Hållbar utveckling behövs för att bidra till en hållbar framtid. Linneuniversitetet vill främja hållbar utveckling genom kursen lärande för hållbar utveckling. Syftet i den här studien är att utvärdera kursens effekt på integrering av kunskap om hållbar utveckling i yrkesrollen. Studien består av en kvantitativ metod med en deduktiv ansats. Studien är en tvärsnittsdesign med enkätundersökning. En enkätundersökning skickades ut till 79 kursdeltagare som genomfört kursen Lärande för hållbar utveckling. Studien fick svar från 33 kursdeltagare. Uppsatsen analyserar två hypoteser med tre stycken variabler. Resultatet visar att kursdeltagarna som svarat på enkäten hade förvärvat kunskap och kompetensutveckling efter genomförd kurs. Resultatet visar även att de flesta kursdeltagare hade integrerat sin projektplan delvis. Kursdeltagarna som delvis eller inte alls integrerat sin projektplan hade ändå integrerat hållbar utveckling. Studien visar även att de kursdeltagare som delvis eller inte alls integrerat sin projektplan fann organisatoriska hinder till att integrera hållbar utveckling.

Published Article / The Academic Planning Committee of the Central University Of Technology, Free State stated in April 2003 that academic success depends on academic institutions to create a learner-centred educational environment. In a learner-centred approach to the facilitation of learning, curriculum design, instruction and assessment focuses on what the learner should be able to do successfully. The mentioned Learner-centeredness is closely related to the principles of outcomes-based education (OBE). The purpose of this article is, therefore, to explore the feasibility of a learner-centred approach to the facilitation of learning in the context of Financial Accounting I, by considering the possible implementation of the four essential principles of OBE.

Published Aticle / The learners going through outcomes-based education (OBE) were expected to acquire skills which would help them to become critical thinkers, good workers and good citizens. However, this is not happening for learners in the Free State Goldfields' township schools, due to the unsuccessful implementation of OBE in these schools. The purpose of this study is to investigate why OBE is failing in the Free State Goldfields' township schools. In order to determine these reasons, a questionnaire was developed and administered on 183 educators from township primary schools in the Free State Goldfields. Focus group interviews were also conducted to confirm information collected through the questionnaire. Data collected was qualitatively analysed. It was found that the inadequate professional training received by educators, the poor home backgrounds of learners, illiteracy of parents, and a lack of adequate resources and facilities were the main reasons why the implementation of OBE was not succeeding in these schools. The re-training of the township school educators, the involvement of parents and the provision of resources may help to implement OBE more effectively in these schools.

Published Article / Service-learning is a relatively new teaching and learning method which has been implemented with success at national and international tertiary institutions. The identification and elucidation of the terms and processes that delineate the dynamic character of service-earning satisfactorily pose a particular challenge to researchers within the service-learning environment. Since a degree of confusion still exists amongst researchers and decision-makers regarding the distinguishing characteristics of service-learning as opposed to other forms of experiential learning, it is essential to indicate the specific position of service-learning within this environment.

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BACKGROUND:Researchers are finding limitations of currently available disease-focused questionnaire tools for outcome studies in complementary and alternative medicine/integrative medicine (CAM/IM).METHODS:Three substudies investigated the new one-item visual analogue Arizona Integrative Outcomes Scale (AIOS), which assesses self-rated global sense of spiritual, social, mental, emotional, and physical well-being over the past 24 hours and the past month. The first study tested the scale's ability to discriminate unhealthy individuals (n = 50) from healthy individuals (n = 50) in a rehabilitation outpatient clinic sample. The second study examined the concurrent validity of the AIOS by comparing ratings of global well-being to degree of psychological distress as measured by the Brief Symptom Inventory (BSI) in undergraduate college students (N = 458). The third study evaluated the relationships between the AIOS and positively- and negatively-valenced tools (Positive and Negative Affect Scale and the Positive States of Mind Scale) in a different sample of undergraduate students (N = 62).RESULTS:Substudy (i) Rehabilitation patients scored significantly lower than the healthy controls on both forms of the AIOS and a current global health rating. The AIOS 24-hours correlated moderately and significantly with global health (patients r = 0.50 / controls r = 0.45). AIOS 1-month correlations with global health were stronger within the controls (patients r = 0.36 / controls r = 0.50). Controls (r = 0.64) had a higher correlation between the AIOS 24-hour and 1-month forms than did the patients (r = 0.33), which is consistent with the presumptive improvement in the patients' condition over the previous 30 days in rehabilitation. Substudy (ii) In undergraduate students, AIOS scores were inversely related to distress ratings, as measured by the global severity index on the BSI (rAIOS24h = -0.42, rAIOS1month = -0.40). Substudy (iii) AIOS scores were significantly correlated with positive affect (rAIOS24h = 0.56, rAIOS1month = 0.57) and positive states of mind (rAIOS24h = 0.42, rAIOS1month = 0.45), and inversely correlated with negative affect (rAIOS24h = -0.41, rAIOS1month = -0.59).CONCLUSIONS:The AIOS is able to distinguish relatively sicker from relatively healthier individuals / and correlates in expected directions with a measure of distress and indicators of positive and negative affect and positive states of mind. The AIOS offers a tool for CAM/IM research that extends beyond a disease emphasis.

The United Kingdom has a long history of using outdoor activities as a vehicle for recreation, rehabilitation and education for people with disabilities. However, there has been little empirical research into the value placed on the experiences by those who organise the activities or by the participants. The Calvert Trust was one of the first organisations to specialise in outdoor activities for this population and through their three Centres is currently the largest provider of outdoor education for people with disabilities within the UK. Through four separate but linked research phases covering data collected between 2002 and 2013, the present study investigates the value of Calvert Trust programmes for both organisers and participants. The first phase involved the analysis of an existing data-set of post-course evaluation questionnaires (n=502) completed by visiting leaders of groups of participants (n=2,843) with a variety of disabilities who had attended one of the three Calvert Trust Centres. The activities and factors contributing to the perceived benefits of participation were identified, and visiting leader evaluations were compared with the internal reports on the same courses and participant groups completed by Centre instructors (n=702). There were differences in aims for the visits dependent on the sector of the respondent (education, recreation or rehabilitation) but an increase in confidence and independence were those most frequently reported outcomes across sectors. There was general agreement between visiting leaders and instructors as to the role of challenge, achievement and teamwork in delivering these benefits. The limitations of having respondents from only one Centre were addressed in the second phase of the research. This investigated post-course evaluation questionnaires from all three Centres returned both by visiting leaders (n=397) and participants (n=2,507). Comparisons were made across the Centres and differences were found to exist in the aims and domestic aspects of the provision reported on by the visiting leaders but not in aspects of the activity delivery. The participants, however, showed small but significant differences across the Centres in their reporting of development of communication skills, social skills, self-esteem and independence. A third research phase employed iterative email interviews with representatives from visiting organisations (n=17) and the Calvert Trust (n=17) to relate participant experiences to the aims of both the purchasers and providers. Both sets of informants saw participant recognition of personal ability as a key aim of the visit. Other frequently reported aims were to provide new social opportunities, develop interpersonal skills and increase confidence, but these had different relative weightings across informants. In the fourth phase of the research the direct voices of the participants on the value of their outdoor experiences was accessed through interviews with participants (n=23) and with a ‘significant other’ (n=18). Differences in the reporting of personal experiences were noted between those with physical and intellectual disabilities. A number of those with physical disabilities, and/or their ‘significant others’, considered that the outdoor education experience had made an important difference to the participant’s life that might have a long-lasting impact. Those with intellectual disabilities reported a positive experience that may have given them the confidence to take part in similar events, undertake more exercise or widen their social circle. A post-visit increase in independence was reported by a number of the ‘significant others’ for this latter group. The findings overall suggest that participation in the outdoor education courses at the Calvert Trust was generally a very positive experience, with outcomes valued by purchasers, by participants and by those with close knowledge of them. The principal reported benefits relate to themes of confidence, independence and realisation of personal ability. These are discussed in relation to the specific outdoor education programmes experienced and the impact that these may have on the everyday lives of participants with disabilities.

This thesis develops understanding in using outdoor adventure as a tool for learning for young people. It examines how adventure pedagogy may be applied in conjunction with classroom education to offer physical and visual means to enhance classroom theory. The core of the study was the examination of a local authority Adventure Team, identified by the Authority management as having strayed from its roots, although not perceived as ‘failing’. The researcher became insider-researcher to combine professional experience with research knowledge, envisaging this study as the pre-cursor to an action research team development project. The aims of the research were whether the Team was delivering the ‘learning’ mandated by its youth work location and whether it could strengthen its delivery. The study defines adventure, before exploring the underpinning concepts making up the elements of ‘The Adventure Team’ and its identity within the local authority. Literature advocates adventure as a powerful tool to develop social and emotional literacy, which dovetails into Government agendas on health and education. Although the study was undertaken prior to the current coalition Government, the principal agenda remains consistent with the previous regime. The Government at the time of the research promoted adventure as a means to help young people learn about the world in which they live, and the current Government has not rescinded this ambition. This work embodies learning as an interactive process whereby adventure can engage the individual on an agenda of personal and social awareness, as well as cognitive learning. Using case study as the research approach, data collection was achieved using interviews, participant observation and secondary data. The research found that the Team could achieve more by developing closer working relationships and by the Authority leadership being strengthened to offer greater direction and support. The framework of delivery was centralising the Team such that it had become isolated, with little governance and without partnerships to make the programmes as powerful as they could be. The conclusion is that the Team could fortify its delivery through alliances to provide visual and physical means to reinforce and support traditional learning, which enhances understanding. Informal learning helps young people to understand how they learn and how they can apply learning, which augments motivation and creates ownership of the learning. The research is a forerunner to at least two future research studies. Firstly an examination of the legacy of the ‘Learning Outside the Classroom’ Manifesto (2006) and secondly, an exploration of the influence of the coalition Government’s assumption of power on multi-agency partnerships, early intervention and targeted youth support, as was envisaged under the previous regime as the ‘Every Child Matters’ (2003) agenda. In addition to this, a book exploring how adventure can be used to address formal and informal learning as an ‘off the shelf’ resource to present activities and potential outcomes has enormous potential in the sustained delivery of outdoor learning as a valuable learning tool.

<p>Longitudinal surveys have revolutionized empirical research and our understanding of the dynamic processes that affect the economic prosperity, health and well-being of the population. This dissertation explores and provides evidence, through three empirical applications, on the costs and benefits of designing, implementing and using data from a new, innovative longitudinal survey, the Mexican Family Life Survey (MxFLS). The survey, which is representative of the Mexican population living in Mexico in 2002, is designed to follow movers within Mexico and also those who move to the United States. This design lies at the center of the contributions of my research to the scientific literature.</p><p>Attrition is the Achilles heel of longitudinal surveys. The first essay of the dissertation focuses on the cost of attrition for scientific knowledge. Following the same individual through time allows a researcher to trace the evolution of a respondent's behaviors and outcomes in a dynamic framework; however, if attrition is selected on unobserved characteristics, the advantage of using panel data could be severely hindered. Exploring different methods to adjust for attrition, this essay provides evidence of limitations of standard post-survey adjustments strategies that are the standard in the literature. These approaches, exploit only baseline characteristics of the respondents and, conditional on those characteristics, treat attriters as missing at random. I provide evidence that this assumption is substantively important and rejected in the MxFLS in spite of the fact that attrition in that survey is low relative to other nationally-representative surveys conducted in the United States and abroad. </p><p>The second essay in this dissertation exploits the fact that MxFLS follows movers within Mexico and those who move across the Mexico-US border to provide new insights into the mechanisms that underlie the selectivity of migrants within Mexico, how they differ from migrants who move from Mexico to the U.S. and how those who return contrast with the migrants who remain in the U.S. more permanently. The results provide evidence that human capital is predictive of migration within Mexico and to the United States, but that there is little indication that the decision to stay in the United States is highly correlated with education. In contrast, having relatives in the United States is not only a powerful predictor of migration to the United States, but it is also predictive of successful economic assimilation. </p><p>The third essay exploits a different dimension of the longitudinal survey in order to address an important question regarding the impact of unanticipated crime and violence on population well-being. To wit, the essay rigorously examines the impact of the recent surge in violent crime in Mexico on the labor market outcomes, migration, and wealth of the Mexican population. The timing of the last two waves of the MxFLS paired with the panel nature of the survey, allows the comparison of outcomes of the same individual in periods of low and high violence, which removes the potentially endogenous time-invariant unobserved heterogeneity between respondents. Moreover, due to the fact that the MxFLS was designed to follow migrant respondents, this study is able to directly test whether there is a systematic migratory response to crime. The results from this analysis find that crime predicts migration and it negatively affects the labor outcomes of self-employed individuals. In addition, the negative effects on the labor outcomes have translated into reductions in per capita expenditure at the household level, which suggests that the recent wave of violence in Mexico may have long-term consequences on the wealth and well-being of Mexican households.</p> / Dissertation

INTRODUCTION: Approximately two-thirds of the U.S. population have had at least one adverse childhood experience (CDC-Kaiser Permanente Adverse Childhood Experiences [ACE] Study, 2009). Some consequences of ACEs are manifested as the child grows into late teenage years and young adulthood. Research suggests that children exposed to traumatic events during childhood subsequently experience negative health outcomes like substance abuse, engagement in risky and harmful sexual behavior, and STD occurrence. AIM: In this thesis I explore the associations of 18 year olds’ described use of alcohol, risky sexual behavior and sexually transmitted diseases (STDs) with childhood exposure to caregiver substance abuse, violence and family circumstances METHODS: Data were obtained from the Longitudinal Studies of Childhood Abuse and Neglect (LONGSCAN) Assessments 0 - 18 from the National Data Archive on Child Abuse and Neglect (NDACAN). Variables on adverse childhood experiences, sex behaviors, STDs and substance use were observed in SAS. Multiple logistic regression models were used to identify odds ratios and strength of associations. RESULTS: Results suggests significant associations among participants who were exposed to parent/caregiver use of illicit drugs during participant’s childhood and subsequent self-reported heavy alcohol use 1.60 (95% CI: 1.18, 2.22), having early sexual initiation (at age 13 or younger) 1.60 (95% CI: 1.18, 2.22), having 6 or more sexual partners 1.36 (95% CI: 1.09, 1.68) and having STDs 1.83 (95% CI: 1.36, 2.46). Eighteen year olds with who were African American, were at a greater odds of having greater than 6 sexual partners, having sexual intercourse at or before age 13 and having (an) STD(s). No significant associations were found between having a parent/caregiver or member of household who was incarcerated, being exposed to violence, being exposed to yelling often or parental often use of alcohol and subsequent alcohol abuse, having greater than 6 sexual partners, having sexual intercourse at or before age 13 and having (an) STD(s) . DISCUSSION: Based on the findings of these analyses, programs for adolescents should focus time and resources on young children who may be currently experiencing, or at risk for experiencing, parental/ caregiver illicit drug use in the home.