Informe de Seminario para optar al grado de Licenciado en Historia. / A través de esta investigación de carácter exploratorio se ha pretendido hacer un acercamiento más profundo que amplio, a un actor sociopolítico específico, como es el Movimiento Estudiantil Secundario en Santiago entre los años 1983-86. El interés en el tema surge a partir de la constatación de un vacío de conocimiento en relación a la particular década de 1980 y más específicamente de los actores movilizados en ese periodo.

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Memoria (licenciado en ciencias jurídicas y sociales) / No autorizada por el autor para ser publicada a texto completo / Sentencias emanadas de la Corte Suprema de Justicia, Cortes de Apelaciones del país y Contraloría General de la República, contenidas en la revista Gaceta Jurídica nos. 201, 202, 203, 204 y 205 correspondientes a los meses de marzo, abril, mayo, junio y julio del año 1997. Total de documentos analizados: 299

If the turkey in the title of this thesis is the author, then what is left of him - for the time being, at least - is this work: the meat closest to the bone, bits of literary flesh which this somewhat carnivorous society failed to strip away. I offer it now for consumption and become a new animal. This thesis is divided into three units: poetry, translation and short story. The first section comprises a selection of earlier poems and the beginnings of a book tentatively titled Somewhere East. From random impressions in the early work, a more solid poetic analysis develops around the nation of Quebec. The central theme here is one of struggle. Unit two is a selection from four books by the French poet Guillevic, rendered here in English translation. From early work in Terraqué (Paris: Editions Gallimard, 1942) and Exécutoire (Paris: Editions Gallimard, 1948) to more recent poems in Carnac (Paris, Editions Gallimard, 1961) and Avec (Paris, Editions Gallimard, 1966), Guillevic's view remains simple and sympathetic, his poems the voice of one allied with the natural but oppressed by the reality of his social condition. The third unit contains three short fictions in prose which experiment with the fantasy which may be our own particular reality. These are lies about other "turkeys", about the tensions, silences and violence which drive them towards rebellion before they have nothing left at all. / Arts, Faculty of / Graduate

Master of Science

Studying the interaction of people with the objects around them is essential to designers. A designer must study in detail: the hold, the fit in the hand, the effect of movement, the placement, and the juxtaposition and relation of objects to one another. Insight derived from such investigation determines the form given to an object. However, the answer is not a static or rote response to function. The designer searches to balance meaning with practicality, while simultaneously pushing the boundaries of perception to make people reconsider how and why objects exist. Questions of changing social customs, habits, rituals and traditions are explored. The resulting form reflects the manner in which the object is used. Shape is given to ritual. The intent is for design to reflect the order of day to day existence. It is not important whether an object is a recognizable form or whether it looks like its predecessors. However, upon consideration one should realize the form is correct. The object possesses meaning; it is appropriate for its time. The process is on-going, requiring the designer to continually re-evaluate and re-define the human condition by assessing the world we make and how we exist within it. One pursues better ways to facilitate daily life, never becoming complacent with existing products. More acutely, it is requisite for the designer to maintain an ongoing dialogue with their work-an empirical process of evaluating and analyzing past objects in order to make the decisions that allow the beginning of the next. / Master of Architecture

Traditionally, standardized achievement tests have been used to monitor program effectiveness. Recently, however, educators have questioned the appropriateness of standardized tests for this purpose, especially for programs designed for young children. Early childhood advocates suggest using developmentally appropriate assessments instead of standardized achievement tests for making classroom-level decisions about children and for program evaluation. Proponents, however, have not fully identified the psychometric properties of the assessments, certainly not for the purposes of program evaluation. Although developmentally appropriate assessments have been implemented in a number of classrooms across the country, few studies have verified their ability to discriminate among developmental levels. In addition, even fewer studies have addressed their use for evaluating program effectiveness. Using the records of 293 students from the local site of a National Transition Project and both classical test theory (CTT) and item response theory (IRT) procedures, three assessment instruments and a standardized test were examined. It was shown that the Concepts about Print portion of the Early Childhood Assessment Package, the Language Arts component of the kindergarten developmental progress reports, and the first grade Early Literacy Scale tasks are, in fact, developmental assessments. Additionally, IRT procedures located students on the developmental continuum underlying the assessments. Although classical ANCOVAs were unable to identify Treatment or Head Start program effects beyond the kindergarten year, IRT procedures showed that the expected proportion of students at the highest latent ability levels tended to be greater for students in Demonstration schools and Head Start graduates than their counterparts throughout kindergarten and first grade. A standardized reading achievement measure administered to the students in second grade, was unable to differentiate program effects through either classical or IRT procedures. This suggests that the concepts underlying standardized tests differ from those underlying developmentally appropriate assessments. As a result, the key issue to be resolved is which type of measure is more valid, that is, more appropriate, for evaluating early childhood programs. / Ph. D.

Bud necrosis (BN) is observed as an abortion and death of one or more primordia of the developing compound winter bud. Anatomical developments during the onset of BN in 'Riesling' and 'Chardonnay' grapevines were characterized. Examination of ultrathin (1micro m) sections of 'Riesling' buds under a light microscope revealed a zone of compressed cells immediately beneath the primary bud axis within 60 days after budbreak. Cell rupture occurred in that zone within 90 days after budbreak. Scanning electron microscopy revealed a similar pattern of tissue destruction. Based on the hypothesis that BN was caused by essential substrate deficiency, localized carbohydrate deprivaton was attempted by shading of 'Riesling' grapevines and by shoot tip removal. In one experiment, 92% shade was applied for a three-week period at 20, 40, or 60 days after budbreak in one vineyard and at 40 days after budbreak in another vineyard. In another experiment, 92% shade was applied for a 40-day period at 25 or 65 days after budbreak. Shade reduced photosynthetic photon flux (PPF) in the fruit zone of canopies to <2% of ambient PPF. The first experiment did not increase BN. However, the second experiment increased BN in the distal nodes of the shaded vines compared to the control vines. Shoot vigor, measured as shoot diameter and internode length at season1s end, was positively correlated with BN in shaded as well as unshaded vines. The frequency of necrotic buds was greater at nodes 5 through 16 than at nodes 1 to 4 in both shaded and unshaded vines. Levels of total nonstructural carbohydrates (TNC) measured spectrophotometrically, were not significantly affected by shade treatment. Levels of sucrose, glucose, fructose, and starch in bud, leaf, and stem tissues determined by HPLC, were lower in shaded vines at the point of shade removal than in unshaded vines. Therefore, although three-week periods of shade did not affect BN in 'Riesling', 40-day periods of shade increased BN in distal nodes. Shoot tip removal increased BN at nodes distal to node 12. Bud tissues of shoot-tipped vines had lower levels of sucrose, glucose, fructose, and starch than did the control vines. Carbohydrate analysis of bud, leaf, and stem tissues indicated that 'Riesling' vines (BN-prone) had lower levels of sucrose compared to 'Chardonnay' vines (BN-insensitive). Role of mineral nutrient deprivation was examined in 'Riesling' and 'Chardonnay' buds and the results indicated that BN is unlikely caused by essential nutrient deficiency. 'Chardonnay', the BN-insensitive cultivar had greater levels of starch deposits at 50, 60, 70, and 80 days after budbreak than did the BN-susceptible cultivars, 'Riesling1', Syrah', and 'Viognier'. Starch deposits in grape buds were negatively correlated with BN incidence. From these experiments it can be concluded that a negative correlation between carbohydrate levels of grape buds and BN incidence exists. / Ph. D.

The purpose of this study was to determine what elementary principals perceive as important to performing their jobs in three areas: understanding student learning as it relates to computer technology use, decision making related to computer technology implementation and personal computer applications. Descriptive research methodology was used in the study. The population surveyed included 147 elementary principals in a large suburban school district located in the Washington, D.C. metropolitan area. Their schools were diverse in terms of size, demographics, and computer technology capabilities. One hundred twenty-seven surveys were returned, representing a response rate of 86%. The principals who responded registered the highest measure of agreement on the statements that addressed computer applications and student learning. There was less agreement regarding whom principals rely on when making decisions on computer technology implementation. However, respondents all agreed that they should know which key personnel to contact when making decisions particularly about the purchase of hardware and software. There was also solid agreement among the respondents that there should be a designated technology position in every school. The role of principal as it relates to computer technology implementation was not clearly defined by the respondents. Some principals felt it was important to model computer technology applications while others did not think that the principal was the most important person to facilitate an environment that supports technology. Finally, the area that received the most discrepancy in responses addressed personal productivity. There is not agreement among elementary principals as to what they should know and use regarding computer applications. All respondents, however, said that they were willing to participate in staff development designed to enhance their administrative roles. / Ed. D.