Focusing on the ‘Sustainable schools’ strategy, a programme launched in 2006 by the former United Kingdom government, this thesis examines the relationship between sustainable development and schools. It analyses how the abstract and contested concept of sustainable development (Scott & Gough 2003), is translated into education practices in state-funded primary schools in England and Portugal. The collection of data in two different countries is explained by the fact that it was in England that the ‘Sustainable schools’ policy was developed. Portugal was selected due to a requirement from my Portuguese sponsor, providing a valuable opportunity to explore the role of the context in the development of education for sustainable development (ESD) in primary schools. Taking a sociological approach, this study explores the practices of education for sustainable development and the factors that shape those practices. It looks at the way schools make choices, what they prioritise, and what the key elements influencing the development of ESD are. ‘What does one want ESD for?’; this is the underlying question behind the research, and so practices are contrasted with motivations, interests, agendas and expected outcomes. There is no single definition of ESD, given the complexity involved, and so to accept the importance of the concept of sustainability for education is to accept something that constitutes a problem (Corcoran & Wals 2004). Sustainability itself is a normative ethical principle, not a scientific concept as such, and since it has both necessary and desirable characteristics, there is no single model of a sustainable society (Robinson 2001). By providing robust data on how schools interpret, organise, decide, and implement ESD, my research contributes to the discussion of the role of schools in the transition to a ‘fairer and greener’ world. Literature claims, policy ideas and school practices are compared and contrasted with the aim of ‘demystify’ ESD and question the intentions, the expectations and the projected ESD outcomes The key research question of this study aims to identify the limitations of ESD in the shift to a ‘greener and fairer’ world. In order to do that, this thesis researched three other sub-questions: a) how is sustainability translated into practice in state-funded primary schools? b) how important is the promotion of ESD in primary schools’ agendas? and c) how was the ‘Sustainable schools’ project designed to prepare pupils for current and future environmental and social challenges. On the search for answers, several dilemmas were identified: of teaching about sustainable development versus practising it; of promoting critical thinking versus promoting specific knowledge, values and behaviours; of accepting the sustainable development concept or challenging it; of reducing the school’s environmental impact or developing the curriculum. These must all be faced by those dealing with ESD. Using a mixed methods approach, I explored these particular issues by researching five state-funded primary schools in England, some of which considered exemplary of the best practice of ESD. The case-studies research was followed by an online questionnaire sent to selected schools in England and Portugal. The questionnaire was used mainly to develop further the understanding of the results gathered with the case studies, providing a more robust image of ESD practices and its context. My research concludes that schools value ESD and tend to deal with its complexity by dividing the main ideas within the concept of sustainable development, into specific themes and activities, such as recycling, turning off lights or growing vegetables. The development of the school’s grounds, the investment in eco-features, and the activity-based projects are the most common practices found in the different schools. In this sense, there is a significant degree of standardisation in the projects developed, combined with a diverseness of specificities explained by the context, or the way the diverse factors, such as the location, the size, and the resources of the school, are used and combined. The limitations of ESD in the shift to a ‘greener and fairer’ world are plentiful, related to schools’ internal and external constraints, revealing the need to adjust expectations and resources to the projects developed by schools.

Context: Adopting agile practices has proven to be successful for many practitioners both academically and practically in development scenario. But the context of agile practices adoption during software maintenance is partially studied and is mostly focused on benefits. The success factors of agile practices during development cannot be related to maintenance, as maintenance differs in many aspects from development. The context of this research is to study the adoption of different agile practices during software maintenance. Objectives: In this study, an attempt has been made to accomplish the following objectives: Firstly, to identify different agile practices that are adopted in practice during software maintenance. Secondly, identifying advantages and disadvantages of adopting those agile practices during software maintenance. Methods: To accomplish the objectives a case study is conducted at Capgemini, Mumbai, India. Data is collected by conducting two rounds of interviews among five different projects which have adopted agile practices during software maintenance. Close-ended questionnaire and open-ended questionnaires have been used respectively for first and second round interviews. The motivation for selecting different questionnaire is because each round aimed to accomplish different research objectives. Apart from interviews, direct observation of agile practices in each project is done to achieve data triangulation. Finally, a validation survey is conducted among second round interview participants and other practitioners from outside the case study to validate the data collected during second round interviews. Results: A simple literature review identified 30 agile practices adopted during software maintenance. On analyzing first round of interviews 22 practices are identified to be mostly adopted and used during software maintenance. The result of adopting those agile practices are categorized as advantages and disadvantages. In total 12 advantages and 8 disadvantages are identified and validated through second round interviews and validation survey respectively. Finally, a cause-effect relationship is drawn among the identified agile practices and consequences. Conclusions: Adopting agile practices has both positive and negative result. Adopting agile practices during perfective and adaptive type of maintenance has more advantages, but adopting agile practices during corrective type of maintenance may not have that many advantages as compared to other type of maintenance. Hence, one has to consider the type of maintenance work before adopting agile practices during software maintenance.

Background: Parents are an important influence on children's dietary intake and eating behaviors. However, the lack of a conceptual framework and inconsistent assessment of food parenting practices limits our understanding of which food parenting practices are most influential on children. The aim of this study was to develop a food parenting practice conceptual framework using systematic approaches of literature reviews and expert input. Method: A previously completed systematic review of food parenting practice instruments and a qualitative study of parents informed the development of a food parenting practice item bank consisting of 3632 food parenting practice items. The original item bank was further reduced to 110 key food parenting concepts using binning and winnowing techniques. A panel of 32 experts in parenting and nutrition were invited to sort the food parenting practice concepts into categories that reflected their perceptions of a food parenting practice conceptual framework. Multi-dimensional scaling produced a point map of the sorted concepts and hierarchical cluster analysis identified potential solutions. Subjective modifications were used to identify two potential solutions, with additional feedback from the expert panel requested. Results: The experts came from 8 countries and 25 participated in the sorting and 23 provided additional feedback. A parsimonious and a comprehensive concept map were developed based on the clustering of the food parenting practice constructs. The parsimonious concept map contained 7 constructs, while the comprehensive concept map contained 17 constructs and was informed by a previously published content map for food parenting practices. Most of the experts (52%) preferred the comprehensive concept map, while 35% preferred to present both solutions. Conclusion: The comprehensive food parenting practice conceptual map will provide the basis for developing a calibrated Item Response Modeling (IRM) item bank that can be used with computerized adaptive testing. Such an item bank will allow for more consistency in measuring food parenting practices across studies to better assess the impact of food parenting practices on child outcomes and the effect of interventions that target parents as agents of change.

In this multi-case qualitative research study I explored the beliefs and practices of selected Tanzanian pre-primary educators, with regard to the role of play in early years education. The purpose was to gain insights into how the educators conceptualize play, understand its contribution to development, and if and how they incorporate it into their teaching/learning activities. Factors influencing their beliefs about play also were investigated. The study helps address an imbalance in the professional knowledge base in Early Childhood Education by providing research about play from a non-Western context. Fifteen interviews were conducted with three head and five pre-primary teachers from four schools. Observations (a total of 240 minutes at each school) were made to establish the presence of play and playful behaviour, with selected sessions video-recorded. Video clips, used to aid recall of, and reflection on, teaching practices and activities supported the teachers’ interviews. Information from observations and curricular document reviews was used to enrich the findings from interviews. Data were thematically coded and Fleer’s (2002) three sociocultural planes (personal, interpersonal, and community) used to analyze the influences on participants’ beliefs and practices. Findings indicate that play is primarily understood to consist of enjoyable physical activities which teachers can exploit to motivate/activate children before and during lessons, but such play was not seen to contribute directly to the cognitive/academic development education is expected to enhance. Large class size, parents’ demands for written work, curriculum requirements and teachers’ limited competence were found to impede provision for play in the classroom. Implications and recommendations for contextually appropriate policy, curriculum, and pre-primary teacher education programs are outlined. The need for expansion of traditional notions of play and its role in education, as well as the use of traditional games and culturally meaningful materials in the curriculum are highlighted. / Graduate

In the postmodern society we live in whereby citizens create their unique identities and sense of belonging not by whom they associate with but rather with what they consume (Arrow & Dasgupta, 2009; Berner & Van Tonder, 2003; Kacen, 2000). Addressing the fast-paced lifestyles postmodern consumers are leading and the impact thereof on the natural environment is in many political, economic, academic and social circles high on the agenda (Benton & Ferry, 2010). Studies relating more specifically, to the true impact of consumer behaviour on the environment and the ultimate sustainability thereof for future generations is becoming of great importance. In order to assure future generations the same quality of life and access to natural resources it becomes paramount that investigation sets forth the behaviour of consumers today. This study investigated postmodern consumers’ consciousness of climate change and subsequent food procurement practices. The research identified certain sustainable consumption practices and uncovered very clear deficits with regards to consumers’ knowledge of climate change. Overall results revealed that most consumers either portray or aspire towards lifestyles that reflect luxury and convenience. It was found those who were willing to live more sustainably struggled to do so due to societal pressures, poor support and a knowledge deficit in terms of mitigating skills. This research further discovered that the current lifestyles postmodern consumers’ aspire to encourage very definite changes in terms of gender roles (i.e. more women competing on par with men), which have detrimental effects on their ability to lessen unsustainable behaviour. Recent literature states that women should be viewed as positive agents of change due to their prominent role in socialising their household members (Buckley, Cowan, McCarthy, & O'Sullivan, 2005) and therefore a portion of the research focused on the specific contribution or lack thereof females have toward sustainable consumption practices within a postmodern society. However, this research identified that with a proper knowledge of sustainable consumption practises and mitigating skills the postmodern consumer is able to have a profound impact on curbing the detrimental effects of unsustainable practices and therefore rightfully deserves more attention. / Dissertation (MA)--University of Pretoria, 2014. / lk2014 / Consumer Science / MA / unrestricted

Background: Clinical reasoning is the ability to reason as a clinical situation changes and is an essential component of competence in nursing practice. However, some traditional teaching and learning strategies do not always facilitate the development of the desired clinical reasoning skills in nursing students. Problem statement: Nurse educators at a military nursing college in Gauteng are predominantly utilising traditional teacher-centred teaching and learning strategies. The concern is that if students are predominantly taught by means of traditional teacher-centred strategies this may not contribute to the development of the desired clinical reasoning skills required for nursing practice. To improve educational practices to promote the development of student nurses' clinical reasoning skills, the researcher conducted an action research study. Aim: The aim of the study was to facilitate a process of change towards improving educational practices in order to promote the development of undergraduate student nurses' clinical reasoning skills. Methodology: Action research was used to conduct the research study by means of three phases. During Phase 1: the Baseline phase, data was collected by means of unstructured interviews with nurse educators and head of departments to explore and describe the challenges experienced by nurse educators in utilising alternative educational practices. During Phase 2: the Action Research Process phase, an action research group was established to co-construct an action plan to address the identified challenges. Four action research cycles each comprising four steps, namely plan, act, observe and reflect was implemented. Phase 3, the Evaluation of the Action Research Process phase, evaluated the outcomes of the action research process by means of the World Café data collection method. Qualitative data from Phase 2 was analysed using the steps outlined in Saldaña (2013). The activities conducted during the action research group workshops were recorded and minutes were kept. Data from the World Café was analysed using the creative hermeneutic data analysis method as suggested by Boomer and McCormack (2010). Findings: The challenges encountered by nurse educators were explored and the following four main themes emerged: educational practices; clinical learning environment; military learning environment; and role players in the teaching and learning environment. The challenges were prioritised by the action research group into four strategies: teaching, learning and assessment strategies; the clinical learning environment; continuous professional development; and support and selection of students and nurse educators. An action plan was co-constructed during Phase 2 by the action research group participants. The project was evaluated by the action research group as successful. The action research process contributed to the professional development of the nurse educators and resulted in the utilisation of more student-centred teaching, learning and assessment strategies. Conclusions: An action plan was developed to improve educational practices at the South African Military Health Service Nursing College. The researcher also developed a conceptual framework to promote clinical reasoning skills. Addressing nurse educator challenges in collaboration and empowering them with the means, opportunity and skill to utilise studentcentred teaching and learning strategies may contribute to the development of undergraduate student nurses' clinical reasoning skills. / Thesis (PhD)--University of Pretoria, 2017. / Nursing Science / PhD / Unrestricted

Magister Artium - MA / This study aims to investigate the extent to which the increasing demand for medicinal plant and the resulting pressure on local cultivators to meet the demand impact upon cultivation and gathering practices of such plants. The specific focus is on the social practices of cultivation and gathering of medicinal plants in Ebenhaezer, a small-scale peri-urban town in Matzikama in the Western Cape Province in South Africa. This study will utilize survey and in-depth interviews techniques complemented with a focus group discussion on observed cultivation and gathering practices.

Ce travail s’intègre à deux projets syro-américains au Nord de la Syrie : le projet de fouille à Tell Mozan / Urkesh (G. Buccellati et M. Kelly Buccellati) et le projet de fouille à Tell Hamoukar (C. Reichel et S. al-Kintar). Il s’agit de deux fouilles programmées en coopération avec la Direction Générale des Antiquités et des Musées de Syrie (DGAM). Nous souhaitions, à travers cette étude archéothanatologique, réintégrer les données anthropologiques dans les analyses de population au même titre que les données archéologiques, pour approfondir les connaissances préétablies, en développant une approche multidisciplinaire sur des données inédites. Une telle recherche se révélait essentielle pour compléter cette mosaïque de connaissances des diverses sociétés anciennes qui ont occupé la Haute Mésopotamie du Chalcolithique à l’âge du Bronze moyen (3700-1600 av. J.-C.) laissant derrière elles des évidences précieuses. / This disseration deals with two Syrian-American excavation projects in the north of Syria: the one at TellMozan / Urkesh (G. Buccellati Buccellati and Kelly) and the project at Tell Hamoukar (C. Reichel and S. al-Kintar).These two excavations are planned in the cooperation with the Directorate General of Antiquities and Museums ofSyria (DGAM). We aim, through this archeothanatological study to reintegrate the anthropological data in the globalarcheological analysis of the population as well, in order to deepen our pre-established knowledge in the same timeof developing a multidisciplinary approach on such unpublished data. Such research is essential to complete thisrevealed knowledge mosaic of various ancient societies that occupied Upper Mesopotamia from Chalcolithic to theMiddle Bronze Age (3700-1600 BC.) leaving behind valuable evidences.

Magister Administrationis - MAdmin / This exploratory study seeks to critically explore human resources development with regard to the career needs and stages of the Namibian Police (NAMPOL). Documents were perused on the issue of the current human resources development and its relevancy to the training and development within the Namibian Police. Questionnaires were completed by a representative sample of NAMPOL officials from different departments of the police. Interviews were also conducted with selected officials on training and development of personnel. Recommendations are given as a model for improving the Namibian Police human resources development system as an effective training and capacity building system for members of the police force to perform their tasks effectively. / South Africa

Magister Artium - MA / IsiXhosa is one of the Nguni languages. It falls under the Bantu Languages and is spoken mainly by people living in the South Eastern and Western regions of South Africa. Traditionally, language symbols were frequently used by the Xhosa people to shape their culture as well as to instil values that were highly regarded in their society, such as ubuntu (humanity). Their oral traditions were passed on from generation to generation − through narratives, proverbs, idioms, riddles, songs and praise poems. The elders would name their children using phrases from oral expressions and by doing so, help in the preservation of societal norms and values. IsiXhosa names that are taken from all forms of oral literature are known as proverbial names. During the colonisation of South Africa, the arrival of European settlers with different culture and values rapidly overhauled the Xhosa society and their customs. Given that certain, if not all oral traditions, including that of the traditional naming system, did not meet the approval of the new masters, a new naming system was imposed on the population. However, the end of the apartheid regime in the 1990’s ushered in a new era of indigenous cultural revival and in particular a trend to revert back to traditional isiXhosa naming practices. Conversely, most proverbial names have overtime been detached from the original oral literature and do not necessarily convey the original meaning or message. Therefore, this study undertakes to explore the meanings of isiXhosa proverbial names in relation to isiXhosa culture. It also provides a deeper insight into the origin and conceptualisation of isiXhosa names in relation to isiXhosa traditional oral literature, namely proverbs, idioms, riddles and poetry. A review of historic data related to the subject and a survey was conducted with adult isiXhosa speakers to ascertain whether the meanings of proverbial names are transparent to them. The study shows how naming practices played an important and defining part in the oral history of the Xhosa people. It also served as a system to record the events that happened around the time of birth. The comparison of results from the desk study and the respondents’ interpretations revealed that the meanings of names from oral traditions are inseparable from a socio-cultural matrix.