No description available.

The study explores the infill of public presence in an urban gap in Pretoria's CBD. Urban cultural diversity is used as a point of departure, to propose a public facility in the city centre to become part of a network of public spaces in the area and provide a backdrop for restorative action through the lived experience of the user. / Dissertation (MArch(Prof))--University of Pretoria, 2005. / Architecture / unrestricted

No description available.

Education is a crucial factor for nations to advance their social, cultural and economic well being. Gender equality in education is in direct proportion to gender equality in the labor force, in equal power in household and decision making. Educating females lower mother and baby mortality rates, generates higher educational attainment and achievement for next generations, and improves economic conditions of nations. Gender inequality in educational attainment and dropout rates is an agelong problem for Turkey since it was established in 1923. Girls are still have lower enrollment rates and higher drop out rates than their male counterparts in Turkey, even though education is free at all levels, there is a compulsory education law, financial aid is provided by government for parents to send their daughters to school, and there are boarding schools and free school services for girls living in rural areas. This thesis reviews a diverse literature on female education and the barriers to female education in the Turkish education system. In this thesis the background of the Turkish education system and the place of female education in that system are explored and the main barriers to female education in Turkey are analyzed through a review of the literature on gender gap, female education, and education policies. Some social and political strategies are suggested for Turkish policy makers, teacher educators, social workers, and teachers in order to promote female education and gender equity in the Turkish education system. / Urban Education

<p> An extensive experimental study is made of the general behaviour of the impact dampers, using a mechanical model. Coefficient of restitution, Mass-ratio, and Gap-factor are the parameters which were changed during the course of investigation and their effects were observed. </p> <p> The noise level has been eliminated successfully. Dampers containing two particles in a single container are compared with single particles dampers and the latter are found to be relatively efficient. Results with the mass particle oscillating in the container filled with fluid indicate that friction forces acting on the mass-particle are detrimental to the efficiency of the damper. </p> / Thesis / Master of Engineering (ME)

Background: The transition into emerging adulthood is a major developmental period in one’s life in which rapid declines in physical activity (PA) are documented. While many emerging adults possess intentions to engage in regular PA, evidence suggests acting on these intentions represents a significant challenge. Obtaining a deeper understanding of the factors associated with the process of translating emerging adult’s PA intentions into action may be integral in building a healthier adult population. The purpose of the study was to investigate the effects of two potential moderators of the PA intention-behaviour relationship: goal conflict and trait self-control, in a sample of emerging adults. Methods: The study sample was comprised of 132 participants (Mage = 17.80 ± 0.46; 64% female) drawn from a larger prospective cohort study (ADAPT Study). All participants completed two online questionnaires, approximately four weeks apart. Measures of PA intention strength, goal conflict and trait self-control were assessed at time 1. At time 2, participants completed a measure of self-reported moderate-to-vigorous physical activity (MVPA) engagement. Four moderation analyses were performed to assess the independent and combined effects of goal conflict and trait self-control on the PA intention-behaviour relationship. Results: Across all moderation analyses, the main effect of intention strength was significant (p < 0.001), providing support for the necessary role it plays in PA behaviour. However, the main effects of goal-conflict and trait self-control were not found to be significant, along with all interaction effects tested. Correlational analyses revealed intention strength (r = 0.346, p < .001) and goal-conflict (r = -0.236, p < 0.05) were significantly correlated with MVPA, however trait self-control (r = 0.048) was not. Conclusion: Although results showed a modest intention-PA relationship, the hypothesized moderating effects of goal conflict and self-control were not supported. While the subjective perception of one’s self-control ability did not moderate the intention-behaviour relationship, future research should explore the interaction between goal conflict and self-control further using more objective measures, or in combination with self-regulation strategies such as action and coping planning. Additionally, goal prioritization may be an important factor to consider when investigating the effect of goal conflict on PA and the intention-PA relationship. / Thesis / Master of Science (MSc)

Kommunikation inom hälso- och sjukvården sker dagligen och mellan flera olika yrkesgrupper. Två av yrkesgrupperna är läkare och vårdadministratörer som gemensamt är involverade i arbetet med diktering och transkriberingen av diktat. Bra Liv Gränna vårdcentral ville med vår hjälp undersöka hur kommunikationen såg ut mellan just dessa två yrkesgrupper inom deras verksamhet. Syftet med den här studien är därför att undersöka vilka erfarenheter läkare respektive vårdadministratörer har av kommunikationen mellan dem. Vi har använt oss av kvalitativa metoder, både i form av en enkät samt i form av semi-strukturerade intervjuer. I enkäten har det även funnits ett fåtal frågor med kvantitativ utformning. Valet av metod baserades på att vi ville samla in information om människors tankar och åsikter snarare än att mäta saker i procent eller antal. Vi har parallellt med detta även använt oss av observation för att ta del av läkare och vårdadministratörers dagliga arbete. Metoden för att analysera allt insamlat material är tematisk analys med kategorierna diktat, samarbete, och rutiner.   Resultatet av studien visar att både läkare och vårdadministratörer i teorin är överens om vad som krävs för att kommunikationen mellan dem ska vara god. Problemet är att det inte speglar verkligheten och det finns svårigheter i att applicera de rutiner som finns på det dagliga arbetet. Det uppstår alltså ett kommunikationsgap mellan hur kommunikationen beskrivs, och hur den faktiskt utförs.  Det framkommer också viss okunskap där yrkesgrupperna saknar kunskap om varandra när det kommer till val av kommunikationssätt.  Här identifieras ytterligare ett kommunikationsgap då det, trots rutiner, råder helt delade meningar om på vilket sätt de bäst kan kommunicera med varandra.  Studien identifierar även avsaknaden av naturliga kommunikationstillfällen mellan läkare och vårdadministratörer. De saknas avsatt tid för att konsultera varandra och deras kommunikation sker alltid parallellt med andra arbetsuppgifter. Det leder till att majoriteten av den kommunikationen som sker är skriftlig och den direkta mer personliga kommunikationen uteblir. / <p>Examen i vårdadministration, YH-utbildning: 20 Yh-poäng</p>

There has been a considerable amount of research focused on the multicultural counseling competence (MCC) of counselors, but research examining the MCC of school counselors looking at school counselors' awareness of the national achievement gap has been quite sparse. The current study was conducted to fill this gap. One hundred and sixty five American School Counselor Association (ASCA) members participated in the current study. The study was a web survey where each participant was contacted through email and invited to participate by Survey Monkey, an on-line survey tool. Survey Monkey was used to post the survey and demographic questionnaire and collect the data. The Multicultural Counseling Competence and Training Survey-Revised (MCCTS-R) (Holcomb-McCoy & Day-Vines, 2004) was used to examine the perceived MCC of school counselors. A Demographic Questionnaire was also added consisting of questions regarding variables such as race/ethnicity, gender, school level, and school urbanicity and questions that examined school counselors' awareness of the national achievement gap. The results of the current study suggested that school counselors possessed a self-perceived MCC between somewhat competent and competent. The results also suggested that school counselors who had taken a Master's level or specialty course on multicultural counseling possessed a higher MCC than those who had not, school counselors of Color were found to possess a higher MCC than their White counterparts, and gender was found to have no significant relationship with MCC. In addition, the results suggested that school counselors were aware of the national achievement gap, believed in the importance of being aware of the national achievement gap, were committed to activities aimed at closing the achievement gap, and believed that it was the duty of school counselors to participate in activities aimed at closing the gap. Finally, using the Marlowe-Crowne Social Desirability Scale (M-C SDS), the results suggested that social desirability may have played a small role in the results of the MCCTS-R. / Ph. D.

Demographics in American urban cities have been steadily changing over the last few decades and are on their way to becoming more ethnically diverse than ever. Cities in the southwestern region of the United States are increasingly becoming primarily Latino (Mellom, Straubhaar, Balderas, Ariail, & Portes, 2018). This demands the need for a reflective and critical view of the schooling system in this region and how it serves the needs of the Latino communities. This dissertation makes a case for the need to push against mainstream educational practices that are imposed on school systems by lawmakers, capitalist corporations, and philanthropist, and looks instead to the educators of color, more specifically to Latina principals, who work hand in hand with teachers and families in working-class Latino schools. This proposal calls for the development of a critical consciousness by educators of color as a grassroots change effort to heal the dehumanization that these educators have themselves suffered as a result of their experiences in American school (Annamma & Morrison, 2018). Educators have a responsibility to support students in the development of voice and participation in ways consistent with a democratic social order. This requires educators committed to the amelioration of oppression and the formation of an educated and empowered citizenry. Through examining the perceptions of bicultural principals who are aware of this dilemma and involved in the mentorship of bicultural educators, the study sought to identify what practices and understandings are needed in working-class Latino schools to support educators and students of color to deal with the duality of their biculturalism, which can have a negative impact on the academic achievement of Latino students. Similarly, the study brought to light the emancipatory approaches that conscious Latina principals utilize when engaging with bicultural teachers who teach bicultural students from working-class communities The goal was not to create another superimposed reform effort that closes the “achievement gap” of students of color, but to instead, close the “critical consciousness gap” that affects many educators of color, so that they can in turn create emancipatory pedagogical centers in majority minority urban schools.

Historically, there are persistent diploma gaps permeating between general education students and students with disabilities. In comparison to their peers, there are fewer youth with disabilities graduating from high school with regular diplomas. Regular diploma attainment is of critical importance because this credential is viable to postsecondary outcomes such as higher education and meaningful employment. An analysis of graduation outcomes in Virginia from 2010-2013 revealed that 19 of 132 school divisions met or exceeded statewide performance expectations for youth with disabilities. In alignment with the Elementary and Secondary Education Act of 2010, the Virginia Department of Education monitors and reports Indicator 1: Percent of youth with Individualized Education Programs graduating from high school with a regular diploma using the adjusted four-year cohort graduation rate. Indicator 1 is among four secondary education and transition data indicators that are federally monitored, collected, and analyzed to determine progress or lack of progress. The purpose of this study was to identify the policies and practices that special education directors perceived as contributing to meeting the state graduation performance measures for youth with disabilities in 10 Virginia school divisions during the 2010-2013 school terms. A three-round Delphi method was employed to seek consensus from a panel of Special Education Directors whose divisions are consistently meeting Indicator 1 performance measures. Investigated were their perceptions of best practices and strategies that are paramount in graduating students with disabilities with a regular diploma or higher. Panelists identified 70% or greater agreement on the importance of six (60%) strategies contributing to regular diploma attainment for this population of students. These statements of practice were determined to be of considerable importance (rated as critically effective or somewhat effective), and in rank order were: 1) providing targeted interventions such as remediation, tutoring, and credit recovery options; 2) conveying high expectations; 3) tracking and monitoring; 4) IEP development with emphasis on Transition, student family participation, exploring continuum options, accommodations and modifications, assessment, and diploma status; 5) promoting learning, attendance, and a positive school environment; and 6) policies that support all students. Further, a theme emerged as it relates to implementation on four of the six statements of practice on which consensus was reached in the final Delphi round. The data provided evidence that student engagement, parental involvement, and building positive relationships with an adult are important factors in support of the identified strategies toward graduating these youth with a regular/standard diploma. Implications for practice were recommended for school and division leaders, and state policymakers. / Ed. D.