A tese de Doutorado analisa a proposta de criação de um incidente de inconstitucionalidade no âmbito do controle concreto brasileiro, lidando com o debate legislativo e doutrinário a respeito do tema. Tem por objetivo contextualizar a ferramenta na atual discussão da fiscalização de constitucionalidade, sendo examinadas as suas principais vantagens e críticas. Ademais, além da defesa da criação de um incidente de inconstitucionalidade como classe autônoma processada no Supremo Tribunal Federal por meio da inovação contida na Proposta de Emenda Constitucional nº 406/01, a tese propõe o surgimento de um Cadastro Nacional de Decisões de Inconstitucionalidade, de responsabilidade do Conselho Nacional de Justiça. Por fim, o trabalho de pesquisa defende a reunião de ambas as inovações como instrumentos capazes de gerar o aperfeiçoamento da singular pluralidade que caracteriza a Jurisdição Constitucional no Brasil. / This research analyzes the proposal to create an incident of unconstitutionality under Brazilian judicial review, dealing with legislative and doctrinal debate about the issue. It aims to understand the tool in the current discussion of judicial review, and explores its advantages and problems. Moreover, beyond the creation of an incident of unconstitutionality as a separate procedural class by Constitutional Amendment Project nº 406/01, this research proposes the development of a National Data of Unconstitutional Decisions, associated to the National Council of Justice. Finally, the study supports both innovations as tools to promote improvement of judicial review in Brazil and its natural plurality, which is a regular feature in Brazilian Constitutional framework.

The questions addressed in this study arose from an earlier project which attempted to provide videoconferencing opportunities for Second Language (SL) teachers to engaging in bilingual “virtual exchanges” for their students (hereafter referred to as “eTandem videoconferencing”). This investigation was initially motivated by the interest on discovering why these teachers and their students did not take the opportunity to participate in the synchronous part of the exchanges. This qualitative study reports on the developmental paths experienced by twenty SL teachers from the US, the UK, Switzerland and Spain and their pupils in the process. It particularly aims to discover what teachers' roles emerge in the process. The research also focuses on how these teachers’ practices are consistent with a more social constructivist approach to Computer Assisted Language Learning. The investigation builds on Hartnell-Young’s theoretical model (2003) of teachers’ roles where computers are used. Data collection involves an initial survey, observation of teachers and students before, during and after the exchanges and video-stimulated recall interviews with the teachers. The research centres on critical incidents experienced by these teachers. Hugues' model (2009) of the expanded critical incident approach provides the methodological framework. In line with her model, the study has created a multifaceted word picture of these teachers, further characterised by a condensed set of critical findings. The teachers’ accounts reveal several incidents that inhibited or supported the teachers’ development in terms of how they planned the learning environment regarding the physical space, the virtual setting and the social environment and in terms of how they mediated the implementation of the exchanges towards a more interactive approach. In doing so, this investigation adds to the knowledge base available to educators and researchers by offering greater understanding about these SL teachers’ particular experiences.

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This research examined leadership in difficult situations using phenomenological and critical incident analyses of 14 interviews with respected leaders. Leadership in difficult situations was examined as a personal experience consistent with the perspective of counselling psychology. The phenomenological analysis has produced four voices. The first voice captures the participants' description of leadership as a paradox of personal and situational dynamics. The second voice forms an uncommon elucidation of the lived experience of leadership in difficult situations. The participants are seen to be striving in a resilient manner characterized by a sense of acceptance and authenticity. The third and fourth voices describe the means by which the participants are effective in difficult situations. The third voice captures the intra-personal process of resonance, personal and social awareness, personal supports, mastery of the issues, and the capacity to generate remarkable outcomes. The fourth phenomenological voice captures the participant's active engagement in connecting with people, shaping the work context and leading collaboration to develop a successful process. Five categories have been produced by the Critical Incident Technique, which examined what helps and what hinders in the experience of leadership through difficult situations. The five categories are: being experienced, principled and self-aware; having personal supports and influences; being interested and skilled in connecting with people; being both energetic and able to withdraw appropriately; finally, actively cultivating their perspective or vision. These five categories indicate the capacity of the participants for diverse means of participation in difficult situations. Results are discussed in terms of implications for research and practice. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The intent of this study was twofold. It was designed to evaluate the effectiveness of an experiential program which' purportedly enhanced self esteem in gay men. In addition, it aimed to discover what events and human experiences facilitate self esteem. The eight gay male participants who volunteered for the self esteem program were also employed to obtain data which was used to discover factors which facilitate self esteem. Flanagan's (1954) critical incidents technique was used to discover what facilitates and hinders self esteem in everyday life. A category system of factors facilitating self esteem was induced from critical incidents data obtained in a preliminary interview and from a journal of significant events which participants submitted throughout their involvement in the program. The program evaluation was based on three sources of information. The participants were compared with a control group of eight gay males on Rosenberg's (1965) Scale of Self Esteem both before and after their involvement in the program. They were also subjects in preliminary and summary, open-ended, interviews which were designed to assess changes in self esteem and to discern the degree to which initially stated goals and expectations were fulfilled by their participation in the program. In addition, critical incidents questions in the summary interview assessed how, and the degree to which, the program incorporated the factors which facilitate self esteem in everyday life. The names given to the eighteen categories of behaviours, events and/or experiences which were found to facilitate self esteem in everyday life are as follows: appreciation, affiliation, recognition, acceptance, honesty, self acceptance, self support, forgiveness, contributing, performance, confidence, accomplishment, sense of progress, overcoming, self care, belonging, social comparison, and independence. Given the exploratory and descriptive nature of this study, these factors constitute an initial model of what facilitates self esteem that needs to be tested using appropriate methods of verification. Interview data indicated that the experiential program facilitated the self esteem of seven of the program's eight participants. One participant reported that self esteem remained unchanged from the preliminary interview. Participants described six primary types of change: increased self confidence; increased self acceptance; improved capacity to engage in, strengthen and maintain satisfying interpersonal relationships; increased self knowledge; improved self discipline; and resolutions to existential questions. In addition, summary interview data revealed that participants were able to specify experiences, activities and events occurring within the context of the program which were representative of every facilitative category. Moreover, the relative absence of reported hindering incidents indicates that the hindering effect of the program on self esteem is negligible. Quantitative results did not corroborate the qualitative evidence for increased self esteem. An analysis of covariance applied to self esteem scores did not produce a significant difference between the participants and a control group. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The present study investigated what helped and what hindered multicultural supervision. The participants consisted of 19 females, and 6 males, including Asian-Canadians, Indo- Canadians, First Nations, Latin-Canadian and Afro-Canadian. They were individually interviewed, following an expanded version of Flanagan's (1954) Critical Incident Technique. There were 340 relevant meaning units related to positive incidents and 386 meaning units related to negative incidents. Forty-two meaning units were associated with coping efforts, and 87 meaning units were on recommendations. Categories extracted from these meaning units were grouped as follows: (a) 20 positive categories, (b) 15 negative categories, (c) 15 coping categories, and (d) 33 recommendations. The reliability of classifying meaning units according to these categories was satisfactory, based on inter-judge agreement (80% and higher). The validity of content analysis was established by (a) confirmation by participants, (b) crossvalidation by other participants, (c) cross-validation by an independent judge, and (d) cross-validation by other researchers. The most frequently cited positive categories were subsumed under five key areas: (a) personal attributes of the supervisor, (b) supervision competencies, (c) mentoring, (d) relationship, and (e) multicultural supervision competencies. The most frequently reported negative categories were associated with the following five areas: (a) personal difficulties as a visible minority, (b) negative personal attributes of the supervisor, (c) lack of a safe and trusting relationship, (d) lack of multicultural supervision competencies, and (e) lack of supervision competencies. The coping efforts employed were grouped into four areas: (a) help seeking, (b) existential coping, (c) active coping, and (d) emotional coping. Finally, recommendations were also grouped into four broad areas: (a) needs to improve the quality of supervision, (b) needs to improve multicultural supervision competencies, (c) needs for educational institutions to make changes, and (d) needs for minority students to make changes. The study provided a comprehensive picture of what works and what does not work in multicultural supervision. The results support a mentoring model, which posits that supervision is effective to the extent that the supervisor takes on the role of a mentor. The practical implications of the study include the need for cross-cultural supervision competencies and mentoring graduate students. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The steady and uninterrupted availability of systems is essential for the mission of many companies and other organizations. This responsibility relies mostly upon support engineers, who are responsible to respond to incidents. Incident response is a unique type of task in software engineering, given it carries distinguishing characteristics like risks, pressure, incomplete information and urgency. Despite the importance of this task for many organizations, little can be found in the literature about the incident response task and model. To fill the gap, we created a theoretical foundation to foster research on incident response. We conducted an interview study, asking 12 support engineers about their experiences dealing with outages, service degradation, and other incidents that demanded an urgent response. We used our 22 collected cases to identify important concepts of incidents and their dimensions, and created an ontology of incidents and a model of the incident response. To validate the usefulness of our results, we analyzed our incidents based on our ontology and model, providing some insights related to detection of incidents, investigation and the hand over process. We also provide analytical insights related to the prevention of resource limitation incidents. Finally, we validate the usefulness of our research by proposing an improvement on monitoring tools used by support engineers.

This thesis deals with data distribution service and is divided into three parts. The first part of this thesis focuses on theoretical knowledge of data distribution service. This section gradually introduces the model used in data distribution service, quality of service and the RTPS protocol, which was specially developed for the needs of data distribution service. The most comprehensive part of the theoretical part deals with security in data distribution service. At the end of the first part of this thesis, selected impelementations of data distribution service are introduced. The second part of this thesis deals with practical use of data distribution service, while OpenDDS implementation is chosen for the practical part. This part initially deals with the design of basic communication scenarios, followed by the design of complex communication scenarios. In the next chapters, within the practical part, the thesis is focused on verifyng security of the data distribution service selected implementation, design of security incidents and their subsequent simulation. Content of the final part of this thesis is the introduction of a tool designed for this thesis, which is used to implement selected types of attacks.

This essay deal with implementation of the Incident management as one of the possible means to minimize risks and losses arising from failures in the organization’s infrastructure and inaccessibility of their "business-critical" applications. It focuses primarily on the organization focused on electronic commerce.

The thesis objective is to analyze existing situation concerning reporting of the aviation accidents or incidents in national level and according the outputs from the analyses to develop recommendations, how database system ECCAIRS can by used for reporting on the national base. The focus of the thesis is investigation and evaluation of the existing national situation / from theoretical point of view and practical point of view/ and develop recommendation. As source of the investigation ware used existing legislation documents and foreign experience. For collection of the foreign experience was designed special type of questioner. The questioners ware distributed to the pre-selected number of authorities represented pre-selected states. During all process of analysis and investigation situation was discussed with local Czech authorities too. International law / ICAO Annex 13 of the Chicago Convention and EU Directive 94/56 / ware considers as one of the basic sources for the information.