School evaluation has increased in importance in recent years, particularly at the level of the whole school. It is the process which assesses the worth and merits of the institution. Due to the fact that, in most cases, evaluation is judgemental, the notion of Whole School Evaluation (WSE) was introduced into the South African education system by the national Department of Education after the 1994 democratic election. WSE has since then became the official evaluation system in South Africa. In WSE schools undergo internal as well as external evaluation. The results of the evaluation are then used by schools to draw the School Improvement Plans which are aimed at school improvement. This study explores the implementation of WSE in rural primary schools in Limpopo Province. A literature study investigated school evaluation within the international and the South African context, the provision of education in Limpopo Province and existing models of WSE. Against the background of the conceptual framework provided by the literature, a qualitative investigation was done in four primary schools in the Vhembe district in Limpopo Province. Data were gathered by means of in-depth interviews with principals of schools and supervisors. The researcher also conducted focus group interviews with School Management Team (SMT) members from participating schools. Data was analysed, discussed and synthesized. Analysed data revealed the following findings: schools experience difficulties in conducting self-evaluation, educator development in rural primary schools in Limpopo is a problem and the district and the Department of Education do not assist schools concerning development after WSE has been conducted. As a result of these findings, there is a need to assist schools in their development endeavours after WSE. The district officials as well as supervisors should find ways and means of assisting schools in the route to development. Areas for further investigation that would enhance WSE in rural primary schools have been identified. Finally, the conclusion is drawn that schools need to be rehabilitated after WSE. This will assist in developing the whole institution and improving the level of education in South African schools. / Educational Studies / D. Ed. (Education Management)

With a projected increase in electricity demand and low-carbon energy generation in the UK, expansion of the existing transmission grid network is required. In going beyond the NIMBY concept, Devine-Wright (2009) posited a place-based approach that highlights the roles of place attachment and place-related symbolic meanings for understanding public responses to energy infrastructure proposals. This PhD research investigated two overarching and interrelated research aims. The first sought to enlarge our understandings of the processes of attachment and detachment to the residence place by investigating the dynamics of varieties of people-place relations across the life course (people's 'life-place trajectories'), thus addressing the limitation of studies adopting a 'structural' approach to the study of people-place relations. This research, in a second instance, sought to better understand the role of people's life-place trajectories and a range of project-based factors (i.e. procedural and distributive justice) in shaping people's responses to a power line proposal. This research focussed on the Hinckley Point C (HPC) transmission line proposal and residents of the town of Nailsea, South-West England. A social representations theory framework was usefully applied to this research by acknowledging that people's personal place relations and their beliefs about proposed place change, are situated and embedded within wider social representations of place and project. A mixed methods approach was employed comprising three empirical studies. The first consisted of twenty-five narrative interviews, the second a set of five focus group interviews, and the third a questionnaire survey study (n=264) amongst a representative sample of Nailsea residents. Triangulating findings across the three studies produced a novel set of key findings. By elaborating five novel 'life-place trajectories', this PhD research moved beyond structural approaches to the study of people-place relations and made a novel contribution to our understandings of the processes and dynamics of attachment and detachment to the residence place across the life course. This research further confirmed the existing typology of people-place relations and revealed a novel variety termed 'Traditional-active attachment'. Life-place trajectories were instrumental in informing divergent representations of the nearby countryside which were more or less congruent with objectified representations of the HPC project. Future studies investigating place and project meanings should be sensitive to these trajectories. Interestingly, place as a 'centre of meaning' rather than a 'locus of attachment' (or non-attachment) emerged as particularly salient for understanding responses to the project. Project-based factors were salient in informing participants' responses toward the project. A perceived imbalance between high local costs and an absence of local benefits was seen to result in distributive injustice and opposition toward the project. However, improved perceived procedural justice following National Grid's announcement of siting concessions in the spring of 2013, was seen to ameliorate local trust in the developer and project acceptance.

O objetivo desta pesquisa é, a partir do referencial junguiano, ampliar a compreensão de como está se dando a experiência de paternidade atualmente, com foco na subjetividade masculina: qual o impacto que a experiência de se tornar pai vem causando no processo de desenvolvimento psicológico do homem - seu processo de individuação. Em busca de maior compreensão do significado atual da paternidade para os próprios homens na condição de pais, procura-se observar como o arquétipo paterno está se constelando na sociedade atual, de acordo com os novos modos de sentir e de se comportar, tendo em vista uma atitude mais favorável à alteridade e às relações democráticas. A partir de uma contextualização histórico-social, reconstitui-se um cenário marcado pelas reformulações nas concepções de masculino e feminino que vêm ocorrendo nas últimas décadas, e que interferem coletivamente nas identidades de gênero, portanto na subjetividade masculina, com desdobramentos nas expectativas que recaem sobre a figura do pai. Trata-se de uma pesquisa qualitativa que tem como principal instrumento a entrevista individual, com base em um roteiro de temas e questões abordados de forma semi-dirigida. A partir dos depoimentos, observa-se a representação e a vivência de paternidade em transformação através de manifestações da paternidade distintas do padrão patriarcal dominante, caracterizado pelo afastamento afetivo no comportamento masculino. Verifica-se uma crescente expectativa por parte dos homens de maior participação na gravidez, parto e cuidados junto ao filho, acompanhada de envolvimento emocional expresso. Destacam-se na análise os temas do \'desejo de ser pai\' e \'modelos de pai\', que se articulam em torno da afetividade masculina e paterna em transformação. Constata-se a coexistência de múltiplas referências e a valorização dessa pluralidade expressa em comportamentos e valores, o que contrasta com antigos modelos até então tidos como hegemônicos. Trabalha-se com a hipótese de que a crise vivenciada nesse âmbito, em função da instabilidade gerada pelo período de transição que desorganiza tanto a estrutura emocional quanto as estruturas familiares, promove, a médio e longo prazo, crescimento tanto para o indivíduo como para a sociedade. / The purpose of this research is to broaden the understanding of how the experience of fatherhood is taking place at the present time, using a Jungian perspective: to find out what the impact of the experience of becoming a father is causing on men\'s developmental process and process of individuation. As a better understanding about the meaning of fatherhood nowadays for men themselves as fathers is searched, we analyse how the paternal archetype is being constellated in contemporary society, according to new modes of feeling and behaviour, aiming at a more favorable approach towards alterity and democratic relationships. After a sociohistoric contextualization, emerges a scenario marked by reformulation in the conceptions of masculine and feminine over the last decades, which interferes on the aggregate level in gender identities and, therefore, on male subjectivity as well, with consequences for the expectations towards the father figure. This is a qualitative research based on individual interviews supported by a semi-directed script of issues and questions. Based on these statements, we observe the representation and the experience of fatherhood in transformation throughout manifestations of fatherhood that differ from the dominant pattern (patriarchal) and characterized by emotional aloofness as a common male trait. Men\'s growing expectation towards greater participation over pregnancy, childbirth and day-to-day care has been identified, as well as explicit emotional involvement. \'Willingness to be a father\' and \'models of father\' were emphasized issues, involving male and paternal affection in transformation. The coexistence of multiple frames of reference along with such diversity, as expressed in behaviours and values, have been demonstrated. This contrasts with old models considered, until now, to be hegemonic. We worked with the hypothesis that the crisis in this area, due to instability generated by this transitory period that disorganizes both emotional and family structures, generates, over medium and long range, development for the individual as well as for society.

by Lai Hing-ling, Janet and Ngai Chu-sing. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1984. / Bibliography: leaf [34]

This study is dealing with the adoption of Short Rotation Woody Crops (SRWC) by Swedish farmers during the last 20 years. SRWC is considered as an innovation in land use. An exploratory case study was set up by interviewing Swedish farmers and land owners to find out (1) about their decision process and reasons to start with Salix cultivation and (2) their opinions from today’s (time of interview, 2008) point of view about that decision. The aim is to improve German investigations in this field, to find out about reasons for farmers to decide in favour of or against SRWC. The development of Salix cultivation in Sweden seemed successful in the beginning of the 1990s as the total area of SRWC increased considerably until 1995. With the entry to the EU and participation in the common agricultural policy (CAP) in 1995 the positive development ended and has remained on the same level until this investigation. The study is based on 14 interviews with farmers who have been involved in SRWC. The interviews are part of the appendix A (Anhang A). On the basis of these 14 cases reasons and aspects for making decisions are evaluated in a qualitative method. Important factors for decision making in Sweden were in this study: agricultural policy before 1995, income from Salix, workload, service enterprise Agroenergi AB, hunting, site quality, and some miscellaneous aspects more. Further investigations should consider the type of farmer referring to his personal income structures as SRWC seems suitable for landowners who are financially independent from agricultural income. Another topic for further investigations should be the transfer of the obtained knowledge in Sweden to Germany.

This thesis explores the ceramic work ofIan Garrett and Magdalene Odundo, in order to examine the manner in which two artists of opposite identity in terms of race, gender and global location, come to create art which is visually, technically and conceptually similar. It is the intention ofthis study to focus primarily on the cross-cultural aspect of the two artist's work. However, it has been necessary to include biographical and technical information as this information gives a more complete understanding ofthe cross-cultural issues involved. Most ofthe information for this study has been gained through interviewing the artists. Copies oftwo interviews with Ian Garrett are appended at the back ofthis thesis. The interviews were conducted with Garrett in Cape Town. The first interview took place in 1998 and the second interview was conducted in the year 2000. Aweek was spent with Magdalene Odundo in Surrey, England, during May 2000. In this time similar questions to those asked ofIan Garrett in October 2000 where put to Odundo. The interview was, however, conducted in a conversational form and was not recorded as Odundo finds recording an interview has the potential to be a limiting factor, preferring her work to remain open-ended. This thesis discusses the broader implications ofGarrett and Odundo's art. The study makes an attempt to situate their work globally, suggesting not only that their work plays an active role in narrowing the boundaries which exist between African art and western art, but that it also plays a part in closing down the distinctions which continue to exist between art and craft. Finally, the thesis suggests that Garrett's and Odundo's art can be seen as a symbol of current cultural conditions and global affairs. / Thesis (M.A.)- University of Natal, Pietermaritzburg, 2001.

School evaluation has increased in importance in recent years, particularly at the level of the whole school. It is the process which assesses the worth and merits of the institution. Due to the fact that, in most cases, evaluation is judgemental, the notion of Whole School Evaluation (WSE) was introduced into the South African education system by the national Department of Education after the 1994 democratic election. WSE has since then became the official evaluation system in South Africa. In WSE schools undergo internal as well as external evaluation. The results of the evaluation are then used by schools to draw the School Improvement Plans which are aimed at school improvement. This study explores the implementation of WSE in rural primary schools in Limpopo Province. A literature study investigated school evaluation within the international and the South African context, the provision of education in Limpopo Province and existing models of WSE. Against the background of the conceptual framework provided by the literature, a qualitative investigation was done in four primary schools in the Vhembe district in Limpopo Province. Data were gathered by means of in-depth interviews with principals of schools and supervisors. The researcher also conducted focus group interviews with School Management Team (SMT) members from participating schools. Data was analysed, discussed and synthesized. Analysed data revealed the following findings: schools experience difficulties in conducting self-evaluation, educator development in rural primary schools in Limpopo is a problem and the district and the Department of Education do not assist schools concerning development after WSE has been conducted. As a result of these findings, there is a need to assist schools in their development endeavours after WSE. The district officials as well as supervisors should find ways and means of assisting schools in the route to development. Areas for further investigation that would enhance WSE in rural primary schools have been identified. Finally, the conclusion is drawn that schools need to be rehabilitated after WSE. This will assist in developing the whole institution and improving the level of education in South African schools. / Educational Studies / D. Ed. (Education Management)

This thesis examines how tourism affects conditions for young adults in rural areas. Such a study lies at the intersection of research about tourism impacts, adult transition, and rural areas. The aim is to examine how largescale tourism affects the opportunities for young adults living in rural areas; their perception of place and the perceived opportunities and obstacles that tourism provides. The thesis utilizes a mixed method approach. A quantitative study based on micro-data on individuals identifies the patterns and magnitudes of the mechanisms by which tourism affects population change among young adults. Interview methods are used in the case study area, Sälen, to investigate these mechanisms in depth. Finally, the rural–urban dichotomy is explored in a conceptual study that asks how tourism affects the perception of a local village as either rural or urban. Young inhabitants in rural areas are rarely considered in tourism research; therefore, the main contribution of this thesis is that it illuminates how tourism affects conditions for young adults in rural areas. The thesis reveals a substantial impact on the adult transition, mainly due to easier access to the labor market and a good supply of jobs during the high season. Further, the large number of people passing through creates flows of opportunities to make friends, get a job, or just meet people. All of these factors contribute to high mobility in these places, and to the perception of them as places where things happen. The high mobility in Sälen implies that fixed migrant categories (such as stayers and leavers) are largely insufficient. The tourism environment creates a space that is always under construction and continually producing new social relations mainly perceived as opportunities. Conceptualizing this as a modern rurality is a way to move beyond the often implicit notions of urban as modern and rural as traditional.

The aim of the study has been to highlight opportunities and obstacles for children to develop a positive identity after the transition from preschool to preschool class and school-age educare. Previous research shows that an individual's perceived identity changes when transitioning to new contexts, which often entails new roles and new positions. Several studies also show that children have different conditions of adapting to a new context, which has been shown to depend, among other things, on how the transitions are organized.The approach of the study has been a case study, where identity forming in preschool class and school-age educare has been the focus. Data has been collected through semi-regular interviews with teachers in preschools, preschool class and school-age educare, five parents, special teacher, two principals, preschool manager, head of compulsory school and head of the Child and Education Administration. The respondents have been interviewed individually and in some cases in groups. The study has been based on questions concerning opportunities and obstacles to children's identity forming during the transition from preschool to preschool class and school-age educare, as well as the importance of the preschool class and school-age educare for children who are considered to fall outside the scope of what is considered normal in terms of behavioural problems.On the basis of the three questions, meaningbearing words were sought, which formed codes under which the material was sorted. Based on the codes a number of themes were identified.These themes were set in relation to previous research as well as the theoretical framework of thestudy, which was partly a system theoretic perspective and partly the concept of inclusion in terms of inclusion as a community.The results showed that it is important for children and parents to create a sense of security in the transition from preschool to the preschool class and school-age educare. A condition for this is a well-planned transition with good communication between home and school, as well as between the preschool and the new function. In light of the study's system theoretic perspective as well as the inclusion perspective, the results showed that there is an effort, especially pronounced from the management level, to move from a categorical to a relationel perspective. Finally, the results showed that there is potential for development in terms of both the role of the school-age educare and the development of a collaboration between both the school and parents and between parents. / Studiens syfte har varit att belysa möjligheter och hinder för barn att efter övergången från förskolan till förskoleklass och fritidshem utveckla en positiv identitet. Tidigare forskning visar att en individs upplevda identitet förändras vid övergång till nya sammanhang, vilket ofta medför nya roller och nya positioner. Flera studier visar att barn har olika förutsättningar att anpassa sig till ett nytt sammanhang. Något som bland annat visat sig bero på hur övergångarna är organiserade. Studiens ansats har varit en fallstudie, där identitetsformering i förskoleklass och fritidshem varit i fokus. Data har insamlats genom semistrukturerade intervjuer med lärare i förskola, förskoleklass och fritidshem, fem föräldrar, speciallärare, två rektorer, förskolechef, grundskolechef och chef för barn- och utbildningsförvaltningen. Respondenterna har intervjuats enskilt och i vissa fall i grupp. Studien har utgått från frågeställningar som berört möjligheter och hinder för barnens identitetsformering vid övergången från förskolan till förskoleklass och fritidshem. Dessutom har en frågeställning sökt belysa vilken betydelse förskoleklassen och fritidshemmet har för barn som anses uppvisa någon form av beteendeproblematik.Utifrån de tre frågeställningarna kodades materialets betydelsebärande ord mot respektive frågeställning. Koderna sorterades under ett antal teman. I analysen relaterades identifierade teman till tidigare studier och till studiens teoretiska ramar, dels ett systemteoretiskt perspektiv, dels begreppet inkludering i betydelsen inkludering som gemenskap.Resultatet visade att det för barn och föräldrar är viktigt att skapa en känsla av trygghet inför övergången från förskolan till förskoleklass och fritidshem. En förutsättning för detta är en väl planerad övergång med en god kommunikation mellan hem och skola, liksom mellan avlämnande förskola och de nya verksamheterna. I ljuset av studiens systemteoretiska perspektiv, liksom inkluderingsperspektivet, visade resultaten att det finns en strävan, framför allt från stöd- och ledningsnivå, att röra sig i riktning från ett kategoriskt perspektiv till ett relationellt perspektiv. Slutligen visade resultaten att det finns utvecklingspotential när det gäller både fritidshemmets roll och att utveckla samverkan mellan dels skolan och föräldrar, dels föräldrar sinsemellan.

This study is dealing with the adoption of Short Rotation Woody Crops (SRWC) by Swedish farmers during the last 20 years. SRWC is considered as an innovation in land use. An exploratory case study was set up by interviewing Swedish farmers and land owners to find out (1) about their decision process and reasons to start with Salix cultivation and (2) their opinions from today’s (time of interview, 2008) point of view about that decision. The aim is to improve German investigations in this field, to find out about reasons for farmers to decide in favour of or against SRWC. The development of Salix cultivation in Sweden seemed successful in the beginning of the 1990s as the total area of SRWC increased considerably until 1995. With the entry to the EU and participation in the common agricultural policy (CAP) in 1995 the positive development ended and has remained on the same level until this investigation. The study is based on 14 interviews with farmers who have been involved in SRWC. The interviews are part of the appendix A (Anhang A). On the basis of these 14 cases reasons and aspects for making decisions are evaluated in a qualitative method. Important factors for decision making in Sweden were in this study: agricultural policy before 1995, income from Salix, workload, service enterprise Agroenergi AB, hunting, site quality, and some miscellaneous aspects more. Further investigations should consider the type of farmer referring to his personal income structures as SRWC seems suitable for landowners who are financially independent from agricultural income. Another topic for further investigations should be the transfer of the obtained knowledge in Sweden to Germany.:Abbildungs- und Tabellenverzeichnis........................................................................... 6 Abkürzungsverzeichnis .................................................................................................. 7 1 Einleitung ........................................................................................................... 10 1.1 Problemstellung................................................................................................... 10 1.2 Ziel der Diplomarbeit .......................................................................................... 11 1.3 Untersuchungsgebiet ........................................................................................... 12 1.3.1 Geografie, Klima und Politik .................................................................. 12 1.3.2 Landwirtschaft......................................................................................... 15 1.3.3 Salixkultivierung in Schweden................................................................ 16 1.4 Begriffsabgrenzung und deduktiv entwickelte Faktoren..................................... 19 1.5 Vorgehensweise................................................................................................... 22 2 Theoretischer Rahmen...................................................................................... 23 3 Methodik ............................................................................................................ 31 3.1 Forschungsdesign ................................................................................................ 31 3.2 Datenerhebung..................................................................................................... 32 3.2.1 Befragung................................................................................................ 32 3.2.2 Erhebungsinstrumente............................................................................. 33 3.2.3 Auswahlverfahren und Interviewdurchführung ...................................... 35 3.2.4 Transkription ........................................................................................... 36 3.3 Auswertung.......................................................................................................... 37 3.3.1 Strategie................................................................................................... 37 3.3.2 Kategoriensystem, Paraphrase und Reduktion........................................ 38 3.3.3 Integration der Ergebnisse....................................................................... 42 4 Ergebnisse .......................................................................................................... 46 4.1 Die Interviewpartner............................................................................................ 46 4.2 Spektrum der Entscheidungsgründe .................................................................... 54 4.3 Entscheidungsfaktoren und Thesen..................................................................... 65 4.3.1 Agrarpolitische Faktoren vor 1995 ......................................................... 65 4.3.2 Einkommen aus SRWC........................................................................... 66 4.3.3 Faktor Dienstleister ................................................................................. 66 4.3.4 Faktor Arbeitsbelastung .......................................................................... 67 4.3.5 Faktor Jagd .............................................................................................. 68 4.3.6 Faktor Standort........................................................................................ 68 4.3.7 Weitere Faktoren ..................................................................................... 69 5 Diskussion........................................................................................................... 70 6 Zusammenfassung ............................................................................................. 82 7 Literaturverzeichnis .......................................................................................... 84 Anhang A: Fallübersichten .......................................................................................... 91 A.1 SÖD-A, 19.01.2008 ........................................................................................ 91 A.2 SÖD-B, 19.01.2008 ........................................................................................ 94 A.3 SÖD-C, 21.02.2008 ........................................................................................ 97 A.4 UPP-A, 20.01.2008....................................................................................... 100 A.5 UPP-B, 22.01.2008 ....................................................................................... 103 A.6 UPP-C, 22.01.2008 ....................................................................................... 107 A.7 ÖST-B, 12.01.2008....................................................................................... 111 A.8 ÖST-C, 13.01.2008....................................................................................... 114 A.9 ÖST-E, 15.01.2008 ....................................................................................... 117 A.10 ÖST-F, 16.01.2008 ....................................................................................... 121 A.11 ÖST-G, 16.01.2008....................................................................................... 124 A.12 ÖST-H, 17.01.2008....................................................................................... 128 A.13 VGT-A, 23.01.2008...................................................................................... 132 A.14 VGT-B, 25.01.2008 ...................................................................................... 136 Anhang B: Materialien und Informationen ............................................................. 139 B.1 Zeitstrahl ....................................................................................................... 139 B.2 Interviewleitfaden ......................................................................................... 140 B.3 Kurzfragebogen ............................................................................................ 142 B.4 Codierleitfaden ............................................................................................. 144 B.5 Materialien auf CD-ROM Anhang ............................................................... 145 B.6 Anmerkung zum Thema Gender .................................................................. 145 B.7 Glossar .......................................................................................................... 146