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No. of bitstreams: 1 ceciliamariapecanhaestevespatriota.pdf: 1562748 bytes, checksum: 63eda6809fd6b633f4668ddb337dd2f0 (MD5) Previous issue date: 2014-08-15 / A presente dissertação, que culmina em um Plano de Ação Educacional (PAE), refere-se a um estudo de caso relacionado à implantação da política de monitoramento e gestão por resultados em uma escola estadual rural de Pernambuco, que vem se destacando frente às demais unidades da gerência regional a qual pertence, por apresentar resultados diferenciados nas diversas avaliações externas. Diante desses expressivos resultados, investigou-se como iniciativas dessa política podem incidir na melhoria da educação, a fim de compreender como as características do ambiente escolar influenciam a política pública e o trabalho docente nas escolas. Discutiu-se, para isso, o contexto das políticas relacionadas à gestão por resultados no Brasil, analisando a política educacional de monitoramento do estado e sua implementação nas diferentes esferas: Secretaria de Educação, Gerência Regional e escola. A partir de entrevistas realizadas com gestores e técnicos da Regional e escola, foi possível identificar suas percepções sobre a política nos diferentes contextos. A fundamentação teórica compreendeu estudos de Nigel Brooke (2006; 2012), no que se refere às políticas de responsabilização, e apoiou-se nas obras de Heloísa Luck (2001; 2009; 2010; 2011), para a análise do contexto da gestão, do clima e prestígio escolar e para a compreensão da dinâmica escolar, e, ainda, a literatura acerca das características organizacionais e culturais de escola, a partir de estudos e reflexões de António Nóvoa (1999; 2011). Os resultados mostraram que o acompanhamento sistemático e efetivo da aprendizagem realizado pela escola, GRE e Administração Central da Secretaria contribuiu para uma melhora gradativa e consistente na atuação da escola. Dessa forma, percebeu-se ser conveniente conhecer e evidenciar o conjunto de procedimentos que produzem esses resultados eficazes. Foram identificadas, portanto, neste trabalho não somente as dificuldades, mas também os procedimentos exemplares na implementação da política de monitoramento, além de serem destacadas as características locais próprias na “recriação” da proposta inicial, que fizeram deste caso um objeto de estudo. A pesquisa demonstrou que o sucesso da escola passa pela eficácia da gestão, pela qualificação de seus professores e pelas práticas de excelência relacionadas ao acompanhamento dos indicadores de sucesso, ligados diretamente ao processo ensino-aprendizagem. Sendo assim, o presente PAE tem como objetivo implementar nas escolas da Gerência Regional de Educação do Sertão do Alto Pajeú as boas práticas, relacionadas ao monitoramento da aprendizagem, identificadas na escola estudada, a fim de melhorar os seus resultados de desempenho . / The present dissertation, which culminates in an Educational Action Plan (PAE - Plano de Ação Educacional, in Portuguese), refers to a case study related to the implementation of the results-based monitoring and management policy in a rural state school of Pernambuco. This unit has emerged ahead of the other units of the same regional district by presenting different outcomes in several external evaluations. In front of these expressive results, there was a study on how the implementation of such policies may impact on improving education, in order to understand how characteristics of the school environment may influence public policy and the teaching in schools. The context of results-based management-related policies in Brazil was debated, analyzing the State educational monitoring policy and its implementation in several spheres: Department of education, Regional Management and the School. From the interviews with managers and technicians of the Regional Management and the school, it was possible to identify their perceptions regarding the policy in the many different contexts. The theoretical foundation included the studies of Nigel Brooke (2006; 2012), in regards to accountability policies, and was based in the works of Héloïse Luck (2001; 2009; 2010; 2011), for the analysis of the management context, of the environment and school prestige and the understanding of the school dynamics, as well as literature about organizational and cultural characteristics of the school, from studies and reflections of António Nóvoa (1999; 2011). The results showed that the systematic and effective learning evaluation and monitoring conducted by the school, GRE and Central Administration of the Department contributed to a gradual and consistent improvement in school performance. Thus, it was decided it was convenient to know and highlight the set of processes that culminate in such effective results. Therefore, in this study, not only the difficulties were identified, but also the exemplary procedures in the implementation of the monitoring policy, in addition to highlight local characteristics inherent to the "re-creation" of the initial proposal, which turned this case the object of study. The research demonstrated that the school success involves effective management, teacher‟s qualification and the best practices regarding the monitoring of success indicators, which are directly linked to the teaching-learning process. Thus, the present PAE aims to implement the best practices in the schools of the Sertão do Alto Pajeú‟s Regional Management, in regards to the learning monitoring identified at the school being researched, in order to improve their performance results.

This study had three main purposes. The first was to determine the perceptions of public school administrators toward desirability and toward feasibility of accountability items. The second was to determine the perceptions of public school teachers toward desirability and toward feasibility of accountability items. The third was to compare the perceptions of administrators with those of teachers and to indicate areas where they seemed to be in agreement or disagreement.

Reactive attitudes are distinctively moral emotions that occur when a moral harm has occurred. Recent studies in moral psychology suggest that our reactive attitudes may be influenced by factors extraneous to moral evaluation, such as hunger, sleep deprivation, and negative moods. I argue that these influences lead us to sanction unfairly. Even though reactive attitudes may be a natural response to perceived moral wrongdoing, we cannot justifiably inflict undeserved harm. However, if we can learn to recognize and eliminate the effects of these irrelevant influences, then we can use our reactive attitudes productively in holding others morally accountable.

The democratization of South Africa (SA) officially took shape in 1994. This was after the first democratic elections on 27 April 1994. The elections were preceded by the acceptance of the Interim Constitution (Act 200 of 1993). The new dispensation was characterized by the adoption of Constitutional principles as national values of democracy. As a result of the adoption of a constitutional dispensation (namely both the Interim Constitution (Act 200 of 1993) and the Constitution (Act 108 of 1996) the Constitution became the supreme law of SA above all other laws that were in place. This era also enabled the elevation of the powers and status of the courts, and the system of checks and balances was enshrined. This research was initiated by a lack of a standardized formula for calling the police to account for their actions and decisions. The current study sought to explore whether there are any national, regional, and global standards for calling the police to account. Furthermore, it sought to establish if there are any comparative studies that sought to assess police accountability efficacy within regional and global perspectives. In order to make these determinations within a qualitative approach, the study sought to determine the practice and a culture of accountable policing within the Gauteng police practices. This determination was done by determining the perspectives of the operational police officers (crime prevention) who are rendering the first priority core business of the police in SA, namely the prevention of crime. To achieve this goal, two questions needed to be answered, namely: What is the police definition of policing accountability?; How can policing accountability be enhanced and promoted within the daily practices of crime prevention police officers? To have these questions answered, the following objectives were formulated for the study: - To explore and describe the perception of crime prevention police officers in Gauteng Province with regard to “policing accountability”. - To identify and describe guidelines to support these police officers to enhance and promote policing accountability in their day-to-day police practices in the Province. To achieve these objectives, a mixed research design, consisting of a qualitative-, explorative-, descriptive-, and contextual research design, was utilized. The target population consisted of all crime prevention police officers who were at that time attached to the seven policing areas/precincts of the Gauteng police service. Twenty eight- (28) focus group interviews were scheduled for the study throughout Gauteng Province. The sampling technique that was used in the study was the non-probability purposive sampling technique. The interviewing process was conducted until saturation was reached. To ensure validity and reliability of the results of this study, Guba’s model (in Lincoln& Guba, 1985:295-300) of ensuring trustworthiness, was applied. Data was collected by means of in-depth, semi-structured phenomenological focus group interviews, as well as supportive field information (in the form of field notes and observation). A tape-recorder was used to capture data, which was then transcribed “verbatim” to facilitate the process of data categorization. Data was analyzed according to the descriptive approach of Tesch (1990:142-145). This method helped the researcher to reduce the data into themes, sub-themes, categories, and sub-categories. The findings of this study were then controlled using available literature. From the analysis of the findings, six themes were identified as obstacles hindering the practice and a culture of policing accountability. In order to deal with the obstacles within the police practices, six strategies were developed to enhance and promote the practice and a culture of policing accountability within the Gauteng police practices. From the findings of the study and themes that developed therein, a six-tier framework/model was developed for the study. Recommendations that emanated from the study are presented in the last chapter. / Dissertation (MA (Social Work and Criminology))--University of Pretoria, 2007. / Social Work and Criminology / MA / unrestricted

Denna uppsats är en fokusgruppstudie som handlar om människors känsloattityder, upplevelser och åsikter om EU och begreppet demokrati i förhållande till EU. I anknytning till detta diskuteras även hur informanterna ser på sin identitet kopplad till det nationella och europeiska, samt hur de upplever vikten av EU’s funktionalitet och krishantering för att känna förtroende för EU som organisation. Syftet är att få en djupare förståelse för just de upplevelser och tankar som informanterna delar med sig av och hur de diskuterar dem. Med hjälp av empiriskt material ifrån två genomförda fokusgrupper, en tematisk analysmetod samt teori och tidigare forskning som berör demokrati, demokratisk legitimitet, accountability, europeiskt medborgarskap och nationell identitet, landar uppsatsen i en dubbelsidig slutsats som visar på att deltagarna i studien både har intagit någon slags passiv men observant åskådarplats men samtidigt gärna vill bli mer insatta. Man tror och hoppas att EU är en kraft för samarbete och lösningar, men ser också hur de inte alltid uppfyllt de förväntningarna tidigare. Analysen behandlar också uttalanden som tyder på att den nationella identiteten hos informanterna är stark, men också inkorporerar inslag av europeiska element

An Indigenous wholistic framework is used to examine the question "what makes a university a successful place for Aboriginal students?" This study moves away from a student deficit discourse by critiquing universities from an Indigenous methodological and theoretical approach in terms of (a) how Indigenous knowledges were defined and found in universities and (b) how Indigenous understandings of success, responsibility, and accountability resonated in three universities in British Columbia, Canada. This research is grounded in Indigenous theory; however, social reproduction theory was used to explain power structures inherent in the mainstream educational system. The Indigenous research process involved a mixed methods approach. Approximately 60 interviews and four sharing circles were held with a total of 92 participants representing various stakeholders across the institution. In addition, the Undergraduate Baccalaureate Graduate Surveys (UBGS) were analyzed to contextualize Aboriginal undergraduate student experiences over the last 10 years. A major finding is that respectful relationships between Aboriginal stakeholders and university faculty and leaders are key to universities becoming more successful places for Aboriginal peoples. This study shows how Indigenous knowledges were present, as pockets of presence, in the academy in programs and through Indigenous faculty, staff, and students. As sites of Indigenous knowledges, First Nations Centres played a critical role by wholistically supporting the cultural integrity of Aboriginal students and being agents of change across the institution. Indigenous wholistic understandings of success challenged hegemonic definitions that emphasized intellectual capital to include the physical, emotional, and spiritual realms. Kirkness and Barnhardt's (1991) 4Rs were used to critically examine the responsibilities of universities to Aboriginal higher education. The following institutional responsibilities were presented: relationships, such as the seen face through Aboriginal presence, having authentic allies, involving Aboriginal communities, and enacting agency; reciprocity and relevance, which addresses issues of limited financial resources, increasing retention and recruitment, and putting words into action; and respect for Indigenous knowledges. Institutional accountability from the Indigenous framework went beyond neo-liberal discourses, to include making policy public, surveillance from inside and outside the institution, and the need for metrics and benchmarks. / Education, Faculty of / Graduate

Access to water services in South Africa still remains a dream for most people, especially those who live in remote areas. The poverty stricken communities of the former Transkei in the Eastern Cape are in need of water and sanitation services. The findings of the study reveal that most community members are dissatisfied with the water service delivery. During an interview with ward 6 residents who reside in an urban area of the OR Tambo District Municipality (ORTDM), they revealed that pipe bursting is one of the main causes why from time to time they do not have water. The other factor is when there is no electricity; the water system depends on the availability of electricity. The South African local government has been mandated to consult with its citizenry in respect of the processes relating to water service delivery. South Africa has developed a wide range of legislation that ensures community consultation on a continuous basis with regard to how water services should be delivered. It is the community‟s right to be consulted and to give input on issues that directly affect them. The researcher used a qualitative research method since it would provide the reader with more insight into how water services are delivered in the ORTDM. Both community members and municipal officials were interviewed. A number of findings have been made during the research. Some community members are of the view that constant community consultation could reduce service delivery protests. Political intervention needs to be made by the leadership with regard to service delivery and more resources need to be committed toward those processes. This study was conducted from April 2012 to November 2012 and was aimed at assessing the performance of OR Tambo District Municipality regarding water service delivery. According to OR Tambo DM (2011/12: 3), the communities through the consultation processes conducted throughout five (5) local municipalities made it clear that ensuring increased access to water and sanitation services is still the main priority.

Independent Homicide Inquiries (IHIs) investigate homicides committed by persons in receipt of mental health services. They explore the potential causes of these events in order to learn lessons and improve the future provision of mental health services. IHIs decipher complex mental health care histories that, on further inspection, appear resistant to linear causal theories about what actually happened. IHIs are thus constantly open to indeterminacy in their findings regarding what caused the homicide, whether it was predictable and whether it could have been prevented. This is important because IHIs use these findings as a platform for changing the way mental health services are provided. The present thesis implements a theoretical framework, based on Niklas Luhmann’s systems theory, which explains why this problem occurs. Luhmann argued that reality is constructed by distinctly meaningful social systems of communication based around specific social codes. He furthermore posits that decisions are open to continual objection, disagreement and regret. Not only can decisions be decided otherwise by virtue of being decisions, but that social systems will observe decisions in different ways. Decisions can always be observed to be objectionable, incorrect and regrettable after they have been taken. Using this framework, this thesis asks how IHIs retrospectively understand the provision of mental health services in the cases that appear before them. It argues that IHIs construct their investigation and findings using specific social communications that give their observations specific meaning. In light of an expanding, interconnected decision making edifice that comprises mental health services however, the link between identifiable decisions and acts of homicide is obfuscated by ‘systems and processes’. This, in turn, obfuscates individual agency. The thesis consequently calls for a revision of what it means to hold mental health professionals to account in the aftermath of homicide.

Scholars of party strategy and government accountability rarely directly connect the priorities of parties' principals, groups seeking to influence parties, to their theories of electoral strategy, parliamentary behavior and policy outputs. I develop a theory that links parties' goals to their behaviors in three areas: electoral strategy, parliamentary behavior and government policies. I build on previous theories by focusing on the issues included in parties' electoral campaigns and their principals. In particular, I conceptualize policy platforms as a balance between parties' policy and electoral goals. I distinguish between statements reflecting these goals by considering the effect of the electoral context on the intra-party groups' policy approach. My theory predicts that party leaders add issues to their electoral platforms when conditions lead intra-party groups to be pragmatic. They decrease the number of issues in the platform when electoral conditions lead intra-party groups to be more ideologically rigid. Parties performing well in the previous election or that expect voters to reward them for their participation in government cause intra-party groups to act more pragmatically. However, these groups become more ideologically rigid when the party lost seats in previous elections or expect punishment for their economic record in office. Upon taking office, I theorize that parliamentary leaders use procedures that both highlight and constrain information about their policy priorities to build the party's image of accountability with voters. Government leaders limit information to voters on issues important to their ideologically motivated intra-party groups, but protect their image with intra-party groups by discussing information about their policy agenda at the party's national meetings. Finally, I predict that ideologically cohesive governments dedicate greater more laws to the priorities of their intra-party groups than to voters' goals because intra-party groups have greater information about the government's behavior and can replace party leaders through national congresses more frequently than voters. I test my theory using a mixed-methods approach. In particular, I test my theory quantitatively in three sections. Using data on 24 countries between 1962 and 2008 from the Comparative Manifestos Project and the OECD, I first predict the number of issues in parties' platforms based on the electoral context. I then use the results from this analysis to predict the application of legislative procedures and the amount of legislation on issues for parties' principals in the French Assemblée Nationale from 1978 through 2007 with data from the Comparative Agendas Project. Throughout these large-N analyses I find evidence in favor of the theory; parties' platforms respond to electoral conditions, government leaders use procedures on issues important to both groups and ideologically cohesive governments devote a larger number of laws to intra-party groups. Finally, following the logic of a nested-analysis, I undertake case studies of the French Parti Socialiste's organizational behavior leading up to elections in 1993 and 1997 and its behavior in office following the 1997 election. I use evidence from news reports, party congress and legislative debates, party newsletters, and personal interviews. The analysis indicates that intra-party groups influence parties' electoral and legislative strategies. The results suggest that intra-party politics hold broad consequences for parties' behavior in office.

With over 550,000 American lives claimed by COVID-19, over 30 million confirmed infections, and historic job losses across the nation, evaluations of the pandemic response from the Trump Administration have been polarizing. In the eyes of many Americans, President Trump’s Coronavirus response has been lacking in swiftness and efficacy, while many others see the governmental response as competent or having exceeded expectations. In light of previous research, to expect these evaluations to be politically polarized would be reasonable, but at what point do these partisan biases fall away? This survey study will test how partisan biases influence Americans’ evaluations of President Donald Trump’s – and President Biden’s – handling of the Coronavirus pandemic response – factoring in how respondents have been personally affected by the pandemic or personally know someone who has been. These experiences with COVID-19 will be quantified by proximity to loss of life due to, and infection of, COVID-19, as well as job loss as a result of the effects of the virus. As devastating as these experiences may be, I expect the influence of partisan biases to be overwhelmingly correlated with respondents’ evaluations of both President Trump’s and President Biden’s COVID-19 response when compared to the correlation of personal experience. As the findings will suggest, these expectations prove to be accurate; Republicans indicate substantially higher levels of satisfaction with President Trump’s pandemic response when compared to Democrats, with the reverse relationship observed for evaluations of President Biden, and this holds true at all levels of proximity. Further, partisan identity yields a considerably larger magnitude of correlation with these evaluations when compared to personal experience. Unfortunately, Americans do not seem to hold their presidents accountable for their actions (or inaction) by learning from even the most traumatic experiences; party overpowers all else. The findings of this study will greatly enrich the current literature on the extent to which partisan biases influence evaluations of government, and will provide insight into the reliability of democratic accountability, and, resultantly, the very functioning of American democracy.