Conceptualizing Institutional Capacity Building Through a Learning Process Set in Motion by a Foundation

Employing critical pedagogy and transformative theory as a theoretical framework, I examined a learning process associated with building capacity in community-based organizations (CBOs) through an investigation of the Institutional Capacity Building Program (ICBP) initiated by a Foundation. The study sought to: (a) examine the importance of institutional capacity building for individual and community development; (b) investigate elements of a process associated with a program and characteristics of a learning process for building capacity in CBOs; and (c) analyze the Foundation’s approach to synthesizing, systematizing, and sharing learning. The study used a narrative research design that included 3 one-on-one, hour-long interviews with 2 women having unique vantage points in ICBP: one is a program facilitator working at the Foundation and the other runs a CBO supported by the Foundation. The interviews’ semistructured questions allowed interviewees to share stories regarding their experience with the learning process of ICB and enabled themes to emerge from their day-to-day experience. Through the analysis of this learning process for institutional capacity building, a few lessons can be drawn from the experience of the Foundation.

Evaluation in Sport for Development: A Case Study of the Gansbaai Project, Football Foundation of South Africa, From A Critical Perspective

The purpose of this case study was to determine the effectiveness of sport for development (SDP) evaluation within one program in Gansbaai, South Africa through critical, independent participant inclusive program evaluation. Qualitative research was conducted on the Football Foundation of South Africa (FFSA), where semi-structured interview data were collected from administrators and participants, as were data from direct participant observations and organizational documents. Data analysis followed, according to Kvale and Brinkman’s (2008) methodology. FFSA goals were found, as were themes of social impact (i.e., regarding coach-player relationships, trust, and coaching impact on social integration). A further theme related to evaluation components and procedures. Further themes included life skill development, competition within programming, participants’ home life and social integration. Findings contribute to the SDP literature relating to program evaluation research and to FFSA administrators by providing an understanding of SDP program shortcomings, limitations, and suggested improvements.

Análisis y modelación de un sistema de espera [por] Nydia Esther Ramírez Escamilla

Tesis (Maestría en Ciencias de la Administración, con especialidad en Producción y Calidad) U.A.N.L.

Estudio de las propiedades fisioquímicas de toxinas aisladas de Karawinskia hunuboldtiana (por) Laura Esther Martínez Villarreal

Tesis (Maestría en Ciencias, con especialidad en Química Analítica Biomédica) U.A.N.L.

Administración de recursos humanos por Esther Amalia Hernández Andrade.

Tesis (Maestría en Ciencias de la Administración con Especialidad en Relaciones Industriales) U.A.N.L.

Acercamiento a la vida de Esther Margarita Allison [Bermúdez]

[Tesis] (Maestría en Letras Españolas) U.A.N.L.

Taller de lecturas literarias [por] María Esther González G.

UANL

Taller de lecturas literarias [por] María Esther González G.

UANL

Taller de lecturas literarias [por] María Esther González G.

UANL

Taller de lecturas literarias [por] María Esther González G.

UANL

Taller de lecturas literarias [por] María Esther González G.

UANL

Foundation studies in literature

UANL

Judith y Esther : mes de María del siglo XIX

UANL

The Foundation of Latin : a book for beginners

UANL

Toward a rational-choice foundation of non-additive theories

A classical argument of de Finetti holds that Rationality implies Subjective Expected Utility (SEU). In contrast, the Knightian distinction between Risk and Ambiguity suggests that a rational decision maker would obey the SEU paradigm when the information available is in some sense good, and would depart from it when the information available is not good. Unlike de Finetti's, however, this view does not rely on a formal argument. In this paper, we study the set of all information structures that might be availabe to a decision maker, and show that they are of two types: those compatible with SEU theory and those for which SEU theory must fail. We also show that the former correspond to "good" information, while the latter correspond to information that is not good. Thus, our results provide a formalization of the distinction between Risk and Ambiguity. As a consequence of our main theorem (Theorem 2, Section 8), behavior not-conforming to SEU theory is bound to emerge in the presence of Ambiguity. We give two examples of situations of Ambiguity. One concerns the uncertainty on the class of measure zero events, the other is a variation on Ellberg's three-color urn experiment. We also briefly link our results to two other strands of literature: the study of ambiguous events and the problem of unforeseen contingencies. We conclude the paper by re-considering de Finetti's argument in light of our findings.