the assets that exist within the system that enable adult learners to develop a positive academic self-concept and facilitate their acquisition of reading literacy. The findings suggest that there are internal and external assets existing within the ABET learner’s ecosystem which when mobilised can be utilised to promote a positive academic self-concept in reading literacy. This potency of the assets in enhancing the academic self-concept was mediated by the locus of control for agency as well as the synergy of focus amongst the assets. Where the locus of control was located externally, it created limited impact because the learners were limited to activate and mobilise those assets to achieve their goal of acquiring reading literacy. Where control was locates internally, the learners were stimulated to persevere in their endeavours to acquire reading literacy despite the challenges they were facing within their eco-system. Where assets were focused on promoting a common goal, they facilitated mobility and focus of energy toward the acquisition of reading literacy. However, where the assets had divergent foci, they created the divergent priorities and undermined effective attainment of the goal of acquiring reading literacy.
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007.
Educational Psychology
MEd
unrestricted

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50

Chen, Po-hung, i 陳柏宏. "How to Gauge the Default Probability:An Empirical investigation of the Market-Based Approach to Bills Finacial Corporation''s Loan Asset". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/26193483714468152770.

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