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1
Chen, Li-Ju. "Essays on Female Policymakers and Policy Outcomes." Doctoral thesis, Stockholm : Department of Economics, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8363.
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Coles, Charlie. "AUTOMATED VEHICLES: A GUIDE FOR PLANNERS AND POLICYMAKERS." DigitalCommons@CalPoly, 2016. https://digitalcommons.calpoly.edu/theses/1534.
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Automated vehicles are those which are capable of sensing their environments in order to perform at least some aspects of the safety-critical control (like steering, throttling, or braking) without direct human input. As a guide for planners and policymakers, the objective of this thesis is to develop a strong foundation for anticipating the potential impacts resulting from advancements in vehicle automation. To establish the foundation, this thesis uses a robust qualitative methodology, coupling a review of literature on the potential advantages and disadvantages of vehicle automation and lessons from past innovations in transportation, with recent trends of the Millennial Generation, carsharing services, and a series of interviews with thought-leaders in automation, planning, policymaking, transportation, and aviation. Five significant findings emerged from this thesis: (1) the impacts of vehicle automation differ depending on one’s visions of what automation means, how it is implemented, what the automation does, and where it operates; (2) current limitations of vehicle automation to perform all aspects of the dynamic driving task in all driving conditions make it difficult to move from level-4 to level-5 automation; (3) level-5 automation is required to have any effect on carsharing, mobility, and quality of life; (4) assuming effective planning and policymaking techniques, housing preferences, urban growth, and increases in total VMT will likely not be significantly impacted by vehicle automation; (5) human drivers may never be allowed to disengage their attention from a partially-automated vehicle, specifically in applications where drivers are expected to reengage their attention in safety-critical situations. From the perspective of understanding the bigger picture, this thesis developed a proposed future scenario of vehicle automation in the next five to ten years that is used to suggest guiding principles for policymakers, and key recommendations for planners, engineers, and researchers.
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Ham, Hyeongpil. "Structure analysis of a nuclear utility model for policymakers." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10983.
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Lee, Jyh-An. "Coding a free society open source strategies for policymakers." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/985468114/04.
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Axelsson, Tobias. "Peasants and policymakers : agricultural transformation in Java under Suharto /." Lund : Lund University, 2008. http://www.niaslinc.dk/gateway_to_asia/nordic_webpublications/x506044164.pdf.
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Ross, Kyle D. "Three essays in applied microeconomics and their implications for policymakers." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1368.
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Breslin, Anthony Francis. "Teachers, schools and change : lessons from Curriculum 2000 for education policymakers." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020575/.
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Willian, Caroline. "Brain Drain in the Southern Cone: Analysis and Recommendations for Policymakers." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1626.
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I analyze the causes of highly skilled emigration, otherwise known as Brain Drain, in the three countries of the Southern Cone: Argentina, Chile, and Uruguay. These three upper-middle income countries have similarities in culture and level of economic development, which serve as the grounds for an effective comparison. I find that Chile has been especially successful in combatting Brain Drain while Argentina has been especially unsuccessful. Uruguay has been neither successful nor unsuccessful, but still faces a significant Brain Drain problem due to uncontrollable factors (for example, its small population). I recommend that the Argentine and Uruguayan governments broaden their current anti-Brain Drain policies, with the aims of (a) reducing the emigration rate of highly skilled workers, (b) promoting return migration among highly skilled workers in all sectors, and (c) maintaining connections with members of their respective diasporas. I find that the policies that directly address the issue of highly skilled migration are not necessarily the most effective. Thus, I emphasize potential policies to reduce Brain Drain that address economic issues that indirectly cause Brain Drain, in addition to addressing migration directly.
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Lindblad, Mark Richard. "Accountable to Whom?: Policymakers? Use of Performance Measurement in Local Economic Development." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-04052004-181125/.
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Despite a growing movement toward accountability in the public sector, little research exists on factors affecting the use of accountability tools such as performance measurement. Many publications suggest how to use performance measures, but little is known about why some municipalities use performance measurement whereas others do not. This study examines performance measurement within economic development, an area of local government that attempts to create better jobs and wages for citizens, yet faces growing criticism over its cost and effectiveness. The analysis identifies factors that affect performance measurement in economic development and compares the impact of structural determinants such as demographic and socioeconomic factors to local community choices such as organizational, political, and community forces. Of the local choice variables, performance measurement was most influenced by organizational characteristics of the economic development agency: staff size, budget, plans, partnering, and number of business incentives offered. Structural determinants, which included city expenditures, labor and employer barriers, competition for investment, and region of US, exerted less influence on performance measurement, yet showed that socioeconomic and competitive forces do affect the use of accountability tools. Overall, the findings indicate that in municipal policymaking, both structural constraints and local choices matter, but local choices matter more.
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Teitelbaum, Lorne. "The impact of the information revolution on policymakers' use of intelligence analysis /." Santa Monica, Calif. : Rand, 2005. http://www.rand.org/pubs/rgs%5Fdissertations/2005/RAND%5FRGSD186.pdf041.
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Beatty, Kate, Michael Meit, Megan Heffernan, Paula Masters, Deborah Slawson, Ginny Kidwell, James Fey, and Alyssa Lovelace. "Combatting Childhood Obesity: A Call to Action for Policymakers in Central Appalachia." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6833.
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On behalf of the Appalachia Funders Network (AFN), with funding from the Robert Wood Johnson Foundation, East Tennessee State University and NORC at the University of Chicago conducted a study to analyze the current burden of obesity and chronic disease in central Appalachia and identify promising practices and strategies that are having a positive impact on the reduction of obesity in the region. Central Appalachia consists of parts of Kentucky, North Carolina, Ohio, Tennessee, Virginia, and West Virginia. Regional recommendations to reduce childhood obesity and improve the overall population’s health were developed based on a review of current literature, a survey, and focus groups with both community groups and funders.
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Naspo, Jacqueline. "The definition of teacher quality: what state policymakers say in three states." Thesis, Boston University, 2005. https://hdl.handle.net/2144/31990.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This multi-site case study examined education policymaking in the states of Connecticut, Massachusetts, and North Carolina in order to discover the ways in which policymakers define teacher quality. Forty policymakers were asked questions about five broad topics -- the political culture in the state, the role of research in policymaking, the policies devised to address the issue of teacher quality, descriptions of a good teacher, and the definition of teacher quality. These policymakers represented four sectors-- state department of education officials, politicians, educators, and business leaders. What emerged were descriptions of the distinct political and educational cultures of each state and the ways in which these differences and the values and beliefs of these policymakers affected the policy problem definition, the choice of policy instruments, and the relationship of research to policy development. The frameworks used to provide assessments of the complexities involved in defining teacher quality include: McDonnell and Fuhrman's (1985) descriptions of the factors that impel policymakers to act; Marshall, Mitchell, and Wirt's (1989) conceptualization of assumptive worlds and the four domains they identified to understand the principles under which policymakers operate; and Murphy and Adams' (1998) depiction of the dynamics of educational reform. The conclusions of this study are: (1) state political culture does affect policymaking and accounts for the differences among states; (2) policymakers do not institute policies based on values alone, but also based on the contexts of their assumptive worlds; (3) the inability to accomplish all aspects of good teaching with current policy instruments, coupled with cultural differences, results in variances of definitions among the states in this study; (4) there is a gap between personal definitions of good teaching and the descriptions of what can be accomplished in policy; and (5) teacher quality is defined by state policymakers (a) in similar terms across states as a whole, but with different emphases by the four sectors; (b) by the specific policy instruments used to address the problem of teacher quality; and (c) in the current national climate of accountability and political expediency. A number of recommendations for policy and research are presented in the last chapter.
2031-01-02
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Swedlow, Andrew D. "The intelligence problem of policymakers in counterinsurgency: asking and answering the right questions." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/39021.
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Approved for public release; distribution is unlimited.Despite the volumes of material written on the conduct of counterinsurgency operations, little work has examined what intelligence is required to provide national policymakers with the information they need to make good decisions governing counterinsurgency. This thesis first reviews the problems experienced in Afghanistan with the collection and dissemination of intelligence from ground units to the national policymakers. It then takes a look at intelligence process doctrine encapsulated in service manuals of the U.S. Army and U.S. Marine Corps, as well as joint service intelligence doctrine, and determines that priority intelligence requirements are not being properly articulated to obtain the answers policymakers require. After a review of counterinsurgency doctrine and theories, this thesis proposes three priority intelligence requirements for use in counterinsurgency operations. These three intelligence requirements focus on: 1) supporting operations that attack the insurgencys support infrastructure; 2) identify host-nation government personnel or institutions that are not effectively supporting counterinsurgency policy; and 3) revealing how the insurgency is undermining popular support for the government. This thesis identifies a way to get the answers to those priority intelligence requirements from the ground units to the policymakers in a usable form.
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Flores, Montalvo Andres 1967. "Private vs. public ownership of power generation in Mexico : should environmental policymakers care?" Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33417.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2005.Includes bibliographical references (p. 213-222).
Congress has not yet approved regulatory reform in the Mexican energy sector. In fact, the debate is deadlocked, with many political actors disagreeing on even the most basic principles that ought to guide future investments in energy. The disagreement persists even as the structure of the energy sector has begun to change. Privatization of power generation, for example, has accelerated over the past five years, in spite of the fact that several of the obvious legal modifications that would provide greater certainty for private investors are not in place. International firms are the primary investors. Some observers suggest that increased competition and privatization will benefit consumers by increasing energy supplies and reducing costs. These new developments, however, might have mixed environmental consequences. That is what I set out to discover. While it may be true that new investments in electricity generation can produce technology improvements that are more efficient and environmentally cleaner, it is also possible that, with competition keyed primarily to price, the free market could perpetuate fossil-fueled generation, making investments in renewable energy unattractive and reducing investments in emission abatement.
(cont.) The fact is, privatization of power generation in Mexico, which has occurred within a market that is only partially open, seems to have produced cleaner and more efficient plants. This appears to have occurred primarily because newer technologies (and the fuels they employ) happen to be cleaner than the technologies that have traditionally been used. Some private power producers, who own and operate new plants in Mexico, have chosen to adopt environmental practices that exceed those that public producers have been required to meet. There is actually great variability in the environmental management practices of both publicly-owned and privately-owned plants in Mexico. Among public utilities, most improvements in environmental management practice seem to have come in response to pressure from regulatory bodies at the national level. Private producers, on the other hand, seem to respond more to corporate strategy dictated by their parent companies and to mandates from funding institutions.
by Andrés Flores Montalvo.
Ph.D.
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Burton, Guy Jonathan Sands. "Social democracy in Latin America : policymakers and education reform in Brazil and Chile." Thesis, London School of Economics and Political Science (University of London), 2009. http://etheses.lse.ac.uk/3011/.
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What is social democracy in the Latin American and what has been its impact on public policy. I argue that it is a government's origins and its use of the state and related institutions that shape the nature and content of social democracy. To illustrate this, three cases using governments and their approach to educational policy to 2007 are presented: the Concertacion (since 1990) in Chile and the Cardoso (1995-2002) and Lula (since 2003) governments in Brazil. The first part situates social democracy within the Latin American context. First, social democracy is defined ideologically and sociologically in relation to the wider Left-Right divide. Second, social democracy is distinguished between two models: the Third Way (which is more tolerant of inequality resulting from difference, the market and less associated with class concerns) and the Participatory Left (which has deeper roots in socialist ideology, state intervention and social movements). The section establishes that despite differences between each. Third Way and Participatory Left social democrats adopt elite-based policymaking in government. The second part analyses the impact of Third Way and Participatory Left social democracy on public (education) policy. The findings reveal broadly similar policy approaches, including a broader role for the state, curricular reform within the prevailing economic/education paradigm; increased (targeted) public spending; extensive use of evaluation/assessment mechanisms; and adoption of more representative means of participation with (organised) stakeholders. At the same time, policy content and relations with particular stakeholders (i.e. private interests, teachers and students) was also shaped by the institutional constraints and historical contexts faced by each government.
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Faris, Kimberly A. "The Perceptions of Policymakers on the Transfer Pathway in Texas Public Higher Education." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849717/.
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Community college students transfer to public universities experiencing a pathway filled with complexity and inequity. Transfer students are not able to graduate at the same pace as native students at the university and complete their baccalaureate degrees 18% below the rate of native students. Policymakers have attempted to address the baccalaureate gap. This qualitative study explored the perspectives of Texas policymakers and policy influencers on the efficacy of policies intended to improve transfer outcomes. This study investigated what experience participants have with transfer policy, what their perceptions of the transfer pathway are, and how their voices can refine an understanding of policy development and ways to improve student persistence. Purposeful sampling was used to explore the perspectives of 14 Texas policymakers and those that influence policy. Findings revealed that significant gaps exist between expectations and student realities and that the completion agenda is driving policy decisions. Participants perceived that transfer students have been ignored in the completion metrics, which influence institutional priorities. Moreover, the decentralized system of independent, autonomous institutions is a major contributor to inefficiencies such as excessive student credit hours. Improving the transferability of courses was a priority recommendation of all participants both because it benefits the State’s economy and, more importantly, because it is in the best interest of students.
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Mandel, David Peter. "Uncovering the Institutions of Accountability Policy: Capturing the Institutions of Policymakers and Principals." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/565920.
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Institutions are the heuristic building blocks of human interactions, or the rules that humans use to structure interaction in the social world. Institutions are both universal, meaning that all people possess them and use them, and institutions are also ever-changing and evolving to adapt to new situations and social dilemmas. This literature review in this study demonstrates the need to use Institutional Analysis in the field of educational policy research, and then establishes groundwork of Institutional literature. The research questions ask whether institutions can be captured, and if so what the institutions of accountability policy are. Accountability policy, specifically the rating system established under ESEA Flexibility, serves as the policy though which institutions are examined because of its complexity and omnipresence in education today. The findings suggest that institutions can be captured and that educators and policymakers are engaged in an institutional clash.
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Ntibanyurwa, Agnes. "The value added tax system: A case study of Rwanda." University of Western Cape, 2001. http://hdl.handle.net/11394/7755.
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Magister Artium (Development Studies) - MA(DVS)Internationally, the Value Added Tax system is recognised as an appropriate tax system for countries like Rwanda,' w-h--o- ·n·-e-e--d-· s_ t_o i_n_cr ease the revenue tential of the tax system. . , _ ___ ,, _____.. .. --:.__.....--- _ _ Although_YAI.J~ considered to be a good tax SY.S.!~m .. itsmo~t_c9~_mon feature is that it ..... ... .... ~. . . .. .. . . , ·· ~ ... . . ·· --· --· . ···· ~·. ·~ .... ..... _ _ ,.._.,. ,_ ;>...,..., ............ _.~ · is regressive with respect to income fair. Despite this sho~~oll:1:~~~h-.Y.beI._ is considered to be a much . ··· . other consumption taxes.
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Maddux, Rachel R. "A Study of the Value of "Measuring Up" as a Tool for State Policymakers in Developing Postsecondary Education Policy for Three Eastern States." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1228.
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This qualitative research study determined the effectiveness of Measuring Up, the National Center for Public Policy and Higher Education's national state based higher education report card, as a tool for state leaders in developing postsecondary educational policy. The researcher interviewed state postsecondary leaders in Maryland, North Carolina and Virginia, including state government leaders and administrative officials. Interviews were conducted with nine participants.The participants in this study collectively identified the most pressing issues impacting higher education access. Affordability was identified as the predominant factor impacting access to postsecondary education; the preparation of secondary students was also identified as an issue of concern for policymakers and leaders. In addition, the participants cited policies and initiatives undertaken to address these as well as other areas of concern.Measuring Up was identified as helpful as a data resource in developing policy; however, participants expressed concerns over the methodology used in report development. The methodology used in developing affordability measures was of particular concern and interviewees felt the metrics did not accurately reflect state attempts to address the issue.Recommendations include implications for the National Center for Public Policy and Higher Education (NCPPHE) and state governing/coordinating bodies. The NCPPHE should conduct conversations with state higher education leaders or representatives prior to the issuance of subsequent reports to enhance effectiveness and utilization by policymakers. State coordinating bodies need to be assertive in addressing the interests of its student constituents and aggressive in developing state data through assessments and research.
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Linder, Cheryl A. "Informing policymakers of the value of summer school in the recoupment of reading skills /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136432.
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Thesis (D. Ed.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-109). Also available for download via the World Wide Web; free to University of Oregon users.
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Kulvmann, Jesper. "The costs of integration : an attitudinal study of ethnic Danes, non-Western immigrants and policymakers." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:9c0959fe-5dd0-4545-a6ab-d2c96d928f4c.
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This comparative study attempts to explain the perceived unsatisfactory level of integration of non-Western immigrants in Denmark by examining a possible schism between attitudes towards integration of elite policymakers and ethnic Danes and non-Western immigrants. So far no in-depth studies of attitudes towards immigrant related issues have investigated the attitudes of policymakers. This thesis addresses this gap with a study of attitudes, which applies a theoretical framework combining rational choice theory with dimensions of social capital. The study focuses on the non-economic costs, especially social transaction costs that immigrants and Danes encounter in the process of integrating immigrants. An on-line questionnaire was distributed to Danes and non-Western immigrants collecting attitudinal quantitative data. Semi-structured interviews were conducted with policymakers: politicians and bureaucrats at local and national level and representatives of ethnic councils. The study suggests that ethnic Danes and non-Western immigrants have rather similar attitudes towards structural integration, but they differ significantly in their attitudes towards cultural integration. While education, trust and having an out-group friend are significant determinants of the attitudes of Danes and their acceptance of social transaction costs, education and trust in out-group have limited impact on attitudes of non-Western immigrants. It is suggested that ethnic and religious factors are important predictors of attitudes of non-Western immigrants. Policymakers and ethnic Danes seem to have a similar pattern of social contact with immigrants. There are, however, indications that differences of attitudes between Danes and immigrants may be provoked by policymakers’ way of discussing integration. This is more salient among Parliamentarians and bureaucrats. This study shows that social interaction between immigrants and ethnic Danes is important in order to incorporate immigrants on equal terms with Danes, but the policymakers’ discussion of integration may alienate Danes and immigrants and influence negatively their readiness to integrate.
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Goodwin, Daisy Wilson. "Virginia policymakers' views on the value of visual arts education at the high school level." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/37772.
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The purpose of this study was to find out from Virginia policymakers their feelings toward visual arts education as a required subject at the high school level by answering the following questions: (1) How do policymakers and gatekeepers see the value of visual arts education as a required subject on the high school level? (2) What is the attitude of Virginia policymakers and gatekeepers towards the importance of issues pertaining to the framing of a visual arts education program? (3) What is the importance of placing visual arts education in the high school curriculum as a required subject for the appreciation and understanding of our society? (4) Of what importance do policymakers and gatekeepers feel visual arts education is in the curricula of high school students as far as their academic, social, cultural, and personal development are concerned?
A pilot study was conducted in which 17 issues important to visual arts education were addressed. Data for the main study was collected by means of a questionnaire in which a selected panel of supervisors of instruction, assistant superintendents, local school board members, and school system superintendents were surveyed. The study, consisting of a three part questionnaire, was conducted by mail over several weeks with a group of 70 local policymakers and gatekeepers.
Findings of this study indicate that about half (54%) of the policymakers surveyed believe that it is very important (16%) and important (38%) to offer visual arts education as a required subject on the high school level. Eighty - six percent feel that standards should be formulated and used in developing a visual arts education framework. Seventy - six percent of the respondents felt that visual arts education is important for the appreciation and understanding of our society. Seventy - one percent of the policymakers surveyed agreed that visual arts education is important for the academic, social, cultural and personal development of high school students. It is quite evident that there is a division among policymakers and gatekeepers regarding the value of visual arts education as a required subject on the high school level.Ed. D.
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Evans, Carly Shannon. "Policy Without Purpose: The Misalignment of Policymakers' and Students' Perceptions of the Goals of Education." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1416742477.
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Jones, Robert T. (Robert Thomas) 1910. "PERCEPTIONS OF PUBLIC POLICYMAKERS RELATIVE TO THE ROLE AND EFFECTIVENESS OF VOCATIONAL EDUCATION IN ARIZONA." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275422.
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Gilligan, Daniel. "Can we be civil? : What activists and policymakers tell us about human rights and world society." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/24/.
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This study looks at the seeming intractability and predictability within the human rights debate between policy makers and activists and puts it under the lens to see what it tells us about these sets of actors and what their deliberation in turn tells us about international and world society. It does this by identifying some underlying fissures in this debate that require a closer examination. These features are moral agency, the relationship between order and justice, and the basis of human rights, they each represent different facets of underlying tensions between the two sets of actors of interest, which are predicted to take the form of a family tree of ideas between the two groups. The goal is to better understand the structure underlying this debate and develop analytical tools which can be used for this debate and used for the analysis of broader debates on similar questions in world society.
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Farthing, Rys. "What should child poverty policy look like? : disjunctures between what young people, policymakers and academics think." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:5ce46498-772a-416a-9e0f-2eca3d4d3585.
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This research uses a novel policy writing method to explore young people’s subjective understandings of the problems of poverty. Working with five groups of young people, aged 11 – 21, from some of the most financially deprived areas of England, it sought to draw out and explore their “policy imaginary”, or the way they viewed the problems of poverty through a lens of ideal policy responses. It unpacks these young people’s policy imaginaries, and the life-narratives they discussed alongside these imaginaries, within a discourse of individualisation. Across four articles, it demonstrates and explores the complexities and ambiguities of these young people’s thinkings. This thesis begins by suggesting that many of the problems of poverty they identify as important to their lives are structural, and that they understanding the role of collective and political agency, rather than their own individual agency, in ending poverty. It then more specifically explores their understandings of their neighbourhoods and houses, which suggests that individualised factors often identified in other research, such as social contagion and epidemic neighbourhood effects, are not what they identify as most important in their local areas. It concludes by identifying a policy gap emerging along similar theoretical lines. Here, this research suggests that much of the policy directed towards these young people focuses on individualised problems, and their individual agency as a route of out poverty, but that this sort of policy response is not what these young people felt was needed. However, this is not to suggest that these young people downplayed or dismissed their own agency in charting their life-pathways. Indeed, as much previous literature has found, these young people spoke fluently about the agency and opportunities they have in their lives, often seeming ‘hyper-agentic’. However, this thesis suggests that exploring these young people’s policy imaginary appears to create a medium through which they can talk both about their agency and the constraints and limitations low-incomes generate. It allowed them to bridge their highly agentic biographies to their socially structured histories, as they saw them.
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Selaibeekh, Lubna. "Citizenship education in Bahrain : an investigation of the perceptions and understandings of policymakers, teachers and pupils." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/813738/.
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As part of the political reforms initiated by His Majesty King Hamad of Bahrain, a new subject for citizenship education was introduced in schools in 2004. A collaboration between the Ministry of Education in Bahrain and the British Council provided the foundation for the curriculum policy that was subsequently developed by Bahraini specialists, based heavily on Western interpretations of citizenship. Although, citizenship education has been widely researched in a Western context, much less has been written about the applicability of these approaches in non-Western and post-colonial contexts. The thesis provides important insights into the normative underpinnings of citizenship in a Middle Eastern state and the approach used to inculcating citizenship in its citizens. As a result, this is principally a study of perceptions of citizenship held by the different stakeholders involved in developing the curriculum policy document, the student textbook, and the teachers assigned to teach the subject. The thesis aims to establish if principles of citizenship education adopted in Bahraini curriculum are compatible with liberal conceptions of citizenship that are encouraged by international organisations such as UNESCO or they stem, instead, from the local context (that aims to preserve the status quo through strengthening other conceptions of citizenship). To achieve this aim, the thesis employs a qualitative methodology, based on in-depth interviews, to understand what citizenship is in the Bahraini context, and how this relates to Western principles of citizenship education. As a mainly study of perceptions, the use of such methodology is best suited in order to explore the conceptions of citizenship held by the different stakeholders. Based on these data, the thesis argues that a Western approach of citizenship education cannot be applied in a non-Western and post-colonial context without serious tensions that will be evident in both policy and practice. The thesis shows that the socio-political context of Bahrain influences the perceptions of citizenship held by different groups in Bahraini society and that of the state.
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Mork, Larsson Ida C. "Anti-Science in the Policy Process: Lessons from Australian Engagement Between Policymakers and Vaccine Hesitant Individuals." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/419987.
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For nearly a decade, policymakers have made active attempts to counter anti-vaccination movements and their influence within Australia. While objections to vaccinations are as old as vaccinations themselves, the anti-vaccination movements that arose in the mid-1990s have approached the issue from a new perspective compared to its previous counterparts. Contemporary anti-vaccination movements are diverse, ranging from individuals who are hesitant about the idea of vaccinations to rather radical anti-science activists. Understanding previous policies and engagement with individuals who belong to anti-vaccination movements or who are vaccine-hesitant is crucial in understanding the vaccination discourse preceding the onset of the COVID-19 pandemic and the emergence of large-scale vaccine hesitancy associated with COVID-19. In the context of political science, political theorists have sought to explain the lack of trust in contemporary society, ranging from Beck’s Risk Society in the 1980s to Richards’ theories of Emotional Governance in the 2000s. However, there is still a significant gap in the scientific literature on the engagement between policymakers and individuals who reject vaccination science. Additionally, little research has focused on the Australian experience, instead often focusing on the United States or Europe. This thesis examines how Australian policymakers have engaged with the concerns of individuals who are vaccine-hesitant or who reject vaccination science. It examines the policy process surrounding the ‘No Jab No Pay’ policy-package implemented on January 1, 2016, with a focus on path dependency, concerns presented by vaccine-hesitant individuals, and engagement between individuals who opposed the policy-package. It was one of the most significant contemporary changes to vaccination policies and the last major change to vaccination policies in Australia before the outbreak of the COVID-19 pandemic. This thesis examines the policy process surrounding ‘No Jab No Pay’ including the Senate Committee process, public discourse, and speeches from policymakers during the Second Reading of the Bill. It examines the question why Australian policymakers have not successfully engaging with individuals who reject vaccination science and their concerns. This thesis argues that the ‘No Jab No Pay’ was a missed opportunity for policymakers to engage with the concerns presented by individuals who are vaccine-hesitant or hold anti-vaccination beliefs.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Govt & Int Relations
Griffith Business School
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Argabright, Michael D. "State funding for early childhood education in rural Kansas: perceptions of policymakers, early childhood advocates, and superintendents." Diss., Wichita State University, 2014. http://hdl.handle.net/10057/10930.
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The benefits of early childhood education have been empirically supported. Early childhood education programs in Kansas are not fully funded and available in all communities. Some rural communities in Kansas do not offer a state supported four year old programs.
The purpose of this study was to understand what and who influences the development of early childhood education policy in Kansas. The study sought to understand the political environment and how elected policymakers, superintendents, and advocacy groups affect policy decisions in funding early childhood education.
Participants in this study included members of the House of Representatives, State Senators, State Board of Education members, Advocacy groups, and Superintendents. Twenty six individual interviews were conducted across four geographical quadrants in Kansas.
The findings delivered conclusions that were analyzed through the theoretical framework of Advocacy Coalition Framework (ACF), and provides implications for advancing early childhood policy development in rural Kansas. An increased interest in early childhood education was noted by elected officials. Professional educators had a significant influence on elected policymakers. Advocacy groups provided technical and scientific information but rural areas were not impacted by these groups.
Implications of this study included a need for collaboration of stakeholders to market and advance rural early childhood initiatives. There is a need for internal and external shocks to move early childhood education forward. Rural communities could benefit by utilizing partnerships to strengthen community buy-in and sustain early childhood programs. A collective support of participants in the study indicates a growing interest in early childhood education for all children in Kansas.Thesis (Ed.D.)-- Wichita State University, College of Education, Dept. of Counseling, Educational Leadership, Education and School Psychology
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O'Neill, Brett. "Border control and the common good: Recognizing the responsibilities of policymakers within a Catholic ethic of migration." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108879.
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Samuel, Abby. "Participatory Budgeting for Social Change in Wales: How do policymakers, civil society and citizens communicate around it?" Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24007.
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In the 2019 National Survey for Wales, 81% of respondents stated that they felt they couldnot influence decisions in their local area and only 14% said they were consulted about howpublic funds were spent (National Survey, 2019). Participatory budgeting (PB) offers atangible way to improve these figures, providing transparency about public spending andgiving power to local people to influence decisions. It also has the potential to encouragemore cohesive communities to develop, which in light of the UK’s recent departure from theEU could become increasingly important going forwards.Public discussion about the possibility of introducing PB in Wales has been taking place forover a decade, but the initiative is yet to be widely adopted. In order for PB to reach itspotential as a mechanism for social change, it is vital that the community are activelyinvolved in the process. To explore this idea, the focus of the research will be on therelationship between policymakers, civil society and citizens in Wales, and how aparticipatory approach could be used to improve communication amongst these actors andstrengthen relationships. This is a qualitative study that draws from various theories ofparticipation and relies on data from in-depth interviews with professionals and practitionersinvolved in PB in Wales.
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Dufour, M. (Maurice). "Foundations as unofficial policymakers : the role of the Rockefeller, Carnegie and Ford Foundations on education in developing countries." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66155.
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Malcalm, Ebenezer. "Ghana's Educational Policymakers and Their Impact on Information and Communication Technology Education: A Case Study of a Ghanaian Model Senior High School." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1331065342.
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FETZER, KATIE C. "A Sociopolitical View of Mental Health: An Exploration of the Lived Experiences of Policymakers Regarding their Perspectives Surrounding Mental Health Policy Construction." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2533.
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A substantial gap exists between those who are considered experts on mental health (e.g., academics, mental health professionals) and those in charge of constructing mental health policies (e.g., legislators, Senators). This gap is in areas of both knowledge and professional relations. Mental health professionals are not adequately trained to engage in policy advocacy and reform efforts and have little to no policy advocacy training (Smith, Reynolds, & Rovnak, 2009). Policymakers lack necessary knowledge related to mental health for effective mental health policy construction (Corrigan, Druss, & Perlick, 2014; Lee, Smith, & Henry, 2013). As a result of this gap, mental health policies are ineffective, and many mental health professionals lack understanding and experience in the area of policy advocacy (Smith et al., 2009; Tanenbaum, 2005). This qualitative study aimed to contribute to filling this gap by exploring the perspectives of policymakers with the purpose of gaining a better understanding of the mental health policy construction and reform process.
The purpose of this qualitative study was to explore the perspectives and lived experiences of state-level, practicing policymakers regarding their decision-making processes related to mental health policy construction in efforts to reveal a clearer understanding of how to participate in effective policy reform.A phenomenological qualitative research design and Interpretative Phenomenological Analysis (IPA) approach was used to explore the lived experiences and perspectives of a total of eight state-level practicing policymakers surrounding the mental health policy construction process. After securing IRB approval, all eight participants participated in face-to-face individual, semi-structured interviews. The interviews were audio recorded and ranged from 45 to 90 minutes. Data was then analyzed using IPA data analysis methods. The final data analysis product included three super ordinate themes and related themes and subthemes.
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Greene, Pamela L. "A Multi-Method Dispositional Study of the Intersection of Democratic Citizenship and Education Policy from the Unique Perspectives of Twenty State-level Policymakers." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259743242.
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Cooper, Timothy Samuel. "Anglo-Saxons and Orientals : British-American interaction over East Asia, 1898-1914." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22979.
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This study investigates the relations between Britain and the United States with regard to East Asia at the turn of the twentieth century with a view to establishing how far these conformed in practice to the ideal of the ‘great rapprochement’. It makes the case that interaction between the two powers, while generally cordial, was not characterised by cooperation or collaboration on a practical level. Through discussion of the issues of foreign investment and encroachment in China, the Boxer Rising, the Russo-Japanese War, Japanese immigration to the Pacific Coast of North America and the Chinese Revolution of 1911, the study considers why Britain and the United States failed to cooperate despite an apparent basis for joint action in both shared interests and ideological motivations. It argues that the community of interest of the two powers was generally nullified by the broader concerns of each power, principally the dictates of domestic politics for the United States and the global policy needs of an already overstretched British Empire. With regards to ideology, the study demonstrates that in spite of a significant body of shared ideas regarding race and civilisation, specifically the ideologies of Anglo-Saxonism and the Yellow Peril, British and American policymakers did not often employ such ideas or make use of ideological language in their interactions. It suggests that policymakers deliberately avoided or downplayed ideological considerations, apparently believing that these had the potential to be counterproductive. The key findings of the study are therefore that British and American policymakers were surprisingly sensitive and careful in their handling of ideas relating to race and civilisation and that very similar, if not identical, interests in a given region were not sufficient to overcome the wider limitations on British-American cooperation, bringing into question the notion that the ‘great rapprochement’ was effective beyond the level of rhetoric and friendly relations.
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Olson, Susan M. "Surviving alone: the relationship between economic resources and health status in the unmarried later in life and what public policymakers can learn from this relationship." [Ames, Iowa : Iowa State University], 2006.
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Teubner, Lisa Katharina [Verfasser], Joachim [Akademischer Betreuer] Henkel, Joachim [Gutachter] Henkel, and Sebastian [Gutachter] Pfotenhauer. "Industry consortia in mobile telecommunications: Firm behaviour, taxonomy, and implications for practitioners and policymakers / Lisa Katharina Teubner ; Gutachter: Joachim Henkel, Sebastian Pfotenhauer ; Betreuer: Joachim Henkel." München : Universitätsbibliothek der TU München, 2020. http://d-nb.info/1226934382/34.
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Banda, Emmanuel. "Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.
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Bäckman, Kartal Helin. "Formalizing the Informal Sector, is it Desirable for Everyone? : South African Informal Operators, Bankers, Researchers and Policymakers Elaborating on Their Understanding of Formalization, and the Way Towards Financial Inclusion." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-187488.
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The purpose of this study is to map different understandings of the formalization of the informal financial sector in the developing world. Utilizing a qualitative approach and interview methodology, this study focuses on the case of South Africa and maps different perceptions about the formalization process by operators in the informal economic sector, which are in turn contrasted with the perceptions of experts and policymakers in the field. The issue at hand is a deeper understanding of how and why different groups perceive formalization in different ways. Some of the main findings of this study confirm that there are different understandings of formalization that can be found amongst different groups in South Africa, that the overall positive understanding of formalization efforts are greater than the negative ones, and that formalization efforts are formulated more inclusive than informal operators believe they are. The theoretical contribution of this study is to state that moral arguments play a bigger role in individuals economical decision-making processes than the economy itself shapes individuals' moral behavior. In addition, the findings are of relevance for the design and implementation of financial inclusion policies in the developing world.
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Jacobs, Susan E. "The relationship between the Indiana Standards Tool for Alternate Reporting (ISTAR) and the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) for students with and without mild disabilities : implications for policymakers." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318455.
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In order is meet the requiremcnts for technically sound assessment instruments as required by the No Child Left Behind Act of 2001 (NCLB), this study investigates the construct validity of Indiana's alternate assessment, the Indiana Standards Tool for Alternate Reporting (ISTAR), a teacher rating assessment as compared to Indiana's general educational assessment, the Indiana Statewide Test of Educational Progress - Plus (ISTEP+), a criterion referenced assessment. Study participants consisted of 284 students from grades 3, 6, and 8. Students were from general and special education. All students in the study were considered not to have significant cognitive disabilities that would have exempted them from ISTEP+ participation. Therefore, all students in the study were required to participate in the fall 2003 ISTEP+ testing session. Students with disabilities in the study were identified as having one of four mild disabilities as defined by the Indiana Professional Standards Board (Mild Mental Disabilities, Learning Disabilities, Emotional Disabilities, or Other Health Impairment. Teachers rated students using the ISTAR assessment during a fall testing window from August 1, through October 31, 2003. The Pearson correlation coefficient used to determine the relationship between ISTEP+ scores and ISTAR teacher ratings. Results of the Pearson correlation coefficient indicated a linear relationship between scores on the two assessment instruments for students in grades 3, 6, and 8 with mild disabilities and without disabilities who participated in both assessments (r = .46 to r = .71). An analysis of variance was used to determine if the ISTAR instrument could, when appropriately completed, differentiate between groups of students who would be expected to perform less well or better than other groups of students. Results from the ANOVA, Levene and Welch procedures as well as the Tamhane post hoc statistic indicated that ISTAR is capable of differentiating between different achievement level groups for the constructs of English/language arts and mathematics. While the study results indicate a sufficient positive relationship, it should be considered to be a baseline study. Additional years of data are needed before valid inferences can be made for the ISTAR assessment tool.Department of Special Education
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Grimes-Crump, Ruth H. "Virginia Teacher Licensure Examination Policy: Intended and Unintended Effects on Teacher Availability and Minority Representation." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/28445.
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A major component of the screening process for prospective teachers is the licensure examination. The examination serves two important functions: (a) sorting and screening candidates and (b) defining the knowledge base for professional practice. The first function receives the most attention from policymakers and serves the symbolic purpose of creating selectivity for entry into the profession. Initial entry typically is controlled by raising or lowering examination passing requirements which simply allows more or fewer persons to pass (Darling-Hammond, Wise & Klein, 1995). The second function presumes that a single instrument exists that not only contains the essential knowledge required for professional practice, but accurately identifies those most qualified to teach.The Virginia Board of Education (VBOE), like several other state boards of education, has authorized validation and standard-setting studies related to its teacher licensure examination policy, and the most recent studies have occurred in the past 20 years. The first study was authorized in April 1981 for the potential use of the National Teachers Examination (NTE). Following completion of validation studies for the Specialty Area Tests and the Core Battery Tests, the NTE was adopted as Virginia's licensure examination which was made effective on July 1, 1986. Ten years later (effective July 1, 1996), the VBOE agreed that prospective teachers would be required to take Praxis I Academic Skills Assessments. Praxis I would replace the NTE Core Battery, however, and the original NTE Specialty Area Tests would be retained. The decision to change teacher licensing examinations was precipitated primarily by the announcement by Educational Testing Service (ETS) that it would introduce new tests and eventually discontinue the NTE Core Battery. The passing requirements for Praxis I (as established in 1995) exceeded those of all states administering the test and were as follows: reading and mathematics - 178, and writing - 176. Review of test data obtained after the effective date of this policy revealed that the passing percentage for all test takers in 1995-96 was reading 72; mathematics 62; and writing 58. For minorities, the passing percentages were 34, 18, and 18, respectively. When these results were compared to test taker performance one year later (1996-97), there were modest percentage increases for all test takers: reading - 74; mathematics - 66; and writing - 63. For minorities, passing percentages were 36, 35 and 28, respectively. Despite these increases, 26 percent of all test takers failed the reading test; 34 percent failed the mathematics test; and 37 percent failed the writing test. The long-range effects of the Praxis I passing requirements on test takers are unknown; however, one of the near-term effects likely will be a reduction in the passing rate for a significant number of persons, particularly racial minorities.This study examined current Virginia teacher licensure policy, its intent, and near-term effects of examination results on teacher availability and minority representation.Ph. D.
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McKenzie, Susan M., and n/a. "Canadian and Australian Feature Film Policy in Perspective: A Comparative Study from 1968 to 1998." Griffith University. School of Arts, Media and Culture, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040804.142852.
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This comparative study is an investigation into the changing concerns of feature film policy in Canada and Australia from 1968 to 1998. Its purpose is to determine how similar policy initiatives have produced divergent results in two economically, culturally and socially similar nations. The inquiry's aim is to establish what financial, political and geographic variables affect the application of feature film policy. While resemblances between these nations justify the contrasting of comparable feature film policy initiatives, differences in outcomes suggest that these nations are not entirely alike. Therefore, rather than following the leads of comparable national agencies, film policy makers in Canada and Australia need to concentrate on conditions specific to their own particular situation.
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McKenzie, Susan M. "Canadian and Australian Feature Film Policy in Perspective: A Comparative Study from 1968 to 1998." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366616.
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This comparative study is an investigation into the changing concerns of feature film policy in Canada and Australia from 1968 to 1998. Its purpose is to determine how similar policy initiatives have produced divergent results in two economically, culturally and socially similar nations. The inquiry's aim is to establish what financial, political and geographic variables affect the application of feature film policy. While resemblances between these nations justify the contrasting of comparable feature film policy initiatives, differences in outcomes suggest that these nations are not entirely alike. Therefore, rather than following the leads of comparable national agencies, film policy makers in Canada and Australia need to concentrate on conditions specific to their own particular situation.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Arts, Media and Culture
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Barbosa, Everton Pereira. "Os professores de matemática e as ações educacionais públicas /." Rio Claro : [s.n.], 2007. http://hdl.handle.net/11449/91094.
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Orientador: Romulo Campos LinsBanca: Carlos Roberto Vianna
Banca: Rosana Giaretta Sguerra Miskulin
Resumo: Este trabalho tem por objetivo identificar de que modo as ações educacionais públicas podem estar afetando a vida profissional dos professores, a partir do discurso deles mesmos. Para tanto, mostramos que este estudo é relevante para a educação matemática pois evidencia uma carência na literatura científica sobre a influência de Políticas Educacionais na vida profissional do professor de Matemática, na voz deles mesmos. Num outro momento fazemos um paralelo entre as mudanças ocorridas no Reino Unido, no governo de Margareth Thatcher, e o brasileiro, principalmente na décade de 90, particularmente em relação ao sistema educacional. No segundo capítulo fazemos uma análise da entrevista que efetuamos com um professor de Ensino Fundamental, com o objetivo acima em mente. E por fim, fazemos conclusões de modo a dialogar com nosso objetivo inicial e assim oferecer, talvez, subsídios aos formuladores/implementadores de políticas educacionais e formadores de professores de Matemática.
Abstract: This aimed at identifying the ways in which public educational actions (policies) can be affecting the professional life of teachers of mathematics, By examining their own speeches. We show that this is a relevant study for the field of Mathematics Education (by eliciting a void on literature related to this subject). We then present, for the sake of better positioning the current situation in Brazilian school systems, a reading of the similitude between what has happened in the UK (Thatcher and post-Thatcher era) and in Brazil (beginning from Fernando Collors government), in terms of an increased control of school systems, opposed to a consistent effort to remove government from the productive system. In Chapter 2 we analyse an interview made with a teacher who works on grades 5 to 8 and, finally, on Chapter 3 we offer conclusions and some possible suggestions for educational policymakers and for mathematics teacher educators.
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Orehek, Matt. "Politicization and the Intelligence-Policymaker Relationship: A Comparison of the Kennedy and Trump Administrations." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1602.
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The American public’s wellbeing rests on the ability of policymakers to enact informed policy. In order for policymakers to be productive in the forging of policy, they must be presented with unbiased intelligence analysis. Thus policymakers must maintain a healthy relationship with the intelligence community in order to receive accurate intelligence reports. Avoiding politicization is paramount to maintaining a healthy intelligence-policymaker relationship. Throughout the past half-century, American politicians and members of the U.S. intelligence community have sought to minimize their own political opinions when dealing with matters of national security. This thesis explores and describes the relationship between intelligence and policymaking, and examines closely how politicization of national security matters strains that relationship. It will focus on two case studies; the first concerning the Kennedy administration and the second the Trump administration. I address hostile intra-administration relations within the Kennedy administration and relate those complications to the current tensions between Trump and his intelligence services. It is concluded that for executives, the use of confidants to conduct foreign policy negotiations and to deliberate on national security matters generates resentment and distrust from intelligence agencies. Associating with the Russian government is also a major factor leading to rifts in this relationship. For the intelligence community, biased analysis, leaks, and undermining policy positions all contribute to decreases in policymaker’s confidence in their work. These forms of politicization hamper healthy intelligence-policymaker relations and lead to ineffective policy initiatives. President Trump must work with his intelligence community to curb these forms of politicization if he is to have a successful and productive presidency.
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Cvejn, Michal. "Do markets notice economic policymaker changes? An event study." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-135903.
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This paper applies event study analysis on stock and bond market data in 14 European countries between 1990 and 2012 in order to assess market reaction to key economic policymaker changes. The analysis relies on methodological framework is based on article of Kuttner & Posen (2010) and on an original database of political events. The empirical results show that policymaker changes are not reflected in markets as single-day events, rather they are associated with several days of increased volatility following the event. Furthermore, elections are shown to be linked with market volatility on the event day as well as in postevent period.
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Barbosa, Everton Pereira [UNESP]. "Os professores de matemática e as ações educacionais públicas." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/91094.
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Este trabalho tem por objetivo identificar de que modo as ações educacionais públicas podem estar afetando a vida profissional dos professores, a partir do discurso deles mesmos. Para tanto, mostramos que este estudo é relevante para a educação matemática pois evidencia uma carência na literatura científica sobre a influência de Políticas Educacionais na vida profissional do professor de Matemática, na voz deles mesmos. Num outro momento fazemos um paralelo entre as mudanças ocorridas no Reino Unido, no governo de Margareth Thatcher, e o brasileiro, principalmente na décade de 90, particularmente em relação ao sistema educacional. No segundo capítulo fazemos uma análise da entrevista que efetuamos com um professor de Ensino Fundamental, com o objetivo acima em mente. E por fim, fazemos conclusões de modo a dialogar com nosso objetivo inicial e assim oferecer, talvez, subsídios aos formuladores/implementadores de políticas educacionais e formadores de professores de Matemática.
This aimed at identifying the ways in which public educational actions (policies) can be affecting the professional life of teachers of mathematics, By examining their own speeches. We show that this is a relevant study for the field of Mathematics Education (by eliciting a void on literature related to this subject). We then present, for the sake of better positioning the current situation in Brazilian school systems, a reading of the similitude between what has happened in the UK (Thatcher and post-Thatcher era) and in Brazil (beginning from Fernando Collor s government), in terms of an increased control of school systems, opposed to a consistent effort to remove government from the productive system. In Chapter 2 we analyse an interview made with a teacher who works on grades 5 to 8 and, finally, on Chapter 3 we offer conclusions and some possible suggestions for educational policymakers and for mathematics teacher educators.
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Morrison, Esteve Joana 1977. "Policies, health plans and interventions to adress social inequalities in health in Europe: a qualitativ perspective." Doctoral thesis, Universitat Pompeu Fabra, 2015. http://hdl.handle.net/10803/298725.
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Las ciudades están densamente pobladas y ofrecen una diversidad cultural, religiosa, étnica, y de costumbres. Suele estar dividida por demarcaciones socioeconómicas. Las desigualdades en el desarrollo infantil temprano son de gran preocupación. El objetivo de esta disertación es describir políticas, planes de salud e intervenciones para abordar las desigualdades sociales en salud y desarrollo temprano infantil en países europeos durante 2010-2013. La tesis se llevó a cabo utilizando métodos de investigación cualitativa y una revisión sistemática. Los resultados sugieren la importancia de poner más esfuerzos en proveer a los responsables de políticas con información necesaria de salud y sus determinantes sociales. Es necesario asegurar que los objetivos de las desigualdades en salud sean incluidos en la agenda política. Estos deberían tener en cuenta la naturaleza multidisciplinaria y multisectorial de reducir las desigualdades en salud. Proveer el acceso a un abanico amplio de servicios universalmente proporcionales durante la edad temprana de calidad, es importante.Cities are densely populated and offer a diversity of cultural backgrounds, religions, ethnicity and customs, frequently divided by socio-economic demarcations. Inequalities in early child development within cities are of great concern. The objective of this dissertation is to describe policies, health plans and interventions to address social inequalities in health and early child development in European countries during 2010-2013. This thesis was carried out using qualitative research methods and a systematic review. Findings suggest the importance of placing more effort on providing policymakers with available information on health and its social determinants. It is necessary to ensure that health inequality aims are included in the political agenda. These should take into account the multidisciplinary and multisectoral nature of tackling health inequalities. Providing access to a comprehensive range of quality universally proportionate services during children’s early years is important
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Sui, Wai-keung, and 蕭偉強. "Solving historical problems in Yaumatei: the role of the policymaker in an old district." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31963833.
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