Title: Comparison of the operation of selected ice stadiums in Prague. Objectives: The aim of this thesis is to compare selected ice stadiums to each others by using analysis. Furthrmore, the thesis should show the opportunities and threats of teh selected ice stadiums. Methods: The case analysis was chosen as the main research method. In the preparation of this analysis other methods, such as intentional selection, document analysis and semi-structured interview were applied. Based on the results the SWOT analysis was developed. Through this method the strengths, weaknesses, opportunities and threats of the selected ice stadiums. SLEPT analysis was used to recognize factors, that affects selected ice stadiums. Results: The analysis shows that every single ice stadium is able to assure enough clients. Some cooperate with nearby schools, others are linked with ice hockey club. Three of selected ice stadiums are able to make profit, two are able not to lose money and two were not willing to provide their econimic information. It was also recognized, that there is a huge need to reconstruct some parts in almost every single ice stadium. We could also see that it is important to reach some money from grants. Key words: Ice stadium, ice-rink, cooling, services, document analysis, semi-structured...

The purpose of this study is to analyse the level of good governance understanding implementation in Indonesia regional governments, identify impeding variables to good governance implementation, and evaluate the extent of international good governance standards alignment. The influence of economic and political transition, decentralisation and regional autonomy regime, bureaucracy culture, and political history is analysed to reflect the degree of good governance implementation and level of convergence to international good governance standards. The methodological approach involves a triangulation of in-depth interview, document analysis, and International Good Governance Standard comparison. Findings from the study reflect disparities in good governance understanding and implementation between Indonesia regional governments, nine main impeding variables to good governance implementation including bureaucratic culture and political history, and a positive response to convergence towards international good governance standard alignment. Findings also act as an in depth study and analysis of current Indonesia regional government situation, resulting in inputs and recommendations geared towards public policy development and good governance implementation guidelines.

Submitted by GUSTAVO ANTONIO VALENTIM (gustavoantonio.valentim@gmail.com) on 2018-11-20T16:05:13Z No. of bitstreams: 1 Valentim_ga_me_prud.pdf: 2471802 bytes, checksum: 797b6f77e6019863657ae7490172bd89 (MD5) / Approved for entry into archive by Claudia Adriana Spindola null (claudia@fct.unesp.br) on 2018-11-21T18:15:08Z (GMT) No. of bitstreams: 1 valentim_ga_me_prud.pdf: 2245078 bytes, checksum: 20a6196b1e252d6fd10b42f2c6f93d55 (MD5) / Made available in DSpace on 2018-11-21T18:15:08Z (GMT). No. of bitstreams: 1 valentim_ga_me_prud.pdf: 2245078 bytes, checksum: 20a6196b1e252d6fd10b42f2c6f93d55 (MD5) Previous issue date: 2018-09-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação tem como problemática a ser elucidada: quais permanências e mudanças existem entre a Escola de Tempo Integral (ETI) e o Programa Ensino Integral (PEI) da SEE/SP? Para tanto, o objetivo desta pesquisa foi analisar o projeto Escola de Tempo Integral (ETI) e o Programa Ensino Integral (PEI) da SEE/SP a partir de seus documentos oficiais a fim de refletir sobre suas permanências e mudanças. A partir disto buscamos: Compreender o que é educação integral e educação de tempo integral a partir da concepção de alguns autores; resgatar a maneira como esta temática foi materializada na trajetória da escola pública brasileira e paulista; identificar como a temática é abordada em algumas das legislações educacionais brasileiras em vigência e analisar os documentos legais referentes ao projeto Escola de Tempo Integral (ETI) e o Programa Ensino Integral (PEI). Baseados no procedimento metodológico da análise documental desenvolvido por Cellard (2010), analisamos 14 documentos referentes a ETI e 20 ao PEI. Elaboramos algumas categorias para análise: desenho da política, jornada, organização curricular, atribuição de aulas, regime de trabalho, avaliação e gestão. Identificamos permanências nas categorias em relação à jornada, com um período de aproximadamente 8h30mim no ensino fundamental. Na avaliação, na qual, os conteúdos relacionados com a base comum curricular são priorizados em detrimento da parte diversificada. E na organização curricular, uma vez que, o currículo da ETI é organizado a partir da ampliação do modelo já existente, já no PEI, a organização foi elaborada de maneira mais articulada, entretanto, em ambas as propostas curriculares, é possível enxergar um direcionamento para uma formação tecnicista, com foco nos conteúdos das avaliações externas. As categorias apresentaram mudanças no tocante ao desenho da política, que na ETI é destinada prioritariamente para áreas com baixo IDH, já no PEI não há este pré-requisito, sua implementação está condicionada a escolha da escola. Na atribuição de aulas, que na ETI é diferente para os docentes das disciplinas da base comum curricular e da parte diversificada, no PEI, os profissionais são contratados a partir de um processo seletivo único e específico para o programa. Na gestão, que no PEI segue um modelo desenvolvido para a gestão empresarial que foi transplantado para estas escolas. E no regime de trabalho, uma vez que, no PEI, os professores atuam com dedicação exclusiva e recebem uma gratificação salarial de 75%, entretanto, sua permanência no programa depende do processo de avaliação anual. Apesar de terem sido implementadas pelo mesmo governo, constatamos que ETI e PEI são políticas educacionais bem diferentes, uma vez que, o período, o contexto e os sujeitos envolvidos em sua elaboração e execução são distintos. / This dissertation has the following research problem to be elucidated: what are the permanencies and changes existed between the Full-time School (ETI) and the Integral Education Program (PEI) of the SEE/SP? To answer this question, the research aimed to analyze the project of the Full-time School (ETI) and the Integral Education Program (PEI) of the SEE/SP from its official documents in order to reflect on their permanencies and changes. From this, we seek to understand what integral education and full-time education is according to the conception of some authors; to rescue how this theme was materialized in the trajectory of the Brazilian and São Paulo public school; to identify how the subject is addressed in some of the current Brazilian educational legislation and to analyze the legal documents related to the project of the Full-time School (ETI) and the Integral Education Program (PEI). Based on the methodological procedure of document analysis developed by Cellard (2010), we analyzed 14 documents referring to the ETI and 20 to the PEI. We elaborated some categories for analysis: policy design, school day, curricular organization, assignment of classes, employment regime, evaluation and management. We identified permanencies in the categories regarding the school day, with the duration of approximately 8 hours and 30 minutes in elementary school. In the evaluation, in which the contents related to the common curricular base are prioritized to the detriment of more diversified activities. And in the curricular organization, since the ETI curriculum is organized from the expansion of the already existing model, while the PEI organization was elaborated in a more articulated way, however, in both curricular proposals, it is possible to observe a technical training as target, focusing on the contents of external evaluations. The categories revealed changes regarding the design of the policy, the ETI is intended primarily to assist areas with a low HDI, while the PEI does not have such prerequisite, its implementation is conditional on the choice of the school. In the assignment of classes, in the ETI it is different for the teachers who work with the common curricular base subjects and with the diversified area, whereas in the PEI, the professionals are hired after a single and specific selection process for the program. In management, which the PEI follows a model developed for business management that was transferred to these schools. And in the employment regime, since teachers work under an exclusive dedication service and receive a 75% salary bonus in the PEI, however, their permanence in the program depends on an annual evaluation process. Although the ETI and PEI have been implemented by the same government, we found that they consist of very different educational policies, since the period, the context and the subjects involved in their elaboration and execution vary.

Text in German / Das Thema Gemeindezucht war allen Reformatoren ein Anliegen. Seit einigen Jahren ist es nach einer Hochphase in der Periode der dialektischen Theologie in der Evangelischen Kirche um das Thema Gemeindezucht sehr ruhig geworden. Es findet, von Ausnahmen abgesehen, in der Evangelischen Kirche weder eine theoretische Reflektion noch eine praktische Anwendung von Gemeindezucht statt. Etwas anders ist es in der täuferisch-mennonitischen Kirchenfamilie. Das Anliegen Gemeindezucht wird dort nach wie vor sehr hoch bewertet. Allerdings herrscht, so scheint es, eine große Unsicherheit, wie denn Gemeindezucht konkret, verantwortlich und sachgemäß zur Anwendung kommen kann. Die wenige veröffentlichte Literatur zur Kirchenzucht erschöpft sich meist in einer Darstellung und Diskussion der Bibelstellen zum Thema. Theologische, ekklesiologische und kirchengeschichtliche Überlegungen fließen in der Regel nicht in die Literatur ein. Das Ziel dieser Forschung ist es, einen Beitrag zur Schließung dieser Lücke zu leisten. Außerdem sollen Schlussfolgerungen erarbeitet werden, die es ermöglichen, dass Gemeindezucht in täuferisch-mennonitischen Kirchen verantwortlich zur Anwendung kommen kann. Es handelt sich bei dieser Forschung im ersten Teil um eine Literaturstudie. Der zweite Teil ist eine Fallstudie mittels Dokumentenanalyse zur Kirchenzucht in der Täufergeschichte. Um zu den Praxisimpulsen zu gelangen, wird das Thema Gemeindezucht anhand von fünf Leitfragen aus drei Perspektiven evaluiert und dann synthetisiert bzw. diskutiert. Diese drei Perspektiven sind die täuferische Ekklesiologie, das Neue Testament und die Täufergeschichte. / The issue of church discipline was a concern for all reformers. Whereas the discussion of this issue had its peak during the period of dialectic theology, it has become very quiet around this subject within the Protestant Church. With some exceptions, neither theoretical reflection nor practical application of church discipline is taking place within the Protestant Church. The situation is, however, a little bit different within the Anabaptist-Mennonite church community. Anabaptist-Mennonite Churches view the matter of church discipline with a relatively higher level of importance. However, great uncertainty seems to persist with respect to the question of how to apply church discipline in a practical, responsible and appropriate way. The limited literature published on the subject of church discipline is often restricted to a mere description and discussion of corresponding Bible references. As a rule, one does not include theological, ecclesiological and church-historical reflections within this literature. The purpose of this research is to close this gap by achieving well-founded conclusions which will make it possible for Anabaptist-Mennonite Churches to, once again, apply church-discipline responsibly. The first part of the research includes a literature review. The second part is a case study using document analysis. In order to arrive at practical impulses, the subject of church discipline will be evaluated, assuming from five central questions, from three different perspectives and synthesized or discussed. These three perspectives are the Anabaptist-Mennonite ecclesiology, the New Testament and the Anabaptist-Mennonite church history. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)

The study is a gender critical investigation of the implementation of gender policy programs in student admission in Zimbabwe state universities. The study locates itself in the student admissions section of these institutions, acknowledging the potential contributions of the practices and procedures in this section towards achievement of gender equality. The study focused on the nature of the implemented programs, the gender equality model pursued and how the programs are made part of the mainstream. The study employed a multi-pronged theoretical frameworks approach as its theoretical framework to determine feasible strategies in analyzing the research problem, choosing the research approach, deciding on the research methods, formulating the research questions and in drawing the conclusion to the study. A mixed method inquiry used the multiple case study survey, documentary analysis and interviews to gather data in two state universities. The study found that in spite of the state universities implementing gender policy programs as required by the Zimbabwe National Gender Policy (2004), gender inequalities persisted, and in the process the study revealed more barriers than successes encountered on the road to gender equality. This concurred with some of what was predicated from literature on the use of the adopted approaches to gender mainstreaming and models of gender equality pursued. The chief factor responsible for the inequalities was found to be the pervasive, deeply entrenched patriarchal conservatism, cultural stereotypes, biases and discriminations held by some actors in student admissions which marginalized gender equality and consequently, rendered the gender equality agenda elusive. The study identified the need for adoption of a wider conception of gender and gender equality and of a radical transformative approach in order to resuscitate the paralyzed gender equality mandate in student admissions. Apart from generating some new insights regarding theory, the study is also of value at an applied level: serving to support programs and sustainable plans for gender equality implementation in student admissions in universities. The main recommendation of the study is the need for a new shift in policy program implementation, and the study outlined the main cardinal points of this new paradigm. / Educational Studies / D. Ed. (Comparative Education)

Philosophiae Doctor - PhD / A review of the literature has shown that there is a lack of mental health information on which to base planning of mental health services and decisions concerning programme development for mental health services. Several studies have indicated that the use of an evidence-based health information system (HIS) reduces inappropriate clinical practices and promotes the quality of health care services. This study was aimed at developing a framework for a district-based mental health information management system, utilising the experiences of health care providers and caregivers about a district mental health information system (DMHIS). Activity Theory was used as the philosophical foundation of the information system for the study. A qualitative approach was employed using semi-structured individual interviews, Focus Group Discussions (FGDs), systematic review and document analysis. The intervention research design and development model of Rothman and Thomas (1994) was used to guide the study, which was conducted in the Cape Town Metropole area of the Western Cape. A purposive, convenient sampling method was employed to select study participants. Ethical clearance for the study was obtained from the University of the Western Cape, and permission to use the health facilities from the Department of Health. The data collection process involved 62 individual interview participants, from mental health nurses to district health managers, health information clerks, and patient caregivers/families and persons with stable mental conditions. Thirteen caregivers took part in the FGDs. Document review was conducted at three community mental health centres. The data were analysed manually using content analysis. Core findings of the interviews were lack of standardized information collection tools and contents for mental health, information infrastructure, capacity building, and resources. Information processing in terms of collection, compiling, analysing, feedback, access and sharing information were the major problems. Results from document analysis identified inconsistencies and inaccuracies of information recording and processing, which in turn affected the quality of information for decision making. Results from the systematic review identified five functional elements: organizational structure; information infrastructure; capacity building; inputs, process, output and feedback; and community and stakeholders’ participation in the design and implementation of a mental health information system (MHIS). The study has contributed a framework for a DMHIS based on the findings of the empirical and systematic review. It is recommended that there is a need to establish a HIS committee at district health facility level for effective implementation of the framework and quality information processing. There is a need to ensure that staffs have adequate knowledge and skills required for effective implementation of an information system. It is recommended that higher education institutions include a course on HISs in their curriculum. It is suggested that the South African Mental Health Policy be reviewed to include an MHIS and ensure involvement of the community and stakeholders in this system as well as adequate budget allocation.

This study is concerned with the pre-test counselling conversation (as regulated by policy-governing and training documents) that occurs between HIV counsellors and their clients. It attempts to explore and describe some of the assumptions underlying HIV/AIDS pre-test counselling in South Africa, and reflects on how these assumptions determine the content and process of HIV pre-test counselling. This exploration has been done by means of an analysis of a selection of official and non-official documentation on pre-test counselling. The aim of HIV/AIDS counselling in general is to support and educate infected/affected clients about the HI-virus. Pre-test counselling (the conversation that takes place before an HIV-test is administered) forms the entry level to HIV counselling service delivery in South Africa, and it is often the only opportunity a counsellor has to support and educate a client about HIV/AIDS. Policy-governing pre-test counselling and training documents on such counselling confirm the role played by counsellors. The pre-test counselling conversation is based on the assumption that education about the HI-virus will enable clients to make informed decisions about their health which will help them to live long and healthy lives once they are aware of their HIV-status. However, this educational approach does not seem to be successful, as a change in risk behaviour is often not achieved. My recognition of this situation motivated this study and its focus on the conversation that takes place between counsellors and their clients in pre-test counselling. I was curious about what is discussed during pre-test counselling and why, if we acknowledge that counselling plays a major role in infection rate prevention, risk-reducing behaviour is not being achieved. This qualitative study was based on a social constructionist paradigm and document analysis was used as a research method. This study offers an alternative approach to health education – a drive towards client-centred pre-test counselling where the client’s needs become the focus of the pre-test counselling conversation. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

Climate change is a collective action problem that has been seen as something that needs a global solution. This has resulted in multilateral agreements, such as the Paris Agreement, which can largely be said to have been unsuccessful so far. This has led to an increased awareness of the potential of cities as being part of the solution. Cities are often seen as key sources of climate change, but also as key sites for climate action. The Paris Agreement needs to be implemented on all political levels to be effective. This makes cities an important site for climate policy implementation. Some scholars of urban climate governance have looked at ways to evaluate climate policies in cities as a way to improve these processes. This study means to contribute to that field. The aim of the study is to evaluate climate policies in the city plans of Stockholm and Dublin. This has been done by testing an analytical framework which made it possible to shed light on the strengths and weaknesses of the climate policies and the governance structures in the plans. By doing this it was also possible to identify challenges in using the framework and give suggestions on how the framework can be improved. The study takes the form of a comparative case study of the two cities. Document analysis was used as a method to select and analyse the data and the empirical material consisted of the city plans of Stockholm and Dublin. These are policy documents containing general development plans of the cities. It was concluded that both plans contain both strengths and weaknesses. Examples of strengths are that both plans are well-integrated with activities on the regional and national level, that responsibility for implementation is centralised on the local level, that the plans promote innovation and that the plans are connected to long-term goals and visions. Examples of weaknesses are that neither plan makes use of more hard methods such as regulation, that the Dublin City Plan is not integrated with policy on the global level and that the Stockholm City Plan lacks monitoring systems. Regarding the analytical framework it was concluded that it can be used to analyse city plans rather than metropolitan plans. By testing the framework it was also possible to identify challenges in using the framework and give suggestions on how to improve it, such as by making some of the key attributes of the plan more widely applicable.

Inom matematikdidaktik beskrivs matematisk modellering som en process bestående av olika delprocesser. Forskare inom området menar att ett holistiskt förhållningssätt behövs i undervisningen för att alla delprocesser i modelleringsprocessen ska kunna utvecklas. Syftet med denna studie är att undersöka kursplaners synliggörande (intended curriculum) av olika delprocesser vid matematisk modellering med differentialekvationer i svenska lärosätens ämneslärarprogram för gymnasiet med matematik som huvudämne. För att analysera kursplanerna används ett teoretiskt ramverk formulerat av Blomhøj & Jensen (2003). Resultatet visar stora skillnader i vilka delprocesser som synliggörs. Från nästan alla kursplaner som analyserades kunde man tydligt utläsa att i kursplanen synliggjordes delprocesser om matematisering av modelleringsproblem samt undersökning och lösning av uppkomna matematiska problem, medan andra delprocesser som speglar identifiering av ett verklighetsnära modelleringsproblem och tolkning av beräkningsresultatsynliggörs i mycket liten utsträckning. Delprocessen om analys av modellens giltighet synliggjordes i några enstaka kursplaner. En slutsats är att alla delprocesser inte synliggörs i kursplaner för matematikkurser i ämneslärarprogram för gymnasiet som behandlar modellering med differentialekvationer. Studien belyser behov av fortsatt forskning inom området, till exempel av det tillämpade genomförandet eller det uppnådda kursresultatet. / In mathematics education, mathematical modelling is described as a process consisting of different sub-processes. Researchers in the area believe that a holistic approach needs to be included in teaching where all sub-processes in the modelling process can be developed. The aim of this study is to investigate the visibility of different sub-processes in mathematical modelling in curricula (intended curriculum) with differential equations for Swedish teachers’programme with mathematics as core subject. To analyse the curricula, a theoretical framework formulated by Blomhøj & Jensen (2003) is used. The results show that there is a difference in the visibility of the sub-processes. From almost all curricula that were analysed, sub-processes on mathematization of modelling problems and investigation and solution of emerging mathematical problems could be clearly seen, while other sub-processes such as identification of a realistic modelling problem, interpretation and analysis of results could be seen to a lesser extent. The sub-process of analysing the validity of modelswas visible in a few curricula. Hence possible conclusions can be drawn, one is that curricula in modelling with differential equations for Swedish secondary education teacher programme in mathematics do not showcase all modellingsub-processes. The thesis highlights further need in studies of the implemented and attained curricula.

The main topic of the diploma thesis "Subjective wellbeing: approaches and evaluation in EU-15 and in the Czech Republic" is the subjective wellbeing and its conceptualization, especially the importance of this concept in the field of measurement and assessment of the progress and of the development of societies, which are sustainable. The thesis analyses the documents, which are published in the countries of EU-15 to cover the topic of the national strategies for sustainable development. The analysis considers the extent of the relevance of these documents from the perspective of including the concept of subjective wellbeing (with happiness, quality of life, satisfaction) in the texts and it also examines the wellbeig indicators, which are implemented in these texts and which are relative to the factors with certain influence on the level of personal or social wellbeing. The analysis is interested in the study of Czech documents relevant to this topic as well (The Czech Republic's Strategic Framework for Sustainable Development and Progress report). The aim of this particular study is to identify the expressed explicit and also implicit signs of the subjective wellbeing. The last part of the analysis tries to answer the question, whether the required data, which can be used for the construction of...