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.

The measurement of achievement growth raises many challenges, including how to define "growth" and select or develop a growth measure that captures that definition. Despite these complications, current federal educational policies focus on student growth measures for accountability purposes. Student growth percentiles (SGPs) are one metric developed under these policies. They use quantile regression to produce normative growth interpretations: They describe how much a student has grown relative to students with similar past test scores. SGPs are increasingly popular, but there are gaps in the literature concerning their performance for small sample sizes and the number of prior years of test scores included in the model, as well as their invariance to transformations of the test scale. This study proposes an ordinary least squares analog, the percentile rank of residuals (PRRs). PRRs are the percentile rank of the residuals found by regressing the current grade-level assessment score on past grade-level assessment scores. PRRs may be a more robust alternative to SGPs, especially for small samples. They also stem from a wide array of regression based metrics in education and only require estimation of one regression line, as opposed to the 100 regression lines estimated for SGPs. This dissertation first places the growth metrics of interest in a framework anchored by four key contrasts in growth interpretations: (1) absolute versus normative, (2) unconditional normative versus conditional normative, (3) student- versus group-level, and (4) aggregated individual growth versus growth of aggregated-individuals. SGPs and PRRs afford normative conditional growth interpretations. They are investigated at the student level using simulated multivariate normal data and two statewide empirical datasets. These student-level analyses assess the accuracy of SGPs and PRRs by their recovery of benchmark growth percentiles under multivariate normality, or normal conditional growth percentiles (NCGPs), their robustness to scale transformations, their comparability to each other under varying conditions, and their stability over different sample sizes and numbers of prior years included in the models. SGPs and PRRs are also investigated at the group level by aggregating them with the mean and median functions. The robustness of the aggregated growth percentiles to test scale transformations is also assessed. Finally, the aggregated growth percentiles are contrasted against group effects from a simple layered value-added model (VAM). The analyses found that PRRs better recover expected growth percentiles under multivariate normality and are more accurate and stable for small samples, whereas SGPs are substantially more robust to test scale transformations. However, estimation issues with the SGPs can cause students with extreme initial statuses to obtain substantially different SGPs under transformations of the data. At the aggregate level, there is little distinction in how robust SGPs and PRRs are to scale transformations of the test score data. The mean SGPs and mean PRRs are consistently more robust to scale transformations of the test score data then their median counterparts. They are also the most highly correlated and rank order the groups more similarly to the value-added school effects than the median SGPs and PRRs.

<p>Abstract</p><p><strong>Titel: </strong>Diagnosing accountability, a study of accountability of UNT and DN’s medical journalism  ( Diagnos av ansvarstagande, en studie av accountability inom DN och UNT:s medicinjournalistik)</p><p><strong>Number of pages: </strong>45 (59 including enclosures)</p><p><strong>Author:</strong> Alexandra Johansson</p><p><strong>Tutor: </strong>Göran Svensson</p><p><strong>Course: </strong>Media and Communication studies C<strong> </strong></p><p><strong>Period: </strong>Fall 2008<strong> </strong></p><p><strong>University: </strong>Division of Media and Communication, Department of Information Science, Uppsala University</p><p><strong>Purpose/Aim: </strong>To evaluate the quality of medical journalism in DN and UNT according to the theories of accountability and responsibility in the media.</p><p><strong>Material/Methods: </strong>The materials and methods used in this thesis are 14 articles from DN and 14 articles from UNT that have been analyzed according to the criterion set forth by Media Doctors, an Australian media accountability system.</p><p><strong>Main Results: </strong>The results showed that DN scored an average of 57% “satisfactory” and UNT scored an average of 52% “satisfactory” of Media Doctors rating scale. Strengths were an educational tone and an insightful review of the newest findings in the scientific community. Weaknesses were poor transparency and a tendency to neglect full disclosure of the scientific findings and sources. Focus was also show to be on research and not on information for potential patients. Media Doctor was also shown to be a well formatted media accountability system which gave insights to the broad uses of such systems.</p><p><strong>Keywords: </strong>Medical journalism, DN, UNT, Accountability, media accountability systems (MAS), Media Doctor.</p><p> </p><p> </p>

Abstract Titel: Diagnosing accountability, a study of accountability of UNT and DN’s medical journalism  ( Diagnos av ansvarstagande, en studie av accountability inom DN och UNT:s medicinjournalistik) Number of pages: 45 (59 including enclosures) Author: Alexandra Johansson Tutor: Göran Svensson Course: Media and Communication studies C Period: Fall 2008 University: Division of Media and Communication, Department of Information Science, Uppsala University Purpose/Aim: To evaluate the quality of medical journalism in DN and UNT according to the theories of accountability and responsibility in the media. Material/Methods: The materials and methods used in this thesis are 14 articles from DN and 14 articles from UNT that have been analyzed according to the criterion set forth by Media Doctors, an Australian media accountability system. Main Results: The results showed that DN scored an average of 57% “satisfactory” and UNT scored an average of 52% “satisfactory” of Media Doctors rating scale. Strengths were an educational tone and an insightful review of the newest findings in the scientific community. Weaknesses were poor transparency and a tendency to neglect full disclosure of the scientific findings and sources. Focus was also show to be on research and not on information for potential patients. Media Doctor was also shown to be a well formatted media accountability system which gave insights to the broad uses of such systems. Keywords: Medical journalism, DN, UNT, Accountability, media accountability systems (MAS), Media Doctor.

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Since at least the 1960s, federal and state policymakers have debated how best to hold public schools accountable for producing graduates who are prepared to fully participate in our democratic society. Since that time, reform efforts have led to Texas' current test-based A-F accountability system. This qualitative case study explored how one Texas school district worked to design and implement an alternative accountability system. A community-based accountability system (CBAS) is created in collaboration with local stakeholders and uses locally developed goals and multiple achievement measures to report student and school performance. A zone of mediation theoretical framework was used to evaluate how the studied district assessed and addressed the community's norms, values, priorities, and goals for public schools. Data were drawn from an analysis of relevant documents, five individual district leader interviews, and a parent and/or community member focus group. These data were analyzed using a combination of a priori and in vivo coding. The six themes that emerged from this analysis were: (a) dissatisfaction with A-F accountability, (b) developing an alternative accountability, (c) collaboration with like-minded districts and leaders, (d) engagement with internal stakeholders; (e) engagement with external stakeholders, and (f) assessing community values and goals for public education. The findings can be viewed as an exemplar for school leaders interested in designing and implementing a CBAS that falls within their community's unique zone of mediation.

Philosophiae Doctor - PhD (Public Administration) / The significance of small, micro, and medium enterprises (SMEs) development cannot be overemphasized because it plays a considerable role in a nation's economy particularly in developing countries. SMEs' contributions include job creation, expanding the means of sustainable livelihoods and ensuring impartial distribution of wealth amongst citizens. This study evaluates monitoring and evaluation systems, policy and programmes of the Small Medium Enterprises Development Agency of Nigeria (SMEDAN) to develop and transform the informal sector of the economy. The main purpose of the establishment of SMEDAN is to facilitate the promotion and development of a structured and effective small and medium enterprises sector that will provide informal employment for unemployed, and enhance sustainable livelihood and economic development in Nigeria. Unemployment and increased poverty levels are key challenges to the government of Nigeria, which has resulted in socio-economic and political unrest across the nation. Against the background of high unemployment rate, especially amongst the youth and the deteriorating fortunes of small and medium businesses in Nigeria, questions can be asked in relation to current initiatives and policies to support SME sector.

Submitted by Bruno Amato de Azevedo Marques (brunoamatoamarques@gmail.com) on 2013-03-25T16:30:42Z No. of bitstreams: 1 Azevedo Marques, Bruno Amato de - Impacto da divulgação das notas no Enem na concorrência entre escolas.pdf: 5788178 bytes, checksum: 255be76db1f185b16e55a0cc47a04b7e (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br) on 2013-03-25T17:13:57Z (GMT) No. of bitstreams: 1 Azevedo Marques, Bruno Amato de - Impacto da divulgação das notas no Enem na concorrência entre escolas.pdf: 5788178 bytes, checksum: 255be76db1f185b16e55a0cc47a04b7e (MD5) / Made available in DSpace on 2013-03-25T17:19:12Z (GMT). No. of bitstreams: 1 Azevedo Marques, Bruno Amato de - Impacto da divulgação das notas no Enem na concorrência entre escolas.pdf: 5788178 bytes, checksum: 255be76db1f185b16e55a0cc47a04b7e (MD5) Previous issue date: 2013-02-05 / From 2006, the INEP (National Institute of Studies and Research) strated to publish annual school grades in the National Secondary Education Examination (Enem). The disclosure is already part of the calendar of the schools, teachers, newspapers and magazines covering the education sector and even parents. This study analyzes the impact of the disclosure of these grades in the competition among high schools and, more specifically, to evaluate the effect of the average grade of the concurrent schools in the grade of a certain school against the years prior to the disclosure. The competition will be analyzed from the viewpoint of space, so that the weight given to an institution grade in the estimation of the grade of another school is inversely proportional to the distances between them. This empirical analysis of public and private institutions was performed by least squares estimation, using control variables related to institutions and socioeconomic profile of students. For this, we used the Census microdata Enem School from 2004 to 2011. The results indicate the existence of competition between schools, with an increase in the competition in the group of public schools in the period after the release. / A partir 2006, o INEP (Instituto Nacional de Estudos e Pesquisa) passou a divulgar anualmente as notas das escolas no Exame Nacional do Ensino Médio (Enem). Tal divulgação já faz parte do calendário das escolas, professores, jornais e revistas que cobrem o setor educacional e até de pais de alunos. Este estudo visa analisar o impacto da divulgação dessas notas na competição entre as instituições de ensino médio e, mais especificamente, avaliar o efeito da nota média das escolas concorrentes na nota de uma dada escola, em relação aos anos anteriores à divulgação. A concorrência será analisada do ponto de vista espacial, de modo que, o peso atribuído à nota de uma instituição na estimação da nota de outra escola é inversamente proporcional à distâncias entre as mesmas. Essa análise empírica de instituições públicas e privadas foi realizada por meio da estimação em mínimos quadrados, utilizando-se variáveis de controle relacionadas às instituições e ao perfil socioeconômico dos alunos. Para tanto, foram utilizadas as bases de microdados do Censo Escolar e do Enem no período de 2004 à 2011. Os resultados indicam a existência de competição entre as escolas, com aumento no grupo de escolas públicas no período posterior à divulgação.

Submitted by Mônica Herek (monica.herek@unespar.edu.br) on 2017-08-09T23:32:13Z No. of bitstreams: 1 tese_herek_201707jul14.pdf: 1604205 bytes, checksum: 19c1859219a27a397e40ddb87877f37a (MD5) / Approved for entry into archive by Maria Tereza Fernandes Conselmo (maria.conselmo@fgv.br) on 2017-08-12T00:06:53Z (GMT) No. of bitstreams: 1 tese_herek_201707jul14.pdf: 1604205 bytes, checksum: 19c1859219a27a397e40ddb87877f37a (MD5) / Made available in DSpace on 2017-08-14T14:17:25Z (GMT). No. of bitstreams: 1 tese_herek_201707jul14.pdf: 1604205 bytes, checksum: 19c1859219a27a397e40ddb87877f37a (MD5) Previous issue date: 2017-07-14 / This thesis seeks to understand the relationship between a system of accountability structured in mechanisms with different principles and rules, and the tension between institutions and accountability, for the investigation of how the logic of adequacy interferes in the influence of three distinct mechanisms of accountability on the Managers of UFSC, UDESC and FURB. In this sense it was explored a model that combines the historical perspectives, dynamics and conflicts of accountability mechanisms, using the models of the public administration theory, using authors such as Secchi (2009), Denhardt (2015) and Rocha (2011). Sanction-Based Accountability, Trust-Based Accountability, Process Accountability, Outcome Accountability and Dynamic Accountability, as well as their influences on the intrinsic motivations of managers, have been highlighted from the bureaucratic, management and public governance model. . In order to highlight competing principles and rules, the main one being: the conflict between stimulating and curbing the discretion of the public manager. The typical tension between institutions and accountability is explored from public higher education (public universities), a sector of governmental action historically of enforce between autonomy and control. In addition to the universities have structures, although complex, highly adaptive (Meyer Jr, 2003) (Weick, 1976). The basis of analysis is the rules based on the Federal Constitution of 1988, since the CF / 1988 that institutionalizes the conflict, in articles 207, 212 and 37. Based on this categorization, a comparative case study was conducted, based on interviews with managers from the Federal University of Santa Catarina, State University of Santa Catarina and Regional University of Blumenau. Three distinct institutions both in their historical origins, maintainer, availability of resources, teaching qualification, number of courses, amount of student, but that are inserted in a close socioeconomic context, that is the state of Santa Catarina. In addition to the interviews, secondary data were used to help highlight the historical trajectory of these institutions, their values, the relevant interest groups. For the cases studied, it is observed that the accountability system for public higher education, which is structured in mechanisms with different principles and rules, which provide concurrent analysis and prescriptions, has significantly broadened the typical tension between these IPES and accountability, and the actions of their managers have privileged the survival of these organizations. The adaptation of these organizations to accountability mechanisms, through their managers, has observed not only the limitations of resources but also the organizational values. And it points to an informational asymmetry, in the sense that the system of accountability in favor of the principle of impersonality, equal treatment, disregards the historical and cultural factors of these organizations. The data also stipulate that the competition among the mechanisms induces these managers to act in a way that they do not believe to be of interest to society, pointing to over-accountability. / De modo geral esta tese busca compreender a relação entre um sistema de accountability estruturado em mecanismos com diferentes princípios e regras, e a tensão entre instituições e accountability, pela investigação de como a lógica da adequação interfere na influência de três mecanismos de accountability distintos sobre os gestores da UFSC, UDESC e FURB. Accountability é entendido como um arranjo institucional, definida como uma relação social na qual os atores sentem-se obrigados (formal ou informal) a explicar e justificar sua condução para alguém, que irá debater, julgar e aplicar a sanção, formal ou informal. Por sistema de accountability é entendido como um conjunto de arranjos institucionais. Nesse sentido foi explorado um modelo combina as perspectivas históricas, dinâmicas e conflitos dos mecanismos de accountability, a partir dos modelos da teoria da administração pública, utilizados autores como Secchi (2009), Denhardt (2015) e Rocha (2011). A partir do modelo burocrático, gerencialista e da governança pública, foram destacadas as características da Sanction-Based Accountability, da Trust-Based Accountability, da Process Accountability, da Outcome Accountability e da Dynamic Accountability, bem como suas influências sobre as motivações intrínsecas dos gestores. De forma a evidenciar princípios e regras concorrentes, sendo o principal deles: o conflito entre estimular e coibir a discricionariedade do gestor público. A típica tensão entre instituições e accountability é explorada a partir da educação superior pública (universidades públicas), setor de atuação governamental historicamente de enforce entre autonomia e controle. Além de as universidades possuirem estruturas, apesar de complexas, altamente adaptativas (MEYER JR, 2003) (WEICK, 1976). A base de análise são os regramentos a partir da Constituição Federal de 1988, pois a própria CF/1988 que institucionaliza o conflito, nos artigos 207, 212 e 37. Foi realizado um estudo de casos comparativos, a partir de entrevistas com gestores da Universidade Federal de Santa Catarina, Universidade do Estado de Santa Catarina e Universidade Regional de Blumenau. Três instituições distintas tanto nas suas origens históricos, mantenedor, disponibilidade de recursos, qualificação docente, quantidade de cursos, quantidade de estudante, mas que estão inseridas em um contexto sócio econômico próximo, que é o estado de Santa Catarina. Para além das entrevistas foram utilizados dados secundários que auxiliassem a evidenciar a trajetória histórica dessas instituições, seus valores, os grupos de interesse relevantes. Para os casos estudados é observado que o sistema de accountability para a educação superior pública, que está estruturado em mecanismos com diferentes princípios e regras, que fornecem análises e prescrições concorrentes, ampliou significativamente a típica tensão entre essas IPES e accountability, e as ações de seus gestores têm privilegiado a sobrevivência dessas organizações. A adaptação dessas organizações aos mecanismos de accountability, por meio de seus gestores, tem observado não apenas as limitações de recursos, mas também os valores organizacionais. Pois, o sistema de accountability ao privilegiar o princípio da impessoalidade, igualdade de tratamento, desconsidera os fatores históricos e culturais dessas organizações. Os dados também estilizam que a concorrência entre os mecanismos induz esses gestores a agirem de forma na qual não acreditam ser de interesse da sociedade, apontando para o problema de over-accountability.

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