Face aux nouvelles missions confiées aux universités françaises, une nécessaire évolution de leurs pratiques de pilotage comptable et financier a été amorcée. Dans ce cadre, nous proposons d’analyser le degré de cohérence existant entre le modèle organisationnel actuel du Pilotage Financier Universitaire Français (PFUF) et les évolutions contextuelles auxquelles il est confronté. Pour cela, tout d’abord, nous mettons en exergue trois dimensions d’étude, à savoir celles instrumentale, de gouvernance collective et de gouvernance individuelle, permettant la construction d’une grille d’analyse globale du PFUF. Ensuite, nous mobilisons des approches de terrain complémentaires, dont des études de cas dans 5 universités françaises et une analyse quantitative des réponses de 33 universités à un questionnaire national. Au final, nous observons que le PFUF semble encore reposer sur des outils de gestion financière court-termistes et globaux, suivant une logique élémentaire de surveillance, ainsi que sur une structure mécaniste, liée à un processus décisionnel centralisé, et perturbée par la présence de jeux de pouvoir. Ces résultats permettent non seulement de conclure que le PFUF ne paraît donc pas encore répondre aux nouveaux enjeux actuels, mais aussi de proposer des logiques d’évolution adaptées / Faced with new missions entrusted to French universities, a necessary change of their accounting and financial management practices has been initiated. Within this framework, we propose to analyze the level of consistency between the current organizational model of French University Financial Management (FUFM) and contextual changes it faces. First of all, for that purpose, we highlight three research dimensions, namely instrumental, collective governance and individual governance, permitting to build a global analysis table of FUFM. Then, we mobilize complementary field-based approaches, among them case studies in five French universities and a quantitative analysis of 33 universities responses to a national survey. In the end, we observe that FUFM still seems based on short-termist and global financial management tools, following a basic logic of monitoring, and on a mechanistic structure, linked to centralized decision-making process, and disturbed by the presence of power games. These results permit not only to conclude that FUFM seems not meet the new current challenges, but also to propose adapted evolution axis.

The purpose of the current study was two-fold. Firstly, to explore and describe how school staff members, learners and parents collaborate to prevent violence at two urban secondary schools and secondly, to help school staff members, parents and policymakers to gain a better understanding of the complex and multi-faceted problem of addressing school violence, which should result in guiding them to adopt effective strategies to prevent violence. The ecosystemic perspective, which is an integration of ecological and systems theories combined with the typology of violence, was the theoretical lens through which the phenomenon of adolescent learner violence was viewed. The study was rooted in the sociological interpretative research paradigm and a qualitative descriptive and exploratory case study design was employed. Multi-method data collection strategies (individual, dyad, triad and group interviews; document reviews) were employed to obtain trustworthy data from the three population units of analysis (school staff members, learners and parents) at the two selected urban secondary school sites situated in Johannesburg, South Africa. The inductive qualitative content analysis of the framework approach was used to give a transparent account of the data analysis process. Constant comparative analysis was employed to discover the emergent themes. The main research findings were interpreted by relating the results to the research purpose, the socio-ecological theoretical framework and the existing knowledge base on collaborative strategies for violence prevention. The findings of the current study suggest that family-school collaboration in violence prevention is especially important for families with adolescent children. Adolescence is characterised by many physical and psychological changes and development. Adolescents strive to find their independence and establish their own identities. However, this experimentation may lead to risk-taking or antisocial behaviour. Contrary to current belief, the findings of the current study suggest that adolescent learners want their parents to be involved in their lives and that parents want to support their children’s education but may lack the know-how. The learners explicitly expressed their need for the support and guidance of both their parents and also the school staff members in withstanding the peer and societal pressures that can result in their acting in aggressive or violent ways at school. To promote the positive development of all young people, the school staff members and most centrally young people and their families, must actively work together to establish positive and effective family-school collaborative partnerships as part of their violence prevention strategies. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

The adoption of Integrated Library Systems (ILS) helps library staff to automate libraries’ routine operations. While some libraries are coping well with automation, others most especially in Sub Saharan Africa face challenges and setbacks. The purpose of the study is to explore the adoption of an open source ILS, Koha, at Kyambogo University Library Service (KyULS). The study employs a qualitative approach where data is gathered using semi-structured interviews. Collected data was analysed using content analysis. The results of the study indicate that the drivers for adopting an ILS in KyULS are: qualified staff members, Koha being an open source software, training, and library automation trends in sister university libraries. The barriers to ILS adoption on the other hand included: lack of infrastructure, internet instability, insufficient funding, bureaucracy and the ILS’s unsuitability to persons with visual impairment. This report further provides recommendations to alleviate or resolve the difficulties that are hampering KyULS specifically and potentially other libraries when adopting ILSs. They include having a well-planned process of adopting the ILS, provision of a centralised and stable campus-wide inter/intranet network, establishment of required ILS infrastructure, sourcing of external funding, carrying out wide spread sensitisation of the ILS, continuously training the library staff members in the use of the ILS and collaboration with ILS adoption champions in other academic libraries. This study may be of value to academic librarians, LIS schools and ILS vendors globally as it helps them better understand the unique challenges faced by libraries in Sub-Saharan Africa. / Dissertation (MIT)--University of Pretoria, 2014. / Information Science / MIT / Unrestricted

This master thesis deals with a study of forced migration from the Chechen republic during Chechen wars in 1996-2002. The aim of the paper is to contribute to the study of migration strategies of refugees from Chechnya. This qualitative study attempts to grasp the complexity of forced migration process and to depict it from the perspective of refugees. It explores motives and strategies of mobility of the Chechen refugees now living in Russia and Austria and of those refugees, who have returned to Chechnya after the war was over. The impact of this armed conflict on population mobility was examined with a qualitative research of sixteen refugees, who had left Chechnya because of the war. The results of the research show the link between refugee's age and likelihood of return, differences in decision-making of Chechen and Russian refugees, and the strong influence of the social networks on the decision-making and after arrival at destination. Key words Chechnya, forced migration, reasons for migration, destinations, returns, qualitative approach

This diploma thesis deals with the attitudes of neonatologists and nurses to the ethical aspects of the treatment of extremely immature infants. The aim was to capture and interpret the attitudes of health professionals to the ethical issues of intensive neonatal care and their role in the decision-making process. The data were gathered through qualitative methodology using semi-structured and informal interviews with five neonatologists and five nurses. Data analysis was performed using open coding and data categorization. The results of the research are presented in individual categorical units by interpreting and retelling the received information. In conclusion, the attitudes of health professionals to selected ethical problems and the roles of individual members of the multidisciplinary team in decision-making about treatment procedures are discussed separately. The evaluation of results leads to the formulated recommendations for practice, which include several proposed solutions to the interpersonal problems associated with ethical issues of care for immature infants. Key words: immature infant, medical ethics, ethical decision making, perinatology, nursing, qualitative approach, interviews

No description available.

The purpose of this master's thesis is to explore how priests interpret the parables in the fourth chapter of the Gospel of Mark using a hermeneutic qualitative approach and semi-structured interviews. The aim is to shed light on a selected group of priests in their roles within the context of the Church of Sweden, where interpretation is a part of their work, primarily focusing on the parables in the fourth chapter of Mark's Gospel and how this is done in interpretation, both in encounters with individuals and in preaching. An inductive approach has influenced the study, which also permeates the qualitative method with a focus on creating understanding to gain knowledge about the nature of these various phenomena among four priests. Generalization is not possible due to the small number of informants for making overall generalizations. Nor is it what has been sought. The aim of qualitative research is to gain a deeper understanding of a phenomenon and to illuminate how individuals experience it in their context. The study aims to understand how a specifically selected group of individuals, namely priests who have worked for an extended period within the Swedish Church, interpret the parables in Gospel of Mark.

Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms! / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms! / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Text in Afrikaans / This study is aimed at the development of strategies for therapists to be used with adolescents and late adolescents (15 to 20 years of age) who have lost a loved one. This will be done by focussing on the redefining of identity as a way of becoming. The starting point of the study is to be found in the problem formulation that the process of becoming of adolescents who have suffered the loss of a loved one, may be blocked because they do not have the necessary skills to overcome the loss. The second problem is that therapists do not have the necessary skills to empower these adolescents so that the redefining of identity can be achieved. / Social work / D. Diac. (Spelterapie)