This project was a mixed methods study that examined the collaboration dimensions of Homeward's planning process and the factors that motivate organizations to participate. The study examined the collaborative strategy used by an organization called Homeward located in Richmond, Virginia. Homeward is a broker organization (Chaskin, Brown, Venkatesh, & Vidal, 2001) that was created in 1998 to mediate and nurture relationships among partnering organizations in order to facilitate the collaborative process required by the United States Department of Housing and Urban Development (HUD) to receive Continuum of Care funding. During the quantitative component of the study, a survey was sent to Homeward's partners (n = 44) to identify partner perceptions of Homeward's leadership, organizational structure, benefits and drawbacks of participation, and relationships with partners. The follow-up survey and focus group in the qualitative component explored themes related to organization affiliation with Homeward, benefits and drawbacks of participation, relationships with partners, challenges that impact the ability of Homeward to facilitate collaboration, and strategies to involve key stakeholders. The findings from both methods have provided an overview of how Homeward's collaborative process is perceived by its partners and have raised issues that may impact Homeward's partner recruitment and retention efforts in the future. Implications for Homeward's model of collaboration include developing an organizational structure that will support the existence of both loosely and tightly coupled systems under the auspices of a single collaborative effort for long-term planning.

Cohabitation (comparative study) The purpose of my thesis is comparison of actual state of coexistence between men and women. with the institution of marriage from the respective of private law. The tesis is composed of nine chapters. Each of them deal with a comparison of unmarried partnerships and mariiage from another perspective. Moreover the paper also contains the intoduction and the conclusion. Chapter number one generally defines the concepts od family, cohabitation and marriage. Chapter number two provides a view of cohabitation and marriage in terms of their origin. Chapter number three compares unmarried cohabitation and marriage in terms of their extinction. The fourth chapter is subdivided into two parts. Part one describes personal relationships between unmaried partners, the second deals with the same relationships between spouses. The fifth chapter contains a discussion of property relations between unmarried partners, and spouses. Contents included under subsections interpretation of marriage relates to the origin of community property, its subject, the administration of the property, modifying agreements between husbands and termination of community property. Chapter number six deals with the relationships between cohabitants and spouses to the child and parental responsibility....

Master of Regional and Community Planning / Department of Landscape Architecture/Regional and Community Planning / Jason Brody / The use of partnerships between the public and private realm have become increasingly popular. This is due to today’s challenges of declining public resources to fulfill the social and physical needs of urban environments. This dilemma has placed a heightened emphasis on executing creative and collaborative redevelopment projects. Downtown Kansas City has an opportunity for such a project. Washington Square Park in downtown Kansas City, Missouri has a unique opportunity to stand as a catalyst project that would reconnect the urban fabric of the city, increase the population within downtown, and create an unsurpassed gateway into the greater downtown area. The public realm alone cannot accomplish this undertaking. Therefore, implementing the redevelopment of the park through public private partnerships is a natural choice. This study explores the intricacies of implementing the proposed Washington Square Park redevelopment project through the use of public private partnerships. It draws from a body of literature and precedents to provide background material, context and principles that are applied to the Washington Square Park project. The study employs site, market, and stakeholder analyses to assess the current economic environment, property ownership, power relationships and influences relating to the redevelopment project. These methods determined that as the value of Washington Square Park increases so will adjacent property; existing economic incentives are critical for project implementation; multi-family and retail real estate markets are strong while office trends are improving; current zoning allows for very high density with no height limitations; and several “key players” hold the attributes for establishing a conservancy for Washington Square Park. These findings reveal the symbiotic relationships between Washington Square Park and the surrounding context which provides the rational basis for project implementation through public private partnerships. Overall, this document informs the various stakeholders and decision-makers of pertinent information pertaining to the Washington Square Park redevelopment project and propositions a scenario for project implementation through the use of public private partnerships.

Historically, institutions of higher education have been perceived to be isolated from the real concerns of the world. They have appeared to be ivory towers and bastions of knowledge to which mere mortals can only aspire. There is currently still a call in the South Africa for education that is relevant and applicable to the development of South Africa. Through emphasizing community engagement and implementing service learning various dynamic approaches are now being considered to link “traditional domains of foundational knowledge and professional knowledge with a new emphasis on socially responsive knowledge” (Altman in Kenny & Gallagher, 2000:1). Altman suggests that service learning links the knowledge, skills and experiences of learners in a way that enables them to act and respond to social problems and engage with communities. The aim of the research was to through an appreciative inquiry framework determine what is being done in respect to and how best to support and encourage the continued implementation of community engagement and service learning in South Africa. The research focuses on how service learning and community engagement can be made sustainable in South Africa. It identifies what service learning practices are being established by higher education institutions in South Africa following the period typified as the era of the Community Higher Education Service Partnership programme. Over a period of nine years, higher education institutions received external support from the Community Higher Education Service Partnership programme. In 2008, the Community Higher Education Service Partnership programme was transferred to the Higher Education Quality Committee and the support and funding, previously supplied by the Community Higher Education Service Partnership programme, was terminated. The research investigates how service learning and community engagement has since continued to be sustained and implemented in higher education institutions. Service learning and community engagement, as an entity, is positioned to “produce powerful transformative effects for learners, teachers, schools, universities, communities and policy-makers” (Le Grange, 2007:8). These developments in higher education serve as a backdrop for the need for transformation and change in South Africa. In response to the fundamental changes occurring in South Africa, there is an imminent need to transform the function, role and purpose of higher education institutions. The findings of the research should generate a greater understanding of the current status of service learning and community engagement in South Africa.

Thesis advisor: Lauri Johnson / This qualitative case study examined teacher and administrator perceptions of how one Massachusetts school district used the feedback processes to facilitate teacher growth and development. Feedback was defined as any type of information about performance or progress towards a goal that is transferred from one individual or group to another individual or group. Data gathered from participant interviews, artifact analyses, and observations of district meetings found not only effective distribution and use of educator feedback, but also that teachers and administrators participated in feedback-seeking behavior. The district appeared to be successful in embedding a social learning culture that facilitated and conditioned the positive use of feedback as an activator for ongoing examination of teaching and learning as well as the development and progress monitoring of individual and collective district improvement goals. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Irwin Blumer / The focus of this dissertation is the student voice in College Bound (CB), a pre-college preparation program at Boston College. College Bound has existed on the Boston College campus for more than twenty years as an academic enrichment and supportive program that benefits urban students from two Boston Public high schools. The two essential questions of the research are "What do students say they learn at CB?" and "What suggestions do students have to improve the CB Program?" Literature about the importance of the student voice in the educational enterprise is reviewed as a means of giving context to the study. Primary data included student surveys (n=29), interviews (n=12), and focus groups (n=3). Other sources utilized included field notes and observations of the researcher as participant-observer, in addition to official College Bound documents. The constant comparative method was used to analyze data from the primary data sources. Data was also analyzed by data type and findings were presented thematically. Major findings included: CB students know a lot of what is going on and do not attend CB as empty vessels, but bring their own knowledge and experience to the CB Program. Students say they learn academic self-discipline, a more focused search for potential colleges to attend, and value their experience attending the CB program on the Boston College campus. Suggestions for improving the CB Program include: creating a regular schedule, re-establishing a community meeting experience, ensuring a consistent connection with their Boston College mentors, and providing more field trips to other colleges and museums. Participating student voices should be encouraged and respected as an important source of information in educational programs that exist to benefit those very students. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership.

A pesquisa desenvolvida tem como eixo central a problematização de dispositivos concernentes aos novos contornos que a educação escolar vem assumindo no processo de mediação entre o Terceiro Setor e o Estado. O estudo refere-se às parcerias público-privadas (PPP) na área educacional, desenvolvidas por duas organizações do Terceiro Setor, uma, no estado de Minas Gerais e outra, no estado de São Paulo. Foram analisados um programa desenvolvido pela Fundação Lemann (S.P) e dois programas desenvolvidos em Minas Gerais pelo Instituto Delta, braço social do Grupo Empresarial Delta. Este trabalho teve como objetivos: apreender a estrutura e funcionamento dessas ações e seus impactos na educação; identificar as fontes de recursos para subsidiar tais ações, mas, sobretudo, apreender o conteúdo e o teor das propostas da iniciativa privada e sua instalação na gestão da escola pública. A proposta metodológica desta investigação foi norteada pela abordagem das pesquisas qualitativas. A matriz epistemológica adotada ancorou-se no materialismo histórico-dialético. O procedimento utilizado foi o estudo multicasos ou casos múltiplos com o objetivo de realizar uma análise pertinente de projetos viabilizados pelas PPPs, nos dois estados, sem comprometer as singularidades e similaridades de cada realidade. A investigação demonstrou que as ações desenvolvidas pelas entidades do Terceiro Setor não resolvem a crise que se apresenta atualmente, mas, sim, são responsáveis por acentuá-la, já que colaboram para a manutenção da sociedade de classes. Espera-se que esta pesquisa possa contribuir para potencializar o debate acerca dos novos contornos do papel do estado e da educação no tempo presente. / The main topic of the research developed is the problematization of devices regarding the new characteristics that education has taken in the process of mediation between the third sector and the state. This thesis refers to public-private partnerships (PPP) in education, developed by two organizations from the third sector, one in the state of Minas Gerais and one in the state of São Paulo. We analyzed a program developed by Fundação Lemann\" (SP) and two programs developed in Minas Gerais by Instituto Delta, the social branch of Grupo Empresarial Delta. This research aimed at understanding the structure and functioning of these actions and their impact on education; identifying the sources of funds to support such actions, but above all, comprehending the content and substance of the proposals made by the private institutions and their application in public schools. The methodology of this research was guided by the qualitative research approach. The epistemology adopted is anchored in the historical and dialectical materialism. The procedure used was the multi-case or multiple cases study in order to conduct a meaningful analysis of projects made possible by PPPs in both states, without compromising the uniqueness and similarities of each reality. The research has shown that the actions undertaken by the third sector do not solve the \"crisis\" that presents itself today, but are responsible for accentuating it, as the actions contribute to the maintenance of class society. It is expected that this research will contribute to enhance the debate on the new characteristics of the states and educations role at the present time.

This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts of dialogue and interculturalism, it was hypothesised that involving parents within the redevelopment of a reporting and assessment tool may support the co-construction of a shared understanding about the child as a learner. Accordingly, a series of parental meetings were organised to elicit parental views. The parental meetings were illuminating and prompted the adaptation of a range of tools and artefacts to scaffold parents into a greater understanding of Pre-Nursery pedagogy and to engage them in a learning dialogue with school. At the completion of the study, evidence indicated that the development of a shared understanding between home and school had been achieved. This suggested that integrating conceptions of scaffolding and co-construction within home-school communication enhanced the potential for partnership working. Nonetheless, the complexities of engaging with the diverse parental body found within international education were also highlighted. In addition, the inquiry highlighted the difficulties of sustaining and extending practice innovations. It was concluded that further research may be necessary to fully understand partnership working within this context and to develop the consistent whole school approach deemed necessary to support its implementation.

Clinical and applied health research is led by academics and often conducted in the National Health Service (NHS). Researchers work with Research Support Offices in both Universities and the NHS. The 2006 government health research strategy, Best Research for Best Health heralded dramatic changes for both the funding of, and support for, clinical and applied health research in England with the creation of new, quality driven, competitive funding streams and a new infrastructure to support research and researchers. One of the results of these changes was to drive NHS and University Research Support Offices closer together, with some institutions forming close partnerships, including joint offices to deliver support for clinical and applied health research. Little is known about the models of partnership working between the universities and the NHS and the factors that drove the decisions to create partnership Research Support Offices. Therefore it is important to map current arrangements and describe the factors that contribute to those arrangements. Firstly a survey of University Research Support Offices based in universities with a medical school was undertaken to provide a snapshot of the structures and functions of those Research Support Offices. Then semistructured interviews were undertaken with a sample of staff working in joint NHS/University and separate NHS and University Research Support Offices to gain a deeper understanding of why the Research Support Offices were structured and functioned in the ways that they did. The main findings from this work were: there are no common structures, functions, or systems and few common processes in place to support clinical and applied health researchers across England; advice and help for navigating the complex regulatory environment currently underpinning clinical and applied health research in England is fragmented; three models of working between NHS and university Research Support Offices were identified; joint offices, collaborative offices and separate offices. The drivers for joint working between NHS and University Research Support Offices are compelling. However, the barriers to working closely can be immense if not carefully considered. Those contemplating working in partnership need to ensure that they understand what the partnership aims to deliver and all partners need to commit to a shared vision. In addition, practical issues such as the systems to be used, the physical location of staff and employment issues need to be addressed in advance before meaningful joint working can occur.

Western democracies are characterised by a significant level of distrust and widespread feelings of disenfranchisement amongst ordinary citizens. The rise of populist political parties, figures and movements reflects the gradual development of a strong and increasingly vocal anti-establishment sentiment amongst millions of people who feel that the ideas and actions of political elites and experts are at odds with and do not represent their own lives. As sites where political elites are educated and socialised, universities (and the knowledge they produce) have a role in both causing and potentially solving this democratic deficit. There is a role for universities to alter their epistemological practices in ways that respect and give voice to the multiplicity of experiences, beliefs and issues in the world. There is also scope for universities to engage in civic education both on and off campus. This thesis reflects on an experiment that attempted to do this, applying the principles of philosophical pragmatism and the democratic vision of John Dewey in a participatory research project in east London to convene publics of citizens around pressing social issues and develop their power to effect change. This experiment highlighted the importance of having an underlying, place-based, civic infrastructure comprising relationships and sociality to do this work. There were further challenges in adequately respecting pluralism in a diverse world, and building citizen power in a context where experts are deemed to know best. The thesis ends by examining the wider lessons of this experiment. It looks at the potential of community-university partnerships to act as vehicles for democratic renewal, arguing that universities have the potential to re-cast themselves as mediating institutions to facilitate democracy in their local communities.