Yes / Most academic literature uses ‘goal’, ‘aim’, ‘objective’ and ‘target’ as synonymous terms, but development and healthcare sectors define them as distinct etymological entities with varied and confusing interpretations. This review sought to constructively harmonise and differentiate each definition using a thematic framework. An inductive synthesis of definitions of the goal terms collected from 22 literature sources selected through a systematic internet search. Thirty-three specific definitions were reduced through serial category-building to single general definitions, and a set of theoretical themes generated as characteristic framework of each goal. Seven conceptual themes evolved from the synthesis, including the object, scope, hierarchy, timeframe, measurability, significance and expression of each goal term. Two terms, ‘goal’ and ‘aim’ are thematically similar as broad objects of immeasurable terminal impact, with a long-term timeframe. They signify organisational success, expressed as general purpose statements. ‘Objective’ is differentiated as a specific object of measurable intermediate outcome, with short-term timeframe. It signifies intervention effectiveness, expressed as a SMART statement. ‘Target’ is simply a specific quantifiable level of an indicator. Goal, aim, objective and target are conceptually different. New frameworks for writing complete goal statements are proposed, including impact and timeframe; and outcome, indicator and timeframe frameworks for aim and objective respectively

Moreland Developments (Pty) Limited is KwaZulu-Natal's leading land developer, consistently delivering on its vision of providing sustainable, quality developments across the spectrum of its operating portfolios. However, the changing external environment has recently presented new challenges to the company, raising the question of the appropriateness of the differentiated focus land-only development strategy. The assessment of whether Moreland's business strategy addresses the environments in which it operates is based on a theoretical model. An assessment of the internal operations of Moreland together with an examination of the external environment in which the company competes has uncovered a misalignment between these environments and the strategic direction pursued. The model is used to provide a more appropriate response to the management dilemma of eroding profit margins brought on by, in the main, an increase in infrastructure costs. The outcome of testing strategic options against current internal and external conditions has presented a compelling argument for the shifting of the strategic thrust of Moreland: from pursuing a focused land-only development strategy to one of concentric diversification. By Moreland extending its operations to related businesses and downstream activities, the company is better positioned to extract a greater return where value-added is greatest. Since Moreland does not possess all the core competences and resources in order to undertake the value-added downstream activities, partnering such an initiative with a company that does have such resources will bridge the gap between pure land-only development and property development. The net effect of the concentric diversification strategy will be to spread the risk that Moreland is exposed to and to generate returns that are commensurate with the level of value-added activities. / Thesis (MBA)-University of Natal, 2003.

Chief executives (CEOs) and other senior managers do not seem to be satisfied with the performance of their corporate communication managers/practitioners. Perceptions are that practitioners fail to assume broad decision making roles in organisations. They seem to be unable to see the big picture or understand the key issues in their industry -- their thinking is tactical, rather than strategic. Practitioners are focused on their own activities and media, on the achievement of communication goals and objectives -- without necessarily linking them to business goals. There appears to be a lack of understanding between top management and the corporate communication function on the latter's role in the strategic management process. This situation might be the result of a lack of strategic management and strategic communication knowledge and skills amongst corporate communication managers, possibly caused by insufficient training in these areas (Groenewald 1998a). The research objectives addressed by this study are the following: Firstly, to conceptualise a strategic role for the corporate communication practitioner at the top management level of the organisation (the role of the PR strategist). This is done by investigating the strategic management literature to determine whether a need exists at the top management level to play a strategic role. The behavioural activities of such a role were identified both from the public relations and the strategic management literature. Secondly, to conceptualise corporate communication strategy as an activity of a corporate communication practitioner in the role of the PR manager, a strategic role at the functional or meso level of the organisation. Furthermore, to differentiate a corporate communication strategy from a communication plan. Thirdly, to hypothesise a model for developing corporate communication strategyand thereafter to implement, evaluate and improve the model by assessing and comparing the corporate communication strategy projects of third year corporate communication students at the University of Pretoria, as partners in the action research process. The research approach selected is qualitative research -- an exploratory design is employed in achieving the first three objectives by means of a literature investigation. A confirmatory design is used for the implementation, evaluation and improvement of the model through the methodology of action research. In implementing, evaluating and revising the hypothesised model, this study moves away from the traditional teacher-centred approach in the classroom to a situation where students are involved in a research inquiry to build theory. At the same time, the participant community (non-profit organisations in this case) is exposed to strategic communication knowledge. They are involved in a process whereby they become active participants (together with the students and the lecturer/researcher) in developing corporate communication strategy for their organisations. The results are twofold: firstly, staff members of the non-profit organisation (as well as the students) acquire strategic communication skills; and secondly, the researcher investigates a new area of interest, builds theory, and facilitates a learning process for students whereby they obtain experience and knowledge that is applicable to practice. In conceptualising both a new role for the corporate communication practitioner at the top management level (the role of the PR strategist), and proposing corporate communication strategy as the link between the communication plan and the corporate strategy, an attempt is made to provide possible solutions to important problems in practice. / Dissertation (MCom)--University of Pretoria, 2000. / gm2013 / Communication Management / Unrestricted

Magister Commercii (Information Management) - MCom(IM) / The purpose of the study described in this thesis was to investigate the structure required to implement and manage digital forensic readiness within an enterprise. A comparative analysis of different digital forensic readiness frameworks was performed and, based on the findings of the analysis, the digital forensic readiness commonalities framework (DFRCF) was extended. The resultant structure was used to design a digital forensic readiness maturity assessment model (DFRMAM) that will enable organisations to assess their forensic readiness. In conclusion, both the extended DFRCF and the DFRMAM are shown to be validated by forensic practitioners, using semi-structured interviews. A qualitative research design and methodology was used to perform a comparative analysis of the various digital forensic readiness frameworks, to comprehend the underlying structures. All the participant responses were recorded and transcribed. Analysis of the findings resulting from the study showed that participants mostly agreed with the structure of the extended DFRCF; however, key changes were introduced to the extended DFRCF. The participants also validated the DFRMAM, and the majority of respondents opted for a checklist-type MAM. Digital forensic readiness is a very sensitive topic since organisations fear that their information might be made public and, as a result, increase their exposure to forensic incidents and reputational risk. Because of this, it was difficult to find participants who have a forensic footprint and are willing, able, and knowledgeable about digital forensic readiness. This study will contribute to the body of knowledge by presenting an original, validated DFRCF and DFRMAM. Practitioners and organisations now have access to non-proprietary DFRMAM.

[pt] O presente trabalho se propôs inicialmente a investigar quais são, na visão de professores de uma escola pública de Nível Médio da cidade do Rio de Janeiro, as metas e objetivos de suas respectivas disciplinas, da escola onde lecionam, e do ensino público de modo geral. Partindo da experiência prática do autor para a configuração do objeto, e das contribuições teóricas de Bourdieu, Ball e outros autores ligados à sociologia da educação, o estudo indica a existência de uma distância entre as metas e objetivos educacionais propostos e os realizados, e que a avaliação escolar reflete as finalidades do ensino para aqueles que avaliam. O trabalho de campo consistiu em entrevistas semiestruturadas com o diretor da escola, com 16 professores representando as diferentes disciplinas do currículo, que tinham 10 ou mais anos de magistério de Nível Médio, e observações dos Conselhos de Classe de final de ano letivo. Os achados apontaram para a falta de clareza na definição dos objetivos das disciplinas, e para o desconhecimento de metas e objetivos da escola na qual trabalham e da educação pública em geral. Ficou evidenciado que há uma transfiguração das finalidades do ensino, desde os documentos oficiais ou propostas pessoais dos professores, até os momentos de avaliação, especialmente os últimos do ano letivo e, para além disto, como achado da pesquisa empírica, foi percebido que estas modificações são dadas por uma lógica escolar característica e definidora da dinâmica do ofício docente. O guia de trabalho cotidiano para os professores é dado parcialmente pelo currículo da disciplina, parte por uma elaboração pessoal de cada professor, e parte por uma cultura professoral que valoriza, sobretudo, aspectos atitudinais dos alunos em lugar dos conhecimentos disciplinares. É ressaltada a contradição entre as boas intenções dos professores em aprovar os alunos com baixo nível de aprendizagem e o resultado de suas ações na reprodução das desigualdades escolares e sociais. A estrutura social específica do Brasil é analisada e é percebida a congruência entre esta, caracterizada pela desigualdade social, autoritarismo e tutela, e a atitude manifestada pelos professores pesquisados em sua cultura professoral de valorizar sobretudo os objetivos ligados à educação, despertar do indivíduo, preparação para a cidadania (e outros relacionados a estes), amenizar os conteúdos disciplinares, reduzi-los em quantidade e em profundidade, relativizar os critérios adotados para avaliação, e disposição em dar notas aos alunos com o intuito básico de aprovação escolar. / [en] The present work initially proposed to investigate the goals and objectives of their respective disciplines, the school where they teach, and the general public education, in the view of teachers of a public secondary school in the city of Rio de Janeiro. Based on the author s practical experience in object design, and on the theoretical contributions of Bourdieu, Ball, and other authors related to the sociology of education, the study indicates the existence of a gap between the proposed educational goals and objectives and those achieved; the school evaluation reflects the purposes of teaching for those who evaluate. Fieldwork consisted of semi-structured interviews with the school principal, with 16 teachers representing different curriculum disciplines who had 10 or more years of teaching at the high-school level, and observations from the end-of-year school boards. The findings pointed to the lack of clarity in the definition of the objectives of the subjects, and to the lack of knowledge about the goals and objectives of the school in which they work and of public education in general. It was evidenced that there is a transfiguration of the purposes of teaching, from the official documents or personal proposals of the teachers to the moments of evaluation, especially the last ones of the academic year and, besides, as a finding of the empirical research, it was perceived that these modifications are given by a characteristic school logic and defining the dynamics of the teaching profession. The daily work guide for teachers is given partly by the curriculum of the course, partly by a personal elaboration of each teacher, and partly by a teacher culture that values, above all, attitudinal aspects of the students instead of the disciplinary knowledge. The contradiction between the teachers good intentions to approve students with low learning level and the result of their actions in the reproduction of school and social inequalities is highlighted. The specific social structure of Brazil is analysed and it is perceived the congruence between it, characterized by social inequality, authoritarianism, and tutelage, and the attitude manifested by the teachers researched in their professorial culture to value above all the objectives related to education, awakening of the individual, preparation for citizenship (and others related to them), softening the contents of discipline, reducing them in quantity and depth, relativizing the criteria adopted for evaluation, and willingness to give notes to students for the basic purpose of passing school.

This project details the designing and implementation of an English for Specific Purposes (ESP) Curriculum to prepare English learners to become Certified Nursing Assistants (CNA) at Utah Valley Regional Medical Center (UVRMC) in Provo, Utah. UVRMC, which is owned by Intermountain Health Care (IHC), employs a group of about 40 non-native speakers of English. They work as housekeepers and have interest in learning English and consequently acquiring new skills they could use in better jobs to improve the quality of their lives. UVRMC would like these employees to obtain additional education in order to provide them with better employment opportunities. UVRMC allowed two graduate students at the Department of Linguistics and English Language at Brigham University to design and implement an ESP course to help UVRMC housekeepers improve their language skills in preparation to apply and participate in a Certified Nursing Assistant (CNA) course offered through IHC University. This report covers the linguistic needs analysis of the participants, situational analysis of UVRMC in terms of the support given to the curriculum, the designing of goals and objectives, the syllabus, the teaching of the syllabus, some material development, and the assessment of language learning. It also describes the instruments used to obtain information during each step of the designing of the curriculum and its implementation, analyzes that information, presents results, assesses the curriculum's efficacy, and explains the implications for other ESP curricula in the field of nursing and other scientific fields.

The aim of this Master´s Thesis is creating Business project for establishement mountain pension, which will be providing quality accomodation services together with environmental approach. This approach will be provided by using renewable resources energy.