In the Tampa Bay region, increasing population and changing demographics have begun to alter the characteristics of established neighborhoods. An increase in suburban growth has triggered a shift in the location and profitability of food establishments in socially disadvantaged neighborhoods. Supermarket closures have garnered attention from public health officials who are concerned with the overall availability of fresh food throughout Hillsborough and Pinellas Counties. Unfortunately, there has been little research surrounding the quality of food sold at establishments in both the Tampa Bay region and abroad. Instead, many geographic studies have chosen to group both fresh and prepared food establishments into a singular category for analyses. While helpful for a generalized understanding of food access overall, these methods do little to convey access to fresh foods which are essential for a balanced diet. This study offers a different perspective from traditional food access studies by categorizing food stores into fresh and prepared categories. For each food category, the Cumulative Opportunity Measure (COM) was first applied to measure food accessibility at the census block group level; a descriptive analysis was then employed to examine the relations between food accessibility and socioeconomic variables. In order to provide a meaningful comparison, these same steps were taken to emulate the results of the combined model (fresh and prepared) that is often utilized in previous studies. Finally, a map displaying the COM ratio of fresh to prepared food by block group was created to highlight areas with disproportionately more fresh (or prepared) food opportunities. Results indicate that rural may be at a disadvantage with respect to fresh food accessibility. Also, a discrepancy between the fresh model and the prepared and combined models, in relation to female headed households, may indicate that food establishment classification has a significant effect on food accessibility. Overall, positive relationships were observed between factors relating to minority status, no GED, room occupancy, public assistance, limited English, poverty, and lack of vehicle ownership for the fresh, prepared, and combined food accessibility models. Finally, the ratio of fresh to prepared food establishments could explain why some populations exhibit higher rates of obesity even when in direct proximity to fresh food opportunities.

The academic subject of mechatronics has been definedpreviously in numerous publications. This study aims atanalyzing mechatronics by using categories developed within theeducational science of Didactics. The result of the analysis,that relies on data from mechatronics education at KTH andother universities, shows that the identity of mechatronics canbe described as thematic, and the legitimacy as functional,which gives implications for the questions of communication andselection: what should be taught, and how. This is combinedwith a study of the evolution of the subject of mechatronics,where it is possible to see the gradually changing identity,from a combination of a number of disciplinary subjects to onethematic subject. The first part of the thesis concludes that mechatronics isautonomous, thematic and functional. Teaching and learningmechatronics according to the identity and legitimacy of thesubject benefits from collaborative, experimental andinternational settings. The functional legitimacy todayrequires the collaborative and the international setting,meaning that the mechatronics employer requires these skillswhen employing a mechatronic engineer. Further, an exemplifyingselection requires the experimental setting, in particular whencomparing a representative selection with the reproduction ofknowledge, and an exemplifying selection with the creation ofknowledge. To conclude, there are a number of important aspects to takeinto account when teaching and learning mechatronics. Three ofthese aspects, collaborative, experimental and internationalare suggested as important, and also a direct consequence ofthe identity of mechatronics. This thesis shows that thesethree aspects are indeed possible to integrate intomechatronics education, which will benefit greatly fromthis. / QC 20100609

Endemic species flocks inhabiting ancient lakes, oceanic islands and other long-lived isolated habitats are often interpreted as adaptive radiations. Yet molecular evidence for directional selection during species flocks radiation is scarce. Using partial transcriptomes of 64 species of Lake Baikal (Siberia, Russia) endemic amphipods and two nonendemic outgroups, we report a revised phylogeny of this species flock and analyse evidence for positive selection within the endemic lineages. We confirm two independent invasions of amphipods into Baikal and demonstrate that several morphological features of Baikal amphipods, such as body armour and reduction in appendages and sensory organs, evolved in several lineages in parallel. Radiation of Baikal amphipods has been characterized by short phylogenetic branches and frequent episodes of positive selection which tended to be more frequent in the early phase of the second invasion of amphipods into Baikal when the most intensive diversification occurred. Notably, signatures of positive selection are frequent in genes encoding mitochondrial membrane proteins with electron transfer chain and ATP synthesis functionality. In particular, subunits of both the membrane and substrate-level ATP synthases show evidence of positive selection in the plankton species Macrohectopus branickii, possibly indicating adaptation to active plankton lifestyle and to survival under conditions of low temperature and high hydrostatic pressures known to affect membranes functioning. Other functional categories represented among genes likely to be under positive selection include Ca-binding muscle-related proteins, possibly indicating adaptation to Ca-deficient low mineralization Baikal waters.

Poor mathematics performance in South African schools is a major concern (Reddy et al., 2014) and learners’ opportunity to learn is one of the concepts that needs to be explored in schools (Dowd, Friedlander & Guajardo, 2014). Several authors (Gür, 2009; Ebert, 2017; Rohimah & Prabawanto, 2019) state that learners believe that trigonometry is difficult and abstract compared with the other topics of mathematics. Opportunity to learn (OTL) is defined as the degree to which learners during instruction get exposed to the content of the mathematics intended curriculum (Reeves & Muller, 2005). The term “mathematical tasks” refers to classwork problems, homework problems, projects, investigations and assignments. These tasks play a vital role in effective teaching and learning. Learners’ OTL was explored according to the types and nature of tasks selected by the teacher, and the pedagogical approach and strategies used by teachers and the influence of these two aspects on the time spent on tasks and learner engagement. This study therefore aimed to answer the research question about the extent to which mathematics tasks provided Grade 10 learners an opportunity to learn trigonometry. A two-part conceptual framework was used: the first part focused on the task selection in terms of its nature and cognitive demand and the second part focused on the teacher-specific factors such as teachers’ approaches and strategies. The influence of these two parts on the implementation of the tasks by the learners in terms of time-on-task and learner engagement was then described. A qualitative approach was followed, and a descriptive case study was conducted with two Grade 10 mathematics teachers from two formerly disadvantaged public schools in Gauteng Province. A qualitative research approach was used in which document analysis and classroom observations served as data collection techniques. A deductive analysis approach was implemented. The study revealed that teachers mainly gave learners recall-type and routine procedure questions involving pure mathematics, which according to CAPS’ cognitive demands, are classified as lower order thinking tasks. There was a lack of higher order mathematics tasks that could have provided the learners with and OTL trigonometry effectively. The study further revealed that both teachers’ approaches were dominated by a teacher-centred approach where the focus was on the teachers and where teachers mainly used direct teaching as teaching strategy where learners were directed to learn through memorisation and recitation techniques. Although, due to the small sample, the study’s results cannot be generalised, I believe that the findings will contribute to pre- and in-service teacher training, where teachers come to realise the importance of appropriate mathematics tasks to contribute to learners’ OTL. Moreover, the study’s findings highlight the need to engage the four cognitive levels, namely knowledge (20%), routine procedures (35%), complex procedures (30%), and problem solving (15%) in the types of tasks. The value of teachers’ choices regarding the teaching approaches and strategies used should never be under-estimated. Future research could possibly build on this study by examining the implementation of tasks to enhance learners’ in-depth understanding of trigonometry. / Dissertation (MEd)--University of Pretoria, 2021. / Science, Mathematics and Technology Education / MEd / Unrestricted

Temporary postponement of criminal procedure Abstract The diploma thesis deals with the procedural institute of temporary postponement of criminal procedure. This procedural instrument is one of few exceptions from the principal of legality, which is the topic of the first chapter. The following chapter introduces historical development as this institute is quite new in the Czech criminal law. The following chapter focuses on current regulation of this institute, which can be applied in various situations. There is also a description of specific institute of temporary postponement in this chapter, which is connected to the institute of not pressing the charges against the suspect. This institute brings some problematic aspects for application, which are analysed with a purpose of finding a solution. The following chapter deals with diversions in criminal procedure including the characteristics of this category with each one being briefly described. The practical part of the thesis is dedicated to comparison between temporary postponement and diversions in criminal procedure, based on the definitions and characteristics. The goal of this thesis is to analyze temporary postponement of criminal procedure and compare it with similar procedural instruments to find out, if it can be described as a diversion in...

Research on opportunity recognition and entrepreneurial cognition suggests that entrepreneurs are likely to use and potentially benefit from heuristics (Baron, 1998, 2004; Busenitz & Barney, 1997). Some heuristics, particularly well-refined and accurate prototypes, may be valuable to entrepreneurs in recognizing opportunities (Baron, 2004). I seek, however, to consider how other types of heuristics that lead to irrational, biased, and inaccurate judgments (e.g., the betrayal heuristic) relate to opportunity recognition (Baron, 2004; Kahneman & Lovallo, 1993). I specifically consider the underlying causal process through which the use of these types of heuristics diminishes the ability to recognize opportunities. I posit that these heuristics reduce the ability to recognize opportunities by causing entrepreneurs to consider less information regarding potential opportunities. Further, I propose two individual differences that allow certain entrepreneurs to mitigate the negative effect that these bias-causing heuristics have on entrepreneurs' ability of form the belief that they have recognized an opportunity. I test my theory with two experimental designs that use a product from a technology transfer office that has been licensed by entrepreneurs and applied to a real-world market. This allows me to isolate the underlying variables of interest and to affix my theorizing to a well-documented phenomenon (the licensing and application of tech-transfer technology/products by entrepreneurs) (Gregoire & Shepherd, 2012; Mowery, 2004; Shane, 2001). Results show that some heuristic may cause individuals to consider less information about an opportunity, which reduces their likelihood of forming an opportunity recognition belief. Post hoc analyses suggest that this indirect effect may be conditional on how reflective an individual is and that entrepreneurs may be more reflective than non-entrepreneurs. The major contribution of this dissertation is to examine the theoretical underpinnings as to why certain types of heuristics inhibit entrepreneurs from forming the belief that they have recognized an opportunity. Specifically, I suggest and show that bias-causing heuristics reduce the amount of information that entrepreneurs consider about an opportunity and, as such, inhibit opportunity recognition beliefs. Second, I provide some support for the notion that reflective individuals are more likely to form the belief that they have recognized an opportunity because they consider more information about the opportunity when they initially rely on a bias-causing heuristic. Lastly, this dissertation provides initial support for the notion that entrepreneurs may be more reflective than non-entrepreneurs. Overall, I hope to point out that although a heuristic-dependent processing style has been shown to be beneficial with regard to opportunity recognition (Baron, 2004), the failure to consider the downside of certain heuristics and benefits related to overcoming these heuristics may limit our understanding of the opportunity recognition process.

This essay explores the concept of “equivalence” (likvärdighet) and how it can be defined in the context of the Swedish school system. The method that is used is a critical examination of the equivalence theory formulated by Lars Lindblom. The concept of equivalence in his theory can be defined as equal opportunities for education that is designed to provide compensated resources and welfare where the most disadvantaged students, which includes the differently abled, are compensated according to the principle of difference. Further, that the social distribution domain in a fair society must both ensure that the school provides equal opportunities and compensates the disadvantaged and that the school's compensatory mission must therefore become the first priority in equality. In the essay I advance the thesis that Lindblom’s theory does neither function as a framework for allocation of resources to different categories of students or as a tool do model teaching. This is, because it does not provide any practical guidance for how the concept of equivalence should be used when distributing resources among different groups of students, except for the fact that students who receive compensatory should be prioritized. Lindblom's contribution is nevertheless valuable in that the theory provides a new and in-depth insight into the various dimensions contained within the concept of equivalence.

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