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ORGANIZATIONAL ACCOUNTABILITY IN THE WATER AND SANITATION HYGIENE SECTOR: INTEGRATING SUSTAINABILITY FACTORS INTO THE DEFINITION OF SUCCESS
Title
ORGANIZATIONAL ACCOUNTABILITY IN THE WATER AND SANITATION HYGIENE SECTOR: INTEGRATING SUSTAINABILITY FACTORS INTO THE DEFINITION OF SUCCESS.
Creator
Jeanis, Kaitlyn, Reinhart, Debra, University of Central Florida
Abstract / Description
The world's poorest people, most of whom reside in under-developed nations, lack access to clean water and sanitation facilities, nutritious food, and education (UMP, 2005). These conditions are linked to malnutrition, disease, and low life expectancies (WHO). In an effort to reduce global poverty, the United Nations (UN) adopted the Millennium Development Goals (MDGs). Under Goal 7c the UN denotes that by 2015 the population without sustainable access to safe drinking water and basic...
Show moreThe world's poorest people, most of whom reside in under-developed nations, lack access to clean water and sanitation facilities, nutritious food, and education (UMP, 2005). These conditions are linked to malnutrition, disease, and low life expectancies (WHO). In an effort to reduce global poverty, the United Nations (UN) adopted the Millennium Development Goals (MDGs). Under Goal 7c the UN denotes that by 2015 the population without sustainable access to safe drinking water and basic sanitation as compared to the proportion who do should be halved. As a response to this objective the international development (ID) sector has implemented projects aimed at increasing access to clean water and sanitation facilities, yet reports of high rate of project failure continue (Ika, 2012). In this thesis factors contributing to project failures are outlined based on the literature. In response to these findings this thesis explores the components of sustainability as it relates to the WASH sector and creates a framework for minimum standards that should be met in order for a WASH project to be considered successful. These standards are adapted based on the World Health Organization (WHO), a project funded by the Bill and Melinda Gates Foundation that evaluates WASH projects called WASHCost, as well as the standards proposed by Carter et al (1999). Furthermore, it is argued that if implementing organizations are expected to monitor, evaluate and report on the environmental, social, economic as well as technical components of their implemented project, it will create a level of transparency that promotes organizational accountability that will inherently cause a shift towards more effective WASH projects.
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Date Issued
2014
Identifier
CFH0004632, ucf:45258
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004632
SUPERVISION EXPERIENCE AND EGO DEVELOPMENT OF COUNSELING INTERNS' SITE SUPERVISORS AND SUPERVISEES' LEVEL OF EGO DEVELOPMENT AND OCCUPATIONAL STRESS
Title
SUPERVISION EXPERIENCE AND EGO DEVELOPMENT OF COUNSELING INTERNS' SITE SUPERVISORS AND SUPERVISEES' LEVEL OF EGO DEVELOPMENT AND OCCUPATIONAL STRESS.
Creator
Walter, Sara, Lambie, Glenn, University of Central Florida
Abstract / Description
The primary purposes of this study were (a) to investigate the relationship between counseling interns' site supervisors' experience and training in supervision and their own levels of ego development and (b) to investigate the relationship between supervisors' levels of ego development and the ego functioning and occupational stress of their intern-supervisees. The theoretical framework for this investigation included cognitive developmental models of supervision (e.g., Blocher,...
Show moreThe primary purposes of this study were (a) to investigate the relationship between counseling interns' site supervisors' experience and training in supervision and their own levels of ego development and (b) to investigate the relationship between supervisors' levels of ego development and the ego functioning and occupational stress of their intern-supervisees. The theoretical framework for this investigation included cognitive developmental models of supervision (e.g., Blocher, 1983; Stoltenberg, 1981), ego development (Loevinger, 1976, 1997) and the Person-Environment Fit theory of occupational stress (French, Rogers, & Cobb, 1974). The findings of this study contribute to an understanding of (a) the levels of ego development and post-degree clinical supervision experiences of internship site supervisors in different areas of counseling specialty; (b) the relationship between social-cognitive developmental levels and levels of perceived occupational stress in counseling interns; and (c) cognitive development theory and counseling supervision. Ninety-six counseling internship students in three master's level counseling programs accredited by the Council for Accreditation for Counseling and Related Educational Programs (CACREP) in Central Florida as well as 58 (73% response rate) of their internship site supervisors participated in the study. The site supervisors completed the Supervisors Experience Questionnaire (Walter, 2008) and the Washington University Sentence Completion Test--Form 81 (WUSCT; Hy & Loevinger, 1996). The participating counseling internship students completed a demographics questionnaire, the WUSCT--Form 81, and the Occupational Stress Inventory – Revised (OSI-R; Osipow, 1998). The statistical procedures used to analyze the data included chi-square, ANOVA, simultaneous multiple regression, and MANOVA procedures. The primary research hypotheses for the study were (1) that formal training in supervision and participation in post-graduate clinical supervision would predict supervisor ego development and (2) that supervisor ego development would predict supervisee ego development and occupational stress levels; these were not supported for these data. However, the results identified statistically significant relationships between supervisor participation in post-graduate clinical supervision and area of counseling specialty, with school counselor supervisors less likely to have participated in supervision than other supervisors. Additionally, the findings identified a negative correlation between interns' levels of perceived occupational stress and their ego development levels (14.6% of the variance explained), as well as a negative correlation between interns' levels of satisfaction with their internship site supervision and their levels of occupational stress (40% of the variance explained). The data from this investigation suggested that school counseling interns experienced higher levels of occupational stress due to occupational roles and lower levels of personal resources than interns in other counseling tracks, with the track accounting for 25.6% of the variance in the occupational stress levels. Implications for counseling supervisors and counselor educators are presented, along with areas for future investigation.
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Date Issued
2009
Identifier
CFE0002540, ucf:47664
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002540
EFFECT OF RIB ASPECT RATIO ON HEAT TRANSFER AND FRICTION IN RECTANGULAR CHANNELS
Title
EFFECT OF RIB ASPECT RATIO ON HEAT TRANSFER AND FRICTION IN RECTANGULAR CHANNELS.
Creator
Tran, Lucky, kapat, Jay, University of Central Florida
Abstract / Description
The heat transfer and friction augmentation in the fully developed portion of a 2:1 aspect ratio rectangular channel with orthogonal ribs at channel Reynolds numbers of 20,000, 30,000, and 40,000 is studied both experimentally and computationally. Ribs are applied to the two opposite wide walls. The rib aspect ratio is varied systematically at 1, 3, and 5, with a constant rib height and constant rib pitch (rib-pitch-to-rib-height ratio of 10). The purpose of the study is to extend the...
Show moreThe heat transfer and friction augmentation in the fully developed portion of a 2:1 aspect ratio rectangular channel with orthogonal ribs at channel Reynolds numbers of 20,000, 30,000, and 40,000 is studied both experimentally and computationally. Ribs are applied to the two opposite wide walls. The rib aspect ratio is varied systematically at 1, 3, and 5, with a constant rib height and constant rib pitch (rib-pitch-to-rib-height ratio of 10). The purpose of the study is to extend the knowledge of the performance of rectangular channels with ribs to include high aspect ratio ribs. The experimental investigation is performed using transient Thermochromic Liquid Crystals technique to measure the distribution of the local Nusselt numbers on the ribbed walls. Overall channel pressure drop and friction factor augmentation is also obtained with the experimental setup. A numerical simulation is also performed by solving the 3-D Reynolds-averaged Navier-Stokes equations using the realizable-k-[episilon] turbulence model for closure. Flow visualization is obtained from the computational results as well as numerical predictions of local distributions of Nusselt numbers and overal channel pressure drop. Results indicate that with increasing rib width, the heat transfer augmentation of the ribbed walls decreases with a corresponding reduction in channel pressure drop.
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Date Issued
2011
Identifier
CFH0004103, ucf:44890
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004103
A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools
Title
A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools.
Creator
Haddock, Lucy, Murray, Barbara, Baldwin, Lee, Murray, Kenneth, Hutchinson, Cynthia, University of Central Florida
Abstract / Description
The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill...
Show moreThe goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.
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Date Issued
2014
Identifier
CFE0005342, ucf:50493
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005342
EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS
Title
EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
Creator
Doran, James, Allen, Kay, University of Central Florida
Abstract / Description
The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
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Date Issued
2004
Identifier
CFE0000245, ucf:46244
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000245