Dissertations / Theses on the topic 'Programme'

Despite its stated importance to outcome evaluations, ‘programme integrity’ has long been lamented as a lacuna in the literature, especially in relation to domestic violence perpetrator programmes (DVPPs). Indeed, the literature reveals a lack of clarity regarding programme integrity in any context, although a baseline definition recognises its role as being to ensure programmes are delivered as intended and with a high level of efficacy. A ‘dominant definition’ emerges which is premised on programmes being subject to experimental models of development and evaluation and thus requiring strict adherence to a manual. This study draws on interviews with British DVPP pioneers, current practitioners and a case study, to explore how programme integrity is understood and practised in British DVPPs. The study finds that the dominant definition is inadequate to capture the practise of DVPPs due to their ‘process-driven’ approach which relies upon a high level of reflexivity, responsivity, and innovation. Furthermore, DVPPs require a concept of programme integrity – directly related to group-work delivery – which is embedded within a wider ‘service integrity’ which recognises the ways in which all aspects of the DVPP service contribute to integrity. The Respect Accreditation Standard requires that the work of the whole service is taken into account but this ‘whole service approach’ has not always translated into a ‘whole service ethos’ since the men’s group-work aspect of the service is often given prominence in terms of resources and status. Thus, a concept of ‘service integrity’ is presented which builds on the Accreditation Standard and encourages a culture, or ‘whole service ethos’, that properly recognises and addresses the contributions of the whole service to achieve an intervention which is effective and innovative, and has ‘integrity’.

At the heart of Environmental Impact Assessment (EIA) lies the focus of identification and assessment of predicted impacts, with the management actions (i.e. Environmental Management Programmes) (EMPr) often being described only in illustrative terms. In order to promote effective Environmental Management (EM) it is important that the management actions arising from EIAs are clearly defined and translated into a good quality EMPr. The thesis had three aims, (1) to determine what is regarded as high-quality criteria for EMPrs (i.e. develop an EMPr review package), (2) to determine the quality of a sample of 20 South African EMPrs by applying the EMPr review package and (3) to provide feedback on the utility of the review package. The EMPr review package was developed by converting high quality criteria for EMPrs into a review package. The EMPr review package has been structured around five (5) Review Areas each with between two and six review categories. Review categories contain between one and eight review sub-categories informing the criteria. The EMPrs were reviewed by applying the EMPr review package. Key shortfalls of EMPrs were found to be: • A lack of project detail and overview to place the EMPr in context; • Insufficient descriptions of the receiving environment and baseline environmental conditions; • Lack of maps, layouts and facility illustrations prescribing where activities must or must not take place; • In most cases no objectives and targets were set for management measures; • The stakeholder engagement process was not clearly defined (who, how, when); • The document and record keeping process was unclear; • The process of managing emergency situations and subsequent remediation were lacking; • No implementation timeframes were set for the implementation of mitigation measures; and • The rehabilitation process was not described in detail. The use of, and overall utility of the EMPr review package is simple and straight forward. A shortfall of the EMPr review package, however, is that results are likely to differ from one reviewer to another based on the reviewer‟s experience with EMPrs. The application of the EMPr review package might improve the quality of EMPrs and over time contribute to improved environmental performance.
Thesis (M. Environmental Management)--North-West University, Potchefstroom Campus, 2013.

Background The CoolPlay youth development programme (CYDP) is an after-school sport-for development (SFD) programme with an integrated social-emotional learning (SEL) component delivered to schools in low-income communities in Cape Town, South Africa. The CYDP is implemented by CoolPlay, an SFD organisation funded by the Laureus Sport for Good Foundation. The aim is to provide youth with pro-social after-school activities that equip them with the social-emotional competence fundamental to becoming responsible and socially engaged citizens. The main programme stakeholders include the CoolPlay board of trustees, an operations manager, four area managers and 26 sport and SEL coaches (Champions). In 2018, I was appointed as a monitoring and evaluation (M&E) intern within the organisation. In my capacity as an M&E intern, I conducted an evaluability assessment (EA), which determined the scope and approach of the evaluation for this dissertation. Evaluation Focus The objective of the evaluation was to determine: (a) whether or not the CYDP can realistically produce the intended outcomes, and (b) the extent to which the programme is implemented in line with quality parameters identified in the literature. As such, a theory evaluation and a process evaluation were conducted sequentially to address the following evaluation questions: 1. What is the theory and logic underlying the CYDP design? 2. Is the programme theory and logic plausible? 3. What elements of the CYDP theory could be modified to maximise intended outcomes? 4. Do the Champions implement the CoolPlay sport sessions with sufficient quality? 5. What contextual factors may be influencing the implementation of the CoolPlay sport sessions? 6. Are the Champions adequately trained to deliver the CoolPlay sport sessions? 7. Is there adequate organisational support in place to facilitate implementation of CoolPlay sport sessions? Methodology The evaluator used Donaldson's (2007) five-step procedure for constructing and assessing the programme theory. An initial programme theory was constructed using programme documentation and focus group data derived from a purposive sample of seven programme stakeholders (evaluation question 1). The plausibility of the initial programme theory was assessed by means of an extensive literature review (evaluation question 2). The programme theory was critically reconstructed using Brouselle and Champagne's (2011) logic analysis procedure (evaluation question 3). The process evaluation used a combination of quantitative and qualitative data collection, analysis, and integration methods (concurrent mixed methods design). An observational rating scale was administered to a convenience sample of 16 Champions during a routine observation session conducted by area managers to address evaluation question 4. A purposive sample of three area managers and a stratified randomised sample of four Champions participated in interviews to elicit the contextual factors influencing implementation (evaluation question 5), the adequacy of Champion training (evaluation question 6) and the adequacy of programme support functions (evaluation question 7). The operations manager also provided qualitative input on the adequacy of programme support functions through an interview. The qualitative data was analysed using Braun and Clarke (2006)'s procedure for thematic analysis. The interviews were supplemented by quantitative data derived from a mentor survey and an organisational survey completed by four Champions and five members of the programme management team, respectively. Key Findings and Conclusions The programme theory evaluation found that the initial programme theory and logic (evaluation question 1) is plausible, however effect sizes are likely to be low and programme effectiveness is highly dependent on developmentally appropriate content and structure, psychologically and physically safe programme environment, staff characteristics, parent/caregiver involvement, and youth participation and engagement (evaluation question 2 and 3). Preliminary insights derived from the EA suggest that the CYDP does not meet these quality parameters/requirements fully, thus highlighting the need for programme design and implementation improvement, as captured in the critically reconstructed programme theory (evaluation question 3). The process evaluation found deficiencies in implementation (evaluation question 4) linked to schools' commitment and capacity, parent/caregiver involvement, and youths' capacity to engage (evaluation question 5). Certain aspects of the training structure and content were found to be inadequate for developing all relevant competencies/skills, and poor Champion engagement was flagged as a critical issue (evaluation question 6). Implementation of the programme was further constrained by limited organisational capacity (evaluation question 7). These process evaluation findings confirm that the CYDP does not fully meet the programme quality parameters/requirements identified in the literature. Recommendations Key recommendations unpacked in this dissertation include the following: • Alignment of programme content with appropriate developmental milestones and unique interests of programme beneficiaries. It is recommended that the content is structured in a curriculum that follows the SAFE approach to SEL facilitation. • Provision of transport, nutrition, and first aid supplies and training, as well as implementation of strategies to address deviant behaviour to ensure that programme beneficiaries are physically and psychologically safe. • Efforts to hire, train and retain qualified Champions. These include adherence to documented selection criteria, a more comprehensive induction process, ongoing training and support including collaborative planning, debriefing and provision of mental health services. • Implementation of parental and teacher involvement strategies, such as invitation to CoolPlay meetings and workshops, distribution of newsletters, and provision of transport to and from CoolPlay events. • Implementation of M&E systems for participant enrolment, attendance, drop-out and engagement. • Allocation of resources toward securing qualified, full-time staff with experience in positive youth development. • Strengthening of programme quality before the CYDP is rolled out to additional sites, given that the programme has the potential to support both positive and negative developmental outcomes in youth.

This study is a formative evaluation of a youth development programme which places volunteers as 'reading buddies’ in grade 2 classes in schools in the Western Cape. The study assesses the implementation of the school placement component of the programme - comparing the actual and intended implementation, as well as describing the volunteers’ experience thereof. The evaluation uses a mixed methods approach, combining surveys with volunteers and teachers with an electronic volunteer diary and volunteer focus group. Additionally, the evaluation establishes a common understanding of the programme logic (through a comparison of four stakeholder perspectives) and assesses the plausibility of the programme achieving its intended impact considering the available literature. The study includes surveys programme volunteers (n = 23) and school teachers (n = 30), interviews with programme staff (n = 4) and focus groups with programme staff and volunteers (n = 16). Ethical clearance for the study was obtained through the University of Cape Town’s Commerce Faculty Ethics in Research Committee. The evaluation findings indicate that the school component is being implemented as intended. However, volunteers raised concerns of unproductive time spent at schools, a perceived lack of respect from learners and tensions with school staff - especially after incidents where corporal punishment was reported. These findings suggest the need for an improved monitoring system to facilitate real-time responses to challenges experienced by the volunteers, as well as a form of mediation between volunteers and school staff when tensions occur. Regarding the plausibility of the programme logic, the evaluation finds a lack of evidence to suggest the programme’s intended impact is likely to be achieved. As such, revisions to the programme design are suggested.

La methode de calcul est basee sur la notion de regions de decision au sens de bercanu d'ou la necessite de connaitre l'ensemble des solutions de bases realisables. L'algorithme de nicula permet leur determination. La fonction repartition est obtenue par integration sur l'ensemble de ces regions de decision. On presente des etudes de cas

The United Nations Environment Programme's Regional Seas Programme (RSP) is one of many international regimes for the protection and management of the marine and coastal environment. However, the literature suggests that this programme has, above others, attracted numerous accolades. Notably, the RSP has been referred to as "the jewel in UNEP's crown". Absent from this literature is evaluation based evidence to corroborate such declarations. The complexity of the evaluation science literature necessitates the creation of a three-part Model of Evaluation Science to capture recurring themes and concerns. The first part presents a typology of evaluation forms. The second part details the generic steps involved in the policy and programme evaluation process. The third part decants a set of key barriers and challenges to conducting evaluation. The Model is tested through a diagnostic field study in the case study of the Caribbean RSP. Evidence obtained from Content Analysis of the literature and Key Informant Interviews with strategically-placed personnel at the Caribbean Regional Co-ordinating Unit, indicates that capacity does not exist to evaluate the RSP's impacts on the state of the environment. As such, the Model is used to examine the state of programme evaluation capacity. Data obtained from the Interviews is presented as a set of "actual" capacity conditions, contrasted with the ideal or "expected" conditions provided by the tenets of the Model. Finally, the thesis concludes by passing judgment on the "jewel in the crown" declaration, and presents a set of recommendations to strengthen evaluation capacity in the Wider Caribbean Region.

Destiné à enrayer la perte de compétitivité enregistrée par l'industrie européenne des technologies de l'information à l'aube des années 80. Le programme ESPRIT consiste en une aide financière massive à des coopérations industrielles transeuropéennes en matière de recherche-développement. Doté d'un budget de 4,7 milliards d'écus, c'est le programme de recherche le plus ambitieux jamais lancé par la communauté. Outre la nécessité de son insertion dans un cadre juridique approprié - corollaire de la forte " juridicité " du système communautaire -, esprit a servi de modèle à la plupart des programmes communautaires dits de deuxième génération. A ce titre, il a notamment été le lieu d'expérimentation de techniques juridiques spécifiques. En particulier, le choix d'actions indirectes de recherche a conduit à l'établissement d'une procédure minutieuse de sélection des entrepreneurs et à la conclusion de différents types de contrats : contrats standard CEE, accords de consortium et accords de sous-traitance. Sous réserve de la survenance de situations critiques, la bonne exécution d'ESPRIT requiert l'accomplissement d'obligations relatives aux travaux contractuels et au régime de diffusion des connaissances, ainsi que la conformité du programme au droit communautaire de la concurrence, lequel est applicable malgré la participation active des institutions communautaires
Meant to stop the loss of competivity of the european information technology industry in the early 80's, the ESPRIT programme consists in an heavy financial support to transeuropean industrial cooperations in the field of research and development. With a 4. 5 billions ecus budget, it is the most ambitious programme of research ever launched by the community. Besides the necessity of its inclusion in an appropriate legal support, esprit has become a model for most of the " second generation " community programmes. It has served as an experimentation of specific legal methods. In particular, the solution of indirect research actions led to the elaboration of a careful contractors selection procedure and to the conclusion of different types of contracts : eec standard contracts, consortium agreements and subcontracts. Apart form arising of an emergency, the right performance of esprit requires the carrying out of obligations related to the contractual work and to the informations diffusion, as well as the conformity of the programme with the community competition law, which is applicable in spite of the community institutions participation

Attachment refers to a strong emotional bond with special people in a person?s life, in whose presence the person experiences pleasure, joy and comfort in times of stress. The first attachment in life is commonly formed between an infant and primary caregiver, which is usually the mother. The caregiving provided by the mother or caregiver will determine whether a secure or insecure attachment pattern is formed. Attachment theory indicates that this first attachment forms the basis for a cognitive representation, the so-called internal working model, which becomes part of the person?s personality and forms the foundation of the person?s perception of the self and the world as well as of all future interpersonal relationships. As infancy is a sensitive period for the development of attachment, the prenatal period could be an appropriate time to educate expecting mothers about the importance of secure attachment and their role in the development thereof. The researcher therefore wished to explore whether antenatal programmes could be used as a platform for teaching expecting mothers about attachment. As a starting point, the goal of this study was to explore the perceptions of antenatal programme presenters on including training on attachment into antenatal programmes. The study was based on a qualitative research approach, and applied research as the type of research. A collective case study research design was adopted and data was collected by means of semi-structured interviews that were conducted with a sample of ten presenters of antenatal programmes in the Tshwane district. The participants were selected by means of purposive sampling. Data was analysed according to methods for qualitative data analysis, and relevant ethical considerations were followed during the study. The research findings indicate that the participants were aware of the importance and benefits of secure attachment and that they had a positive attitude towards the inclusion of training on attachment into antenatal programmes. They were eager to receive training on attachment and to adapt their programmes to include training on attachment. The researcher concludes that it would be feasible and beneficial to include training on attachment into antenatal programmes, and to train antenatal programme presenters for this purpose. The provision of training on attachment to nurses and raising awareness of attachment in the private and public health care sectors could facilitate greater knowledge of attachment for expecting mothers. Further research in diverse settings, such as in private and public clinics and hospitals in different geographical areas, is recommended.
Mini Dissertation (MA)--University of Pretoria, 2016.
Social Work and Criminology
MA
Unrestricted

The South African Parliament has set up a programme to inform and educate the public about Parliament and to build democracy. Our country has only recently become a democracy. Previously, people were not allowed to vote nor participate in making decisions that affected their lives. Organisations such as Parliament were not open and did not answer to the public. As a result, the majority of the people do not have the experience and the skills to participate in the new democracy. This places a major challenge on all those who are committed to developing democracy in the country. The growing democratic culture can only be built upon if the public participate in issues that affect them. This requires that people are made aware of what is happening in organisations like Parliament and understand how they can become involved. People need to know how to raise their concerns when decisions affecting them are being taken. Once decisions are made, the public should be informed about their rights and responsibilities and how to hold government accountable. In building a democratic culture, the right of individuals to hold differing political views must be promoted. Parliament, as a national representative body, has a responsibility to contribute to deepening the democracy we have achieved. To do this the public education programme that has been set up will: * inform people about what happens in Parliament and about democracy generally; * educate people about how Parliament and democracy work and about their rights and responsibilities; * motivate people to participate in democratic processes and engage with decision making bodies, especially Parliament; and’ * promote a culture of democracy and human rights. To achieve the above, the Public Education Department (PED) has been established to coordinate the implementation of the programme. The PED will undertake a number of activities including workshops, public meetings, the distribution of publications and audiovisuals. campaigns, outreach to the youth and educational tours of Parliament. In undertaking the programme. Parliament will work closely with Provincial Legislatures, Government Departments, civil society and the media. To consult with these agencies and to build support for the programme, a national conference will be held early next year. Prior to this conference, preparatory conferences will be held in each province. The provincial conferences will also design strategies for outreach to the different sectors within the province and plan for the implementation of joint activities. Parliament calls on all members of the public, organisations and the different sectors of society to become actively involved in the programme and the drive to deepen democracy in our country. Individuals and organisations requiring more information or wanting to make an input into the programme can telephone the PED on (021) 403 2460.

Thesis (MBA)--Stellenbosch University, 2006.
This study project sets out to examine the validity of an idea - an idea to create a study-abroad programme complemented by combining studies with mission work for Christian university undergraduates. In support of this idea, this study researches the overwhelming arguments that would validate the programme. The study then looks into how the programme can be designed and what its desired focus should be. In this study, the author first examines the prominent external forces that justify the programmes' needs. Two prominent forces include the lack of valued, quality leadership roles in today's business community, as well as the coming of a more integrated world where business managers must gain the skills to transact beyond borders. These two forces become the focal point of the education component, while the last external issue examined explores the business mission possibilities for southern Africa. The study then delves to understand how business schools are adapting to the issues of teaching leadership skills and the ability to transact beyond borders. The author finds that even though many schools have responded by adding soft skill courses such as leadership or internationalising their student bodies and curricula, many organisations are still reporting the lack of quality global leaders. With this, many organisations are creating Corporate Universities where they themselves educate their employees through the use of Action Based Learning (ABL). The author thus believes this ABL concept is a most effective tool in not only training for specific functions of business, but also in tacitly improving the soft skills of business management, which is becoming important for today's global leaders. Knowing these external and internal issues, the author studies the potential of such a programme by analysing a Christian university's existing curriculum and ABL missions structure, and then meets with prospective students, deans, professors, and administrators who may desire a programme that combines study abroad with mission work. The findings suggest that the focus of the programme narrow in on global based leadership education complemented with the use of Action Based Learning in the missions field to promote multidisciplined business missions. However, designing this Global Leadership Programme will require a model from which to begin. The author chose the Value Chain concept; however, Porter's (1985) Value Chain concept was thought to be too onerous for developing this short-term programme. The author then describes and illustrates the use of Sviokla and Rayport's Virtual Value Chain model (1994) and chose to use this model in designing the programme. As a result, the subsequent Chapters first establish direction by suggesting vision and mission statements and the Global Lead Programme objectives, and then research the content (what is offered) and context (how the content is offered) components of the model. In the end, the author concludes the study by offering insight into infrastructure (the enabler) considerations and options to enable the Global Lead Programme to grow and succeed.

The aim of this study was to explore whether a ten week Cognitive Behavioural programme (FRIENDS) was acceptable to children, parents and teachers. FRIENDS is designed for use in schools with whole classes of children, aged seven to eleven years old. The study took place in a primary school in the South East of England. The programme was delivered by the researcher to a year three class and year five class of children. Following each session, children were asked to complete a questionnaire exploring their experiences. Two weeks after the end of the programme, six children from year three and five children from year five were interviewed in separate focus groups, to find out what they thought about FRIENDS. Similarly, four parents were interviewed in a focus group, and three teachers were interviewed individually to explore their experiences of FRIENDS. Thus, key stakeholders' views about FRIENDS were gathered. Analysis of the findings suggested that participants thought FRIENDS was a positive experience for them. However, year five children mentioned less positive experiences than the other participants, and teachers and parents highlighted the positive experience for the children, rather than for themselves. All participants identified negative experiences, including; the homework and the difficulty in accessing the programme because of the ability needed and reliance on reading and writing activities. Participants often identified areas of improvement linked to their negative experiences, e.g. to use differentiation, to cater for different learning styles. Children and parents felt that FRIENDS had made an impact through its teaching of skills, such that children applied some of the skills taught, which bought about positive behavioural changes in the children. The theoretical underpinnings, relevant literature and findings from this research are discussed in relation to implications for professional practice and future recommendations for research.

The subject matter of this thesis is the analysis of implementation of three of the programmes of the National Solidarity Programme-PRONASOL. A study of the implementation of PRONASOL is essential because the relationship between policy success or failure and policy implementation has been poorly studied for the Mexican context This thesis aims to provide a detailed analysis of the process of implementation of three of the programmes of the PRONASOL in the state of Campeche, Mexico, which will be used to test relevant theoretical assumptions about policy implementation. In terms of policy implementation the dissertation explores empirically the link between individual behaviour and the political, economic and legal context in which the action takes place by considering contextual variables. The thesis uses the case study method to test the adequacy of theory of policy implementation to explain the cases under analysis. This method was useful first, because it allowed to emphasise contextual conditions which may have significant influence on the phenomenon under study. Second, because the research aimed to describe cases in which the conclusions of national studies based on aggregated data were not helpful. A contrasting strategy was used to extent the explanatory potential of the case study method which was achieved through the selection of programmes and also through the selection of municipalities and localities in which the study was carried out The dissertation contributes to the understanding of the link between concrete and immediate day-to-day decisions by particular actors with the longterm structural features of Mexican society and so, to shed light on the historical trends, institutional processes, and political decisions that are interwoven in the implementation of public policies.

The general aim of the thesis is to show how The Situational Language Intervention Programme (SLIP) was formulated in order to include the critical factors of: the cognitive abilities and linguistic characteristics of the intellectually handicapped; pragmatics, semantics and syntax and the four models of language acquisition; the criteria that guide language intervention programme development; the use of precise and systematic teaching methods that stimulate the use of language in the students' environment. The general objective of both SLIP and this thesis is to show how to increase moderately to severely intellectually handicapped adolescents' language-communication through the appropriate use of the forms of language applied to its functions in a specific range of situations. Chapter Two of the thesis is concerned with the cognitive abilities of intellectually handicapped people and the implications of intellectual handicap on communication and language development. In addition it discusses, stage by stage, the positive and negative markers of language acquisition. These markers illustrate to the teacher the signs of linguistic retardation at each stage of language learning. The contents of Chapter Three provide an outline of the four models of language acquisition, i.e. Pragmatic, Semantic/Cognitive, Psycholinguistic/Syntactic and Behavioural. Those models contribute to our understanding of how language develops and illustrate to us the complex nature of language acquisition. In addition, this discussion documents the past and current research viewpoints and draws our attention to the limitations that existing theories have in providing a "full�blown" model of language acquisition. Furthermore, Chapter Three is stating that the recent analysis of language-training for communication disordered and intellectually handicapped students has shown that a more balanced study of the semantic and pragmatic factors in language acquisition is emerging. This chapter is urging teachers to re-analyze, re-evaluate and modify their language intervention programmes by integrating the syntactic, semantic and pragmatic factors. Both the contents of Chapters Two and Three are demonstrating that it is necessary to address the theoretical viewpoint and academic findings both of which are important aspects of the role of the interventionist. They have to be addressed if the teacher is to make judgments concerning the efficacy of different models in attaining certain goals. Such factors govern the utilization and integration of certain approaches and procedures. The contents of Chapters Four and Five discuss how the language interventionist can lead the intellectually handicapped student into increased language usage and communicative competence. Chapter Four is concerned with the current critical issues and developments in: curriculum and programme design for the moderately/severely intellectually handicapped adolescent; criteria to guide programme development and direction of language intervention; direct instruction techniques; augmentative communication systems and their basic programme guidelines. Chapter Five outlines the framework of the Situational Language Intervention Programme (SLIP) which was designed and implemented by the author. The content and procedures utilized by SLIP are greatly influenced by the contents of Chapters Two, Three and Four. This influence is demonstrated in the discussion concerning SLIP's: aims and objectives; content and design decisions; selection of forms to be taught; sequencing; teaching procedures and methods of instruction. Chapter Five also discusses the implementation of SLIP.

Master of Public Health - MPH
Many parts of South Africa face a shortage of doctors within the public health system. While the PHC system is driven primarily by nursing staff, there is a need for doctors to provide certain services at primary and secondary levels. In 1996, as part of its efforts to address the shortage of doctors, the DoH began recruiting Cuban doctors to work in South Africa. This programme, now underway in eight of the nine provinces, falls under a government-to-government agreement aimed at strengthening the provision of health care in the areas of greatest need: townships and rural areas. The programme has demonstrated tangible success. However, it has also been criticised in some sections of the medical community and the media, where it has been portrayed in a controversial light. All this underlines the importance of an analysis of the programme, but to date, no such evaluation has been carried out.This research assesses the Cuban Health Programme in Gauteng province. On the basis of this thorough assessment, the government can take steps to improve the national programme, using Gauteng as a case study. This study was conducted in July 2004, employing qualitative methods to develop an in-depth understanding of recruitment and induction processes in Cuba and South Africa, the scope of practice of Cuban doctors, professional relationships, adaptation to the health system and broader society, and other factors. The researcher also conducted a review of official documents. Gauteng began with two Cuban doctors at the outset of the programme in 1996. The number peaked at 32, and has since dropped to 15. All of these doctors were interviewed in the course of the research, along with five managers and five peers. The study revealed that all the interviewees, except one manager, firmly believe that the programme has achieved its objectives, and should continue. Peers and managers commended the high quality, comprehensive and caring approach of the Cuban doctors, and say they are satisfying a real need. The Cuban doctors, however, believe that because they are providing mostly curative services, they are under-utilised. Flowing from the research are a series of recommendations. These include a proposal that the government recommit to the programme and ensure its continuity, and review the current role of the Cuban doctors, taking into consideration their willingness to provide training and expertise in preventive interventions.
South Africa

Published Article
The pass rate of grade 12 learners is shockingly low and this is supposed to be the feeding ground for Higher Educations in South Africa. Alet Rademeyer quotes from a document of Advocate Paul Hoffman, SC, and director of the Centre for Constitutional Rights, that the South African School System only delivers one out of 29 functional literate Black matriculants. It is a national crisis and is an indication of gigantic proportions. The aim of the Academic Literacy Programme (ALP) at the CUT is to improve student's academic literacy skills which will ultimately boost the student throughput rate at the CUT. The programme will help students develop their academic language skills whilst creating a positive attitude towards the English language.

This thesis aims to analyze the efficiency of the leniency programme. This programme is currently the most important cartel fighting instrument in EU and Czech Republic. The first section deals with cartel agreements and their impact in general. It also shows reasons for implementation of the leniency programme and other cartel fighting instruments. Second section concerns on general principles of leniency programme and its position within current system of law. The next two parts contains description and history of leniency program in EU and Czech Republic. They also analyze decisions of European Commission and Office for the Protection of Competition in Czech Republic. This analysis creates the most important part of this section. The last section aims at juridical institutes able to endanger efficient functiong of leniency programme in future and defines their relation to this programme.

Construction is an investment intensive industry which has been notoriouslyknown to be cost and time ineffective. Further, the construction industry isknown to be the world’s largest resource utilizer and the largest polluter.Hence sustainability in construction is necessary.Since Higher Education Institutes (HEIs) are one of the most importantstakeholders in construction, this research aims to determine the sustainabilityaspects taught in Swedish construction programmes. On comparing the aimsand outcomes of all construction courses to the United Nations SustainableDevelopment Goals (SDGs), this research found that Swedish constructioneducation programmes lack political and social sustainability in theirconstruction curricula. Further, this research investigates the challenges toimparting sustainability education due to present research andpedagogical/teaching methods. Data to investigate the results was collectedthrough interviews with programme directors from various SwedishUniversities.The findings of this research show a connection between practical application,research and traditional education. Further, the factors affecting research andpedagogy are also inter-related and convoluted. A large cause and effectnetwork arising due to the interplay of the factors is addressed in thediscussions section. This thesis finds that sustainable development inconstruction requires development of sustainability evaluation methods as wellas combined efforts from various stakeholders and professions.

This study set out to investigate the structuring, recontextualisation and circulation of waste management knowledge in the South African environmental Expanded Public Works Programme (EPWP) Waste Management Projects. In this thesis these projects also referred to as the Working on Waste (WoW) programme or focus area within the Environmental Protection and Infrastructure Programme (EPIP) hosted by the National Department of Environmental Affairs. Expanded Public Work Programmes are a strategy used by governments to address unemployment and in South Africa; the programmes also seek to address a need for skills development. In this study, the focus is on EPWP waste management knowledge, training programmes and activities only. With waste management knowledge as the core interest, the focus of the investigation was on knowledge circulation of waste management via informal (participation in the project) and formal training of workers at Level 2 National Qualifications Framework (NQF). The study started by firstly investigating what waste management knowledge is produced in the Field of Production via scientific research and policy. It then studied how this waste management knowledge is recontextualised into qualifications and skills programmes designed in the official recontextualising field and learning materials and training programmes designed and offered in the professional recontextualising field. The study also focused on the knowledge of workers and their experience of training in the EPWP workplaces, with an emphasis on rural workplaces. This is where the Department of Environmental Affairs (DEA) is placing emphasis on training for job creation, empowerment and skills development, and it is also where a number of EPWP Working on Waste programmes are being implemented. The aim was also to develop an understanding of how knowledge circulates amongst learners in training sessions and in workplaces. To do this, I drew on Bernstein’s theory of the pedagogical device which provides theoretical lenses and a language of description to explain how knowledge is recontextualised from the field of production to the field of reproduction. To investigate the structuring of this knowledge by official and pedagogical recontextualisers, I drew on the work of Maton, who offers a Legitimation Code Theory to explain the principles structuring knowledge, of which I used specialisation and semantics (two of his suite of knowledge structuring principles) for analysis. The questions that guided the study throughout were: 1. What is the structure of legitimate knowledge and knowers in waste management? 2. What are the underlying principles underpinning knowledge and knowers in waste management? 3. How is the knowledge recontextualised in waste management training qualifications, documents and manuals for worker training at NQF Level 2? 4. How is the knowledge reproduced and evaluated in the waste management EPWP training activities (formal) and workplaces (informal)? 5. How does waste management knowledge circulate amongst the workers in the EPWP training activities and workplaces? For this study I used the case study method, focusing only on one field or DEA EPWP focus area (waste management) and one programme (EPWP Working on Waste), looking in more depth at two cases (two similar types of projects) within the EPWP Working on Waste programme, though they are situated in different areas and though I could only carry through observations of actual workplace training in one of the two sites due to contextual circumstances. The first project was situated in the Amathole District Municipality while the second one was situated in the Chris Hani District Municipality, both of which are in the rural towns of the former Transkei region in the Eastern Cape, South Africa. This area has been at the forefront in accessing funding for these projects due to the level of poverty surrounding these towns and the inability of the local government sphere to deliver on its mandate in the region. Data was collected through document analysis, questionnaires, interviews and observations. Documents analysed were research documents produced by researchers at the level of production as well as legal frameworks guiding waste management processes in this country. Qualifications and Unit Standards at Level 2, as well as training materials designed by providers were analysed. Training in one of the projects was observed and workers in both sites were interviewed twice. The main finding of the study is that waste management knowledge is characterised by interdisciplinarity and a strong epistemic relation which emphasises procedural and technical forms of knowledge. The study found that the knowledge constructed in the field, as well as the policies, qualifications and training programmes are all consequently characterised by a strong epistemic code (ER+) and a weak social relations code (SR-). The study also identified a ‘code clash’ with the knowledge of workers in rural towns whose knowledge and experience of waste management was found to reflect a strong social relation (SR+) and weak epistemic code (ER-), a pattern which was traced back to a similar code in waste management knowledge at home and school (i.e. workers’ prior knowledge and learning experiences). This created difficulties for the trainers who sought to use strategies of descending from the abstract to the concrete in various ‘descending’ semantic waves that tended to move from high levels of semantic density (SD+) to lower levels of semantic density (SD-) as the training provider sought to contextualise a range of concepts. This was the main strategy identified for mediating waste management knowledge reflecting a dominant pattern of SD+/SG- to SD-/SG+ (with SG meaning semantic gravity). This shows that the trainer seldom started mediating concepts from the basis of workers’ prior knowledge and experience and observations showed little responsiveness from workers resulting from this strategy. Despite this, the study found that workers did develop an improved understanding of specialised waste management knowledge over time, especially through observing and doing more complex tasks in the workplace. The study offers a model for addressing the pedagogical difficulty identified around the code clash, and suggests that further attention needs to be given to ‘ascending’ from the concrete to the abstract in pedagogical practices. The study also pointed to the need for a more inclusive knowledge framework for waste management training, especially in the field of recontextualisation (both the official and pedagogical recontextualisation fields) to extend possibilities for workers to learn more about economic potential and access routes into more sustainable jobs. It identifies the need for a more systemic approach to waste management in rural towns and municipalities, improved compliance and also proposes that better waste management practices are modelled to avoid performative contradictions between the knowledge promoted in the field of production and the official and pedagogical recontextualising fields and the field of reproduction, where workers are learning this knowledge via a mix of accredited training and exposure to participation in waste management practices. This study contributes to new knowledge in that it offers an epistemically grounded and theorised pedagogical process model for Level 2 Waste Management Training (in the EPWP programmes, but potentially also more broadly) that accords with the need for a strong epistemic relation code (ER+) embodied in the need for learning scientific and technical waste management knowledge and procedures. It also addresses workers’ needs for greater epistemic access and participation in knowledge building and application of waste management knowledge in praxis as per the purpose of the EPW training programmes, thereby potentially opening up more sustainable learning pathways for them out of poverty through the EPWP training opportunities. The study has pointed to key areas for further research, including further research on the proposed model, further research into Level 2 pedagogical practices and further research into the foundations of waste management learning in schools. Most of the workers who were participating in the training in the EPWP programmes were educated at above Level 2 before participating in the projects, yet their knowledge and experience of waste management was mostly based on everyday knowledge, pointing to an absence of adequate waste management education in schools in rural contexts in South Africa. The study has also made various recommendations for improving waste management education and training at Level 2 in EPWP programmes in rural areas in particular (but potentially also more widely), notably the need to develop a more inclusive knowledge framework that includes historical and economic knowledge more explicitly at all levels of the recontextualisation process; improved pedagogical and assessment practices that take better account of learners knowledge and experiences in knowledge building processes; and giving attention to structural and systemic approaches to waste management in rural areas to avoid performative contradictions that arise between the knowledge being promoted in the field of production and the field of reproduction and the actual context of waste management.

Abstract Programme management (PgM) is both an increasingly-used form of management innovation (MI) and a vehicle for developing and delivering management innovation. Current programme management research is focused on a number of dominant, simple contexts; and grounded in existing project management terminology and practice, that are based on 'hard systems thinking'. There is a need to explore PgM in different contexts and to build a more interpretive, less prescriptive account of programme management. This thesis connects the literatures of MI and PgM for the first time. In contrast to much of the existing PgM literature this research focuses on the social context forming around programme and projects, adopting a longitudinal, realist, mixed-methods approach. Social network analysis is combined with interview and observation data to explore the programme development. The study focuses on a case study of a publicly-funded innovative programme in a 'triple helix' setting and examines the evolving programme roles, the emerging relationships, routines and rules devised and introduced within the programme in its adoption and implementation. Programme sponsors and programme managers occupy influential roles in the programme management literature. The study shows how these roles influence the social context through early adoption and implementation phases of an innovative programme. The study indicates how 'programme champions' use their personal networks and connectivity to wider stakeholder networks, to build the programme vision and establish strategic aims and to provide support across the programme. The study demonstrates the use of personal networks to build authority and to bridge commercial and academic differences. Mls such as stage-gate models and increased 'openness' are deployed as rules and routines for introducing the programme management aims. Difficulties occur in programme implementation when the influence of programme management control is challenged as new networks provide and support differing programme assumptions. Distinct network trajectories are highlighted as barriers to programme level influence at the level of programme and project interaction. iii

Includes summary.
Includes bibliographical references (leaves 63-68).
This report presents the findings of a formative evaluation of the Silence The Violence (STV) programme, a school-based violence prevention initiative. The programme is implemented by an organisation known as Khulisa Services, which has service points in all nine provinces of South Africa. The main objective of the STV programme is to reduce verbal, emotional and physical violence in schools.

This dissertation reports an evaluation study which was done with an educational programme for Automotive Service Technicians which was adapted for South African conditions and derived from a programme used internationally, and originally developed in Schweinfurt, Germany in 2005. The programme was designed to answer to particular problems experienced during automotive driveline-component installations. Since the inception of this programme, ZF Germany had been training representatives from their different subsidiaries over the world on the essential elements of automotive driveline installation protocol. The representatives were trained to adapt the core programme in accordance with the particulars of the vehicle populations in each respective country, and the researcher has performed this task The aim of this research was to evaluate the effectiveness of one particular module known as “Guidelines to clutch replacement” with regard to bringing about the desired changes in knowledge, attitude and behaviour within the trainees. Previous anecdotal feedback from the industry had suggested that the programme had been helpful in the reduction of installation errors, but the extent of the successes and failures of the programme had been unknown until this study. The training department at ZF South Africa was tasked to design further training modules based on the findings of the module under study in order to establish the successes and failures of the core concept for improvement of successive programmes. The approach for this programme evaluation was utilization-focused which allowed the researcher to choose from and combine a variety of data collection strategies over the complete range of summative and formative evaluation approaches. However, in keeping with the stated aim of this study, this study had been limited to a summative inquiry by employing a quantitative data collection strategy at the hand of a quasi-experimental research design. This research report presents the findings of a one-day intervention programme that was offered to Automotive Service Technicians in the Gauteng area. The conceptual framework that was adopted for the research was based on the four level evaluation framework of Kirkpatrick (1998) with the first three levels having been empirically tested and the fourth level discussed on the basis of empirical information. Findings suggest that although the levels of knowledge-acquisition could not to be considered as high, behaviour modification had indeed been observed to be in alignment with the clutch-installation-protocol and almost all the respondents had adopted the protocol as their preferred way of executing clutch installations. In addition, most respondents found the programme to be pleasant and of a high utility value. Certain problems with the programme became evident, such as the pace having been too fast; printed hand-outs were not considered to have high utility value, and sensitivity to personal and cultural differences were found to be lacking. The low levels recorded for knowledge acquisition may be language related which possibly relates to the fast pace of the course. The research findings suggest that the course should be spread over two days instead of one day and be augmented with practical demonstrations and re-designed printed hand-outs. In order to effectively measure level four of the Kirkpatrick framework, criteria of concern should be negotiated with participating organisations in order to provide relative data for answering research questions on this level. Procedures for collecting data over the course of several years need to be established and agreed upon by all stakeholders for such data to be reliable and valid in the inclusion of a time-series study. Regarding a relatively simple programme such as the programme under study with programme objectives that have a predominant procedural-knowledge focus, the Kirkpatrick framework has been found to be effective and its procedures may be applied in other industry-based training programmes. An added academic contribution to the previous one is that the Kirkpatrick framework as utilised in this study has shown that the framework offers a high utility value for fast-paced short courses where contact time with trainees are limited and evaluation designs need to fit in with the practical limitations. The high utility value of the Kirkpatrick framework became evident in the findings of this study where transfer of learning had evidently taken place regardless of possible learning problems such as language barriers.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
MEd
Unrestricted

Cette recherche s’attache à identifier les paradigmes éducatifs caractérisant les programmes de l’école primaire de 2002 et de 2008, et, à travers eux, les projets politiques qui leur sont sous-jacents. Plus particulièrement, cette étude interroge la façon dont chacun de ces programmes tente de répondre au défi de la modernité démocratique. L’analyse est organisée sous l’angle de la cohérence systémique des trois pôles constitutifs de tout projet éducatif : le pôle des finalités, le pôle des appuis scientifiques, et celui des pratiques. Cette tentative de modélisation est étayée par les données recueillies à l’issue d’une lecture thématique des programmes développée à l’intérieur de chaque domaine ou discipline. Un premier chapitre est consacré aux modalités d’élaboration de ces deux programmes. Les quatre chapitres suivants sont consacrés à l’analyse, sur le mode comparatif, des différentes disciplines regroupées par démarche curriculaire. La façon d’aborder l’enseignement de chacune d’entre elles y est en effet modélisée, mais l’intention est également d’identifier, pour chacun des programmes, différentes modalités de cohérence dans le traitement de ces disciplines, et de les illustrer à l’aide de ces regroupements, lesquels ne sont pas les seuls possibles. L’ensemble de cette étude permet d’alimenter un sixième chapitre de synthèse consacré à la détermination des deux paradigmes éducatifs véhiculés par les programmes de 2002 et de 2008, et à la caractérisation de leur cohérence systémique, à la fois horizontale et verticale. Cette synthèse tente ainsi de mettre en exergue les contrastes entre ces deux paradigmes éducatifs relativement au critère du type d’individu qu’il s’agit de former. Cette réflexion sur les programmes de l’école primaire conduit à des implications curriculaires vis-à-vis des compétences professionnelles des enseignants qui sont, en retour, examinées
This research endeavours to identify education paradigms which characterise French primary school programs of 2002 and 2008 and, through them, to look at the politics projects standing below these programs. Particularly, this study will examine the way in which each of these programs tries to answer the challenge of democratic modernity. This analysis is organized from the angle of systemic coherence of the three constitutive points standing at the basis of an education program : purposes, scientific support and practise. This attempt at establishing a pattern is backed up by the data collected at the conclusion of a thematic reading of the programs developed inside each field or discipline. The first chapter is devoted to the methods of development of these two programs. The four following chapters are devoted to the analysis, on the comparative mode, of the various disciplines gathered by curriculum approach. The way of approaching the teaching of each one of them is indeed modelled there, but the intention is also to identify, for each of the programs, various methods of coherence in the treatment of these disciplines and to illustrate them using these gatherings, which are not the only possible ones. The whole of this study makes it possible to give birth to a sixth chapter of synthesis devoted to the determination of the two educational paradigms conveyed by the programs of 2002 and 2008 and to the characterization of their systemic coherence, at the same time horizontal, from one discipline to another for each cycle, along with vertical, i.e. relative to a possible continuity between cycles, even between degrees of teaching. This synthesis also tries to put forward contrasts between these two educational paradigms, compared to the criterion of the type of individual who has to be formed. This reflection on the programs of the elementary school leads to curriculum implications vis-à-vis to the professional competences of the teachers, who are, in return, examined

Adult literacy programmes traditionally define literacy in fundamental, functional or cultural terms and prepare learners to conform to society. Community-based programmes see literacy as emancipatory, adopt a critical stance towards society and ideally use a learner-centred approach. This study sought to inform one community-based programme on more effective learner-centredness. Fourteen Caribbean immigrants participating in the programme were interviewed to investigate their concepts of literacy, motives for enrolling in, and expectations of, the programme. Results indicate that learners had limited concepts of the word "literacy," and had joined the programme because of difficulties in accessing Canadian public education. Most had completed primary school in the Caribbean and were accustomed to teacher-directed education. The study recommends that the programme increase learner-participation in decision-making and adopt a holistic approach to learning using focus groups. Also advocated is critical assessment of issues affecting learners such as language, migration and access to school.

According to Lerole (1994:9), practitioners in the health care and social services find themselves in the frontline regarding their attempt to prevent the spread of HIV as well as deal with its consequences. Having well-trained, knowledgeable and highly motivated professionals working in service delivery at all levels is crucial for effective management of the HIV epidemic. HIV and Aids present a significant problem at both societal and professional levels for social workers. Individuals who are affected by HIV or Aids have needs that may require a multitude of services including counselling, social services (Wexler, 1989), advocacy, community outreach and case management (Wiener & Siegel, 1990). At a broader level, there is a need for preventive programming, education and policy making. Social work has a significant role to fulfil in meeting the needs of individuals affected by HIV or Aids. The skills social workers perform in integrating people with larger systems, their focus on context and environment evolving from work with historically marginalised groups, and their commitment to human rights and fairness are critical in addressing the issues surrounding HIV and Aids. The overall aim of this research was to determine whether the evaluated Resilient Educators (REds) support programme can be adapted to become an effective empowerment programme for social work students in supporting people infected with and affected by the HIV and Aids pandemic. Attention was given to the following aims of the study as discussed in each chapter. Chapter 1 contains the problem statement, research objectives and a discussion on the strengths perspective as well as the procedures followed. Furthermore, the limitations of this study were discussed, the definitions of key words were given and an exposition of the composition of the research report was also given. Chapter 2 gives an overview of the research methodology and includes a discussion of the intervention research model applied. The concurrent embedded strategy was used in this study and was implemented with a mixed method design model. The single system design and interviewing procedures were used to collect quantitative and qualitative data simultaneously. In Chapter 3 the nature and content of the REds programme for educators are discussed. REds was conceptualised as a potentially supportive, participatory group intervention for educators affected by the HIV and Aids pandemic to ensure educators excellence and sustainability. Group work as a research process was simultaneously offered, enabling intervention or leading to positive social change. An overview of the REds programme was provided by stating the aim of each session and documenting the process of each session as it occurred. This chapter provided a background for the next chapter that reported on the effectiveness of the REds programme. Chapter 4 reports on the effectiveness of REds. REds was presented to affected educators from two schools in the Matlosana district in the North West Province. The results of this study are based on a comparison of pre-test data and post-test data within both the qualitative and quantitative paradigm. The quantitative data was gained by using the Professional Quality of Life Screening questionnaire (Stamm, 2005). The qualitative data was gathered by way of in-depth interviewing where symbolic drawings, open-ended questions and participants' comments on each session, were integrated. The REds programme was evaluated as being successful for this group. However, a need for services from other health care professionals, such as nurses or social workers, was established. Chapter 5 focuses on the role of the social worker in providing empowerment to those infected with and affected by HIV and Aids and a literature study was conducted on the role of the social worker within an HIV and Aids reality. Chapter 6 focused on the development of an empowerment programme for fourth-year social work students regarding HIV and Aids, adapted from the REds programme. The HIV and Aids empowerment programme was developed to educate the social work student with the necessary knowledge and skills to ensure that they are well-trained to deliver an effective service to those people infected with and affected by HIV and Aids, when they enter the social work practice. The programme consists of a detailed workbook designed as a practical toolkit to address the issue of HIV and Aids through the use of multi-media training methods. Chapter 7 evaluated the effectiveness of an empowerment programme regarding HIV and Aids -the adapted REds programme. Eleven fourth-year social work students at the Department of Social Work, North-West University, Potchefstroom Campus, participated in this research. Pre-and post-assessment were done and both qualitative and quantitative approaches were used. However, the main focus in this study was on the qualitative data. The efficacy of the empowerment programme was evaluated, and implications for future educational preparation for students to work effectively in their roles as social workers regarding HIV and Aids were discussed. Chapter 8 provided a summary of the findings and conclusions of the research report, and some recommendations were made.
Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2010.

Magíster en Gestión y Políticas Públicas
La idea de colocar la protección social en la perspectiva de valor público permite a los gerentes públicos a que se embarcan en una nueva perspectiva en la reconstrucción de la forma en que se acercan a la erradicación de la pobreza. Mientras que los modelos de gestión tradicional y de la nueva gestión pública tienen sus puntos fuertes en términos de asegurar la eficiencia y la rendición de cuentas en las actividades de una organización, sugieren limitaciones al no abordar cuestiones claves de valor público, como la democracia deliberativa, la autorización y el apoyo, y en cierta medida la transparencia. Este estudio se refiere a la forma en que los gestores públicos pueden traducir el concepto abstracto de valor público en una forma empírica. Es decir, la investigación se guía por la pregunta de qué dimensiones de valor público estaban en proceso de creación por el Programa Puente y qué medidas se han adoptado para garantizar su creación. Por lo tanto, el objetivo principal es investigar la fase de implementación del Programa Puente con la finalidad de determinar en qué medida las estrategias puestas en práctica garantizan adecuadamente el cumplimiento de valor público. Al tratar de responder adecuadamente a esta pregunta de investigación, el estudio, que es de naturaleza cualitativa, adopta un enfoque exploratorio y descriptivo, mientras que la revisión de datos de segunda mano en la teoría del valor público, los modelos tradicionales y nuevos de gestión pública, los componentes de protección social, así como algunos resultados de evaluaciones de impacto que buscan complementar el análisis de la creación de valor del Programa Puente. Además de esto, el estudio consta de tres objetivos específicos. La primera corresponde al análisis de la cadena de valor del Programa Puente, que facilita la comprensión de las actividades y elementos que forman parte del proceso de creación de valor. El segundo objetivo corresponde a un análisis del public value scorecard creado por Mark Moore, el cual permite una mayor investigación sobre la capacidad organizacional que dirige el programa. El tercer objetivo busca sintetizar estos hallazgos y formular ideas que se pueden transferir lógicamente a la experiencia de valor público de Jamaica. En este estudio se entiende que una tarea esencial de gestión que se debe realizar en el contexto de valor público es la definición de las dimensiones de valor, o propuestas de valor, las cuales son definidas por el mandato político. El Programa Puente ofrece apoyo psicosocial a través de un Apoyo Familiar quien, de acuerdo con los resultados de este estudio, desempeña un papel integral en el proceso de creación de valor del programa. Los Apoyos Familiares buscan no sólo ayudar a las familias para que logren cambios positivos en su nivel de vida, sino también, orientarlas en acceder a la red local de beneficios, y ayudarlas en lograr una mayor autonomía e integración social. Asimismo, otro elemento clave en el proceso de creación de valor es la red local de los beneficios sociales que busca promover la protección social inclusiva para familias pobres e indigentes a través de modelos de gestión integral. En la misma nota este estudio también identifica que el desarrollo de un sistema robusto de medición de gestión es clave para el monitoreo de la creación de valor público. Estos indicadores de desempeño también deben crear valor, en el sentido de que deben ser adecuados, integrales, democráticos y transparentes y de confianza. En muchas áreas del Programa Puente se presentan deficiencias en el desarrollo de indicadores de medición adecuados, y esto se observa como un retroceso significativo en el proceso de monitoreo de la creación de valor. En conclusión, este estudio considera que el concepto de valor público actúa de guía para orientar el trabajo directivo en preocuparse por algo más que el cumplimiento de objetivos o indicadores. Exige la consideración de todos los stakeholders, así como del bienestar de la población y sus opiniones. Este enfoque renovado de la gestión del sector público será realmente una guía para el gerente en el diseño de mejores políticas de protección social que son inclusivas y más sostenibles para la población indigente y vulnerable en la esperanza de crear una sociedad mejor.

Werkzeuge für Entwickler Eine Vielzahl von kleinen Helfern erleichtert den Programmierern die Arbeit. Neben make, configure und kommandozeilenorientierte Compiler treten mächtige Entwicklungswerkzeuge, mit denen sich in Windeseile Oberflächen erstellen lassen. In diesem Vortrag werden der allgemeine Aufbau eines Software-Projektes unter Unix erläutert und die Leistungsfähigkeit der Entwicklungs-Tools am praktischen Beispiel vorgeführt.

This study evaluates the effects of the Ka Mahuri programme, which is a multicomponent 10-week intervention for 5-8 year-old children displaying antisocial and off task behaviours in their mainstream classrooms. The intervention was evaluated by evaluating the progress of five children across two intakes on nine measures. Although substantial difficulties were experienced in collecting the planned data on the children’s progress, it was apparent from the results that the programme effectively managed the children’s negative classroom behaviour during the intervention. Little evidence of academic gains was apparent and the intended parental involvement only occurred in one case. Further follow up data for each child will be required to determine whether the changes made through the intervention were maintained in the long term.

Background Smoking cessation programmes are well established in western countries with many economic appraisals and analysis. However, appraisals are scarce in Asian countries. Smoking cessation in Hong Kong started less than 20 years ago. This study aim to analysed the cost-effectiveness of smoking cessation programmes under the management of Department of Health in Hong Kong. Methods There is only one smoking cessation clinic run by the Department of Health targeting the public. Smokers were enrolled through a smoking cessation hotline or referral from general out-patient clinics. Counselling and nicotine replacement therapy (NRT) were provided to appropriate clients. The effectiveness was measured by estimating the number of quitters and the long-term health benefits of smoking cessation in term of life years saved(LYS) according to the number and age of the quitters. Cost-effectiveness was evaluated from the perspective of the service provider. Results 5510life-years were saved without discounting and 2850life-years were saved with a 1.75% discounting rate per year. 1282 patients became long-term quitters where each of them earned 2.2 life years. The cost per long-term quitter was HK$ 157,000(US$ 20,000). The cost per life-years saved was HK$ 22,000(US$ 2,800) without discounting and HK$ 43,000(US$ 5,400) with 1.75% discounting. Conclusions The results showed that the smoking cessation programme under the management of Department of Health in Hong Kong was cost-effective compared with other medical interventions. Further enhancement in smoking cessation service for youths, conducting research on smoking related issues, promotion on smoking cessation services, as well as providing training for health care professional in provision of smoking cessation service in the community are suggested to improve the tobacco control package in Hong Kong.
published_or_final_version
Public Health
Master
Master of Public Health

Thesis (MTech (Education))--Peninsula Technikon, 2004
"The ability to collaberate effectively is important for educators who have to work together to serve learners who have learning disabilities in general education classrooms. The rationale for this study was to evaluate school-based assistance. The study focused on the conceptualisation, design, implementation and impact of a Teacher Support Team programme, as implemented at a primary school. The main objectives were to establish whether effective collaberation requires that educators have knowledge and skills that they share with one another for the purpose of solving classroom problems. It also sought to highlight the importance of collaberation among professional staff."

The study of set theory (a mathematical theory of infinite collections) has garnered a great deal of philosophical interest since its development. There are several reasons for this, not least because it has a deep foundational role in mathematics; any mathematical statement (with the possible exception of a few controversial examples) can be rendered in set-theoretic terms. However, the fruitfulness of set theory has been tempered by two difficult yet intriguing philosophical problems: (1.) the susceptibility of naive formulations of sets to contradiction, and (2.) the inability of widely accepted set-theoretic axiomatisations to settle many natural questions. Both difficulties have lead scholars to question whether there is a single, maximal Universe of sets in which all set-theoretic statements are determinately true or false (often denoted by ‘V ’). This thesis illuminates this discussion by showing just what is possible on the ‘one Universe’ view. In particular, we show that there are deep relationships between responses to (1.) and the possible tools that can be used in resolving (2.). We argue that an interpretation of extensions of V is desirable for addressing (2.) in a fruitful manner. We then provide critical appraisal of extant philosophical views concerning (1.) and (2.), before motivating a strong mathematical system (known as‘Morse-Kelley’ class theory or ‘MK’). Finally we use MK to provide a coding of discourse involving extensions of V , and argue that it is philosophically virtuous. In more detail, our strategy is as follows: Chapter I (‘Introduction’) outlines some reasons to be interested in set theory from both a philosophical and mathematical perspective. In particular, we describe the current widely accepted conception of set (the ‘Iterative Conception’) on which sets are formed successively in stages, and remark that set-theoretic questions can be resolved on the basis of two dimensions: (i) how ‘high’ V is (i.e. how far we go in forming stages), and (ii) how ‘wide’ V is (i.e. what sets are formed at successor stages). We also provide a very coarse-grained characterisation of the set-theoretic paradoxes and remark that extensions of universes in both height and width are relevant for our understanding of (1.) and (2.). We then present the different motivations for holding either a ‘one Universe’ or ‘many universes’ view of the subject matter of set theory, and argue that there is a stalemate in the dialectic. Instead we advocate filling out each view in its own terms, and adopt the ‘one Universe’ view for the thesis. Chapter II (‘G¨odel’s Programme’) then explains the Universist project for formulating and justifying new axioms concerning V . We argue that extensions of V are relevant to both aspects of G¨odel’s Programme for resolving independence. We also identify a ‘Hilbertian Challenge’ to explain how we should interpret extensions of V , given that we wish to use discourse that makes apparent reference to such nonexistent objects. Chapter III (‘Problematic Principles’) then lends some mathematical precision to the coarse-grained outline of Chapter I, examining mathematical discourse that seems to require talk of extensions of V . Chapter IV (‘Climbing above V ?’), examines some possible interpretations of height extensions of V . We argue that several such accounts are philosophically problematic. However, we point out that these difficulties highlight two constraints on resolution of the Hilbertian Challenge: (i) a Foundational Constraint that we do not appeal to entities not representable using sets from V , and (ii) an Ontological Constraint to interpret extensions of V in such a way that they are clearly different from ordinary sets. 5 Chapter V (‘Broadening V ’s Horizons?’), considers interpretations of width extensions. Again, we argue that many of the extant methods for interpreting this kind of extension face difficulties. Again, however, we point out that a constraint is highlighted; a Methodological Constraint to interpret extensions of V in a manner that makes sense of our naive thinking concerning extensions, and links this thought to truth in V . We also note that there is an apparent tension between the three constraints. Chapter VI (‘A Theory of Classes’) changes tack, and provides a positive characterisation of apparently problematic ‘proper classes’ through the use of plural quantification. It is argued that such a characterisation of proper class discourse performs well with respect to the three constraints, and motivates the use of a relatively strong class theory (namely MK). Chapter VII (‘V -logic and Resolution’) then puts MK to work in interpreting extensions of V . We first expand our logical resources to a system called V -logic, and show how discourse concerning extensions can be thereby represented. We then show how to code the required amount of V -logic usingMK. Finally, we argue that such an interpretation performs well with respect to the three constraints. Chapter VIII (‘Conclusions’) reviews the thesis and makes some points regarding the exact dialectical situation. We argue that there are many different philosophical lessons that one might take from the thesis, and are clear that we do not commit ourselves to any one such conclusion. We finally provide some open questions and indicate directions for future research, remarking that the thesis opens the way for new and exciting philosophical and mathematical discussion.

Le vieillissement cellulaire se caractérise par un épuisement de la capacité proliférative des cellules et entraîne une entrée irréversible en sénescence. Dans une première partie, nous montrons que ce processus altère le programme myogénique des cellules satellites. La seconde partie consistait à déterminer les voies impliquées dans l’induction du mécanisme de sénescence. Nous montrons que la sénescence des cellules satellites est induite par les voies p53 et p16. L’inactivation de ces 2 voies bloque le processus de sénescence et permet leur immortalisation. Enfin dans certaines pathologies musculaires un arrêt prolifératif précoce des cellules satellites a été observé. C’est le cas de la dystrophie myotonique de Steinert (DM1), pathologie dans laquelle une expansion anormale d’un triplet CTG a été observée dans le gène de la DMPK. Nous montrons que cet arrêt n’est pas dû à un épuisement de la capacité proliférative des myoblastes mais est induit pas un mécanisme de sénescence prématurée. Les expansions CTG induisent l’activation précoce de la voie p16 et entraînent une dérégulation de l’homéostasie des télomères.

The aim of this thesis is to suggest optimizations for Triola Plc. loyalty program based on theoretical understanding of loyalty and its role in success of a company, as well as numer-ous practical analyses. The thesis is divided into two main parts. The first part overviews the theoretical knowledge about consumer loyalty and how loyalty program can be an ef-fective tool in building said loyalty. The second part is formed of variety of practical anal-yses, including analysis of Triola sales data, data mining analysis using MML-TGI data ana-lyser, consumer survey and lastly benchmarking analysis. The last chapter is a synthesis of the theoretical and practical parts and suggest recommendations for Triola loyalty program based on the insights gathered throughout the whole thesis.

This thesis provides a review of the United Kingdom’s ‘Work Programme’ as it was operating in 2014. The Work Programme was a welfare-to-work scheme rolled out nationally across mainland Britain in 2011. It was the flagship welfare programme of the Conservative and Liberal Democrat coalition government that was formed following the UK’s general election of 2010. Welfare-to-work, alternatively known as ‘workfare’, is an approach to welfare provision which, in theory, mandates strict ‘reciprocal activity’ in return for receiving state benefits. Welfare-to-work is also increasingly associated with ‘payment-by-results’ schemes operated by private ‘providers’. Welfare-to-work has been described by numerous theorists, politicians and social commentators as a positive and revolutionary transformation of the UK’s benefits system that will re-build long-term welfare claimants’ self-esteem, re-train them via ‘tailored help and support’, and subsequently re-integrate them into the active labour market. Such claims are also often associated with the belief that past welfare systems were too generous, thereby prompting the emergence of a pathological, intergenerational underclass. Welfare-to-work is therefore argued by many to be the best solution to a crisis of social exclusion, cultural degeneration and excessive national welfare costs. However, critics characterise welfare-to-work as an essential aspect of a ‘neoliberal’ crackdown on former social democratic states. Such critics claim that this New Right ‘hardening’ of welfare policy is designed to force the UK’s labour markets to adapt to conditions of global competitiveness, lower-wages, less rights, and onerously ‘flexible’ working conditions. This thesis explores these broad and seemingly contradictory themes in both theory and also practice. More specifically, it assesses the degree to which either of these competing claims could be said to be valid for the Work Programme as it was operating within two welfare-to-work centres in the north of England in May, 2014. The thesis is based on 68 interviews with Work Programme staff and ‘customers’, foodbank managers and one anti-workfare activist. In addition, it draws on full-time fieldwork conducted over four weeks in May 2014 within two Work Programme centres. The main findings are that the Work Programme did not support the long-term unemployed into work, but also that it did not act as a punitive forced work scheme. Rather, it provided only limited contact with, and support to, claimants, and was essentially pointless in terms of improving a claimant’s chances of finding work.