Sustainable development aims at improving human well-being, particularly by alleviating poverty, increasing gender equality, and improving health, human resources, and stewardship of the natural environment. Sustainable development is based on three pillars, namely, environmental protection and social progress and economic development. This study intended to contribute to sustainable development in the area of developmental social work practice by addressing the issues of new conceptualisations of social work practice, and in particular of intervention strategies, within the paradigm of sustainable social work practice. The purpose of this study was to explore and construct a foundation of general perceptions and tentative theories with regard to sustainable development and the position and value of the social work profession within the sustainable development paradigm. The goal of this research study was to explore current social work practice with regard to sustainable development and identify new challenges and opportunities for sustainable social work practice in the changing South Africa. The researcher utilised focus group discussions as a method of generating data and an exploratory research purpose as little is known about the topic of investigation and the utilization of focus groups are particularly useful in its ability to explore the topic. This study was a process of discovery and not the testing of a hypothesis. The researcher entered the realm of the participants’ everyday experience and through conversation extracted detailed descriptions of their perceptions, ideas and concerns. In this qualitative research the emphasis was on understanding the experiences, attitudes, assumptions and perspectives of the participants. The instrumental case study was used to provide insight into sustainable development as a new paradigm within the social welfare field and to discover the issues and challenges faced by the social work profession as it pertained to sustainable development. The data was organised around emerging themes and subsequently examined in relation to the literature. Based on the findings and conclusions drawn, the following recommendations were made: - The social work profession needs an information-sharing platform. - Collaboration and cooperation are crucial components in the process of sustainable development. - Social work practitioners have to become self-directed and lifelong learners who will be able to adapt to the changing circumstances in society. - Social work practitioners need to develop creative strategies within a multidisciplinary approach to address the issues of poverty, underdevelopment and unemployment in a sustainable manner. - Social work practitioners need to actively contribute to processes and structures that support the delivery of adult literacy and skills training efforts. - Social work practitioners need to explore ways and means of facilitating economic opportunities by addressing the obstacles and/or regulations that prevent people from accessing available markets. / Thesis (DPhil (Social Work))--University of Pretoria, 2005. / Social Work / unrestricted

The search for clean and efficient combustors is motivated by the increasingly stringent emissions regulations. New gas turbine engines are designed to operate under lean conditions with inhomogeneous reactants to ensure cleanliness and stability of the combustion. This ushers in a new mode of combustion, called the inhomogeneous reactants premixed combustion. The present study investigates the effects of inhomogeneous reactants on premixed combustion, specifically on the interactions of an initially planar flame with field of inhomogeneous reactants. Unsteady and unstrained laminar methane-air flames are studied in one- and two-dimensional simulations to investigate the effects of normally and tangentially (to the flame surface) stratified reactants. A three-dimensional DNS of turbulent inhomogeneous reactants premixed combustion is performed to extend the investigation into turbulent flames. The methaneair combustion is represented by a complex chemical reaction mechanism with 18 species and 68 steps. The flame surface density (FSD) and displacement speed S_d have been used as the framework to analyse the inhomogeneous reactants premixed flame. The flames are characterised by an isosurface of reaction progress variable. The unsteady flames are compared to the steady laminar unstrained reference case. An equivalence ratio dip is observed in all simulations and it can serve as a marker for the premixed flame. The dip is attributed to the preferential diffusion of carbon- and hydrogen- containing species. Hysteresis of S_d is observed in the unsteady and unstrained laminar flames that propagate into normally stratified reactants. Stoichiometric flames propagating into lean mixture have a larger S_d than lean flames propagating into stoichiometric mixtures. The cross-dissipation term contribution to S_d is small (~~10%) but its contribution to the hysteresis of S_d is not (~~50%). Differential propagation of the flame surface is observed in the laminar flame that propagates into tangentially stratified reactants. Stretch on the flame surface is induced by the differential propagation, which in turn increases the flame surface area.

Background: Group CBT approaches have been shown to be equally as effective as individual CBT for reducing depressive symptoms and preventing relapse; however, the predictors of response are poorly understood. The primary objective of the studies presented in this thesis was to further examine the formal and process factors within group CBT for depression that contribute to various treatment outcomes. The first study investigated the relationship between group CBT for depression and changes in interpersonal distress, as well as the process mechanisms that might influence this relationship. The second study assessed whether formal feedback provided to therapists and clients derived from the Outcome Questionnaire (OQ-45), a robust measure of client functioning, would enhance group processes and treatment outcomes. Method: Study 1: Secondary data from clients having received individual CBT for depression at a community-based mental health training centre constituted one condition (18 clients). Data for the group condition (12 clients) were collected from clients attending group CBT for depression at a tertiary care facility. Relationship distress, as measured by the OQ-45 relationship distress subscale score, was assessed at intake and termination. Group participants also completed process measures at the start and end of treatment. In study 2, participants were recruited from a tertiary care facility to participate in a CBT group for depression. Participation involved completing brief questionnaires assessing psychological and process variables before and after treatment, as well as the OQ-45 at every session. Three groups (21 clients) received standard CBT and two groups (12 clients) received enhanced CBT, which included feedback about their progress from the OQ-45. Results: Results of study 1 suggest that clients who participated in group CBT experienced a significantly greater reduction in relationship distress across time than clients who participated in individual CBT. Results also indicate that therapeutic alliance, and not group cohesion, mediates the relationship between pretreatment relationship distress on posttreatment relationship distress in group CBT. Results of study 2 indicate that participants in the enhanced condition experienced greater improvements in quality of life, dysfunctional beliefs, and therapeutic bond at termination, relative to participants in the standard condition. Trends also suggest a greater reduction in depressive symptoms. Conclusions: Group CBT for depression may be more effective than the individual modality for reducing interpersonal distress. Furthermore, therapeutic alliance plays a significant role in improving interpersonal distress within a structured group CBT protocol. Feedback from the OQ-45 may help improve client outcomes and enhance therapeutic bonding with facilitators in group CBT for depression.

This thesis elaborates the character of Bulgarian Republic development over last years in the view of current situation, which is remarkably influenced by the global financial and economic crisis. The core of this thesis is to map the difficult path for Bulgaria's membership in the European Union, its entry into these structures and the subsequent development during the first 3 years of membership. Finally, I review the present position of Bulgaria in the EU and evaluate the overall benefits for Bulgaria joining the European Union and whether the country was able to complete the necessary reforms and deliver on promises, which it made before the accession to the Union.

« L'art, c'est la vie qui s'adresse à la vie » écrivait Pierre Leroux. Ces mots très simples proposent en vérité un programme complet. Socialiste, philosophe, critique littéraire et journaliste, Pierre Leroux a développé une théorie de l'évolution vitale sur tous les fronts ; l'agriculture, la politique, et aussi la littérature qui obéit aux mêmes lois de développement, à une même doctrine de la perfectibilité. Cette thèse vise à expliquer comment Leroux inscrit sa critique littéraire au coeur de sa philosophie de l'histoire, dans ce qu'il appelait la philosophie de l'histoire littéraire. Il s'agit de comprendre à la fois la tradition philosophique dans laquelle il s'inscrit, en regard des nombreuses philosophies de l'histoire qui se sont développées en France et en Allemagne depuis le XVIIIème siècle, quels sont les tenants et aboutissants de cette doctrine de la perfectibilité appliquée à la littérature, en synchronie comme en diachronie, en quoi la littérature tient une place capitale dans ce système, et quel a été son impact sur les auteurs de son temps, notamment George Sand dont il influença beaucoup les oeuvres à partir de 1837. A la fois continuateur de Perrault, de Rousseau, de Germaine de Staël, et de Saint-Simon, Leroux a accueilli favorablement dès 1830 le cri de douleur des romantiques qui raisonnait dans toute l'Europe, et théorisait « le style symbolique » tout en les mettant en garde contre les dérives que pouvait entrainer une littérature passéiste, faite uniquement pour les yeux, préférant les encourager à suivre la voie du progrès continu, et à se faire les vrais représentants de leur époque dans un siècle de douleur et de désir. / Pierre Leroux used to say: 'Art is life which is speaking to life'. These simple words offer a truly full program. Socialist, philosopher, literary critic and journalist, Pierre Leroux (17971871 developed a theory of vital evolution on all fronts; agriculture, politics, and literature which also obeys the same laws of development, the same doctrine of perfectibility. This thesis aims at explaining how Leroux entered his literary criticism at the core of his philosophy of history, in what he called the philosophy of literary history. This work deals with understanding both the philosophical tradition to which he belongs, comparing with the numerous philosophies of history that have developed in France and in Germany since the eighteenth century. It is about what the ins and outs of this doctrine of perfectibility which has been applied to literature are, as well as its synchrony and diachrony, and about the crucial place literature holds ; and what its impact on the authors at the time was, including George Sand. Pierre Leroux had influenced many of her works from 1837. Thanks to Perrault's, Rousseau's, Germaine de Stael's, and Saint-Simon's legacy, Leroux welcomed in 1830 the romantic call of pain that was heard throughout Europe, and theorized "the symbolic style" while warning them, for instance Victor Hugo and Alphonse de Lamartine, against the drifts that an outdated literature which focused itself on the form could cause. Thus, Pierre Leroux used to preferred to encourage them in order to follow the path of constant improvement, and to make them become the true representatives of their time in a century of pain and desire.

Technology enhancements of the past two decades have not successfully overcome the problem of low motivation in Kindergarten through Grade 12 (K-12). Motivation and math achievement have been identified as major factors contributing to the high school dropout problem (30-50% in traditional/online programs). The impact of extrinsic rewards on achievement and the dropout problem, however, remains a subject of debate. This dissertation seeks first to address this debate, through an investigation of reward system effectiveness in the blended learning environment, on at-risk students with varied intrinsic motivation factor scores. Next, the dissertation explores the importance of fit between students' reward perceptions and reward values when motivating student progress. To this end, the author has developed a new 6-factor motivation orientation model for students in blended learning environments, and a learner-configurable progress-based reward system (PBR) for Learner Content Management Systems (LCMS) based on this model. The hypothesized model was tested for fit with a sample of 353 at-risk high school math students in Miami, Florida. The PBR was developed based upon the findings from interviews with subject matter experts and students, factor and regression analyses used to test hypotheses about learner motivation and predict learner progress. Conclusions from the study informed the design of an integrated PBR. A 6-factor motivation orientation model was found to explain more of the variance (74%) in student motivation than earlier models. Contrary to Deci et al. (1999), hypothesis test results did not confirm adversarial extrinsic rewards/intrinsic motivation relationships. Furthermore, consistent with person-environment fit theory, learners demonstrated superior progress and achievement when extrinsic reward perceptions and values were well aligned. With critical input from flexible learning theorists, teachers, and students, the emerging PBR design may ultimately be integrated through mobile learning applications and social media, within LCMS solutions such as Blackboard, and systems commonly used in K-12, such as Apex. Although beyond the scope of the dissertation, the emerging Web-based design promises to play an important role in engaging a K-12 Community of Practice (CoP), consisting of telecommunications partners, game developers, retailers, and education stakeholders sharing a significant interest in future innovations that address the dropout problem.

This diploma thesis analyzes the current state of development projets at company in therms of planning and monitoring of progression with using project management according to the principles PMBOK. Its aim is to design improvements that would help streamline the functioning of department.

Problem-solving and integration of knowledge are key objectives of the undergraduate dental curriculum of the School of Dentistry, University of Pretoria, which aims to develop the clinical reasoning skills of students. For practical reasons the School provides discipline-based teaching and learning, which, according to the literature, might limit a student’s ability to integrate knowledge during clinical reasoning processes. The literature suggests that problem-solving by means of case studies – an active teaching and learning strategy– might be a useful method to develop and integrate knowledge at undergraduate level, and that earlier exposure to clinical cases might assist in the attainment of clinical reasoning skills at an earlier stage. Hence, this action research study describes the planning, design, implementation and evaluation of a “new” Comprehensive Patient Care curriculum over a three-year period (2009 - 2011) based on Kern’s “six-step approach to curriculum development”. The new curriculum employs an adjunctive integrated case-based approach according to the principles described in the “Four Component Instructional Design Model” and a new variant of the so-called “progress test”, starting already in the preclinical (third) year of study, to develop and test students’ clinical reasoning skills over time. The exit-level progress test results of dental students who had been taught by following an adjunctive integrated case-based approach were statistically analysed, using mixed model statistics, and were compared with the clinical decision-making skills of cohorts who had been taught by following the traditional discipline-based approach. These analyses were complemented by bivariate and multivariate quantitative analyses and qualitative student feedback (mixed methods). The validity of the progress test results was also examined by comparing the results of different cohorts. The fifth-year cohort who had been exposed to integrated case-based teaching and learning from their preclinical year performed significantly better in the progress test at exit level than the cohorts who had received only discipline-based teaching and learning, even when controlling for previous academic performance. These findings were supported by the quantitative and qualitative feedback that students gave about the educational processes that were followed. The progress test performed reasonably well as a measurement tool and all the differences that were measured between the different cohorts could be explained logically. Case specificity posed the biggest threat to the reliability of the test. The results suggest that integrated case-based teaching and learning, commencing in the preclinical study years, might be a useful intervention to improve clinical reasoning ability at exit level in dental schools such as the School of Dentistry, University of Pretoria that follow a discipline-based approach. The results of this action research study provided particularly useful information, which will allow further improvements to the educational intervention. The results of this study require further research to substantiate the findings beyond doubt. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Dental Management Sciences / unrestricted

This thesis deals with a contaminated area in the municipality of Östersund where a gas plant has previously been operating from 1914 to 1951. Operations at the property where the gas plant has been located currently consist of a workshop and commercial premises with associated car parking. In order to be able to build on the gas plant area, the municipality intends to implement post-treatment measures in the area. The substances found in the contaminated area (hotspot area E) are polycyclic aromatic hydrocarbons (PAH), aromatics, arsenic, nickel, lead and benzene. Measurement data indicate that these substances have been found at high levels, above the Swedish Environmental Protection Agency's guideline values for contaminated soil. Many areas today are polluted to the level that they pose great risks to the environment and people, and this thought requires the treatment of contaminated soil. A risk assessment for hotspot area E determined that PAH, aromatics, arsenic, nickel, lead and benzene pose an unacceptable risk, and the area is therefore deemed to need remediation. Based on nearby buildings, in-situ soil remediation is a suitable approach that fits. This study summarizes the progress made in remediation research and shows that soil remediation methods have different advantages and disadvantages, and different strains on human health and the environment. Based on this study, it may be more appropriate to wait for more efficient or cheaper remediation techniques to be developed, but with the idea that these substances are volatile, toxic, and dangerous to us humans and the environment. This means that they pose a potential risk to society and a tendency to spread easily. Conclusions that can be drawn are that all in-situ methods included in this work can be applied in Sweden based on the geological conditions. In order to achieve optimum in-situ soil remediation, site-specific conditions, such as large groundwater flow or heterogeneous soil, control the choice of remediation method.

Die Evaluation von Lernmanagementsystem (LMS) unter didaktischen Gesichtspunkten hat ergeben, dass es den meisten gängigen LMS an einer brauchbaren Lernfortschrittsanzeige mangelt. Dies ist, wie auch Nutzerbefragungen zeigen, insbesondere in Individuallernszenarien ein gravierendes Problem mit starken Auswirkungen auf die Motivation der Lernenden. Ausgehend von dieser Situation wurde in der Arbeit eine didaktisch begründete Lernfortschrittsanzeige entworfen, implementiert und getestet. Im ersten Teil der Arbeit ist die Bedeutung der Lernfortschrittsanzeige in eLearning-Szenarien unter psychologischen und didaktischen Gesichtspunkten untersucht worden. Dabei wurde zum einen begründet, warum das Fehlen einer solchen Anzeige zu Problemen führt, zum anderen sind aus diesen Untersuchungen heraus Anforderungen an eine sinnvolle Gestaltung einer solchen Anzeige abgeleitet worden. Im zweiten Teil der Arbeit ist den ermittelten Anforderungen der IST-Zustand dieses Features in gängigen LMS gegenüber gestellt worden. Dafür wurden acht LMS ausgewählt, die in dieser Hinsicht unterschiedliche Ansätze verfolgen. Anschließend wurde unter Berücksichtigung der vorhergehenden Analysen ein eigener Ansatz entwickelt, prototypisch implementiert und evaluiert.