A.S. Lele, S.R. Kulkarni, A.S. Willsky. / Cover title. / Includes bibliographical references (p. 42-44). / Research supported by the Department of the Navy under an Air Force contract. F19628-90-C-0002 Research supported by the U.S. Army Research Office. DAAL03-86-K-0171 Research supported by the National Science Foundation. ECS-8700903

Thesis (M.ED.) --University of Limpopo, 2006 / South Africa chose an Outcomes-Based Education approach to underpin the new education system called Curriculum 2005, which was later reviewed to become the Revised National Curriculum Statement. This became policy and it was delivered to schools for educators to apply in their learning programmes work schedules and lesson plans. This study focuses on the lesson plan as a tool to be used by individual educators. Although the other curriculum development steps cannot be ignored, the empirical study of this investigation will be on lesson planning. The empirical study investigates the problems experienced by educators in planning Social Sciences lessons and uses them as tools to achieve the learning outcomes at senior Phase level. In order to find possible solutions to problems experienced by educators in the Department of Education, the following questions were constructed for investigation: • What is the structure of a lesson plan in the Social Sciences learning area? • How have educators changed their ways of planning lessons from the old to the new system? • What are the problems experienced by educators in the planning and use of Social Sciences lessons? The above questions guided this study to yield the following results: • The majority of educators does not know and understand how to plan by using learning outcomes in the lesson plan structure. It is not only with learning outcomes but even the use of other elements of a lesson plan structure makes planning difficult for educators. • Most educators are resistant to change from the old to the new ways of planning lessons. In some cases, educators start by implementing the curriculum without a well written, structured lesson plan because of delays in the delivery of policy documents to schools, workshops which do not address classroom issues but emphasize the design features without relating them to the Social Sciences learning area specifics. ii • The majority of educators experience problems in planning Social Sciences lessons because they were not trained in the revised National Curriculum Statement, because of being in excess. They are not taken for training and are frequently not enthusiastic to implement what they have learnt from Outcomes- Based Education workshops in the classroom because they fear failure due to a lack of managerial intervention for support, guidance and follow-ups. The recommendations of this study were guided by the findings of the empirical results.

Tableau d’honneur de la Faculté des études supérieures et postdoctorales, 2004-2005 / Le krigeage est une méthode stochastique d'interpolation spatiale qui prévoit la valeur d'un phénomène naturel en des sites non échantillonnés par une combinaison linéaire sans biais et à variance minimale des observations du phénomène en des sites voisins. Ce mémoire se consacre à l'étude de cette méthode. Elle y est d'abord comparée à d'autres méthodes d'interpolation spatiale et ses fondements mathématiques sont examinés. La résolution des équations du krigeage est donc détaillée et commentée. L'analyse variographique, étape préalable au krigeage, est aussi présentée. En plus d'avoir pour objectif l'approfondissement de la théorie du krigeage, ce mémoire vise à expliciter son utilisation. Ainsi, une méthodologie de mise en oeuvre du krigeage est proposée et illustrée. Les performances du krigeage sont ensuite comparées à celle d'autres méthodes, et ce, pour résoudre une problématique d'interpolation spatiale multivariable de données de précipitations dans un cadre de modélisation hydrologique.

This project uses elements of two architectural vernaculars that were once common in West Virginia. The agrarian vernacular includes I-houses and barns. The industrial vernacular includes buildings of the timber and coal industries—particularly coal tipples. My project hopes to reflect the wrenching changes the coming of the Industrial Revolution brought to West Virginia in the decades following the Civil War. The building is a house in rural Pocahontas County. / Master of Architecture

Durante la década de los noventa en el Perú no se contaba con un sistema de contrataciones del Estado, solo había una serie de disposiciones aisladas que regulaban la contratación pública. La disparidad de las normas (muchas de ellas emitidas atendiendo a situaciones específicas) no permitía que existiera un procedimiento claro para la ejecución y control adecuado del gasto público en lo que a bienes, servicios y obras públicas se refiere, lo cual facilitó los actos de corrupción en el sector público. En el año 1998 entró en vigencia la Ley 26850, Ley de Contrataciones y Adquisiciones del Estado, con lo que se dio inicio al proceso de unificación de la normativa y de los regímenes coexistentes hasta entonces, creándose el Consejo Superior de Contrataciones y Adquisiciones del Estado - CONSUCODE (hoy OSCE). / Tesis

Está tesis de maestría intenta integrar elementos de experiencias vinculadas al diseño e implementación de políticas públicas desde puestos de alta dirección en el Ministerio de Economía y Finanzas (MEF) y la Presidencia del Consejo de Ministros (PCM) en el periodo septiembre de 2005 a julio de 2006, como aporte a la discusión de aspectos poco tratados para la gobernanza. / Tesis

Reproduction de : Thèse de doctorat : Etudes anglophones : Lyon 2 : 2005. / Titre provenant de l'écran-titre. Bibliogr. Index.

Thesis (M.A.)--The University of North Carolina at Greensboro, 2010. / Directed by Gwen Hunnicutt; submitted to the Dept. of Sociology. Title from PDF t.p. (viewed Jul. 16, 2010). Includes bibliographical references (p. 69-81).

Esse trabalho trata da visão de ética do filósofo francês Paul Ricoeur (19132005), especialmente da interface entre suas propostas éticas e a história. Como forma de abordarmos essa questão, levantamos um debate acerca das considerações de Hayden White sobre a obra de Ricoeur, em que a trata como uma “metafísica da narratividade”. Nesse sentido, fazemos uma leitura de três fases de produção do filósofo francês, estabelecendo algumas conexões contextuais e propondo uma análise teórica do percurso de suas concepções, objetivando a sua relação com a história dos historiadores e com o tema da condição histórica. O objetivo fundamental do trabalho é refletir sobre a dinâmica dessa relação com o desdobramento de seus temas éticos. / This work deals with the ethical vision of the French philosopher Paul Ricoeur (19132005), especially the interface between their ethical proposals and history. In order to approach this question, we raise a debate about Hayden White considerations on the work of Ricoeur, which treats its work as a “Metaphysics of Narrativity”. In this sense, we do a reading of tree stages of production of the French philosopher, establishing some contextual connections and proposing a theoretical analysis of the course of their conceptions, aiming its relation to the history of historians and the theme of the historical condition. The fundamental objective is to reflect on the dynamics of that relationship with the deployment of its ethical issues.

No description available.