The aim of this work is to process strategic analysis of Leontinka Foundation and present conclusions and recommendations based on the findings of this analysis. The theoretical part describes the methodology under which the practical part is prepared. The basic terms are explained that are related to strategic analysis as well as the whole process of creating strategies and various methods that are part of the strategic analysis. The practical part is the application of selected methods on the example of Leontinka Foundation. Based on the information gathered during the strategic analysis conclusions are drawn about the state of the organization.

Topic of this master`s thesis is founding of the hightway bridge, which is located between Lipník and Bělotín. Thesis is aimed for creating shallow foundation and foundation on piles and choosing which option is better. All evaluations have been made without specialized software and than compared with GEO5 results. Better solution will be completed with procedure for construction and drawing documentation.

Technology in this age is ubiquitous and is changing the way that individuals live, work and play. In line with this, South African education has to change regularly to meet the requirements set out by the Department of Basic Education, including the development of learning outcomes for the 21st century. This study therefore explored teachers' and learners' experiences of Technology-based Teaching and Learning (TbTL) in the Foundation Phase. Qualitative case study research methods such as photovoice, narratives, semi-structured interviews, opinion pieces and field notes were conducted within three cases in order to understand the experiences of TbTL in the Foundation Phase. Data were examined through a conceptual lens that was grounded in the Technological Pedagogical and Content Knowledge (TPACK) framework and yielded the following themes: technological tools, 21st century skills, Technology-based Teaching and Learning itself and mind the gaps. Finally, the novel, original contribution that this study makes is a framework for TbTL in the Foundation Phase. In essence this framework is relevant to understand teachers' and learners' experiences of the phenomenon of TbTL in the Foundation Phase. It is not a step-by-step guide as such but rather an indication of the core elements that are important to consider by any role players using TbTL in this phase. It is anticipated that using this framework as a guide to TbTL in the Foundation Phase will assist in creating teachers and learners who are digitally literate, lifelong learners with developed 21st century skills. / Thesis (PhD)--University of Pretoria, 2016. / Early Childhood Education / PhD / Unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / In the past 50 years, we have seen significant public and philanthropic investment in building civil society in countries around the globe. This includes initiating community foundations to support the development of vibrant communities and civic life. Yet we have little knowledge about why some initiatives bear fruit and others fail to do so. More specifically, why some community foundations initiated by institutional funders are able to garner local giving necessary to sustain themselves and others are not. This dissertation contributes to our knowledge about such initiatives by researching the Lilly Endowment’s GIFT Initiative (Giving Indiana Funds for Tomorrow), a project providing incentives to start nearly 60 new community foundations and revive 17 existing community foundations in Indiana since 1990. I employed mixed methods and three sources of data: historical archives, statistics of community foundations’ financial information and community demographics, and case studies of four community foundations. First, I found two existing explanations offered in the literature did not account for the lack of local support for the community foundations I studied. More specifically, I found that high level of income and wealth does not necessarily lead to high level of giving to community foundations and the lack of community identity is not the primary reason explaining community foundations’ struggles in attracting local donations. Rather the study shows that social capital is crucial for garnering local giving through the mechanism of facilitating information sharing. Second, I examined the long-term effects of matching grants, a key strategy used by Lilly Endowment to leverage local giving. I found that long-term provision of matching grants might reduce organizations’ incentives to seek funding sources on their own. My dissertation lends further insight into the sustainability of civic infrastructure organizations, a popular institutional model for building local civil society even today.

Reproduction is the avenue for gaining direct fitness. But in certain species some individuals do not reproduce, instead gain indirect fitness by helping relatives to reproduce; the prime examples for this come from the worker caste of social insects like ants, bees and wasps. For explaining such a perplexing paradox, also known as altruism, W.D. Hamilton proposed that individuals can gain fitness in two ways: directly, by reproducing (direct fitness), and indirectly, by helping relatives to reproduce (indirect fitness). Indirect fitness has since been the main focus for explaining the evolution of workers while usually overlooking the fact that workers can also gain direct fitness. One of the avenues for gaining direct fitness by workers is nest foundation and we have studied this phenomenon in a primitively eusocial wasp Ropalidia marginata. We found that workers routinely leave their natal nests to initiate new nests either alone or with a few other wasps. Before leaving their natal nests, such workers prepare in several ways for nest foundation, like enhancing their nutrient reserves and forming outside nest aggregations to engage in dominance interactions. Next, we investigated the emergence of cooperation and division of labour in newly founded nests and how these affect the productivities of the new nests. We found that while two wasps are sufficient for the emergence of cooperation and reproductive division of labour (DOL), it takes three wasps for non-reproductive DOL to emerge; cooperation and reproductive DOL are not sufficient for increasing colony productivity which comes about only with the addition of non-reproductive DOL. Finally, we found that it is ageing and nutrition, and not work done towards gaining indirect fitness that affect workers’ potential of gaining future direct fitness by independent reproduction via nest foundation, in other words, current indirect fitness is not incompatible with future direct fitness.

The focus of this study is on the Foundation Phase mathematical and pedagogical knowledge construction. This study is about how two lecturers and a number of final year B.Ed. Foundation Phase student teachers construct Foundation Phase mathematical and pedagogical knowledge during the initial teacher education programme. The initial B.Ed. Foundation Phase teacher education provides student teachers with different mathematical knowledge for teaching. A Foundation Phase mathematics pedagogical knowledge construction framework was utilised to generate and analyse data. The Foundation Phase mathematics pedagogical knowledge construction framework is developed with the assumption that the integrated learning knowledge and the process of pedagogical reasoning action is a continuous process. Furthermore, it is assumed that student teachers’ active participation in their learning and paddling through the pedagogical reasoning action process, leads to the construction of Foundation Phase mathematical pedagogical knowledge. The study utilised a qualitative case study design to investigate how two initial teacher education programmes construct Foundation Phase mathematical pedagogical knowledge in their programme to prepare student teachers to teach Foundation Phase mathematics. Data were collected from Foundation Phase mathematics lecturers through semi-structured interviews, focus group interviews with final year Foundation Phase student teachers as well as document analysis from the institutions to achieve triangulation. Data analysis and findings were based on themes and categories that emerged. The findings suggest that Foundation Phase mathematical and pedagogical knowledge construction is an interconnected and continuous process that includes different types of knowledge and pedagogical reasoning. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

Thesis (M.Ed. (Education Management )) - Central University of Technology, Free State, 2014 / In keeping with international trends in education, South Africa has embraced inclusive education which makes provision for all diverse learners with learning barriers, such as Attention Deficit/Hyperactivity Disorder, to be educated and included in the mainstream classroom. ADHD is a common disorder known to be associated with behavioural and academic difficulties, creating challenges for both teachers and learners. Putting inclusive education into practice within diverse classrooms imply that teachers have to support and teach according to a variety of needs and preferences of learners, including learners with ADHD. I believe that teachers present one of the most valuable sources of information with regard to referral and diagnosis of the disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since some doubt exists as to whether teachers have the appropriate knowledge of ADHD and management skills to fulfill this important role, this research study has sought to examine and evaluate how the presence of learners with Attention Deficit Hyperactivity Disorder (ADHD) impacts upon the educational and behavioural climate of the mainstream classroom in the Foundation Phase in primary schools in the Lejwleputswa District. The study moreover addressed the knowledge levels of teachers and support systems in place at both institutional and departmental level. Analysis of the information gathered through interviews revealed that ADHD learners have a predominantly negative impact on the mainstream classroom. The study found that teachers often hold negative beliefs regarding behaviour problems exhibited by ADHD learners, tend to be pessimistic about teaching these learners, and feel that they require extra time and effort to teach them. This could be attributed to a lack of knowledge and management skills of ADHD. Furthermore, it became evident that the majority of teachers view medication as the most effective treatment strategy. Recommendations for the DoE, teachers and further study were made.

The geotechnical conditions of the soil can fluctuate greatly across the wind farm. This is an issue since geotechnical modelling is the base of the structural design of an offshore wind farm, and the efficient installation of the wind turbines depends on its accuracy. This paper deals with the characterization of the seabed, predicting the soil properties over the total affected area by a wind farm, with the challenge to reduce the required data samples in the site investigation under the number of installed wind turbines, to reduce its cost. It is compared the prediction outcome from two different interpolation methods, kriging and radial basis function, assessing their accuracy by the Mean-Squared Error and the Goodness-of-Prediction Estimate, as well as with a visual examination of their mapping; obtaining higher accuracy for radial basis function and reducing to half the required sample points, from the initial value of installed wind turbines. In a second stage it is studied the soil effect over the foundation, analyzing the results from a FEA, where different geometries of the structure are compared submitted to different load cases to check its limit states. Those results show that the foundation cost can increase four times due to the soil conditions, taking into account only the steel volume, and demonstrating how important is the soil characterization in the foundation design, as it gives the chance to relocate those wind turbines that require more expensive foundations.

Recently, many authors from various theoretical backgrounds have written books or articles trying to clarify what the role of the sovereign state is within the wider political context of “global politics.” This thesis seeks to critically engage with the way in which this debate has been framed by the vast majority of these authors. Indeed, while most authors frame this debate as an essentially empirical disagreement concerning the objective composition of global politics, we will be arguing that it is really a debate that concerns the problem of political foundation and the possibly changing nature of the dominant ways of answering this problem in contemporary “global politics.” From this perspective, the vast majority of those involved in this debate simply pass over - as somehow analytically uninteresting - most of the questions that would really need to be explained and understood. This thesis seeks to address this crucial oversight

Dissertation thesis aims to analyse prerequisites for performance measurement and to classify, define and evaluate techniques of performance measurement. It discusses information potential of financial reporting for NGO performance evaluation and conducts a survey on current situation in foundation transparency and performance measurement. Solutions to most important problems are suggested.