Diese im Sommersemester 2006 eingereichte Diplomarbeit im Studiengang Verwaltungswissenschaft setzt sich mit der Frage auseinander, welche Rolle die Sozialpolitik im europäischen Integrationsprozess zwischen 1955 und 1992 spielte. Es wird analysiert, welche einzelnen Bereiche dieses Politikfeldes in welchem Umfang in den Kompetenzbereich der Europäischen Gemeinschaft übergingen und welche Gründe für diese Entwicklung zu nennen sind. Ein besonderes Augenmerk wird dabei auf das Verhältnis der Sozialpolitik zur Wirtschaftspolitik gelegt.<br><br> Die Europäische Kommission, einzelne Nationalstaaten sowie die organisierten Arbeitgeber- und Arbeitnehmerinteressen stehen dabei im Mittelpunkt des Interesses. Die Arbeit ist chronologisch aufgebaut und in drei Phasen eingeteilt. Phase eins umfasst den Gründungsprozess der Europäischen Wirtschaftsgemeinschaft bis zum Ende der 1960er Jahre. Phase zwei beinhaltet den Europäischen Sozialgipfel 1972 und endet mit der Einheitlichen Europäischen Akte. Phase drei schließlich untersucht die Diskussion um das Binnenmarktprojekt und den Vertrag von Maastricht aus einer sozialpolitischen Perspektive. / This diploma thesis, which was handed in in the summer term 2006, deals with the role of social policy in the European integration process between 1955 and 1992. The author analyses the scope of social matters transferred from the national level to the European level and the rationale for the behaviour of the actors involved. Special attention is paid to the relation between social policy and economics.<br><br> Furthermore the thesis focuses on the behaviour of the European Commission, single nation states and the organised interest groups from employers and employees. The diploma thesis is chronologically structured and subdivided into three parts. Part one encompasses the founding period of the European Economic Community until the end of the 1960s. Part two comprises the European social summit in 1972 and ends with the Single European Act. Part three finally examines the dispute on the single European market and the Treaty of Maastricht under a socio-political perspective.

The purpose of this thesis is to examine impacts of devolution of post secondary education focusing on First Nations in Canada. I will critically examine the impacts of devolution and education policy in relation to First Nation administration of the post secondary education program. I argue that the issue of post secondary education as a First Nation treaty right is at the center of discord in relation to education policy. The nature and scope of post secondary education as a treaty right continues to be an unresolved issue between First Nations' and the Federal Government of Canada.<p> In the 1960s, the Department of Indian Affairs and Northern Development (DIAND) administered a successful post secondary program resulting in increased numbers of First Nation students overall in college, technical and university populations. The policy of the time was to create conditions for First Nations to increase access to higher education. In time, the direction of the policy would change as in the 1980s the government's fiduciary responsibilities devolved post secondary education to First Nations.<p> Devolution of programs and services provided the rationale for greater self-control for First Nations to train their own labour force. The process of devolution, however, has not benefited most First Nations in terms of the amount of funding available for the delivery and administration of programs and services. Rather, insufficient budget allocations resulted in some First Nation administrations inheriting a deficit budget for programs and services.<p> An examination of the Indian Act provides evidence to the state's larger project of moral regulation within its education policy. The thesis provides a view of how First Nations have internalized limitations contained within social policies of the Indian Act. First Nations are faced with challenges in educating, training and securing employment for their band membership. Due to the nature of the funding, First Nations are forced to make decisions on which band members can access programs and services. Moreover, when examining the impacts of defining who is the right kind of Indian to educate, First Nations education policy demonstrates the internalization of what is the right kind of Indian to educate and train by the nature and scope of their criteria. First Nations are in control of training their own labour force and developing criteria on who is the right kind of Indian to educate.

University of Macau / Faculty of Social Sciences and Humanities / Department of Government and Public Administration

This study uses institutional ethnography (IE) to address the question of how young women, considered to be “at risk” youth, make decisions about their working lives. Based on interviews with young women and program workers in housing, employment, young mothers’ and girls’ programs, field observations, and document analysis at Gen-Y (pseudonym for a women’s community-based social services agency), young women’s provisioning experiences are used to critique current program and policy models that feature notions of choice and risk. Provisioning is a concept that captures a wide range of work and work-related activities that young women perform for themselves and people they feel responsible for. IE is applied to understand how institutional processes and practices give rise to the conditions under which young women participants at Gen-Y make career and life decisions.

This study uses institutional ethnography (IE) to address the question of how young women, considered to be “at risk” youth, make decisions about their working lives. Based on interviews with young women and program workers in housing, employment, young mothers’ and girls’ programs, field observations, and document analysis at Gen-Y (pseudonym for a women’s community-based social services agency), young women’s provisioning experiences are used to critique current program and policy models that feature notions of choice and risk. Provisioning is a concept that captures a wide range of work and work-related activities that young women perform for themselves and people they feel responsible for. IE is applied to understand how institutional processes and practices give rise to the conditions under which young women participants at Gen-Y make career and life decisions.

The purpose of this thesis is to examine impacts of devolution of post secondary education focusing on First Nations in Canada. I will critically examine the impacts of devolution and education policy in relation to First Nation administration of the post secondary education program. I argue that the issue of post secondary education as a First Nation treaty right is at the center of discord in relation to education policy. The nature and scope of post secondary education as a treaty right continues to be an unresolved issue between First Nations' and the Federal Government of Canada.<p> In the 1960s, the Department of Indian Affairs and Northern Development (DIAND) administered a successful post secondary program resulting in increased numbers of First Nation students overall in college, technical and university populations. The policy of the time was to create conditions for First Nations to increase access to higher education. In time, the direction of the policy would change as in the 1980s the government's fiduciary responsibilities devolved post secondary education to First Nations.<p> Devolution of programs and services provided the rationale for greater self-control for First Nations to train their own labour force. The process of devolution, however, has not benefited most First Nations in terms of the amount of funding available for the delivery and administration of programs and services. Rather, insufficient budget allocations resulted in some First Nation administrations inheriting a deficit budget for programs and services.<p> An examination of the Indian Act provides evidence to the state's larger project of moral regulation within its education policy. The thesis provides a view of how First Nations have internalized limitations contained within social policies of the Indian Act. First Nations are faced with challenges in educating, training and securing employment for their band membership. Due to the nature of the funding, First Nations are forced to make decisions on which band members can access programs and services. Moreover, when examining the impacts of defining who is the right kind of Indian to educate, First Nations education policy demonstrates the internalization of what is the right kind of Indian to educate and train by the nature and scope of their criteria. First Nations are in control of training their own labour force and developing criteria on who is the right kind of Indian to educate.

There are different types of cultures with increasing of immigrant brides to bring lots of impacts on Taiwan. However, those female spouses have never got the respect from Taiwan¡¦s society, no matter how they strive for keeping their existence value. Besides discriminative reports from media, the difficulties those female spouses meet are also caused by deficient policy planning and implementation. There are two research methods as secondary data analysis and in-depth interview in the study to discuss the role played by local governments in Taiwan on the immigrant brides policy implementation and other related issues. The study intends to figure out social policy implementation of immigrant brides and its substances. Moreover, it also discusses the process while the policy is being planned and executed to realize formation and response of such a social issue in local governments in Taiwan with feminism and multiculturalism in the study. With multiculturalism, the study shows out real existence value and positive meaning of new immigrants. Furthermore, as exploration and analysis mentioned as above, it hopes to offer and promote development and active view of social policy of new immigrants to actually practice multivalue in the policy further in the study.

Thesis (MSN) -- University of Alberta, 2010. / Title from pdf file main screen (viewed on February 1, 2010). A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Nursing Faculty of Nursing. At head of title: University of Alberta. Spring 2010. Includes bibliographical references.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1982. / Cover title.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1985.