Ce mémoire fait un survol du problème de la non-participation effective des élèves aux cours d’Éducation Physique et Santé (ÉP.S) après la neuvième année du niveau secondaire en Ontario. Il est composé de cinq chapitres. Le premier chapitre de ce mémoire présente la nature de l’ÉP.S, son importance dans chaque province et territoire du Canada, et le programme-cadre de l’ÉP.S. en Ontario. Il termine par l’énonciation de la préoccupation des enseignantes et des enseignants d’ÉP.S au regard de la non-participation des élèves aux cours d’ÉP.S après la classe de 9e année du secondaire. Le deuxième chapitre, quant à lui, synthétise le cadre théorique explicatif du phénomène de la non-participation des élèves aux cours d’ÉP.S après la classe de 9e année du secondaire. Il présente la théorie de la motivation. Le chapitre trois expose les principaux facteurs inhibiteurs et motivationnels à la participation des élèves aux cours d’éducation physique et santé, et ce, tels que ces facteurs se présentent dans la recherche. Le chapitre quatre est relatif aux suggestions à l’endroit du personnel politique des curriculums et des enseignants en vue d’espérer voir s’augmenter la participation des élèves aux cours d’éducation physique et santé. Enfin, le chapitre cinq qui conclue le travail reprend les grandes lignes de la recherche et énonce des pistes de recherche pour le futur.

This study aims to determine the state of employee participation in decision-making within the public enterprises of communication in Rwanda. More particularly, it is aimed at mapping out the extent of employee participation in the decision-making process in this area, to identify whether employees desire to participate in decision-making and to find out whether they would prefer to participate directly or act through a representative. It also aims to determine the form(s) of participation practised in the public enterprises of communication, to identify impediments to the participation of employee in decision-making and based on the results suggest recommendations in order to further promote employee participation in the decision-making procedure within this area. The research focuses on employee participation in the decision-making process in the public enterprises of communication in Rwanda. A questionnaire related to employee participation in decision-making was administered to a sample of 96 employees, but only 82 employees filled and returned the questionnaire. Various data analyses techniques were performed measure the state of employee participation in decision-making in general, and the extent of employee participation in the decisionmaking procedure within the public enterprises of communication in Rwanda in particular. The results revealed that the degree of employee participation in decision-making is very low and only senior managers (department managers) have access or rights to participate in the decision-making process. However, those who do not have opportunities to influence decisions made at the workplace manifest a great desire to participate in the decision-making process, and for a considerable number, this tends to be concerned with decisions daily affecting their own job. It was noted that the main obstacles to the participative process within the public companies of communication in Rwanda are the following: a lack of interest, a lack of initiative and support to the participation process from the government, an authoritarian approach via centralisation system of authority and control, managers especially general directors who are unwilling to share decision-making power with employees, manager's enterprise hesitates to accept employees as valuable partners in making decisions, and inadequate understanding of employees concerning their new roles in management of their enterprises. Therefore, employees did not recognise an educational level as an obstacle to their participation. / Thesis (M.Com.)-University of KwaZulu-Natal, 2004.

North American populations are aging, yet the issues and challenges faced by older adults remain largely unaccounted for in planning processes. This research examines this invisibility in the specific case of Winnipeg, MB and through University of Manitoba’s Centre on Aging Age-Friendly Communities Community University Research Alliance (CURA) that builds on the World Health Organization (WHO 2006) notion of age-friendly cities. The research will first document the relationship between aging issues, age-friendly cities and planning through a review of planning and aging-related literature. The second aspect of the research is focus groups interviews with community partners in the Age-Friendly Communities CURA, and semi-structured interviews with municipal planners. Recommendations developed outline how organizations working towards a more age-friendly city can more effectively engage with planning processes, particularly during the review of Winnipeg’s official plan.

The study was made using the technique of standardised written interview and narrative method; it revealed the perspective of social participation in the community of comprehensive school by the disabled. Teachers of Siauliai town and district comprehensive schools, teaching Ethics and the Lithuanian language to primary and basic forms took part in the questioning. The study helped to disclose how the contents of education is conveyed to pupils, if social participation of the disabled is induced in the community of a school, and what is the teachers’ opinion about making “a school for everybody”. Teachers’ opinion, attitude and persuasion was analysed in respect of the disabled.

Comparative political economy studies of welfare states have focused on either general processes of modernization or the evolution of different welfare state 'regimes' - such as the social democratic, liberal and conservative types identified by Esping-Andersen. Variations in women's role in the workforce tend to be seen as closely allied with 'welfare regime' types or associated with welfare state modernization. But there are relatively few empirical studies in the political economy field of how, within the overall policy configuration of the state, welfare policies influence women's labour force participation. First, using a quantitative analysis of country-level data for 17 OECD countries from 1960 to 1987, this study identifies clusters of countries consistent with the Esping-Andersen classification, which share distinct patterns of women's role in the workforce and have different paths of development over time. However, the analysis shows that important anomalies exist and key questions remain unresolved. Second, case studies are used to analyse policy configurations and developments in women's employment over time. 'Core' examples are drawn from each main welfare regime - the USA (liberal), Sweden (social democratic) and Germany (conservative). The Netherlands is examined as a key anomalous case. Third, the lessons from the empirical analyses are used to reconsider aspects of the 'social democratic' and 'modernization' models of welfare state development. Across the period as a whole female labour force participation has grown in most countries. The most rapid growth of women's involvement has taken place in core countries with either liberal or social democratic welfare configurations (the USA and Sweden). There has been less change in 'conservative' countries (such as Germany) and in the Netherlands despite its 'social democratic' classification. Yet apparent linkages between labour market trends and welfare policies do not necessarily stand up to close over-time or comparative analysis. In the USA there are only weak connections between welfare policies and women's changing role in the labour market, whereas the two factors are closely and directly linked in Sweden. Particular policies contributed to expanding women's employment in Germany, but the overall policy configuration has bolstered broader patterns of social stratification inimical to women playing a larger role. In the Netherlands, welfare policies have clearly restrictive effects on women's participation in job markets, although some growth has occurred since the 'welfare explosion' of the 1960s. These findings show that welfare states' impacts on women's employment do not fit neatly into the 'modernization' or 'social democratic' models. 'One path fits all' models perform particularly poorly, but even differentiated analyses of 'welfare state regimes' pay insufficient attention to the location of social welfare within the state's overall policy configuration. A clearer distinction between the 'welfare state' construed as form of state and as a particular sector of state activity can help comparative analysis eliminate the residual influence of 'one-path' models, and provide more compelling analyses of variations in women's employment trajectories.

This paper examines the relationship between a voter's level of political knowledge and the choice to vote. The issue of voter turnout is one of the major topics in American politics and has been studied extensively. This study seeks to fill a gap in the current body of academic research that fails to account for the significance of political knowledge as a predictor of voter turnout. Since political knowledge is, in part, a product of many other variables (including both socio-demographic and psychological), it serves as a single predictor that can encompass elements of other predictors. Using 2004 NES data, this study shows that an increase in campaign political knowledge is significantly correlated with an increase in the likelihood that the respondent will vote. / Department of Political Science

North American populations are aging, yet the issues and challenges faced by older adults remain largely unaccounted for in planning processes. This research examines this invisibility in the specific case of Winnipeg, MB and through University of Manitoba’s Centre on Aging Age-Friendly Communities Community University Research Alliance (CURA) that builds on the World Health Organization (WHO 2006) notion of age-friendly cities. The research will first document the relationship between aging issues, age-friendly cities and planning through a review of planning and aging-related literature. The second aspect of the research is focus groups interviews with community partners in the Age-Friendly Communities CURA, and semi-structured interviews with municipal planners. Recommendations developed outline how organizations working towards a more age-friendly city can more effectively engage with planning processes, particularly during the review of Winnipeg’s official plan.

No description available.

Research into the teaching of science has suggested that student learning resulted from personal and social processes promoting communication and construction of knowledge. The teacher has an interventionist role. The current research project aims to investigate the process of student involvement during instruction by dialogue and if such involvement has an effect on learning outcomes. Videotapes were made of thirteen biology lessons for year 10 students in a girls independent selective school. Individual student behaviour profiles in relation to answering and asking questions, the psychological cognitive demands made of the students in answering questions, and the teacher's questions and immediate help provided for the students to answer them, added to the picture of the interactions. The evidence suggested that the teacher made the students a resource to learning. Qualitative analysis showed how the teacher's strategies helped students locate and link topic information. Socratic questioning and scaffolding techniques were identified but scaffolding did not involve fading. The students utilised prior and new information, and scaffolded one another. Concept maps were used to represent how teacher and student interaction lead to expanded networks of information. A theoretical analysis of the dialogue illustrated parallel and reciprocal teacher and student activities. This allowed the construction of a model of learning within an integration theory framework. Individual student profiles showed that low participation was associated with low success in answering questions in lessons. Greater participation in the dialogue was linked to greater success. There was not a direct relationship between participation and success. A comparison of students' behaviour during lessons and examinations results showed that the lower rates of participation in the dialogue led to the least successful examination performance. Higher level participation in the lessons led to more successful examination performance, but there was not a simple relationship between the two.

No description available.