Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.

Thesis (Ph.D. (Industrial Psychology)--North-West University, Potchefstroom Campus, 2008.

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

Le débat sur la justiciabilité des droits économiques, sociaux et culturels (c’est-à-dire le contrôle de leur mise en œuvre, plus précisément le contrôle des obligations étatiques qui découlent de ces droits) est en cours au sein de l’O.N.U. depuis 1945. Pourtant, les travaux préparatoires (notamment ceux de la Charte internationale des droits de l’homme et de la Charte européenne des droits de l’homme), les diverses évolutions internationales et régionales du régime juridique de ces droits, conséquences des nouvelles normes procédurales et des jurisprudences qui en découlent, offrent des ressources permettant que lesdits droits soient « justiciabilisés » ou « opposables » aux Etats. L’exploitation de toutes ces ressources aide à vider ce débat. C’est dans ce contexte qu’a émergé ; depuis 1997, un projet de Protocole facultatif au Pacte international relatif aux droits économiques, sociaux et culturels rédigé par le Comité qui a en charge le monitoring de ces droits. Nous avons revisité ce Protocole dans la perspective de passer d’un statut des droits économiques, sociaux et culturels virtuels à celui des droits concrets. / The United Nations are debating about the justiciability of the economic, social and cultural rights since 1945. The debate concerns the monitoring of the state’s obligations under the International convention on the economic, social and cultural rights. Since the creation of the United Nations, there is a need to strengthen legal protection of those rights. However, the « travaux préparatoires » concerning the Human rights International Charter and the Human rights European Charter, the internationals and regionals evolutions of their legal system lead to the justiciability of those rights. The exploitation of these resources and possibilities can help us to finish that debate. In this context, the Committee of economic, social and cultural rights has drafted, since 1997, an Optional Protocol to the International Covenant of Economic, social and cultural rights authorizing the monitoring of these rights. We have studied and revisited this Protocol so that the economic, social and cultural rights become not the virtuals rights but the concretes ones.

This thesis is a comparative case study of induction programmes from five different countries: Britain, Australia, New Zealand, United States, and Canada. The intent was to investigate pedagogical and structural factors prevailing within these induction programmes that would encourage the confluence of pre-service, induction, and in-service education. An examination of how these induction programmes might enhance ongoing professional development opportunities for the beginning teacher was also undertaken. Based on a review of literature concerning i) issues, parameters, and pedagogical perspectives of teacher education; ii) the socialization experiences and instructional challenges of beginning teachers; and iii) the processes, academic systems, and programme variations of induction the argument is made that many conflicting and complex pedagogical variables as well as historical, cultural, and educational factors may influence the establishment and institutionalisation of induction. A qualitative research methodology was employed using naturalistic inquiry techniques within a case and field study design. Data was derived from interviews, extant documentations, field notes, and evaluation summaries over a three-year period. Documented evidence revealed that no two induction programmes were identical, although various academic, governance, and organisational factors did indicate similarities within and among various countries. Confluence of the three stages of teacher education were generally absent from most programmes. Teacher assessment and supervision were identified as important strategies that could either enhance or obstruct professional development among beginning teachers. Self-evaluative activities incorporated as basic teacher assessment procedures were also profiled as critical factors in promoting a self-directed beginning teacher. From these findings an identification of five distinguishable paradigms or induction was developed. The five models have been categorized as the laissez-faire model, the collegial- model, the formalized mentor-protege model, the mandated competency-based model, and the self-directing professional model. The latter was absent from the induction programmes that were investigated. Thirteen recommendations were proposed based upon the research findings. Twelve recommendations described how induction may enhance the confluence of teacher education as well as how induction may establish continuous professional development for beginning teachers. A thirteenth recommendation identified how programme efficacy may be achieved within induction.

Given the question of how to further decrease childhood mortality and attain the fourth MDG in Bangladesh, the determinants of childhood mortality and successful health intervention programmes in a rural area of Bangladesh are examined in this paper. The binominal logit regression analysis, on Matlab HDSS data from 2001 to 2005, indicates that the child’s birth order, outcome of mother’s previous pregnancy, mother’s age, mother’s education, economic condition of the household, immunization, and place of delivery are important determining factors of childhood mortality. Interview discussions show that the delivery of health services is a determining factor for successful health intervention programmes. It is worth to note that childhood mortality levels are no longer significantly lower in the treatment area of Matlab. Furthermore, the intervention programmes in the area require continuous reform, especially in the fields of birth assistance and injury prevention.

Par le biais d’une étude de cas portant sur un conseil scolaire anglophone ontarien, la recherche entreprise avait pour objectif l’analyse de la mise en œuvre de politiques touchant l’éducation des élèves réfugiés du niveau secondaire en Ontario, soit la politique à l’égard des élèves English language learners de 2007 ainsi que la Stratégie ontarienne d’équité et d’éducation inclusive de 2009. La réalisation d’entrevues semi-dirigées auprès d’informateurs clés du conseil scolaire, du ministère de l’Éducation de l’Ontario et d’un organisme local d’aide à l’établissement des nouveaux arrivants, l’analyse de documents publiés par les deux premières entités ainsi que l’observation non participante à des réunions de comités consultatifs du conseil scolaire ont permis l’exploration de l’impact constaté ou potentiel de la mise en œuvre de ces politiques sur la mise en place d’un modèle de système inclusif de prestation de programmes et services en matière d’éducation des élèves réfugiés du niveau secondaire.

This study departs from the observation that since the late 1980´s educational programmes for curators have been established and since then expanded greatly. The programmes are part of a process of institutionalization and professionalization of the role of the curator within the international contemporary art field where the role as such has gained much power. Even though many statements have been made about this relatively new phenomenon of curatorial studies, there is a lack of sufficient research. The intention of this study is therefore to examine the educational programmes as such. The selection of 15 programmes has been made with the purpose to include early as well as newly established and to cover a wide geographic area. The starting point has been to ask what kind of knowledge and role of the curator the programmes are given prominence to. Using Michel Foucault´s and Norman Fairclough´s theory and methods on discourses I examine the programmes as a discursive practice. The analysis shows that there is a strong coherence within the field of the programmes and certain ideals, conventions and procedures are shared among them. The programmes are highly dependent on the professional field of curators – individuals as well as institutions are frequently being invited to lecture and support the students. The application procedures make sure that students who are willing to adopt to given ideals and norms, are being accepted. Furthermore the ideal role of the curator has been defined with the following concepts – new institutionalism, an expanded working field and discursive curating. The curator is highlighted as creative, critical and independent. These concepts have been singled out and made explicitly unique for the role of the curator by the programmes although aspects have clearly been taken from the role of the artist and the critics. The result has been a stronger competition between these positions. The programmes are institutions that promote the curator as an important and irreplaceable agent and to claim even a stronger position new assets have been singled out in the form of a theoretical and academic capital.         Educational programmes included in the study: École du Magasin, Grenoble, Whitney Independent Study Program, New York, Curating Contemporary Art, Art Royal College of Art, London, De Appel Curatorial Programme, Amsterdam, Center for Curatorial Studies, Bard College, Annandale-on-Hudson, New York, MFA Curating, Goldsmiths, London, CuratorLab - Curatorial Program for Professionals in Arts, Crafts and Design, Konstfack, Stockholm, Curating Art - International Master Programme in Curating Art, including Management and Law, Stockholm university, Curatorial practice, California College of the Arts, San Francisco, Post-graduate Programme in Curating, Zürich University of the Arts, PhD-programme Curatorial/Knowledge, Goldsmiths, London, Cultures of the Curatorial, Academy of Visual Arts Leipzig, CuMMA - Curating, Managing and Mediating Art, Aalto University, Helsinki, PhD-programme Curating, Zürich University of the Arts in collaboration with the university of Reading, Praxis Master’s Programme, Finnish Art Academy, Helsinki.

Ce travail s'inscrit dans le cadre des recherches menées autour de l'analyse et la visualisation des logiciels, notamment les logiciels à objets, et en particulier Java. Très brièvement, on peut dire que le but de cette thèse revient à tenter de répondre à une question fondamentale: comment faire pour faciliter la compréhension du logiciel par ses développeurs et concepteurs ? Ce travail de recherche est basé en grande partie sur deux axes principaux. Le premier consiste à analyser l'exécution des programmes, non seulement au niveau de la méthode, mais bien au niveau du bloc de base, pour recueillir des données d'exécutions avec un maximum de précision comme par exemple les différents types d'instances sur les sites d'appels. Le second axe considère l'utilisation des informations apportées par notre analyse dynamique de l'exécution pour permettre la visualisation de ces données. En effet, ces informations offrent des détails intéressants sur le fonctionnement du programme et aident à expliquer le comportement du logiciel, aussi bien pour déceler les problèmes de performance que les problèmes de codages. Nous proposons une technique souple et efficace qui effectue une analyse dynamique de l'exécution de programmes Java. Nous introduisons ainsi une nouvelle technique et un nouvel outil permettant de recueillir des informations encore non proposées par d'autres analyseurs. Cette approche trace l'exécution précise des programmes tout en ayant une baisse des performances d'exécution acceptable, laissant le programme final utilisable. De plus, nous proposons et expérimentons une approche basé sur la visualisation des relations au sein d'une représentation du logiciel par une métaphore de ville. Nous introduisons une nouvelle technique de représentation des relations nommée "3D Hierarchical Edge Bundles" qui est basée sur une représentation 2D existante nommée "Hierarchical Edge Bundles". Cette approche conserve la puissance de visualisation du logiciel offerte par la métaphore de la ville tout en ajoutant la représentation des relations, et cela d'une façon lisible. Ces travaux sont validés entre autres par le développement d'un outil d'analyse nommé VITRAIL JBInsTrace et d'un outil de visualisation nommé VITRAIL Visualizer. Ces outils sont la base de nos recherche actuelles sur l'étude de l'exécution des programmes objets.