Au Mali, une loi hospitalière a été adoptée en 2002 pour définir le cadre institutionnel d’une réforme majeure. Cette loi a décrété des transformations substantielles de la structure interne, tant administrative que clinique des établissements publics hospitaliers notamment l’implication des populations locales dans la prise de décision de l’établissement, l’autonomie administrative et financière à travers la délégation budgétaire et l’implication des professionnels de santé à la gestion, l’intégration des services de spécialité et la participation du secteur privé au service public hospitalier. Cependant, la capacité des hôpitaux à réussir les transformations prévues a été remise en question par la majorité des acteurs internes et externes. L’objectif de cette thèse a été d’étudier de quelle manière l’hôpital malien se transforme sous la pression de la décentralisation des pouvoirs de l’État et d’étudier comment les groupes d’acteurs réagissent face à ces changements à partir de deux cadres d’analyse. Le premier cadre intègre les caractéristiques essentielles des transformations hospitalières en termes de différents types de décentralisation et le second cadre inspiré des travaux de Crozier et coll. (1977) analyse les jeux de pouvoir entre les groupes d’acteurs hospitaliers selon deux niveaux à savoir un niveau stratégique et systémique. Pour cela, nous avons conduit une étude multiple de deux cas et utilisé trois modes de collecte des données à savoir les entrevues semi-structurées auprès des informateurs clés, l’analyse documentaire, et l’observation lors de réunions. Dans un premier temps, les analyses ont révélé pour les changements intervenus dans la structure, selon l’importance des responsabilités attribuées à l’hôpital public, (1) plusieurs variantes de la décentralisation. Globalement, l’intention politique était focalisée sur une délégation puis une déconcentration et une dévolution; les mécanismes mis en place ont penché plus vers une déconcentration puis une délégation et une dévolution tandis que les transformations réellement effectuées dans les établissements publics hospitaliers ont plutôt confirmé une déconcentration en plus d’une délégation particulièrement dans le cas de l’implication des populations locales dans la gestion hospitalière. Tandis que l’hôpital public pouvait faire des recettes à partir du recouvrement partiel des coûts des soins auprès des usagers, l’État gardait une main forte sur la gestion financière et la gestion du personnel, et définissait les directives et les objectifs à poursuivre. (2) Les analyses apportent une compréhension des liens existant entre les différents éléments du processus de réforme, le type de mécanisme mis en place dans le cadre de la réforme semble déterminer le type de transformation effectué selon les fonctions que peut assurer l’hôpital public. La logique traduit le passage de la délégation vers une déconcentration qui est jugée comme étant la forme la moins poussée d’une décentralisation. Dans un deuxième temps, les résultats confirment la présence de conflit entre les normes professionnelles établies et reconnues par les professionnels de santé et les normes organisationnelles et institutionnelles mises en avant par la réforme. Elles sont défendues par la majorité des gestionnaires qui sont imputables face aux autorités alors que les normes professionnelles dominent dans les services cliniques. Les deux cas ont mis en évidence le soutien de leur direction générale, il existait une tension dans les réactions des médecins, qui a été variable selon le type de changement structurel visé, tandis que les infirmiers se sont montrés plutôt accessibles face aux nouvelles mesures introduites par la réforme. L’une des originalités de cette thèse tient au fait que très peu de travaux sur les pays en développement ont tenté d’opérationnaliser de façon multidimensionnelle les concepts de décentralisation avant d’analyser les variantes susceptibles d’exister entre eux et les stratégies développées par les groupes d’acteurs de l’hôpital. En outre, alors que la pertinence de la prise en compte des caractéristiques du contexte organisationnel dans la mise en place des réformes des systèmes de soins est au cœur des préoccupations, ce travail est l’un des premiers à analyser l’influence de l’interaction entre le processus de réforme hospitalière et les prises de position des acteurs. Les résultats de cette thèse fournissent des recommandations aux décideurs politiques et aux gestionnaires quant aux modes de changement structurel à privilégier ou en éviter dans la planification, l’exécution et la mise en œuvre du processus de réforme hospitalière en fonction des caractéristiques du contexte organisationnel sanitaire. La planification de la réforme est essentielle : Élaborer un projet d’établissement discuté et validé par l’ensemble des acteurs de l’hôpital. Ce projet doit être compatible avec les objectifs du schéma d’organisation sanitaire nationale et déterminer les moyens en personnel et en équipements, dont l’hôpital doit disposer pour réaliser ses objectifs. Concevoir un cadre budgétaire et financier hospitalier flexible (qui va alléger la chaine de prise de décision), sur lequel reposera le nouveau système de gestion des hôpitaux. La capacité de mobilisation et d’exécution des ressources hospitalières devrait renforcer l’autonomie de gestion. Enfin, promouvoir une culture de l’évaluation et faciliter les évaluations périodiques de la mise en œuvre de la réforme hospitalière par des organismes d’évaluation externes et indépendants. / In Mali, a hospital law was passed in 2002 to define the institutional framework of a major reform. This law decreed substantial transformation of the internal structure, both administrative and clinical public hospitals including the involvement of local people in decision making of the establishment, administrative and financial autonomy through the delegation and the budget involvement of health professionals in the management, integration services and specialty private sector participation in the public hospital. However, the ability of hospitals to achieve the planned changes has been questioned by the majority of internal and external stakeholders. The objective of this thesis was to study how the hospital in Mali have been transformed turns under the pressure of the decentralization of state powers and to study how groups of actors are responding to these changes from two analytical frameworks. The first part incorporates the essential characteristics of hospital transformations in terms of different types of decentralization and the second part inspired by the work of Crozier and al. (1977) analysis the power games between groups of actors hospital at two levels namely strategic and systemic levels. For this, we conducted a study of two cases multiple studies we used three modes of data collection ie semi-structured interviews with key informants, document analysis, and observation during meetings. Initially, the analyzes revealed for the changes in the structure, depending on the size of the assigned responsibilities to the public hospital, (1) several variants of decentralization. Overall, the intent was focused on a political delegation and deconcentration and devolution, the mechanisms put in place have swung more towards devolution and delegation and devolution while the transformations actually worked in public hospitals have tended to confirm a deconcentration and more particularly of a delegation in the case of the involvement of local people in hospital management. While the public hospital could make revenue from the partial recovery of costs of care among users, the state kept a strong hand on financial management and personnel management, and defined guidelines and objectives to be pursued. (2) They provide an understanding of the linkages between different elements of the reform process, the type of mechanism put in place as part of the reform seems to determine the type of processing performed according to the functions that can ensure the public hospital. The logic reflects a shift from the delegation to a devolution which is judged as the least advanced form of decentralization. In a second step, the results confirm the presence of conflict between professional standards and recognized by health professionals and institutional and organizational standards put forward by the reform. They are defended by the majority of managers who are facing due to the authorities while the professional standards prevailing in clinical services. Both cases have highlighted the support of their general direction, there was a tension in the reactions of doctors, which was variable depending on the type of structural change aimed at, while nurses were rather accessible face of new measures introduced by the reform. A unique feature of this thesis is that very little work on developing countries have attempted to operationalize a multidimensional concepts of decentralization before analyzing the variations that may exist between them and the strategies developed by stakeholder groups of the hospital. Furthermore, while the relevance of taking into account the characteristics of organizational context in the implementation of reforms is at the heart of care concerns, this work is one of the first to analyze the influence of the interaction between the process of hospital reform and the positions of the actors. The results of this thesis provide recommendations to policy makers and managers on the modes of structural change to favor or avoid in planning, execution and implementation of hospital reform process based on the characteristics of organizational context health. Planning reform is essential: Develop a school plan discussed and validated by all stakeholders of the hospital. This project must be compatible with the objectives of a national health organization and determine how personnel and equipment, which the hospital must have to achieve its objectives. Designing a fiscal and financial flexibility hospital (which will reduce the chain of decision making), upon which a new system of hospital management. Capacity for mobilization and execution of hospital resources should empower management. Finally, promoting a culture of evaluation and facilitate periodic evaluations of the implementation of hospital reform by agencies external and independent evaluation.

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The purpose of this research was to explore the subject of integrating philosophy of education and the goals of education in education practice at the high schools in Kenya. It is stated that the impact of education practice is hinged in the statement of philosophy of education and the goals of education which has been neglected by researchers and scholars in Kenya. An intensive literature review which was undertaken revealed that philosophy of education and the goals of education are flouted in education practice. The sources of literature review were books, journals, policy documents, dissertations, theses, newspapers, and websites. In this qualitative research, phenomenology was selected as suitable theoretical framework to situate education practice as a human activity which is shaped by philosophy of education and the goals of education. A qualitative design was used, and purposive sampling was identified to select the schools and the respondents. The respondents in this research included the school principals, teachers, education officers, board of governors, and the parents-teachers’ representatives. The main qualitative research methods involved literature review and interviews. In this study, ideograms were utilized in the process of analysing the responses acquired from the respondents. According to the respondents, the statement of philosophy of education is foreign in the high schools, but the goals of education are printed in the syllabi, and this explains why the study focused on the goals as the familiar items. The views obtained from the respondents emphasized on what is envisioned to occur at the high schools, and this explains that the students are estranged from philosophy of education. It was concluded that high school pedagogy is exposed to conflicts in relation to integrating philosophy of education and the goals of education. In this case, the study recommended the following insights to improve the process of integrating philosophy of education, the goals of education, and education practice in Kenya: The necessity of revising the content and material resources of high school syllabi to comprise the attributes of philosophy of education in pedagogical activities.  Another suggestion emphasized on restructuring evaluation strategies to integrate the attributes of social cohesion, human progress and economic development.  The final recommendation is that the teaching and learning activities are necessary to intensify knowledge transfer which articulates the attributes of philosophy of education and the goals of education. / Teacher Education / D. Ed. (Philosophy of Education))

The integration and evangelisation of the minority groups in Zimbabwe in general, and in the Seventh-day Adventist Church in particular poses a challenge. The situation has become more acute after independence. Evidently, the socio-political atmosphere in Zimbabwe has not ameliorated the condition. Certainly, challenges stem from issues concerning racial prejudice, finances, cultural differences, as well as worship styles. While the efforts of the current multicultural ministries are appreciated, the results of the survey indicate that a lot still needs to be done. First, the organizational structure of the ministry needs to be reviewed. Such a review is relevant in order to check and regulate the balance and distribution of power, control and authority. Second, the need for the recruitment of leaders from within the minority groups themselves especially from the white population was clearly articulated. Third, it may be necessary to approach the whole issue from a social standpoint, so as to formulate theological strategies. Apparently, the social distance is more pronounced than the theological one. In addition, integration and evangelisation specifically among the Coloured population is further compounded by the split, which occurred in the early 1990s. Most of the Sabbath-Keeping Adventists from this group anticipate challenges if they would opt to merge with the national Conference. Some of the major barriers to such a step revolve around issues of properties, finances, and positions as well as the general upkeep of the workers. Unless, these apprehensions are clarified and the fears are allayed, integration seems enigmatic. Ecclesiological unity and theological unity in diversity seem to be eclipsed by racial solidarity and socio-economic and political expediency. Similarly, the reconciliation among the black majority itself, also needs a close and deliberate attention from both the church and society in Zimbabwe. For that reason, tribalism, racism, ethnicity, nepotism and any other discrimination should not be tolerated, first and foremost by the church and second, by all peace loving Zimbabweans (Gal 3:28). The reconstruction of the cultural landscape in Zimbabwe demands an affirmation of the common destiny for all Zimbabweans. / Christian Spirituality, Church History & Missiology / D. Th. (Missiology)

本研究的目的在於了解國中教師資訊科技融入教學的情形，並探討教師教學信念、科技學科教學知識(Technological Pedagogical Content Knowledge, TPACK)和知識創新學習環境間的關係；同時並分析教師背景變項對TPACK表現造成的影響。 本研究的問題主要如下：(1)了解教師在不同背景變項下其TPACK表現是否有所不同？(2)探討教師的教學信念、TPACK和學生知識創新學習環境之間是否具有相關？(3)教師的教學信念是否對教師的TPACK表現具有預測力？(4)教師的TPACK表現是否對知識創新學習環境具有預測力？ 本研究改編外語教師TPCK調查研究問卷(Chai et al., 2011)和知識創新學習環境(Lin et al., 2014)之問卷，形成本研究資訊融入教學的問卷，對桃園市國中老師390位進行施測，統計方法上使用一般描述性統計、皮爾遜積差相關、單因子多變異數分析、多元迴歸分析以驗證假設問題。 研究發現如下：(1)教學年資較淺、任教術科教師、有使用教學平台及每周上網時間較長的教師在TPACK表現較佳。(2)學習者中心的教師信念、TPACK和知識創新學習環境之間具有顯著關係存在。(3)學習者中心的教學信念對TPACK的表現具最佳預測力。(4)教師的TPACK能力對知識創新學習環境也具預測力。本研究並根據上述研究發現提出相關的結論與建議以供教師或教育機關參考。 / The purpose of this study was to investigate the relationship among technological pedagogical content knowledge (TPACK), teaching belief, and knowledge building environment, in order to understand how teachers may integrate information technologies into their instruction. This study attempts to answer the following research questions: (1) what are some major demographic variables that may influence middle school teachers’ TPACK level? (2) How are teaching belief, TPACK level, and knowledge building environment related to one another? (3) Can teaching belief help predict middle-school teachers’ TPACK level? (4) Can higher TPACK level help teachers to cultivate more creative knowledge building environment? Data from 390 samples were obtained from middle school teachers in Taoyuan, Taiwan, through an adapted survey. The statistics employed for data analysis include descriptive statistics , Pearson's correlation analysis, one-way ANOVA, and multiple regression. The major findings were as follow：(1) Teachers who had less years of teaching experiences, or taught non-examination-oriented subjects, or had experiences of using teaching platforms or used Internet more often, tended to have higher TPACK level. (2)There were significant correlations among teaching belief, TPACK level, and knowledge building environment. (3)Student-centered teaching belief was found to predict teachers’ TPACK level. (4) Higher TPACK level was also found to predict teachers’ capacity to foster more creative knowledge building environment. Based on the findings, relevant conclusions and suggestions were also made for teachers and educational policy-makers.

This theoretical thesis focuses on the works of interpreting theorist Franz Pöchhacker. It examines the theoretical underpinnings of his work and analyses both his theoretical work and empirical research in his main fields of interest. Following a chronological order, the thesis covers Pöchhacker's work in the field of conference simultaneous interpreting, which he perceives as a complex action, the development of his interest in quality assessment in interpreting and community interpreting, as well as Pöchhacker's view of Interpreting Studies and its classification according to various parameters. The thesis also provides an overview of the most significant critical reactions to Pöchhacker's work. Key words: Franz Pöchhacker, interdisciplinary approach, integrating approach, hypertext, quality in interpreting, community interpreting, interpreting memes, 2½D interpreting model

Made available in DSpace on 2016-04-28T20:56:47Z (GMT). No. of bitstreams: 1 Selma Colonna de Oliveira Silva.pdf: 649979 bytes, checksum: 2197947d62bd1fe3bdfa9cf3cc34a281 (MD5) Previous issue date: 2014-08-18 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to identify the fundamentals of TDIC proposed standards in relevant training initiatives, recorded in the literature, and how such proposals are reflected in the curriculum of teacher education. To do so, we developed a documentary research study which required a specific methodological approach to the construction of its analysis parameters. This trend had distinct phases of collection, selection and analysis of information, both for the development of analytical tools (scripts) as to the actual analysis of the data collected by these instruments and their results. In a first phase, the corpus of the research were the training standards present in eight national and international initiatives whose analysis consisted of preliminary parameters at a later stage, to identify the existence of patterns in TDIC present in curricular programming degree courses in pedagogy of São Paulo State universities. In addition, these parameters, we designed a set of six dimensions of analysis of TDIC skills that can be addressed in initial teacher training, which included the theoretical contributions of Millman & Darling-Hammond (1997), Tuijnman & Postlethwaite (1994) , Ravitch (1996), Reigeluth (1997), Gros & Silva (2004), Piccioto (2005), Costa (2010), Almeida (2009, 2011), Almeida and Valente (2011) and Novaes (2013), among others. In the result set of analyzes, it was possible to identify that the current setting of curricula, there is an impossibility of adopting training standards TDIC because the vast majority of subjects, dealing specifically with the pedagogical use of TDIC, are optional and also by permanence of designing a curriculum more instrumental than integrative of TDIC in pedagogical practice / Esta pesquisa tem como objetivo identificar quais os fundamentos dos padrões em TDIC propostos em relevantes iniciativas de formação, registradas na literatura da área, e como tais propostas se refletem nos currículos de formação inicial de professores. Para tanto, desenvolveu-se uma pesquisa documental cujo estudo demandou uma trajetória metodológica específica para a construção dos seus parâmetros de análise. Esta trajetória contou com fases distintas de coleta, seleção e análise de informações, tanto para a elaboração dos instrumentos de análise (roteiros) quanto para a própria análise dos dados levantados por esses instrumentos e seus resultados. Em uma primeira fase, o corpus da pesquisa foram os padrões de formação presentes em oito iniciativas nacionais e internacionais cuja análise se constituiu em parâmetros preliminares para, em fase posterior, identificar a existência de padrões em TDIC presentes na programação curricular de cursos de licenciatura em Pedagogia de Universidades públicas paulistas. Além desses parâmetros, foi elaborado um conjunto de seis dimensões de análise das competências em TDIC que podem ser abordadas na formação inicial de professores, que contou com os aportes teóricos de Millman & Darling-Hammond (1997), Tuijnman & Postlethwaite (1994), Ravitch (1996), Reigeluth (1997), Gros & Silva (2004), Piccioto (2005), Costa (2010), Almeida (2009, 2011), Almeida e Valente (2011) e Novaes (2013), entre outros. No conjunto de resultados das análises, foi possível identificarmos que, na configuração atual dos currículos, existe uma inviabilidade em se adotar padrões de formação TDIC pelo fato da grande maioria das disciplinas, que tratam especificamente do uso pedagógico das TDIC, serem optativas e também pela permanência da concepção de uma estrutura curricular mais instrumental do que integradora das TDIC na prática pedagógica

<p>Today’s schools agrees that there are students that are in need of special help in school, but how this help best connects to the students can the schools not agree about.</p><p>That’s why I in this essay have chosen to look closer at four different compulsory schools and they’re teaching of students requiring special help. I choose to look at two community schools and two open schools.</p><p>The aim with this essay is to see if the teaching of students in need of special help is different or the same on the four schools. One of the theories that I have used is Haug´s theory about segregated and included integration.</p><p>In my essay I have used qualitative research interview. I have interviewed one person from each school management.</p><p>The result shows that it is not the way the schools teach the students that is important, instead the schools see the contacts between families and the school and the personals attitude agents the students as the most important factor when they work with this students.</p>

Today’s schools agrees that there are students that are in need of special help in school, but how this help best connects to the students can the schools not agree about. That’s why I in this essay have chosen to look closer at four different compulsory schools and they’re teaching of students requiring special help. I choose to look at two community schools and two open schools. The aim with this essay is to see if the teaching of students in need of special help is different or the same on the four schools. One of the theories that I have used is Haug´s theory about segregated and included integration. In my essay I have used qualitative research interview. I have interviewed one person from each school management. The result shows that it is not the way the schools teach the students that is important, instead the schools see the contacts between families and the school and the personals attitude agents the students as the most important factor when they work with this students.

Model Driven Development is used to improve software quality and efficiency by automatically transforming abstract and formal models into software implementations. This is particularly sensible if the model’s integrity can be proven formally and is preserved during the model’s transformation. A standard to specify software model integrity is the Object Constraint Language (OCL). Another topic of research is the dynamic development of software components, enabling software system composition at component run-time. As a consequence, the system’s verification must be realized during system run-time (and not during transformation or compile time). Many established verification techniques cannot be used for run-time verification. A method to enable model-based run-time verification will be developed during this work. How OCL constraints can be transformed into executable software artifacts and how they can be used in the component-based system Treaty will be the major task of this diploma thesis. / Modellgetriebene Entwicklung dient der Verbesserung von Qualität und Effizienz in der Software-Entwicklung durch Automatisierung der notwendigen Transformationen von abstrakten bzw. formalen Modellen bis zur Implementierung. Dies ist insbesondere dann sinnvoll, wenn die Integrität der ursprünglichen Modelle formal bewiesen werden kann und durch die Transformation gewährleistet wird. Ein Standard zur Spezifikation der Integrität von Softwaremodellen ist die Object Constraint Language (OCL). Eine weitere Forschungsrichtung im Software-Engineering ist die Entwicklung von dynamischen Komponenten-Modellen, die die Komposition von Softwaresystemen im laufenden Betrieb ermöglichen. Dies bedeutet, dass die Systemverifikation im laufenden Betrieb realisiert werden muss. Die meisten der etablierten Verifikationstechniken sind dazu nicht geeignet. In der Diplomarbeit soll ausgehend von diesem Stand der Technik eine Methode zur modellbasierten Verifikation zur Laufzeit entwickelt werden. Insbesondere soll untersucht werden, wie OCL-Constraints zur Laufzeit in ausführbare Software-Artefakte übersetzt und in dem komponentenbasierten System Treaty verwendet werden können.