Based on research involving an overview of 44 policies at Canadian universities and 21 interviews with anti-harassment practitioners across the country, this thesis explores the challenges faced by anti-harassment practitioners working with legally defined institutional harassment discrimination policies. Anti-harassment work at Canadian universities is complex because practitioners must negotiate institutional demands set out in policy as well as politicized demands from members of marginalized groups both inside and outside the institution. Interviews with practitioners reveal that their daily work in reactive investigation and mediation of complaints as well as their proactive work in educating campus communities may support the less powerful parties to complaints, rather than focusing only on limiting the institution’s legal liability. Therefore, although anti-harassment practitioners occupy a boundary role as defined by Fraser (1989), their work is not entirely “depoliticizing”. Practitioners’ identities, sense of marginalization, and commitment to activist politics contribute to their position as tempered radicals as defined by Meyerson and Scully (1995), helping to explain their commitment to both institutional prerogatives and to empowering marginalized members of the institution. The advent of neoliberalism has set the stage for the shift of discourses and practices away from those which value equity to those that underscore traditional divisions of power and challenge the demands of so-called “special interest groups’. This shift is underscored by concerns about “political correctness” that arise within institutional communities and the broader social context. Perhaps the most obvious of the changes relates to the shift from a focus on equity and human rights to what is termed the “respectful workplace model”. The inclusion of personal harassment issues in human rights policies shifts the focus of the policies to issues that are not tied to historical oppressions and can potentially deflect attention from the human rights component of these policies. The challenge is to move beyond a legalistic perspective regarding policy development and to consider changes in the broader social context that influence policy change and the work of anti-harassment practitioners. / Arts, Faculty of / Sociology, Department of / Graduate

A modified Faustmann equation is used to evaluate the comparative social welfare implications of a set of forestry policies in British Columbia. A one-hectare timber stand is modeled with a timber firm as the licensee and the provincial government as the resource owner and policy-maker. Rotation time and silvicultural investment decisions are the firm’s main inputs while revenue, government expenditure, and the values of carbon sequestered and biodiversity accumulated are the components of the social welfare function. The policies include subsidized silviculture, imposed rotation times and compensation for the forest stand’s environmental outputs. The social welfare generated from each policy is compared to determine the best policy for a BC forest stand. Heterogeneity is modeled through individual stands’ infrastructure costs and unprofitable stands are assumed to accumulate environmental social welfare. Finally, a timber supply area (TSA) in BC’s southern interior is used as a case study to explore the model’s policy implications in a real-world forestry context. Social welfare was found to be highest under an environmental subsidy policy that compensates the firm for all carbon sequestered in timber biomass and a fraction of the value of biodiversity, soil carbon and wildlife habitat accumulated over the rotation. The BC government’s current policy of limited funding for incremental silvicultural activities generated less social welfare than the environmental subsidy policy. When heterogeneity was introduced, the general results held. The unprofitable stands generated very little social welfare compared to the harvested stands. In the case study, if timber quality premiums exist, social welfare is highest when stands are managed under the subsidy policy for timber quality, generating moderate levels of short-term wildlife habitat supply. Where this premium does not exist, all stands should be managed for timber supply. To meet the TSA’s stated objectives, timber supply could be managed alongside old growth if only profit and biodiversity matter or in the case where there is a downward-sloping demand for old growth forests. / Science, Faculty of / Resources, Environment and Sustainability (IRES), Institute for / Graduate

Our thesis discusses the issue of Europeanization in light of Scottish cultural heritage policies since devolution. This sectoral public policy is not the subject of much attention, but this thesis wants to fill the gap. This thesis also raises the questions of identity in the field of cultural heritage. We tend to determine the forces that are involved in the construction of the Scottish identity post-devolution. This work is done by keeping in mind the fact that Scotland is torn between the European and the British influences. In order to operationalize our object of study, we identify six variables that are part of the EU public policies. These variables are the economic and social justifications of cultural public policies, the importance of cultural democracy, the cultural development of regions, the EU policy process and the decision-making process, the emphasis placed on the development of partnerships and the ambivalence of the notion of the EU identity. Our analysis reveals that all of these variables are present in Scottish cultural heritage policies. The omnipresence of all these variables is significant. Nevertheless, because of the limited extent of our work, we consider that it is more appropriate to assert that policy convergence is taking place in Scotland instead of concluding that Scottish cultural heritage policies are openly Europeanized. Our thesis also shows that the presence of these variables in Scottish cultural heritage policies since devolution is an efficient way for Scotland to assert its difference from the UK. Indeed, for almost all of these variables, Scotland’s position tends to differ from the UK.

Human embryonic stem cell research would seem to offer the prospect of developing a greater understanding of, and potential therapies for, common degenerative diseases such as diabetes mellitus, Alzheimer’s and Parkinson’s disease. Despite the fact that some Irish institutions engage in such research, Ireland is one of the few countries in Europe which has failed to produce any relevant regulatory framework or legislation. This is largely because embryo research and its regulation remain mired in conflicting socio-political values and interests, despite the fact that the in vitro human embryo is not afforded any legal protection under the Irish Constitution. This thesis seeks to examine the current Irish legal lacuna in relation to embryos and embryonic stem cell research. The first of the three papers making up the core of this thesis reviews the background to the moral, legal and social factors that have contributed to the extant Irish position. A description of the divergent policies enacted in other jurisdictions is also given to outline possible policy options which may be considered by Ireland in the future. The views of relevant stakeholders on the impact of the regulatory lacuna are explored in the second paper through a series of semi-structured interviews. These interviews highlight a surprising level of consensus on the need for the Irish legislature to act and introduce regulations to provide certainty, in one way or the other, in this area of scientific innovation. A procedural mechanism is proposed in the third paper which could allow the development of policy and concomitant regulation in Ireland in this area. It is hoped that the procedural process and resultant framework would be sufficiently inclusive as to be acceptable to the majority of people in Irish society. In conclusion, it is argued that it is undesirable that a modern pluralist democracy (as Ireland aspires to be) should regard legislative inertia and non-regulation as the preferred method of dealing with morally challenging scientific endeavour. Instead, appropriate procedural mechanism should be utilised to allow for the development of apposite policies.

This work is based on the analysis of regional innovation policies and partnerships for innovation in EU 2000-2006 Objective 1 regions. The focus on the wide concept of innovation at European level and the international competitive challenges are pushing European regions to increase the effectiveness of local innovation policies, developing and strengthening their regional innovation systems in partnership with local actors. The research has the main aim to evaluate the contribution of regional innovation policies to regional development, identify levers and obstacles, analyse the structures of Regional Innovation Systems including processes of cooperation, assess the effectiveness of regional policy mix and finally evaluate the effectiveness of regional partnerships. The methodology of the research is based on a multiple case-study approach and on mixed methods. Four case studies have been selected: Puglia, Sardegna, Comunidad Valenciana and Region de Murcia. Overall, 104 semi-structured interviews have been carried out in the four regions, with regional administrators, innovation agency managers, entrepreneurs, technology centres managers and academics (involved in spinoffs or managers of collaborative/industrial research projects). The field work activities have been focused on documentation review, unstructured interviews and data collection. A database of policy interventions was created to analyse targets, beneficiaries and areas of intervention. An analysis of regional performance has been conducted to examine the socio-economical structure and regional innovation indicators. The findings show common patterns and issues in policy implementation and dilemmas in strategic choices. All case studies featured wide and multi-purpose strategies aimed at the quantitative growth of regional innovation systems and a higher degree of internal collaborations through the support to intermediate bodies. Innovation systems are taking shape: regional administrations made a significant effort but struggled to overcome structural limitations and external constraints affecting the innovation structure.

Orientador: Luciana Aparecida de Araújo Penitente / Banca: Graziela Zambão Abdian Maia / Banca: Maria Eliza Nogueira Oliveira / Resumo: A presente dissertação de mestrado, teve por objetivo analisar e compreender o contexto, agentes e desenho institucional da rede nacional de formação continuada de professores. O interesse por essa temática surgiu com o intuito de conhecer a literatura que tem sido produzida em relação à temática, analisando a articulação de organizações, políticas e agentes que envolve a Rede Nacional de Formação Continuada de Professores entre os anos de 2004 e 2006. A pesquisa ora proposta caracteriza-se como bibliográfica e documental no que diz respeito às suas fontes. Considerando que esse corpus de investigação representa um conjunto de produtos sobre uma determinada temática, podendo favorecer o desenvolvimento de outras pesquisas e consolidação do conhecimento, essa pesquisa pode ser caracterizada como do tipo "estado da arte". Após os procedimentos de localização, reunião, seleção e ordenação do corpus da investigação, foi realizado um trabalho de categorização dos dados e informações, mediante a construção de instrumentos de pesquisa. Em seguida, foi realizado uma análise centrada na articulação entre os dados e informações categorizadas, em busca de possíveis inferências e da compreensão dos aspectos dos estudos e pesquisas acadêmicas que discutem sobre a formação continuada de professores. A Análise de Conteúdo apresenta distinções entre as concepções de formação continuada dos envolvidos, entretanto, a própria pluralidade de instituições de ensino superior envolvidas e sua autonomia de escrita gera concepções e finalidades diferentes enquanto formação. O Desenho Institucional demonstra que não há participação de professores, sequer de sistemas de ensino municipalizados, na elaboração do programa, a concepção formal de formação continuada, expressa pela LDB, é seguida ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This master thesis has the objective to analyze and understand aspects of academicals researches about Rede Nacional de Formação Continuada de Professores. The interest in this thematic was born with the objective to know the scientific literature that is being produced inside the theme, analyzing the joint of organization, politics and agents involving the Rede Nacional de Formação Continuada de Professores between 2004 and 2006. This proposed research is bibliographic and documentary at its source. Considering that the corpus of investigation represents a set of products about specific thematic, being able to support others researches and knowledge consolidation, this research can be classified as "estado da arte". After location, compilation, selection and ordination of the investigation's corpus, a data and information categorization work through the construction of the research's instruments. Then, an analysis centered on the articulation of categorized data and information, looking for possible inferences and comprehension of other academics researches' aspects that discuss teacher's continued formation. The content analysis shows distinction at teacher's continued formation between the Rede stakeholders however, the plurality of institutions involved and their autonomy of writing generates different conceptions and objectives about continued formation. The institutional design shows that there is no teachers' participation, not even those from municipal's education systems, at the program elaboration, the LDB formal conception of continued formation is adopted as rule however, the "proposes" or "products" confirm various conceptions. The conceptions shows that universities think continued formation proposes to all Brazil' teachers while still diverge about what is continued formation. / Mestre

No abstract available. / Dissertation (LLM)--University of Pretoria, 2012. / gm2014 / Centre for Human Rights / unrestricted

Thesis advisor: Laura E. Rumbley / This study examines the experiences of four higher education institutions as they respond to the current U.S. political climate and to the Trump administration’s policies on travel and immigration. It aims to understand and analyze the potential impact on the institutions’ internationalization priorities and engagement with their international students and to describe how those universities have reacted to national policies on foreigners and U.S. immigration. The study gathers information from six semi-structured interviews with university administrators and international student leaders at Babson College, the University of Massachusetts Boston, Boston College, and Bentley University. Data drawn from document-based research, including university webpages containing mission and vision statements, strategic plans, and press releases, among other data, help bring to symmetry the full scope of the institutions’ interpretations and actions in response to the political climate. The case study institutions report various levels of impact on their international activities as a result of the Trump administration’s immigration policies and the national politicization of anti-foreigner rhetoric. For example, heightened sensitivity to international recruitment and enrollment priorities demonstrates a prime area of concern among institutions. Senior administrators are motivated to express a campus-wide commitment to global engagement on their campuses. Institutions’ international offices respond ad hoc during critical times to accommodate increases in international student support and to solve pressing issues. Opportunities for sustaining the drive of institutions to engage deeply and meaningfully in activities that foster and enhance support for their international student populations and internationalization strategies, and future areas of research are also discussed. / Thesis (MA) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Bibliography: pages 130-134. / Poor rural communities of South Africa frequently face shortages of convenient, affordable energy services. Sub-sectoral energy interventions that are not properly coordinated with each other and with the development context are unlikely to address the problems effectively. The methodology of 'integrated rural energy planning' (IREP) is a possible means of achieving this coordination. This process encompasses a new paradigm which is an improvement on the supply-driven thinking of the past. It seeks to overcome anomalies in the rural energy system in a way that places the final users of energy services at its centre, that coordinates planning between different energy sub-sectors, and integrates energy planning with economic planning processes. It emphasises continuity, efficient utilisation of resources, and genuine participation of rural people. Although originally designed for the energy sector as a whole, the theoretical methodology is applicable to rural regions of developing countries with only small modifications. International and local experience in IREP is not extensive, but it nevertheless provides valuable lessons regarding methodological and institutional requirements. The current trends in the institutional framework in South Africa show that while there are many obstacles to implementing an IREP process, there are also many unique aspects which suggest that an IREP process could be very effective. It seems clear that an appropriate way forward would be to launch a well-resourced and strategically-located initiative that would investigate, with care and foresight, the potential and relevance of an IREP process in South Africa.

Masters in Public Administration - MPA / The study assesses the application of policies on the right of refugees and asylum seekers with regard to the education of their children, and the many challenges impeding this right. Fundamental changes in the legal framework protecting the right to education of the children of refugees and asylum seekers have been in place since 1994, when South Africa became a democratic state. The principles of international treaties recognising the rights of children were incorporated into the Constitution of South Africa of 1996, demonstrating South Africa’s commitment to the protection of children’s rights. However, studies have suggested that, refugees’ and asylum seekers’ children have been discriminated against in terms of access to education, despite the legislative framework which provides for equal and inclusive education in South Africa. Access to education for migrant children in South Africa is invariably met with challenges which constitute a violation of the Constitution and international law. This study assessed policies and practices affecting refugees’ and asylum seekers’ children to access primary schools in a democratic South Africa. The researcher argues that access to education for refugees and asylum seeker’s children must be guided by the social justice principle of “every child deserves an education”, regardless of the legality of their parents in South Africa. Failure to afford them the opportunity to study is a violation of the Constitution and international law. The study used semi-structured interviews based on a questionnaire. Participants included parents who were refugees or asylum seekers,schools’ principals, and officials from Scalabrini Centre and the Western Cape Education Department (WCED). The data collected from respondents was presented, discussed and analyzed through a thematic analysis approach. From data collected, it was possible to identify the barriers preventing refugees’ and asylum seeker’s children from accessing education. Some of the barriers were generated from gaps in migration policy, ineffective policy implementation, poor documentation and various institutional challenges. Based on the study findings, it is recommended that South African lawmakers formulate policies that speak to the needs of the refugee child and amend the current migration policy to make it more reasonable and accommodative with regard to meeting the needs of migrants’ children in general, and refugee’ and asylum seekers’ children in particular. This would enable South Africa to uphold the constitutional values and its international obligations in relation to the promotion and protection of the right to education for all children.