Herausgegeben im Auftrag des Kanzlers:1. Vorwort 1 2. Abkürzungen und Definitionen 2 3. Allgemeines 3.1 Geschichte der TU Dresden 3 3.2 Struktur der TU Dresden 1997 5 3.3 Leitung, Gremien und Kuratorium an der TU Dresden 1997 6 3.4 Studiengänge an der TU Dresden im WS 1997/98 (Angebote) 7 4. Studenten 4.1 Studierende im WS 1997/98 (Kopfzahlen) 8 4.2 Studierende im WS 1997/98 mit Anteilen weiblich, Ausländer und Beurlaubte 9 4.3 Studienanfänger im SS 1997 (Kopfzahlen) 10 4.4 Studienanfänger im WS 1997/98 (Kopfzahlen) 11 4.5 Studierende im WS 1997/98 (Fallzahlen) 12 4.6 Studienanfänger im SS 1997 (Fallzahlen) 13 4.7 Studienanfänger im WS 1997/98 (Fallzahlen) 14 4.8 Studierende (Gesamtstudenten) in den Wintersemestern 1992-97 nach Studienarten 15 4.9 Studierende in den Wintersemestern 1992/93-1997/98 (Kopfzahlen) 16 4.10 Studienanfänger pro Studienjahr 1992/93-1997/98 (Kopfzahlen) 17 v 4.11 Studierende und Studienanfänger 1993-97 (Kopfzahlen/ Diagramm) 18 v 4.12 Studierende nach Wissenschaftsgebieten 1992-97 (Diagramm) 19 4.13 Studienanfänger pro Studienjahr nach Wissenschaftsgebieten 1992/93-1997/98 (Diagramm) 20 v 4.14 Studierende in den WG Mathematik und Naturwissenschaften und Medizin 1992-97 Diagramm) 21 4.15 Studierende im WG Geistes- und Sozialwissenschaften 1992-97 (Diagramm) 22 4.16 Studierende im WG Ingenieurwissenschaften 1992-97 (Diagramm) 23 4.17 Studierende (Ausländer) nach Wissenschaftsgebieten 1993-97 (Diagramm) 24 4.18 Betreuungsverhältnisse Studenten/ Personal 1994-97 25 4.18d Betreuungsverhältnisse Studenten/ Professoren 1994-97 (Diagramm) (Ergänzung) 4.19 Gasthörer an der TU Dresden 1992-97 26 5. Herkunft der Studierenden 5.1 Herkunft der Studierenden im WS 1997/98 (mit Diagramm) 27 5.2 Herkunft der Studienanfänger im WS 1997/98 (mit Diagramm) 28 5.3 Herkunft der Studierenden WS 1995/96 bis WS 1997/98 (mit Diagramm) 29 6. Prüfungen/ Graduierungen 6.1 Bestandene Hochschulabschlußprüfungen im Studienjahr 1996/97 30 6.2 Bestandene Hochschulabschlußprüfungen 1994/95-1996/97 (Diagramme) 31 v 6.3 Promotionen an der TU Dresden 1997 32 6.4 Promotionen an der TU Dresden 1992-97 33 6.5 Habilitationen an der TU Dresden 1997 34 6.6 Habilitationen an der TU Dresden 1992-97 35 6.7 Regelstudienzeit und durchschnittliche Studiendauer an der TUD 36 7. Forschung und Kooperation 7.1 Sonderforschungsbereiche an der TU Dresden 1997 37 7.2 Graduiertenkollegs und Innovationskollegs an der TU Dresden 1997 38 7.3 Forschergruppen und große, übergreifende Forschungsprojekte an der TU Dresden 1997 (Auswahl) 40 7.4 Stiftungsprofessuren an der TU Dresden 1997 41 7.5 Gemeinsame Berufungen an der TU Dresden 1997 42 7.6 Schutzrechtsanmeldungen 1992-97 an der TU Dresden 44 7.7 An-Institute der TU Dresden 1997 45 7.8 Forschungs- und Kooperationsverträge der TU Dresden 1997 46 8. Personal und Haushalt 8.1 Stellenverteilung an der TU Dresden 1997 (Haushaltsfinanzierung) 47 8.2 Personalbestand der TU Dresden 1992-97 (Beschäftigungsfälle in Personen) 48 v 8.3 Personalbestand der TU Dresden 1992-97 (Beschäftigungsfälle in Personen/ ohne Medizin) (Diagramm) 49 v 8.4 Haushalt der TU Dresden 1992-97 (in TDM) 50 v 8.5 Baufinanzen der TU Dresden/ Verausgabte Mittel 1993-97 51 v 8.6 Drittmittelvolumen der TU Dresden nach Fakultäten 1992-9752 v 8.7 Drittmittelvolumen der TU Dresden nach WG 1991-97 (Diagramm) 53 v 8.8 Drittmittelprojekte der TU Dresden/ Anzahl der Projekte 1992-97 54 8.9 Drittmittelpersonal der TU Dresden 1996-97 (mit Diagramm 1992-97) 55 v 9. Gebäude 9.1 Gebäude der TU Dresden 1997 (siehe Anhang) 9.2 Hauptnutzflächen (HNF) der TU Dresden nach Fakultäten 1993-97 56 v 9.3 Laufende Große Baumaßnahmen (GBM) an der TU Dresden 1997 (ohne Medizin) 57 10. Literaturhinweise 58 11. Anhang 59 Übersichtsplan Dresden (mit Lage der Teilpläne der TU Dresden) Lageplan des Campus der TU Dresden Teilplan 1 - Weberplatz und Johannstadt Teilplan 2 - Blasewitz Teilplan 3 - Tharandt v = vorläufige Angaben

Gran parte de la población migrante a la ciudad de Lima, en especial la de las décadas del '60 y '70, junto a otros factores como la incapacidad del sector formal de la economía de absorber la nueva mano de obra que se ofertaba, las posteriores crisis económicas que se acentuaron en la década de los '80, la violencia política que se generó en esa década, y últimamente la flexibilización de las relaciones laborales y las opciones de independencia laboral han incrementado la importancia de la pequeña y microempresa. / Tesis

L’appartenance d’un individu à un parti politique suscite un débat dans la littérature sur les études d’évaluation contingente. En s’inspirant des articles de Dupont et Bateman (2012) et de Wang (1997), ce mémoire essaie de contribuer à cette littérature en examinant l’influence de l’affiliation politique sur la volonté à payer (VAP) des répondants pour l’amélioration ou l’extension de l’offre de services des centres de justice de proximité (CJP) au Québec. Les données, collectées par une équipe d’économistes de l’Université de Sherbrooke, pour évaluer la valeur potentielle et l'adéquation aux besoins des CJP, proviennent d’une enquête d’évaluation contingente réalisée en ligne. Pour nos analyses, nous utilisons le modèle de Wang (1997) pour déterminer la VAP moyenne de tout l’échantillon et les VAP individuelles moyennes pour les électeurs de chaque parti. Les résultats donnent une VAP moyenne par habitant d’environ 117,28 dollars par mois et des VAP individuelles de 247,63 dollars pour le PQ, 82,89 dollars pour le PLQ, 136,75 dollars pour la CAQ, 115,80 dollars pour QS et 121,20 dollars pour ON. Ces résultats nous ont permis de tirer la conclusion selon laquelle les VAP des individus sont influencées par l’affiliation politique. Nous avons également fait ressortir le fait que les répondants dans notre échantillon ne sont pas distribués de façon homogène dans les différentes circonscriptions électorales, ce qui entraine une différence entre nos résultats et ceux des élections générales de 2012. Ceci est une source de biais dans nos estimations économétriques. Ainsi, l’appartenance politique, le niveau de revenu des ménages, l’âge, les perceptions de la justice dans la société québécois; ainsi que les coûts juridiques sont des facteurs qui influencent significativement les choix des répondants quant à leur VAP.

published_or_final_version / abstract / toc / Politics and Public Administration / Master / Master of Philosophy

published_or_final_version / English Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

... Diese Studie ist Teil eines größeren, im Rahmen des Forschungsinstituts für Europafragen der Wirtschaftsuniversität Wien laufenden Projekts zur Regierungskonferenz 1996, welches von der Julius-Raab-Stiftung gefördert wird. Die tabellarische Auswertung der bisher vorliegenden Positionspapiere der Mitgliedstaaten soll eine rasche Orientierung über die zu Beginn der Konferenz bezogenen Standpunkte ermöglichen. Es ist geplant, die Arbeit im Laufe des Fortschreitens der Konferenz zu aktualisieren und auf diese Weise auch allfällige Veränderungen zu dokumentieren (und dann auch zu kommentieren). (Textauszug) / Series: EI Working Papers / Europainstitut

Generally the Courts have a discretion to impose sentence. Violent crime was rampant in South Africa. The response of the legislature in dealing with crime was to enact legislation in 1997 like sections 51 to 53 of the Criminal Law Amendment Act 105 of 1997 which prescribe severe mandatory sentences for a large number of serious offences like murder, rape and armed robbery. This legislation come into effect on 1 May 1998 and was to have effect for two years. The President could with the concurrence of Parliament by proclamation extend its operation for one year, that was in fact done. The latest extension of the Criminal Law Amendment Act 105 of 1997 was for a further two years making the minimum sentence provisions valid until 30 April 2005. The Courts did not like these mandatory sentences because of the limitation it places on judicial discretion and dealt with this legislation that limited their judicial discretion restrictively in order to defend their sentencing discretion. Although the Criminal Law Amendment Act of 105 of 1997 was held not to be unconstitutional the Courts stll sought to give it a narrow interpretation. This research paper include an outline of the Criminal Law Amendment Act / the Constitutional challenges that were brought against the Criminal Law Amendment Act / the judicial interpretation of the Criminal Law Amendment Act as well as the applicability of the Criminal Law Amendment Act to District Courts and juvenile ovenders / the procedural requirements that must be complied with in the Criminal Law Amendment Act and its consequences if not complied with. This paper examined how the Courts defined substantial and compelling circumstances, the approaches adopted by the Courts and when deviation from the Criminal Law Amendment Act can take place. It also include the challenges posed by mandatory minimum sentence legislation as well as recommendations for the improved implementation of the Criminal Law Amendment Act.

This dissertation examines the techniques and themes of William Burroughs by placing him in the American Pragmatist tradition. Chapter One presents a pragmatic critical approach to literature based on Richard Rorty and John Dewey, focusing on the primacy of narration over argumentation, redescription and dialectic, the importance of texts as experiences, the end-products of textual experiences, and the role of critic as guide to experience rather than judge. Chapter Two uses this pragmatic critical lens to focus on the writing techniques of William Burroughs as a part of the American Pragmatist tradition, with most of the focus on his controversial cut-up technique. Burroughs is a writer who upsets many of the traditional expectations of the literary writing community, just as Rorty challenges the conventions of the philosophical discourse community. Chapter Three places Burroughs within a liberal democratic tradition with respect to Rorty and John Stuart Mill. Burroughs is a champion of individual liberty; this chapter shows how Burroughs' works are meant to edify readers about the social, political, biological, and technological systems which work to control individuals and limit their liberties and understandings. The chapter also shows how Burroughs' works help liberate readers from all control systems, and examines the alternative societies he envisions which work to uphold, rather than subvert, the freedom of human beings. Chapter Four concludes by suggesting some of the implications of Burroughs' work in literature, society, and politics, and by showing the value and importance of Pragmatism to the study of American literature and culture.

Made available in DSpace on 2016-04-27T14:31:49Z (GMT). No. of bitstreams: 1 Dissertacao Valter Martins Giovedi.pdf: 4139562 bytes, checksum: bc6b7657435478c43ff7dbed62095222 (MD5) Previous issue date: 2006-06-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The purpose of this is to analyze lhe "freireana" teaching-Ieaming concept, emphasizing its epistemological concepts linked to existential phenomenology. In other words, lhe reader will find a bibliographical research performed in lhe sense to search categories that will evidence ali lhe philosophical influences Paulo Freire had in his work. I hereby denominate this teaching-Ieaming concept of "existencial-phenomenology". Therefore, this text is divided into two maio chapters. The first chapter has lhe purpose to promete a general overview of lhe maio epistemological chains developed in western philosophy in modero times, reaching lhe "existencial-phenomenology", passing through empirics, rationalism, naturalism, Husserl's phenomenology and Marxism. The text has lhe intent to contextually show lhe maios ideas defended by "phenomenologyexistencial", showing how this philosophical chain stands face lhe current limitations in lhe epistemological chains that carne before. In lhe second chapter, there is a systematization of lhe "freireano" thinking emphasizing first lhe political category and then lhe teaching-leaming concerto We tried to demonstrate how lhe "freireano" teaching-Ieaming concept has a dimension that goes beyond conventional concepts in regards of contemplating lhe dialogic investigation of lhe curriculum as an essential element, therefore necessary, to lhe teaching-leaming processo After configuring lhe "freireano" teaching-leaming concept in ali its several dimensions (dialogic, dialogic construction ofthe curriculum, educator role and lhe relation educator-educated), I finish lhe work by analyzing lhe epistemological precepts of lhe "freireano" teaching-Ieaming concept linked to existential phenomenology. I present into categories lhe intension ofthe conscience, lhe being-in-the world, with-the-world and withthe- others, thé teaching-learning as knowledge act and others, are present in "freireano" thinking and serve as fundamentaIs so Freire could develop and legitimate his positions regarding his teaching-Ieaming concept and, therefore, his liberating pedagogy. / o intento desse trabalho é fazer uma análise da concepção freireana de ensmoaprendizagem enfatizando, os seus pressupostos epistemológicos ligados à fenomenologia existencial. Em outras palavras, nele o leitor ou a leitora encontrarão uma pesquisa bibliográfica feita no sentido de buscar em várias obras de Paulo Freire categorias que evidenciam as influências que ele sofreu da corrente filosófica, que aqui denominei de Fenomenologia Existencial, sobre a sua concepção de ensino-aprendizagem. Para tanto, esse texto divide-se em dois capítulos que se articulam. O primeiro capítulo tem como objetivo apresentar um panorama geral das principais correntes epistemológicas que se desenvolveram na história da filosofia ocidental a partir da modernidade, chegando até a Fenomenologia Existencial, passando pelo empirismo, pelo racionalismo, pelo naturalismo, pela fenomenologia de Husserl e pelo marxismo. Nele existe a intenção de contextualizar as principais idéias defendidas pela Fenomenologia Existencial, mostrando como essa corrente filosófica se posiciona frente às limitações presentes nas perspectivas epistemológicas anteriores a ela. No segundo capítulo, é feita uma sistematização do pensamento freireano dando ênfase primeiramente à categoria da politicidade e posteriormente ao ensino-aprendizagem. Procurou-se demonstrar como o conceito freireano de ensino-aprendizagem possui uma dimensão que vai além das concepções convencionais, na medida em que contempla o processo de investigação dialógica do currículo como um elemento essencial, portanto necessário, ao processo de ensino-aprendizagem. Depois de configurada a concepção freireana de ensino-aprendizagem em suas diversas dimensões (dialogicidade, construção dialógica do currículo, papel do educador e a relação educador-educandos), termino o trabalho analisando os pressupostos epistemológicos da concepção freireana de ensino-aprendizagem, ligados à fenomenologia existencial. Mostro como categorias como a intencionalidade da consciência, o ser-nomundo, com-o-mundo e com-os-outros, o ensino-aprendizagem como ato de conhecimento e outras, estão presentes no pensamento freireano e serviram como fundamentos para que Freire pudesse desenvolver e legitimar suas posições a respeito da sua concepção de ensino-aprendizagem e, portanto, de sua Pedagogia Libertadora.