Pastaraisiais dešimtmečiais daugelio valstybių vykdomų viešojo valdymo reformų viena iš krypčių ir buvo decentralizuotų, vienos funkcijos įstaigų kūrimas – agentūrų. Tai organizacinio pobūdžio reforma, kuomet yra steigiamos specializuotos vykdomosios agentūros viešojo administravimo sistemose. Lietuvoje tokio pobūdžio institucijų nėra yra tik panašios į jas viešosios ir biudžetinės įstaigos. Todėl šio darbo tikslas yra ištirti Lietuvos specializuotų institucijų kaip agentūrų veiklos problematiką Pirmajame šio darbo skyriuje pristatoma ir nagrinėjama agentūrų kūrimo koncepcija, užsakovo (principalo) – vykdytojo teorija bei jos pritaikymas ir įtaka specializuotų vykdomųjų agentūrų steigimo iniciatyvoms. Pristatomos ir analizuojamos pagrindinės problemos kylančios šios teorijos rėmuose. Taip pat analizuojamos agentūrų kūrimo iniciatyvos atskirose viešojo administravimo sistemose, gvildenami tokie klausimai: kodėl yra steigiamos agentūros vienose ar kitose sistemose?; kas tai sąlygoja?; ko siekiama ir panašiai?. Be visų šių klausimų atskleidžiamos ir specializuotų agentūrų kūrimo prielaidos naujosios viešosios vadybos koncepcijoje. Antrasis darbo skyrius skirtas atskirų šalių patirčių analizei. Analizuojamos reformos ir jų įgyvendinimas Vakarų Europos šalyse, Olandijos ir Jungtinių Amerikos Valstijų federalinėse sistemose bei kaimyninėje Latvijoje. Atskleidžiami ir analizuojami pagrindiniai agentūrų steigimo motyvai, paskatos, problemos atskirose šalyse. Siekiant atskleisti jų... [toliau žr. visą tekstą] / In the last couple of decates in many countries the main aspect of public administration reforms was creation of specialized institutions – agencies. There are only common organizations in Lithuania such as public and budgetary institutions. So the main goal of this project is to explore problems of Lithuanian agencies. The first part of this work introduces and analyzes the conception of the agencies’ creation, principal - agent theory, its application and influence on the initiatives for the establishment of specializes executive agencies. The main problems within the frames of this theory are introduced and analyzed. Also the initiatives of the agencies’ creation in separate public administration systems are analyzed, and the following questions are asked: why the agencies are established in certain systems? What causes this? What is the goal? Etc. Besides these questions, the presumptions for the creation of specialized agencies are revealed in the conception of new public management. The second part of the work is meant for the analysis of the experience of different countries. The reforms and their implementation in the Western European countries, federal systems of Holland and the United States of America and agencification in the Republic of Latvia are analyzed. The main motives for the establishment of agencies are revealed and analyzed, as well as reasons and problems in various countries. In order to reveal their variety, quite a big range of the countries was... [to full text]

Apsisprendimo teorija (self-determination theory) pabrėžia vidinės motyvacijos, priklausančios nuo psichologinių kompetencijos, ryšių/santykių ir autonomijos poreikių patenkinimo, svarbą, mokantis ar užsiimant bet kokia kita veikla (Deci and Ryan, 2000). Tai nauja motyvacijos teorija, patvirtinanti žmonių santykių motyvacines teorijas, papildanti poreikių teorijas ir net paneigianti atlygio motyvacinę teoriją, tačiau ji jau susilaukė pripažinimo visame pasaulyje (Titenytė – Mackonienė, 2005). Daugelis švietimo įstaigų, tiek Jungtinėse Amerikos Valstijose, tiek kitose šalyse pripažįsta šios teorijos išryškintą pagrindinių žmogaus psichologinių poreikių svarbą ir sėkmingai restruktūrizuojasi tam, kad būtų galima kuo geriau patenkinti pagrindinius mokinių ir pedagogų psichologinius poreikius. Tyrimo tikslas: ištirti motyvacijos raišką švietimo organizacijoje, taikant apsisprendimo teoriją. Tyrimo objektas: motyvacijos raiška švietimo organizacijoje. Tyrimo tikslui pasiekti naudoti teoriniai, empiriniai ir statistiniai metodai. Išanalizuota literatūra apie motyvacijos sampratą, išnagrinėtos motyvacinės teorijos, apibrėžtos poreikių ir vidinės motyvacijos sąsajos (Apsisprendimo teorija). Naudojantis, Deci, Connell ir Ryan pripažintais klausimynais mokytojams ir mokiniams, atlikta anketinė apklausa. Klausimynai adaptuoti A. Titenytės – Mackonienės (2005). Aprašomoji statistika taikyta, siekiant anketinės apklausos metu gautos informacijos statistiniam apdorojimui. Tyrimo duomenys... [toliau žr. visą tekstą] / Self-determination theory emphasizes the inner motivation, which depends on competence of the psychology, the satisfaction of communication/relationship and autonomy, the importance of learning or performing any other activity (Deci and Ryan, 2000). This is a new theory of motivation stating that motivational theories of human relations, refilling the needs of even contradicting theories and reward motivation theory, but it has gained recognition all over the world (Titenyte - Mackoniene, 2005). Many educational institutions, in the United States and other countries recognize this theory highlighted the basic human psychological needs and the importance of a successful restructures in order to be able to better meet students 'and teachers' basic psychological needs. The aim of the research: to explore the expression of motivation in organization using the theory of self – determination. The object of the research: the expression of motivation in organization using the theory of self – determination. The reach the goal of the study is used the theoretical, empirical and statistical methods. The literature on the motivation of the concept of motivational analysed, defined needs and intrinsic motivation interface (decision theory). Using, Deci, Connell and Ryan recognized questionnaires for teachers and students conducted an interview . Questionnaires adapted of A. Titenyte’s – Mackoniene’s (2005). Descriptive statistics applied to the questionnaire information obtained during... [to full text]

Learner autonomy, the ability to take charge of one’s own learning, is one of the most valuable skills educators can encourage their students to develop. The ability to learn how to learn provides opportunities for students not only to take responsibility for their own learning, but also to determine its direction. What are the avenues one can take to promote the development of learner autonomy? A large body of literature articulating the importance of learning as a structured, experiential process has emerged over the last three decades. The research of John Dewey and David Kolb regarding experiential education has contributed to the formal structure of a method of this kind of learning. Kurt Hahn, whose ideas about experiential learning stress reflection and also solitude, a state of being alone, offer a significant connection to psychologist Mihalyi Csikszentmihalyi’s flow theory, where one is “intensely involved in a meaningful activity [and is] able to remain focused for the length of time needed to achieve a deeply valued goal (Csikszentmihalyi, 2008, p. 6). This connection is seen most clearly in what Csikszentmihalyi suggests are the conditions for flow, one of which is concentration. The ability to concentrate is certainly a condition for higher learning processes and is therefore an important condition to take into consideration with regard to education and learning. Conditions for concentration however, seem to be rooted in solitude (Behuniak, 2006; Csikszentmihalyi, 2008). Although solitude is something that is needed to concentrate and to develop our complex selves, (Csikszentmihalyi, 2008) current cultural trends expose an avoidance of solitude. Importantly, it seems that neither schools nor the culture of schooling value the importance of, nor the conditions needed to foster positive experiences of being alone, of fostering experiences in solitude. Instead, current school climate seems to dissuade us from experiencing learning at a pace that will help develop learner autonomy, indeed the ideals of education (Gatto, 2003). This qualitative study will explore how six participants who engage in a variety of activities during which they believe themselves to be engaged in a deep level of concentration express how concepts related to flow as a learning process affects them as learners. Additionally, the study will consider the value of experiential learning as central to the participants’ overall understanding of and success in their chosen activities. The purpose of this study is to illustrate the value of and conditions for learning that takes place during flow-based activities; the process of learning that takes place through the practice of activities at which healthy competence and engagement at a deep level of concentration is required. It will in turn investigate the implications these activities have in relation to the development of learner autonomy. / Thesis (Master, Education) -- Queen's University, 2011-09-29 01:14:31.786

Although previous research has examined how dependent and self-critical people recall their parents, there has been little investigation of the influence of Dependency and Self-Criticism on parental attitudes and behavior. The present research examined these relationships in mothers of adolescent children. In Studies 1, 2, and 3, mothers completed measures of Dependency and Self-Criticism and of baseline affect, then were given experimentally manipulated feedback about the child's competence and autonomy. Affect was assessed again, and mothers "coached" children on computer problem-solving puzzles. Studies 1 and 2 examined mothers of adolescent girls, and Study 3 examined mothers of adolescent boys. In mothers of adolescent girls, Dependency was associated with punitive and controlling reactions to daughter autonomy. This was also true of mothers of less competent adolescent sons. In mothers of highly competent sons, however, Dependency was associated with punitive and controlling reactions to low autonomy. Dependency was also associated with increases in depressed affect in response to daughter, but not son, autonomy. In mothers of adolescent girls, Self-Criticism was associated with punitive behavior, regardless of the manipulated characteristics of the daughters. This was true even when, in Study 2, the highly competent performance of daughters was made extremely salient. Self-Criticism had no discernible impact on the parental behavior of mothers of adolescent sons. These results were interpreted as indicating that, especially in mothers of adolescent daughters, parents high in Dependency and Self-Criticism interact with their children in ways that are likely to foster the development of Self-criticism and Dependency in their children. Study 4 examined the relationship between parent and child Dependency and Self-Criticism in the combined data collected from the first three studies. Contrary to expectations, there was no relationship between parent and child

The fact that it took so long, in spite of successive waves of invaders and spirited yet sporadic resistance, to fashion a united national front, points out an anomaly in Algerian society: a divided identity. It took a cruel French occupation, the incompetence of colonial authorities, and the infiltration of European nationalist ideology to fashion a united front, but it was only a front, for immediately after independence, the unity was shown to be a temporary one. / The Berber majority found itself excluded, both culturally and politically, from the new Algerian state. Strangers in their own land, Berbers were faced with a new, more insidious colonialism: Arabization.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The aim of the study was to explore the role of autonomy in participants’ self-management of exercise behaviours and the transfer of responsibility throughout adolescence. The design of this study used qualitative description with information collected and presented using a case study approach. Participants were five emerging adults (aged 18–24) with Type 1 diabetes for a minimum of one year who lived in Canterbury. Data was gathered through three sources: a semi-structured interview seeking self-reported exercise throughout adolescence, a set of questionnaires based on four instruments, and physical activity performed over a week as recorded by an activity monitor. All participants achieved autonomy for exercise, however participants achieved autonomy at different ages. Participants’ diabetes self-management and physical activity levels varied according to their stage of life and lifestyle. They received varying advice about exercise from health professionals. Participants sought to determine their own exercise choices during adolescence, leading them to obtain a driver licence to be independent of parental transport. Three of the five met current guidelines for physical activity levels, and another met recommendations by her clinician. Policy implications regarding healthcare advice and barriers to exercise for young people are discussed, as are limitations of the research and future avenues for research.

Background: Hospital drug formularies are developed in order to support safe, effective and cost-effective prescribing. Their utilisation is based on the assumption that prescribers and other users will follow guidance outlined within them. The role of formulary users’ attitudes has been largely overlooked in the research literature. The nature and impact of attitudes to formularies on influencing prescribing practice have not been fully investigated. This study seeks to address this issue through a local practice based research project. Objectives: To determine the attitudes and experiences of users and key stakeholders with the utilisation of a new formulary at a local hospital trust. Methodology: Semi-structured interviews were conducted exploring the views of doctors, pharmacists and non-medical prescribers. An online self-completion questionnaire was sent to all key stakeholders. In addition prescribing data was also extracted from the Pharmacy computer system to assess impact of the new formulary. Data collection was thus split into two phases with modifications made to the formulary based on preliminary findings and emerging themes. Results: The local formulary symbolises a ‘critical split’ in the approach to resource management and patient care. Pharmacists are ‘closely bound’ to the formulary, relying on it for retrospective decision-support and ultimately seen to improve pharmacists’ autonomy while prescribers consider it to be over-rationalisation eroding their professional autonomy. Although the quantitative data in this study demonstrates a statistically significant improvement in doctors’ perceptions of using the formulary, the distinct divide between doctors’ and pharmacists’ attitudes towards the formulary remained. Prescribing data extracted showed no significant impact of the formulary on prescribing practice. Conclusion: The study confirms the existence of deeper sociological constructs, particularly concerning autonomy and professionalism. Doctors claim an ability to manage uncertainty during patient consultations while pharmacists claim to be drug ‘experts’. The monopoly on drug knowledge is therefore contested ground. This study concludes that both the formulary and the pharmacy profession need to be more influential, and embrace a more ‘humanised-bureaucracy.’ It is recommended that pharmacists build on a new philosophical union with the formulary and focus on asserting their claim and dominance on the monopoly of drug knowledge.

Emerging favourable as well as unfavourable nutrition patterns are observed in societies undergoing rapid social and economic change. The aim of this thesis is to analyse the associations between household and maternal resources and infant and young child feeding habits and nutritional status in rural Nicaragua, a low-income transitional society. All households (n=1,500) in Los Cuatro Santos with at least one child (0-3 y) were visited to collect information on feeding of the youngest child. Children´s anthropometry was also measured using standardised World Health Organisation (WHO) techniques. Validated instruments were used to assess household and maternal resources. All instruments had been adapted to the local context and piloted in a nearby community.  The education of the mother showed more independent variation in the studied outcomes. The odds for exclusive breastfeeding were highest in infants aged 0 to 5 months of mothers with the lowest education. Further, children aged 6 to 35 months with lowest educated mothers were less likely to consume highly processed snacks (HP snacks) and sugar-sweetened beverages (SSBs). They were also less likely to be exposed to a double burden of suboptimal feeding (concurrent unmet WHO recommended feeding practices and consumption of HP snacks or SSBs). However, children aged 6 to 35 months were more prone to infrequently meet dietary diversity and to more shortness. Children in the same age group with lower educated mothers were also shorter in households with the lowest housing quality. Higher level of maternal education contributed both favourably and unfavourably to child feeding and nutrition. This was reflected in more and less frequent practice of the WHO feeding indicators, but also in more frequent children´s consumption of HP snacks and SSBs. Higher maternal education was associated with taller children, even in households with the lowest housing quality.

This thesis examines the concept of self-determination, as defined by competent international agencies. Analyzing the Nunavut Land Claims Agreement and the Estatuto de Ia Autonomia de las Regiones de Ia Costa Atlantica de Nicaragua (Autonomy Statute for the Regions of the Atlantic Coast of Nicaragua), this work proposes that these two laws of legislation do provide a starting point for the Inuit and the Miskitu-nani to definitely begin to work towards achieving a degree of self-determination within the nation-states in which these peoples live. After analyzing the historic development of the concept of self-determination and placing the Inuit and the Miskitu-nani in a theoretical framework of internal colonization, this work looks at the history and background of both peoples as well as at the final documents: the Law of Autonomy, the Nunavut Final Agreement and the Nunavut Law. Following a comparison and an analysis of these agreements, it is proposed that they represent an initial political step that, by providing some self- administration, potentially opens a road to self-determination for these Aboriginal nations —self-determination as defined by international agencies and accepted by most member states of the United Nations.