Yes / Aims: To determine who provides bereavement support in the community, what sources are perceived to be the most or least helpful and for what reason, and to identify the empirical elements for optimal support in developing any future compassionate communities approach in palliative care. Design: A population-based cross-sectional investigation of bereavement experiences. Sources of support (informal, community and professional) were categorised according to the Public Health Model of Bereavement Support; most helpful reasons were categorised using the Social Provisions Scale, and least helpful were analysed using inductive content analysis. Setting and participants: Bereaved people were recruited from databases of funeral providers in Australia via an anonymous postal survey (2013–2014). Results: In total, 678 bereaved people responded to the survey. The most frequently used sources of support were in the informal category such as family, friends and funeral providers. While the professional category sources were the least used, they had the highest proportions of perceived unhelpfulness whereas the lowest proportions of unhelpfulness were in the informal category. The functional types of helpful support were Attachment, Reliable Alliance, Social Integration and Guidance. The five themes for least helpful support were: Insensitivity, Absence of Anticipated Support, Poor Advice, Lack of Empathy and Systemic Hindrance. Conclusion: A public health approach, as exemplified by compassionate communities policies and practices, should be adopted to support the majority of bereaved people as much of this support is already provided in informal and other community settings by a range of people already involved in the everyday lives of those recently bereaved. This study has provided further support for the need to strengthen the compassionate communities approach, not only for end of life care for dying patients but also along the continuum of bereavement support. / Health Department of Western Australia.

To ensure medical residents are prepared to work in complex and evolving settings, postgraduate medical education is transitioning to competency-based medical education, which is known as Competence by Design (CBD) in Canada. To understand how CBD is operationalized within specific residency programs and how it contributes to patient, faculty, and learner outcomes, there is a need to engage in program evaluation. However, the actual extent that, reasons for, and methods in which CBD programs are engaging in program evaluation remain unclear. Furthermore, minimal attention has been given to building program evaluation capacity within medical education programs (i.e., doing evaluation and using evaluation findings). In this research project, I explore and formally document: (a) the extent that and the ways in which CBD programs are engaging in program evaluation, (b) the reasons why these programs are engaging or not engaging in program evaluation, (c) the actual and potential positive and negative consequences of these programs engaging in program evaluation, (d) the ways that these programs build their capacities to do program evaluation and use evaluation findings, (e) the ways that program evaluators currently support these programs, and (f) the ways that program evaluators can help stakeholders build their capacities to do program evaluation and use evaluation findings. Through this research, I contribute to the limited body of empirical research on program evaluation in medical education. Confirming how CBD programs are engaging in program evaluation can advise stakeholders and program evaluators on how best to support CBD programs in building their capacities to do program evaluation and use evaluation findings, inform the design and implementation of other medical education programs, and, ultimately, enlighten program evaluation research on authentic and current evaluation practices in medical education. To meet the objectives of this study, I used a three-phase, sequential mixed methods approach. In Phase 1, I conducted a survey of Canadian program directors whose programs have transitioned to CBD to determine: (a) the extent to which CBD programs are engaging in program evaluation, and (b) the reasons why CBD programs are engaging or not engaging in program evaluation. In Phase 2, I interviewed interested program directors to explore: (c) how CBD programs are engaging in program evaluation, and (d) the ways in which CBD programs can build their capacities to do program evaluation and use evaluation findings. In Phase 3, I interviewed Canadian program evaluators to investigate: (e) how program evaluators are currently supporting CBD programs in program evaluation, and (f) how program evaluators can help CBD programs build their capacities to do program evaluation and use evaluation findings. Overall, the Phase 1 findings show that: (a) over three quarters of respondents indicated that their program does engage in program evaluation and most invite stakeholders to participate. However, most programs rarely leverage the expertise of a program evaluator and acknowledge interpreting quantitative program evaluation data is a challenge. Additionally, (b) most programs engage in program evaluation to improve their program and make decisions. However, most programs do not have an employee whose primary responsibility is program evaluation. They do not receive funding for program evaluation which affects their abilities to engage in program evaluation. Moreover, some programs do not engage in program evaluation because they do not know how to do program evaluation. The Phase 2 findings show that: (c) when program directors do engage in program evaluation, they are using ad hoc evaluation methods and a team-based format. However, program directors of CBD programs are struggling to engage in program evaluation because of limited available resources (i.e., time, financial, human resources, and technology infrastructure) and buy-in. Additionally, (d) program directors are building their capacity to do evaluation and use the findings from their specialty/subspecialty program evaluation. The Phase 3 findings show that: (e) program evaluators are supporting CBD programs by responding in a reactive way as temporary and external evaluation consultants. Finally, (f) program evaluators can help CBD programs build their capacities to do program evaluation and use the findings by using a participatory evaluation approach, leveraging existing data, encouraging the use of program evaluation approaches that are appropriate to the CBD implementation context, or encouraging programs to share findings which establishes an accountability cycle. In light of these findings, I discuss ways to engage in program evaluation, build capacity to do evaluation, and build capacity to use evaluation findings in CBD programs.

Assessing the causes of SMME learner drop-out and attrition in the national rollout of the Productive Capacity Building Programme (PCBP): A Case StudyThe aim of this evaluative research study is to investigate the causes of learner dropout and attrition within the national rollout of the Productive Capacity Building Programme PCBP of the National Productivity Institute (NPI). This study is undertaken using a case study format with particular interest in the behaviour of adult learners within the context of a learning environment as well as particular interventional measures that could be undertaken by adult educators and facilitators in retaining adult learners within contact training programmes. The research study not only has internal validity in terms of the PCBP training programme operations but also contextual importance for long distance education, e-learning, other modes of learning delivery as well as the larger human resources development (HRD) domain. The ultimate objective is to minimize PCBP training costs resulting from adult learner attrition and the failure to meet training targets. A survey population comprising sixty (x60) small, medium and micro enterprise (SMME) learners who attended PCBP training is selected using simple random sampling. The study is undertaken using case study format from a learning practitioner’s perspective. Utilizing a questionnaire instrument and interview method, the survey population is interviewed through a qualitative research method. Historical training statistics as well as post-implementation training statistics resulting from the application of recommendations are stratified and compared. Qualitative data collection methods such as observation, interview and documents are utilized. The study ends with recommendations for business application and the practical effects brought about by the implementation of initial recommendations.An analysis of recommendations indicates that adult learner dropout within the PCBP training programme is minimized through the introduction of adult learning principles within the delivery of the programme.

yes / The context for irrigation modernization in Syria reflects global drivers for change in irrigated agriculture. Two drivers are identified as being of particular importance, increasing stress on water resources, and the trend towards irrigation management transfer to the farmer level. Within these broad categories a number of specific challenges are likely to be of importance in the modernization process in Syria. Capacity-building to meet these challenges is required at three levels, policy, institutions and the individual. This paper focuses on institutional development, as being the most difficult level at which to undertake effective capacity-building. It discusses the institutional framework for irrigation management and goes on to describe current approaches, based round the concept of design principles. Constraints and limitations of the design principles approach are discussed. The paper concludes by proposing an agenda for preliminary action on capacity-building for irrigation modernization. This agenda comprises an institutional mapping exercise, an assessment of the roles and responsibilities of water sector entities, and the development of a strategy for supporting farmer-level institutions. Integration with other capacity-building initiatives (policy reform, human resource development) is necessary if it is to make an effective contribution to the overall modernization programme.

No description available.

This article focuses on lessons learned from district implementation of Utah Senate Bill 64 passed in 2012, which requires large-scale reform in evaluating teacher quality. This statemandated reformation effort requires all principals to evaluate teacher performance using new state teacher standards adopted in 2011. District implementation efforts used effective professional development that included peer collaboration and practicum experiences as evidenced by successfully certifying all principals in the evaluation of teacher performance. Twenty-seven principals representing nine districts were selected for this qualitative study. Data was collected during a one-on-one interview with each principal to gather insights about district efforts to prepare them individually to effectively evaluate teacher performance. In addition, data were coded and analyzed for evidence of change knowledge principles. The central lesson learned is that sustainable and continuing teacher quality improvements require a continual collective capacity vision and approach at all levels of the educational system. Certifying principals in the use of an improved teacher evaluation tool through effective professional development efforts is one step in achieving improvements in teacher quality. Consideration of the following four components of change knowledge principles foster and strengthen district efforts when implementing strategic targets for the continuation of teacher quality improvements: (a) expand teacher quality improvements to include both individual and collective capacity building opportunities; (b) create a plan of action that builds on efforts to comply with state law and expands implementation efforts to use the evaluation tool for improved student learning through continual teacher quality improvements; (c) provide professional development that includes strategic opportunities for principals to build their capacity in their critical role and responsibilities to continue teacher quality growth; (d) provide supports in the context of a principal's school through practicum experiences that foster the acquisition and sustainability of skills that support teacher quality improvements.

過去幾十年，台灣的經濟發展為最著名的紀錄之一。而值得注意的是，台灣從貧困的農業社會進步到富足的工業國家間快速且持續的成長造就了龐大的中產階級與公平的所得分配。另一方面，近幾年來，菲律賓穩定地成長為亞洲的一經濟力量。本文旨在探討台灣如何追求和實行「中國農村復興聯合委員會（農復會）」所強調的能力建構，並將之與目前為菲律賓經濟藍圖的《2011-2016年發展計畫（Development Plan 2011-2016）》相比較。在美國外援下，為了戰後台灣農村的重建而成立農復會。在復甦農業的同時，農復會亦間接地促進人力資源的發展與大量資本在研究與創新方面的投入，使得台灣得以從農業國家轉型為工業國家。為更加了解這些計畫，本文訪談台灣與菲律賓相關組織中直接參與計畫的領域專家。在總統大選結果出爐後，菲律賓面臨新領導人上任後可能改變的施政優先順序；藉此機會，本文企盼能夠向已知為發展台灣重要因素的特定計畫與政策學習，以供未來可能應用於菲律賓的參考。 / For the past several decades, Taiwan has experienced one of the most notable records of economic development. Its evolution from an impoverished agricultural society into a flourishing industrial country characterized by rapid and sustained growth brought about a strong middle class and equitable distribution of income has been noteworthy. On the other hand, the Philippines has steadily been making progress in becoming an economic force in Asia in the past years. This paper will look into how Taiwan pursued and underwent capacity building initiatives as highlighted in the Joint Commission on Rural Reconstruction in comparison to the Philippines’ Development Plan 2011-2016 which is currently used as an economic blueprint for the country. Funded by foreign aid from the United States, JCRR was established to focus on rural reconstruction of post-war Taiwan. In the process of rehabilitating the agricultural sector, it has also indirectly facilitated the development of its human resources and poured substantial capital on research and innovation which enabled it to transform from an agricultural to an industrial country. Interviews of subject-matter experts directly involved in the institutions driving these initiatives have also been conducted to further understand the initiatives. With the recently concluded Presidential elections in the Philippines, the country is facing a new leadership with its own set of priorities to tackle. With this opportunity, it is the intention of this paper to be able to learn specific initiatives and policies that have proven to be vital factors in the development of Taiwan for possible application to the Philippines.

Background: As a result of the restructuring of the South African Police Service (SAPS) in 1996 and various other factors, Police Social Work Services decided to broaden the scope of its services by developing and introducing proactive, personnel capacity building programmes. By 1999, 15 such programmes were developed. The need subsequently arose for a comprehensive impact assessment of these programmes and the Evaluation of Personnel Capacity Building Programmes (EPCBP) study was launched in 2001. The evaluation of the HIV and AIDS Awareness programme formed part of this research. Objectives: The primary aim of the study was to determine the effect of the HIV and AIDS Awareness Programme on SAPS personnel's knowledge, attitude and behaviour. Procedure: In the research, the comparison group pre-test and post- test design and triangulation were used. Six measurement scales and a presenter's evaluation questionnaire were developed and completed by 261 experimental group respondents, 51 comparison group members and 24 presenters. Results: Through the triangulation of measurements it was determined that the HIV and AIDS Awareness programme had a practical significant effect on the respondents knowledge, attitude and behaviour. It was thus an effective tool in the hands of Police Social Work Service that not only empowered SAPS personnel to lead more healthy professional lives, but one that also enhanced their personal well-being. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2008.

Syftet med studien är att skapa en djupare förståelse för nytillträdda chefers upplevelse av introduktionsprocessen och vilka aspekter som är av relevans ur chefers perspektiv. Studien utfördes på en fabrik med omkring 1500 anställda. Studien är av kvalitativ art med empiri hämtad genom semistrukturerade intervjuer med tio nytillträdda produktionsledare. Analysen av data genomfördes med inspiration utifrån en fenomenologisk forskningsansats. I resultatet urskiljs produktionsledarnas olika erfarenheter av introduktionsprocessen. Introduktionen har inte varit standardiserad och haft frånvarande tidsramar, vilket har resulterat i att processen har upplevts ostrukturerad och otydlig. Flera av de nytillträdda cheferna upplevde bland annat att organisationen inte skapat goda förutsättningar för dem att lyckas i sin roll som produktionsledare. Vidare aspekter som belystes viktiga under introduktionsprocessen innefattade bland annat fadderskapet och stödet från kollegorna. Avslutningsvis är vår slutsats att genom en god struktur och tydlig information hade organisationen kunnat utveckla en mer givande introduktion för deras produktionsledare. / This study aims to create a deeper understanding of how newly employed managers experiences of the orientation program and furthermore what aspects that was of relevance from a manager point of view. The study was conducted at a factory with approximately 1500 employees. A qualitative research design was used in the study with empirical data retrieved from semi-structured interviews with ten newly employed production leaders. The analysis of data has been conducted with inspiration by a phenomenological research approach. The results portray the production leaders different experiences of their work orientation. The result shows that the work orientations have not been standardized and furthermore lacked time frames, with the result that the process has been experienced unstructured and vague. Several of the newly employed mangers, for instance, experienced that the organization did not create useful conditions for them to succeed in their role as production leaders.  Further aspects that were highlighted as important during the work orientation included a mentor and the support from colleagues. In conclusion, we believe that through a distinct structure and clear information from the organization, they would been able to develop a more productive work orientation for their production leaders.

When information technology is incorporated into the operations of financial critical infrastructure, it brings with it a range of cyber risks, and mitigating them requires that firms and regulators develop capabilities to foster protection. The sophistication of cyber threats to the financial sector has been growing rapidly. Developed nations have worked hard to improve their knowledge of these threats and establish strategies to respond accordingly. However, in developing nations, both the understanding of the risks posed by cyber threats and the ability to address those risks have been slower to evolve. Developing the needed cybersecurity capabilities in developing countries encounter challenges that need to be identified and addressed. In order to begin to do that, this thesis reports on three studies conducted in the context of Ecuador. The first study identifies and assesses incident experiences, challenges, barriers, and desired actions reported by financial security managers with the objective of identifying strategies to enhance incident response capabilities. The second study begins with the security incidents reported by the Ecuadorian financial stakeholders during the first study and assesses the potential effectiveness of the government policy that is intended to address IT risk in the financial sector. The third study explores the challenges that universities face in order to provide cybersecurity instruction to protect critical infrastructure and explores potential strategies to advance cybersecurity education at the university level. In support of this work we collected data from national practitioners involved in responding to security incidents and in developing cybersecurity skills. Sixty-one in-depth, semi-structured interviews across five cities were conducted (95% in person, the rest by telephone) with respondents who had good knowledge in the subjects. Respondents come mainly from: the financial sector (CISOs, risk and IT managers, security chiefs, security officers, authorities); telecommunications sector, especially ISPs (managers, directors, engineers, authorities); and academia (deans, directors, professors). We transcribed all the interviews, coded them and conducted qualitative text analysis. This research finds that (1) the financial sector is already facing risks driven by outsiders and insiders that lead to fraud and operational errors and failures. The main barriers to improving protection are small team size, network visibility, inadequate internal coordination, technology updating, lack of training, and lack of awareness. The sector has little community support to respond to incidents, and the national legal framework has not supported appropriate prosecution of cyber criminals; (2) the national IT risk management policy has reasonably covered most countermeasures related to reported security incidents. There are however, several areas of gap, one of the most important is network security, which can enable sophisticated malware attacks; (3) today the level of cybersecurity education is mostly elementary in Ecuador. Academic interviewees at only four of the thirteen universities studied expressed confidence that they can provide students with reasonable preparation. Ecuador needs to design a national cybersecurity plan that prioritizes protection for critical infrastructure and should support strategies that allow the country to enhance cybersecurity capabilities. Properly designed these initiatives should allow the nation to develop a core structure to confront current and emergent cyber challenges in the financial sector and other critical national operations, and build the human resources necessary to continue that effort.