O setor da saúde no Brasil passa por uma difícil situação no que tange ao financiamento e ao atendimento das demandas sociais. O estrangulamento orçamentário do setor público vem aumentando os desafios encontrados na área da saúde. Neste sentido, o desenvolvimento de iniciativas que apresentam impactos sócio econômicos positivos, ou seja, que cooperam no atendimento das demandas básicas de saúde da população brasileira passam a ser importante para a sociedade. Entretanto, o financiamento de tais iniciativas também se apresenta como um desafio para sua implementação. Assim, os negócios sociais ou investimentos de impacto, que conciliam oportunidades de investimentos com impacto social, representam uma via alternativa para incremento no atendimento de demandas sociais, possibilitando maior alcance da assistência na saúde, mesmo considerando a restrição pública orçamentária de curto prazo. Neste contexto, o presente estudo propõe avaliar o impacto de um programa de atendimento gratuito na área de saúde, considerando uma iniciativa de investimento, analisada sobre o modelo de avaliação de impacto e da teoria de mudança. Como resultado, observou-se que o modelo de negócio estudado gerou contribuição significativa para a sociedade local, apresentando impacto econômico direto de R$ 507.678,48, somente no ano de 2016. Destaca-se a relevância do estudo para o desenvolvimento de iniciativas de impacto socioeconômicos para direcionamento dos esforços públicos e privados, auxiliando nas ações e formulações de estratégias no setor da saúde / The health sector in Brazil faces a difficult situation in terms of financing and meeting social demands. The public-sector budget bottleneck has been increasing the health challenges. In this sense, the development of initiatives that have positive socio-economic impacts, that is, that cooperate in meeting the basic health demands of the Brazilian population are important for society. However, funding for such initiatives is also a challenge for their implementation. Thus, social businesses or impact investments, which reconcile investment opportunities with social impact, represent an alternative way to increase social assistance, allowing a greater reach of health care, even considering the public short-term budget constraint. In this context, the present study proposes to evaluate the impact of a free health care program, considering an investment initiative, analyzed by impact investment model and theory of change. As a result, it was observed that the business model studied generated a significant contribution to the local society, with a direct economic impact of R$ 507.678,48, only in 2016. It is worth highlighting the relevance of the study for the development of socioeconomic impact to guide public and private efforts, assisting in the actions and formulations of strategies in the health sector

O setor da saúde no Brasil passa por uma difícil situação no que tange ao financiamento e ao atendimento das demandas sociais. O estrangulamento orçamentário do setor público vem aumentando os desafios encontrados na área da saúde. Neste sentido, o desenvolvimento de iniciativas que apresentam impactos sócio econômicos positivos, ou seja, que cooperam no atendimento das demandas básicas de saúde da população brasileira passam a ser importante para a sociedade. Entretanto, o financiamento de tais iniciativas também se apresenta como um desafio para sua implementação. Assim, os negócios sociais ou investimentos de impacto, que conciliam oportunidades de investimentos com impacto social, representam uma via alternativa para incremento no atendimento de demandas sociais, possibilitando maior alcance da assistência na saúde, mesmo considerando a restrição pública orçamentária de curto prazo. Neste contexto, o presente estudo propõe avaliar o impacto de um programa de atendimento gratuito na área de saúde, considerando uma iniciativa de investimento, analisada sobre o modelo de avaliação de impacto e da teoria de mudança. Como resultado, observou-se que o modelo de negócio estudado gerou contribuição significativa para a sociedade local, apresentando impacto econômico direto de R$ 507.678,48, somente no ano de 2016. Destaca-se a relevância do estudo para o desenvolvimento de iniciativas de impacto socioeconômicos para direcionamento dos esforços públicos e privados, auxiliando nas ações e formulações de estratégias no setor da saúde / The health sector in Brazil faces a difficult situation in terms of financing and meeting social demands. The public-sector budget bottleneck has been increasing the health challenges. In this sense, the development of initiatives that have positive socio-economic impacts, that is, that cooperate in meeting the basic health demands of the Brazilian population are important for society. However, funding for such initiatives is also a challenge for their implementation. Thus, social businesses or impact investments, which reconcile investment opportunities with social impact, represent an alternative way to increase social assistance, allowing a greater reach of health care, even considering the public short-term budget constraint. In this context, the present study proposes to evaluate the impact of a free health care program, considering an investment initiative, analyzed by impact investment model and theory of change. As a result, it was observed that the business model studied generated a significant contribution to the local society, with a direct economic impact of R$ 507.678,48, only in 2016. It is worth highlighting the relevance of the study for the development of socioeconomic impact to guide public and private efforts, assisting in the actions and formulations of strategies in the health sector

In this study, a numerical model &ldquo / Modified Coast-Structure Interaction Numerical Model&rdquo / (CSIM) is developed with an implicit approach to determine the shoreline changes due to wind wave induced longshore sediment transport under the presence of groins, T-groins and offshore breakwaters by making modifications on the explicit numerical model &ldquo / Coast-Structure Interaction Numerical Model&rdquo / (CSI). Using representative wave data transformed to a chosen reference depth from deep water, numerical model (CSIM) simulates the shoreline changes considering structure interference. Breaking and diffraction within the sheltered zones of coastal structures defined for offshore breakwaters by using vectorial summation of the diffraction coefficients and as for T-groins shore-perpendicular part forms a boundary to define the shoreline changes seperately at two sides of the structure. Numerical model, CSIM is tested with a case study by applying in Bafra Delta, Kizilirmak river mouth at Black sea coast of Turkey. Numerical model simulations show that model results are in good agreement qualitatively with field measurements.

Creation and implementation of changes is not always popular. Yet many people engage in them. Therefore, the 19th century had its Florence Nightingale; this century has its leading figures as well. Their names are not often known to professionals and the general public, but we can see the results of their work around us every day. Overall, there were three objectives of this paper. The first was aimed at defining the concept of leadership in nursing, the second one at defining the events that led to key changes in the profession, and the third one at mapping the system of changes in the present. Five research questions had been defined prior the start of the research and the questions concerned the first part of this paper. The first one: "What does the concept of leadership in nursing include?" The second one: "How is leadership in nursing applied in practice?" The third one: "What events were crucial for changes in nursing in the world?" The fourth one: "What events were crucial for changes in nursing in the Czech Republic?" The fifth one: "What is the basis of changes in current nursing in the Czech Republic?" These questions have been answered using a historical data analysis and individual interviews with pre-selected respondents in a qualitative investigation. This completed the first and second objective of this paper. To achieve the third objective of the paper, four hypotheses were established. Their verification has used a quantitative survey using questionnaires. Based on the gathered data, I can say that the first and the second hypotheses have not been confirmed. The impact of respondents{\crq} age on their interest in nursing as well as their approval of changes in the profession today has not been demonstrated. The third hypothesis has been confirmed. The data obtained showed that university-educated nurses agree with the changes in nursing more than the second group of respondents. Last fourth hypothesis has not been confirmed. The data obtained showed that the length of practice does not affect the opinion of doctors. Both the groups mostly disagreed with the changes. From this, it is clear that the third objective of this paper has been met. Paper can be used in practice as a theoretical basis for training students of nursing and other paramedical disciplines. It may also serve to complement the ideas of what leadership means and how it applies in the nursing profession. It also provides an overview of the current state of nursing and its leading figures.

This thesis attempts to formally connect the fields of sustainability and responsibility. It considers first the larger context of business sustainability and responsible leadership, and evaluates the value and need for a common transformative space for these fields and what such a space might look like. As such, the thesis investigates the relation between sustainability and responsibility from an organizational and personal development perspective. This developmental perspective emerges from research in the domain of business education and the role of business schools in terms of educating responsible leaders for a sustainable world. The research suggests a concrete approach, the ‘Collaboratory’ for such a common space of transformation and critically evaluates its effectiveness to develop responsible leaders. The key contribution of this thesis lies in the interconnection of two fast evolving fields of research: the development of responsible leadership and business sustainability, providing a model for practitioners and scholars to reflect on and debate the larger forces and dynamics at play. Most research to date has focused on considering personal and organizational transformation separately. On the one hand, research scholars have studied effective learning environments to enable responsible leadership, and on the other hand, we have studied if and how organizations can advance from their current mode of operations to become “truly sustainable”. The thesis contributes a model to describe the interdependency of these two, and proposes the ‘Collaboratory’ as a means to realize this interdependency in practice. Chapter 1 is a new article theorizing the whole argument; subsequent chapters are previously published articles in these inter-connected fields and addressing methods and approaches to connect personal and organization development, drawing from a body of literature that considers the human spirit in large social change; and using the ‘Collaboratory’ as an illustrative and timely example for such methods.

What happens when teachers are required to implement a mandatory mathematics literacy curriculum whose purposes and pedagogy is distinctly different from that of mathematics curricula of the past? More specifically: How do teachers beliefs and understandings of the curriculum affect the implementation pathway of a mathematics reform intended for ALL? In 2006 the national Department of Education of South Africa introduced a new curriculum into the mathematics landscape, namely Mathematical Literacy. This curriculum, which is markedly dissimilar in pedagogy, politics and purposes from past mathematics curricula, was introduced as a mandatory alternative to mathematics in the senior secondary phase of schooling; not as an integral component of mathematics curricula but as a unique subject of its own. It recognizes that every adult and therefore every child can and should do some form of mathematics. This research focuses on the implementation of this new curriculum in a context were mathematical literacy levels are not only unacceptably low among pupils leaving secondary schooling but also among many teachers charged with delivering mathematics education to the learners in South Africa. The three research questions guiding this study are: 1) What do teachers understand to be the purposes, problems and possibilities contained in the mathematical literacy curriculum? 2) How do teachers proceed to implement the mathematical literacy curriculum in their classrooms? 3) Why do teachers implement this curriculum in the ways they do? In other words, what explains the implementation pathways followed by the mathematical literacy curriculum in real classroom contexts? A review of the literature on curriculum and policy implementation revealed broad encapsulating themes that provide lenses for reform failure. It also provided a perspective that calls for domain specific research. Following on this, the study articulated a broader conceptual framework premised on the perception that a deep understanding of a curriculum is required, for contemporary reforms in mathematical literacy, especially if the goal is to pursue deep change in instructional practices and beliefs. Within this framework, three propositions were generated and then later tested against the emerging data: Proposition one: Teachers may not have a deep understanding of the purposes, problems and possibilities contained in the Mathematical Literacy curriculum. Proposition two: Teachers implement the Mathematical Literacy curriculum in their classroom using beliefs and pedagogies that are already entrenched in their practice. Proposition three: Teachers implement mathematical literacy only because it is a mandatory subject and not because of any strong conviction of the inherent value of this curriculum. A qualitative research design was used which included two in-depth case studies against the backdrop of a snapshot survey of fifty-four mathematical literacy teachers as an embedded unit of analysis. Using evidence from an array of data collection instruments, the study found that the two educators had a superficial understanding of the intentions of the curriculum both in terms of required pedagogy and purpose of the reform. For both educators the teaching of mathematics in context was outside their paradigm of understanding as was their limited grasp of the 'spirit' of this new reform. What was further revealed was that educators teaching mathematical literacy felt and expressed an overwhelming threat to the status of their professional teaching identity. The explorative study concludes with implications for future studies and professional teacher development. It also further expands on why a strong theory of action is mandatory if the challenges of complex curriculum change are to be met. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

Face un environnement complexe et hyper-compétitif, les firmes sont amenées à reconsidérer leur modèle de création de valeur. Leur réaction s’insère dans le cadre d’une réinvention voire innovation de leur Business Model (BM). Ceci passe indéniablement par une démarche d’expérimentation stratégique. Définie comme un processus par lequel les firmes explorent de nouvelles sources de revenus et testent de nouveaux concepts d’affaires, l’expérimentation stratégique s’associe à un outil de réinvention du BM qui intervient non seulement dans la création de nouveaux BM mais également dans la transformation de BM existants. Nous posons ainsi la question de savoir : Comment concevoir l’expérimentation stratégique des BM des entreprises ? Dans cette perspective, notre recherche vise à dresser un cadre conceptuel et méthodologique de l’expérimentation stratégique. Il s’agit de proposer aux entreprises une aide à la conception d’une méthodologie d’expérimentation de BM. Pour répondre à cette problématique, nous proposons de définir l’expérimentation stratégique comme une théorie combinée du changement en partant du modèle de Van de Ven et Poole (1995) sur les théories de changement et de développement organisationnel. Ceci permet de traduire les processus centraux de l’expérimentation stratégique et d’en saisir les dimensions clés. Dans le cadre d’une approche qualitative avec étude de cas, nous interrogeons trois profils d’acteurs sur leurs registres de conception et de pratique de l’expérimentation. Ensuite, nous élaborons via une analyse inter-profils un modèle générique d’expérimentation stratégique de BM qui s’articule autour de trois temps de l’expérimentation stratégique ; un temps de virtualisation, un temps d’actualisation et un temps d’itérations de processus de rationalisation et d’apprentissage. / In a hypercompetitive environment, firms are obliged to reconsider their revenue formula and to innovate consequently the way they create value and make profit. This lies at the heart of every company’s ability to experiment new Business Models (BM) and becomes a key step in the strategic thinking. Defined as a process by which firms explore new ways of doing business, strategic experimentation takes shape of series of trial and error changes pursued along various dimensions of strategy in an effort to identify and establish a viable basis for competing. Our research examines strategic experimentation as an effective tool for BM reinvention. It answers therefore to the main question of: How to conceive BM experimentation? In this way, we define strategic experimentation as a combined theory of change according to the model developed by Van de Ven and Poole (1995) to explain processes of organizational development and change. We aim at dressing a conceptual and methodological framework for strategic experimentation that would helps managers and academics to conceive and master the process of BM experimentation. Using a qualitative research methodology rooted in a case study approach, we achieved semi-structured interviews with three categories of actors implied in the process of BM experimentation. Our results demonstrate that BM experimentation is organized through four major processes which are exploration, formulation, resources allocation and identification which are articulated by a time of virtualization, a time of actualization, and a time of iterations based on learning and rationalization.

[pt] O objetivo desta dissertação é propor e aplicar um modelo conceitual para monitoramento e avaliação de projetos sociais voltados à implementação de recursos energéticos distribuídos (REDs) em comunidades de baixa renda. A metodologia compreende: (i) pesquisa bibliográfica e documental sobre os temas centrais da pesquisa; (ii) desenvolvimento de um modelo conceitual baseado na teoria da mudança (TdM) e no desenho do modelo lógico (ML), incluindo a definição de indicadores-chave e métricas referentes à gestão do fluxo de implementação do projeto em foco; (iii) aplicação do modelo conceitual junto a gestores e stakeholders de uma iniciativa social de implementação de energia solar fotovoltaica em duas comunidades de baixa renda do município do Rio de Janeiro. O principal resultado é um modelo inovador de avaliação de projetos sociais voltados à implementação de REDs em comunidades de baixa renda, que possa subsidiar processos de tomada de decisão relacionados à melhoria contínua dos sistemas de gestão de projetos sociais congêneres no Brasil e em outros países. O estudo empírico realizado no contexto de uma organização sem fins lucrativos – Revolusolar – demonstrou que os resultados e impactos de um projeto social que está sendo desenvolvido em duas comunidades de baixa renda no município do Rio de Janeiro puderam ser avaliados com uso do ferramental proposto, permitindo que seus gestores identificassem oportunidades de melhoria do atual sistema de gestão do referido projeto. / [en] The objective of this dissertation is to propose and apply a conceptual model to monitor and evaluate social projects aimed at implementing distributed energy resources (DERs) in low-income communities. The research can be considered applied, descriptive and methodological. The methodology comprises: (i) bibliographical and documentary research on the central themes of the research; (ii) development of a conceptual model to monitor and evaluate social projects aimed at the implementation of DERs in low-income communities, whose methodological approach is based on the theory of change (ToC) and the logical framework (LF), including the definition of key indicators and metrics regarding the project implementation flow; (iii) application of the conceptual model with managers and stakeholders of a social project for the implementation of photovoltaic solar energy in two low-income communities in the municipality of Rio de Janeiro within the scope of activities of a non-profit organization – Revolusolar. The main result is an innovative evaluation model for social projects aimed at implementing DERs in low-income communities, which can support decision-making processes related to the continuous improvement of their management systems in Brazil and other countries. Furthermore, the empirical study carried out in the organizational context of Revolusolar demonstrated that the results and impacts of a social project being developed in two low-income communities in Rio de Janeiro municipality could be evaluated, allowing the identification of opportunities for improvement of its current management system.

Social Entrepreneurship and Social Enterprises are an emerging trend. An increasing number of individuals are finding ways to address a social issue through their entrepreneurial skills. As well as increasing number of corporations and investing organizations are looking for ventures that address a social issue to fulfil their social responsibility. Thus, it is increasingly becoming important for the social entrepreneurs to measure and report their impacts to society in an accurate way. This research seeks to find out the challenges faced by social entrepreneurs while setting up social impact measurements in their ventures and the solutions adopted by them. Through a series of semi‐structured interviews with successful social entrepreneurs, this research collects qualitative data that increases the knowledge in this area and contributes in a better understanding of the challenges faced by social entrepreneurs. This research found that Theory Of Change is the most commonly used method and is preferred by practitioners as it is easy to implement. The research summarises the efforts it takes to implement the measurements, recommends best practices or advice to make impact measurement easier and useful. Also, a framework is developed that can be used in setting up measurements in a social venture.

Trauma-informed care is a relatively new construct in K-12 education, and districts across the United States are seeking avenues to meet the needs of their students. The COVID-19 pandemic elevated the need for districts to develop appropriate supports to address student and adult trauma. Traumatic events can affect a child’s mental, physical, social-emotional, and/or spiritual well-being (Substance Abuse and Mental Health Service Administration, 2011). Furthermore, children with an elevated risk of trauma may not be able to access these supports outside of the school setting (Baweja et al., 2015). Therefore, educational systems need to develop trauma-informed care models for schools that furnish a sense of safety and community so that students receive the necessary support. This evaluation aimed to identify how the moderating factors of district administrators, site administrators, climate and culture, and teacher capacity affect trauma-informed care via a multi-tiered system of support (MTSS) framework. It included a specific focus on Tier 1, universal access, to improve timely support for students. This formative program evaluation explored the impact of the moderating factors through the viewpoint of a newly created conceptual framework. I used qualitative and quantitative data sources to explore the multiple aspects of the phenomenon. The ARTIC-45 provided descriptive statistics about educators’ attitudes toward trauma-informed care. The observational data and analysis of the Panorama Education social-emotional learning (SEL) survey that assessed 3rd-12th students social-emotional well-being provided character to the evaluation. The data analysis yielded inconsistent results. The observational data strongly indicated a trauma-informed environment in which students were given clear expectations and engaged in positive reciprocal interactions with peers and adults. The ARTIC-45 data showed that administrators, teachers, and support staff responded favorably to trauma-informed care approaches. Though statistical significance could not be obtained due to the sample size constraint of being too small, the data provided context to the other data sources. For example, teacher capacity could not be quantified, but the data provided context to the overall staff capacity. The review of the archival and current SEL survey data showed that favorability among domains varied by site and grade level. The variations in students' social-emotional favorability can be related to their lived experiences and it is important to track over time to monitor how experiences, expressions, and feelings change over time. Students' perspectives regarding themselves and their environment differed from the observational data. This indicates that educators should not solely rely on observational data to determine students’ social-emotional well-being. Furthermore, an SEL survey can be used as a tool to understand students’ well-being and thus provide them with timely support. The evaluation determined that district administration, site administration, climate and culture and staff capacity can positively impact a multi-tiered, trauma-informed care environment. In these settings, student behavior and social-emotional well-being is viewed in a healing-centered manner. Districts can create a multi-tiered, trauma-sensitive culture and provide support to enhance teachers’ capacity to implement trauma-informed care, take advantage of administrative influence, develop community partnerships, and create a culture that is open to systematic change.