Text in English / A survey by means of mailed questionnaires was conducted to compile a career profile of persons who completed the B.Cur programme at Medunsa. The sample consisted of all the nurses who had completed the B.Cur. programme over a decade from 1985 to 1994. Forty-one percent of the questionnaires were returned and the findings indicated that the nurse graduates were committed to nursing and were contributing to the nursing services in south Africa. The public service was the largest employer of the graduate nurses. Their commitment to nursing is shown by their long service as well as post-registration qualifications sought in nursing. The B.Cur programme at Medunsa had adequately prepared them to practice nursing. There appears to be a need, however, to review the curriculum in some areas. It was concluded that Medunsa has contributed to the provision of well qualified nurses. / Health Studies / M.A. (Nursing Science)

Since 1904 bedwetting alarms have been developed and scientifically described for the treatment of nocturnal enuresis, also known as bedwetting. Currently, several bedwetting alarms of various designs are available on the overseas market. These can be imported to South Africa at great cost. As affordable alarms were not readily available in South Africa, there was a need to develop and evaluate a new unit. In order to improve the efficacy of this new device, it was accompanied by detailed user guidelines and instructions. The use of this alarm was tested and the observations of thirteen bedwetting children recorded. Additionally, a programme was developed to counsel enuretic children with accompanying problems, and to assist the parents in dealing with their child's bedwetting problem. The observations and findings will be useful in practice and future research. / Psychology of Education / M. Ed. (Educational Psychology - Specialisation in Guidance and Counselling)

Text in English / The goal of this research was to investigate the relationship between security risk management and business continuity management and to determine how these two methodologies are applied within United Nations Funds and Programmes. These United Nations (UN) agencies have been established to deliver humanitarian aid, economic and social development and reconstruction activities. The locations where these services are required are typically where security risks are also most prevalent. The staff of the UN, the International Red Cross and other humanitarian and development organisations have traditionally been treated as neutral parties and have not been targeted by belligerent groups. This study revealed that there has been an annual increase in security incidents against aid workers and employees of UN organisations. The changing security landscape worldwide and the increasing demand for aid and development services in especially fragile and post-conflict environments, require organisations working in these areas to maintain a high level of resilience. Their resilience can be strengthened by applying robust security risk and business continuity management methodologies. The study included an examination of the global risk environment as it pertains to UN agencies, as well as key risk management concepts such as risk management, operational risk management, security risk management, business continuity management and organisational resilience. For the purposes of this study, security risk management is defined as the systematic approach to assessing and acting on security risks, while ensuring the safety and security of the organisation's personnel and facilities and ensuring that organisational objectives are achieved. Business continuity is a management process that identifies potential threats to an organisation, it assesses the impact to business operations − should the threats materialise − and it furthermore assists in the development of strategies to continue operations in the event of a disruption. In addition to looking at these concepts individually, the relationship between security risk management and business continuity management was also reviewed. The specific objectives set out to achieve the goal of the study were the following:  Explore the perceptions of UN agencies about the link between security risk management and business continuity management.  Analyse the extent of integration between security risk management and business continuity management processes and oversight.  Make recommendations as to how security risk management and business continuity management can operate in an integrated manner with the goal of increasing the overall resilience of UN agencies. To answer the research questions a qualitative research approach was adopted. This enabled the researcher to collect data through interviewing participants and analysing their feedback. The research focused on UN Funds and Programmes as a sub-set of agencies within the UN family of organisations. Each one of these agencies has a specific mandate, such as providing assistance to refugees, promoting food security, poverty reduction, improving reproductive health and family planning services. They also operate in fragile states as well as in emergency and humanitarian crises situations where the security risks are often higher than in normal developing countries. Eight out of 12 UN Funds and Programmes agreed to participate in the study, including: United Nations Children's Fund; United Nations Relief and Works Agency for Palestine Refugees in the Near East; Office of the United Nations High Commissioner for Refugees; World Food Programme; United Nations Development Programme; United Nations Office on Drugs and Crime; United Nations Human Settlements Programme; and UN Women. Data were collected through conducting semi-structured telephone interviews with the security manager and/or business continuity manager serving in the headquarters of each participating organisation. Findings from the study indicated that security risk management within the UN system has evolved and that security has matured from a purely protective and defensive posture to following a risk management approach. The strength of the UN Security Management System lies in its Security Risk Management Model, which enables a thorough assessment of security risks and the implementation of commensurate mitigating security measures. In contrast to security risk management, the study revealed that business continuity as a management process is a fairly new initiative and has not yet been comprehensively adopted by all UN agencies. When combined, security risk management and business continuity management ensure the safety of staff, maximise the defence of the agencies’ reputation, minimise the impact of events on the agencies as well as their beneficiaries, protect the organisation’s assets, and very importantly, demonstrate effective governance. This can only be done through establishing an organisational risk management model by positioning security risk management and business continuity management within the UN agency’s organisational structure so that they can effectively work together and at the same time allow access to senior management. Good practices and apparent gaps were identified in how these two methodologies are implemented and five specific recommendations were made. The research confirmed the need for both security risk management and business continuity management and the role each function plays to enhance an organisation’s resilience. It also highlighted that while they are two separate management functions, both need to be implemented within a larger risk management framework and need to be closely aligned in order to be effective. The five recommendations are:  Incorporate security risk management and business continuity management functions and responsibilities into the larger agency-wide risk management governance framework.  Expand the scope of business continuity in those UN agencies where it currently sits in the domain of information technology or has not yet been comprehensively implemented across the organisation.  Establish a comprehensive crisis management framework spanning across the whole organisation from their headquarters to country offices.  Develop the capacity to gather risk data across their agency and aggregate the data to view the full spectrum of risks, including security risks and business continuity risks in a holistic manner.  Integrate security risk management and business continuity management processes to enhance their effectiveness. This study contributes to the existing body of knowledge in the field of risk management by gathering relevant information from participating UN Funds and Programmes, comparing the information with other academic sources and drawing conclusions to answer the research questions. While it is expected that each organisation will have its own view on how to implement security risk management and business continuity management, the findings and recommendations as a result of the study present a series of practical recommendations on how the two functions can operate in an integrated manner in order to increase the overall resilience of these UN agencies. Other non-UN organisations working in similar high risk environments could also benefit from the outcomes of the study, as it would allow them to compare their own approaches to security risk management and business continuity management with the information presented in this study. / Security Risk Management / M. Tech. (Security Management)

A presente tese tem como temática principal a implicação das políticas compensatórias para Pessoas com Deficiência, entre as quais o Benefício de Prestação Continuada (BPC). Se, após avaliação social e perícia médica, essas pessoas forem avaliadas como incapacitadas para vida autônoma e para o trabalho, passam a receber do Governo Federal um benefício no valor de um salário mínimo. O problema de pesquisa que subsidia meus questionamentos foi assim definido: quais os efeitos da política de Benefício de Prestação Continuada e seus desdobramentos, como BPC escola e BPC trabalho, nos processos de escolarização, trabalho e produção de autonomia de jovens com deficiência intelectual na contemporaneidade? Para aprofundar as respostas ao problema da pesquisa, levantei as seguintes questões: como as estratégias biopolíticas de governamento da população com deficiência intelectual operam nas políticas compensatórias? Como os programas sociais para pessoas com deficiência, BPC, BPC escola e BPC trabalho, colocam em funcionamento tecnologias de in/exclusão? Como as maquinarias político-assistenciais e compensatórias estão produzindo sujeitos assistidos, mas tutelados? A partir disso, três eixos foram priorizados: família, autonomia e trabalho. No tema em questão, são visibilizadas situações em que um programa social instituído para incluir vem produzindo exclusão. Para enfrentar esse processo, são apresentadas algumas alternativas governamentais. Na linha teórica dos Estudos Culturais, de caráter qualitativo, é utilizado, como uma das ferramentas de investigação, o Grupo de Diálogo com jovens com Deficiência Intelectual que participam de um Programa de Trabalho Educativo (PTE) da Rede Municipal de Ensino de Porto Alegre. Esse Programa tem conseguido subjetivar alguns desses jovens através do trabalho, tornando-os mais autônomos e produtivos. Essa situação passa a contradizer os principais critérios para concessão do BPC. / At present thesis has main theme to implication compensatory policies for people with deficiency between them or installment Continued Benefit (BPC). People those that after evaluation social e evaluation medical expertise is as incapable for independent living and to work receive from the federal government a benefit the value of the minimum wage. Or that subsidizes research problem was so my questions defined: what effects installment Continued Benefit and its Continuing developments as BPC School, BPC work, in schooling processes and producing young autonomy of intellectual impairment in contemporary times ? To assist in the conduct of answers to that problem I used the following research questions problem referred to or of research: such as bio-political strategies of government gives population com intellectual impairment operate at the compensatory policies? As social programs for people with disabilities - BPC, BPC and BPC school work - put into operation in / exclusion technology? And again: How the machineries assistance and compensatory policies are producing subjects watched, but protected? Thus three areas have been prioritized in the conduct of research: family, autonomy and work. The survey makes visible situations where a social program set to include have produced exclusion and on the other hand has some alternative government built to face this process. Research in theoretical line of Cultural Studies, qualitative, used as one of the research tools Dialogue Group with young people with intellectual disabilities who participate in an educational work program – PTE the Municipal Network of Porto Alegre Education. Research shows that they have been subjectified the work, making them more autonomous and productive, contradicting the main criteria for granting of this benefit - BPC.

L’hypertension artérielle est une maladie chronique qui affecte près de 50 % des personnes de plus de 65 ans au Canada et de façon disproportionnelle, les communautés en situation minoritaire linguistique. L’objectif du projet était de sensibiliser des personnes de 65 ans et plus, hypertendues, en milieu francophone minoritaire aux facteurs de risque de l’hypertension par des ateliers éducatifs. L’impact de ces ateliers a été mesuré par un questionnaire sur la qualité de vie et des groupes de discussion. Il y a eu 34 participants. Les questionnaires ont révélé une amélioration dans les dimensions physique et mentale de la santé des participants (p < 0,001). Les groupes de discussion ont démontré que les participants comprenaient mieux la maladie et avaient modifié certains comportements. Les ateliers ont été reconnus comme très positifs par les participants. En conclusion, ce programme éducatif de 3 mois est efficace, faisable et apprécié chez cette population.

The thesis focuses on the use of the Rural Development Programme, in detail Axis III. The aim of the thesis is analysis of the specific conditions for diversification in southern Bohemia. The work contains the basic characteristics of the South Bohemian Region and the SWOT analysis. In the practical part there is an analysis of applications for subsidies from the Rural Development Programme between 2007 - 2010, including the indicators of impact.

This thesis focuses mainly on local action groups and their impact on rural development. The chief aim of this work is to compare existing working methods in rural development with the LEADER method.

The diploma thesis deals with the analysis of selected effects on reproduction of Holstein dairy cows. Breeding of cattle faces up to so impaired indicators of reproduction that it could cause the decrease of economic efficiency in production of milk and meat. The aim of the thesis is the evaluation of selected effects that influence the reproduction of dairy cows in the farm in Trhový Štěpánov. Information about reproduction were gained from records of efficiency controls and animal husbandry records of the year 2012. The observation included total 515 Holstein dairy cows (H100) and 1 784 inseminations were carried out. From this amount 350 dairy cows were gravid. Gained data were selected by sequence of lactation, level of dairy efficiency, inseminating bulls and synchronizing programmes. Established results showed that the only reliable indicator was the interval of insemination. Average length of interval of insemination amounted to 79,9 days. The other figures of reproduction indicators were found out below-average comparing the avarage figures of Holstein cattle. Average service period of studied dairy cows was 197,1 days and the length of between-period was 477,1 days. It was found out very low average percentage of gravidity after the first insemination (12,6 %). Average number of doses of insemination for one gravid cow was 3,5. The biggest effect on reproduction indicators had the level of dairy efficiency (P < 0,05). The shortest service period and between-period had dairy cows with efficiency of 7 000 to 10 000 kg of milk. It was not proved the influence of RPH of breeding bulls for gravidity of breeding-cows. The highest percentage of gravidity after all inseminations was after application of EOSTROPHAN (30,5 %). The worst synchronizing programme was DOUBLE OVSYNCH (12 %). The percentage of gravidity after all inseminations and synchronizing programmes was 20,4 % and after spontaneous rut only 15 %.

In the last fifteen years, the Brazilian government has implemented educational policies intended to expand access to higher education for students from disadvantaged socioeconomic backgrounds. At the same time, research has observed the increase in the demand for international mobility of students from middle and upper classes. This PhD thesis aimed to understand the e↵ect of international mobility among Brazilian undergraduate students on educational inequality by examining the Science Without Borders (SWB) programme. This programme was established in July 2011 by the Brazilian Federal Government with the aim to promote the expansion and the internationalisation of science and technology, and increase Brazilian competitiveness through international exchange and mobility. The programme distributed 101,000 scholarships between 2011 and 2015 for undergraduate and graduate Brazilian students to study in a foreign university. The thesis draws on research on educational inequalities and international mobility. The research on education inequalities showed that in many developed countries, after the expansion of education, students from privileged socioeconomic backgrounds seek to maintain their education advantage through distinctive educational trajectories. The international mobility research also indicated that students from more advantageous socioeconomic backgrounds are more likely to pursue international mobility as a strategy for maintaining their privilege. However, international mobility programmes that o↵er financial bursary attract students from lower socioeconomic backgrounds as well. Hence, this research examined whether international mobility programmes which o↵er scholarships may operate as a mechanism for opening up opportunities in the education system. The dataset used for the study was created thanks to the collaboration of three di↵erent intuitions: the two funding bodies of the SWB programme and the National Institute for Educational Studies and Research (INEP). The negotiations to access the data lasted around a year and a half, and was only agreed after the anonymity of the students were guaranteed. INEP merged data from the High School National Exam (ENEM) datasets with the information provided by the two funding bodies to identify students who attended the SWB programme between 2011 and 2014. Probit regression models were used to examine the association between students’ socioeconomic backgrounds and the likelihood of participating in the SWB programme. The models showed that students with parents with higher levels of education and higher income were more likely to receive a SWB scholarship. In other words, there was inequality in access to the programme. Therefore, the financial bursary o↵ered by the Brazilian government did not eliminate the e↵ect of students’ socioeconomic characteristics on access to this programme. Multilevel models were used to analyse the association between students’ socioeconomic background and prestige of the foreign university attended. The models demonstrated that there was also inequality within the SWB programme: students from more advantageous socioeconomic background tended to study in more prestigious universities. These results corroborate the results from the international mobility literature and suggest that students from privileged socioeconomic backgrounds might pursue international mobility to maintain educational advantages. These results have important implications for educational policies in Brazil. In addition to the e↵ort to expand access to higher education, the government should also assure that inequalities are not being transferred to other areas, such as in the case of international mobility.

This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this study this was referred to as environment and sustainability education (ESE). Environment and sustainability education is a developing notion in southern Africa and the SADC Regional Environmental Education Programme (REEP) was set up to support capacity for mainstreaming ESE. ESE was one of the responses taken by the SADC region to respond to prevalent environment and sustainability issues across the region. This study focused, in general, on establishing the mediatory roles of the reflexive mediatory tool, the change project in the course. More specifically, the research explores the mediatory role of course interventions and activities that were used to develop understanding of and to frame the change project in fostering agentially motivated changed practice in the teacher education sector. Drawing on realist social theory, which is a form of critical realism, especially the work of Margaret Archer, the study used the principle of emergence to interpret changes in the course participants' practices. The study was framed using the research question: How do mediated actions in a regional professional development programme and the workplace influence Environment and Sustainability (ESE) competencies, practice, learning and agency in Teacher Education for Sustainable Development (TESD) change projects? The following sub-questions refined the study: • What mediated actions on the course influence ESE competences, practice, learning and agency on the professional development programme? • How do these identified mediated actions influence ESE competences, practice and learning on the professional development programme? • What mediated actions in workplaces influence ESE competences, practice, learning and agency in the change projects in teacher education institutions? • How do these identified mediated actions in workplaces influence ESE competences, practices and mediated actions in the workplace? Notions of practice, agency, reflexivity, competences and capabilities were used to sensitise explanations of features emergent from course interactions; the process of analysis was under-laboured by the theoretical lens of critical realism and realist social theory. Mediation theory was used to explain the role of interventions across the course. The study used a case study approach with three cases of teacher educators from two institutions in two southern African countries. Data were generated through document analysis of course portfolios, semi-structured interviews with research participants, observations of participants during their teaching and through group discussions in a change management workshop to establish features that emerged from the course and change project interactions. The principle of emergence recognises that any interactions result in new features of characteristics that are different from the original. In this case, the study investigated those features shown by participants after being exposed to the course's mediatory tools. In order to describe the cases, a narrative approach was used. The study was conducted at the interface of the United Nations Decade of Education for Sustainable Development (UNDESD) and the Global Action Plan for Education for Sustainable Development, therefore the outcomes have implications for capacity development for ESE during and beyond the Global Action Plan for Education for Sustainable Development. The key finding is that capacity development for ESE needs to foreground reflexive engagement with one's own practice for it to be meaningful and relevant. The change project provided course participants with the opportunity to engage with their own practice and particularly their competences and capabilities through its mediatory tools. Course participants showed emergent properties that were evidence of expanded zones of proximal development (ZPD) in competences, capabilities and agency. The study illustrates that meaningful learning happens when immersed in context and when learners are able to make connections between concepts, practices and experiences (their praxis). The study also illustrates that capacity building creates opportunities for practitioners to expand their repertoire through the course activities. Some of the course activities stimulated, enhanced and gave impetus to their agency or double morphogenesis for them to continue to expand that repertoire by trying and retrying changes in practice that they value on their own and in communities of practice. Capacity development courses need to be structured to involve a variety of mediatory activities as some of these are relevant and are valued for different teacher education contexts. The study also shows how knowledge and understanding of classical Vygotskian mediation can be used to frame and structure courses for developing the ZPD retrospectively and how the repertoire which forms the ZPD has potential to be expanded and to keep expanding, whether at individual level or in community with others, as an object in the post-Vygotskian mediation process. The change project provides the starting point, the vehicle and momentum to teacher educators to critique and to reflexively transform competences or aspects of their practice that they value. The study showed that capacity development through the change project generated momentum for potentially morphogenetic changes in teacher education practice. The course initiated interactions at the phase T2-T3 that disrupted teacher educators' habitus. On-course phase activities such as assignments, lectures, discussions, practical tasks, excursions and regional knowledge exchange groups contributed smaller morphogenetic cycles to the main cycle. Reflexive engagement with one's own practice becomes a useful tool for building capacity for scaling capacity for mainstreaming ESE during and after the Global Action programme for ESD. Contributions of the study therefore go beyond the SADC region to contribute insights into capacity development for ESD in similar conditions of teacher education across the world.