Cette thèse vise à proposer un programme global d’interprétation qui intègre les patrimoines naturel et culturel, matériel et immatériel, en s’inspirant des principes internationaux d’interprétation venant de pratiques diverses (parcs nationaux, musées, lieux historiques) et de leur application à la totalité d’un site patrimonial, dans un contexte de pays du Sud. Elle présente le cas du Parc National Historique : Citadelle, Sans-Souci, Ramiers (PNH-CSSR) le plus important des sites patrimoniaux et touristiques d’Haïti car il comprend des monuments considérés comme symboles de l’identité historique nationale. Inscrit depuis 1982 sur la liste du patrimoine mondial de l’UNESCO, ce parc ne disposait pas encore de programme d’interprétation. Ainsi, l’étude vient combler cette lacune en proposant un outil complet d’interprétation qui tient compte des potentialités du site tout en montrant comment il peut contribuer à sa mise en valeur optimale. Utilisant une approche pluridisciplinaire, la recherche repose sur des observations participantes et des entrevues semi directives ainsi qu’un corpus composé de documents historiques et ethnographiques. Le programme de mise en valeur mobilise des représentations théâtrales et musicales, des expositions muséales virtuelle et réelle, des brochures, des panneaux d’interprétation et de signalisation ainsi que des guides locaux formés sur le site. Il met l’accent sur la participation locale à travers des activités d’animation, la transmission des valeurs du site, des produits d’interprétation, et des services culturels essentiels destinés à soutenir le développement du tourisme durable sur le site. Liant la pratique à la théorie, la thèse comprend une phase d’expérimentation sur le site du programme d’interprétation proposé. L’évaluation de l’application du programme d’interprétation a montré que celui-ci est adapté aux besoins actuels et futurs du parc, aux objectifs formulés par l’État haïtien pour le développement touristique de la région et du site, aux attentes des résidents et des visiteurs présents ou potentiels. Ce travail de recherche constitue une contribution pionnière à l’avancement des connaissances dans le domaine de l’interprétation du patrimoine, particulièrement en Haïti. Ce programme d’interprétation original voudrait servir de modèle pour l’ensemble des parcs nationaux du pays, voire même pour d’autres parcs nationaux dans le monde. / The purpose of this essay is to propose a global program of interpretation, which integrates the different kinds of heritage, natural and cultural, tangible and intangible. It takes its inspiration from the international principles of interpretation arising out of various practices (followed, for example, by national parks, museums, historic sites) and their application to the overall values of a park, understood as a heritage site in the context of a developing country. The case study presented is that of the National Historic Park: Citadelle, Sans-Souci, Ramiers (PNH-CSSR), Haiti’s most significant heritage and tourist site, which includes monuments considered as symbols of the national historic identity. On the UNESCO world heritage list since 1982, this park has, as yet, no program of interpretation. As a result, the study sets out to fill this gap by proposing a complete interpretative program that takes into account all the potential of PNH-CSSR, while showing how this tool can help accentuate its best qualities. Using a multidisciplinary approach, the study is based on participant observations and semi-directive interviews along with a corpus made up of historical and ethnographic documents. The interpretation process puts into use a host of resources, such as theatrical performances, musical presentations, museum exhibitions both virtual and real, brochures, interpretive panels and signage, and local guides trained on site. In this way, emphasis is laid on local participation through group activities, the communication of the site’s values and interpretive products along with essential cultural services for the development on the site of sustainable tourism. Joining practice to theory, this essay includes an experimental phase on the site of the proposed interpretive program. Assessing the application of this program has shown it to be adapted to both the current and future needs of the park, to the goals set by the Haitian State for touristic development in the region and at the site, to the expectations of residents and of visitors, those at present and those to come. This research constitutes a pioneering endeavour to assist in the advancement of knowledge in the field of heritage interpretation, especially in Haiti. This original interpretive program seeks to serve as a model for that country’s national parks as a whole and, further, for national parks worldwide.

<p>Elementary School Lunch Programmes: An analysis and a proposal.</p> <p>Where are our six to twelve year old children at noon? What do they do at lunch? Who is responsible for noontime supervision? What attitudes prevail in the minds of parents, educators and politicians regarding lunchtime supervision? Are the needs of parents, children and educators being recognized? If not, what are the social implications of continued current practices?</p> <p>The intent of this project has been to examine these questions in relation to social changes resulting from the inclusion of mothers in the work force.</p> <p>Questionnaire mailings followed by an interview study of educators and other concerned citizens in the Hamilton area, identified legal responsibility for lunchtime child care to be with the school.</p> <p>Based on the conception of lunchtime as a legal inclusion in the school day and the educational potential this time affords, it is proposed that lunchtime be structured into the school's curriculum in the form of an Educational Lunch Programme.</p> <p>It is argued that legal custodial responsibility of the school at lunch be recognized as a realistic social expectation. Lunchtime child care, organized as an Educational Lunch Programme, represents a "need" fulfillment of contemporary society.</p> <p>This paper concludes that continued research and curriculum design decisions are required in the development of the proposed elementary school Educational Lunch Programmes.</p> / Master of Arts in Teaching (MAT)

Thesis (MBA. (Business Administration)) -- University of Limpopo, 2022 / This study investigated the socio-economic effects of the youth unemployment on the economy of Limpopo Province. Youth unemployment is rife in the province whereby drugs, alcohol abuse, HIV/AIDS, and crime affect young people. A great number of these young people are unskilled or semi-skilled and are therefore not able to create jobs for themselves; they rely on government for job creation. Thus, a research was conducted in Capricorn District of Limpopo Province, wherein participants were drawn from two municipalities. The two municipalities that were identified for the study were Polokwane and Lepelle-Nkumpi. These municipalities were identified due to the number of active youth programmes that they conduct. A total of 54 individuals participated in the study. They included the municipality officials and the young people. A quantitative research approach was used to collect and analyse data. A Likert scale was used as a research instrument to collect data. Self-administered questionnaires were distributed to the selected participants. Thus, the Statistical Package for the Social Sciences (SPSS) version 25 was used to analyse data. The major finding in the research was that unemployment affected all the youth across the entire education spectrum. The study therefore recommended changes in the education system, and rigorous programmes on entrepreneurship.

Le but de notre travail a été d'évaluer l'efficacité de l'enseignement religieux catholique dans le domaine moral. En effet au Québec la formation morale se fait en principe par le biais de trois programmes: l'enseignement moral et religieux catholique, l'enseignement moral et religieux protestant et l'enseignement moral non-confessionnel. Afin d'évaluer l'enseignement religieux nous avons construit un test fondé sur le concept d'éducation morale développé dans le programme d'enseignement moral non-confessionnel du 2e cycle du secondaire. Nous l'avons administré sous deux formes parallèles à plusieurs groupes de finissants de 5 e secondaire inscrits tant en enseignement religieux qu'en enseignement moral. Nous avons distingué à l'intérieur du test deux sous-tests: l'un axé sur les connaissances dans le domaine moral, l'autre sur les attitudes en regard de certains problèmes moraux. Le test a démontré un coefficient d'homogénéité de 0,88. Les résultats démontrent que les élèves ayant reçu l'enseignement moral non-confessionnel pendant tout le 2e cycle du secondaire obtiennent des résultats supérieurs, essentiellement parce qu'ils ont des connaissances plus étendues dans le domaine moral, car au niveau des attitudes, les résultats sont pratiquement identiques. Les élèves qui ont reçu un mélange des deux enseignements ont obtenu des résultats nettement plus faibles que ceux dont le parcours a été homogène. On a noté que certaines variables comme le sexe et le rendement scolaire général amènent des écarts de résultats plus considérables que l'enseignement reçu. Enfin, on a pu identifier certaines faiblesses plus spécifiques chez les élèves ayant reçu l'enseignement religieux.

Approaches to projects and development have undergone considerable change in the last decade with significant policy shifts on governance, gender, poverty eradication, and environmental issues. Most recently this has led to the adoption and promotion of the sustainable livelihood (SL) approach. The adoption of the SL approach presents challenges to development interventions including: the future of projects and programmes, and sector wide approaches (SWAPs) and direct budgetary support. This paper `An Appraisal of the use of livelihoods approaches in South Africa¿ is the second in the series of project working papers. This is the output of a literature review and series of interviews on sustainable livelihood approaches, projects, programmes and sector wide approaches in South Africa. / Department for International Development

L'Education pose aux jeunes Etats d'Afrique un défi: alphabétiser et recycler les adultes, former des jeunes pour en faire les agents de développement avec des moyens dérisoires, donner à tous l'occasion et la possibilité d'améliorer leur niveau de vie, enfin accomplir ces programmes dans le respect des valeurs culturelles négro-africaines. Cela n'est pas facile; cependant il faut l'accomplir rapidement su risque de se laisser dépasser par l'ampleur de la tâche. Les populations deviennent en effet de plus en plus nombreuses et leur impatience pour une vie moderne, de plus en plus pressante. C'est pour faire face & ces problèmes que les Etats d'Afrique ont conservé les systèmes d'enseignement imposés par la colonisation occidentale. Ces systèmes, quoique non adaptés au contexte africain, semblent les seules voies d'accès à une vie moderne et c'est sans doute pour la même raison que la Conférence sur l'Education en Afrique, réunie à Addie-Abéba en 1961 par l'UNESCO, a fixé les priorités suivantes dans le cadre d'une planification à court terme (1961-1965) et à long terme d961-1980): accélérer la formation des responsables locaux tout en conservant un certain équilibre. Nous savons aujourd'hui que les objectifs de la conférence ne sont pas atteints par la majorité des pays africains. On parle de coûts, de la faible rentabilité, de l'inefficacité des systèmes adoptés d'une part, de l'aliénation culturelle, politique et économique dont ces systèmes se rendent responsables d'autre part. Que faire? Trois champs de recherches nous paraissent correspondre à ces préoccupations: a. commencer des recherches en élaboration des programmes, cela dans le but de suggérer aux gouvernements les contenus les plus socialement, culturellement et économiquement rentables; b. entreprendre des recherches en psychologie et en sociologie afin de mettre au point des méthodes pédagogiques correspondant aux traits psycho-sociologiques des populations; c. étudier les rapports existant entre les systèmes actuels d'enseignement et les structures sociales. Le présent travail s'inscrit dans ce dernier champ de recherches et se propose d'étudier l'aspiration scolaire et professionnelle chez les étudiants de l'enseignement secondaire au Tchad. Il comprend deux parties. La première, après avoir donné un aperçu du contexte géographique, historique, social et scolaire de l'étude, présente l'hypothèse et décrit la méthodologie utilisée. La seconde présente l'analyse des données. Un résumé des résultats et une conclusion générale terminent l'étude. / Québec Université Laval, Bibliothèque 2014

De nombreuses recommandations d’amélioration sont formulées au terme de l’évaluation périodique des programmes universitaires au Québec. Cette étude exploratoire vise à examiner, en utilisant l’avis d’experts, la nature des recommandations et à évaluer la qualité de celles-ci. Les résultats montrent que la majorité des recommandations porte principalement sur les moyens d’un programme, tels que définis par le modèle de Plante et Bouchard (2002), par exemple les cours et leur contenu pédagogique, les stratégies d’enseignement et les formations pratiques. Les résultats de l’évaluation du contenu des recommandations mettent en évidence un problème au niveau de la qualité de la formulation, particulièrement en ce qui a trait à l’identification des acteurs responsables de l’actualisation, à l’explicitation des améliorations souhaitées et à l’attribution de mesure objective pour évaluer leur niveau de mise en œuvre. Des bonnes pratiques sont proposées à cet égard. Cette étude démontre l’importance de poursuivre la recherche dans cette voie. Mots-clés : recommandation, évaluation de programme, évaluation périodique des programmes, programme d’études, Québec, qualité de la formulation, enseignement universitaire, modèle de Plante et Bouchard (2002). / Many recommendations for improvement are issued following periodical evaluation of university programs in the province of Quebec. The present study examines, using experts’ point of view, the subject of the recommendations and assesses their quality. Results show that the majority of recommendations are about the means of a program, as defined in Plante and Bouchard’s framework (2002), for instance classes and their pedagogical content, teaching strategies and practical formations. Results of content evaluation are pointing out an issue with the quality of formulation, especially on the identification of the people responsible for the implementation, on the clarity of the wished ameliorations and the use of objective measures to evaluate the implemented recommendations. Good practices are proposed. This study shows how important it is to continue the searches in this direction. Keywords: recommendations, program evaluation, periodical evaluation of programs, study program, Quebec, quality of formulation, university teaching, Plante and Bouchard’s framework (2002).

In the past ten years or so there has been a growing concern that the treatment needs of Black and Minority Ethnic (BME) sex offenders in prison are not being appropriately met. Underpinning this concern is the continued under representation of BME sex offenders on the Sex Offender Treatment Programme (SOTP). Although some research has been undertaken into how BME prisoners experience the SOTP and in to its ostensible effectiveness with BME sex offenders, little is known about why the take-up of the SOTP is poor with this group. In this paper we first consider some specific demographic issues that need to be understood in order to reflect more widely on the BME sex offender in prison. We then summarise what is currently known about effective practice with this group, thereafter we consider, in turn, current provision for BME sex offenders in England and Wales and suggestions for developing practice with this group of men. However, before we turn to these issues, it is important to consider briefly issues of terminology. Terminologies in relation to ethnicities and race are fraught with conceptual difficulties. Aspinall has highlighted the limitations of `pan-ethnic¿ groups, such as `BME¿; such groupings are `statistical collectivities¿ and `the groups thus defined will be nothing more than meaningless statistical collectivities that do not represent any of the constituent groups within the term.¿ . However, at the outset of this paper we use the collective term BME - this term is currently used by a number of Government Departments in the UK, including the Prison Service. Later we suggest that a more sophisticated understanding of ethnic cultures may be necessary to develop practice with BME sex offenders.

This paper addresses the under representation of Black and minority ethnic (BME) sex offenders in the sex offender treatment programme (SOTP) of the prisons of England and Wales. The proportional over representation of BME men in the male sex offender population of the prisons of England and Wales has been noted for at least ten years. Similarly the under representation of BME sex offenders in prison treatment programmes has been a cause for concern during the last decade. This paper presents current demographic data relating to male BME sex offenders in the prisons of England and Wales. The paper draws together a wide range of social and cultural theories to develop a tripartite model for understanding the dynamics underlying the non-participation of BME

Yes / It has been argued that transition points in life, such as the approach towards, and early years of retirement present key opportunities for interventions to improve the health of the population. Research has also highlighted inequalities in health status in the retired population and in response to interventions which should be addressed. We aimed to conduct a systematic review to synthesise international evidence on the types and effectiveness of interventions to increase physical activity among people around the time of retirement. A systematic review of literature was carried out between February 2014 and April 2015. Searches were not limited by language or location, but were restricted by date to studies published from 1990 onwards. Methods for identification of relevant studies included electronic database searching, reference list checking, and citation searching. Systematic search of the literature identified 104 papers which described study populations as being older adults. However, we found only one paper which specifically referred to their participants as being around the time of retirement. The intervention approaches for older adults encompassed: training of health care professionals; counselling and advice giving; group sessions; individual training sessions; in-home exercise programmes; in-home computer-delivered programmes; in-home telephone support; in-home diet and exercise programmes; and community-wide initiatives. The majority of papers reported some intervention effect, with evidence of positive outcomes for all types of programmes. A wide range of different measures were used to evaluate effectiveness, many were self-reported and few studies included evaluation of sedentary time. While the retirement transition is considered a significant point of life change, little research has been conducted to assess whether physical activity interventions at this time may be effective in promoting or maintaining activity, or reducing health inequalities. We were unable to find any evidence that the transition to retirement period was, or was not a significant point for intervention. Studies in older adults more generally indicated that a range of interventions might be effective for people around retirement age. / This work was funded by the National Institute for Health Research as part of the Public Health Research Programme, (grant number 12/133/20).