Dissertations / Theses: 'Life Orientation (LO)'

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Rarick, Timothy Michael. "Happiness orientation & life satisfaction of emerging adults." Thesis, Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1015.

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Pruett, Charlie D. Jr. "Intrinsic Religious Orientation and Mental Health in Later Life." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3274/.

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This dissertation research project was conducted to investigate religion as a coping resource in later life. The major proposition of the study was that intrinsic religious orientation is positively associated with mental health in late life. A forty three-item questionnaire was distributed to residents of four independent retirement communities resulting in a sixty-six percent return rate. The convenience sample of 214 individuals, with a mean age of 81.94 years, consisted of 156 female and 58 male respondents. Intrinsic religious orientation was held as the independent variable, while mental health was the dependent variable. Stress vulnerability characteristics were held as control variables including age, gender, education, stressful life events, marital status, perceived social support, and physical health. The zero order correlation between the independent and dependent variables was r = .128, sig. = .034 (1 tailed). When all control variables were entered, the relationship between intrinsic religious orientation and mental remained, r = .116, sig. = 046 (1 tailed). Regression analysis produced three predictors of mental health for females: stressful life events, age, and intrinsic religious orientation. Intrinsic religious orientation did not significantly change the relationship between stressful life events and mental health. A highly narrow variability in the sample limited stronger results. Findings indicate the importance of further investigation into religion as a coping resource, especially among older females.

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Dalzell, Christine. "A survey of the specific life orientation needs of grade 9 learners / by Christine Dalzell." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2390.

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Edghill, Gina. "Self-rated health and orientation to life of international graduate students." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1348862.

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The purpose of this study was to determine how international graduate students rate their health and their Sense of Coherence scores using Antonosky's 29- item "Orientation to Life Questionnaire" and to identify associations between international graduate students self-rated health status, Sense of Coherence scores, Sense of Coherence sub-scores, and biometric measures. The study found that international graduate students at Ball State University rate their health as "very good" and report having a high Sense of Coherence score and sub-scores. Additionally, positive associations between international graduate student's self-rated health and Sense of Coherence scores and sub-scores were identified. However, no significant correlations were found between international graduate students' self-rated health and their biometric measures.
Fisher Institute for Wellness and Gerontology

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Majova-Sitshange, Christiane Nozamile “Zama”, J. D. Thwala, and S. D. Edwards. "Evaluation of the life orientation programme in Eastern Cape schools with a focus on sexuality education." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1781.

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A thesis submitted to the Faculty of Art in partial fulfilment of the requirements for the Degree, Doctor of Philosophy in Community Psychology in the Department of Psychology University of Zululand, 2017.
This research was envisioned to understand the evaluation of the Life Orientation (LO) Programme in Eastern Cape schools. The main motivation for the study was to evaluate the Life Orientation Programme in Eastern Cape schools through an Appreciative Inquiry (AI) into the experiences and perceptions of learners, educators, and departmental officials regarding the effectiveness of the LO Programme. This was because subject advisors are responsible for giving the required support and as well evaluate the subject teachers in schools. According to Sanders and Sullins (2006); Visser (2007) and Serrat (2008), school programmes have to undergo a review from time to time to ensure that they are still relevant, justifying the evaluation of this study. The reader is informed that, Life Orientation, was introduced as a compulsory subject offered to all learners from grade R to grade 12 and as an inter-disciplinary subject that draws on and integrates knowledge, values, skills, and processes embedded in various disciplines such as sociology, psychology, political science, human movement science, with the objective of making informed decisions and choices (Department of Education, 2003). Thus, Life Orientation Programme was to provide the necessary guidance for skills development, (Department of Education, 2005) This research observed the understanding that LO Programme has a focus on social development, health promotion, personal development, orientation to the world of work and the general physical advancement. Embedded in this study, was the need to understand whether personal biological inputs either individually or collectively, had any influence on the perception of learners, teachers and subject advisors towards the Life Orientation Programme or not. Thus, this study contributed towards moderating and remoulding the perception of learners towards LO Programmes by providing a clear understanding of the concepts of Life Orientation content, role of educators and the skills offered. The Literature review considered the following areas; Health Promotion, Social Development and Personal Development, Physical Development and Movement, Orientation to the world of work, showing to educators the existing differences of the educational needs and expectations of different learners (Engelbrecht & Green, 2009). These expectations may not be met if teachers pay too much attention to their own lives and values (Beyers & Hay, 2011). Some teachers experience a large measure of ambiguity regarding HIV/AIDS, they realize cognitively that they must support and nurture the HIV positive learner, but emotionally they remain cold (Bhana, Morrell, Epstein & Moletsane, 2006; Wood & Webb, 2008). iii This research has endeavoured to discuss in detail the issue of HIV, and the status disclosure of participants. One issue of necessity is the stigma associated with HIV/AIDS, the use of the subject of the HIV/AIDS epidemic to professionally create some relevant awareness within the communities. The data used for evaluation of the research objectives were obtained from randomly selected participants by use of a closed-ended questionnaire instrument. The collected data were captured and analyzed by use of SPSS (Statistical Package for Service Solutions, Version 20). Among variables included were; the participant’s gender, age, educational category, residence and years of formal education and research questions. The analysis comprised of tables and charts whose parameters of analysis were percentages and frequencies. The interpretation for both quantitative and qualitative analyses were performed in line with the research objectives. The analysis produced outputs in the form of tables and charts, which comprised of frequencies, percentages, cumulative frequencies and cumulative percentages for descriptive analysis, whereas, test-statistics and p-values were used for significance level analysis for inferential scrutiny for existence of any association for selected pairs of variables while charts for association consisted of percentages and the variables under assessment. The analysis, for instance, found that more females (62.20%) participated in this study than did their male counterparts. Some of the reasons advanced were trifold; One, that the general population in the target areas constituted more women than men, and two, that men participation, were prone to unnecessary time-consuming arguments leading to a meagre male-participation. The researcher, an education professional, who deals with the learning curriculum on daily basis, and a practical university student counsellor knows that Physical Education is a compulsory component of the LO Curriculum. Each term, a learner has to complete physical activity assessments that count towards their overall LO mark. Though no record shows currently that grades eight and nine do not have formal physical education lessons, it was an exercise to be implemented in 2014. The results, however, were in line with Ombaba et al. (2014), who found that support from teachers in schools on the career guidance programme needed enhancement in order to make sure that the guidance services rendered are practical to students. The importance of Life Orientation Programme has been underscored, which requires the following recommendations for a sustainable improvement; adding to the course content, teachers to avoid name-calling in class, accommodation of everyone in career exhibitions without discrimination, improvement on presentation tasks, and others not stated here. iv It has come to be revealed, through this research, that the South African public educational system does not have adequate provision for vocational guidance or assessment of individual learners. This weakness results in high unnecessary costs for the country, the South African Businesses as well as social discontent and hardship. On the other hand, statement 4.3.1.16 showed that the average majority (51.8%) of the respondents claimed that Life Orientation motivates and guides them about basic life styles and careers. The researcher lauded this as a welcome discovery. According to the analysis of the data on statement 4.3.1.6, the majority of the respondents (65.3%) strongly agreed with the statement. This indicated that Life Orientation promotes healthy behaviour as expressed by the majority of the respondents. On the inferential analysis base, the researcher determined the existence of any relationship between independent variables and research statements in the questionnaire. As to whether Life Orientation promotes healthy behaviour based on one’s gender, this research revealed that the two variables were quite independent based on the obtained p-value of 0.765 as compared to any level of significance chosen from (0.05, 0.025, or 0.010). The null hypothesis could not be rejected. The conclusion was that gender had no influence on the promotion of healthy behaviour and so, practising healthy behaviour does not depend on gender but rather is an individual decision. Complementarily, results of another similar assessment between gender of respondent and respect for human rights as a prerequisite for moral development in a society indicated that there was no significant association between gender and the given dependent statement. This research further showed that age group of respondent and respecting human rights being a prerequisite for moral development in society were not significantly associated, since the observed p-value was greater than the level of significance. The researcher did not have sufficient evidence to reject the null hypothesis under this setup. On the other side of the analysis, age group of respondent and drugs giving one a true sense of security revealed a different observation. The observed p-value of 0.001 was far smaller than any selected level of significance. This resulted in a highly significant association demonstrating the fact that age group promoted the belief that drugs could give one a true sense of security. v A similar result showing a p-value of 0.022 for testing the association between educational category and Life Orientation promoting healthy behavior was highly significant. Key words: Apartheid government era, formative subjects, Life Orientation, Life Orientation Programme, level of significance, degree of association, general education and training (GET) band, further education and training (FET) band.

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Manzini, Christel Khanyisile Slindile. "An appreciative enquiry into the life orientation program offered in high schools." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1243.

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A dissertation submitted in partial fulfillment of the requirements for the Degree of Master of Arts (Counseling Psychology) in the Department of Psychology University of Zululand, South Africa, 2012.
The overall aim of this study was to enquire the effectiveness of the Life Orientation program offered in high schools; i.e. its benefits to its participants. The benefits could be students being able to understand, and accept themselves as unique and worthwhile beings, using skills learnt from the program and display attitudes and values that improve relationships in the family, group, and community. The research question of the study was how effective is the Life Orientation program offered in high schools, i.e. in terms of learner’s ability to meet the curriculum’s critical development outcomes after completion of the program? Life Orientation is the subject that was implemented as part of the Outcomes Based Education. It is an inter-disciplinary subject that is embedded in disciplines of Social Science, Arts, and the Humanities. The intention behind the program is promotion of the holistic development of, e.g. interpersonal skills, values, health, environment and religious education. The research was conducted at the University of Zululand in the Northern KwaZulu Natal province. The research design was qualitative in nature, and appreciative inquiry was used as an investigative tool. The study was conducted with the group of first year students that were registered for the academic year of 2009. Sampling was purposeful as the researcher’s specific criterion for participants were students who have attended the Life Orientation program in high school.

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Wasserman, Jessica. "Life orientation teachers' experience of context in the implementation of the curriculum." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96109.

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Thesis (MEdPsych)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both.
AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.

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Panday, Dhevina. "Teachers' perspectives on the implementation of life orientation as a learning area." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/590.

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The aim of this research project then was to investigate a particular dimension related to the implementation of the Life Orientation learning area within a particular rural primary school in the Kwa-Zulu Natal region. Since the teacher has been identified as a key role player in the successful or unsuccessful implementation of a new curriculum, the primary focus was on the teacher per se. Fullan’s emphasis (1991:117) on teachers’ thoughts (what they think) and actions (what they do), raises two subsequent questions, namely What do teachers at this particular school do with regard to the implementation of the (new) Life Orientation learning area? and What do these teachers think about the implementation of the (new) Life Orientation learning area? In this study, I focused on the second question, namely What do teachers think about the implementation of the (new) Life Orientation learning area? Within the context of this study, it is assumed that the teachers’ thoughts also include their opinions, viewpoints, attitudes and beliefs about the implementation of the Life Orientation curriculum. The term ‘perspective’ has thus been used as encompassing term and the main research question defined as What are teachers’ perceptives about the implementation of the (new) Life Orientation learning area?.

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Modiba, Matabe Rosa. "Experiences of Life Orientation teachers in teaching career guidance in rural high schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62890.

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In South Africa, there are various stakeholders involved in career guidance services (Stead & Watson, 2006, P.160). The teaching of career guidance within the context of Life Orientation (LO) at schools is the responsibility of Life Orientation teachers. This study explores the experiences of Life Orientation teachers in teaching career guidance in rural high schools at Lephalale Municipality. The study used qualitative approach to obtain rich information about the experiences of Life Orientation teachers in teaching career guidance at rural high schools. The study was conducted in two rural high schools in the Palala North Circuit of Lephalale Municipality. The sample comprised of two Further Education and Training (FET) Phase Life Orientation teachers from two rural high schools (one from each school). The participants were purposefully and conveniently selected. The data was collected by means of the semi-structured interviews. The data was analysed using the inductive thematic data analysis where themes, subthemes and categories emerged. The findings of the study reflected both the negative and positive experiences of Life Orientation teachers in respect of their teaching of careers and career choices, training and support needs, and the career- related activities such as career exhibitions in which both the learners and LO teachers participate. The results of the study will be shared with the two schools in the Palala North Circuit and the Department of Education, Waterberg District in the Limpopo province. It is hoped that the results generated by the study might assist the training personnel or facilitators (education or subject specialists) to know the type of training and support that LO teachers require and to also inform policy makers to develop a model of teaching career guidance at rural high schools.
Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted

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Roux, Jeanne. "Life orientation in the health promoting school :|bconceptualisation and practical implication / Jeanne Roux." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9826.

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Globally there is a serious need to equip children and young people with knowledge, attitudes, skills and values to assist them in making healthy lifestyle choices. Life skills education is possibly among the most important answers to the problems and challenges many young people are faced with. Life skills programs are being developed to address the alarming increase in high risk health behaviours among adolescents. According to international research, Health promotion is a critical life skill to acquire, since health impacts on almost every facet of a person and their society. The South African Department of Education introduced Life Orientation as a Learning Area as part of Outcomes Based Education. The paramount role of Life Orientation within the context of the Health Promoting School is increasingly being recognised by educational planners, policy makers, school managers, teachers, parents and even learners themselves. Health promotion as part of Life Orientation aspires to promote a healthy lifestyle and equip learners with the knowledge and skills to attain and maintain a healthy lifestyle. It further aims to reduce risk behaviours and equip learners with social skills. Empirical research was done in the Gauteng Province of South Africa. In order to give voice to teachers and health co-ordinators in terms of their views and comments on Life Orientation, questionnaires and focus group interviews were utilised. Based on the evidence gathered in questionnaires, discussions and observations in the selected Health Promoting Schools, it emerged that Life Orientation has a major role to play in instilling knowledge and skills to promote health and well-being. However, even though Health promotion is included in the Life Orientation curriculum, there seems to be a lack of energy and motivation to progress to Health Promoting Schools. It emerged that Life Orientation teachers viewed a healthy lifestyle as the link between Life Orientation and Health promotion, which is a positive indication that schools are making progress towards becoming Health Promoting Schools. Furthermore, the quantitative research revealed key issues that need be dealt with, especially proper water and sanitation, policies on tobacco and substance use, the enhancement of physical well-being of the learners and an integrated nutrition program. Schools need an effective safety and security plan to ensure a safe school environment conducive to teaching-and-learning. Learners should receive basic health screening with appropriate referrals from school nurses. Also, trained health promoters should oversee and manage the health promoting program in the Health Promoting School. The qualitative research indicated that healthy lifestyles are promoted, with particular focus on balanced diets, clean and hygienic environments and adequate physical activity. It emerged that stakeholders play an important role, including the community, school nurses, private companies and governmental departments. Community involvement is particularly important, since community members assist the school by cleaning, cooking, gardening and participating in health promoting awareness. It can be concluded that Life Orientation has a prominent role to play in the Health Promoting School. A successful initiative requires the involvement of the entire school, changes to the schools’ psychosocial environment and participation from the parents and wider community.
Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

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Moodley, Dale Dhersen. "Nascent Desires: Gendered Sexualities in Life Orientation Sexuality Education Programmes and Popular Music." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021260.

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Formal school-based sexuality education is one medium, amongst others, that recognises young people’s sexuality, but usually as at-risk and/or risk taking subjects, or as innocent subjects. I analyse the gendered sexualities of young people as represented in: Grade 10 Life Orientation sexuality education programmes and popular music, as two mediums of sexual socialisation in Grade 10 learners’ lives, and as engaged with by Grade 10 learners and educators. I collected data from two schools in the Eastern Cape that included: (i) sections on sexuality from two Life Orientation manuals used by educators in classrooms: ‘Oxford Successful Life Orientation’ (2011), and ‘Shuters Top Class Life Orientation’ (2011); (ii) videos and lyrics of three songs voted most popular by learners which were ‘Climax’ by Usher, ‘Beez in the Trap’ by Nicki Minaj, and ‘Where Have You Been’ by Rihanna; (iii) observations of seven sexuality education classes; and, (iv) in-depth semistructured interviews conducted with eight learners and two educators. I draw on an integrated theoretical and methodological approach – Foucauldian, feminist poststructural and psychosocial psychoanalytic perspectives – to conceptualise and analyse gendered sexualities in terms of: (i) the dominant gendered discourses found in sexuality education manuals, and music videos and lyrics; (ii) the reflexive and interactive gendered subject positions taken up and/or resisted by learners and educators during classroom lessons and one-on-one interviews; and, (iii) learners’ and educators’ conscious and unconscious investments in particular gendered subject positions during one-on-one interviews. These three sets of analysis produced four major themes. The first theme centres on responsible sexuality; young women are expected to assume more sexual responsility than young men, thus curbing their sexual agency. The second theme outlines three types of pleasure – sexual, romantic and dating and/or relationship pleasure – that accord young men and women active and passive ways of exercising pleasure. The third theme highlights the heteronormative transitioning adolescent subject that constructs young women as reproductive subjects and young men as sexual subjects. The last theme focuses on gendered power relations and raunch culture, and maintains that young men are powerful and likely to commit acts of sexual violence against young women because they are powerless. The central argument developed when viewing all the themes is that dominant gendered discourse, gendered subject positions, and conscious and unconscious investments in these positions challenge the extent to which the gendered meanings that underpin adolescent learners’ sexuality are stable and fixed. The gendered discourses in the Life Orientation sexuality education programmes showed that gender is expressed rigidly, thus privileging masculine over feminine sexuality. However, the gendered discourses in the popular music contested rigid gender binaries and produced fluid and equitable masculine and feminine sexualities. The classroom practices depicted multiple and more equatable gendered sexualities, highlighting just how contested gender is. Finally, educator and learners’ personal biographies illustrated how conflicting masculine and feminine sexualities present a signficant source of emotional conflict for them. It may benefit policymakers and stakeholders to consider informal mediums of sexual socialisation for learners, such as music, when drafting the Life Orientation sexuality education curriculum, whilst also taking into account learners and educators personal lives.

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Stinson, Alicia Margaret. "Spiritual Life Review With Older Adults: Finding Meaning in Late Life Development." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4778.

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ABSTRACT Spirituality has been recognized as a positive factor in the lives of older adults, especially as it influences their emotional, mental, and physical well-being. This convenience sample study included 17 older adults residing at a faith based continuing care retirement community in Florida. The sample was represented by Caucasian older adults with an average age of 84 years, highly educated, majority Protestant and mostly female. Spiritual life reviews were conducted using spiritual life maps (Hodge, 2005) and semi-structured interview questions. Erikson's epigenetic stage of ego-integrity was used along with Butler's life review process and Tornstam's gerotranscendence as a conceptual framework for understanding late life development and spirituality in older adults. This mostly qualitative study used a hermeneutic phenomenological approach to analyze the responses to the open-ended interview questions about spirituality across the life-time. Ego-integrity was measured at the beginning and end of the spiritual life review study. Paired t-tests found that participation in the spiritual life review did not influence the ego integrity scores of participants. Specifically, there were no statistically significant difference between the pre ego integrity score (M=82.94, SD= 8.235) and the post ego integrity score (M=84.47, SD= 7.551); t (16) = -.769 p= .453. However, in comparison, the qualitative analysis revealed that the spiritual life review does influence ego-integrity in some participants. Additionally, the spiritual life review confirms gerotranscendence and contributes to information about spiritual development in the lives of older adults. The conclusion offers a discussion about the study's limitations, strengths, implications for future research, and suggestions for clinical practice.

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McLean, Kirsten Elizabeth 1972. "Identifying as bisexual : life stories of Australian bisexual men and women." Monash University, School of Political and Social Inquiry, 2003. http://arrow.monash.edu.au/hdl/1959.1/5755.

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Zackrisson, Mats. "Product orientation of environmental work - barriers & incentives." Licentiate thesis, Stockholm : Skolan för industriell teknik och management, Kungliga Tekniska högskolan, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-10585.

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Jennings, Marianne Angelique. "Integration of life skills and HIV/AIDS into the South African schools' life orientation curriculum creating a model for NGO's /." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2685.

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Thesis (MPhil (Industrial Psychology))--University of Stellenbosch, 2006.
This research was conducted with a group of 24 Health Care workers/trainers working for an NGO, teaching Life Skills and HIV/AIDS in 24 different township schools. These trainers have been trained in an Aligned programme including SAQA Unit Standards on facilitating learning, Life Skills issues as well as HIV/AIDS. The training was based on the fact that they facilitate learning during the Life Orientation lessons, hence the integration of Life Skills and HIV/AIDS into the Life Orientation Curriculum. This programme is not a loose standing programme, but forms part of the LO Curriculum. Not only were they trained, but the result of the training was a formulated product which led to the producing of lesson plans, learning activities and worksheets for Grade R to Grade 10 in their teaching. Through this there is now a training manual for each trainer, consisting of 320 different lessons. This will form the basis of their involvement and training in each respective school, but will also create consistency and uniformity in the actual presentation of the lessons. The learners will have specific work sheets for each lesson. Any time a new trainer has to start with a different group of learners, he/she can refer to the training manual and in doing so, not lose momentum in the process of actualisation of the learning. In training the NGO Health workers, the aim is to develop their teaching strategies, adding confidence to their lesson planning and presentation. With the formalisation of this programme the Life Orientation educator is aided in his/her assessment of the learners in his/her class. This training process and self-development of the trainers aims to become a model to other NGO’s involved in similar endeavours.

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Bartholomew, Mitchell Kyle. "Expectant Fathers’ Attachment Orientation and Preparation for Parenthood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259725662.

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Strydom, Verena Zita. "The support needs of life orientation teachers in the Further Education and Training Band." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6837.

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Thesis (MEdPsych)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.

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Hirsch, Jameson K., Danielle Molnar, Edward C. Chang, and Fuschia M. Sirois. "Future Orientation and Health Quality of Life in Primary Care: Vitality as a Mediator." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/694.

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Purpose: Temporal perspective, including views about future goals, may influence motivational processes related to health. An adaptive sense of future orientation is linked to better health, but little research has examined potential underlying factors, such as vitality. Method: In a sample of 101 primary care patients, we examined whether belief in the changeability of the future was related to mental and physical energization and, in turn, to health-related quality of life. Participants were working, uninsured primary care patients, who completed self-report measures of future orientation, vitality, and health-related quality of life. Results: Mediation models, covarying age, sex, and race/ethnicity indicated that vitality significantly mediated the association between future orientation and the outcomes of general health, mental health, social functioning, bodily pain, and role limitations due to emotional and physical reasons. Vitality exerted an indirect-only effect on the relation between future orientation and physical functioning. Conclusions: Our findings suggest that adaptive beliefs about the future may promote, or allow access to, physical and mental energy and, in turn, may result in better mental and physical health functioning. Individual-level and public health interventions designed to promote future orientation and vitality may beneficially influence quality of life and well-being.

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Mitchell, Kayla R., S. A. Nsamenang, Fuschia M. Sirois, Danielle S. Molnar, and Jameson K. Hirsch. "Financial Stigma and Health Quality of Life: Indirect Effects via Future Orientation and Affect." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/618.

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Hardie, Alison. "Eating disorders, body image and weight control life orientation teachers' knowledge, attitudes and behaviours." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/394.

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The apparent increase in the incidence of both anorexia nervosa and bulimia nervosa worldwide has resulted in a surge of interest in effective treatment, prevention programmes and health promotion. Health promotion and the primary prevention of eating and body image problems among young people, and in particular adolescents, is emerging as one of the most desirable achievements in contemporary health and nutrition education. Eating disorders usually have their origin during the teenage years, and as such, high schools provide useful sites for the implementation of prevention programmes. Educators can play an important role in the prevention of eating disorders and act as socialization agents who either reinforce or buffer the dominant societal discourses that shape young women’s views of themselves. There are calls, however, for caution in the design and implementation of school-based eating disorder curricula as school educators may inadvertently do more harm than good. It has also been suggested that female educators, as other women, are likely to possess a degree of normative discontent with their body shape and size, and that this dissatisfaction and negative beliefs about food may be unknowingly transferred to the learners within their care. The current study used an exploratory, descriptive research design to investigate the knowledge, attitudes and behaviours related to eating disorders, body image and weight control of a group of Life Orientation educators. A biographical questionnaire, a questionnaire designed for the purposes of the current research and two standardised paper-and-pencil questionnaires, namely the Body Shape Questionnaire (BSQ) and the Eating Attitudes Test (EAT), were administered to 50 female Life Orientation educators in the Nelson Mandela Metropole. A non-probability purposive sampling technique was used in the selection of participants and descriptive statistics were used to explore and describe the data. The results of the current research study indicated a lack of knowledge in those Life Orientation educators assessed regarding eating disorders and healthy diet. The results also indicated inaccurate knowledge amongst those educators assessed regarding effective and safe teaching practices of eating disorder pathology. The results of the two standardised questionnaires reflected an internalisation of the dominant societal ideals regarding weight and body shape, with 18% of the sample xi demonstrating attitudes and behaviours that could be indicative of eating disorder pathology of either clinical or subclinical proportions. Suggestions were made regarding future research and the need for further training of Life Orientation educators. Finally, the limitations as well as the value of the research were outlined.

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Karstens, Anne Christiane. "Towards an epistemological framework for a life orientation programme based on spirituality / Anne Christiane Karstens." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4359.

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Carruthers, William Keene. "Religious orientation in marriage and family therapy." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172913/.

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Mawani, Al-Noor. "Personality type and religious orientation in the religious and life satisfaction of Muslims and Christians." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57557.pdf.

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Whalen, Samuel Joseph. "The evaluation of contextualization of the Life Orientation Test - Revised to enhance validity in sport." Click here to access thesis, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/samuel_j_whalen/whalen_samuel_j_200701_MS.pdf.

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Thesis (M.S.)--Georgia Southern University, 2007.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Under the direction of Jonathan N. Metzler. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 37-45) and appendices.

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Macleod, Catriona, Dale Moodley, and Young Lisa Saville. "Sexual socialisation in Life Orientation manuals versus popular music: responsibilisation versus pleasure, tension and complexity." Perspectives in Education, 2015. http://hdl.handle.net/10962/d1018866.

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This paper compares two forms of sexual socialisation to which learners are exposed: the sexuality education components of the Life Orientation (LO) manuals and the lyrical content and videos of popular songs. We performed a textual analysis of the sexual subject positions made available in, first, the LO manuals used in Grade 10 classes and, second, the two songs voted most popular by the Grade 10 learners of two diverse schools in the Eastern Cape. Of interest in this paper is whether and how these two forms of sexual socialisation – one representing state-sanctioned sexual socialisation and the other learners’ chosen cultural expression that represents informal sexual socialisation – dovetail or diverge. Against a backdrop of heterosexuality and an assumption of the ‘adolescent-in-transition’ discourse, the main sexual subject positions featured in the LO manuals are the responsible sexual subject and the sexual victim. A number of sexualised subject positions are portrayed in the songs, with these subject positions depicting sex as a site of pleasure, tension and complexity. Although these two modes of sexual socialisation use different genres of communication, we argue that learners’ choice of songs that depict fluid sexual subject positions can help to inform LO sexuality education in ways that takes learners’ preferred cultural expression seriously and that moves away from the imperative of responsibilisation.

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Smit, Clive Walter. "Using personal orientation and career anchors to predict commitment and performance in life insurance salespeople." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/13450.

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Includes bibliographical references leaves 25-29.
The present study investigated the feasibility of using a specific set of personality dimensions, as measured by the Personal Orientation Profile (POP), and certain career anchors, to predict organizational commitment, job performance and tenure in life insurance salespersons. The Career Orientation Inventory (COI) and the Organizational Commitment Scale (OCS) were used to identify the respective career anchors and the commitment dimensions. A series of factor analyses confirmed the original OCS scale constructs, but not those of the POP and the cor. The factorial scales of the POP and COI were subsequently used in the remainder of the research. Intercorrelations and canonical correlation analysis revealed significant associations between the respective POP and COI subscales, but the relationship between POP and COI covariates was too weak for either scale to have any moderating effect on the other. These findings suggested that career anchors would have very little, if any, influence on personal orientation dimensions, and vice versa, in the prediction of criterion variables. A second canonical correlation indicated a significant relationship between the achievement-striving dimension of the POP and number of policies sold, but this association was too weak to be predictive any of the job performance criteria. Further investigation yielded no significant relations between career anchors and job performance. Likewise, no significant relationship was found between the any of the measuring scales and organizational tenure. The results of this study suggested that personal orientation and career anchors, as measured by the POP and COI respectively, are not stable predictors of job performance in life insurance salespeople. Both the POP and the COI were found to be lacking in construct validity and, as a result to confirm the existence of predictive qualities. Further research is required, using larger and different samples, before any conclusions can be drawn regarding the predictability of these instruments. Two major conclusions can be drawn from this study. Firstly, life insurance salespersons tend to be committed to the organization that provide them with both the opportunity to express their sense of service or dedication to life insurance sales, and the autonomy to do their job in an independent fashion. Secondly, of all the personality dimensions, achievement-striving or competitiveness appears to be the most stable and only valid predictor of job performance in life insurance salespeople. If the salesperson has the knowledge, skill and the opportunity to do the job, then it is purely effort or work ethic that distinguishes the achiever from the poor performer.

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Granoski, Aaron A., Emma G. Fredrick, Emily Clark, Sarah A. Job, and Stacey L. Williams. "Quality of Life and Drug Use at the Intersections of Gender Identity and Sexual Orientation." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8060.

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Sexual minorities, or those who do not identify as straight, face stigmatizing experiences which can lead to disparities in physical and mental health, as well as social and economic resources. Additionally, transgender and gender non-conforming (TGNC) persons, or those whose sex assigned at birth is not fully aligned with their gender identity, experience similar disparities related to stigma and lack of resources. The current study aimed to examine quality of life and drug use between TGNC and cisgender (or non-TGNC) individuals who all identify as sexual minorities to explore how being TGNC may further widen gaps in quality of life beyond sexual orientation. We examined four components of quality of life – physical, psychological, social, and environmental. Additionally, we examined frequency of use of various drugs as a component of quality of life and risk behavior. Within a sample of 213 sexual minorities, 63 (29.6%) identified as TGNC. Independent samples t-test were run to examine differences in quality of life Page 180 2017 Appalachian Student Research Forum and drug use between TGNC and cisgender participants. TGNC participants reported significantly lower physical quality of life (M=13.35, SD=2.97) than cisgender participants (M=14.99, SD=2.59), t(211)=-4.05, p<.001; lower psychological quality of life (M=11.24, SD=3.18) than cisgender participants (M=12.62, SD=2.99), t(211)=-3.04, p=.003; and lower environmental quality of life (M=15.41, SD=2.78) than cisgender participants (M=16.83, SD=2.94), t(211)=-3.25, p=.001. Additionally, TGNC participants reported higher use of sleep medications (M=0.87, SD=2.01) than cisgender participants (M=0.39, SD=1.29), t(210)=2.06, p=0.040; higher use of opioids (M=0.30, SD=0.98) than cisgender participants (M=0.05, SD=0.38), t(210)=2.66, p=.008; and higher use of barbiturates (M=0.03, SD=0.18) than cisgender participants (M=0.00, SD=0.00),t(211)=2.21, p=.028. These findings indicate that experiences related to gender identity may explain additional disparities in quality of life above and beyond those related to sexual orientation, and that future research should examine multiple identity characteristics when attempting to explain health disparities.

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Hensler-McGinnis, Nancy Felicity. "A qualitative study of changes in career orientation exploring the contributions of life meaning and role modeling/mentoring to women's life/career paths /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2090.

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Thesis (M.A.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Lee, Dong-Jin. "The effects of managers' cultural distance, ethnocentrism, and quality-of-life (QOL) orientation on program standardization /." This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-152058/.

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Carlsson, Samuel. "Från idrott till Life Orientation : - en kvalitativ studie om idrottsämnets ställning på en skola i Sydafrika." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31561.

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När Sydafrika blev en demokrati 1994 gjordes utbildningssystemet om. En del i de storaförändringarna var att introducera Life Orientation, ett nytt ämne från och med 1998.Forskning har visat att införandet av ämnet inte varit friktionsfritt, vilket bland annat berott påatt ämnet varit nytt och det varit brist på lärare med relevant utbildning för att undervisa i LifeOrientation.Syftet med den studie som gjorts var att ta reda på hur lärare på en High School (årskurs 8-12)upplever idrottsämnets ställning är på deras skola, mot bakgrunden att ämnet integrerats i LifeOrientation som ett av sex delområden. En kvalitativ forskning har genomförts medsemistrukturerade interjuver som metod. Resultatet i undersökningen visade utifrån de trefrågeställningsparametrarna; uppfattningar om ämnet, upplevelser av ämnet och åsikter om demateriella förutsättningarna, att lärarna upplevde att ämnets ställning var låg på deras skola.Nyckelord: Sydafrika, utbildning, Life Orientation, idrott och hälsa, ställning, status,upplevelser, materiella förutsättningar
When South Africa turned into a democracy in 1994, the educational system was alsoreformed. One part of the mayor changes was the introduction of the new subject LifeOrientation, starting in 1998. Research has shown that the launch of this new learning areawas not altogether smooth, partly due to its novelty in combination with the deficit ofeducators holding appropriate academic background to teach Life Orientation.The purpose of the conducted study was to find out how educators at a High School (year 8-12) experience the position of Physical Education (P.E) at their school, given that P.E hasbeen integrated into Life Orientation, as one out of six sub areas. Quantitative research hasbeen carried out, using the methodology of semi structured interviews. The result of the studyshowed, based on the three parameters of the query; values, perceptions and materialprerequisites pertaining the learning area, that educators experienced that the subject had alow position at their school.

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Yi, Tong-jin. "The effects of managers' cultural distance, ethnocentrism, and quality-of-life (QOL) orientation on program standardization." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/38049.

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Stoop, Albertus Abraham. "The relationship among financial risk propensity, life-goal orientation and stakeholder empathy of small business owners." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/79661.

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Small business success is key to economic growth in South Africa. Unfortunately more than 70% of start-up companies fail within the first five to seven years of inception. There needs to be a greater focus on the small business owner and their psychological decision making behaviour. The purpose of this study was to firstly, examine the relationship between life-goal orientation (extrinsic motivation, intrinsic motivation and impersonal) and financial risk propensity of small business owners. Secondly, to examine if stakeholder empathy is a mediator in the relationship between life-goal orientation and financial risk propensity and lastly, to examine the relationship between stakeholder empathy and life-goal orientation. Data was collected from 123 respondents through a survey. Correlation and regression analysis were performed in order to examine the hypotheses. The study did not find a relationship between life-goal orientation and financial risk propensity for this sample and therefore, no mediating role for stakeholder empathy could be examined. The results indicated a correlation between stakeholder empathy and intrinsic motivation, as well as stakeholder empathy and impersonal life-goal orientation. However, no correlation was found between stakeholder empathy and extrinsic motivation. The findings of this study emphasise the importance of context, demographics and environment of respondents when testing financial risk propensity, life-goal orientation and stakeholder empathy. The findings also suggests small business owners are generally more intrinsically motivated and empathetic towards stakeholders, which can have positive and negative effects on the performance of their company.
Mini Dissertation (MBA)--University of Pretoria, 2020.
pt2021
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

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Gisbert, Belén. "Validación del cuestionario Youth Life Orientation Test y su relación con variables psicoeducativas y de personalidad." Doctoral thesis, Universidad de Alicante, 2018. http://hdl.handle.net/10045/102781.

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Optimismo y pesimismo son dos de los constructos de la personalidad más popularmente utilizados. Quizás, las actuales exigencias sociales, económicas, familiares, políticas… llevan a entender y a ver el mundo desde perspectivas muy diferentes que en cierto modo, afectan a la propia manera de ser y actuar de la persona. Recientemente, desde hace unas décadas, optimismo y pesimismo se han convertido en foco de múltiples investigaciones que nos han proporcionado una extensa bibliografía (Chang, 2001; Ferrando, Chico y Tous, 2002; Vera- Villaroel, Córdova- Rubio y Celis- Atenas, 2009). De esta forma, ambos constructos parecen jugar un importante papel en el desarrollo del bienestar psíquico y físico de la persona (Brissette, Carver y Scheier, 2002; Chang, D’Zurilla, y Maydeu- Olivares, 1994; Peterson y Seligman, 1984), permitiendo predecir ciertas enfermedades como depresión o ansiedad o permitiendo analizar la propia satisfacción personal del individuo (Chico y Ferrando, 2008; Mroczek, Spiro, Aldwin, Ozer y Bossé, 1993; Robinson- Whelen, Kim, MacCallum y Kiecolt-Glaser, 1997). Además, otras investigaciones se centran en analizar los costes y beneficios de tener una personalidad optimista o pesimista (Golub, Gilbert y Wilson, 2009) o de estudiar la gran influencia que tiene el apoyo social para el desarrollo de ambos constructos (Vollman, Renner y Weber, 2007) así como también, el estudio del optimismo como predictor de diferentes estrategias adaptativas (Chico, 2002). Aunque el optimismo y pesimismo se desarrollan en la edad adulta (Chang y Sanna, 2001) poco se sabe acerca de cómo y cuándo aparecen ambos constructos en las primeras edades (Ey et al, 2005) y si se desarrollan más en niños o niñas. El hecho de no existir un gran número de estudios sobre optimismo y pesimismo en niños y niñas se debe en parte a la dificultad por definir los constructos desde los sentimientos de los más jóvenes, a la incapacidad de analizar optimismo y pesimismo como dos constructos distintos en un mismo continuo y a las problemáticas existentes en las propiedades psicométricas de diferentes test para adultos aplicados a niños. El test de medida para adultos Life Orientation Test- Revisado (Scheier y Carver, 1985) posee cualidades idóneas para el estudio de ambos constructos como elementos de un mismo continuo con una fiabilidad test-retest pero al ser aplicado a niños, se observa que esta fiabilidad disminuye considerablemente aceptando pues, que el cuestionario es inapropiado para niños. De esta forma y a partir de diferentes análisis y estudios, Ey y sus colaboradores (2005) propusieron una nueva escala psicométrica válida y fiable para población joven: Youth Life Orientation Test (YLOT) donde redujeron el número de ítems y los adaptaron a población mucho menor, de entre 8 y 12 años, con la finalidad de ser entendido. El hecho de no existir validación alguna en población española de este cuestionario hace que el presente estudio tenga como primer objetivo analizar la validez y fiabilidad del cuestionario YLOT en población española de edades comprendidas entre los 8 y 12 años con una traducción al español del mismo y además, establecer un modelo predictivo del alto o bajo optimismo y pesimismo a través del análisis de las atribuciones causales académicas, el afecto, la personalidad, la agresividad y el rechazo escolar. Por otro lado, otro de los objetivos más importantes de esta tesis es analizar quiénes somos más optimistas o pesimistas y sobre qué edades se es más optimista o pesimista (Kassinove y Sukhodolsky, 1995; Stipek, Roberts y Sanborn, 1984).

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Arendse, Agnetha. "The grade 11 life orientation curriculum: towards preparation for active citizenship in a democratic South Africa." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4314.

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Philosophiae Doctor - PhD
The general aim of this study was to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democratic South Africa. The main research question that the study addresses is: To what extent does the Grade 11 LO curriculum prepare learners for active citizenship in a democratic South Africa? The main objective of the study is to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democracy in the South African context. Even though democratic structures and participation forms a small component of the broader topic of active citizenship in the Grade 11 LO curriculum, the study examines the public participation initiatives of Parliament, as a democratic structure with the intention to increase active citizenship in a democratic South Africa. The theoretical framework of this study considers Paulo Freire's educational theory in the context of critical theory and models of public participation in preparation for active citizenship. As such, the literature was used in order to come to an understanding of concepts relating to active citizenship in a democracy, the concepts, namely, "education for "public participation‟, "citizenship‟, "democracy‟, "inclusivity‟ and "human rights‟. The study adopted a mainly qualitative research approach to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democracy. In order to gain an in-depth understanding of learners' perceptions, a case study method was employed and data collection techniques included questionnaires and focus group interviews. The sample in this study comprised 461 Grade 12 learners, who completed the Grade 11 LO curriculum during 2012, and seven LO educators from five selected schools in Metro South Education District in the Western Cape. Even though the total number of participating educators was seven, four completed the questionnaires and four participated in the focus group interviews. The data collection process encompassed three phases. Phase one included a literature review and document study. Phase two included the administration of questionnaires and phase three included the facilitation of focus group interviews. Thematic and document analyses were applied in order to undertake a detailed examination of documents and interviews.

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Sebastian, Rachel A. "Child Care as ‘Concerted Cultivation’: Parenting Orientation and Child Care Arrangements for Preschoolers." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204745653.

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Rooth, Edna. "An investigation of the status and practice of life orientation in South African schools in two provinces." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_3779_1177915500.

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The study aimed to investigate the status and practice of life orientation in South African schools. Life orientation is a quintessential new learning area, introduced as part of curriculum transformation in South Africa, and is intented to equip learners with the knowledge, skills, values and attitudes for successful living and learning. Preliminary observations suggested that life orientation has not been optimally implemented in schools, and the low status legacy of life orientation's constituents added further impetus to the rationale for the study.

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Fatoba, Abiodun Folakemi. "Evaluation of the impact of HIV/AIDS Life Orientation Prevention Programme in a Cape Town High School." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4572.

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Magister Educationis - MEd
The rate at which the spread of human immunodeficiency virus/auto immunodeficiency syndrome (HIV/AIDS) is increasing in the world has brought with it the realization that the disease is more complex and extensive than imagined. The alarming increase in the rate of infection combined with the fact that researchers have not found a cure has considerable socioeconomic implications. The peculiarity of HIV/AIDS, has caused almost all countries of the world to introduce different types of intervention programmes for the youth in order to reduce or eradicate the disease. South Africa, being one of the countries in the world that has the highest number of people living with HIV/AIDS, has introduced a Life Orientation Programme (LOP) into the school curriculum as a preventive measure. HIV/AIDS prevention programmes as part of the LOP are designed to increase the knowledge and skills of youths in order to adopt and maintain good sexual behaviours that can virtually eliminate the risks of becoming infected with the HIV. This study evaluates the effectiveness, efficiency, relevance and impact of LOP on the sexual behaviours of the learners in a high school in Cape Town. The study was motivated by the fact that, despite the introduction of different intervention and prevention programmes in high schools, there seems to be no significant reduction in the spread of HIV/AIDS among the youths. In order to make this evaluation worth the while, four instruments, (questionnaires, semistructured interviews, a classroom observation schedule and a test), were used in the study with the consent of the participants and the school authorities. The participants (the teachers and learners) were contacted independently by an educator who was introduced to me by the principal, so that the researcher would not influence the information provided.

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Adewumi, Toyin Mary. "An investigation into the implementation of the life orientation curriculum in selected Fort Beaufort district high schools." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/541.

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The challenges of implementing the curriculum for the Life Orientation learning areas in the National Curriculum Statement have been a matter of concern for South African schools. This study sheds light on the implementation of the LO curriculum in selected high schools in the Fort Beaufort District, in the Eastern Cape Province in South Africa. The study adopted a qualitative approach and used face-to-face interviews, focus group interviews, classroom observation and document analysis to collect the data. The purpose of the study was to investigate the implementation of the Life Orientation curriculum in high schools in the Fort Beaufort District. Six high schools from the six clusters in the Fort Beaufort District were purposively selected to form the focus of the study. The participants were six principals, six LO teachers and thirty-six learners. The study revealed that lack of adequate teaching and learning materials in schools affected the implementation of the curriculum. Inadequacy of teaching and learning materials affected both the teachers and learners as they sought to make up for the shortages of teaching and learning materials by sourcing for local materials like news paper and magazine. In some of the schools, teachers made photocopies of textbooks for learners which could be time consuming and added to the teachers‘ workload. The study found that some of the teachers were frustrated because of the lack of adequate teaching and learning materials in LO. The results also revealed that the majority of the teachers had the Advanced Certificate in Education (ACE LO) qualification and/or an undergraduate qualification in Psychology, which are basic requirement for teaching LO, while the others had general teaching qualifications in other subjects. It was found that many learners were positive about LO, but it could not be proven that learners meant all their positive responses as it seemed that learners‘ responses were too good to be true. However, the results showed that learners had at least been taught and were aware of the consequences of the social problems like teenage pregnancy, drug abuse and HIV/AIDS that affect them. Some of the challenges that teachers encountered in the implementation of the Life Orientation curriculum were also highlighted in this study. These include; lack of adequate training which some of the teachers complained did not allow them to handle some topics like career choice and religious education as they should. Some of the teachers also stated that their culture and belief did not permit them to share some LO topics with their learners. There was also the challenge of learners turning against things taught in LO class. The study found that the support and monitoring put in place for LO teachers are in the form of documents such as subject guides, textbooks and sometimes funds to take learners out on outdoor activities, extra teachers to lessen the teachers‘ burdens, advice, workshops and training. There is course moderation where teachers‘ and learners‘ files are marked. In some of the schools where monitoring is carried out, it starts with the Heads of Departments (HODs) and ends with the principal. Many of the schools do not monitor the teaching of LO because of the trust the principals have in the teachers and challenge of school size. Class visits is prohibited by South African Democratic Teachers‘ Union. The subject is not being handled properly despite its importance in helping learners to be adequately guided towards positive self-concept formation, the realisation of their potential, and enabling them to protect themselves from various forms of social violence and abuse, and this in turn would make the society safer.

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Cohen, Avraham. "Attending to the inner life of an educator : the human dimension in education." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/63.

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My dissertation is a selection of essays that reflect upon human potential, particularly but not exclusively, within educational environments. I offer theory and practices that suggest that under the right conditions educators and students will move towards the far reaches of their own creative capacities. I offer my own experience and practice as an exemplar of possibilities. I make proposals about educators and education of educators that represent a paradigm shift from centralizing curriculum and content to focusing on care, nurturance, subjective and inter-subjective understanding, and development of educators. The reader is invited to see educators as central, and is encouraged towards the possibility that educators must be supported, encouraged, and cared for in order to support emergence of their vitality, first for themselves and subsequently for students. I outline an approach that puts human beings in educational environments first in practical and specific ways. Integration of personal experience and curriculum material is explicated. The importance of personal inner work for educators is highlighted. Inner Work is characterized as a personal and spiritual process. The claim that educators need to have group facilitation skills is made and evidence offered. Philosophical and theoretical background from education, eastern and western philosophy, humanistic and transpersonal psychology, process-oriented methods, and counselling psychology are drawn upon. The approach is holistic and systemic. The human is viewed as important but not separate from other living beings or the environment. The values of presence, care, and deep democracy underlie the ideas. The importance of relationality and I-Thou connection are explicated. The writing and research draws on a variety of qualitative approaches, including, living inquiry, autobiography, and self-study, as well as conceptual, narrative, poetic, auto-ethnographic, heuristic, and analytic methods. The material, personal, and ephemeral are investigated as integrated parts of the Dao-Field of education and life.

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Ibos, Guilhem. "Orientation volontaire de l'attention visuelle chez l'homme et le macaque Rhésus." Phd thesis, Université Claude Bernard - Lyon I, 2009. http://tel.archives-ouvertes.fr/tel-00653876.

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L'attention visuelle est un phénomène primordial pour la perception visuelle de notre environnement. Elle correspond à l'ensemble des mécanismes qui permettent la sélection d'information visuelle dans le but de la traiter en particulier. Lorsque volontaire, son orientation est considérée comme lente, contrairement à l'orientation de l'attention visuelle involontaire, qui est rapide et réflexive. Grâce à une étude de psychophysique humaine, nous montrons que le déplacement volontaire de l'attention est rapide mais qu'un ensemble de processus cognitifs ont jusqu'à présent masquer ce phénomène.Au niveau cérébral, l'orientation de l'attention visuelle est sous tendue par un réseau d'aires,impliquant le champ oculomoteur frontal (FEF) et l'aire latérale intrapariétale (LIP). En enregistrant l'activité unitaire des neurones de ces 2 aires de 2 macaques Rhésus impliqués dans une tâche de détection de cible nécessitant l'orientation volontaire de l'attention visuelle,nous montrons que ces 2 aires jouent un rôle différent. Ainsi FEF semble impliqué dans l'orientation des capacités attentionnellles et représente également la sélection de l'objet important. LIP n'est pas impliqué dans l'orientation de l'attention visuelle, en revanche, ses neurones présentent une réponse cognitive spécifique de la détection de la cible. Nos résultats suggèrent que FEF contrôle l'orientation volontaire de l'attention visuelle alors que LIP sert à la détection de la cible.Qui plus est, nous montrons l'existence dans FEF d'une nouvelle classe de cellules impliqués dans le contrôle exécutif des fonctions cognitives et notamment attentionnelles

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Marumo, Lesang Philadelphia. "The impact of in-service educator professional development programmes on grade 10 life orientation educators / Lesang Philadelphia Marumo." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8253.

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The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

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Kutu, Mercy Olajumoke. "Feminist perspectives on integration, progression and infusion as principles of curriculum design in life orientation / Mercy Olajumoke Kutu." Thesis, North-West University, 2013. http://hdl.handle.net/10394/8712.

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This study explores teachers' beliefs, views and experiences of the design principles of integration, progression and infusion in the Life Orientation (LO) curriculum at the Intermediate Phase level. Integration, progression and infusion are integral to the South Africa Curriculum Statement and the LO curriculum in particular, as they serve the connection, sequence and technique of linking different learning contents. The aims of the study were: (i) to determine to which extent if any can the principles of feminism be used to influence curriculum integration, progression and infusion in the LO curriculum; (ii) to use different theories of feminism to enhance our understanding of curriculum integration, progression and infusion in the LO curriculum; (iii) to determine teachers' beliefs and experiences of curriculum integration, progression and infusion in the LO curriculum. To achieve these aims, on a theoretical level, I synthesised and analysed different theories of feminist discourses into different themes such as location, caring relations, knowing and thinking. These themes were related to the principles of curriculum integration, progression and infusion and these were used as a frame of reference to make suggestions on the various ways to enhance LO teachers' classroom practice of integration, progression and infusion at the Intermediate Phase. Empirically, I explored the LO teachers' views, beliefs and experiences. Consequently, I situated the study in an interpretative paradigm. I used qualitative research design and methodology with a phenomenological approach, by means of unstructured interviews, classroom observations and focus-group interviews. Three primary schools were purposefully selected for the study. The three principals of the schools were interviewed for the unstructured interviews while nine teachers were interviewed in three focus groups. To strengthen the interviews, I observed nine LO classrooms. The data that I generated as a result of the study were analysed by means of content analyses. The themes that emerged were categorised into different classes, namely: lack of adequate consultation, learning content repetition, learning content outdatedness, learning content irrelevancy, among others. It was deduced that these themes which formed the participants' experiences of integration, progression and infusion in the LO curriculum were arrived at as a result of their inherent approach which was described as a one-dimensional approach. A one-dimensional approach is that which stipulates a step-by- step approach to the design of curriculum. The Multi-dimensional approach embedded in multiple realities underpinning feminist discourses was suggested as an alternative. A multi-dimensional approach to the design of the curriculum includes the active contribution of various individuals to curriculum design.
Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013

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Jenkins, Msawenkosi Wiseman. "Curriculum recontextualising using gardens for the health promotion in the life orientation learning area of the senior phase." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003368.

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With a view to understanding how curriculum is interpreted at classroom practice level, the study examined three stories of how the environmental discourse of the National Curriculum Statements (R-9) was recontextualised using school gardens in the Life Orientation Learning Area for the Senior Phase. To understand how the curriculum is recontextualised, I used Bernstein's theory of recontexutalisation where he explained how official pedagogic discourse (OPD) (in this case the environmental discourse is first delocated once it is transferred from the field of production (FOP) and relocated in the recontextualising field (where teacher educators and departmental officials mediate the discourse) and in the field of reproduction (FOR) which is the classroom and school. Bernstein explained that as the discourse is delocated and relocated it undergoes transformation. This transformation is influenced by practitioners' prior-knowledge, experience, culture and beliefs and other factors. To understand how transformation of the environmental discourse takes place, Bernstein's conceptual constructs of selective appropriation and ideological transformation were applied to an interpretation of three lesson processes, to explain how the discourse was changed. Each lesson was reviewed in terms of the selective appropriations and ideological transformations which took place. All three of the lessons observed took place in one school, and as such the study is designed as an interpretive case study where I have tried to make meaning from a rich, thick description of a specific case context. The school is located in Bizana, one of the villages in the O.R. Tambo District Municipality in the Eastern Cape Province,, and is currently in the process of implementing South Africa’s new National Curriculum Statement (NCS) like all other schools in South Africa. In conducting the research I observed lessons, interviewed the learners and teachers, and a community member and the manager of the SANBI greening project, and I also analysed documents which included the NCS for Life Orientation, and teachers planning documents and learners work produced in the lessons. I started the study by conducting a document analysis of the NCS, through which I identified dimensions of the Official Pedagogic Discourse. This was used as a framework to review the lessons to understand how the OPD was being recontextualised. The study concludes by discussing the key findings of the study in the form of a set of analytical statements. Some of the findings indicate that teachers have not been given adequate training for understanding and implementing the NCS which affects the recontextualisation process. The study shows that there is a dire need for professional development if the OPD is to be interpreted adequately by teachers so that its implementation at the meso and micro- levels becomes clear and effective.

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Phokane, Maphupha Daniel. "Educators' and learners' experiences of parental involvement in creating a positive climate for the teaching of Life Orientation." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25822.

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Research studies emphasize the need for a supportive educator-parent relationship in promoting teaching and learning in Life Orientation. This study is based on the assumption that educators are supposed to supplement the teaching of values by building on what parents have already taught at home and this means that learners need the support of their parents in their academic achievement especially in Life Orientation. The aim of this study is to explore the role that educators and learners expect parents to play in creating a positive climate in the teaching of Life Orientation. A qualitative approach was applied in this study in order to get in-depth information about the experiences of educators and learners of parental involvement in creating a positive climate for the teaching of Life Orientation. The researcher collected data through semi-structured interviews from four Life Orientation educators and Grade 10 learners from two Secondary schools at Phokoane Circuit. The data was analysed resulting with themes and sub-themes. The researcher ensured that data collected enhance trustworthiness. Both educators and learners experienced minimal parental involvement in the teaching of Life Orientation. They both recommended partnership, openness and regular meetings amongst partners for effective teaching of life orientation.
Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted

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Fernström, Mikael. "Hälsa inom ämnet Life Orientation : En studie om hälsoundervisningen inom ämnet Life Orientation i en gymnasieskola i Kapstaden." Thesis, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66385.

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I det svenska ämnet Idrott och Hälsa fokuserar undervisningen om hälsa främst på att medvetandegöra den fysiska aktivitetens påverkan på hälsa. I Sydafrika undervisas istället hälsa ur ett bredare perspektiv, inom ett ämne som kallas Life Orientation, där fler faktorer än enbart den fysiska aktivitetens påverkan belyses. Syftet med denna studie är att beskriva hur undervisningen inom ämnet LO på en gymnasieskola i Kapstaden, Sydafrika går till samt undersöka elevernas upplevelse av vad undervisningen bidrar med till deras syn på hälsa. Data har samlats in under en tre veckor lång praktiknära vistelse genom två kvalitativa metoder, fokusgrupper med elever och observationer i klassrum. Undersökningen genomfördes i ett arbetarklassamhälle kallat Ocean View, där de socio-ekonomiska förutsättningarna kan beskrivas som låga. Resultatet visar ett ensidigt undervisningsmönster samt beskriver delar av vad eleverna anser att de lär sig om hälsa inom ämnet. På resultatet appliceras sedan en bioekologisk hälsomodell för att försöka förstå elevernas upplevelse av vad undervisningen bidrar med till deras syn på hälsa.
The education regarding health in the Swedish subject physical education mainly focuses on the influence of physical activity in relation to health promotion. In South Africa, health education is mediated in a wider perspective within the subject Life Orientation, where more influences than physical activity are considered. The purpose with this research is to describe how the education regarding health within the subject LO at one high school in Cape Town, South Africa, works and to study the learners’ perception of what the education are contributing with to their view on health. Data have been collected during three weeks through focus groups (consisting of the learners) and observations within the classroom. The research was conducted in a working-class area, called Ocean View, where the socioeconomic factors can be described as low. The result is showing a one-sided teaching approach and it also describes parts of what the learners´ claim that they learn regarding health in LO. A bioecological health model will then be applied on the result, trying to understand and enlighten the learners´ perception of what the education are contributing with to their view on health.

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Toddun, Susan. "The learning area life orientation within outcomes-based education." Thesis, 2000. http://hdl.handle.net/10500/16211.

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The introduction of Outcomes-Based Curriculum 2005, has meant that the learning area of Life Orientation has undergone significant changes. These changes encompass both the scope of the learning area of Life Orientation, and the implementation of Life Orientation. The aim of this investigation has been to examine the implications of Outcomes-Based Curriculum 2005, for Life Orientation as well as to propose a method of assisting this implementation. The training of facilitators has met with mixed results and there is still confusion surrounding Curriculum 2005, and the learning area of Life Orientation. The development of an implementation model was therefore proposed and developed to assist Life Orientation facilitators to make the transition from a theoretical understanding to the practical implementation. The results of the study determined that the facilitators were overwhelmingly in support of the implementation model. They found it provided a logical and comprehensive framework, which would be helpful in assisting them with planning their learning programmes. In order to understand more fully the effectiveness of the implementation model in the classroom reality, it will however be necessary to undertake a study over a longer term with participating facilitators. A number of other issues also were investigated as part of this study. From this it was determined that facilitators feel they require more training to implement an Outcomes-Based appro'ach particularly with regard to assessment. Facilitators have also not yet fully understood what constitutes the learning area of Life Orientation, nor their tasks as a facilitator.
Psychology of Education
D. Ed. (Psychology of Education)

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Ji, Wenting, and 季雯婷. "On Life Orientation and Shaping Strategy of Literatiin The Scholars." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/91809993341959365269.

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碩士
國立臺灣大學
中國文學研究所
103
This thesis analyzes the literati writing in The Scholars with an approach combined with close reading, text analysis and application of critical theory. It makes a comprehensive exploration of life orientation and shaping strategy of literati figures represented in the novel. This thesis mainly focuses on the following questions: how do literati make their life orientations and self-affirmation through the interactions with historical and geographical environments? How do they determine their ways of life and try to stick to them? How do they recognize themselves and the situation they are facing? What kind of attempts they have made to construct their images? As one of those literati, what are the author Wu Jingzi’s real concerns by writing literati figures and their stories? With a genre of novel, The Scholars has the advantages to represent literati activities in vivid scenarios, which makes the interactions of environments and the literati figures much more obvious. Therefore, this thesis chooses to discuss the above question from three different dimensions: historical models, spatial environments and life experience. As such, a coordinate axis consist of these three dimensions has been set up, which makes it possible to observe the diversity of choices and their final results of the literati figures in the novel. This Thesis is divided into five chapters. The first chapter is “Introduction.” It states that this research is inspired by the writing feature of The Scholars, which particularly focuses on the career of literati. The second chapter is “The Pursuit of Historical Model and Its Failure”. Following the historical clues inside of the novel, this chapter explores literati’s pursuits of historical models and the outcomes in two sections: first is “The Ideal Confucian Literati Models with Participation in the Society and Its Variation,” second is “Other Role Models and Their Deviations besides the Participation in the Society and the Eagerness of Being an Official.” The third chapter is “The Construction of Home and the Adjustment in the Travel.” Adopting the conceptions from humanistic geography, this chapter observes how literati make self-orientations and construct self-images during the interaction with the space around them. It includes two parts: first is “Place, Home and Affiliation” and second is “Travel, Knowledge and Identity.” The forth chapter is “The Misfortune and Suffering in the Lifetime.” Instead of the relatively outside clues of history and space as stated in the former chapters, this chapter focuses mainly on the narrative plots and settings of the life of literati characters. It consists with three parts: “Disaster,” “Illness” and “Death,” which give a comprehensive exploration of the influences on identity constructions brought by these misfortunes as well as the diverse response made by literati in the novel. The final chapter is “Conclusion,” which concludes the main points as discussed in the previous chapters and demonstrates the value of this research. This thesis follows three clues to observe the self-orientation and shaping of literati, whose approach is quite different from conventional researches. It provides a new prospective to this novel and expands the research possibilities. Especially the spatial and suffering experience, which can be rarely seen in the previous research, play an important role in literati’s self-orientation and identity shaping. This thesis discovers the author’s strong concentration on the problem of literati’s life orientations and shaping strategies. In this thesis, literati’s self-orientation is not limited to their career selections or the preference of officialdom or seclusion; in fact, more discussions are based on the touch of the inner world of literati, which presents the different choices made by literati: following ones’ heart to resisting the disturbance from the outside world, or adapting oneself to the environment, or a complicated combination of both. On the discussion of shaping strategy, this thesis implies that literati, as subjects, take advantages of existed resources such as historic concepts, spatial materials, and medical matters to construct their figures in front of other people or themselves. Although under the dialectical thinking of Wu Jingzi those efforts would not be achievable or even deteriorate into irony, the practice itself is much more productive compared to the doomed failure ending. This also raises the possibility of diverse thinking on the attitude towards literati identity as well as the main idea of the novel. By embracing those intentions, readers may get closer to this novel with a better understanding on its real concern to literati and the reality of its age.

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Milubi, Khathutshelo Jeanet. "Planning and presenting life orientation lessons for intermediate phase learners." Diss., 2014. http://hdl.handle.net/11602/153.

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Chen, Chiyang, and 陳啟揚. "The Study of the Retired Teacher’s Career Plans, Life Accommodation and Life Orientation in Nantou County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/68223388624854814198.

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碩士
南開科技大學
福祉科技與服務管理所
102
Increase the average life expectancy of the face , the attitude of the teacher retirement , retirement career planning, change performed by school students mainly to deal with housework, growth groups , religious beliefs or engage in farming and so on. "Towards the elderly aged society Education Policy White Paper" to encourage seniors " live to old to learn " , to an aging society lifelong learning , healthy, happy, self- dignity and social participation of four visions for retired teachers more important. This study aims to explore the country after the retired teacher retirement plan, vesting and spiritual life satisfaction and psychological, physiological actual demand , as well as advance planning and adaptation is now living situation . Based on the findings and propose a retired teacher living planning , adaptation and life satisfaction of the proposal , provide valuable reference . Suggested that the relevant education authorities , not preoccupied only on income replacement rates and electoral considerations to do with the operation , but should think about how to make a real activation retired teachers and retired teachers in the country to allow the growth of body and soul , to find again the value of life , reproduction elegance. This study used qualitative research depth interviews to explore based on references, interviews intended as a basis for the interview . Interview subjects in this study Nantou retired four retired teachers, including retired principal, director , leader and general teachers, and career planning for retirement before and after physical , psychological and social dimensions of the three interviews . Understand the difference between the ideal and the reality of the situation after retirement before retirement , etired teacher of life to adapt to the impact and adaptation, and coping in life orientation .

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Mosia, Dina Emely. "How secondary school teachers understand, respond to and implement life orientation." Thesis, 2011. http://hdl.handle.net/2263/28484.

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Life Orientation is a new learning area in the National Curriculum Statement. The Learning area promises to improve the quality of education for all the South Africans. This study was founded upon the Structural Curriculum Theory to investigate how secondary school teachers understand, response to and implement Life Orientation. Life Orientation is a core subject area according to the Department of Education. A total number of thirty six Life Orientation teachers form five secondary schools in different circuits in Gert Sibande Region in Mpumalamga Province participated in the study. Data was collected through the focus group, individual interviews and qualitatively analysed. The results revealed that teachers are frustrated, lack knowledge, understanding, has negative response and are ignorant in implementing the subject area in schools. Teachers lack sufficient support, not suffiently qualified, disregard the importance of the subject area, low status of the subject area, limited time allocation for the learning area. In the light of the results, recommendations are made with regard to the study on training monitoring and support of teachers. The Department of Education should increase school-based support visits and monitoring by district officials. These visits should be more intense and should include practical demonstrations of curriculum implementation. District officials must monitor progress by following-up previous visits. Heads of Department should exercise control and provide guidance with regard to curriculum implementation. Learning area teachers and the Heads of Department should be empowered by the Department of Education through scheduled workshops. Specific emphasis should be given to the interpretation and practical implementation of the learning area policy components. Heads of Department should deliberately create opportunities for Life Orientation staff to collaborate to exchange creative ideas and information that will improve teachers’ understanding and interpretation of the curriculum. Schools should acknowledge the status and importance of the learning area. Life Orientation should not be disregarded and deliberately allocated to ineffective teachers or to fill up gaps in the timetable of teachers. Teaching Life Orientation should not be imposed on teachers. Higher Education Institutions should have programmes that will prepare teachers as specialists in Life Orientation as a learning area. The Department of Education and Higher Education Institutions should actively recruit students to become specialists in Life Orientation as a learning area for better implementation of Life Orientation in South African schools.
Thesis (PhD)--University of Pretoria, 2011.
Early Childhood Education
unrestricted

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Dissertations / Theses on the topic 'Life Orientation (LO)'

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