Why does a London smog heavy with the dark smell of diesel on a drizzly gray afternoon bring a keen sense of deja vu, o spasm of Anglophilia, to one who grew up in the Pacific Northwest of the United States? Perhaps it is the similar climate. Perhaps The City is perceived as ”achieved” rather than ”provided”. Perhaps the durable materials of The City act as an "Affirmation of Confidence". Perhaps it cannot be put into words. It is the ”genius loci” of The City that has drawn me to invest my time on a thesis there. The nearby great works of old become ”prospects” for this design. The historical precedents emit rhythms of order, clues to design. / Master of Architecture

The fact that Jack London's novels seem to fall into two classes--those which he wrote for money and those which he wrote to deliver a social message--has led to this study of his life and novels. It is the aim of this thesis to show that his life was one of conflict between individualism and socialism and that this conflict is reflected to a varying degree in his novels.

Yes / The importance of evaluation and optimization of electronic government (e-government) services is imperative if the government organisations are to have an effective impact on the success and take-up of the services offered. Transport For London's (TFL) London Congestion Charging (LCC) is one of the innovative electronic services (e-services) introduced by the United Kingdom (UK) government to the citizens. While some studies have addressed the impact of the introduction of the congestion charge there has been a dearth of research performed to address user (citizen) satisfaction of the online LCC system. Therefore, this research seeks to measure the citizen satisfaction of using the LCC online payment system offered by TFL. The citizen satisfaction in this context is measured using the four dimensions from the COBRA framework that comprise the cost, opportunity, benefits and risk assessment constructs. This paper presents the findings of a survey of 500 users of the TFL LCC online payment system. It also reports the qualitative feedback obtained from the participants that can be used to determine the areas that need further improvement in the current LCC e-service and potential influences on user satisfaction.

Most knowledge of road accidents patterns derives from datasets. Heightened risk of involvement in road accidents can be shown to be associated with, inter alia, membership of minority ethnic groups and poverty. In addition, males are involved in a greater number of road accidents than are females. Very little work has been done to explain why these patterns should occur or why some places are linked to a greater risk of road accidents for specific groups of road users. This thesis adopts qualitative methodologies to examine reasons for the apparent over-representation in road accidents of Black teenage male pedestrians living in London, an exercise that not only suggests why Black teenagers should be over-represented in datasets but identifies factors that may explain the dynamics behind many accidents in road space. The thesis focuses on the nature of road space as social space, and a road accident as a unique event that is brought into being through an interaction between users as they meet, each user importing his or her own expectations, feelings and interpretations to the experience. Data are used to argue that no one road user independently ‘causes' a road accident and the thesis concludes that an apparently higher rate of road accidents involving Black teenagers is a function of the constructed social space of the road. Rather than anything intrinsic to the individual, the circumstances of a road accident involving a Black teenage pedestrian can reveal many tensions that underpin society. The final chapter proposes a variety of ways of tackling road accidents, concluding that to be effective, road safety programmes should be developed for diverse societies or communities, rather than discrete groups within communities.

This case study was undertaken from mid 2003 to December 2005. It investigates the influence of the Corporate Services Centre (CSC) on customer (patient) service quality in the East London Hospital Complex (ELHC). This approach was justified on the basis that even though most patients do not have enough knowledge of clinical practices in order to make an accurate assessment on their quality, the same patients would readily appreciate factors such as faster turnaround times, drug availability and cleanliness. The study focuses on both service providers and end users for a quality health service delivery by looking at the potential of the shared corporate services centre. This was done by identifying important areas for improvements, such as response times, waiting periods and other aspects of the various services. The ELHC was formed from the merger of Frere and Cecilia Makiwane Hospitals, with a distance of 26km between the two institutions. The complex itself was in its infancy stages, having had to go through a process of re-engineering, rationalisation and standardisation of the two hospitals. The study seeks to answer the following key question: What has been the contribution of the corporate service centres in relation to health care service quality? The study examines the impediments to the realization of full potential of the Corporate Services Centre (CSC) through expedited decision-making and improved turnaround times. The main functions of the CSC were Procurement and Asset Management; General Administration (including but not limited to Transport, Office equipment, Patient Administration, Office Support, and Professional Secretariat Support); Financial Management and Administration; and Human Resource Management and Human Resources Administration. The study recommends that the CSC, to justify its existence, needs to consult with the clinicians and the patients to better understand what their needs and aspirations are. The study also emphasizes that the CSC is there purely to remove the administrative load and ease the processes and the biggest mistake is to make it an authority over the hospital, instead of being a support. Finally, it was realized that a lot of structural changes, business processes and organisational cultural changes are essential if one wants to create an impact through shared corporate services.

Submitted in fulfilment of the requirements for the degree Master of Applied Science in Food and Nutrition, Durban University of Technology, 2015. / Objective: To determine the contribution of packed school lunches to the daily food intake of girls and boys in two Primary Schools in East London. Methods: The study was conducted among 199 girls and boys aged 9-13 years. Three 24-Hour recalls and a Food Frequency Questionnaire were completed during an interview with the participants to gather data on dietary patterns over a period of three consecutive days. Additionally, the contents of one lunch box per participant were recorded and weighed. Anthropometrics and socio-demographics were also completed during the interview. Results: The three 24-Hour Recall nutrient measurements revealed a low energy intake in 91 percent for the girls and 77 percent for the boys who were consuming below the recommended Estimated Energy Requirement for energy. The lunchboxes contributed one-third of the daily nutrient intake of the children. The 24-Hour recall revealed an energy-dense, carbohydrate-based diet. The contribution of total fat (30-32%) to the total energy is higher than the World Health Organization (WHO) recommendation of 15-30 percent. The daily fruit and vegetable intake (215.1g and 216.9g), according to the 24-Hour recall and lunchbox analysis respectively, was insufficient compared to the WHO-recommendation of >400g /day. Although the mean intake of most of the nutrients was sufficient, a large number of the participants did not meet requirements for the age group. The risk of overweight was high (24% for girls and 29.2% for boys) with 1.5 percent falling into the obese category. Conclusion: The results of the study indicated a high-fat and carbohydrate intake and a very low fruit and vegetable intake. The girl participants had better food choices for the lunchboxes but the majority of the participant’s daily intake did not meet the basic requirements of a balanced diet. The risk of overweight in the age category is an increasing problem among low- and high-income countries. Nutritional education should concentrate on healthy food choices in school lunchboxes as a large part of the day is spent at school.

From Integrative Summary: This research paper comprises of three sections that include: an evaluation report, a literature review and the research methodology. The first section assesses the management of resistance to change as encountered during the ELIDZ structural re-alignment initiative. The assessment was done after the change initiative had been implemented to see what could be learnt from the exercise, in order to be better prepared for future change programmes. The implemented change was initiated by the CEO of the ELIDZ but its criticality in terms of purpose, or the need for the change was unclear to many employees at the time of initiation. An examination of the literature on change management highlighted the importance of managing resistance to change as part of a change initiative, so as to ensure a successful transition. The review of the literature on management of resistance to change in section 2 of this paper examines the definition of management of resistance to change and in particular, covers key factors like change readiness, participation in change and change communication. These key concepts underpin effective management of resistance during change. The literature on management of resistance to change with respect to the role of change readiness, participation in change and change communication was used to develop a questionnaire that was used to assess the ELIDZ change initiative. The questionnaire was developed in a Likert Scale format with questions across the spectrum of change readiness, change participation and change communication. Section 3 of this paper describes how the quantitative research was provided to the population sample of employees from the ELIDZ where the questions on change readiness, change participation and change communication was used to assess the effectiveness of management of resistance to change during the ELIDZ change initiative. In addition section 3 provides an explanation of how the results of the research were derived. The results on change readiness suggest that the ELIDZ change initiative did not address change readiness adequately. There is therefore a risk of resistance to change that could manifest. This also indicates that change readiness must be planned more thoroughly in future change endeavours. Most of the population sampled did not feel that they participated in the change initiative, suggesting that the ELIDZ did not address participation in the change initiative adequately. Not enabling employees to actively participate in the change is tantamount to decreasing the potential for acceptance of change and increasing the risk of resistance to change. In order to ensure that future change initiatives are not met with employee resistance to change, the ELIDZ should plan for employee participation throughout the change process. The extent to which change communication was addressed in the ELIDZ change initiative was demonstrated by very poor results. The results from the population sampled suggest that the change was not well communicated to employees. As change communication is known to reduce the potential for resistance to change, it is imperative for the ELIDZ to plan for comprehensive communication strategies to cover the change process for future change action.

This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.

Thesis (MPhil)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: There are many new developments in education taking place specifically in the field of schooling. Some of these developments - school based management, OBE curriculum developments and the devolution of control to the school level have brought with it many significant policy changes. Many educational leaders are struggling to keep abreast with these transformational changes that are confronting them with regard to leadership and management of education, and educational structures within the school. Therefore, visionary leadership is an essential ingredient in understanding the democratic changes and restructuring taking place at present. Many principals at schools are struggling with the changes, while possibly not fully understanding the political, social and economic dynamics of these changes. This assignment seeks to establish the need for visionary leadership in order to meet the challenges and constraints educational leaders face in their attempts to effect transformation in South Africa. I strongly identify with the democratic principles used to overcome the challenges and constraints to redress education in South African schools. Interviews were conducted and data was constructed with principals of six different schools in the East London area. The educational leaders interviewed, ranged from primary to high school principals giving a vast expanse of expertise as leaders within a specific school community. This assignment is based on the assumption that there is scope for educational leaders to bring about greater change and transformation in schools. There are many ways to visualise an effective school landscape based on a combination of personal, organisational and professional strategies. This assignment can be considered a contribution in this regard. KEY WORDS: Educational leaders, transformation and visionary leadership / AFRIKAANSE OPSOMMING: Daar is baie nuwe verwikkelinge wat plaasvind in die onderwys veralop die gebied van skole. Baie van hierdie verwikkelinge, onder andere, skoolgebaseerde bestuur, kurrikulumontwikkeling en die oordrag van gesag op skoolvlak het baie nuwe, aanpasbare opvoedkundige beleide en veranderings verwesenlik. Baie opvoedkundige leiers worstelom aan te pas by hierdie veranderinge. Hierdie veranderinge vereis dat leiers en bestuurders in die onderwysomgewing en strukture binne skoolverband om meer responsief op te tree. Visionêre leierskap is 'n belangrike vereiste om die demokratiese veranderinge en herstrukturering van skole te bevorder. Baie skoolhoofde worstel met hierdie veranderinge, omdat hulle nie heeltemal besef wat van die politieke, sosiale en ekonomiese uitdagings wat verandering bied, verwag word nie. Hierdie taak poog om die noodsaaklikheid vir visionêre leierskap en die vereistes en beperkinge wat onderwysleiers konfronteer in hulle benadering om transformasie in Suid-Afrikaanse skole te bewerkstellig, te ondersoek. Onderhoude was onderneem en data was gekonstrueer met skoolhoofde van ses verskillende skole in die Oos-London-omgewing. Die onderhoude met die onderwysleiers het plaasgevind by primêre- sowel as hoërskole. 'n Omvattende uitbreiding van wysheid en vaardigheid as leiers binne 'n spesifike skool omgewing was geopenbaar. Hierdie taak is gebaseer op die aaname dat daar ruimte is vir onderwysleiers om beter transformasie in skole aan te bring. Daar is baie maniere om visuele, effektiewe skole se terrein, gebaseer op 'n kombinasie van persoonlike, organisitoriese en professionele strategieë, te verwesenlik. Hierdie taak kan beskou word as 'n definitiewe bydrae in hierdie verband. KERNBEGRIPPE: Onderwysleiers, transformasie en visionêre leierskap.

This research presents an overview of ethnic residential segregation in London, England, from 2001 to 2011 using four different methods of measurement. The purpose of the study was to both examine changes in the level of segregation among different ethnic groups between census dates and to compare various methods of measurement. Using the Index of Dissimilarity, Poulsen et al.'s (2001) typology classification and two different local statistics (Getis-Ord G* and Anselin Local Moran's I), the levels of concentration of the five main ethnic minority groups in London were measured for data from the 2001 and 2011 censuses. The five ethnic minority groups studied were: Black African, Black Caribbean, Indian, Pakistani and Bangladeshi. Of the five populations analyzed, only the Black Caribbean population showed any decrease in its overall level of segregation, while the other four all saw slight increases in segregation over the period. After comparing the four methods used, it was determined that while all offer a different perspective on the segregation of groups across space, the Anselin Local Moran's I statistic provides the most detailed result of variation in concentration across space.