Face aux nouvelles missions confiées aux universités françaises, une nécessaire évolution de leurs pratiques de pilotage comptable et financier a été amorcée. Dans ce cadre, nous proposons d’analyser le degré de cohérence existant entre le modèle organisationnel actuel du Pilotage Financier Universitaire Français (PFUF) et les évolutions contextuelles auxquelles il est confronté. Pour cela, tout d’abord, nous mettons en exergue trois dimensions d’étude, à savoir celles instrumentale, de gouvernance collective et de gouvernance individuelle, permettant la construction d’une grille d’analyse globale du PFUF. Ensuite, nous mobilisons des approches de terrain complémentaires, dont des études de cas dans 5 universités françaises et une analyse quantitative des réponses de 33 universités à un questionnaire national. Au final, nous observons que le PFUF semble encore reposer sur des outils de gestion financière court-termistes et globaux, suivant une logique élémentaire de surveillance, ainsi que sur une structure mécaniste, liée à un processus décisionnel centralisé, et perturbée par la présence de jeux de pouvoir. Ces résultats permettent non seulement de conclure que le PFUF ne paraît donc pas encore répondre aux nouveaux enjeux actuels, mais aussi de proposer des logiques d’évolution adaptées / Faced with new missions entrusted to French universities, a necessary change of their accounting and financial management practices has been initiated. Within this framework, we propose to analyze the level of consistency between the current organizational model of French University Financial Management (FUFM) and contextual changes it faces. First of all, for that purpose, we highlight three research dimensions, namely instrumental, collective governance and individual governance, permitting to build a global analysis table of FUFM. Then, we mobilize complementary field-based approaches, among them case studies in five French universities and a quantitative analysis of 33 universities responses to a national survey. In the end, we observe that FUFM still seems based on short-termist and global financial management tools, following a basic logic of monitoring, and on a mechanistic structure, linked to centralized decision-making process, and disturbed by the presence of power games. These results permit not only to conclude that FUFM seems not meet the new current challenges, but also to propose adapted evolution axis.

The purpose of the current study was two-fold. Firstly, to explore and describe how school staff members, learners and parents collaborate to prevent violence at two urban secondary schools and secondly, to help school staff members, parents and policymakers to gain a better understanding of the complex and multi-faceted problem of addressing school violence, which should result in guiding them to adopt effective strategies to prevent violence. The ecosystemic perspective, which is an integration of ecological and systems theories combined with the typology of violence, was the theoretical lens through which the phenomenon of adolescent learner violence was viewed. The study was rooted in the sociological interpretative research paradigm and a qualitative descriptive and exploratory case study design was employed. Multi-method data collection strategies (individual, dyad, triad and group interviews; document reviews) were employed to obtain trustworthy data from the three population units of analysis (school staff members, learners and parents) at the two selected urban secondary school sites situated in Johannesburg, South Africa. The inductive qualitative content analysis of the framework approach was used to give a transparent account of the data analysis process. Constant comparative analysis was employed to discover the emergent themes. The main research findings were interpreted by relating the results to the research purpose, the socio-ecological theoretical framework and the existing knowledge base on collaborative strategies for violence prevention. The findings of the current study suggest that family-school collaboration in violence prevention is especially important for families with adolescent children. Adolescence is characterised by many physical and psychological changes and development. Adolescents strive to find their independence and establish their own identities. However, this experimentation may lead to risk-taking or antisocial behaviour. Contrary to current belief, the findings of the current study suggest that adolescent learners want their parents to be involved in their lives and that parents want to support their children’s education but may lack the know-how. The learners explicitly expressed their need for the support and guidance of both their parents and also the school staff members in withstanding the peer and societal pressures that can result in their acting in aggressive or violent ways at school. To promote the positive development of all young people, the school staff members and most centrally young people and their families, must actively work together to establish positive and effective family-school collaborative partnerships as part of their violence prevention strategies. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

The adoption of Integrated Library Systems (ILS) helps library staff to automate libraries’ routine operations. While some libraries are coping well with automation, others most especially in Sub Saharan Africa face challenges and setbacks. The purpose of the study is to explore the adoption of an open source ILS, Koha, at Kyambogo University Library Service (KyULS). The study employs a qualitative approach where data is gathered using semi-structured interviews. Collected data was analysed using content analysis. The results of the study indicate that the drivers for adopting an ILS in KyULS are: qualified staff members, Koha being an open source software, training, and library automation trends in sister university libraries. The barriers to ILS adoption on the other hand included: lack of infrastructure, internet instability, insufficient funding, bureaucracy and the ILS’s unsuitability to persons with visual impairment. This report further provides recommendations to alleviate or resolve the difficulties that are hampering KyULS specifically and potentially other libraries when adopting ILSs. They include having a well-planned process of adopting the ILS, provision of a centralised and stable campus-wide inter/intranet network, establishment of required ILS infrastructure, sourcing of external funding, carrying out wide spread sensitisation of the ILS, continuously training the library staff members in the use of the ILS and collaboration with ILS adoption champions in other academic libraries. This study may be of value to academic librarians, LIS schools and ILS vendors globally as it helps them better understand the unique challenges faced by libraries in Sub-Saharan Africa. / Dissertation (MIT)--University of Pretoria, 2014. / Information Science / MIT / Unrestricted

This master thesis deals with a study of forced migration from the Chechen republic during Chechen wars in 1996-2002. The aim of the paper is to contribute to the study of migration strategies of refugees from Chechnya. This qualitative study attempts to grasp the complexity of forced migration process and to depict it from the perspective of refugees. It explores motives and strategies of mobility of the Chechen refugees now living in Russia and Austria and of those refugees, who have returned to Chechnya after the war was over. The impact of this armed conflict on population mobility was examined with a qualitative research of sixteen refugees, who had left Chechnya because of the war. The results of the research show the link between refugee's age and likelihood of return, differences in decision-making of Chechen and Russian refugees, and the strong influence of the social networks on the decision-making and after arrival at destination. Key words Chechnya, forced migration, reasons for migration, destinations, returns, qualitative approach

This diploma thesis deals with the attitudes of neonatologists and nurses to the ethical aspects of the treatment of extremely immature infants. The aim was to capture and interpret the attitudes of health professionals to the ethical issues of intensive neonatal care and their role in the decision-making process. The data were gathered through qualitative methodology using semi-structured and informal interviews with five neonatologists and five nurses. Data analysis was performed using open coding and data categorization. The results of the research are presented in individual categorical units by interpreting and retelling the received information. In conclusion, the attitudes of health professionals to selected ethical problems and the roles of individual members of the multidisciplinary team in decision-making about treatment procedures are discussed separately. The evaluation of results leads to the formulated recommendations for practice, which include several proposed solutions to the interpersonal problems associated with ethical issues of care for immature infants. Key words: immature infant, medical ethics, ethical decision making, perinatology, nursing, qualitative approach, interviews

No description available.

Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms! / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms! / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Text in Afrikaans / This study is aimed at the development of strategies for therapists to be used with adolescents and late adolescents (15 to 20 years of age) who have lost a loved one. This will be done by focussing on the redefining of identity as a way of becoming. The starting point of the study is to be found in the problem formulation that the process of becoming of adolescents who have suffered the loss of a loved one, may be blocked because they do not have the necessary skills to overcome the loss. The second problem is that therapists do not have the necessary skills to empower these adolescents so that the redefining of identity can be achieved. / Social work / D. Diac. (Spelterapie)

Text in Afrikaans / In die ondersoek na die modus operandi van die bankrower: 'n kriminologiese introspeksie, kan die ondergemelde drie dimensies onderskei word: Die eerste dimensie is 'n kriminologiese introspeksie wat die betekenis wat bankrowers self aan die uitvoer van bankrooftogte heg, behels. Hierdie leefwereld van die subjekte word deur die navorser "betree" en mede-verken. Doelgerigtheid, morele oorwegings, teesin in geweld, charisma, kognitiewe vermoens en 'n materialistiese ingesteldheid is begrippe wat die bankrower as mens belig. Die tweede dimensie word verteenwoordig deur die begrondingsteorie as navorsingsmetode, gebaseer op die werk van Strauss en Corbin {1990), wat toegepas word ten einde sodanige navorsingsdoelstelling te fasiliteer. Tydens die aanvanklike fase van die ondersoek is daar met 28 bankrowers in aanhoud i ng, gefokusde semi -gest ruktureerde ind i epte-onderhoude gevoer. Opvolgonderhoude is met ses van die 28 subjekte gevoer, met die doel om 'n substantiewe begrondingsteorie te ontplooi, verskille op te klaar en die geldigheid van die data te verhoog. Die derde dimensie reflekteer vervolgens die ontplooiing van 'n substantiewe begrondingsteorie wat weerspieel word in proposisies en wat in vier fases van die modus operandi van die bankrower onderskei word, naamlik die beplanning-; uitvoering-; afhandeling-; en heroorwegingsfase. Elk van die ge'identifiseerde fases word gekenmerk deur progressiewe beweging, natuurlike kontinu'iteit, emosionele belewenisse en 'n individualistiese inslag. Twee kernelemente, naamlik besluitneming en rasionaliteit staan prominent binne die kader van die modus operandi van die bankrower. Die substantiewe begrondingsteorie is daarop ingestel om die verskynsel wat bestudeer word, te verklaar. Seide die oorweging van die ondersoek asook ander doelstellings van die navorser word binne die teorie geakkommodeer. Verdere vergelykende studies kan daartoe bydra om die substantiewe begrondingsteorie te verfyn, te falsifiseer, 6f by gebrek daaraan, tot 'n formele teorie uit te bou. Derhalwe word die begrondingsteorie as navorsingsmetode nie slegs as toepaslik beskou vir toekomstige navorsing oor onderwerpe waaroor daar 'n gebrek aan empiriese bevindinge bestaan en waaroor relatief min kennis in kriminologiese literatuur voorkom nie, maar hou dit ook die voordeel van 'n pluriforme navorsingstudie in. / In the investigation into the modus operandi of the bank robber: a criminological introspection, three dimensions can be distinguished. The first dimension is a criminological introspection comprising the meaning attached by bank rob.bers to the execution of bank robberies. This world of the subjects is entered and co-scouted. Sense of purpose, mora 1 considerations, aversion to violence, charisma, cognitive powers and a materialistic disposition are conceptions that elucidate the bank robber as a human. The second dimension is represented by the grounded theory as research method, based on the work of Strauss and Corbin (1990), which are applied to facilitate such research aims. During the initial phase of the investigation, focused, semi-structured, in-depth interviews were held with 28 bank robbers in detention. Subsequent interviews were held with six of the 28 subjects, aimed at expanding a substantive grounded theory, to clear up differences and to increase the validity of the data. The third dimension reflects the development of a substantive grounded theory which is revealed in propositions and signalised in four phases of the bank robber's modus operandi, namely the planning, execution, disposal and reconsideration phases. Each of these identified phases is characterised by progressive movement, natura 1 continuity, emot i ona 1 experiences and an individualistic infusion. The basic elements, namely decision-making and rationalisation, are prominent in the cadre of the bank robber's modus operandi. The substantive grounded theory is aimed at explaining the study phenomenon. Consideration of the investigation as well as other aims of the researcher are accommodated in the theory. Further comparative studies can assist in refining or falsifying the substantive grounded theory or, failing, to expand it to a formal theory. The grounded theory is therefore regarded as appropriate for future research on subjects about which there is a lack of empirical findings and relatively little knowledge in criminological literature. The theory offers, in addition, the advantage of a pluriform research study. / Sociology / D. Litt et Phil. (Kriminologie)