Thesis (M.P.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 172-177).

National Swedish environmental objectives and detailed development plans A good built environment - a change of perspectives The aim of this paper is to analyze if the environmental quality objectives ‘a good built environment’ can be implemented in the municipal detailed plans and/or how it is done today. In addition to a number of interviews with people within the academy and government, a document analysis of detailed development plans has been done. As of today, you can not completely do planning based entirely on the environmental objectives and it is perhaps not desirable. In the study it emerges that there are uncertainties in what the environmental quality objectives really are and how they should be used, therefore, is also the implementation of the objectives to some extent different in the detailed development plans (if they are used at all). Within the environmental objective ‘a good built environment’ and its sub-goals one can find both concrete and more unsolid goals, as part of this, goal conflicts arise and problems with implementing the various goals within detailed development plans. Some conclusions are that short-term economic goals stands in the way for a change in perspectives that is needed, if goal achievement should be reached.

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This dissertation presents the design of a miniature injection-molded objective lens for a fiber-optic confocal reflectance microscope. This is part of an effort to demonstrate the ability to fabricate low cost, high performance biomedical optics for high resolution in vivo imaging. Disposable endoscopic microscope objectives could help in vivo confocal microscopy technology mature to enable large-scale clinical screening and detection of early cancers and pre-cancerous lesions. This five lens plastic objective has been tested as a stand-alone optical system and has been coupled to a confocal microscope for in vivo imaging of cells and tissue. Changing the spacing and rotation of the individual optical elements can compensate for fabrication inaccuracies and improve performance. An optical-bench testing system was constructed to allow interactive alignment during testing. The modulation transfer function (MTF) of the miniature objective lens is determined using the slanted-edge method. A custom MATLAB program, edgeMTF, was written to collect, analyize, and record test data. An estimated Strehl ratio of 0.64 and an MTF value of 0.70, at the fiber-optic bundle Nyquist frequency, have been obtained. The main performance limitations of the miniature objective are mechanical alignment and flow-induced birefringence. Annealing and experimental injection molding runs were conducted in effort to reduce birefringence.

The literature in education is conspicuously lacking in any meaningful or sustained discussion of the body's role in education. This thesis suggests that body and mind do not mutually exclude one another but rather, they are the two aspects that, together, form the whole person. Paradox is a key concept here because it offers a vision of reality that brings together "apparent opposites" into a tensed relationship thereby creating a framework that allows for the integration of body and mind into a cohesive whole. This thesis argues that myth is an expression of humankind's paradoxical nature, and that the hero myth, in particular, points to a path that leads to the embodiment of paradox, and thus to wholeness. This, however, requires a journey into the depths of the body in order to get in touch with the body and the entire range of its feelings. It is further argued that this process reconnects us to our body. To embody paradox, therefore, signifies the integration of body and mind into a unified whole. (Abstract shortened by UMI.)

Moreland Developments (Pty) Limited is KwaZulu-Natal's leading land developer, consistently delivering on its vision of providing sustainable, quality developments across the spectrum of its operating portfolios. However, the changing external environment has recently presented new challenges to the company, raising the question of the appropriateness of the differentiated focus land-only development strategy. The assessment of whether Moreland's business strategy addresses the environments in which it operates is based on a theoretical model. An assessment of the internal operations of Moreland together with an examination of the external environment in which the company competes has uncovered a misalignment between these environments and the strategic direction pursued. The model is used to provide a more appropriate response to the management dilemma of eroding profit margins brought on by, in the main, an increase in infrastructure costs. The outcome of testing strategic options against current internal and external conditions has presented a compelling argument for the shifting of the strategic thrust of Moreland: from pursuing a focused land-only development strategy to one of concentric diversification. By Moreland extending its operations to related businesses and downstream activities, the company is better positioned to extract a greater return where value-added is greatest. Since Moreland does not possess all the core competences and resources in order to undertake the value-added downstream activities, partnering such an initiative with a company that does have such resources will bridge the gap between pure land-only development and property development. The net effect of the concentric diversification strategy will be to spread the risk that Moreland is exposed to and to generate returns that are commensurate with the level of value-added activities. / Thesis (MBA)-University of Natal, 2003.

The primary purpose of this study is to determine how teaching English in European schools can become more effective in order to improve the quality of foreign language education and the quantity of students learning it. Currently, only the minority (38%) of European citizens possesses the ability to speak English, while its importance continues to grow. In addition, it is argued that English can be a very useful instrument in the process of European unification. The current crisis laid bare that there is no underlying emotional bond between people from different member state countries and English has the potential to change that. This research consists of a total of four parts with every part answering a different sub question. In the first part is discussed what the implications of the growing importance of English are on national identities and languages. The second part includes the factors which influence the process of second language acquisition. Subsequently, a case study is conducted which compares the organization of and participation in Dutch, Swedish, Spanish and Bulgarian primary and secondary education and also looks at the teachers and teaching processes. Finally, in the fourth part numbers are presented and analyzed on whether or not EU member state countries are attaining the Barcelona objectives: mother tongue plus two. The main conclusions of all these parts are that a national identity and a possible European identity are able to co-exist instead of replace the other. Similarly, national languages are very robust and will never dissolve into new intermediate idioms. The difference between the percentages of English speakers within Europe cannot merely be explained by education. There are also important linguistic and societal factors influencing second language acquisition. Only a few countries are attaining the Barcelona objectives so far, but there have been reforms in many states which show that they are making an effort. The case study showed that there is still a lot of room for improvement in all four countries when it comes to teaching foreign languages in primary and secondary education. The conclusion lists twelve recommendations on how to do this. For example, it is advised to lower the age of compulsory language learning to the age of 5, to exclusively use the language of instruction in the classroom, to expose students to the target language outside of school and to offer more programs and courses taught in English in universities.

The purpose of the study was to compile, measure, and then compare the judgments of four groups--undergraduate students, graduate students, faculty, and administrators--on the goals of Ball State University. This work investigated the groups' judgments, as to what the University's goals "are" presently (perceived goals) and also what the University's goals "should be" (preferred goals). In order to examine these judgments, three related hypotheses were constructed. These hypotheses were designed to test for the amount. of agreement on goals between these four groups. The method used in proving the hypotheses was a statistical technique, analysis of variance, which computed the differences between squares of means.The null forms of the hypotheses are stated below:Hypothesis I. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive the priority given to 20 goals by the University presently. (Is scores)Hypothesis II. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive what goals the University ought to emphasize. (Should Be scores)Hypothesis III. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive what priority now is given to certain goals and what they think ought to be given. (Should Be-Is Discrepancy)The study's population of 60 undergraduate students, 33 graduate students, 40 faculty, and 14 administrators was randomly selected. The groups responded to the Institutional Goals Inventory (IGI), a questionnaire prepared by the Educational Testing Service.The data were obtained from a sample of 147 questionnaires. The IGI had 90 goal statements. Each of these goal statements was rated on a 5 point scale from 1 to 5, five being of extremely high importance and 1 of no importance or not applicable. Ten goal statements were ungrouped; the remaining 80 were grouped in 20 goal areas comprising 4 goal statements each. Then, means of the responses in each goal area were computed for each of the 4 responding groups, "Is" and "Should Be" means were derived from the entire population, Next, the "Is" means were subtracted from the "Should Be" means, providing discrepancy scores.An F-ratio of 2.68 was used as the point for significant difference between the "Is" means, the "Should Be" means, and for the difference between these two means for each of the 4 responding groups. The F -ratio was computed at the .05 level using these factors; (1) the difference between and within the means of the four groups, (2) sum of squares, (3) a degree of freedom of 3/143, and (4) mean squares. The statistical analysis was done by the computer.Null Hypothesis I, II, and III were supported or rejected separately for each of the study's 20 goal areas. These 20 goals were broken into two categories; Output and Process goals. Output goalswere the substantive objectives, such as intellectual development, vocational preparation, or public service programs. Process goals were the objectives that related for the most part to educational process and campus climate.The research did not provide a clear-cut answer to Hypothesis I. In 11 cases Hypothesis I held true; in 9 cases it did not. In 6 out of 13 output goals the hypothesis proved correct and in 3 out of 7 process goals the same results obtained.There were significant differences among the groups' perception of the importance to the University of the selected goals. The administrators judged all of the 20 goals to be more important to the University than the remaining 3 groups did. The faculty judged 4 out of 20 goals to be more important to the University than did the undergraduate and graduate students. The graduate students judged 3 out of 20 goals to be more important to the University than did the undergraduates. The undergraduate students judged 17 out of the 20 goals to be more important to the University than the faculty. The administrators and the undergraduate students perceived the University as assigning more importance to goal areas than did faculty or graduate students.The research did not provide a clear-cut answer to Hypothesis II. In 11 cases Hypothesis II held true; in 9 cases it did not. In .5-out of 13 output goals the hypothesis proved incorrect and in out of the 7 process goals the same result obtained.There were significant differences among the groups' judgments concerning what importance "Should Be" assigned to selected goals. The graduate students judged 12 out of the 20 "Should Be" goal areas to be more important than the remaining 3 groups. The administrators judged 7 out of the 20 "Should Be" goals areas to be more important than the 2 remaining groups. The undergraduate students judged 1 out of the 20 "Should Be" goal areas to be more important than did the other 3 groups. The faculty judged none of the 20 "Should Be" goal areas to be more important than the other 3 groups.The research most nearly supported Hypothesis III. In 14 cases Hypothesis III held true; in 6 cases it did not. In 3 out of the process goals the hypothesis proved incorrect and in 3 out of the 7 process goals the same result obtained.There were significant discrepancies among the groups' judgments as to the current importance of goals at Ball State University, compared to what they judged "Should Be" their importance. In all 20 goal areas there was always a gap between a lower "Is" score, reflecting perceptions of the present situation, and a higher "Should Be" score, reflecting hopes for another situation. This meant the discrepancy was always a positive one. The graduate students' scores revealed the greatest amount of discrepancy in 14 of 20 goal areas between what they thought the University's goals were and what they wished them to be. The faculty and undergraduate students were basically in agreement about the size of the discrepancy between what they believed the goals to be and what they thought the goals should be, with only 3 out of 20 goal areas higher in discrepancy than the other groups. The administrators had no discrepancy factor higher than any of the other groups. The graduate students saw the University as different from what they wished it to be by a considerable margin, while the administrators perceived the priorities of the University to be much closer to what their own would be.

A formal hierarchical structure in schools results in a centralised form of management. Management by objectives can break a formal hierarchical structure at a school with the result that members of the staff will participate more readily. There is a relationship between play, game and sport, forming a continuum leading from play to game to sport. This continuum is not only continuous but it is also mutually inclusive and interwoven. Education is the most complete equipment of the religious human being regarding occupational fulfilment. School athletics can be used extracurriculum to educate children totally. There is a relationship between instruction and school athletics. Modalities as basic forms of reality include certain implications regarding school athletics and its management. These implications reveal certain values extending from the arithmetical to the credible modalities. Massparticipation should be the starting point in order to fully utilise the values of school athletics. Management by objectives can be defined as a way of management where management takes place on the basis of objectives formulated by way of participation and endeavouring to reach these objectives within a set time limit. Personal objectives of staff must coincide with the organizational objectives and the testing and evaluation of the results must take place by means of achievements based on the objectives. The implementation of certain steps result in a management by objectives plan for school athletics. If such a plan is put into operation it provides a school with a unique management by objectives programme for school athletics. The problems contained in management by objectives could paramountly be seated in human behaviour. Through dedication and enthusiasm of the executive council, especially the principal, these problems might be bridged. Management by objectives can thus be applied successfully in schools. / Skripsie (MEd)--PU vir CHO, 1988

A formal hierarchical structure in schools results in a centralised form of management. Management by objectives can break a formal hierarchical structure at a school with the result that members of the staff will participate more readily. There is a relationship between play, game and sport, forming a continuum leading from play to game to sport. This continuum is not only continuous but it is also mutually inclusive and interwoven. Education is the most complete equipment of the religious human being regarding occupational fulfilment. School athletics can be used extracurriculum to educate children totally. There is a relationship between instruction and school athletics. Modalities as basic forms of reality include certain implications regarding school athletics and its management. These implications reveal certain values extending from the arithmetical to the credible modalities. Massparticipation should be the starting point in order to fully utilise the values of school athletics. Management by objectives can be defined as a way of management where management takes place on the basis of objectives formulated by way of participation and endeavouring to reach these objectives within a set time limit. Personal objectives of staff must coincide with the organizational objectives and the testing and evaluation of the results must take place by means of achievements based on the objectives. The implementation of certain steps result in a management by objectives plan for school athletics. If such a plan is put into operation it provides a school with a unique management by objectives programme for school athletics. The problems contained in management by objectives could paramountly be seated in human behaviour. Through dedication and enthusiasm of the executive council, especially the principal, these problems might be bridged. Management by objectives can thus be applied successfully in schools. / Skripsie (MEd)--PU vir CHO, 1988