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1
Williams, Fiona. "Bicameral conflict resolution in an asymmetrical Parliament : nine case studies from the House of Lords, 1976-2012." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49211/.
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The House of Lords has been rising in profile in academic, political, and popular narratives. Whilst existing research has developed our understanding of the House of Lords and its role in bringing about defeats of the Government and the genesis and paths of amendments made within both chambers, there has been little distinction made between how the Lords brings about a defeat, and the Lords bringing about a defeat that is later overturned. Equally, the role of the Lords in amending a bill as a reviewing chamber, and amending one as a second chamber in its own right have not been separated. Research into comparable international examples has shown that this period between an amendment being moved and a defeat being sustained or overturned can define the bicameral relationship, and it is this area of the House of Lords relationship with the wider British political system that this thesis examines. This thesis studies the extent to which the Lords attempts and succeeds with amendments to bills, looking at the changes in both as the procedure known as ping pong progresses. It also examines the behaviour changes, both through debate language and through tangible voting turnout as, ping pong progresses to build up a picture of behaviour within the chamber. This thesis bridges the gap between the procedural single case study model and the large scale defeats and amendment tracing study model to show that the House of Lords has become a chamber that is driven more than ever by historical and political realities, as well as the political needs of the policy in question. This research argues that the House of Lords maintains a delicate balance between two roles, that of a second chamber which is performing a function complimentary to and distinct from that of the first chamber in passing legislation and that of a chamber that is aware of its somewhat uncomfortable position as a non-democratic institution, filled with non-directly elected members. Ultimately in the House of Lords, for ping pong to begin there is a need for strong feeling on the policy in question. The House of Lords ability to achieve its aims is measured in three points, first in its desired amendments to legislation, second in its actions as ping pong divisions progress, and the debates leading to them take place and lastly in the final degree of conciliation it achieves. In all three points, the role of self restraint has a positive role in achieving an outcome that is closest to the Lords original aims, whilst still allowing the Government's legislative programme and aims to pass. It is this understanding that allows the Lords to have the greatest influence over legislation, and perform a significant role.
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Urk, Felix van. "Function-focused implementation fidelity for complex interventions : the case of Studio Schools." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:5c73b308-efbf-48aa-91b1-f8c06b7eb885.
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This thesis is concerned with an initial assessment of the implementation of Studio Schools, a novel and highly flexible model of secondary education, in England. Responding to the methodological challenges towards evaluating a 'standard' national social programme that is encouraged to be adapted to context by local schools, the thesis also reports the development, operationalisation, and testing of a new approach towards the concept of implementation fidelity for evaluation science. The thesis commences by presenting the modern-historic foundations and challenges of the current English secondary education system that gave rise to Studio Schools, and describing the nature and objectives of the schools. This is followed by a discussion of the general challenges involved in the development and evaluation of complex social interventions and the specific challenges presented by the case of Studio Schools. The remainder of the thesis reports the development, use, and assessment of methods to overcome these challenges - with particular focus on evaluating implementation as part of process evaluations - as well as the current state of implementation in the schools. Delphi-inspired consensus methods were used in order to develop an explicit programme theory for Studio Schools where none previously existed, involving stakeholders in the theory specification process. The process demonstrated that stakeholders without a background in programme evaluation can agree to a specific and explicit theory of change after a programme was designed but prior to its evaluation. Next, a novel conceptual approach towards defining and measuring implementation fidelity was developed to translate a standard programme theory into flexible implementation measures. This approach focuses on the functions - or targeted change mechanisms - of a programme alongside its form of a given set of activities. Implementation measures were developed in the form of quantitative, paper-based questionnaires that were used to rate form- and function- focused fidelity of implementation of project-based learning (PBL) and personal coaching in schools on ordinal Likert scales. These measures were piloted and refined, and subsequently tested for their psychometric properties through the use of factor analysis in addition to established methods for determining the reliability of instruments in terms of internal consistency and inter-rater agreement. Findings show that it is feasible to monitor programme functions alongside form in process evaluations, and that the validity and reliability of measures based on this approach can be established using common psychometric methods. The measures developed earlier in the thesis were used by the doctoral candidate as well as teachers and students to rate the current state of implementation practices of PBL and coaching in Studio Schools was monitored over a period of four months in four participating schools. Ratings were based on observations made in-vivo or based on video- and audio recordings made during repeated visits to the schools. Quantitative implementation scores were calculated per rater group for PBL and coaching by aggregating ratings given to individual sessions, and were compared within and between schools. Spearman's correlation coefficients were calculated to assess correlation between form- and function-focused fidelity scores. The results of this study imply that implementation in Studio Schools likely varies substantially between individual schools and can be improved in all of them, but also suggest that the model could be evaluated for its effectiveness as long as implementation and process are carefully monitored. The additions of this thesis to the evaluation literature are considered, as well as its strengths and limitations and implications for practice and research.
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Koch, Insa Lee. "Personalising the state : law, social welfare and politics on an English council estate." Thesis, University of Oxford, 2012. https://ora.ox.ac.uk/objects/uuid:4335c11c-c0a5-44dc-bd15-5bbbfe2fee6c.
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This dissertation offers a study of everyday relations between residents and the state on a post-industrial council estate in England. Drawing upon historical and ethnographic data, it analyses how, often under conditions of sustained exclusion, residents rely upon the state in their daily struggles for security and survival. My central ethnographic finding is that residents personalise the state alongside informal networks of support and care into a local sociality of reciprocity. This finding can be broken into three interconnected points. First, I argue that the reciprocal contract between citizens and the state emerged in the post-war years when the residents on the newly built estates negotiated their dependence upon the state by integrating it into their on-going social relations. A climate of relative material affluence, selective housing policies, and a paternalistic regime of housing management all created conditions which were conducive for this temporary union between residents and the state. Second, however, I argue that with the decline of industry and shifts towards neoliberal policies, residents increasingly struggle to hold the state accountable to its reciprocal obligations towards local people. This becomes manifest today both in the material neglect of council estates as well as in state officials' reluctance to become implicated in social relations with and between residents. Third, I argue that this failure on the part of the state to attend to residents' demands often has onerous effects on people's lives. It not only exacerbates residents' exposure to insecurity and threat, but is also experienced as a moral affront which generates larger narratives of abandonment and betrayal. Theoretically, this dissertation critically discusses and challenges contrasting portrayals of the state, and of state-citizen relations, in two bodies of literature. On the one hand, in much of the sociological and anthropological literature on working class communities, authors have adopted a community-centred approach which has depicted working class communities as self-contained entities against which the state emerges as a distant or hostile entity. I argue that such a portrayal is premised upon a romanticised view of working class communities which neglects the intimate presence of the state in everyday life. On the other hand, the theoretical literature on the British state has adopted a state-centred perspective which has seen the state as a renewed source of order and authority in disintegrating communities today. My suggestion is that this portrayal rests upon a pathologising view of social decline which fails to account for the persistence of informal social relations and the challenges that these pose to the state's authority from below. Finally, moving beyond the community-centred and state-centred perspectives, I argue for the need to adopt a middle ground which combines an understanding of the nature and workings of informal relations with an acknowledgement of the ubiquity of the state. Such an approach allows us to recognise that, far from being a hostile entity or, alternatively, an uncontested source of order, the state occupies shifting positions within an overarching sociality of reciprocity and its associated demands for alliances and divisions. I refer to such an approach as the personalisation of the state.
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Jung, Tobias. "Networks, evidence and lesson-drawing in the public policy process : the case of Sarah Payne and the British debate about sex offender community notification." Thesis, University of St Andrews, 2005. http://hdl.handle.net/10023/14006.
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This thesis examines the public policy process. It explores the role of and relation between three concepts considered important in defining and shaping the making of policies: policy networks, evidence-use and policy transfer. It does this through examining a high profile and controversial area of public policy: the debate about sex offender community notification that resulted from the abduction and murder of eight-year-old Sarah Payne by a convicted sex offender in the summer of 2000. A case study methodology is employed, which includes interviews with key players and extensive documentary analysis. The study finds that none of the main concepts for understanding policy networks - iron triangles, issue networks, policy communities and advocacy coalitions - provide sufficient characterisation of the policy network involved in the 2000 community notification debate. Areas that these concepts do not fully address include the degree of choice participants have in getting involved in a policy network, the causes and processes of alliance building between network participants and the importance, characteristics and impact of organisational as well as personal links. Practitioner knowledge emerges as a major influence in policy making with different forms of evidence entering the policy debate in a strategic way - that is to support an argument. Factors that explain the influence of research evidence are its comprehensiveness, its perceived value for future policy debates on the same topic and the assumed integrity of the evidence-provider. The existing concept of lesson-drawing is found to focus too much on cases in which policy transfer has taken place. It is necessary to develop the concept further to explain situations in which lessons are drawn but where the idea of transferring a policy is dismissed. Finally, lesson-drawing is not limited to the substance of policies and practices but also includes lessons about tactics and processes.
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Wright, Sharon Elizabeth. "Confronting unemployment in a street-level bureaucracy : jobcentre staff and client perspectives." Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/259.
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This thesis presents an account of the roles played by social actors in the implementation of unemployment policy in the UK. Lipsky’s (1980) theory of street-level bureaucracy has been adopted, updated to the contemporary context of the managerial state (Clarke & Newman, 1997) and developed in the specific case of the Jobcentre. The analysis is based on data collected during an ethnographic investigation of one case study Jobcentre office in Central Scotland. The methods consisted of six months of direct observation, interviews with 48 members of Jobcentre staff, semi-structured interviews with 35 users and analysis of notified vacancies and guidance documents. The argument is that front-line workers re-create policy as they implement it. They do so in reaction to a series of influences, constraints and incentives. Users therefore receive a service that is a modified version of the official policy. Users do not necessarily accept the policy that they are subjected to. They do not identify with the new managerialist notion of customer service because as benefit recipients they are denied purchasing power, choice and power. Unemployment policy is not delivered uniformly or unilaterally because front-line staff are active in developing work habits that influence the outcomes of policy. Policy is accomplished by staff in practice by categorising users into client types. This is significant because staff represent the state to the citizen in their interaction. Users are also active in accomplishing policy, whether they conform with, contest, negotiate or co-produce policy. Understanding what unemployment policy actually is, and what it means to people, depends on understanding these social processes by which policy emerges in practice.
6
Kidd, Matthew. "Popular political continuity in urban England, 1867-1918 : the case studies of Bristol and Northampton." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/32132/.
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This thesis examines the transition between working-class radicalism and labour politics in two provincial English constituencies, Bristol and Northampton, between 1867 and 1918. By combining local case studies with a textual analysis of empirical material and a conceptual approach to ideology, it offers fresh insights into popular political change in late nineteenth- and early twentieth-century Britain. Its central argument is that, contrary to the prevailing historiography on labour politics and identity, a distinctive sense of class could shape working-class radical and labour strategies, languages, identities, and ideologies continuously between 1867 and 1918. In particular, it demonstrates that before the mid-1880s, working-class radical activists in Bristol and Northampton exhibited a non-adversarial sense of class that shaped their perceptions of the social order, their interpretations of radical ideology, and their relationships with both mainstream liberals and middle-class radicals. It also suggests that while working-class radicals came to use 'labour' to describe themselves and their organisations from the mid-1880s, this was primarily a rhetorical move rather than one reflecting a substantive change in their political identity. Over the next thirty years, labour activists in both Bristol and Northampton remained fiercely committed to the dominant strategy, the non-conflictual conception of class, and the political ideology that had long shaped local working-class radical traditions. In these constituencies, the Victorian tradition of working-class radicalism left an indelible mark on twentieth-century labour politics. This study has important implications for our understanding of political and ideological change in modern Britain. Firstly, confirming the existence of a decidedly working-class radical movement makes it easier to understand the rise of a class-based labour politics in late Victorian Britain without having to account for either discontinuities in popular politics or the re-emergence of a dormant class consciousness within the British working class. Secondly, establishing a line of continuity between working-class radicalism and later labour politics helps us to explain some of the tensions that characterised progressive politics in the Edwardian era. Finally, seeing working-class radicalism as a distinctive ideology with its own conceptual framework enriches our understanding of non-liberal progressive thought in the late nineteenth and early twentieth century.
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Portin, Bradley S. "Primary headship in a time of systemic change : conceptions of leadership : case studies of three Oxfordshire primary headteachers." Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:a7bc8ed0-ae19-41b9-be25-9d75025e1185.
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The primary headship in England and Wales is in a time of fundamental change and increasing expectations. The influences of recent education acts, and forces, such as choice, parent and governor participation, and increasing LMS responsibility have contributed to a changing headship context. The relative paucity of research which develops a qualitative understanding of primary headteacher perspectives lends an imperative to this qualitative study. A number of central research questions are posed to explore headteacher conceptions of leadership, the influential forces which shape those conceptions, and the context of primary school development. Particular attention is paid to the influence of reflective practice and critical theory as a contribution to professional development. The literature review examines the historic and thematic development of 20th century leadership and management theory. Particular emphasis is placed on what has been termed 'transformational leadership' and the influence of 'reflective practice' in professional development. A case is made for substantive differences between leadership and management, with leadership forming the central core of the study. The data sources were case studies of three perceived 'effective' Oxfordshire primary headteachers; the headteachers represented an opportunity sample of large, multiplestaff primary schools. Semi-structured interviews represented the primary data source, however a breadth of methods were used to form a 'thick' description of the headteacher and school ethos. The repertory grid technique was utilised to illuminate the central constructs which guided the headteachers' conceptions of leadership. Findings from the study are grouped in three areas. The findings suggest headteacher conceptions of leadership were largely idiosyncratic and person-oriented. In addition, a mixed nominal understanding of the terms 'leader' and 'manager' was expressed by the participants. It was found that the headteacher's conception of leadership were influenced by the transitional nature of the headship role. Greater responsibility for LMS, and other governmental forces were indicated as strongly shaping factors. Findings point to the espousal of a number of transformational views, and all headteachers used language of reflective practice to describe a number of the professional development goals of the school. A sense of 'critical' reflection was also present, especially as schools prepared for inspection. The study concludes by discussing the implications for leadership theory and the suggestions for further research in area of headteacher development and evolving conceptions of leadership.
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McEachern, Charmaine. "Down on the farm : soap opera, rural politics and Thatcherism." Title page, table of contents and synopsis only, 1990. http://web4.library.adelaide.edu.au/theses/09PH/09phm141.pdf.
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Fowler, Denise. "Social distinction and the written word : two provincial case studies, Warwick and Draguignan, 1780-1820." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/56232/.
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This is a comparative study of two countries, England and France, two county towns, Warwick and Draguignan, and two families of the trading-manufacturing sort. It argues that, during the period around 1780-1820, the acquisition of a certain form of education, which included an emphasis on fluent reading, writing, and grammar. preferably Latin grammar, became as important as the acquisition of capital. This cultural capital gave its new owners a self-perceived distinction which allowed them to consider themselves and to be considered by others as different. Even if local, regional, and national differences are taken into account, this comparative study shows that this new perception developed as a transnational phenomenon, a form of culture sallS jrolltieres, even during the times of enmity and almost uninterrupted wars between Britain and France which characterise this period. This process had begun earlier in the eighteenth century, when the idea of a public opinion and its premise of equal interaction amongst its proponents was 'invented'; but it was facilitated by the French Revolution with its legacy of the notion of equality, and therefore of the importance of communication in forging democracy. The written word was the chosen means to achieve this. It is argued that this distinctive culture, in the production and consumption of which women played a considerable part, gave voice and a social and political consciousness to those who began to see themselves as the 'middle class'.
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Agostini, Daniele. "Promoting Outdoor Cultural Heritage Education with Mobile Mixed-Reality Learning Tools : Two Case Studies in Italy and Great Britain." Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H054.
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Le doctorat étudie l'impact des nouvelles technologies sur la transmission et la promotion du patrimoine culturel sur les élèves des écoles primaires afin de démontrer l’importance d’une pensée éducative qui allie ‘histoire’, culture visuelle et 'technologie'. Deux études de cas à partir de deux « corpus » distincts ont permis de conduire deux expérimentations in situ : l’architecture antique en Italie à Vérone et le jardin paysager du XVIIIe siècle en Angleterre à Hestercombe. La cotutelleété encadrée par un spécialiste italien du story-telling éducatif en réalité augmentée (Prof. Corrado Petrucco, Padoue) et un spécialiste français des jardins et du paysage dans la culture britannique des Lumières (Prof.Laurent Châtel, Lille). Il ressort de l’étude que l’apprentissage par réalité mixte mobile (Augmented and mixed Reality Mobile Learning) est particulièrement pertinent.L'apprentissage mobile est né dans les années 80 lorsque l'ordinateur portable (sommet de la technologie de l'époque) a été introduit dans la classe sur une base expérimentale. Puis sa popularité est venue à la fin des années 90 grâce à des programmes éducatifs expérimentaux pour explorer le potentiel éducatif du PDA (Personal Digital Assistant). Depuis le milieu des années 90, on a pu identifier trois principales phases de l'apprentissage mobile, qui ont trois approches paradigmatiques différentes : les outils, l'apprentissage en dehors de la salle de classe, la mobilité des étudiants. Le rôle de l'enseignant devient plus fondamental encore : l’utilisation d’une application sur tablette ne vise pas à remplacer la guide ou l’éducateur culturel, mais à compléter et à enrichir la visite. Du point de vue pédagogique,l'accent sera mis sur une approche constructiviste de l'enseignement et l'apprentissage qui va stimuler les étudiants à devenir des citoyens actifs, bien conscients de leur identité historique : en tant que personnes informées et responsables, elles sont en meilleure mesure de préserver leur patrimoine. Danssa publication " Cultural Heritage Counts for Europe (CHCfE) Vers un indice européen pour le patrimoine culturel", le Conseil de l'UE des ministres européens considère le patrimoine comme une "ressource stratégique pour une Europe durable" et une source importante de créativité et d'innovation, qui génère de nouvelles solutions aux problèmes, tout en créant des services innovants - allant de la numérisation des biens culturels à l'utilisation de la technologie de la réalité virtuelle de pointe - dans le but d'interpréter les espaces et les bâtiments historiques et les rendre accessibles aux citoyens et aux visiteursThe thesis studies the impact of new technology on the transmission and promotionof heritage on primary school pupils in order to demonstrate the importance of an alliance between history, visual culture and technology. Two case studies with two distinct types of corpus generated two experiments in situ: ancient architecture in Verona (Italy) and eighteenth-century landscape garden at Hestercombe (Britain). Verona and Hestercombe are two sides of the same patrimonial coin. The cosupervisionwas done under a specialist in digital storytelling of history, Corrado Petrucco (Un. of Padua) and one in eighteenth-century garden and landscape history, Laurent Châtel (Un. of Lille).Mobile Learning began in the 80’s when portable computers (the “in-thing” in those days) where first introduced into the classroom on an experimental basis being a genuine take-off in the late 1990’s thanks to experimental educational programs aimed to explore the didactic potential of PDAs (Personal Digital Assistant). From the mid-’90s to today, three different phases can be pinned down: a tool-focused phase, extra-mural learning, and an emphasis on student mobility. What this study shows is that the teacher’s role is of fundamental importance. The learning process is on-site, situated and enhanced by AR tools and devices (which are equipped with an ‘app’ developed specifically for this project): the ‘app’ is however not intended to replace the guide or the cultural educator, but to be complimentary and to enrich his/her route. In its documents such as “Cultural Heritage Counts for Europe (CHCfE). Towards a European Index for Cultural Heritage" the EU Council of European Ministers recognized heritage as a "strategic resource for a 'sustainable Europe" and a source of benefits – a source of creativity and innovation, generating new solutions to problems. This thesis shows why and how heritage education when augmented via technology improves the interpretation of historic environments and buildings and also makes them accessible to citizens and visitors
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Agostini, Daniele. "Promoting Outdoor Cultural Heritage Education with Mobile Mixed-Reality Learning Tools: Two Case Studies in Italy and Great Britain." Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3421849.
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The thesis studies the impact of new technology on the transmission and promotion of heritage on primary school pupils in order to demonstrate the importance of an alliance between history, visual culture and technology. Two case studies with two distinct types of corpus generated two experiments in situ: ancient architecture in Verona (Italy) and eighteenth-century landscape garden at Hestercombe (Britain). Verona and Hestercombe are two sides of the same patrimonial coin. The co-supervision was done under a specialist in digital story telling of history, Corrado Petrucco (Un. of Padua) and one in eighteenth-century garden and landscape history, Laurent Châtel (Un. of Lille). Mobile Learning began in the 80’s when portable computers (the “in-thing” in those days) where first introduced into the classroom on an experimental basis being a genuine take-off in the late 1990’s thanks to experimental educational programs aimed to exploring the didactic potential of PDAs (Personal Digital Assistant). From the mid 90’s to today, three different phases can be pinned down: a tool-focused phase, extra-mural learning, and an emphasis on student mobility. What this study shows is that the teacher’s role is of fundamental importance. The learning process is on site, situated and enhanced by AR tools and devices (which are equipped with an ‘app’ developed specifically for this project): the ‘app’ is however not intended to replace the guide or the cultural educator, but to be complimentary and to enrich his/her route. In its documents such as “Cultural Heritage Counts for Europe (CHCfE). Towards a European Index for Cultural Heritage" the EU Council of European Ministers recognized heritage as a "strategic resource for a 'sustainable Europe" and a source of benefits – a source of creativity and innovation, generating new solutions to problems. This thesis shows why and how heritage education when augmented via technology improves the interpretation of historic environments and buildings, and also makes them accessible to citizens and visitors.Le doctorat étudie l'impact des nouvelles technologies sur la transmission et la promotion du patrimoine culturel sur les élèves des écoles primaires afin de démontrer l’importance d’une pensée éducative qui allie ‘histoire’, culture visuelle et ‘technologie’. Deux études de cas à partir de deux « corpus » distincts ont permis de conduire deux expérimentations in situ : l’architecture antique en Italie à Vérone et le jardin paysager du XVIIIe siècle en Angleterre à Hestercombe. La co-tutelle été encadrée par un spécialiste italien du story-telling éducatif en réalité augmentée (Prof. Corrado Petrucco, Padoue) et un spécialiste français des jardins et du paysage dans la culture britannique des Lumières (Prof.Laurent Châtel, Lille). Il ressort de l’étude que l’apprentissage par réalité mixte mobile (Augmented and mixed Reality Mobile Learning) est particulièrement pertinent. L'apprentissage mobile est né dans les années 80 lorsque l'ordinateur portable (sommet de la technologie de l'époque) a été introduit dans la classe sur une base expérimentale. Puis sa popularité est venue à la fin des années 90 grâce à des programmes éducatifs expérimentaux pour explorer le potentiel éducatif du PDA (Personal Digital Assistant). Depuis le milieu des années 90, on a pu identifier trois principales phases de l'apprentissage mobile, qui ont trois approches paradigmatiques différentes : les outils, l'apprentissage en dehors de la salle de classe, la mobilité des étudiants. Le rôle de l'enseignant devient plus fondamental encore : l’utilisation d’une application sur tablette ne vise pas à remplacer la guide ou l’éducateur culturel, mais à compléter et à enrichir la visite. Du point de vue pédagogique, l'accent sera mis sur une approche constructiviste de l'enseignement et l'apprentissage qui va stimuler les étudiants à devenir des citoyens actifs, bien conscients de leur identité historique : en tant que personnes informées et responsables, elles sont en meilleure mesure de préserver leur patrimoine. Dans sa publication " Cultural Heritage Counts for Europe (CHCfE) Vers un indice européen pour le patrimoine culturel", le Conseil de l'UE des ministres européens considère le patrimoine comme une "ressource stratégique pour une Europe durable" et une source importante de créativité et d'innovation, qui génère de nouvelles solutions aux problèmes, tout en créant des services innovants - allant de la numérisation des biens culturels à l'utilisation de la technologie de la réalité virtuelle de pointe - dans le but d'interpréter les espaces et les bâtiments historiques et les rendre accessibles aux citoyens et aux visiteurs.
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McMahon, Robert Kieran. "Bureaucratic motivations : an examination of motivations in the US Environmental Protection Agency and the Environment Agency for England and Wales." Thesis, University of Oxford, 1999. http://ora.ox.ac.uk/objects/uuid:49d505fd-475f-4064-8591-0052c83d902a.
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This thesis examines the motivations of bureaucrats in two government agencies: the Environmental Protection Agency in the US, and the Environment Agency for England and Wales. The model employed in this work is a Trifocal Model which utilises Rational Choice, Institutional and Cultural approaches in answering the thesis question. The aim of this work is two-fold: one aim is to explain motivations in two agencies; the second aim is to suggest why the existing literature in the field of bureaucracy often fails to capture the diversity of bureaucratic motivations. The claim is that the adherence to one particular paradigmatic approach prevents scholars from attaining a comprehensive understanding of motivations. This work focuses on two elements of the Trifocal Approach, namely institutional and cultural explanations. Rational Choice explanations are given a limited explanatory role in this work, in large part because of the restricted usefulness of an approach which takes the preferences of agents as given. This thesis uses a scientific approach to the analysis of qualitative data, allowing other researchers to make use of, and indeed to question, the findings presented below. The argument in this thesis suggests why scholars must pay more attention to what those people within bureaucracies tell us about themselves and their motivations. To take the preferences of agents as givens is to ignore much of what is most important about the study of politics that is, where preferences come from, and how they shape the political behaviour we observe in bureaucracies. This thesis will show that public sector reforms are often flawed, often failing to consider the interplay of cultural and institutional effects, and how these effects have a bearing on the motivations of staff in organisations undergoing reform. Furthermore, cultural and institutional factors must be considered whenever one considers the question what is it that motivates bureaucrats.
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Quinn, Brian J. "Management, restructuring and industrial relations : organizational change within the United Kingdom broadcasting industry, 1979-2002." Thesis, St Andrews, 2007. http://hdl.handle.net/10023/349.
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Mahendran, Kesini. "Gainful unemployment : using a dialogical psychology to intervene in unemployment." Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/1945.
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This qualitative inquiry built on a relational and dynamic epistemology, distinguishes between four psychologies of unemployment, agency-deprivation, social perception, self-perception and finally dialectical. Within a dialectical psychology of unemployment a dialogical analysis is developed which takes the locus of intervention in unemployment as the interaction between unemployed people, those that work with them and the social knowledge that surrounds the phenomenon. The inquiry uses a longitudinal participatory action approach with two training and guidance centres in Central Scotland, 'Strategic Delivery' and the 'Young Person's Centre' between 1999 and 2001. This involved participant observation on the New Deal and Skillseekers; training programmes, meetings and interviews with managers, unemployed clients and front-line staff. 14 young people were followed through their pre-vocational training between January 2ooo and April 2ooo and follow up interviews were carried out in February and March 2ool. The study also involved social consultancy on measuring soft skills at SD and developing a person-centred approach at the YPC, where the YPC became understood as a multi-voiced organization[Bakhtin (1986)]. The inquiry produced actions, recommendations to the organizations and interpretative findings around the use of a dialogical analysis. Three co-created 'actions' on self-assessment measures for unemployed people are described. The study recommends that two key foundational concepts in the area of unemployment 'social inclusion' and 'employability' need to be reconsidered for this cohort of young people where 42.9% remain unemployed at the end of the research. Finally in making sense of organizational change the study explores the extent to which managers within the YPC were in a dialogue with the socio-political discourse and the movement in meaning of the term 'person-centred'. The study points to the importance of organizations developing an authentic dialogue with their client group. It assesses the role that psychology is playing in the current dominance of a self-perception psychology of unemployment.
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Turnheim, Bruno. "The destabilisation of existing regimes in socio-technical transitions : theoretical explorations and in-depth case studies of the British coal industry (1880-2011)." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/41031/.
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This thesis, which addresses an innovation studies audience, deals with a neglected topic in the study of socio-technical transitions: the destabilisation and decline of established industries. While most of the transitions literature focuses on the emergence of novelty, this thesis investigates the productive role of destabilisation and processes of unlocking of existing regimes. The research question is: How can we understand the unfolding of industry destabilisation processes? To answer this question, this thesis aims to make theoretical contributions by developing an integrative framework that overcomes shortcomings in existing views of destabilisation. Insights from a number of different approaches are mobilised as ‘building blocks' for theoretical elaboration. Destabilisation is understood as a process involving: 1) multiple interacting pressures, 2) industry strategies and responses to (economic and legitimacy) challenges, and 3) decreasing commitment to industry regime rules. The theoretical perspective addresses: a) destabilisation as a long-term unfolding process, b) the multi-dimensional and co-evolutionary nature of destabilisation, and c) the role of normative problems in destabilisation. To assess the robustness of the conceptual perspective, the thesis studies three cases of destabilisation: - The destabilisation of the British coal industry in the transition from the omnipresence of coal to a four-fuel economy (1880-1967) - The destabilisation and decline of British deep coal mining in the electricity sector (1967-1997) - The destabilisation of coal use in the transition towards low-carbon electricity (1990-2011). Possible revival? The case studies show the usefulness of the conceptual framework. The analysis of patterns and causal mechanisms further identifies similarities and differences of destabilisation pathways in the cases. Specificities in the kinds, rates, interaction and timing of these dynamics produce different destabilisation patterns.
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Schrefer, Justin P. "Path Dependencies and Unintended Consequences: A Case Study of Britain's Entry into the European Community." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001543.
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Ashfold, Thomas Edward. "Work, time and rhythm : investigating contemporary 'time squeeze'." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:c5fc9e00-fc82-4574-9099-3eb9d4e56bdb.
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In contemporary capitalist economies such as the UK, it is commonly held that an increasing number of people and households experience anxiety over time and symptoms of 'time squeeze'. Existing accounts of the character and causes of this phenomenon are rather one-dimensional and lacking in nuance, however. In part, this is because they typically lack any substantial theoretical engagement with the concept of time itself. Accordingly, this research aims to provide a more complex and contextual account of experiences of working time (both paid and unpaid), and to investigate how and why experiences of time squeeze vary between individuals and social groups. This is achieved by calling upon an enriched understanding of time, and employing an instrumental case study built around a set of 50 semi-structured interviews with employees working in Oxford University's central IT department and four of its constituent colleges. The empirical findings reveal that the (quantitative) extent and (qualitative) nature of participants' temporal anxieties vary with occupation, social class, gender, age and family status, as well as the importance of institutional and local context. Furthermore, they demonstrate that contemporary time squeeze is generated by a variety of causal mechanisms relating to the duration, tempo and timing of both paid employment and unpaid reproductive work, and their intersections with the personal, natural, social, institutional and technological rhythms that variously constitute everyday life.
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Albarède, Manon. "How to facilitate the implementation of Industrial Ecology? : Development of a grid analysis framework to assess a territory's potential based on case studies in South Korea, Japan, China, Great-Britain and Sweden." Thesis, KTH, Miljöstrategisk analys (fms), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-144098.
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Burke, Edward. "Understanding small infantry unit behaviour and cohesion : the case of the Scots Guards and the Argyll and Sutherland Highlanders (Princess Louise's) in Northern Ireland, 1971-1972." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/8507.
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This is the first such study of Operation Banner: taking three Battalions as case studies, drawing upon extensive interviews with former soldiers, primary archival sources including unpublished diaries, this thesis closely examines soldiers' behaviour at the small infantry-unit level (Battalion downwards), including the leadership, cohesion, orientation and motivation that sustained, restrained and occasionally obstructed soldiers in Northern Ireland. It contends that there are aspects of wider scholarly literatures - from sociology, anthropology, criminology, and psychology - that can throw new light on our understanding of the British Army in Northern Ireland. The thesis will also contribute fresh insights and analysis of important events during the early years of Operation Banner, including the murders of two men in County Fermanagh, Michael Naan and Andrew Murray, and that of Warrenpoint hotel owner Edmund Woolsey in South Armagh in the autumn of 1972. The central argument of this thesis is that British Army small infantry units enjoyed considerable autonomy during the early years of Operation Banner and could behave in a vengeful, highly aggressive or benign and conciliatory way as their local commanders saw fit. The strain of civil-military relations at a senior level was replicated operationally â as soldiers came to resent the limitations of waging war in the UK. The unwillingness of the Army's senior leadership to thoroughly investigate and punish serious transgressions of standard operating procedures in Northern Ireland created uncertainty among soldiers over expected behaviour and desired outcomes. Mid-ranking officers and NCOs often played important roles in restraining soldiers in Northern Ireland. The degree of violence used in Northern was much less that that seen in the colonial wars fought since the end of World War II. But overly aggressive groups of soldiers could also be mistaken for high-functioning units â with negative consequences for the Army's overall strategy in Northern Ireland.
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Doherty, Michael Joseph. "The integration of students with profound multiple learning difficulties: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957833.
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Jenkins, Kirsten. "Discourses of energy justice : the case of nuclear energy." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/10255.
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The energy sector faces sustainability challenges that are re-working the established patterns of energy supply, distribution and consumption (Anderson et al. 2008; Haas et al. 2008; Stern 2008; Shove and Walker 2010). Amidst these challenges, socio-technical energy transitions frameworks have evolved that focus on transitions towards decarbonised, sustainable energy systems (Bridge et al. 2013). However, the ‘socio-‘ or social is typically missing as we confront climate and energy risks in a moral vacuum (Sovacool et al. 2016). The energy justice framework provides a structure to think about such energy dilemmas. However, the full extent and diversity of justice implications within the energy system have been neglected. Thus, borrowing from and advancing the framework this research explores how energy justice is being articulated with attention to three emergent areas of growth, the themes of: (1) time, (2) systems component and (3) actor. It does so through a case study of nuclear energy, which was chosen because of its points of enquiry with regards to these three areas of growth, and its historical and on-going importance in the UK energy mix. Using results from 36 semi-structured interviews with non-governmental organisations and policy actors across two case studies representative of the nuclear energy stages of energy production and of waste storage, disposal and reprocessing – the Hinkley Point and Sellafield nuclear complexes – this research presents new insights within each of these previously identified areas of development. It offers the contributions of (1) facility lifecycles, (2) systems approaches and (3) the question of ‘justice by whom?' and concludes that the energy justice framework can aid energy decision-making in a way that not only mitigates the environmental impacts of energy via socio-technical change, but also does so in an ethically defensible, socially just, way.
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Moore, Lisa. "Teachers' knowledge and practice of empowering young children in four early childhood settings in Australia and the United Kingdom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/989.
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This study explores teacher's knowledge and practice of empowering young children as learners. Empowerment is a complex and multifaceted construct, and a recurring theme in early childhood literature. This study took place in four early childhood settings in Australia and the United Kingdom. The research was conducted using qualitative methodology, primarily with the use of video-taped observations and stimulated-recall teacher interviews. Findings indicate that the teachers enacted their knowledge and practice of empowerment. However, empowerment was interpreted differently by each teacher. The current study found links existed between teachers' knowledge and practice and their pedogogic orientation.
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Gibbon, Rebecca Jane. "Enacting social accounting within a community enterprise : actualising hermeneutic conversation." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/976.
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The research was carried out using a participatory action research approach to develop social accounts with Jesmond Swimming Pool (JSP). The original motivation to carry out this project was to see what social accounts would look like and whether it was possible to develop them in this organisation. The experience of doing social accounts is further examined using Gray, et al., (1997) to explore whether these were either ‘ideal’ or ‘good’ social accounts for the organisation. A communitarian philosophical framework is used in order to examine the conceptualisation of ‘good’ social accounts. The first part of the thesis explores the social and environmental accounting (SEA) and accountability literature, with the second part exploring the experience of reaching initial agreement to do social accounts (SAs). The agreement to do the accounts was then followed by two years of social accounts developed with JSP. This empirical data provides a detailed account from the perspectives of insiders and other sources as to the experience of doing social accounts. This experience is then opened up to interrogation from a wider view point. The third part of the thesis examines the experience of JSP using third sector communitarian philosophy and a voluntary accountability framework in order to demonstrate that JSP could provide an example of a ‘good’ or ‘ideal’ social account. This raises the issue of whether or not ‘good’ or ‘ideal’ social accounts for third sector organisations are only possible within a communitarian paradigm. If it is possible to establish what ‘good’ social accounts entail then it may be appropriate to extend this approach to other contexts, for example, the public sector or the corporate world.
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Coulter, Rory. "Residential mobility desires and behaviour over the life course : linking lives through time." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3476.
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As residential mobility recursively links individual life courses and the characteristics of places, it is unsurprising that geographers have long sought to understand how people make moving decisions. However, much of our knowledge of residential mobility processes derives from cross-sectional analyses of either mobility decision-making or moving events. Comparatively few studies have linked these separate literatures by analysing how residential (im)mobility decisions unfold over time within particular biographical, household and spatio-temporal contexts. This is problematic, as life course theories suggest that people frequently do not act in accordance with their underlying moving desires. To evaluate the extent to which residential (im)mobility is volitional or the product of constraints therefore requires a longitudinal approach linking moving desires to subsequent moving behaviour. This thesis develops this longitudinal perspective through four linked empirical studies, which each use British Household Panel Survey data to analyse how the life course context affects the expression and realisation of moving desires. The first study investigates how people make moving decisions in different ways in response to different motivations, triggers and life events. The second study harnesses the concept of ‘linked lives', exploring the extent to which the likelihood of realising a desire to move is dependent upon the desires of a person's partner. The third study analyses the biographical dimension of mobility decision-making, investigating how the long-term trajectories of life course careers are associated with particular mobility biographies. The final empirical chapter develops these insights, exploring the duration and abandonment of moving desires. Taken together, these studies test and extend conceptual models of mobility decision-making by empirically engaging with neglected facets of life course theories. Fundamentally, the thesis uncovers how aggregate mobility patterns are produced by the interactions between individual choices and multi-scalar constraints.
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Yang, Jing. "Construction and representation of identities in football museums : a comparative study." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6275.
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This thesis aims at providing a cross-cultural study of how football museums represent and construct identities, both collective and personal. The research is based on a multi-sited ethnography at selected football museums in the UK, Germany, and China, employing participant observation, photographic recording and online research methods. This investigation sharpens an anthropological awareness of constructions of multiple layered identities by examining football museums' exhibiting practices and activity programmes, as well as their built environments and cultural settings. The research also offers a perspective on museum visitors, who consume football museums with diverse personal and collective identity claims. Looking into the largely under-explored terrain of football museums, this research joins continuing anthropological efforts to understand identity work while also exploring continuing tensions inherent in a marriage between museums and football. The thesis contributes to the research field of football/sports museums with an ethnographic emphasis and a cross-cultural range.
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Middleweek, Fiona. "A study of the word reading and comprehension skills of children speaking English as an additional language : exploring the relationship between lexical knowledge and skilled reading." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669718.
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Eastlick, Anne C. "Genre criticism : an application of BP's image restoration campaign to the crisis communication genre." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/767.
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Within two months of its emergence, the BP Gulf Oil spill had become the worst environmental disaster in United States history. However, for those studying public relations the oil spill brought more than ecological disaster, by providing a case study of crisis communication. Although there were a number of crisis responses from BP throughout the course of the oil spill, the primary crisis response crafted by BP was an image restoration campaign which premiered in early June 2010. This campaign, though it exhibits qualities of a standard crisis response, was wildly unpopular with the United States Government and citizenry. This rhetorical analysis attempts to uncover the reasons behind the campaign's failure through an application of the genre model of criticism. By defining the crisis communication genre and applying it to the artifact, the current study uncovers the reasons behind the failure of the campaign. Through this discussion, this analysis identifies that BP did not address all necessary exigencies, nor did it consider the influence a rhetor can have on a message. An explanation for the failure of BP' s campaign provided a plethora of implications to the fields of public . relations and rhetorical criticism, while beginning a discussion to help define the crisis communication genre.
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鍾國威 and Kwok-wai Andrew Chung. "Urban conservation vs. mega redevelopment: implications to Hong Kong urban designer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31980430.
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Studeny, Angelika C. "Quantifying biodiversity trends in time and space." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3414.
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The global loss of biodiversity calls for robust large-scale diversity assessment. Biological diversity is a multi-faceted concept; defined as the “variety of life”, answering questions such as “How much is there?” or more precisely “Have we succeeded in reducing the rate of its decline?” is not straightforward. While various aspects of biodiversity give rise to numerous ways of quantification, we focus on temporal (and spatial) trends and their changes in species diversity. Traditional diversity indices summarise information contained in the species abundance distribution, i.e. each species' proportional contribution to total abundance. Estimated from data, these indices can be biased if variation in detection probability is ignored. We discuss differences between diversity indices and demonstrate possible adjustments for detectability. Additionally, most indices focus on the most abundant species in ecological communities. We introduce a new set of diversity measures, based on a family of goodness-of-fit statistics. A function of a free parameter, this family allows us to vary the sensitivity of these measures to dominance and rarity of species. Their performance is studied by assessing temporal trends in diversity for five communities of British breeding birds based on 14 years of survey data, where they are applied alongside the current headline index, a geometric mean of relative abundances. Revealing the contributions of both rare and common species to biodiversity trends, these "goodness-of-fit" measures provide novel insights into how ecological communities change over time. Biodiversity is not only subject to temporal changes, but it also varies across space. We take first steps towards estimating spatial diversity trends. Finally, processes maintaining biodiversity act locally, at specific spatial scales. Contrary to abundance-based summary statistics, spatial characteristics of ecological communities may distinguish these processes. We suggest a generalisation to a spatial summary, the cross-pair overlap distribution, to render it more flexible to spatial scale.
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KARREMANS, Johannes. "State interests vs citizens’ preferences : on which side do (Labour) parties stand?" Doctoral thesis, 2017. http://hdl.handle.net/1814/45985.
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Defence date: 31 March 2017Examining Board: Professor Pepper Culpepper, formerly EUI/University of Oxford (Supervisor); Professor Hanspeter Kriesi, EUI (Co-Supervisor); Professor Ferdinand Müller-Rommel, Leuphana Universität Lüneburg; Professor Maurits Van der Veen, College of William & Mary
This dissertation deals with the question of how the partisan nature of government still matters in the current globalized and post-industrial world. In particular, it compares the representativeness of two contemporary centre-left governments with that of two centre-left executives from the 1970s in the Netherlands and the United Kingdom. According to the more provocative theories about the state of contemporary representative democracy, these countries should be forerunners of a general European trend in which governments care more about technical competence rather than political representation and responsiveness. These tendencies are expected to particularly affect the partisanship of Labour ministers. In order to test these theories, I do a comparative content analysis of how Labour finance ministers/Chancellors justify the yearly government budget in front of the parliament. The justifications are divided into those that characterize the government as representative of the partisan redistributive preferences (input-justifications) VS those that profile it as a competent caretaker of public finances (output-justifications). Following the above-mentioned theories, the hypothesis is that today the output-justifications are more important than in the past. As this approach is relatively novel with regards to the study of responsiveness, the thesis also dedicates one chapter to the justification strategies of a technical and a neoliberal government. The purpose of this extra comparison is to have more empirical evidence of what renders an output-justification different from an input-justification. By incorporating these two cases, thus, I get a deeper comparative insight into what is a typical left-wing/partisan discourse characteristic and what constitutes governmental/institutional talk. This extra comparison, consequently, allows me to reflect more deeply on the findings emerging from the overtime comparison of Labour governments. The findings of my research tell a two-sided story. On the one hand, contrary to my hypothesis, the contemporary cases feature slightly more input-justifications than the governments from the 1970s. On the other, the logic of the discourses suggests that, while in the 1970s the responsiveness to social needs was presented as a policy goal per se, today the input-justifications tend to be more subordinated to justifications about economic and financial considerations. The findings thus speak both to theories according to which today we are not witnessing a decline of political representation, but simply a change in kind, as well to the theories speaking of a gradual hollowing out of political competition. In the iv conclusion of my dissertation I reflect on what is right and wrong on the two sides of the debate.
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MILLER, Michael James. "Urban planning, protest and the representation of place : France and Great Britain, 1950-1980." Doctoral thesis, 2000. http://hdl.handle.net/1814/5903.
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Defence date: 3 July 2000Examining Board: Prof. René Leboutte, University of Aberdeen (supervisor) ; Prof. Richard Rodger, University of Leicester ; Prof. Bo Stråth, European University Institute, Florence ; Prof. Christian Topalov, EHESS, Paris
First made available online in Open Access on 7 September 2022
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Agostini, Daniele. "Promoting Outdoor Cultural Heritage Education with Mobile Mixed-Reality Learning Tools: Two Case Studies in Italy and Great Britain." Doctoral thesis, 2019. http://hdl.handle.net/11577/3325237.
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The thesis studies the impact of new technology on the transmission and promotion of heritage on primary school pupils in order to demonstrate the importance of an alliance between history, visual culture and technology. Two case studies with two distinct types of corpus generated two experiments in situ: ancient architecture in Verona (Italy) and eighteenth-century landscape garden at Hestercombe (Britain). Verona and Hestercombe are two sides of the same patrimonial coin. The co-supervision was done under a specialist in digital story telling of history, Corrado Petrucco (Un. of Padua) and one in eighteenth-century garden and landscape history, Laurent Châtel (Un. of Lille). Mobile Learning began in the 80’s when portable computers (the “in-thing” in those days) where first introduced into the classroom on an experimental basis being a genuine take-off in the late 1990’s thanks to experimental educational programs aimed to exploring the didactic potential of PDAs (Personal Digital Assistant). From the mid 90’s to today, three different phases can be pinned down: a tool-focused phase, extra-mural learning, and an emphasis on student mobility. What this study shows is that the teacher’s role is of fundamental importance. The learning process is on site, situated and enhanced by AR tools and devices (which are equipped with an ‘app’ developed specifically for this project): the ‘app’ is however not intended to replace the guide or the cultural educator, but to be complimentary and to enrich his/her route. In its documents such as “Cultural Heritage Counts for Europe (CHCfE). Towards a European Index for Cultural Heritage" the EU Council of European Ministers recognized heritage as a "strategic resource for a 'sustainable Europe" and a source of benefits – a source of creativity and innovation, generating new solutions to problems. This thesis shows why and how heritage education when augmented via technology improves the interpretation of historic environments and buildings, and also makes them accessible to citizens and visitors.
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Terrapon, Wendy. "Utilizing dyadic brief gestalt play therapy within an unstable adolescent foster placement." Diss., 2001. http://hdl.handle.net/10500/2889.
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In the experience of being a play therapist and social worker, the researcher became aware of the breakdown of adolescent foster placements. Although there are many causal factors of adolescent foster care breakdown, it was the treatment and sustaining of these placements that the researcher was interested in. The utilization of dyadic brief Gestalt play therapy aims to support the relationship between the carer and adolescent in order to sustain and stabilize the foster placement.
The empirical study includes data collection and analysis. The data was gathered through observations and field notes from unstructured interviews, in this case the dyadic therapeutic process with the adolescent and carer. The data was then analyzed, and eleven outcomes were discussed: the building of a therapeutic relationship, the process of dialogue, the gaining of awareness, contact, resistance, the internal working model, polarities, working in the here and now, the utilization of Gestalt experiments and Gestalt play therapeutic techniques. In addition, the implications of the brief Gestalt therapeutic model were identified. These themes are discussed fully in the final chapter encompassing conclusions and recommendations.This study found that it was possible to work effectively with the adolescent and carer in a dyadic brief Gestalt therapeutic way utilizing play therapy techniques. Recommendations regarding the conclusions were made in relation to the outcomes of this study.Social Work
M.Diac. (Play therapy)
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Andress, Lauri Linder Stephen H. "The emergence of the social determinants of health on the policy agenda in Britain : a case study 1980-2003 /." 2006. http://proquest.umi.com/pqdweb?did=1324368231&sid=1&Fmt=2&clientId=68716&RQT=309&VName=PQD.
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Knobel, Ina Magdalena. "Bebouing (inaedificatio) in die Suid-Afrikaanse Reg – ’n regsvergelykende studie." Thesis, 2016. http://hdl.handle.net/10500/21718.
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Hierdie proefskrif handel oor aspekte van inaedificatio (bebouing) in die Suid-Afrikaanse, Engelse
en Nederlandse reg. Die klem val op die maatstawwe wat aangewend word om te bepaal of
aanhegting van ‘n roerende saak aan ‘n onroerende saak plaasgevind het.
Die maatstawwe in die drie stelsels toon ooreenkomste en verskille. Een ooreenkoms is dat die
graad en wyse van aanhegting in die Suid-Afrikaanse reg oorweeg word, terwyl daar in die
Engelse reg slegs na die graad van aanhegting gekyk word. In die Nederlandse reg word ’n
duursame verbinding vereis om te bepaal of bestanddeelvorming plaasgevind het, en word gevra
of verwydering van die saak sonder beskadiging kan plaasvind. In die Suid-Afrikaanse reg word
die doel van die aangehegte saak oorweeg, hoewel Innes HR dit nie in MacDonald Ltd v Radin
NO & The Potchefstroom Dairies & Industries Co Ltd so formuleer nie. Die aard van die roerende
saak word in die Suid-Afrikaanse reg oorweeg, terwyl die aard en ontwerp van die roerende saak
in die Nederlandse reg oorweeg word. In die Engelse reg word die doel waarvoor die aanhegting
gemaak is oorweeg om die bedoeling met die aanhegting te bepaal. Die vraag is of die saak vir
die permanente en substansiële verbetering van die gebou (grond) aangeheg is, of vir ’n tydelike
doel of vir die beter benutting van die chattel. Die Nederlandse reg beklemtoon die bestemming
van die aanhegting. Die opvallendste verskil tussen die Suid-Afrikaanse reg en die ander twee
stelsels is die belang van die subjektiewe bedoeling van een of ander betrokkene.
Die regsposisie van huurders wat sake aanheg verskil van dié van ander aanhegters. In al drie
regstelsels kan huurders voor afloop van die huurtermyn sommige aangehegte sake verwyder,
mits die huurgrond in dieselfde toestand gelaat word as waarin dit was voor die aanhegting. Die
drie stelsels vertoon verskille soos dat onsekerheid bestaan oor wie die eienaar van die
aangehegte sake is voor verwydering. In die Engelse reg heg bedryfsaanhegtings en ornamentele
aanhegtings, nie aan nie. Ingevolge die Nederlandse reg is die verhuurder gedurende die
huurtermyn eienaar van die aanhegtings, aangesien aanhegting plaasvind sodra die roerende
sake aan die huurgrond heg. Die Suid-Afrikaanse reg hieroor is onduidelik.This thesis deals with aspects of inaedificatio (building) in South African, English and Dutch law. The emphasis falls on the criteria that are applied to determine whether attachment of a movable to an immovable thing occurred. The criteria in the three systems show similarities and differences. One similarity is that in South African law the degree and manner of attachment are considered, while in English law only the degree of attachment is considered. To determine whether one thing became a component part of another thing (bestanddeelvorming) a durable connection is required In Dutch law. The question is whether removal can take place without causing damage. The purpose of the attached thing is considered in South African law, although Innes CJ did not formulate this criterion in this manner in MacDonald Ltd v Radin NO & The Potchefstroom Dairies & Industries Co Ltd. The nature of the movable thing is relevant, while the nature and design of the movable thing are considered in Dutch law. In English law the purpose of the attachment is considered to determine the intention with the attachment. The question is whether the thing was attached for the permanent and substantial improvement of the building (land) or for a temporary purpose or for the better use of the chattel. The destination (bestemming) of the attachment is considered in Dutch law. The most significant difference between South African law and the other two systems is the importance of the subjective intention of some person involved in the situation. The legal position of lessees who attach movales differs from that of other persons who make such attachments. In all three legal systems lessees may remove certain attached movables before the expiry of the term of lease as long as the leased land is left in the same condition that it was in before the attachment. The three systems also differs for example it is not certain who the owner of the attached things is before removal of the attachments. In English law trade and ornamental fixtures do not attach. In Dutch law the lessor is the owner of the attachments during the term of lease, because attachment takes place when the movable things are fixed to the leased land. The position in South African law on this is unclear.
Private Law
LL. D.
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McEachern, Charmaine. "Down on the farm : soap opera, rural politics and Thatcherism / by Charmaine McEachern." Thesis, 1990. http://hdl.handle.net/2440/19566.
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Human, Samantha. "Winston Churchill’s ‘Black Dog’: a psychobiographical case study for depressive realism." Diss., 2015. http://hdl.handle.net/10500/18837.
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Text in EnglishThis qualitative psychobiographical study sets out to explore and describe the life of Sir Winston Churchill within the context of his lifelong experience with depression, his ‘Black Dog’. The aim of the research is to present a case for depressive realism with Churchill as the single case study. The reconstruction of Churchill’s life as a psychological narrative is contextualised within the theoretical framework of Alfred Adler’s Theory of Individual Psychology. Data was collated via biographical and life history material. Data was analysed by means of thematic analysis. Data trustworthiness and ethical considerations were adhered to. The findings of this study reveal that Churchill’s depression had positive gains of him striving to contribute to society, potentially demonstrating that depressive realism exists as a side-effect of depression. The significance of which, conceivably substantiates the idea that positive aspects of depression do exist, enabling a potentially more encouraging and constructive outlook for individuals suffering from depression.
Psychology
M.A. (Psychology)