<p>Problem: An analysis of the compatibility of global airline alliances with EC- competition policy including merger policy and EC-competition law. Is the Commission’s current approach to prohibit certain restrictive global alliances the optimal solution to the problem of certain alliances’ anti-competitive effects? Can other conclusions be drawn by taking an approach based on efficiency arguments that recommend a trade-off between the efficiency gains and the inevitable anti-competitive effects of the alliances? Will the results of the latter approach be in the public interest and does it conform to EC- competitionpolicy including merger policy and EC-competition law? </p><p>Purpose: There are three aims of this paper; two intermediate aims, which are to introduce the complex nature of global airline alliances to legal practitioners, in particular the alliances’ impact on competition in the EU aviation market, and to illustrate the Commission’s assessment of the relevant market and its proposed measures to deal with the restriction of competition. Then my intention is to develop an alternative approach – “the efficiency policy” – and investigate its conformity to EC-competition policy including merger policy and legislation. </p><p>Limitation: The question on what effects global airline alliances have on competition is naturally a global question, which is dealt with by competition authorities in many countries. In this paper no attempt is made to compare the opinions of and the measures taken by authorities throughout the world; instead the intention is to analyse the current EC-competition policy and merger policy on the subject. </p><p>Method: In the descriptive part I will take a strictly positive approach and conduct an ordinary empirical research, i.e., to collect and present relevant legal and economic material that explain the legal as well as the economic aspects of global airline alliances. In the analytical part my intention is to analyze the Commission’s current approach towards Global airline alliances and to show how this has effected its decisions. I will then discuss the pros and cons of this approach with respect to the different interests that are to be protected by EC-competition law. Finally, I will develop an alternative approach"the efficiency policy"and discuss whether it conforms to EC- competition policy including merger policy and EC-competition law. </p><p>Results: Global airline alliances bring efficiency gains, which can be distributed to consumers, communities and other parts of society. Nevertheless, the formation of global airline alliances will distort competition in some of the relevantmarkets. The Commission, which appears to have assessed the relevant market correctly, will not allow competition to be distorted. However, the remedies of the Commission seem to be inadequate. The reason appears to be a conflict between the goal of upholding"workable competition"and facilitating the efficiency gains that global airline alliances bring to society. This problem may be solved by applying another competition policy based on efficiency, which would allow airlines to defend decreased competition in terms of efficiency. However, due to the structure of Article 81 of the EC- Treaty, an"efficiency defence"cannot be allowed under that Article. Nevertheless, there is a possibility that it can be allowed under the Merger Regulation.</p>

This practice-led PhD project consists of two sections: the first examines a breakdown of the components of film genre to be used as practical guideposts for my own creative practice as a screenwriter and (hopefully in the future) for other screenwriters; the second section contains my practical application – first acts of three screenplays that are constructed utilizing my research and subsequent assessments. Using a theoretic construct presented in the area of philosophy in the 1990s by cognitive theorist Gilles Fauconnier called ‘mental space’, a concept exploring a person’s natural inclination to construct a comprehensible idealized cognitive model (ICM) of any given situation in order to understand his or her role in it (Fauconnier 1994:8), I examine how Fauconnier’s concept can be applied to building a film narrative and specifically how it can be applied to a screenwriter’s understanding and breaking down of the components of film genre. I also employ the work of scholars focused on the audience’s reception, especially the reception of film genre. In the practical section of my practice-led PhD, the writing of the first acts of three screenplays that share location, similar core cast of characters and plot points but are constructed in three distinctly different film genres (western, horror, romantic comedy), I endeavor to apply elements I have termed the ‘mental space of film genre’ in order to determine the adjustments and changes necessary to move narrative from one genre to another in order to fulfill various genre perimeters and genre expectations. This work is meant to increase a screenwriter’s technical skills in the craft of screenwriting.

This study is significant because U.S. schools are continuously being transformed due to the increasing numbers of linguistically and culturally diverse students, in particular Latina/o youths. Therefore, this qualitative dissertation study explored and described ways three Latina Tejana Maestras utilized Culturally Responsive Pedagogy (CRP) during literacy learning as they integrated students’ knowledge about their social and cultural environment, including their native language repertoire, while developing and implementing instruction. This study used sociocultural and borderlands theoretical construct to explore and describe ways the Maestras enacted and sustained CRP during literacy events. The sociocultural perspective is a fitting lens because it takes into account how knowledge is constructed in and through social interaction. Borderlands is also a fitting lens because it takes into account the Tejana Maestras borderlands identity of straddling simultaneous worlds — two languages, two cultures. Sociocultural theory and Borderlands theoretical lenses were complemented by CRP, a teaching approach that not only fits the school culture to the students’ culture, but uses the students’ culture as the basis for students to understand themselves and guiding them to becoming academically successful. The two questions used to guide this dissertation were: What culturally responsive pedagogical knowledge and practices do Tejana Maestras enact in bilingual classrooms? Second: How do Tejana Maestras acquire knowledge about the culture, language, and background experience of their students when planning and implementing instruction? The research revealed three themes, a) the presence of Building a Bilingual Classroom Community (BBCC) that was continuously evolving, and seamlessly functioning, as a system was clearly evident in each of the three classrooms, b) the Tejana Maestras notion of agents of change that guided their pedagogical literacy practices, and c) the notion of centering Mexican American students’ values, beliefs, and norms into the pedagogy and curriculum responsive to emergent bilinguals was recognizable. Six findings developed from the data; a) Tejana Maestras foster cultural awareness, b) embrace Latina/o bilingualism, c) employ a menu of culturally responsive literacy practices, d) learn from their students e) are conscious of their identity, and f) teaching philosophy. Due to U.S. schools being transformed by the increasing numbers of linguistically and culturally diverse students, the study demonstrated that it is important to conduct research about Tejana Maestras to learn the ways they are effectively meeting the needs of bilingual students by using CRP to promote academic success. / text

Given an undirected graph G(V,E) and a vertex subset U\subseteq V the U-space is the vector space over GF(2) spanned by the paths with end-points in U and the cycles in G(V,E). We extend Vismara's algorithm to the computation of the union of all minimum length bases of the U-space. (author's abstract) / Series: Preprint Series / Department of Applied Statistics and Data Processing

Teachers’ expectations for African-American students and the role of students’ race in teachers’ expectations is the focus of this report. Several studies have indicated that teacher expectations not only influence African-American students’ academic achievement, but also their classroom behavior. Studies have also suggested that low teacher expectations are a result of a combination of various factors such as teacherstudent race, low socioeconomic background and cultural differences. Low expectations based on incorrect information may lead to self-fulfilling prophecies. This report also sheds light on ways in which school counselors could contribute in changing and sustaining teacher expectations and promoting culture-relevant teaching strategies. / text

This case study provides empirical evidence of the master and counternarrative described by Critical Race Theory (CRT) and seeks to understand the impact of these narratives in educational policy and practice. In 2010, Arizona passed A.R.S. §15-112, a law that was designed to eliminate the Mexican American Studies (MAS) program in the Tucson Unified School District. Utilizing the literature on culturally-relevant pedagogy and leadership, this case study uses a CRT theoretical framework and Critical Discourse Analysis (CDA) methodology to analyze the narratives of 26 participants. While the program was under investigation by the State for violation of A.R.S. §15-112 all of the teachers involved in MAS participated in qualitative interviews. In addition, this case study analyzes the narratives of two student focus groups, school administrators, and district governing board members well as the written findings of two former State Superintendents of Public Instruction both of whom found the program in violation of the law. By specifically focusing on the styles and genres described in a CDA methodology the findings provide evidence of both the master and counternarrative but also a spectrum of discourse in which other forms of narrative reside. Implications from this research include a more complex theory of discourse beyond the dichotomy of the master and counternarrative, the application of a new methodological tool in CRT, and recommendations for educational leaders and policy makers interested in advocating for a culturally relevant approach.

This thesis intends to analyze and clarify the relevant market within air passenger transport. Further the thesis intends to investigate if there is any difference in air passenger transport in accordance to more general business. The definition of the relevant market is an essential step in order to establish a breach under European competition law. The relevant market includes the relevant product market and the relevant geographic market. The fundamental issue in the relevant product market is whether products are considered to be substitutable and can constitute the same market. The Commission has set a notice which includes methods and criterias and serves as guidelines to courts and companies to define the relevant market. The notice is however not binding for courts. The CJ have developed implementation of the criterias which it tends to refer to even if it is a different branch, however a case-by-case based definition is needed. The definition of the relevant market is based on three main criterias: demand substitutability, supply substitutability and potential competition. Even though the supply substitutability seems not be implemented in a further extension in more general branches, it seems to be of greater importance when defining the relevant market within air passenger transport. The air passenger transport has also established a test called base of origin and base of destination which includes an analysis of price, travel frequencies, comfort of the journey, transfer time to terminals and differences in the qualities and quantities in airports.  However according to air passenger transport, travel sequences seems to be the criteria that courts focus most on.

ABSTRACT THE REVOLUTION BEGINS AT 3PM: A QUALITATIVE STUDY OF A STATEWIDE 21ST CENTURY COMMUNITY LEARNING CENTERS PROGRAM by Corrie L. Davis The purpose of this qualitative case study was to explore how teachers and staff members demonstrated caring toward their students within a statewide 21st Century Community Learning Centers (21st CCLC) afterschool program. The participants in the study included 17 program directors, 22 site coordinators, 16 teachers, 3 paraprofessionals, 11 parents, 11 principals, and 18 other stakeholders associated with the program. This multi-site case study utilized the naturalistic paradigm of qualitative research. The data collection process included 98 semi-structured interviews, 22 participant observations, 112 photographs, and document analyses with materials from the 20 grantees selected in the sample. The qualitative software program, Atlas.ti: The Knowledge Workbench (2003) assisted with the management and analysis of data during the coding, categorizing, and interpretation process. Findings from the study revealed 3 central themes: (a) staff members that care about the whole child educate the whole child, (b) using culture as an asset increases students’ desire to learn and (c) building character promotes positive change. By incorporating these attributes, the program’s staff demonstrated their commitment to the academic and democratic advancement of the students in their care. This study will help inform policy makers, afterschool advocates, and 21st CCLC stakeholders about the importance of incorporating caring, culturally relevant pedagogy, and character education within local and national afterschool programs.

African descent students often are subjected to pedagogical practices and curricula that do not validate their home cultures or their individual and collective histories. In response to this problem, many teachers implement culturally relevant pedagogy (CRP) and curricula to address the needs of this population. Focusing on two African descent teachers in an African-centered school, the purpose of this qualitative African-centered inquiry was to 1) examine how the ancient Kemetic philosophy, Ma’at, manifests in their epistemologies, worldviews, and pedagogical practices, 2) explore how their epistemologies and worldviews inform their pedagogical practices, and 3) understand how their life experiences shaped their epistemologies and worldviews. A holistic theoretical framework comprised of Afrocentric and womanist theories and a CRP theoretical approach informed the “retooled” life history methodology employed in this study. The culturally sensitive data collection methods included dialogue, storytelling, participatory witnessing, and Afrocentric group conversation. Thematic and dialogic/performance narrative analysis techniques were used to analyze the data. The significance of this study is fourfold. First, this study adds to the paucity of existing literature on exemplary African descent teachers by bringing to the fore how the epistemologies and worldviews of teachers shape their pedagogical practices in an African-centered school. Second, this study explored the intended liberatory effects of African descent teachers’ implementation of CRP for themselves and for their students, ultimately affecting how both position themselves in the broader society. Third, use of the cardinal virtues of Ma’at (truth, justice, righteousness, order, harmony, balance, and reciprocity) as the philosophical foundation for this study presents an ontological alternative to privileging western philosophical frameworks typically used in educational research. Finally, as the ancient Kemetic philosophy employed in this study and as this study’s philosophical foundation, Ma'at specifically encourages policy makers, researchers, and practitioners to reexamine their notions of contemporary education in terms of its purpose, methods, and conceptions of the whole child. The findings illuminate ways that Ma’at undergirds the participants’ epistemologies, worldviews, and culturally relevant pedagogical practices enabling them to facilitate critical thinking, critical consciousness, and identity development with their students.

Šiuolaikinėse valstybėse konkurencija yra laikoma pagrindiniu ekonominės tvarkos principu, užtikrinančiu ūkio plėtotę, ekonomikos vystymasį, bendra visuomenės gerovę. Būtent dėl šių priežasčių ji turi būti saugoma. Valstybė turi pareiga saugoti sąžiningą konkurencijos laisvę, palaikyti veiksmingą konkurenciją, neleisti rinkoje veikiantiems ūkio subjektams pažeisti konkurencijos taisyklių. Tačiau konkurencijos taisyklių pažeidimai dažniausiai nėra akivaizdus. Siekiant išsiaiškinti, ar konkrečioje situacijoje yra konkurencijos pažeidimu, visu pirma, prireikia nustatyti nagrinėjamų ūkio subjektų konkurentus, atlikti detalią rinkos analizę. / Market definition is the first step that must be taken in order to determine competitors, calculate the market shares of the operators in the market and to answer the question if the competition is restricting. The process of market definition is complex, consisting of two stages: the definition of relevant product market and the definition of relevant geographical market. The definition of the market is essentially a matter of interchangeability. Potential competition stipulates more precise definition of the relevant market and can be called an extra source of competitive constraint. The temporal market can be an important factor while defining the relevant market; however, we don’t separate it in own stage, because it is not necessary to determine temporal market in all situations. It is sensible to bear in mind that market investigation would be efficient and properly done if it depended on the situation individuality.