Autism spectrum disorders (ASD) are defined in terms of qualitative atypicalities in social communication and interaction in the presence of restricted, repetitive patterns of behaviour, interests and activities (RRBs). Part of the main criteria for RRBs is hyper/hypo reactivity to sensory input, which appear to be particularly prevalent in the auditory domain and could result in atypical behaviours (APA, 2013). Despite the crucial role that sensory processing plays in learning, attention, cognitive and brain maturation, emotional regulation, and social communication development in humans (e.g., Ahn et al., 2004; Bundy et al., 2007), it remains unclear what precisely causes the sensory atypicalities observed in ASD or how they are associated with the development of key autistic symptomatology such as impairments in social communication (e.g., Jones et al., 2009; Leekam Prior & Uljarević, 2011). Thus, the main aim of the present thesis is to explore the nature of the auditory sensory issues and their relationship with core symptoms (i.e., RRBs and communicative ability) in ASD and the broader autism phenotype (BAP). In addition, the associations among speech perception and production, and communication were investigated. Four studies were conducted using adult samples with and without ASD. Chapter 2 reports findings indicating that the perception of intensity and frequency auditory parameters influence the severity of RRBs and that primary auditory discrimination abilities are characterised by high variability in ASD. Chapters 3 & 4 present evidence showing that the relationship between auditory intensity perception and sensation avoiding behaviours contribute to the communicative difficulties observed in adults with ASD or high levels of autistic traits. Chapter 5 provides a direct demonstration of deficits on primary syllable stress perception in ASD and its role on the speech production abnormalities and socio-communicative atypicalities in ASD. Taken together, the outcome of these investigations highlights the importance of considering the development of core autistic symptoms as an interactional multi-developmental process, which extends into the general population.

This thesis examines the social psychological processes and factors involved in willingness to participate in collective action among older people. This work is framed within two social psychological theories, i.e. Identity Process Theory (Break well, 1986) and Social Representations Theory (Moscovici, 1984). The research used the construct of barriers to collective action. The barriers were conceptualised at different levels of analysis and were considered to embody both identity and representational aspects. The research comprised three studies. Study 1 used a questionnaire among 277 older people in order to establish the extent to which older people participate in different types of collective action. Two types of participation were identified, i.e. 'active' and 'passive'. Disability in specific areas and non-participation in a group were related to lower involvement in collective action. Study 2 was designed to explore the social issues older people are concerned about, to identify the types of collective action they are likely to take, and to examine perceived barriers to engaging in collective action. Thirteen focus groups were run (n= 59) and the data was content analysed. Findings showed that older people perceive a need for social change for a wide variety of social issues and the importance of several aspects of identity and belief systems as either facilitators or barriers to engaging in collective action was revealed. Collective action was defined in terms of type of action (from individual to group action) and type of goal (from collective expression to collective change). Different social psychological factors accounting for willingness to engage in collective action were identified. These were investigated in the following study. Study 3 (n= 345) investigated the relationships between certain social psychological factors and collective action. Differences in perceptions of barriers according to five levels (intraindividual, interpersonal, intragroup, intergroup, societal) were shown. These were related to the way they give meaning to older people's identity structure and social beliefs. A model of collective action was tested. Willingness to participate in collective action was directly predicted by political trust, previous experience of collective action, perceived effectiveness of collective action and perceived barriers. Identity and ideology factors acted indirectly through previous experience, perceived effectiveness and perceived barriers. This work has implications for future research on the study of processes involved in explaining the generation of collective action and for the study of the socio-cognitive processes affecting ageing.

Submitted in fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in the Department of Educational Planning and Administration at The University of Zululand, 2009. / The study aims at investigating secondary school principalship with regard to gender. The focal point was to assess the effectiveness of female principals compared with male principals. The following aims were therefore formulated: o to determine whether women principals in secondary schools are perceived by educators, school governing bodies and learners to be effective as leaders, o to establish if women are perceived by educators, school governing bodies and learners to be more or less effective than men, o to assess the educational environment in regard to the movement towards a culture in which female principals are treated equally to male principals in schools, o to determine, through literature review, what constitutes effective leadership, o to determine whether there are specific leadership styles associated with male or female principals, o to identify barriers experienced by women who aspire to leadership positions and o to determine if the status of being a female or male influences perceptions of female principals. The study was based on some leadership theories such as trait, behavioural, contingency, transactional and the transformational theories. These theories served as the criteria for evaluating female school principalship versus male school principalship. The study revealed that these theories do apply to schools, that is, they really are relevant to the schools, regardless of gender. In order to address adequately the problems being investigated, the investigation was undertaken of the perceptions of educators, school governing bodies’ chairpersons, learners’ presidents and female principals regarding school principalship and gender. The sample therefore consisted of the four above-mentioned categories. Two instruments were used for data collection: questionnaires were for the first three groups and interviews for the female principals. The study established the following problem areas: lack of school vision, interpersonal skills, conflict management skills, transformational skills and communication skills on the part of some school principals; problems experienced by female school principals which were caused mostly by male school stakeholders; and the inability on the part of female principals to impose discipline. The data was analysed both quantitatively and qualitatively. In view of the findings of the study, the researcher proffered several recommendations.

The study examined the issues of access in public and private higher education institutions in Islamabad, Pakistan. The policies and institutions currently in place to deal with access related issues are not effective, therefore, not providing students with the support systems to help them succeed at the institutions of higher learning. The study analyzed student perspectives on access, examined access related systems in place at public and private institutions, and kind of students that have access to higher education. The study also analyzed the growth of higher education institutions and their impact on access related issues particularly in last eight years. Continuous planning, support and development needed to provide higher education is discussed. In addition, the research discussed opportunities and challenges experienced by students before entering college, processes involved entrance at college and after arriving at college. Moreover, similarities and dissimilarities between public and private institutions are also discussed. The study makes suggestions to improve access related systems to help students be successful and the need and ways how can they be further developed and strengthened is also discussed. The hope is that this research will contribute to well in-formed policy making that takes into account the complexities of the forces that shape higher education and the development of Pakistan.

No description available.

This research study proposes, through case study research, to uncover and understand some of the business challenges and obstacles faced by entrepreneurs and SME business owners in Mozambique, with a view to developing a set of recommendations aimed at both the priate sector sole players and the overnment policy makers. / Through this report, the researcher sets out to understand the challenges to doing business in rural Mozambique by documenting and discussing the case study of Vilanculos Madeira Lda. With this understanding and in the context of the literature, the researcher then tries to develop some practical recommendations for both the government and the private sector, such that these challenges can be reduced and further Small and Medium Enterprise growth can continue. The literature indicates that Mozambique’s economy is growing rapidly, but that there are a number of challenges to doing business in the country for both local and foreign investors (the VM case study supports this notion). In the literature review, the researcher has documented a number of other relevant and interesting case studies of how similar challenges to doing business have been tackled by other countries around the world, and it is these case studies that form the grounds to some of the recommendations of this report. It is a conclusion of the researcher that a large number of the challenges identified stem from shortfalls in the current regulatory environment of Mozambique, particularly how these regulations are implemented and enforced. To assist with structuring the report, the researcher has used the 10 areas of business regulation as described in the World Bank’s “Doing Business” series of reports. As such, the recommendations aimed at the government and policy makers of Mozambique are presented in the above mentioned structure and speak of the various regulatory reforms that the researcher feels need to take place to improve the situation. It is in this context that the case studies of reform that are documented in the literature review prove to be so informative. It is from these case studies that the reader is led to understand that the most important element of correcting Mozambique’s challenging business environment emanates from creating the case for change. If the government and its leaders do not see the need for change, the battle is surely lost. However, if government does see need for change and they appoint the right kinds of leadership to lead the change, there is no reason why Mozambique could not overcome the documented challenges and become a shining example of reform in Africa. In the context of the private sector, the researcher has concluded that the best the business owners and managers can do is to learn to comply and work within the limits imposed by the current regulatory setup, as there is not much opportunity for the private sector to change the regulatory environment. Therefore the recommendations to the private sector are more geared towards compliance and how to achieve it, whilst also working with organised structures like chambers of business to help create the case for change.

No description available.

This research study proposes, through case study research, to uncover and understand some of the business challenges and obstacles faced by entrepreneurs and SME business owners in Mozambique, with a view to developing a set of recommendations aimed at both the priate sector sole players and the overnment policy makers. / Through this report, the researcher sets out to understand the challenges to doing business in rural Mozambique by documenting and discussing the case study of Vilanculos Madeira Lda. With this understanding and in the context of the literature, the researcher then tries to develop some practical recommendations for both the government and the private sector, such that these challenges can be reduced and further Small and Medium Enterprise growth can continue. The literature indicates that Mozambique’s economy is growing rapidly, but that there are a number of challenges to doing business in the country for both local and foreign investors (the VM case study supports this notion). In the literature review, the researcher has documented a number of other relevant and interesting case studies of how similar challenges to doing business have been tackled by other countries around the world, and it is these case studies that form the grounds to some of the recommendations of this report. It is a conclusion of the researcher that a large number of the challenges identified stem from shortfalls in the current regulatory environment of Mozambique, particularly how these regulations are implemented and enforced. To assist with structuring the report, the researcher has used the 10 areas of business regulation as described in the World Bank’s “Doing Business” series of reports. As such, the recommendations aimed at the government and policy makers of Mozambique are presented in the above mentioned structure and speak of the various regulatory reforms that the researcher feels need to take place to improve the situation. It is in this context that the case studies of reform that are documented in the literature review prove to be so informative. It is from these case studies that the reader is led to understand that the most important element of correcting Mozambique’s challenging business environment emanates from creating the case for change. If the government and its leaders do not see the need for change, the battle is surely lost. However, if government does see need for change and they appoint the right kinds of leadership to lead the change, there is no reason why Mozambique could not overcome the documented challenges and become a shining example of reform in Africa. In the context of the private sector, the researcher has concluded that the best the business owners and managers can do is to learn to comply and work within the limits imposed by the current regulatory setup, as there is not much opportunity for the private sector to change the regulatory environment. Therefore the recommendations to the private sector are more geared towards compliance and how to achieve it, whilst also working with organised structures like chambers of business to help create the case for change.

Performance measurement is a management tool that provides governments with oversight and accountability for departments and activities underneath the government’s jurisdiction. It also allows governments to prioritize activities and pick between alternative strategies, using evidence-based decision-making. Local governments in the United States are turning to performance measurement to increase transparency and accountability to their stakeholders, the citizens. Yet, as performance measurement grows in popularity, the focus shifts from action-oriented analysis of measures to rote reporting. This paper examines the reasons why and explores solutions to the problem. / text

The increasing momentum behind the use of Content Language and Integrated learning (CLIL) within the Dutch educational system is a disputed one. Despite a considerable body of literature supporting the benefits of CLIL many stakeholders feel otherwise and are reluctant to employ CLIL despite the generally positive literature. Others are more enthusiastic and take (forms of) CLIL on board only to dismiss its principles after a number of years, leaving them disappointed; some educational institutes manage to implement a different approach to teaching successfully whereas others seem to fail. Hence there is a need for research to explore the issues that may cause disjunction between CLIL models of best practice as described in literature and everyday work situations. This thesis seeks to explore the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning. An interview study was conducted to identify the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning as well as an identification of disjunctures when experiences and expectations of the professionals were placed next to each other and compared in detail. This thesis presents the key findings of in depth semi- structured interviews with six teachers and two headmasters in secondary education at two different locations. The stakeholders were closely involved in the implementation of CLIL. The analysis I employed sought to interpret and pin down insiders' views on the consequences of the implementation of CLIL in their professional and social lives by means of inductive approaches and techniques. The data procured from the interviews were very rich and meaningful, which support the discussion on issues in the implementation of CLIL. The findings showed that the stakeholders at each setting approached CLIL differently and experienced different forms of disjuncture. The obstacles and possible frictions have been mentioned in this study which require attention, for when the frictions described in this study are addressed in a profound and resolute manner the CLIL case, or any new educational implementation, may well be furthered.