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A demonstration session for a proposed environmental studies school in the Four Corners Region of Utah, Colorado, New Mexico and Arizona was conducted in June and July of 1971. The project was conducted by the San Juan School District of Utah. The detailed evaluation of the demonstration session and the curriculum is available through the San Juan School District, Monticello, Utah.Three extensive field trips, named "environmental expeditions," were conducted with 32, 15-18 year old boy and girl participants, three full time instructors, and guest instructors from government agencies and businesses of the area. Studies of a broad interdisciplinary nature, including geology, biology, and archaeology were devoted to investigating environmental problems in the Four Corners Area.Activities of the curriculum were completed in 14 days and included such events as a river boat ride on a remote section of the San Juan River, a two day back pack hike down a remote desert wilderness canyon, the study of the ruins and the culture of the ancient Anasazi Indians of the area and studies of alpine ecological conditions in the San Miguel Mountains of Colorado. The curriculum was designed around the assumption that learning is an emotional as well as an intellectual experience. Exciting and memorable events were combined with planned discussions and student investigations.Three program goals were stated. The school will:1) provide the student with basic information so he may better understand the total environment.2) help the individual student develop a concern for environmental quality that will motivate him toward solving environmental problems.3) provide the student with information necessary for him to play an effective role in solving environmental problems. The degree of achievement of the goals was determined by measuring student attainment of stated performance objectives. Evaluation involved (a) the use of taped oral interviews with participants prior to and following the school experience; (b) a multiple choice test on ecological and environmental management principles; and, (c) a questionnaire mailed to parents of participants. Also the success of the school was judged by the following criteria:1) The success of the school as an institution. Parents were requested to make written comments about the school. Statements with regard to strong and weak points and recommended changes were made by the staff.2) Student perceptions of the school. In pre-school interviews, views, students were asked to state specific outcomes that they expected from the school. In post-school interviews, students were asked to analyze the achievement of their expectations, to point out the highlights and the low points of the school and to recommend changes in the program.The evaluation of the school indicates that the program goals 1 and 2 were achieved to the expectations of the designers of the program. Goal 3, to provide the student with information necessary for him to play an effective role in solving environmental problems, was not fully achieved.The study indicates that these changes and additions may further the success of the school.1) Emphasis needs to be placed on teaching students personal and group actions to help solve environmental problems.2) Emphasis should be added in enumerating the causes of the environmental crisis.3) More of the program should be student planned.4) A greater effort should be made to understand environmentally responsible industry.5) The multiple-choice test, used to evaluate environmental management principles and ecological relationships learning, should be used in future sessions.6) The session should be lengthened, by at least one day, with out including more activities.These recommendations have been incorporated into the revised curriculum for the school.

The aim of this essay is to study and examine the EU's anti-trafficking measures in relation to human rights. This study will be a policy study on EU policy documents. In this study, a main question and a sub-question have been selected which read:What anti-trafficking measures has the EU presented between the years 2012-2016 to prevent trafficking? Are human rights associated with trafficking?  The theory that comes into use consists of the neo-institutional theory and its three pillars presented by Scott. R. Also presented is a short section of President Bush's speech in 2003 on trafficking  Under the strategies several measures are categorized. Two out of many measures presented are: Ensuring preventive financial investigations and integrating the EU's external functions. Regarding the question of human rights and trafficking and if they are related to each other. It has indicated that these two have a close connection with each other. As human rights and the fight against trafficking are highly established.

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Teacher education enrollment has decreased 74% since 2013. Simultaneously, attrition rates have increased, with 20-50% of new teachers quitting within the first five years. These combined factors have brought California into a new teacher shortage, necessitating fast-track pathways to credentialing. Fast tracks and lowering of requirements often result in teachers not being prepared to teach as they begin their careers, and as data illustrates, children in high-poverty communities of color are those who are predominantly taught by non-credentialed teachers. This dissertation is a historical policy study on how educational policies enacted in California to address shortage have affected the supply and demand of teachers and how effective these policies have been in terms of recruitment and retention. Findings revealed a search for balance between maintaining high standards for teacher education, while still meeting the needs of the field through creating alternative pathways to credentialing. An interpretive analysis of these policies and corresponding data informed the formulation of a set of recommendations, including the need to increase retention through ensuring high quality teacher education and ensuring the support of new teachers. The residency model is one recommended approach that increases the clinical component of teacher education while making it more affordable. Also recommended is greater attention to making compensation competitive with other fields, as well as increasing financial assistance for tuition and providing housing subsidies. A last recommendation is to create a state-wide database to track teachers and their career paths in order to maintain a greater understanding of the field.

La thèse s'intéresse à la prise en compte de l'individu dans les politiques locales du logement des personnes défavorisées, issues de la loi Besson de 1990. A partir de l'étude de quatre départements, par l'observation de commissions d'attribution des aides, elle approfondit la notion de magistrature sociale, en y intégrant les notions de situation, représentation administrative des demandeurs, de problématiques, catégories publiques de perception des problèmes de l'individu, et de mise en récit mettant en cohérence ces éléments. Ces observations mettent en lumière des tensions entre des normes, informelles, et des règles, formelles, dans l'attribution des aides et la forme du travail des commissions. Elles sont le reflet d'un antagonisme plus profond entre un principe d'individualisation des aides et un principe d'équivalence qui veut que des situations semblables soient traitées de manière semblable. Ces politiques du logement des personnes défavorisées peuvent être vues comme proches des politiques d'insertion, s'insérant dans un même paradigme d'action publique. Elles portent certaines visions de l'individu, un « individualisme institutionnel ». Cette individualisme est marqué par le modèle de l'individu autonome et responsable. Les recherches menées permettent de dégager trois modes de prise en compte des individus défaillants par rapport à ce modèle : les victimes - de contraintes extérieures -, les coupables-responsables - en raison de leurs actes - et les incapables - dont certaines compétences sont altérées. La question de la bonne foi, posée dans le cadre de la prévention des expulsions locatives, vise alors à départager des situations indécises entre les figures de victime et de coupable-responsable / This is a study about how the French local policies for deprived people housing take in account the individual. It is based on the observation of four French local authorities and their grantsallocating commissions. It specifies the notion of social magistracy, explaining on what they work : the situations, which are the administrative representation of the applicants, the problematics, which are the public frames to take in account individual's problems and the story-setting that build a coherence among these different elements. These observations show the tensions between informal norms and formal rules in the allocating process and in the work of the commission itself. These tensions are bound to a deeper antagonism between the principle of individualising the assistance and the equivalence principle, for which similar situations should have similar treatment. These housing policies can be included in the same policy paradigm as the integration policies. They hold specific views of the individual, an institutional individualism. This kind of individualism is influenced by the pattern of the autonomous and responsible individual. This research shows three ways of dealing with defaulting individuals : they can be victim - of external constraints –, guilty-responsible – of their acts – or incapable, lacking some competencies. Thus the good faith criteria, on which the eviction procedure particularly emphasizes can be seen as a way of sorting out uncertain situations between victims and guilty-responsible individuals

This policy analysis study focuses on the leadership and employeeship policy documents that are in use within The Swedish National Board for Institutional Care agency. In order to conduct this policy analysis, the What's the problem represented to be approach (referred to as the WPR approach) based on a poststructuralist perspective is applied. This policy analysis sets out to examine how collaboration is represented in the leadership and employeeship policy documents, to analyse the presuppositions that arise from the analysis and to explore the measures that can be implemented in order to address collaboration. It results in illustrating how collaboration is represented as a problem in the policy documents. It brings to the fore presuppositions that arise from this representation and also generates new ideas on alternative ways to present and implement collaboration. This concurs with this study's preset that collaboration is in need of elaboration and improvement within the agency's departments.

The transformation processes occurring in the South African curriculum context has highlighted a need for improving ways of interpreting and implementing curriculum requirements, in ways that are relevant to the context of learners and their experiences. Outcomes Based Education (OBE) encourages teachers to develop learner centred and active learning approaches. In this research I explore the development of how a School Environmental Policy can contribute to active learning in the context of the National Curriculum Statement for Grades R-9 (NCS R-9). I employed a participatory action research approach in which I worked with other teachers in my school to develop a School Environmental Policy, and then implement associated lessons. In cycle 1 this research focused on the School Environmental Policy development processes. In cycle 2 the research focused on designing and implementing three Lesson Plans in Makana Public Primary School (in three phases). I used a range of data generation strategies such as observations, use of a reflective journal, semi-structured interviews, focus group discussions, a workshop, photographs and document analysis to generate data for the study. All participants collaboratively discussed and agreed upon the research , and the two teachers who developed the lessons with me also reflected on the process of Lesson Planning and active learning, but I was responsible for the final interpretation presented in this thesis. The research indicates that the School Environmental Policy led to the planning of active learning processes and that the School Environmental Policy and the active learn ing approach are consistent with OBE policy and philosophy. The study also indicates that the School Environmental Policy and the active learning approach strengthened the use of Learning Outcomes, but not necessarily Assessment Standards and that the active learning approach promoted enquiry in lessons. The research further indicates that the School Environmental Policy and active learning processes contributed to school improvement and work towards a healthy environment. The School Environmental Policy also encouraged educators to address school community environmental issues and build stronger links with parents. The study also led to a set of recommendations to improve the School Environmental Policy and active learning process in ways that address the NCS requirements for learning and assessment.

PhD (African Studies) / Department of African Studies / Vanhu vo tala va vile xiphemu lexi endleke leswaku ndzavisiso lowu wu humelela. Ndzi khensa nghamu na vana lava va ndzi hlohloteleke no ndzi seketela hi mianakanyo. Ndzi tata ku khensa eka vatswari lava va nga phuphu ya mina. Vamakwerhu lava a va ndzi khutaza eka gondzo leri a ri nga olovi, kambe va ri olovisa leswaku ndzi kota ku rhelela. Ndzi ri, xandla eka henhla xin’wana xandla! Eka wena mudzaberi wa thesisi leyi, Dokodela Chauke M.T, namuntlha ndzi dya mihandzu leyi u tikarhateke swinene hi ku chela manyoro u cheleta yi kala yi vupfa. U bile comana swikwembu swi kala swi huma kutani namuntlha ndzi thwasile hikuva nyongwa se ndzi yi khomile hi mavoko ya mina. Dokodela Babane M.T na wena u vile mupfuneti wa mudzaberi hi vutshembeki. Tatana Maluleke (Ngwenya) Tinyiko na vapfuneti va wena hi tlhelo ra ku thayipa xitsariwa lexi wa khensiwa. Hakunene u ngwenya. Sesi Kudakwashe Chirobe, nseketelo na mitirho ya wena eka vuhumelerisi bya thesisi leyi swi khenseka hi xiheri (Zvakanaka shamwari!). buti Respect Mlambo na wena sesi Kudakwashe migingiriko ya n’wina ya ku ya hala na hala ku tiyisisa leswaku xitsariwa lexi xi tixaxametisa na swilaveko swa xihofisi swi tswarile mihandzu leyinene. I vanyingi lava hoxeke xandla ehenhla ka ndzavisiso lowu, ndzi ba mandla ndzi vuyelela eka n’wina hinkwenu handle ko mi hlaya hi mavito. Ndzi tlangela ku humelerisiwa ka mafumelo ya xidemokirasi laha Afrika-Dzonga. Swi ta va swi nga hetisekangi eka mina ku va ndzi vulavula hi xidemokirasi xa Afrika-Dzonga loko vito ra Dokodela Rolihlahla Mandela ri nga boxiwangi. Hi un’wana wa tinghanakana ta valweri va ndzingandzingano wa tindzimi eka swin’wana swa swona. Ingi moya wa yena wu nga wisa hi kurhula swinene. Eku heteleleni, ndzi khensa Muvumbi tanihileswi masungulo ya vutlhari ku nga ku chava Yehovha. Hi yena loyi a ndzi tsetseleleke no ndzi hletela ku kondza ndzi gwaza. / NRF