To see the other types of publications on this topic, follow the link: Tierces interventions.
Dissertations / Theses on the topic 'Tierces interventions'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 48 dissertations / theses for your research on the topic 'Tierces interventions.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Chaptel, Simon. "Les Combats des ONGI devant la CEDH : un affrontement idéologique à plusieurs niveaux." Electronic Thesis or Diss., Nantes Université, 2024. http://www.theses.fr/2024NANU3012.
Full textAbstract:
La thèse soumise vise à proposer une lecture socio-légale des tierces interventions des organisations non gouvernementales internationales devant la CEDH, à l’aune de leurs financements par de grands bailleurs de fonds privés. Les différents combats contentieux menés sur le terrain de droits conventionnellement protégés, ou susceptibles de l’être, s’inscrivent dans le cadre d’un combat plus large, idéologique, impliquant des forces libérales et conservatrices, incontournables dans la construction du Droit européen des droits de l’Homme. Sans toujours être opposées, ces différentes organisations s’engagent dans la promotion du processus de démocratisation et de construction et consolidation de l’État de droit au sein des sociétés européennes, en soumettant certaines revendications au juge européen, directement destinées à combattre les droits nationaux incompatibles avec le modèle qu’elles prônent. Au-delà de ces combats tournés vers l’État, les ONG présentes devant l’arène de la CEDH s’engagent parallèlement dans des combats se déroulant au sein même des sociétés démocratiques, sur le terrain de droits posant des questions morales délicates. Dans ce cadre, les différentes organisations agissent devant le juge pour défendre leurs aspirations idéologiques respectives dans de nombreux combats contentieux, impliquant nécessairement les États, mais pour lesquels l’opposition entre les combattants les plus vifs et les plus aguerris se déroule principalement entre les organisations étudiées, prétendant chacune représenter la vision de la bonne société. Endossant parfois le rôle de carte, parfois de boussole, la thèse présentée montrera que l’ensemble des entreprises de ces groupes de la société civile participe, par leur participation à la construction des droits de l’Homme, au maintien du pouvoir hégémonique des grands bailleurs les finançantThe aim of this thesis is to propose a socio-legal reading of third-party interventions by international non-governmental organizations before the ECtHR, in light of their funding by major private donors. The various contentious battles fought on the ground of conventionally protected rights, or rights that are likely to be protected, are part of a broader ideological struggle involving liberal and conservative forces that are essential to the construction of European human rights law. Although they are not always in opposition to each other, these different organizations are committed to promoting the process of democratization and the construction and consolidation of the rule of law in European societies, by submitting to the European judge certain claims directly aimed at combating national laws that are incompatible with the model they advocate. In addition to these state-oriented fights, the NGOs present at the ECtHR are also involved in fights that take place within democratic societies, in the field of rights that raise sensitive moral issues. In this context, the various organizations appear before the judge to defend their respective ideological aspirations in numerous contentious battles, in which States are necessarily involved, but in which the confrontation between the sharpest and most experienced combatants takes place mainly between the organizations studied, each of which claims to represent the vision of the good society. Sometimes acting as a map, sometimes as a compass, the thesis presented here will show that all the undertakings of these civil society groups, through their participation in the construction of human rights, contribute to maintaining the hegemonic power of the major donors who finance them
2
Nguyen, Ngoc Ha. "L'intervention des tierces parties dans le règlement des différends à l'OMC." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM1034/document.
Full textAbstract:
L’intervention des tierces parties dans le règlement des différends à l’OMC présente des spécificités par rapport à l’intervention devant d’autres juridictions internationales. La première spécificité consiste en l’accès très fréquent des tierces parties aux consultations, aux travaux des groupes spéciaux et de l’Organe d’appel. Cette fréquence résulte de règles procédurales plutôt favorables et de la politique judiciaire ouverte du juge de l’OMC. En revanche, les droits procéduraux des tierces parties restent encore très restreints. Ils sont imprécis dans la phase de consultations et limités dans la phase des groupes spéciaux. En outre, l’absence d’effet obligatoire des rapports à leur égard a pour conséquence que les tierces parties sont privées de certains droits, tel celui de faire appel. Dans l’ensemble, ces spécificités leur permettent de jouer un rôle important. Leur intervention peut répondre aux besoins d’information du juge et contribuer à la multilatéralisation et à la légitimité du système. Elle peut aider à défendre des intérêts à différents niveaux et surtout elle devient un moyen de renforcer les capacités des pays en développement. Elle comporte parfois des risques et limites pour la mise en œuvre des garanties de la régularité de la procédure, pour certaines évolutions du système et pour la protection des droits et intérêts légitimes des parties principales. Toutefois, ces répercussions demeurent minimes ou sont atténuées grâce aux stratégies mises en place par les parties principales et au contrôle du juge de l’OMC. Dès lors, le bilan de l’intervention qui apparaît globalement positif plaide en faveur du renforcement des droits des tierces partiesThe third party intervention in the WTO dispute settlement has specificities compared to that existing in other international jurisdictions. The first one include very frequent access of third parties in the consultations, in the panel and the Appellate Body proceedings. This frequency results from rather favorable procedural rules and an open judicial policy developed by WTO judge in favor of the third parties presence. Contrary to this, the procedural rights of third parties are still very limited. They are imprecise in the consultation phase and limited in the panel phase. In addition, third parties do not have certain rights (for example, the right to appeal) because of the absence of the binding effects of adopted reports on themselves. On the whole, these specificities allow third parties to play really an important role in this system. Their intervention can meet the judge’s information needs and contribute to the multilateralization and legitimacy of the system at a whole. It can also help to defend interests at various levels and thus becomes a procedural mean to build and strengthen the capacity and skills of developing country Members. Their intervention can sometimes involve risks and limitations on the implementation of the guaranties of due process, on certain developments of the system and on the protection of legitimate rights and interests of the main parties. However, these effects are either minimal or mitigated through certain strategies implemented by the parties to dispute or through the control of the WTO judge. Therefore, the results of the intervention which appear generally positive advocates the strengthening of third party’s rights
3
Mendoza, Blanca L. "A Schoolwide Tiered Intervention for Increasing Fruit and Vegetable Consumption." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177230/.
Full textAbstract:
Childhood obesity rates in the U.S. are increasing. Increasing intake of fruits and vegetables is one method to combat obesity. The purpose of this study was to examine a tiered approach to fruit and vegetable consumption with 26 children in an inclusive preschool. The first tier included ongoing availability and opportunity to eat fruits and vegetables (exposure). The second tier included programmed consequences (a reward system). A multiple baseline across children and classrooms was used to evaluate the effect of the interventions. The tier one intervention was effective for nine children and tier two was effective for six children. Eleven children, however, did not respond to either condition. Results are discussed in the context of previous research and tertiary interventions.
4
NANTAIS, MELISSA. "MEETING TRAINING GOALS FOR TIERED INTERVENTION-BASED SERVICES: A PILOT OF MODEL ADHERENCE AND OUTCOMES DURING INTERNSHIP." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123621689.
Full text
5
McKinley, Lauren E. "Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479817366518158.
Full text
6
Byram, Katie. "Trauma-Informed Multi-Tiered Systems of Supports| A Tier 2 Group Intervention." Thesis, Saint Mary's College of California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825771.
Full textAbstract:
This master’s thesis proposed an integrative group counseling intervention utilizing trauma-focused cognitive behavioral therapy (TF-CBT), attachment theory, and mindfulness for youth who have experienced Adverse Childhood Experiences (ACEs). The proposed group is intended as a Tier 2 support in a trauma-informed multi-tiered system of supports on a school campus; however, the group can be offered in mental health treatment settings. Synopses of the research described the symptomology of trauma, detailing the adverse consequences for youth who have experienced trauma, including the neurobiological impairments, mental health challenges, social limitations, maladaptive behavioral outcomes, harmful academic impact, and negative health outcomes. The literature review substantiated the probable benefits of the use each component of this integrative group counseling intervention to support youth with post-trauma difficulties. The integrative intervention is designed to reduce trauma symptomology, improve attachment patterns, and increase mindfulness in youth who have ACEs. Limitations, implications and recommended future research are discussed.
7
Barnes, Sara Amanda. "An Evaluation of the Prevent-Teach-Reinforce Model within a Multi-Tierred Intervention System." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5455.
Full textAbstract:
This study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of three children who are typically developing with behavioral challenges in a high-need elementary school setting. Specifically, this study evaluated the use of the PTR model as an intensive individualized Tier 3 intervention within a multi-tiered intervention system. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed as a feasible daily progress monitoring tool in conjunction with the PTR model. Social validity and fidelity of intervention implementation were also assessed. A multiple baseline across participants was employed to evaluate the impact of implementation of the model on the children's behaviors. The results of the study indicated that the PTR model was effective in reducing problem behaviors and increasing the use of replacement behaviors for all three participants. In addition, the IBRST completed by the teachers was found to have a substantial correlation to data collected during direct observations.
8
Ibrahim, Ali Aadel. "La protection des tiers contre les effets d'un jugement : Étude comparative entre le droit libyen et le droit français." Thesis, Toulon, 2014. http://www.theses.fr/2014TOUL0085.
Full textAbstract:
La protection des intérêts des tiers des effets atteints résultant d'un jugement rendu entre deux parties constitue aujourd'hui, une exigence indispensable pour garantir la sécurité juridique. Les différentes législations se sont occupées de garantir les droits des tiers. L’objet de cette étude consiste à traiter l’efficacité des moyens donnés au tiers pour protéger ses droits en comparant le système libyen au système français. En effet, nous avons pu constater qu’il y a une différence entre les méthodes employées dans cette matière. Le droit libyen consacre toujours l’interprétation classique au principe de l’autorité relative et nie la possibilité qu’un jugement peut d’une manière ou une autre affecter le droit de tiers. Cette position de droit libyen est critiquable, car si le tiers n'est pas tenu par ce qui a été décidé dans une instance où il n’était ni partie ni représenté, ce dernier ne peut totalement ignorer l’existence du jugement ou éviter ses effets en s'appuyant sur le principe de la relativité de l’autorité de la chose jugée étant donné que la source du grief que le tiers peut subir ne résulte pas de cette autorité mais de l’opposabilité de jugement à son égard. En effet, le principe d’opposabilité du jugement oblige le tiers de reconnaître et de respecter la situation juridique née du jugement. C’est pour cette raison que nous espérons qu’une révision faite par le législateur libyen des textes législatifs relatifs à la tierce opposition pour donner au tiers véritable la possibilité d’attaquer le jugement par cette voie. Cette révision doit aussi étendre la règle concernant l’intervention en appel et en cassation pour autoriser au tiers d’intervenir à titre principale devant la Cour d’appel et à titre accessoire devant la Cour de cassationThe protection of the interests of the third parties of the reached effects resulting from a judgment returned between two parts constitutes today, an indispensable requirement to guarantee the legal safety. Different legislation tried to guarantee the rights of thirds. The object of this study consists in treating the effectiveness of means given to the third to protect its rights by comparing the Libyan system with the French system. Indeed, we could note that there is a difference between methods used in this material. Libyan right always dedicates classical interpretation to the principle of the relating authority and disclaims possibility that a judgement can of one way or another affect the right of third party. This position of Libyan right is open to criticism, because if the third party is not kept by what one decided in an authority where it was not either left or represented, this last cannot completely be unaware of the existence of judgement or avoid the effects by leaning on the principle of the relativity of the res judicata given that the source of grievance which the third can suffer does not result from this authority but from the opposability of judgement against him. Indeed, the principle of opposability of judgement obliges the third party to admit and to respect the legal status born in judgement. It is for this reason that we hope that a revision made by the Libyan legislator of enactments relating to third party opposition to give to the true third party the possibility of attacking judgement by this way. This revision must also spread the rule concerning intervention in call and in annulment to allow in the third to intervene in title main before the court call and in secondary title before the court of annulment
9
Jurvilliers-Zuccaro, Elisabeth. "Le tiers en droit administratif." Thesis, Nancy 2, 2010. http://www.theses.fr/2010NAN20003/document.
Full textAbstract:
Si la notion de tiers est définie en droit civil, il n’en est pas de même en droit administratif. Il n’existe pas une définition unique des tiers, mais plusieurs. Ces notions particulières sont éparses, diverses et imprécises, empêchant toute définition globale et transversale. Pourtant, ces diverses notions donnent des indications pour permettre l’identification du tiers en droit administratif. La notion de tiers se fonde sur un postulat de base : le tiers est une personne extérieure à un groupe ou à une situation. L’analyse du droit administratif révèle que le tiers est une notion dont la fonction est de permettre une régulation, par le juge administratif, de l’accès à son prétoire. Le tiers constitue dès lors une notion fonctionnelle complétée par des critères de détermination. Synthétiser ces critères conduit à élaborer un protocole de détermination concrétisé par la mise en évidence d’une situation juridique génératrice d’obligations : un cercle générateur. Ce cercle générateur, composé d’un noyau défini par un rapport de droit et des sujets actifs obligés par ce rapport, illustre le caractère de proximité des tiers par rapport à ce noyau. Ils se positionnent sur des couches autour de ce noyau en fonction de leur lien plus ou moins proche avec le rapport de droit considéré. De l’application de ce protocole découle l’établissement d’une échelle des tiers, composée de deux catégories hétérogènes : le tiers pur et le tiers intéressé. Cette échelle caractérise la notion fonctionnelle du tiers : la régulation positive ou négative de l’accès au prétoire du juge. Cette régulation conduit ce juge à ne pas réserver le même sort aux actions contentieuses engagées par les tiers purs et celles engagées par les tiers intéressésEven if the concept of third party is well defined in civil law, it is not the same in administrative law. There is no single consensual definition but actually several. Indeed, these particular concepts are scattered, diverse, imprecise and prevent any comprehensive definition section. However, these various concepts provide guidance for identification of the third party administrative law. The third party concept is based on a basic assumption: the third party is a person external to a group or a situation. The analysis of administrative law reveals that the third party is a concept whose function is to allow a regulation, by the administrative judge, to access his courtroom. The third party is therefore a functional concept supplemented by criteria of determination. Compiling these criteria leads to develop a protocol for determination embodied by the demonstration of a legal situation which generates bonds : a ring generator. This generating circle is composed of a core of legal relationships and of active subjects bound to it indicates the proximity of identified third party to the core. They are depicted in concentric layers distant from the core depending on the degree of their relationships with that specific law. The implementation of this protocol induces the establishment of a “third party” scale composed of two heterogeneous categories: the pure and the interested third party. This scale characterizes the functional concept of third party: positive or negative regulation of access to the courtroom of the judge. This regulation implies that the judge stats differently on contentious actions whether they can incurred by pure or interested third party
10
Badorc, Isabelle. "Les interventions des collectivités locales françaises en faveur de l'aide au développement du Tiers Monde." Nice, 1998. http://www.theses.fr/1998NICE0026.
Full textAbstract:
En 1992, le législateur autorisa l'ensemble des collectivités territoriales et leurs groupements à conduire une action internationale et a se lier, par convention, avec leurs homologues étrangers. Depuis la décentralisation, l'administration territoriale a acquis un savoir-faire et l'exporte. L'objet de cette collaboration transfrontalière en détermine le cadre juridique, les outils et les intervenants. Hérite des jumelages, cet engagement de la société civile puise sa reconnaissance dans certains principes humanistes. La coopération décentralisée pour le développement se fonde sur le concept républicain de fraternité. Cette solidarité en faveur des collectivités du tiers monde a désormais sa place au sein des dispositifs publics d'aide au développement. Partenaires des organisations internationales, de l'état et des organisations de solidarité internationale, les collectivités locales ont inventé une nouvelle forme de coopération. Elle répond aux exigences du + développement durable. La coopération décentralisée pour le développement donne une nouvelle envergure a la coopération française, notamment celle en faveur de l'Afrique. La coopération décentralisée introduit les autorités locales dans le nouvel ordre international et participe au rayonnement de la France a l'étranger. Cet exercice conjoint des relations internationales suscite encore des questions juridiques bien que son statut soit aujourd'hui précise au regard du droit public interne.
11
ODDO, MARIA ROSE. "RECIPROCAL PEER TUTORING USING REPEATED READING: A SYSTEMATIC REPLICATION USING SMALL GROUPS OF STUDENTS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195237912.
Full text
12
Romer, Natalie, and Natalie Romer. "Mental Health Screening Within a Tiered Model: Investigation of a Strength-Based Approach." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12447.
Full textAbstract:
This study examined the utility of a brief, strength-based approach to mental health screening. A strength-based based approach to mental health screening focuses on the social and emotional competencies taught and supported by the school context. As such, a strength-based approach to mental health screening is aligned with a three-tiered response to intervention model aimed at maximizing the effectiveness of universal supports and early detection of students who may benefit from additional intervention.
13
Kim, Jerin. "Predictive and Concurrent Validity of the Tiered Fidelity Inventory (TFI)." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24563.
Full textAbstract:
This study evaluated the predictive and concurrent validity of the Tiered Fidelity Inventory (TFI). Structural equation modeling was applied to test the associations between the TFI and student outcomes. First, a total of 1,691 schools with TFI Tier 1 in 2016-17 and school-wide discipline outcomes in 2015-16 and 2016-17 were targeted, finding a negative association between TFI Tier 1 and differences between African American and non-African American students in major office discipline referrals (ODR) per 100 students per day in elementary schools. A sensitivity test with schools with TFI Tier 1, 2, and 3 was conducted, showing a negative association between TFI Tier 1 and the square root of major ODR rates in elementary schools.
Second, TFI Tier 1 was positively related to the proportions of students meeting or exceeding state-wide standards in reading from 1,361 schools with TFI Tier 1 and academic outcomes in 2014-15 and 2015-16. Also, the association between TFI Tier 1 and academic outcomes was found to be stronger when schools implemented SWPBIS for 6 or more years. A sensitivity test with schools with TFI Tier 1, 2, and 3 indicated positive associations between TFI Tier 1 and the proportions of students meeting or exceeding state-wide standards in both subjects.
Third, TFI Tier2 was positively associated with the logit of proportions of students with CICO daily points from 570 schools with TFI Tier 2 in 2016-17 and CICO outcomes in 2015-16 and 2016-17. Fourth, correlations between the Evaluation subscale of TFI Tier 1 or 2 and relevant measures in 2016-17 were tested from 2,379 schools. TFI Tier 1 Evaluation was positively correlated with counts of TFI administrations, number of fidelity measures, and counts of viewing SWIS Reports. These correlations were significant except for ODRs by staff. Also, TFI Tier 2 Evaluation was significantly positively correlated with years of SWPBIS implementation, years of CICO-SWIS implementation, and counts of viewing CICO Reports except student period, and negatively with counts of viewing student single period.
These findings were discussed by comparing them with previous research findings, suggesting implications for future research and practice, and addressing research limitations.
14
Reyes, Sofia. "Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7906.
Full textAbstract:
This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they engaged in teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple baseline across participants design was used to evaluate the impact of using the PTR model on student problem and replacement behaviors. Direct and indirect observations of student behaviors were conducted across target and generalization academic time periods. Findings indicate that the PTR intervention effectively reduced problem behavior and increased replacement behavior for all three participating students in both target and generalization academic time periods. Social validity assessments with the participating teachers and students indicated high levels of acceptability of and satisfaction with the PTR intervention goals, procedures, and outcomes. Implications for using the PTR model within MTSS for students who are not responding to Tier 2 interventions are discussed.
15
Nantais, Melissa. "Meeting training goals for tiered intervention-based services a pilot of model adherence and outcomes during internship /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123621689.
Full textAbstract:
Thesis (Ph. D.)--University of Cincinnati, 2005.Title from electronic thesis title page (viewed Jul. 11, 2006). Includes abstract. Keywords: school psychology training; intervention-based services; multi-tiered model; three-tiered model; intervention; response to intervention. Includes bibliographical references.
16
Bruner, Whitney L. "Response to Intervention: K-8 Regular Education Teachers' Perceptions of Effectiveness." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3126.
Full textAbstract:
The purpose of this quantitative study was to investigate the perceptions K-8 regular education teachers have of the Response to Intervention framework. Participants of the study included 1,036 K-8 regular education teachers from 4 East Tennessee districts. The survey achieved a 28% return rate for a total of 277 participants. Specifically, this research assessed K-8 regular education teachers’ perceptions of the effectiveness of the RTI framework overall, in aiding in the accurate identification of students with learning disabilities, closing skills gaps for students, and in aiding in the early identification of students with learning difficulties. The data source analyzed consisted of a survey design using a 5-point Likert type scale. There were 5 research questions with 4 corresponding null hypothesis for each question. Research questions were analyzed using a single sample t test, independent t test, or an ANOVA. Results indicated that teachers perceived the Response to Intervention framework effective to a significant extent overall, in closing skills gaps, and aiding in the early identification of students with learning difficulties. They did not see the framework effective to a significant extent in aiding in the accurate identification of students with learning difficulties.
17
Hampshire, Tristin Carolyn. "A Longitudinal Investigation of the Effects of a Kindergarten Multi-Tiered Oral Narrative Language Intervention on Later Literacy Outcomes." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8974.
Full textAbstract:
The purpose of the current study was to examine the longitudinal effects of a multi-tiered narrative language intervention in at-risk students provided in kindergarten on fourth grade reading comprehension. The participants included 686 students from four school districts in the upper Midwest. Twenty-eight kindergarten classrooms were randomly assigned to a treatment or control condition resulting in 14 treatment classrooms and 14 control classrooms. Every student in the study participated in a pretest regarding oral narrative language skills. Students in the control group were considered to be at-risk, average performing, or advanced performing depending on their pretest score. Each student in the treatment group received large group oral narrative language instruction that followed Story Champs procedures and was led by the classroom teachers for 14 weeks. The control group engaged in their regular classroom instruction that was established at the commencement of the school year. Students who were unable to meet the narrative retell criterion at pretest and whose oral narrative retell skills did not improve after one month of large group instruction then received additional small group (Tier 2) oral narrative intervention for 10 weeks. Tier 2 intervention followed Story Champs small group procedures and was administered by speech-language pathologists. Posttest scores reflecting a significant difference in progress between treatment and control groups in narrative skill in kindergarten are given in Mollie Brough's thesis (Brough, 2019). Reading comprehension was then measured five years later via the state standardized assessment. The results indicated that the at-risk treatment group had similar reading comprehension scores to the average performing, advanced performing and combined average and advanced performing control groups. This study provides preliminary evidence of the effectiveness of a multi-tiered oral narrative language intervention on later reading comprehension skills in at-risk students.
18
Bidwell, Sarah Louise. "A First Step Towards Understanding Positive Behavioral Interventions and Supports Implementation in Ohio." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563967330373514.
Full text
19
Brough, Mollie Paige. "A Large-Scale Clustered Randomized Control Trial Examining the Effects of a Multi-Tiered Oral Narrative Language Intervention on Kindergarten Oral and Written Narratives and Oral Expository Language." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8270.
Full textAbstract:
The purpose of the current study was to examine the effects of a multi-tiered oral narrative language intervention on kindergarteners’ oral and written narrative and oral expository skills. The participants included 686 kindergarten students from four school districts in the upper Midwest. They were randomly assigned at the classroom level to a treatment or control condition. The treatment group received large group (tier-1) oral narrative language instruction led by classroom teachers and followed the Story Champs procedures. Students whose oral narrative retell skills did not improve after one month of large group instruction were placed in small groups and received more intense oral narrative language instruction in addition to Tier 1 instruction. Tier 2 instruction followed the Story Champs small groups producers and was administered by speech-language pathologists. At posttest, students’ narrative retell, personal story generation, narrative writing, and expository retell scores were analyzed. The treatment and control groups were compared across all measures. The Tier 2 treatment group was also compared across all measures to matched samples of at-risk, average, and advanced students in the control group. The results indicate that the treatment group made significant improvements across all measures when compared to the control group. Tier 2 students consistently performed similarly to or significantly outperformed their at-risk, average, and advanced peers across all measures with the exception of expository retell. This study demonstrates the effectiveness of a multi-tiered oral narrative language intervention in improving the narrative and expository language skills of kindergarten students. Future research is needed to determine the effects of implementing an explicit expository oral language intervention on kindergarten students’ language skills.
20
Thompson, Michele T. "Effects of Tiered Training on General Education Teachers' Use of Specific Praise." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3078.
Full textAbstract:
Research suggests a compelling correlation between teacher behavior and effective learning environments (Sutherland & Morgan, 2003; Brophy & Good, 1986). Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researcher worked with 3 elementary-level general educators in a tiered model of instruction, commonly known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study, a systematic replication of Myers, Simonsen and Sugai (2011), used the RtI framework to provide professional development to teachers. The researcher also tracked the behavior of 3 students, identified by the teachers as having behavioral difficulties, who became the focus of each teacher's BSP. Results showed rapid and somewhat sustained increases in rates of BSP following the Tier 2 and 3 interventions (video self-monitoring and peer coaching), but not following the Tier 1 intervention (schoolwide in-service training). Averages for all 3 students' on-task behavior increased with increased teacher BSP. Implications for educators, administrators, and researchers are discussed.
21
Thomas, Anna Weigel. "A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153957.
Full textAbstract:
The Virginia Tiered Systems of Support (VTSS) represents the merger of the behavioral side Positive Behavioral Supports (PBIS) and the academic side Response to Interventions (RtI) (Mann & Leutscher, 2014). VTSS is the Commonwealth of Virginia's adaptation of the federally required systemic response program schools are expected to adopt to address the behavioral and academic needs of students (Landers, Courtade, & Ryndak, 2012; Prasse et al., 2012). The development of specific implementation guidelines has been assigned to local levels of leadership. Thus, VTSS programming differences are common between both districts and schools. The purpose of this study is to assess the implementation levels of the behavioral components of three middle schools within the same school district. Three middle schools were selected for this study. The schools operate in the same school district and are separated by approximately ten miles. The study revealed that the schools varied greatly in their interpretation and facilitation of VTSS despite having access to similar resources and external supports. The degrees of behavioral programming implementation and the types of behavioral interventions varied by school location, and these differences are related a variety of different variables: from each school-based VTSS teams' diverse interpretation of VTSS objectives to insufficient faculty buy-in of VTSS-recommended interventions. Additionally, the study revealed that the schools desire to correct the implementation issues and seek to have more central office-driven standardization in programming among their locations.
22
LeGros, Theresa A., Vern L. Hartz, and Laurel E. Jacobs. "Reliability of a Kid's Activity and Nutrition Questionnaire for School-Based SNAP-Ed Interventions as Part of a Tiered Development Process." ELSEVIER SCIENCE INC, 2017. http://hdl.handle.net/10150/623471.
Full textAbstract:
Objective: To assess the reliability of the Kids' Activity and Nutrition Questionnaire (KAN-Q) as part of a tiered process for developing Supplemental Nutrition Assistance Program-Education tools. Methods: The KAN-Q was administered at 2 time points to assess internal consistency using standardized values of Cronbach alpha and test-retest reliability using the intraclass correlation coefficient for continuous variables, Cohen's kappa (k) statistic for categorical variables, and the weighted k statistic for ordinal data. Results: Data were collected from 119 fourth graders. Cronbach a was adequate for behavior (.71) and knowledge (.72) scales and nutrition behavior (.78) and nutrition knowledge (.75) subscales. Test-retest reliability was generally acceptable, with intraclass correlation coefficients from 0.40 to 0.75 and k coefficients showing fair to substantial agreement (0.30 to 0.72). Conclusions and Implications: The KAN-Q is a practical and reliable questionnaire for school-based administration that aligns directly with Supplemental Nutrition Assistance Program-Education evaluation priorities.
23
Rutner, Lisa Ellen. "How Florida Middle School Teachers Describe the Implementation of the Multi-Tiered Response to Intervention Model| A Qualitative Case Study." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10977762.
Full textAbstract:
This qualitative single case study explored how general education middle school teachers implement the three tiers of the Multi-Tiered Response to Intervention (MTSS/RTI) model while delivering differentiated core curriculum instruction. The conceptual framework included the differentiated strategies of Fleming and Mills’ (1992) Visual, Aural, Read/Write, Kinesthetic (VARK) model; Vygotsky’s (1978) concept of Zone of Proximal Development (ZPD); and Wood, Bruner, and Ross’ (1976) concept of scaffolding. The sample group consisted of 11 general education middle school teachers in a single Central Florida school district. The data sources included an online questionnaire, interviews, and one focus group session. The macro-level research question that guided this study was: “How do general education middle school teachers implement tier one, tier two, and tier three of the MTSS/RTI model while delivering differentiated core curriculum instruction?” The analyzed data produced four themes: (1) tiered intervention strategies, (2) tiered progress monitoring measurements and frequency, (3) tiered documentation of responsiveness to interventions, and (4) tiered delivery of differentiated core curriculum instruction. The findings provide insightful perspective to general education middle school teachers, leading to an increase in the successful implementation of the three tiers of the MTSS/RTI model.
Keywords: Multi-Tiered Response to Intervention (MTSS/RTI) model and differentiated core curriculum instruction
24
Marshall, Leslie Marie. "Multilevel Analysis of a Scale Measuring Educators’ Perceptions of Multi-Tiered Systems of Supports Practices." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6313.
Full textAbstract:
This study aimed to provide evidence of reliability and validity for the 42-item Perceptions of Practices Survey. The scale was designed to assess educators’ perceptions of the extent to which their schools were implementing multi-tiered system of supports (MTSS) practices. The survey was initially given as part of a larger evaluation project of a 3-year, statewide initiative designed to evaluate MTSS implementation. Elementary educators (Level-1 n = 2,109, Level-2 n = 62) completed the survey in September/October of 2007, September/October of 2008 (Level-1 n = 1,940, Level-2 n = 61), and January/February of 2010 (Level-1 n = 2,058, Level-2 n = 60). Multilevel exploratory and confirmatory factor analysis procedures were used to examine the construct validity and reliability of the instrument. Results supported a correlated four-factor model: Tiers I & II Problem Solving, Tier III Problem Identification, Tier III Problem Analysis & Intervention Procedures, and Tier III Evaluation of Response to Intervention. Composite reliability estimates for all factors across the three years approximated or exceeded .84. Additionally, relationships were found between the Perceptions of Practices Survey factors and another measure of MTSS implementation, the Tiers I & II Critical Components Checklist. Implications for future research regarding the psychometric properties of the survey and for its use in schools are discussed.
25
Douglas, Karee. "Improving Narrative and Expository Language: A Comparison of Narrative Intervention to Shared Storybook Reading." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8276.
Full textAbstract:
The purpose of this study was to explore the impact of oral narrative intervention delivered in a multi-tiered system of support format on proximal narrative retell outcomes, and more distal personal story generation and expository language outcomes of preschool and kindergarten students. Participants included 241 preschool and kindergarten students. Students were divided into 3 different groups (treatment, alternate treatment, and no-treatment control). The treatment group received Story Champs Tier 1 oral narrative language intervention from their classroom teacher twice a week for 15-20 minutes over 14 weeks. A sub-sample of students from the Story Champs group who did not meet a narrative retell criterion after 1 month of large group instruction were assigned to receive additional, Story Champs Tier 2 small group intervention. Tier 2 narrative intervention consisted of two 20-minute small group narrative intervention sessions each week for 14 weeks. The students assigned to the alternate treatment group participated in Tier 1 shared storybook reading intervention with their classroom teacher twice a week for 15-20 minutes over 14 weeks. Students in the no-treatment control group participated in classroom activities that were in place at the outset of the school year. Narrative retell and personal story language samples were elicited and scored using the CUBED Narrative Language Measures (NLM) subtest, and an expository language sample was elicited and scored using a researcher-generated protocol. Students in the Story Champs group had significantly higher posttest narrative retell scores with large effect sizes compared to the shared storybook and no-treatment control groups. Students in the Story Champs and shared storybook reading groups performed to a similar degree in their ability to generate a personal story at posttest. Expository retell posttest results were not significantly different between all of the different conditions. This study contributes to previous research suggesting that brief multi-tiered oral narrative language intervention can improve the receptive and expressive academic language of young children, as measured using narrative retelling. This study provides evidence that multi-tiered systems of support (MTSS) for language can be successfully delivered by teachers and speech-language pathologists working in the schools. It is also evident that both oral narrative language intervention and shared storybook interventions can improve personal story generations. However, the narrative-based interventions applied in this study did not appear to significantly impact expository language.
26
Grayson, Laura. "Investigation of the American Recovery and Reinvestment Act of 2009| The Role of Stimulus Funding on Development of a Three-Tiered Intervention." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621585.
Full textAbstract:
The purpose of this research study was to investigate how school districts, in the state of Missouri, dispersed funds from the American Recovery Reinvestment Act (ARRA) of 2009 to help drive educational reform, with respect to reading achievement and Response to Intervention strategies. The difference between the American Recovery and Reinvestment Act and other pieces of legislation aimed at educational accountability was that states were only given two years to spend the monies associated with this legislation. This quantitative research study examined 60 school districts in the state of Missouri to determine if there was a relationship between the stimulus funds provided for personnel, intervention support and professional development, and student achievement as measured by the MAP assessment. The researcher divided schools into strata of large and small districts based on enrollment of more than 3,000 students and fewer than 3,000 students respectively. Data collected included three ARRA budget codes (1100) for regular instruction, (2100) for non-instructional support, (2210) for professional development for the 2009-2010 and the 2010-2011 school years, as well as communication arts data from the MAP assessment. The literature review outlined legislation framed for educational accountability, changes in practice for students identified at-risk, and best practices in reading instruction. The researcher examined patterns in spending in non-instructional support and professional development to determine if school districts provided materials for intervention and professional development to support teachers in implementing the interventions. Using multiple regression data analysis, the researcher did not find any significant relationship between ARRA stimulus funds and student achievement as measured by the MAP assessment. Data indicated that additional funding was not the answer to improved student achievement.
27
Jeffries, Treva Elise. "A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316.
Full text
28
Sinclair-Lowry, Elizabeth. "RTI in the Classroom: How Teachers Meet the Demands of a Tiered System." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.
Full text
29
Ibrahim, Ali Aadel. "La protection des tiers contre les effets d'un jugement : Étude comparative entre le droit libyen et le droit français." Electronic Thesis or Diss., Toulon, 2014. http://www.theses.fr/2014TOUL0085.
Full textAbstract:
La protection des intérêts des tiers des effets atteints résultant d'un jugement rendu entre deux parties constitue aujourd'hui, une exigence indispensable pour garantir la sécurité juridique. Les différentes législations se sont occupées de garantir les droits des tiers. L’objet de cette étude consiste à traiter l’efficacité des moyens donnés au tiers pour protéger ses droits en comparant le système libyen au système français. En effet, nous avons pu constater qu’il y a une différence entre les méthodes employées dans cette matière. Le droit libyen consacre toujours l’interprétation classique au principe de l’autorité relative et nie la possibilité qu’un jugement peut d’une manière ou une autre affecter le droit de tiers. Cette position de droit libyen est critiquable, car si le tiers n'est pas tenu par ce qui a été décidé dans une instance où il n’était ni partie ni représenté, ce dernier ne peut totalement ignorer l’existence du jugement ou éviter ses effets en s'appuyant sur le principe de la relativité de l’autorité de la chose jugée étant donné que la source du grief que le tiers peut subir ne résulte pas de cette autorité mais de l’opposabilité de jugement à son égard. En effet, le principe d’opposabilité du jugement oblige le tiers de reconnaître et de respecter la situation juridique née du jugement. C’est pour cette raison que nous espérons qu’une révision faite par le législateur libyen des textes législatifs relatifs à la tierce opposition pour donner au tiers véritable la possibilité d’attaquer le jugement par cette voie. Cette révision doit aussi étendre la règle concernant l’intervention en appel et en cassation pour autoriser au tiers d’intervenir à titre principale devant la Cour d’appel et à titre accessoire devant la Cour de cassationThe protection of the interests of the third parties of the reached effects resulting from a judgment returned between two parts constitutes today, an indispensable requirement to guarantee the legal safety. Different legislation tried to guarantee the rights of thirds. The object of this study consists in treating the effectiveness of means given to the third to protect its rights by comparing the Libyan system with the French system. Indeed, we could note that there is a difference between methods used in this material. Libyan right always dedicates classical interpretation to the principle of the relating authority and disclaims possibility that a judgement can of one way or another affect the right of third party. This position of Libyan right is open to criticism, because if the third party is not kept by what one decided in an authority where it was not either left or represented, this last cannot completely be unaware of the existence of judgement or avoid the effects by leaning on the principle of the relativity of the res judicata given that the source of grievance which the third can suffer does not result from this authority but from the opposability of judgement against him. Indeed, the principle of opposability of judgement obliges the third party to admit and to respect the legal status born in judgement. It is for this reason that we hope that a revision made by the Libyan legislator of enactments relating to third party opposition to give to the true third party the possibility of attacking judgement by this way. This revision must also spread the rule concerning intervention in call and in annulment to allow in the third to intervene in title main before the court call and in secondary title before the court of annulment
30
Dulaney, Shannon Kay. "Cedar Middle School's Response to Intervention Journey: A Systematic, Multi-Tier, Problem-Solving Approach to Program Implementation." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/538.
Full textAbstract:
The purpose of the present study was to record Cedar Middle School's (CMS) response to intervention implementation journey. It is a qualitative case study that examines one school's efforts to bring school improvements under the response to inventory (RtI) umbrella in order to achieve a more systematic approach to providing high-quality educational services to every student enrolled at CMS. Participants included the 10 members of the school's Student Success Team along with the principal and assistant principal. The recorded journey included: (a) a description of the RtI consensus and infrastructure-building processes, (b) an exploration of the SST perceptions of school-wide intervention efforts both past and present, (c) a review of the school's accomplishments and the barriers to implementation encountered, and (d) the implications for further school improvement efforts and research. Participants submitted to interviews, observations, and focus group meetings. Although the purpose of the study was not to measure program effectiveness, preliminary data are included that report the school's efforts toward systems change was helpful for students and is having a positive effect on student performance in reading comprehension. Participants were also able to share anecdotal evidence of increased student motivation and other behavioral changes that were natural consequences of their efforts. This evidence is reported in the narrative found in Chapters IV and V. Conclusions were based on participant input, recorded measures, and analyses conducted as part of the present study. Cautions were also discussed, including the limitations and delimitations. Finally, implications of the present study were provided for RtI and the field of schoolwide systematic interventions and support.
31
Brock, Melanie. "Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student Achievement." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619628937875231.
Full text
32
Patrusky, Lauren. "Central auditory processing: disorder a literature review on inter-disciplinary management, intervention, and implications for educators." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/897.
Full textAbstract:
Clinical Questions: What top-down and bottom-up interventions across the psychology, audiology, educational, and speech language pathology domains are most effective for children and adolescents with Central Auditory Processing Disorder (CAPD)? What considerations for planning research and intervention might be offered to a classroom teacher to further support students diagnosed with CAPD, especially in relation to the Multi-Tiered System of Supports (MTSS), formerly known as Response to Intervention (RTI)? Method: Inter-Disciplinary Literature Review Study Sources: PsycInfo, Linguistics and Language Behavior Abstracts, ProQuest, International Journal of Audiology, American-Speech-Language Hearing Association, Journal of Neurotherapy, Medline-Esbcohost, ERIC Ebscohost, Professional Development Collection Education, and What Works Clearinghouse Number of Included Studies: 16 Age Range: 2-13 years Primary Results: 1) Phonological awareness training was the primary reading educational construct found among the included interventions in this literature review. 2) Most CAPD studies employed a combination of both bottom-up and top-down treatments in intervention. This finding may possibly indicate that in order for a CAPD intervention to be even more beneficial to the student, both bottom-up and top-down treatments should be considered and incorporated in relation to the student's individualized needs. Conclusions: Results confirmed very little research and few intervention implications on CAPD students within the educational research discipline, including special education. Search results primarily included methods to improve listening in the classroom environment, but did not specifically mention intervention in relation to CAPD and its implications. Results also confirmed that a multi-disciplinary effort is needed to provide clinical decision and effective intervention for the CAPD population.B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership
33
Murphy, Jennifer H. "An Investigation of Teacher Experiences with Implementation of a Response to Intervention Model." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1795.
Full textAbstract:
A Southeastern school district was in the initial phases of a response to intervention (RtI) model using 3 tiers of intervention prior to students being identified for participation in special education. General education classroom teachers were responsible for all Tier I interventions by differentiating the core curriculum. However, teachers received little to no specific training related to implementation, progress monitoring, and data analysis of these differentiated interventions. This case study examined teachers' perceptions of the current implementation of RtI in one elementary school and their perceptions of professional support needed to implement, assess, and analyze RtI data. This qualitative research project study used constructivism as the theoretical framework. The research questions centered on teacher perceptions of how the implementation of the RtI model impacted teacher efficacy in meeting the needs of students and to what extent teachers at the school felt prepared to implement Tier I interventions as they were intended. The purpose of the study was to identify gaps in practice and teacher perceptions of the effectiveness of Tier I intervention. Data collected from questionnaires and individual interviews were analyzed using open coding. Themes and concepts that emerged related to Tier 1 were the use of data, instruction, support, analysis, and differentiation. These findings led to the development of 3 specific trainings to provide educators with more knowledge about Tier I implementation and data-driven decisions in the RtI process at the school. Because it may strengthen the implementation and effectiveness of Tier I level interventions in the general education classroom, the project has the potential to decrease the number of students referred for special education evaluation and placement.
34
Sanchez, Sindy. "Evaluating Check-In Check-Out with Peer Tutors for Children with Attention Maintained Problem Behaviors." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4762.
Full textAbstract:
An educational framework known as School Wide Positive Behavior Support being implemented in school systems across the country provides the schools with three tiers of support to address both academic and behavior challenges. The purpose of this study was to evaluate the use of peer tutors when applied to a Tier 2 intervention known as Check-In Check-Out (CICO). Peer tutors performed the morning check-in with the tutees by setting the expectations for the day and giving the tutees their Daily Progress Report (DPR) form. Throughout the day, the tutees took the DPR form to each class where they received a score from the teacher. At the end of the class period, the peer tutors provided the tutees with feedback on the scores received on the DPR form. Once the school day finished, the peer tutees checked-out with the tutors and received a reward if they met their percentage goal. The results of this study showed that CICO implemented by peers improved classroom behavior for all three participants.
35
Kleszczowski, Julien. "Construire l’évaluation de l’impact social dans les organisations à but non lucratif : instrumentation de gestion et dynamiques de rationalisation." Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLX108/document.
Full textAbstract:
Cette thèse s’intéresse à la manière dont l’évaluation de l’impact social est construite et mise en œuvre au sein des organisations non lucratives. A la croisée du contrôle de gestion et de la théorie des organisations, elle vise à contribuer à la recherche sur les organisations du tiers secteur, peu étudiées en sciences de gestion jusqu’à présent.Depuis quelques années, il existe un large consensus sur la nécessité de mesurer la valeur produite par les organisations à finalité sociale pour la société. Cette mesure doit permettre à ces organisations de rendre compte de l’accomplissement de leur mission à leurs parties prenantes et de piloter leur activité. Malgré une forte volonté de plusieurs acteurs institutionnels, aucune norme ni consensus n’a émergé à ce jour sur la façon d’évaluer l’impact social des organisations non lucratives. Par conséquent, les acteurs sont confrontés à de nombreuses questions sur le contenu et les modalités pertinentes de cette évaluation. Par ailleurs, la mise en place d’une évaluation conforme aux attentes des financeurs au détriment des attentes d’autres parties prenantes, et plus généralement l’influence de la sphère lucrative sur la façon dont l’évaluation de l’impact social est mise en œuvre, induisent des questionnements quant à sa cohérence avec la logique propre des organisations non lucratives.Ces enjeux nous ont amené à faire le choix de nous focaliser sur la construction des pratiques concrètes d’évaluation de l’impact social au sein des organisations non lucratives, et à étudier spécifiquement l’articulation entre les caractéristiques techniques et le contexte de l’évaluation de l’impact social. Pour analyser cela, nous mobilisons la notion de rationalité. La thèse s’appuie également sur les travaux académiques portant sur la mesure de la performance des organisations non lucratives d’une part et sur la littérature relative à l’instrumentation de gestion et aux dispositifs socio-matériels d’autre part.La thèse s’appuie sur une méthodologie de recherche-intervention. Le doctorant a été durant trois ans chef de projet sur l’évaluation de l’impact social au sein d’Apprentis d’Auteuil, une grande fondation dédiée à la jeunesse en difficulté. Le matériau est constitué en deux parties : un niveau organisationnel qui correspond au processus d’élaboration de la réflexion et du déploiement de l’évaluation de l’impact social pour l’organisation dans son ensemble, et un niveau projet qui est composé de cinq démarches d’évaluation de l’impact social d’entités particulières de l’organisation. Cette double observation permet une analyse de l’ensemble des dynamiques associées à l’évaluation de l’impact social au sein de l’organisation.Les résultats de la thèse sont structurés en trois parties. Premièrement, nous proposons un cadre analytique permettant de mettre en perspective l’ensemble des outils d’évaluation de l’impact social existants d’une part et les pratiques en matière d’évaluation de l’impact social d’autre part. Deuxièmement, nous montrons que la mise en œuvre de l’évaluation de l’impact social se traduit par une pluri-rationalité, combinant la rationalité instrumentale et d’autres formes de rationalité, garantissant une cohérence entre le jugement des acteurs externes, la représentation de l’entité évaluée et le processus d’évaluation en lui-même. Troisièmement, nous montrons que l’évaluation de l’impact social peut être considérée comme un mythe rationnel. Ce mythe rationnel a permis l’appropriation de l’idée sans le déploiement d’un outil d’évaluation standardisé, permettant ainsi une mise en œuvre faisant sens pour les acteurs et conforme aux spécificités de l’action non lucrativeThis thesis focuses on how social impact assessment is built and implemented within nonprofit organizations. At the crossroads of management accounting and organizational theory, it aims to contribute to the research on third sector organizations which have been little studied in management science until now.In recent years there has been a broad consensus on the need to measure the value for society produced by socially-oriented organizations. This measure should enable these organizations to report on the fulfillment of their mission to their stakeholders and to monitor their activities. Despite the willingness of several institutional actors, no standard or consensus has yet emerged on how to assess the social impact of nonprofit organizations. Thus stakeholders face with many questions about the content and the relevant tools to implement. Moreover, the implementation of an evaluation in line with funders' expectations at the expense of other stakeholders’ expectations and more generally the influence of the business sphere on social impact measurement raise questions about the coherence between social impact measurement and specificity of non-profit organizations.These challenges led us to choose to focus on the construction of actual practices of social impact measurement in nonprofit organizations. We chose to study more specifically the articulation between the technical aspects and the context of social impact measurement. To analyze this, we rely on the notion of rationality. The thesis is also based on the academic work on measuring the performance of non-profit organizations on the one hand and on the literature on management tools and socio-material devices on the other hand.The methodology of the thesis is an intervention research. For three years, the Ph.D. candidate acted as a project coordinator on social impact measurement at Apprentis d'Auteuil, a large French foundation dedicated to youth facing social difficulties. Empirical data is divided in two parts: an organizational level that corresponds to the process of reflection and deployment of social impact measurement within the organization as a whole, and a project level consisting of five social impact evaluations of specific entities inside the organization. This double observation level allows an analysis of various dynamics of social impact measurement within the organization.The results of the thesis are divided into three parts. First, we propose an analytical framework which enables to position both existing social impact measurement tools and organizational practices of social impact measurement. Secondly, we show that the implementation of social impact assessment results in a multi-rationality, combining instrumental rationality with other forms of rationality. This combination of rationalities is analyzed in the judgment of external actors, representation of the entity evaluated and the measurement process itself. Third, we show that social impact assessment can be considered a rational myth. This rational myth allowed the appropriation of the idea without the deployment of a standardized evaluation tool. This appropriation enables a meaningful implementation for the actors in conformity with the specificities of nonprofit organizations
36
Barber, Ashley Lauren. "An Evaluation of Check-In/Check-Out with Accountability Tracking for At-Risk Students in a High-Need Elementary School." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4633.
Full textAbstract:
A multi-tiered system of supports offers a comprehensive model for the prevention of academic and behavior problems in schools. To date, research has emphasized the impact of universal and intensive interventions. However, the need for research on secondary or targeted group interventions (Tier 2) for those students who do not respond to the universal level of support is growing. This study evaluated CICO, a Tier 2 intervention, in improving student behavior when it is used with three elementary students from a high-need population and in conjunction with student accountability tracking, designed to promote parental involvement. Functional assessments indicated that all three students had attention-maintained problem behavior during instruction sessions. The study employed a concurrent multiple baseline design across students to assess the effects of CICO and CICO with accountability tracking on academic engagement and problem behavior. Results indicated that the team members were able to implement CICO with fidelity and their implementation of the intervention was effective in increasing academic engagement and reducing problem behavior. The CICO with accountability tracking implementation with one student contributed to further improvement of his target behaviors. These effects were shown to be maintained moderately well for two students who underwent fading. Results are discussed in terms of the study limitations and implications for practice and future research.
37
Sullivan, Kaitlin Sullivan. "Evaluating Prevent-Teach-Reinforce (PTR) in a High School Setting." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6407.
Full textAbstract:
Current research shows that school’s behavior intervention plans are lacking in key components, indicating a need for a standardized model of assessment that sustains teacher adherence, acceptance, and feasibility. Prevent-Teach-Reinforce (PTR) is a model that combines the principles of applied behavior analysis and positive behavior support to provide a standardized approach to conducting a functional assessment and creating a behavior plan. Studies have indicated that PTR is effective in improving student behavior and academic engagement. The current study evaluated the use of PTR for three high school students classified as emotional behavioral disorder (EBD). Results indicated that teacher-implemented functional assessment and intervention planning through the use of PTR was effective at creating substantial reductions in problem behaviors and improvements in replacement behaviors for all three students. In addition, teachers were able to implement the interventions with high levels of fidelity, and social validity scores obtained from both the teachers and students indicated that the acceptability of the PTR procedures and results was relatively high.
38
Huyon, Martine. "Quelle gestion des ressources humaines dans l'innovation ouverte ? : analyse issue d’une recherche-intervention sur les projets collaboratifs innovants menés dans les pôles de compétitivité." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2112.
Full textAbstract:
Depuis une dizaine d’années, le modèle de l’innovation ouverte théorisé par Henry W. Chesbrough se diffuse dans les sphères universitaires, praticiennes et politiques. Défini au début des années 2000, ce modèle décrit l’innovation comme le fruit de pratiques d’ouverture des frontières des firmes pour capter des ressources externes afin d’accélérer l’innovation interne d’une part (innovation entrante), et laisser des connaissances internes trouver un usage d’innovation externe d’autre part (innovation sortante). En France, les pouvoirs publics se sont saisis progressivement de ce modèle en promouvant des dispositifs de « clustering » à l’instar de la politique des pôles de compétitivité. Plus récemment, des nouveaux acteurs et des nouveaux espaces dédiés à l’innovation ouverte se développent comme les tiers-lieux (les espaces de « coworking », les « livinglabs », « Fablabs », les incubateurs, les accélérateurs). Le modèle de l’open innovation se diffuse et chaque acteur, du particulier au grand groupe, en passant par les laboratoires de recherche et les universités, est convié à entrer dans ces nouveaux cadres de coopération pour l’innovation.Si le modèle améliore la compréhension de la complexité du modèle de l’innovation en traduisant son caractère collectif et itératif, il est plus difficile d’en apprécier les incidences sur l’organisation interne de l’entreprise et notamment sur ses ressources humaines. Or, celles-ci sont au cœur du processus d’innovation ouverte, elles en sont même le premier levier. L’innovation ouverte est le fruit de communautés de travailleurs qui se constituent et agissent hors du cadre strict de l’entreprise.Notre thèse contribue à compléter le modèle de l’innovation ouverte en s’intéressant à ses impacts sur la gestion des ressources humaines. L’innovation ouverte confronte la gestion des ressources humaines des entreprises à un paradoxe : comment gérer des ressources humaines qui dépassent les frontières de la firme ? Grâce à une recherche-intervention menée dans le cadre d’une thèse en convention CIFRE, nous étudions les pratiques de gestion des ressources humaines mises en œuvre dans le contexte de projets innovants collaboratifs menés dans des pôles de compétitivité. Nos analyses permettent d’identifier les impacts de l’innovation ouverte sur l’organisation du travail, le management, la gestion des emplois et des compétences. Nos travaux montrent que si les impacts de l’innovation ouverte sur ces champs sont réels, les pratiques de gestion des ressources humaines des firmes peinent à s’adapter à ce nouveau contexte. Notre thèse analyse des dispositifs pouvant apporter des solutions aux situations de travail nouvelles créées par l’open innovationDuring the last decade, the open innovation model from Henry W. Chesbrough spread within academic, managerial and political spheres. Defined in the early 2000s, this model describes innovation as the result of the opening of firm’s boundaries to capture external resources and accelerate internal innovation (outside-in) on the one hand, and allow internal knowledge find an external use (inside-out) on the other hand.In France, public authorities progressively seized the « open innovation » model through « clustering » policies, like competitiveness clusters. More recently new actors and new spaces dedicated to open innovation are promoting themselves as third-places (coworking spaces, Livinglabs, Fablabs, business incubators, accelerators). Open innovation is spreading and each actor, from private individual to the largest companies, including research labs and universities, is invited to participate in these new innovation and cooperation frames. Even though the model displays a good understanding of the innovation model complexity, with its collective and iterative nature, it is hard to apprehend its impact on the firm’s internal organization, especially from a human resource perspective. Yet these impacts are at the core of the open innovation process, and even its first lever. Open innovation is the result of communities of workers who form and act out of the strict company frame.This thesis is contributing to the fulfillment of the open innovation model through a focus on its impact on the human resource management. Open innovation confronts human resource management of companies to a paradox: how to manage human resources beyond the boundaries of the firm? Thanks to intervention-research carried out within the frame of a CIFRE industrial research agreement, we study human resource management practices, implemented in the context of collaborative innovative projects in competitiveness clusters. Our analyses identify the impacts of open innovation on work organizations, people, skills and staff management. Our work shows the real impact of open innovation on these fields and also proves that firms labor to adapt those human resource management practices in this new context. Our thesis analyses possible arrangements which brings solutions to the new work situations resulting from open innovation
39
Noltemeyer, Amity L. "An Examination of the Relationship Between Integrated Systems Model Implementation and Student Outcomes." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1248282287.
Full text
40
Wheeler, Courtney E. 1982. "Evaluating the reliability of selected school-based indices of adequate reading progress." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10919.
Full textAbstract:
xiii, 83 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.The present study examined the stability (i.e., 4-month and 12-month test-retest reliability) of six selected school-based indices of adequate reading progress. The total sampling frame included between 3970 and 5655 schools depending on the index and research question. Each school had at least 40 second-grade students that had complete Oral Reading Fluency (ORF) data for the time periods in question. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores were used to examine school-wide adequate reading progress. The stability of those indices from semester-to-semester and from year- to-year across the 2005-2006, 2006-2007, and 2007-2008 school years was examined. Adequate progress was defined as students improving their instructional recommendation (i.e., reducing their level of risk) or remaining at benchmark (i.e., remaining on track) over a specified period of time. The six indices were as follows: (1) outcome percent established, (2) percent adequate progress, (3) intensive percent adequate progress, (4) strategic percent adequate progress, (5) barely benchmark percent adequate progress, and (6) school-wide high rates of adequate progress. The indices were intended to provide a snapshot of how well a school's reading instruction is meeting student needs. Based on the analysis, the stability coefficients ranged from .10 to .90 indicating that certain indices had higher stability coefficients than others. Overall, the year-to-year indices tended to be more stable that the semester-to-semester indices. Between 143 and 203 schools had school-wide high rates of adequate progress over a two- and three-year period. These findings indicate that schools can be generally effective in helping their students achieve high rates of adequate reading progress and that schools are able to maintain and support high rates of adequate progress for consecutive cohorts of second- grade students. Results are discussed within a broader framework of school effectiveness indices and response to intervention.
Committee in charge: Roland Good, Chairperson, Special Education and Clinical Sciences; Edward Kameenui, Member, Educational Methodology, Policy, and Leadership; Kenneth Merrell, Member, Special Education and Clinical Sciences; Sara Hodges, Outside Member, Psychology
41
Bringuez, Jacques. "Les conséquences de la crise de Suez de 1956 sur le système international." Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUL010.
Full textAbstract:
La crise de Suez de 1956 est avant tout synonyme d'une opération militaire menée par les Français et les Anglais, dont l'échec retentissant a sonné le glas de la politique colonialiste des deux États. Mais Suez 1956 représente aussi et surtout un véritable tournant dans les relations internationales pour plusieurs raisons. Tout d'abord parce que, pour la première fois depuis l'avènement de la Guerre froide, l'URSS et les USA vont faire front commun contre les puissances occidentales associées à Israël. Ensuite parce que concomitamment, les Soviétiques répriment l'insurrection hongroise, battant en brèche leur toute nouvelle théorie de la coexistence pacifique. Enfin parce que le Tiers-monde trouve naissance dans cet affrontement, et devient l'objet de conquête idéologique, notamment au Moyen-Orient. En quoi la crise a-t-elle modifié les interactions au niveau diplomatique, l’équilibre des institutions internationales, les relations géopolitiques, les relations bilatérales dans l'univers de la Guerre froide, les relations intra blocs Est-Ouest ? Quelles conséquences la crise aura-t-elle eue sur la stratégie et les objectifs politiques des différents acteurs ?The Suez crisis of 1956 is generally synonym for a military operation led by the French and the English army, whose resounding failure sounded the end of the colonialist policy of both States. But Suez 1956 represents also and above all a real turning point in the international relations for several reasons. Firstly, because, for the first time since the advent of the cold war, the USSR and the USA are going to join forces against the western powers associated with Israel. Then, because concomitantly, the Soviet power repress the Hungarian revolution, damaging their quite new theory of the peaceful coexistence. Finally, because the Third World finds birth in this confrontation, and becomes the object of ideological conquest, especially in the Middle-East In what did the crisis modify the interactions at the diplomatic level, the balance of the international institutions, the geopolitical relations, the bilateral relations in the universe of the Cold war, the relations intra East-West blocks? What consequences the crisis will generate on the strategy and the policy of the various actors?
42
Sidibé, Mahamoudou. "L’intervention devant la Cour Internationale de Justice." Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100150.
Full textAbstract:
L’intervention est l’acte par lequel un Etat tiers intervient dans une instance pendante pour protéger ses droits. Elle est prévue aux articles 62 et 63 du Statut. La première disposition reconnaît le droit d’intervention à tout Etat tiers justifiant d’un intérêt juridique en cause. En revanche, la seconde accorde aux seuls Etats tiers également partie à une convention dont l’interprétation est en cause la possibilité d’intervenir. La question principale soulevée par l’intervention est de savoir si cette procédure est conforme au principe du consensualisme qui gouverne le Statut de la Cour. Concernant que l’article 62 du Statut, cette question s’explique par la controverse au sein de la doctrine au sujet du statut de l’Etat intervenant. En effet, certains auteurs soutiennent que l’Etat intervenant est partie à l’instance. Dans ce cas, ils considèrent que l’article 62 ne respecte pas le principe du consensualisme. Afin de concilier l’intervention avec ce principe, ils pensent que la Cour ne peut admettre l’intervention sans le consentement des parties. D’autres avancent, au contraire, que l’intervention est conforme au principe du consensualisme parce que l’Etat intervenant n’est pas partie à l’instance. D’autres soutiennent encore que l’article 62 du Statut admet les deux formes d’intervention développées par les précédents auteurs. L’objet de l’étude est de démontrer que l’article 62 du Statut donne lieu à une interprétation large, en ce sens qu’il autorise non seulement une intervention en tant que non partie, mais aussi une intervention en tant que partie et que le principe du consensualisme est respecté dans les deux cas. En effet, cette étude établit que tant les conditions que les effets de l’intervention sont conformes à ce principeIntervention is the procedure by which a third State intervenes in a pending proceeding to protect its rights. It is laid down in Articles 62 and 63 of the ICJ Statute. The first provision recognizes to every State justifying a legal interest in the case in question the right to intervene. In contrast, the second gives the third States also party to a Multilateral Convention whose interpretation is in question the right to intervene. The main issue raised by the intervention is whether this procedure is consistent with the principle of consent that governs the Statute of the Court. Concerning Article 62, this issue is due to the controversy within the doctrine on the status of the intervening State. Indeed, some authors argue that the intervening State is a party to the proceeding. In this case, they consider that Article 62 does not respect the principle of consent. To reconcile this principle with the intervention, they think that the Court can not accept the intervention without the consent of the parties. Others argue, however, that the intervention is consistent with the principle of consent because the intervening State do not become a party to the proceeding. Others still argue that Article 62 recognizes two forms of intervention as developed by the previous authors. The purpose of the study is to demonstrate that Article 62 gives rise to a broad interpretation, as it allows not only intervention as a non-party, but also as a party and that the principle of consent is respected in both cases. Indeed, this study shows that both the conditions and the effects of the intervention are consistent with this principle
43
Bringuez, Jacques. "Les conséquences de la crise de Suez de 1956 sur le système international." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL010.
Full textAbstract:
La crise de Suez de 1956 est avant tout synonyme d'une opération militaire menée par les Français et les Anglais, dont l'échec retentissant a sonné le glas de la politique colonialiste des deux États. Mais Suez 1956 représente aussi et surtout un véritable tournant dans les relations internationales pour plusieurs raisons. Tout d'abord parce que, pour la première fois depuis l'avènement de la Guerre froide, l'URSS et les USA vont faire front commun contre les puissances occidentales associées à Israël. Ensuite parce que concomitamment, les Soviétiques répriment l'insurrection hongroise, battant en brèche leur toute nouvelle théorie de la coexistence pacifique. Enfin parce que le Tiers-monde trouve naissance dans cet affrontement, et devient l'objet de conquête idéologique, notamment au Moyen-Orient. En quoi la crise a-t-elle modifié les interactions au niveau diplomatique, l’équilibre des institutions internationales, les relations géopolitiques, les relations bilatérales dans l'univers de la Guerre froide, les relations intra blocs Est-Ouest ? Quelles conséquences la crise aura-t-elle eue sur la stratégie et les objectifs politiques des différents acteurs ?The Suez crisis of 1956 is generally synonym for a military operation led by the French and the English army, whose resounding failure sounded the end of the colonialist policy of both States. But Suez 1956 represents also and above all a real turning point in the international relations for several reasons. Firstly, because, for the first time since the advent of the cold war, the USSR and the USA are going to join forces against the western powers associated with Israel. Then, because concomitantly, the Soviet power repress the Hungarian revolution, damaging their quite new theory of the peaceful coexistence. Finally, because the Third World finds birth in this confrontation, and becomes the object of ideological conquest, especially in the Middle-East In what did the crisis modify the interactions at the diplomatic level, the balance of the international institutions, the geopolitical relations, the bilateral relations in the universe of the Cold war, the relations intra East-West blocks? What consequences the crisis will generate on the strategy and the policy of the various actors?
44
Keller, Andreas [Verfasser]. "Genetic intervention in sensory systems of a fly / vorgelegt von Andreas Keller." 2002. http://d-nb.info/969651147/34.
Full text
45
Blondin, Stewart Daniel. "La fonction de l'intervention des tiers en droit judiciaire privé québécois." Thèse, 2012. http://hdl.handle.net/1866/9184.
Full textAbstract:
Cette étude présente une caractérisation du mécanisme procédural de l'intervention des tiers en droit judiciaire privé québécois. Développée en trois volets, elle aborde successivement l'origine historique de l'intervention des tiers, qui révèle sa pérennité et sa longévité (première partie). Un modèle conceptuel de sa forme contemporaine selon lequel son bien-fondé repose sur sa légitimité et son utilité est proposé (deuxième partie). Enfin, une étude critique, dans une perspective sociologique et comparative, de la place de l'intervention des tiers dans les projets de réforme de la procédure civile, expose son incompatibilité avec les modes alternatifs de résolution des conflits et trouve, dans le pouvoir judiciaire de l'ordonner d'office présent la législation étrangère, une assurance contre l'iniquité à laquelle le droit québécois devrait souscrire (troisième partie).This study is a characterization of the procedural mechanism allowing intervention or joinder of third parties in Quebec's civil procedure law. Consisting of three parts, it traces the history of this procedure, revealing its perennial longevity (Part one). A theory of its contemporary function is proposed, according to which its legal validity rests on its legitimacy and usefulness (Part two). Finally, the place of third party intervention in civil procedure law reform is analysed from a sociological and comparative standpoint, exposing its fundamental incompatibility with ADR (Alternative dispute resolution) and finding that the judicial power–in foreign law–to order intervention as of right is a safegard against unfairness worth incorporating into Quebec's procedural law (Part three).
46
Martin, Andrea. "Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text." Thesis, 2010. http://hdl.handle.net/1974/5404.
Full textAbstract:
There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age portends a lifetime of illiteracy for the majority of struggling readers. Given the greater weight placed on expository text from the junior grades onwards, children with reading disabilities become increasingly constrained by their reading deficits, putting them at risk of falling ever further behind their normally achieving peers. This ethnographic study, extending over an 8 month period and finishing on the last day of the school year, targeted older poor readers at the junior level. Less is known about their reading deficits, relative to younger struggling readers. Therefore, the first of three principal objectives aimed to extend understanding of the processes whereby older poor readers interact with expository text by providing a qualitative finer-grained assessment of their particular difficulties than presently exists. The second objective was focused on developing and implementing a cohesive program of research-based interventions that targeted critical requirements of successful interactions with expository text, including the ability to summarize, locate information, and attend to text structure. The third objective involved establishing and describing a collaborative, intensive research partnership with two classroom teachers at the junior level to implement and evaluate research-grounded interventions for their students with reading difficulties, working within the context of the regular classroom. The dual researcher role, as collaborator with the teachers and instigator of the intervention program, shaped a reconfigured model of special education, responsive to a diverse range of student needs and abilities, and situated within a content-rich, challenging curriculum. Parallel lessons afforded the opportunity to tier instruction with increasing intensity for the children with the highest needs. Results showed the critical importance of aggressively promoting self-efficacy, self-regulation, and metacognitve awareness for older struggling readers. As these children’s strategic repertoire increased, so, too, did their comprehension and comprehension-monitoring. Differentiated instruction that was tiered, flexible, and responsive supported social inclusion and social collaboration. Social context and authentic content became interwoven and instrumental in engaging the children, maintaining their motivation and sustaining their commitment to read to learn.Thesis (Ph.D, Education) -- Queen's University, 2010-01-27 15:10:03.202
47
Ako-Arrey, Denis E. "Economic evaluation of prevention of mother – to – child – transmission of HIV/AIDS interventions in developing countries : a systematic review." Thèse, 2009. http://hdl.handle.net/1866/4145.
Full textAbstract:
Les gouvernements mondiaux et les organismes internationaux ont placé une haute priorité dans la prévention de la transmission mère-enfant du VIH. Cependant, bien qu'il y ait eu des progrès énormes rapportés dans des nations industrialisées, la situation dans les pays en voie de développement est encore déplorable; on y constate un grand écart entre l’engagement international pour réduire cette voie de transmission et l'accès aux interventions. Ceci peut être attribué à la situation économique déplorable dans plusieurs pays en voie de développement. Des interventions prioritaires en santé doivent donc être soigneusement sélectionnées afin de maximiser l'utilisation efficace des ressources limitées. L’évaluation économique est un outil efficace qui peut aider des décideurs à identifier quelles stratégies choisir. L'objectif de cette revue systématique est de recenser toutes les études d'évaluation économique existantes qui ont été effectuées dans les pays en voie de développement sur la prévention de la transmission mère-enfant du VIH. Notre revue a retenu 16 articles qui ont répondu aux critères d'inclusion. Nous avons conçu un formulaire pour l’extraction de données, puis nous avons soumis les articles à un contrôle rigoureux de qualité. Nos résultats ont exposé un certain nombre de défauts dans la qualité des études choisies. Nous avons également noté une forte hétérogénéité dans les estimations des paramètres de coût et d'efficacité de base, dans la méthodologie appliquée, ainsi que dans les écarts utilisés dans les analyses de sensibilité. Quelques interventions comportant la thérapie à la zidovudine ou à la nevirapine à court terme se sont avérées rentables, et ont enregistré des valeurs acceptables de coût-utilité. Les résultats des évaluations économiques analysées dans cette revue ont varié sur la base des facteurs suivants : la prévalence du VIH, la classification du pays selon le revenu, les infrastructures disponible, les coûts du personnel, et finalement les coûts des interventions, particulièrement les prix des médicaments.Local governments worldwide and international organizations have placed a high priority in the Prevention of Mother – To – Child – Transmission (pMTCT) of HIV. However, though there have been reports of tremendous progress in achieving these goals in industrialised nations, the situation in developing countries is still deplorable. In developing countries, there is a significant gap between the global and local policy commitments to reduce Mother – To – Child – Transmission (MTCT) of HIV and the access to pMTCT interventions. This can be attributed to the dire economic situation within developing countries. Healthcare interventions therefore need to be strategically prioritized in order to make maximum efficient use of these scarce resources. An effective tool to assist decision makers in identifying which strategies represent value for money is economic evaluation of these interventions. The objective of this study is systematically pool all the existing economic evaluation studies that have been carried out in developing countries on the pMTCT of HIV/AIDS, in order to present the best fit, affordable, yet effective intervention (s). Our review retained 15 articles that met the inclusion criteria. We designed an extraction form which we used to collect relevant data, after which we subjected the articles to a rigorous quality checklist. Our results exposed a number of flaws in methodological quality of the selected studies. We also recorded widespread heterogeneity in the assumptions used to estimate base case cost and effectiveness parameters, in the methodology applied, as well as in the range of valued used in sensitivity analyses. Some interventions involving short course zidovudine or nevirapine therapy were found to be cost effective, and recorded acceptable cost-utility values. The results of economic evaluations analyzed in this review varied based on the following factors: HIV prevalence, country income classification, available infrastructure, staff costs, and ultimately costs of the interventions, especially drug prices.
48
Yarali, Serkan. "Why do peace negotiations fail? : a case study of the 2012-2015 peace talks between Turkey and the PKK." Thèse, 2017. http://hdl.handle.net/1866/19135.
Full textAbstract:
Pourquoi les négociations de paix échouent-elles? Pour répondre à cette question, ce mémoire synthétise la littérature sur les théories de la négociation et l’intervention de tierces parties dans les conflits intra-étatiques. À l’aide de la méthode de l’étude de cas, j’applique ce cadre théorique au troisième cycle de négociations de paix entre la Turquie et le Parti des travailleurs du Kurdistan, qui s’est tenu de la fin décembre 2012 à Juillet 2015. Le modèle de négociation de guerre met l’accent sur les problèmes d’information asymétrique et engagement crédible qui mènent à l’échec de négociations. Les problèmes d’information asymétrique et engagement crédible sont habituellement plus aigus dans les conflits intra-étatiques. Car il est plus difficile d’obtenir les informations sur les capacités militaires des groupes armés non-étatiques (GANE) et il y a généralement de grandes asymétries de pouvoir entre les États et les GANE. Cette étude de cas apporte ainsi quatre contributions à la compréhension du sujet. Premièrement, lors d’un processus de paix, les deux parties impliquées peuvent consciemment faire des choix qui ne leur permettront pas d’atteindre leurs objectifs. Deuxièmement, ces choix résultent des mesures mal-conçues dans les pratiques de négociation et/ou l’absence de tierce partie qui rétablirait l’équilibre relatif de pouvoir et qui le maintiendrait pendant les négociations de paix. En fin de compte, cela accentue les problèmes d’engagement crédible. Troisièmement, les changements exogènes perturbateurs en matière des capacités relatives, en particulier en faveur des GANE, peuvent produire les problèmes d’information asymétrique. Quatrièmement, certains conflits ne se prêtent pas à l’intervention de tierce partie. Il peut être très difficile ou lourd de conséquence pour les tierces parties de rétablir l’équilibre relatif des pouvoirs.Why do peace negotiations fail? Answering this question, this dissertation synthesizes the literature on bargaining theory and third party involvement in intrastate conflicts. Using qualitative case study methods, I employ this theoretical framework to the third round of the peace talks between Turkey and Kurdistan Workers’ Party, which was held between December 2012 and July 2015. Bargaining model of war highlights the problems of information asymmetries and credible commitment that lead to bargaining failures. Information asymmetries and commitment problems are usually more severe in intrastate conflicts because it tends to be more difficult to obtain information about the military capabilities of non-state armed groups (NSAGs) and there tends to be larger power asymmetries between states and NSAGs. The case highlights four sets of implications. First, both sides in a peace process can willingly make choices that fail to achieve the ends to which they aspired. Second, these choices result from ill-designed measures in bargaining practices and/or the lack of a third party that would redress the relative balance of power and maintain it during the peace talks. This ultimately intensifies the problems of credible commitment. Third, disruptive exogenous shifts in relative capabilities, especially in favor of the NSAG, may produce asymmetric information problems. Fourth, some conflicts do not lend themselves to third-party involvement, as it may be too difficult or costly for third parties to redress the relative balance of power.