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The United Arab Emirates (UAE) was for a long time one of the poorest countries in the world. By the 1960s, the discovery of oil had totally transformed the economic and social patterns of the country. Oil revenue has given the country one of the highest incomes per capita in the world. With such huge oil wealth, the government has adopted different welfare programmes aimed to improve the living conditions of UAE citizens. The low-cost housing programme is one of these welfare programmes whereby the government finances building finished housing units and allocated them free for those in need. Between 1973 and 1992, the standard of the low-cost house has changed dramatically. The built-up area has increased four times while the construction cost has multiplied by 10. The cost of a typical low-cost house in 1994 was Dh 450,900 ($121,800). This research aims to study the implications of the free low-cost housing programme on the housing conditions of the low-cost housing occupants and those would-be occupants. It aims also to examine whether the free low-cost housing programme meets with what the target group want the government to provide. The free low-cost housing programme has many drawbacks. The free low-cost housing provision, particularly the improved low-cost housing, has resulted in high demand relative to supply, enabling only the few to access housing services. Moreover, it has provided large improvements for those who are actually in no need of government support and those who only require partial support. It has also resulted in a waste of resources of both the allocatees and government, causing deterioration of the low-cost housing stock and part of the existing housing stock, and providing no sustainable source of funds. The free low-cost housing programme does not match the housing preference of the target group. Housing provision based on the target group's housing preferences would result in providing more support for a greater number of citizens, changing their role from being passive recipients to active participants and the government's role from being one of control over all housing processes to that of being one actor among many, providing a sustainable source of funds and encouraging people to improve their own housing resources. However, housing provision following the target group's housing preferences may not gain official support.

Mémoire (M.P.M.O)-- Université du Québec à Chicoutimi, 1992. / Bibliogr.: f. 120-126. Document électronique également accessible en format PDF. CaQCU

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2004. / Bibliogr.: f. 134-143. Document électronique également accessible en format PDF. CaQCU

Thèses (M.A.)--Université de Sherbrooke (Canada), 1999. / Titre de l'écran-titre (visionné le 20 juin 2006). Publié aussi en version papier.

Inaug.-Diss.--Gothenburg. / On t.p.: Project COMPASS, Institute of Education, University of Göteborg. Extra t.p. with thesis statement inserted. Bibliography: p. 354-378.

Introduction Health problems emanating from sexual behaviour include HIV/AIDS, other sexually transmitted infections and unintended pregnancies. The prevalence of HIV/AIDS and sexually transmitted infections among adolescents are considered high in South Africa. Also, the burden of unplanned pregnancies has wider implications in society. These problems occur in spite of a number of different sexual health promotion programmes. The aim of the study was to view the perception of high school teenagers to sexual health promotions programmes as well as their response to these programmes. The objectives of the study were: 1. To explore the perceptions of local teenagers regarding the content and materials used in local health promotion programmes 2. To explore the perceptions of local teenagers regarding the communication strategies and style used in local health promotion programmes 3. To explore the perceptions of local teenagers regarding the impact of local health promotion programmes on their behaviour Method This was a qualitative study. The study population was high school teenagers from the Whittlesea townships in the Eastern Cape province of South Africa. Fourteen purposefully selected teenagers from the seven high schools were individually interviewed. Analysis was done using the framework method. Results The study showed that the content of sexual health promotion programmes to which high school teenagers in Whittlesea were exposed to composed of sexual health education and the building of life skills. Perception of the messages in these contents was influenced by lack of communication on sexual matters within individual families and religious beliefs of participants. The programmes were considered to be practical and helpful. Methods that involved teenagers’ participation or interaction were generally preferred and the communication style was perceived as facilitating behavioural/attitudinal change. Conclusion In order for adolescent sexual health promotion programmes to be effective, they should employ methods that involve participation and human interaction. The involvement of parents, role models, religious groups and community services in sexual health promotion could be helpful in promoting sexual health education and lifestyle change amongst teenagers.

The research aims (i) to evaluate possible differences in the practical application of knowledge and skills learning concepts employed by selected further- and higher education institutions in the Western Cape; (ii) to evaluate the Western Cape tourism industry’s awareness of the differences in tourism educational programmes and qualifications offered by the relevant institutions. The research methodology for the project has, via a literature search and empirical survey, evaluated the extent of differences in practical application that exist among tourism educational programmes offered by further- and higher education institutions respectively, in the Western Cape. It seeks to establish the possible impact these differences could impose on knowledge levels of graduates and on their employability. In the literature search, inter alia, relevant sources were consulted. A number of applicable normative criteria were extracted from the literature, followed by an empirical survey in which randomly selected tourism professionals practicing in the Western Cape were approached to complete questionnaires. The responses to the empirical survey were codified on a computer data-base and were statistically analysed with the assistance of a registered statistician. The findings and interpretations of the statistical analyses were presented as tables and charts and were individually explained. A number of recommendations have been made, followed by relevant, concluding remarks.

The study focused on the challenges pre-service teachers face while learning to teach Accounting in the context of mentoring at a University of Technology. The major purpose was to investigate the kinds of challenges pre-service teachers face in teaching Accounting and how their respective school-based mentors respond to these challenges. It is vital to understand these challenges while learning to teach Accounting before a mentor can respond to them. This study was located within an interpretivist paradigm. The interpretivist researcher is keen to address social issues in and through their research. To position this study within the context of learning while teaching within a context of mentoring, I utilized case study research methodology. The main purpose of utilizing case study methodology was to develop a deep understanding of the challenges pre-service teachers face while learning to teach Accounting and the nature of mentoring. The voices and experiences of the respondents were used to explore and understand the reality embedded in the mentoring of pre-service teachers during teaching practice. The research sites included six schools located in the Cape Metropole, Western Cape, South Africa. I used purposive sampling to select the participants for my study. I focused on Accounting as a ‘vehicle’ to guide my choice of sampling to explore how pre-service teachers learn while teaching Accounting. The sample of this study consisted of six pre-service teachers learning to teach Accounting in the fourth year B Ed:FET programme and their respective school-based Accounting mentors. The main reason for using the fourth year preservice teachers was that in their final year of study they spend six months at a school to work alongside a school-based mentor. This time period gave the researcher sufficient time to explore challenges and how the school-based mentors respond to them. The research methods used in this study were reflection journals, unstructured interviews, focus group interviews and fieldnotes. Reflective journals can provide the teacher educator with a valuable tool showing how pre-service teachers perceive and experience teaching practice while learning to teach (Mills, 2007:69). The pre-service teachers were requested to complete entries in a reflection journal on a weekly basis, to write on their experiences while learning to teach Accounting and to describe the nature of their school-based mentors’ support. The purpose of the unstructured interview with the pre-service teachers was to gain a better understanding of their challenges while learning to teach Accounting and their interaction with their mentors, if the information in their reflection journals were unclear. Unstructured interviews were conducted with the Accounting school-based mentors to ascertain the preservice teachers’ performance while learning to teach Accounting, and to gain perspective of the Accounting mentor’s role as mentor. Two focus group interviews were conducted with the pre-service teachers to corroborate the challenges the pre-service teachers experience while learning to teach Accounting. A total of 96 reflection journal entries were collected from the pre-service teachers, 18 unstructured interviews were conducted with the pre-service teachers, 12 unstructured interviews were conducted with the school-based mentors and 2 focus group interviews were conducted. Data revealed that despite mentoring having the potential to enhance the preparation of preservice teachers, it does not always yield positive results. It also became clear in the data that the nature of the Accounting discipline requires a different type of mentoring as opposed to other disciplines. Hence a ‘one size fits all’ mentoring institutional policy does not yield the desired results of mentoring pre-service teachers in the B Ed:FET programme. Findings from this study suggest that the university must play a greater role in developing mentorship programmes to support pre-service teachers learning to teach during teaching practice, especially for Accounting pre-service teachers.