Dissertationen zum Thema „Children – government policy – great britain“
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Newton, Michael John. „GCSE music : year nine and ten students' perceptions and enrolment intentions in relation to music education rationale and government educational policy“. University of Western Australia. School of Music, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0126.
Der volle Inhalt der QuelleRough, Elizabeth Kate. „Nuclear narratives in UK energy policy, 1955-2008 : exploring the dynamics of policy framing“. Thesis, University of Cambridge, 2012. https://www.repository.cam.ac.uk/handle/1810/252274.
Der volle Inhalt der QuelleHorne, Fiona. „Explaining British Refugee Policy, March 1938 - July 1940“. Thesis, University of Canterbury. History, 2008. http://hdl.handle.net/10092/1043.
Der volle Inhalt der QuelleHilton, Adrian. „Free schools : the role of Conservative and Liberal political thought in shaping the policy“. Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:961415dd-a137-4f0d-b8e7-1b1927835053.
Der volle Inhalt der QuellePowell, Rebecca. „British policy on human trafficking : the role of non-governmental organisations in seeking change“. University of Western Australia. Political Science and International Relations Discipline Group, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0193.
Der volle Inhalt der QuelleGoodwin, Mark. „Education governance, politics and policy under New Labour“. Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1771/.
Der volle Inhalt der QuellePhillips, Jenna Frances. „British policy during the Korean War 1950-1951“. Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648129.
Der volle Inhalt der QuelleDavies, Matthew William. „Elected Police and Crime Commissioners : an experiment in democratic policing“. Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:72bf870f-4ce8-4cf6-9e5c-5564d4273100.
Der volle Inhalt der QuelleBabij, Orest. „The making of Imperial Defence policy in Britain, 1926-1934“. Thesis, University of Oxford, 2003. https://ora.ox.ac.uk/objects/uuid:fb422556-884e-4d47-9705-92d9ff36181d.
Der volle Inhalt der QuelleMcLaughlin, Janice. „Discursive strategies within Thatcherism : family and market representations in its rhetoric and Community Care Documents /“. Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06302009-040329/.
Der volle Inhalt der QuelleThacker, Scott. „Reducing the risk of failure in interdependent national infrastructure network systems“. Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:02e7313c-0967-47e3-becc-2e7da376f745.
Der volle Inhalt der QuelleWilliamson, Adrian. „Conservative economic policymaking and the birth of Thatcherism, 1964-1979“. Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708031.
Der volle Inhalt der QuelleMoffatt, Rowena. „An appeal to principle : a theory of appeals and review of migration status decision-making in the United Kingdom“. Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:95a2afbc-835e-4de9-84b4-2e65598bfd4b.
Der volle Inhalt der QuelleWhitworth, Adam. „Work, care and social inclusion : lone motherhood under New Labour“. Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670080.
Der volle Inhalt der QuelleScott, Sarah. „British foreign policy towards Syria : its importance, its distinctiveness and its relations to the policy of other actors in the region“. Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/9903.
Der volle Inhalt der QuelleMakin, Dorothy. „Policy making in secondary education : evidence from two local authorities 1944-1972“. Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:f976f873-c5c2-493a-87ab-1fa7ef8e4e19.
Der volle Inhalt der QuelleCramsie, John R. „Crown finance and governance under James I : projects and fiscal policy, 1603-1625“. Thesis, University of St Andrews, 1997. http://hdl.handle.net/10023/14268.
Der volle Inhalt der QuelleHartridge, Stephen Paul. „Thatcherism and the restoration of governability“. Thesis, Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/80088.
Der volle Inhalt der QuelleMaster of Arts
O'Neill, Michael A. „Safe with us vs the sacred trust : policy change under Conservative government : health policy under Britain's Thatcher and Canada's Mulroney“. Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/78609/.
Der volle Inhalt der QuellePartos, Rebecca. „'Campaigning in poetry, governing in prose?' : the development of Conservative Party immigration policy in government and in opposition since 1945“. Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/68773/.
Der volle Inhalt der QuelleJeffares, Stephen Ruari. „Why public policy ideas catch on : empty signifiers and flourishing neighbourhoods“. Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/193/.
Der volle Inhalt der QuelleYang, Yin. „The economic geography of urban water infrastructure investment and governance : a comparison of Beijing and London“. Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:838a382b-a050-4467-9ec1-42923e0f5c56.
Der volle Inhalt der QuelleHull, Andrew J. „Passwords to power : a public rationale for expert influence on central government policy-making : British scientists and economists. c.1900-c.1925“. Thesis, University of Glasgow, 1994. http://theses.gla.ac.uk/1287/.
Der volle Inhalt der QuelleRose, David Christian. „Nature in a changing climate : knowledge and policy for conservation, England 1990-2011“. Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709441.
Der volle Inhalt der QuelleRedman, Lydia Catherine. „Industrial conflict, social reform and competition for power under the Liberal governments 1906-1914“. Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708257.
Der volle Inhalt der QuelleChung, Chik-leung, und 鍾藉良. „Privatization of public housing in Hong Kong: a comparison with the privatization of council housing in the UK“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B43894471.
Der volle Inhalt der QuelleStreet, Sarah. „Financial and political aspects of state intervention in the British film industry, 1925-1939“. Thesis, University of Oxford, 1985. http://ora.ox.ac.uk/objects/uuid:aeedf404-aa82-4a7e-a1b7-feb626ffff81.
Der volle Inhalt der QuelleÇetin, Elif. „Political debates, policy objectives and outcomes in British and Italian immigration politics, 1997-2010“. Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708065.
Der volle Inhalt der QuelleSheldon, Nicola. „School attendance 1880-1939 : a study of policy and practice in response to the problem of truancy“. Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:b7dc1538-a888-43b6-99e0-c57ab1567dc0.
Der volle Inhalt der QuelleBarry, John Richard. „Overspill and the impact of the Town Development Act, 1945-1982“. Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709166.
Der volle Inhalt der QuelleNorris, Maria. „Contesting identity and preventing belonging? : an analysis of British counter terrorism policy since the Terrorism Act 2000 and the selective use of the terrorism label by the British Government“. Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3348/.
Der volle Inhalt der QuelleVo, Quyen. „The scope of British refugee asylum, 1933-93“. Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609586.
Der volle Inhalt der QuelleEiser, David. „Regional economics and constitutional change in the UK“. Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/26053.
Der volle Inhalt der QuelleLauro, Giovanna. „Preventing forced marriage : a comparative analysis of France and Great Britain“. Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:34224256-4817-49fb-8b4c-4e5e9acb708c.
Der volle Inhalt der QuelleLightowler, Claire. „Policy divergence and devolution : the impact of actors and institutions“. Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/16785.
Der volle Inhalt der QuelleNicholds, Alyson. „Building capacity for regeneration : making sense of ambiguity in urban policy outcomes“. Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3495/.
Der volle Inhalt der QuelleGoranova, D. „The impact of public funding on Olympic performance and mass participation in Great Britain“. Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/04ee3427-db50-45a2-944a-891c7e837842/1.
Der volle Inhalt der QuelleWeeks, Douglas M. „Radicals and reactionaries : the polarisation of community and government in the name of public safety and security“. Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3416.
Der volle Inhalt der QuelleTilley, Sara. „Ageing and mobility in Britain : past trends, present patterns and future implications“. Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/4471.
Der volle Inhalt der QuelleSehrawat, Samiksha. „Medical care for a new capital : hospitals and government policy in colonial Delhi and Haryana, c.1900-1920“. Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670191.
Der volle Inhalt der QuelleTanrikulu, Osman Goktug. „A Dissatisfied Partner: A Conflict - Integration Analysis of Britain's Membership in the European Union“. PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1064.
Der volle Inhalt der QuelleHall-Matthews, David Nicolas John. „Famine process and famine policy : a case study of Ahmednagar District, Bombay Presidency, India 1870-84“. Thesis, University of Oxford, 2002. http://ora.ox.ac.uk/objects/uuid:5e072387-d56c-496a-a90a-2ee2f31c29dd.
Der volle Inhalt der QuelleDunn, Nicholas Roger. „The castle, the custom house and the cabinet : administration and policy in famine Ireland, 1845-1849“. Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:e2df9d8d-27b3-4785-afce-453ec8984d21.
Der volle Inhalt der QuelleLeggett, Gemma. „A changing picture of health : health-related exercise policy and practice in physical education curricula in secondary schools in England and Wales“. Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/5757.
Der volle Inhalt der QuelleWasserman, Justin. „Democracy and disorder: Electoral violence and political modernisation in England and Wales, 1857-1880“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/1642.
Der volle Inhalt der QuelleSzeto, Siu-wai Jerry, und 司徒紹威. „An examination of the social policy content considered in the urban regeneration policy for Hong Kong: lessonsfor urban planning“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B43893715.
Der volle Inhalt der QuelleYiu, Wai-hang Jenny, und 姚惠嫻. „Sustainable development in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966706.
Der volle Inhalt der QuelleVan, Blerk Daryl Anthony. „The experiences of learning support unit managers and students in London“. Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50151.
Der volle Inhalt der QuelleENGLISH ABSTRACT: Following the United Kingdoms of Great Britain Government's commitment to social inclusion in the 1990s, dramatic changes have taken place in education policy. A large amount of time and money has been invested into the development of inclusive practices, one of the more recent programmes being the Learning Support Unit (LSU). The LSU programme is seen as a way forward for social inclusion and now it is playing a growing role in the context of national strategies to improve behaviour and attendance. As little evaluation research has been done, this study aims to verify good practice in relation to the guidelines set out by the Department for Education and Skills (DfES, 2002b) and identify whether the LSU programme is truly an inclusive model. Given the commitment to inclusive education the world over, this study also seeks to assess whether the LSU programme would work within the South African Inclusive Education and Training Policy. An interpretive approach was applied to the research undertaking a programme evaluation. The qualitative techniques of interviewing, observations and discussions were used for data collection. Interviews were conducted with LSU managers and their pupils, which were then triangulated with data obtained from observations, informal and focus group discussions. Using an interpretive approach allowed me to become immersed in the research process and develop an intuitive feel for the subject. This enabled more effective verification of good practice in use. Interpreting the experiences and beliefs of LSU managers and their pupils in the London Borough of Hillingdon has verified a range of good practices. It is particularly important that LSUs are an extension of, and fully integrated into, whole school behaviour policy. The LSU programme promotes social inclusion by offering in-school support to pupils with behavioural, social and emotional development needs. These needs are addressed through a short-term fixed period stay in the LSU while the pupils still engage in the curriculum and their reintegration back into class facilitated. The LSU programme could compliment the South African Inclusive Education and Training Policy by offering a viable programme to address challenging behaviour in an inclusive manner. In conclusion, the LSUs have proved to be effective in introducing social inclusion in schools. This is achieved through their uniqueness, which allows them to target the greatest needs in their school.
AFRIKAANSE OPSOMMING: Onderwysbeleid in die Verenigde Koninkryk het dramatiese veranderinge ondergaan ná die regering van die Verenigde Koninkryk se verbintenis tot sosiale insluiting in die negentigerjare van die vorige eeu. 'n Groot hoeveelheid tyd en geld is bestee aan die ontwikkeling van inklusiewe praktyke. Een van die jongste programme is die Leerondersteuningseenheid (LSE). Die LSE-program word gesien as 'n stap vorentoe in die rigting van sosiale insluiting en dit speel tans toenemend 'n rol in die bepaling van nasionale strategieë vir die verbetering van gedrag en bywoning. Aangesien min evalueringsnavorsing tot dusver gedoen is, beoog hierdie navorsing om goeie praktyk in die lig van die riglyne soos uiteengesit deur die Departement van Onderwys en Vaardighede van die Verenigde Koninkryk (DfES, 2002b) te ondersoek en om te vas te stelof die LSE-program 'n waarlik inklusiewe model is. Met inagneming van die verbintenis tot inklusiewe onderwys wêreldwyd, poog hierdie navorsing ook om te bepaal of die LSE-program binne die Suid-Afrikaanse inklusiewe Onderwys- en Opleidingsbeleid met sukses aangewend sou kon word. 'n Interpretatiewe benadering is gevolg met betrekking tot die navorsing waartydens 'n evaluering van die programme gemaak is. Die kwalitatiewe tegnieke van onderhoudvoering, waarneming en bespreking is gebruik vir die insameling van data. Onderhoude is gevoer met Leerondersteuningseenheid-bestuurders en hulle leerders, wat dan weer getrianguleer is met data wat uit waarnemings, informele besprekings en fokusgroep-besprekings verkry is. Die gebruik van 'n interpretatiewe benadering het die navorser in staat gestelom verdiep te raak in die navorsingsproses en 'n intuïtiewe aanvoeling vir die onderwerp te ontwikkel. Dit het doeltreffender verifikasie van goeie praktyk wat tans gebruik word, moontlik gemaak. Die interpretasie van die ervaringe en oortuigings van Leerondersteuningseenheidbestuurders en hulle leerlinge in die distrik Hillingdon, Londen, het bewys gelewer van 'n reeks goeie praktyke. Dit is veral belangrik dat die LSE-program 'n uitbreiding is van geheelskool- gedragsbeleid, en ook ten volle daarin geïntegreer is. Die LSE-program werk sosiale insluiting in die hand deur inskoolse ondersteuning aan leerlinge met gedrags-, sosiale en emosionele ontwikkelingsbehoeftes te bied. Daar word tydens 'n vasgestelde korttermynbywoning van die LSE na hierdie behoeftes omgesien terwyl die leerlinge steeds by die kurrikulum betrokke is en hulle heropname in die klas gefasiliteer word. Die LSE-program sou as aanvulling tot die Suid-Afrikaanse Beleid van Inklusiewe Onderwys en Opleiding kon dien deurdat dit 'n lewensvatbare program aanbied waardeur uitdagende gedrag op 'n inklusiewe wyse aandag kry. Ten slotte kan genoem word dat die LSE-program as doeltreffend bewys is by die invoer van sosiale insluiting in skole. Dit is vermag deur hulle eensoortigheid waardeur die grootste behoeftes in die besondere skool bereik kan word.
Kök-Kalaycı, İrem. „Politics of transparency : contested spaces of corporate responsibility, science and regulation in shale gas projects of the UK and the US“. Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:79f34c61-709d-44f1-ae1c-c298cd4cb07c.
Der volle Inhalt der QuelleBerger, Michael Andrew. „How resisting democracies can defeat substate terrorism : formulating a theoretical framework for strategic coercion against nationalistic substate terrorist organizations“. Thesis, St Andrews, 2010. http://hdl.handle.net/10023/889.
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