<p>In this paper discourse analysis on the Ethiopian National Action Program (NAP) to combat desertification is made. The aim is to describe how the overall image/picture of desertification, its causes, and effects and of possible solutions are presented in the NAP. </p><p>The result of this analysis shows that the main cause of desertification is human activities mainly due to the poorly developed socio-economic situation in the dryland areas. It is indicated that an excessive dependency of the rural population on the natural resources, particularly land, is the major cause of land degradation and this deterioration of land is said to have been caused by the rapid population growth, overgrazing, forest clearing as well as past government and institutional failures. In addition it is indicated that the effect of desertification usually involves ecological changes that sap land of its ability to sustain agriculture and human habitation, therefore the most serious threat to human welfare. Desertification diminishes the ability of affected countries to produce food and consequently entail the reduction of regional and global food- producing potential with impacts on world food reserves and food trade. The solution given to mitigate desertification in Ethiopia is that the present strategies are intended to combat desertification, through different action programmes such as improving knowledge on drought and desertification, basic infrastructure, institutional organisations and capacity, awareness and participation as well as empowerment of women. </p><p>The analysis also shows that priority was given to socio-economical aspect of the country not directly to combat desertification. It is suggested that in order to mitigate the land degradation, promotion of alternative livelihood is necessarily and this is reported to be achieved through industrialisation, rural credit programmes, intensification and diversification of agriculture, building awareness and access to information, enhancement of institutional organisations, participatory natural resource management, encouraging the private sector in involvement in forest development etc. Finally the analysis identifies different discourses, such as the survivalism, anthropocentrism, ecological modernisation, administrative- rationalism, economic rationalism and democratic pragmatism. Likewise the conflict that prevails between the discourses is discussed.</p>

Thesis (M.A.)--Memorial University of Newfoundland, 2005. / Includes bibliographical references (leaves 160-168).

The aim of this essay has been to find out whether the individual development plan does make it easier to teachers to discover any needs of the students to get education or material changes and by that make adjustments in the classroom. I chose to seek information by interviewing special educators at four compulsory schools, since they have an overall apprehension of how the work is carried out at the school, especially the work with students in need of any form of extra support. All students at the Swedish compulsory school shall have an individual development plan. The purpose with the plan is, besides that the student is to be given possibilities to form his own pedagogical and social goals, that the teacher shall get early signals if a student may be in need of getting education and materials changed and adjusted for to easier manage his studies. The individual development plan of the student should have the function as a tool to the teacher to facilitate for his students. The answer of my question can be sum-up in a no, the inherent potential in the individual development plan is not utilized by the teachers that seem to have the apprehension that the plan is for the student all by him/herself. The teaching staff has obviously not understood the use they can get out of it.

It has been shown in various research contexts that action programs do not always work as they should, even though there are clear guidelines on how the action programs should be designed and used. The aim of this study is to illustrate which processes that occur before an action program as well as how these processes lead to action that will give the student the support he or she needs. Through qualitative interviews with eight teachers, I have tried to answer the questions that I created. I have tried to answer my research questions that I have made based on the purpose. The questions are; What type of inquiry will be done if a student risk to not reach the knowledge goals? How will the inquiry support the action program? In what way does the action program support pupils in special needs? The result of my survey show that the survey being done for an action program is very individual-focused and that the mapping rarely shows on the teachers role or school environment to students who fall into special needs. It also shows that teachers find it difficult to identify the students who have general learning difficulties. It also emerged that there are teachers who do not believe that the action program helps students in need of special support, that educators believe that it depends on many different factors if the action program becomes to support the students or not. One factor are including the teachers themselves. Conclusions to be drawn from the survey is such that it is the pedagogue attitude toward the action program that governs whether it helps the student in need of special assistance or not. A further conclusion is that the action programs structure are similar to the formative assessment within the assessment theory, assessment for learning. / Det har i olika forskningssammanhang framkommit att åtgärdsprogrammen inte alltid fungerar som de ska, trots att det finns tydliga direktiv om hur åtgärdsprogrammen ska utformas och användas. Syftet med detta examensarbete var att belysa vilka processer som sker innan ett åtgärdsprogram upprättas samt på vilket sätt dessa processer leder till det åtgärdsprogram som ska ge eleven det stöd som han eller hon behöver. Genom kvalitativa intervjuer med åtta pedagoger har jag försökt besvara de frågeställningar som jag utifrån detta syfte utformat. De frågeställningar jag utgått ifrån var: Vilken typ av utredning, kartläggning sker om en elev riskerar att inte uppnå kunskapsmålen? Påverkas utformandet av åtgärdsprogrammet utifrån den utredning, kartläggning som gjorts? På vilket sätt stödjer åtgärdsprogrammet eleven som är i behov av särskilt stöd? Resultatet av min undersökning visade att den kartläggning som görs inför ett åtgärdsprogram är väldigt individfokuserad och att kartläggningen sällan visar på lärarens roll eller skolmiljöns betydelse för eleven som hamnar i behov av särskilt stöd. Det visar även att pedagogerna upplever svårigheter att kartlägga de elever som har generella inlärningssvårigheter. Det visade även att det finns pedagoger som inte anser att åtgärdsprogrammet hjälper elever i behov av särskilt stöd, att pedagogerna anser att det beror på många olika faktorer om åtgärdsprogrammet blir till något stöd för eleverna som är i behov av stöd eller inte, däribland pedagogerna själva. Slutsatser som kan dras av undersökningen är till exempel att det är pedagogens inställning till åtgärdsprogrammet som styr om det hjälper eleven som är i behov av särskilt stöd eller inte. En ytterligare slutsats var att åtgärdsprogrammens uppbyggnad liknar den formativa bedömningen inom assessment teorin, bedömning för lärande.

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No. of bitstreams: 1 Tese Naiaranize (1).pdf: 8672166 bytes, checksum: 1168044282ccc93f8d4fe615a9dd4881 (MD5) / O debate sobre as ações afirmativas na educação tem muitos aspectos a serem explorados. Em uma sociedade caracterizada por um tipo de racismo que se camufla no mito da existência de uma democracia racial, discutir sobre cotas raciais na educação é penetrar em um terreno cheio de polêmicas e contradições. De outro lado, os estudos sobre juventude têm enfatizado a existência de muitas juventudes tendo em vista que as desigualdades, tanto as sociais como as étnico-raciais produzem diferentes modelos do que é ser jovem, não apenas no Brasil, mas em todo o mundo. Neste sentido, nosso objetivo com este estudo é estabelecer algumas relações entre juventude, ações afirmativas e educação detro do espaço escolar, elegendo como campo de observação os estudantes do Ensino Médio do IFBA, campus Salvador. Deste modo, iniciamos o estudo pela busca de compreender a própria educação profissional vigente na rede federal, a qual nos primeiros anos do século XXI viveu um intenso processo de transformações e crescimento. É este o contexto de implantação das ações afirmativas, implicando não apenas na ampliação da oferta, como também no ingresso de estudantes de variados grupos sociais, promovendo de certo modo uma maior democratização do acesso. A ampliação do acesso não se dá, entretanto, sem que esses “novos estudantes” passem a demandar um maior cuidado e atendimento ao que se faz na ampliação da Política de Assistência Estudantil dentro dos institutos e não apenas para o Ensino Superior como antes ocorria. Essas políticas voltadas à inclusão de grupos historicamente alijados da educação pública através da rede federal provocam novas reflexões sobre currículo, respeito à diversidade e sobre diversos aspectos que envolvem a permanência dos estudantes na escola. Assim, através da Análise do Discurso de orientação francesa, tomamos o discurso dos estudantes nos voltamos à reflexão sobre a adoção da Política de Ações afirmativas, tendo como foco os sentidos dados por esses jovens sujeitos ao direito à educação e como ele se configura na compreensão dos mesmos. Nesta análise se evidencia a permanência de sentidos já existentes em nossa sociedade manifestos em dicotomias identificadas no debate sociológico, como a dualidade raça/classe e exigência de melhoria da qualidade da escola pública. / ABSTRACT The debate about affirmative action in education has many aspects to be explored. In a society characterized by a kind of racism that is camouflaged in the myth of the existence of a racial democracy, discuss racial quotas in education is to penetrate in a full field of controversy and contradictions. On the other hand, studies of youth have emphasized the existence of many youths with a view that social and ethic minority inequalities produce different models of what being young, not only in Brazil but worldwide. In this sense, our goal with this study is to establish some relationships between youth, affirmative action and education in the school environment, electing as field observation the students of IFBA´s Ensino Médio, campus Salvador. In this way, we had begun the study by seeking to understand the professional education in the Federal System, which in the early years of the twenty-first century lived an intense process of transformation and development. This is the context of affirmative action implementation, involving the expansion of supply, as well as the entry of students from various social groups by promoting somewhat more democratic access. This increased acesse hasn´t happened, however, without these "new students" start to demand greater care and attention to what is done in the expansion of the Student Assistance Policy in the “Institutos” and not just for higher education as before occurred. These policies for the inclusion of groups historically kept out of public education through the Federal System provoke new thinking about curriculum, respect for diversity and on various aspects involving the sucess of students in school. Thus, through the speech of students, we turn to the discussion of the adoption of the Affirmative Action Policy, focusing on the directions given by these young individuals about the right to education and how it is in understanding them. (and how this right is in understanding them). In this analysis shows the persistence of the existing sense in our society, manifested in dichotomies identified in sociological debate, as the duality race/class and demand for improved public school quality

The study is based on a qualitative case study and is based on a social science perspective. The method of study is a comparative study; content analysis focused on document analysis. Interest is based on examining local basic policy programs for integration, as integration has become more noticeable in recent years, and has become increasingly important for science. The survey will be based on Ager and Strang's framework "good integration". Under the analysis section, various regulations, local action programs and tasks will be understood and explained from different criteria, based on the perspective of integration. The theoretical framework for "good integration" as proven to be very useful, and a high explanation factor. In summary, the analysis shows that the action programs for Malmö and Umeå, differ between each other, in relation to the framework for "good integration". The action Programs in the municipality of Malmö, complies with 3 of 4 categories in the theoretical framework. The categories fulfilled are Employment, Education and Housing. The action programs within the municipality of Umeå however, fulfill only one category; Employment. Both Malmö and Umeå’s action programs demonstrate differences and similarities against "good integration". Accordingly, Umeå's action program has more deficiencies in relation to the criteria for "good integration", in comparison with Malmö's action program. The conclusion is that Malmö's basic policy documents, at a local level; for integration, can be explained to more conditions for a successful integration, in comparison with Umeå's policy documents. However, something that both Malmö and Umeå should focus on is what the analysis showed for the category Health; develop policy documents for dissemination of information, which should include, inter alia and languages other than Swedish, to create conditions that achieve successful integration, according to the framework of "good integration".

The purpose of this report is to investigate how the government through its measures of the problem with gang crime represent the problem. In other words, what is the problem of gang crime represented to be according to their action program by name “34-punktsprogrammet”. The study also examines whether these measures go hand in hand with what research believes can counteract criminal behavior in individuals. Among the questions at issue are 1. In what way is the problem of gang crime described and represented in the government's action program? 2. Is there a perspective that is left unproblematic in the category "crime prevention" in the government's action program? The study is based on theories about criminal policy, citizens' growing interest in these questions, and the research's answers that can counteract that individuals break the norms and commit crimes. The results of the study indicate that the government represents the problem of gang crime as an efficiency problem, a problem that is due to too lenient punishments, that citizens do not trust the state as their protector and a welfare problem. The study also shows what is left unproblematic in the program are early aspects of the youth's upbringing, for example diagnoses that affect the individual's schooling.

The Aviation Safety Action Program (ASAP) is a voluntary, non-jeopardy reporting program supported by commercial airlines. The program provides pilots with a way to report unsafe occurrences, including their own errors, without risk of punitive action on the part of the airlines or the Federal Aviation Administration (FAA). Through a set of on-site visits to airlines with ASAP programs, deficiencies were identified in the way airlines collect ASAP reports from pilots. It was concluded that these deficiencies might be limiting the ability of airlines to identify hazards contributing to reported safety events. The purpose of this research was to determine if the use of an ASAP reporting form based on a human factors model, referred to as the Threat and Error Management (TEM) model, would result in pilots providing a larger quantity and higher quality of information as compared to information provided by pilots using a standard ASAP reporting form. The TEM model provides a framework for a taxonomy that includes factors related to safety events pilots encounter, behaviors and errors they make, and threats associated with the complexities of their operational environment. A comparison of reports collected using the TEM Reporting Form and a standard reporting form demonstrated that narrative descriptions provided by pilots using the TEM Reporting Form included both a larger quantity and higher quality of information. Quantity of information was measured by comparing the average word count of the narrative descriptions. Quality of information was measured by comparing the discriminatory power of the words in the narrative descriptions and the extent to which the narrative descriptions from the two sets of reports contributed to a set of latent concepts. The findings suggest that the TEM Reporting Form can help pilots provide longer descriptions, more relevant information related to safety hazards, and expand on concepts that contribute to reported safety events. The use of the TEM Reporting Form for the collection of ASAP reports should be considered by airlines as a preferred collection method for improving the quantity and quality of information reported by pilots through ASAP programs. / text

Darbo objektas – VĮ Vilniaus miškų urėdijos administruojami miškai Darbo tikslas – įvertinti rekreacinei infrastruktūrai įtaką darančius aplinkos veiksnius ir parengti darnią jos plėtros priemonių programą. Darbo metodai – žinybinių ir savivaldos institucijų dokumentų ir ataskaitų analizė; šalies strateginių planų plėtojant rekreacinę infrastruktūrą miškuose duomenų analizė; anketinės poilsiautojų apklausos rezultatų analizė; SSGG analizė. Darbo rezultatai. Remiantis anketinių apklausų, žinybinių ir savivaldos institucijų dokumentais bei šalies strateginių planų duomenimis atliktas rekreacinių miško išteklių vertinimas VĮ Vilniaus miškų urėdijos administruojamoje teritorijoje. Nustatyta, kad Vilniaus miškų urėdijos valdomi miškai yra patrauklūs rekreacijai bei turizmui. Rekreacinės infrastruktūros būklę poilsiautojai vertina vidutiniškai (3,5 balo). Respondentai miškuose pasigenda miško įrangos, t.y. laužaviečių, miško baldų, pažintinių takų, dviračių trasų, apžvalgos aikštelių, vaikų žaidimo aikštelių bei viešųjų tualetų. Specialiųjų planų sprendiniai dėl numatytų rekreacijos ir turizmo plėtros objektų bei turizmo trasų išdėstymo yra ne visiškai suderinami su VĮ Vilniaus miškų urėdija. Parengta rekreacinės infrastruktūros plėtros priemonių programa VĮ Vilniaus miškų urėdijoje. Siūlome įrengti po 2 pažintinius takus bei poilsio ir stovėjimo aikštelę, po 1 dviračių trasą bei informacinį stendą, 6 atokvėpio vietas, 6 iškylavietes, 39 kelių užkardas iki 2015 metų. Taip pat... [toliau žr. visą tekstą] / The object of study – forests administered by Vilnius Forest Enterprise. The aim of study – to assessment environmental factors influencing recreational infrastructure and work out a sustainable program of its development measures. Methods of study – departmental and municipal documents and reports analysis; data analysis of national strategic plans for the development of recreational facilities in forests, visitors‘ questionnaire survey data, SWOT analysis. Results of study. Based on questionnaire surveys, documents of departmental and municipal institutions as well as on strategic plans of the country, an evaluation of recreational forest resources in the territory administered by Vilnius Forest Enterprise was carried out. It was found that forests administered by Vilnius Forest Enterprise are attractive for recreation and tourism. The condition of recreational facilities by vacationers is evaluated averagely (3.5 points). The respondents in the forests miss forest equipment, i.e. fireplaces, wooden furniture, cognitive trails, bike trails, observation sites, playgrounds and public toilets. The solutions of special plans for the development of recreation and tourism facilities and routes layout are not adjusted with Vilnius State Forest Enterprise. Recreational infrastructure development action program for Vilnius Forest Enterprise have been elaborated. We suggest to installing 2 parking places, 2 walking routes, 1 bicycle routes, 1 information stand, 6 respite places, 6... [to full text]

This dissertation explores the University of Kentucky’s efforts to develop and implement an “action program” in eastern Kentucky in the 1960s. By the late 1950s, Kentucky’s political, business, and academic leaders had identified eastern Kentucky as the state’s problem area, and they sought strategies to bring the region into the economic and cultural mainstream. This generation of post-war leaders had an uncompromising faith in the power of knowledge, technology, and planning, and University leaders saw their action program as a university-wide effort to address what most would argue was Kentucky’s ugliest problem. This study begins with an examination of the rushed and disorganized Kellogg Foundation-funded Eastern Kentucky Resource Development Project (EKRDP) in 1960. With the national “rediscovery” of Appalachia in the early 1960s and the passage of the Equal Opportunity Act (EOA) and the Appalachian Regional Development Act (ARDA) in 1964 and 1965, University leaders reframed their thinking about how to engage eastern Kentucky in the midst of a War on Poverty. Institutional support for the EKRDP dwindled, and administrators tried to shift the responsibility of the eastern Kentucky program to the newly developed Center for Developmental Change (CDC). However, the leadership of the CDC lacked stability, the faculty who had been the driving force behind the Center did not want to be tied down to Appalachian projects, and the changing expectations for faculty ushered in by the “Oswald Revolution” did not reward interdisciplinary work.