In the "Art of the Short Story" Hemingway elaborates on his concept of omission as it relates not only to prose writing, but to the special case of writing short stories. Hemingway develops two models to describe his short stories: on the one hand, he describes short stories like "The Sea Change" in terms of omission and exclusion, in terms of leaving the story out of the short story, and on the other, he refers metaphorically to "The Snows of Kilimanjaro" as an airplane loaded with story material which would be enough for four novels. Both models suggest a doubling of the concept of story---in the case of the story left out of the story, Hemingway makes a distinction between the text of the published short story and the underlying events and facts (the story), and in the case of the "loading" of "The Snows in Kilimanjaro" he distinguishes between the vehicle part and the cargo part. This doubling of the story in Hemingway's short stories can be examined in terms of first and secondary narratives using Gérard Genette's analytical method of study of narrative discourse. First and secondary narratives emerge as a result of temporal discordances between the order of the events narrated in the text of the short story and the chronological order of the events in the story. Thus the effect of the doubling of the story can be mapped onto the dynamic interplay of surface first narratives and submerged, fragmentary secondary narratives in the case of the stories characterized by omission, and in the case of the short stories with loaded narratives, onto the interplay between temporally differentiated first and secondary narratives. Hemingway slides the temporal plane of his first narratives into the future and outside the temporal plane of important events which are then evoked by the characters as secondary narratives capable of affecting the surface dynamics of the first narrative. Instead of presenting the information about these temporally omitted or differentiated events in the discourse of an objective narrator, Hemingway relies on characters' discourse to evoke and thus recreate in a subjective, fragmentary way the story left out.

Traditional studies of ethnic relations focus on racialization between Whites and Blacks, or ethnic stratification between Whites and people of color. The increasingly integrated world has ensured continued movements of humans and goods and the inevitable contacts between people of different cultural background. This dissertation aims at broadening conventional studies of interethnic relations to examine racial attitudes among people who have internalized more than one culture -- i.e. the biculturals and multiculturals. Social psychological research suggests that bicultural individuals are capable of switching between two cultural meaning frames depending on contextual demands. Bicultural individuals vary in how well they integrate the two cultural identities internalized in them -- i.e., their bicultural identity integration levels (BII levels). Their BII levels lead to either culturally congruent or culturally incongruent behaviors among bicultural individuals. The underlying assumption of linguistic intergroup bias indicates that people tend to describe more abstractly observed positive ingroup behaviors and negative outgroup behaviors and describe more concretely observed negative ingroup behaviors and positive outgroup behaviors. In this study, bicultural Asian American participants are hypothesized to use language of either higher or lower abstraction to describe actions of positive and negative valence performed by either ethnic Asians or European Americans depending on the cultural priming they received and their BII levels. The study results point out the perceived ingroup/outgroup orientation of the bicultural participants towards their coethnics and people of the mainstream culture. Effects of the cultural priming and impact of BII levels are also discussed. / text

Inom EU har det sedan länge funnits en strävan att harmonisera skattesatser gällande moms mellan medlemsländerna. För 2015 har en ny momsregel trätt i kraft med syftet att långsiktigt skapa en mer rättvis konkurrens på marknaden inom EU. Motivet bakom regeln bottnar i s.k. strategisk momsplacering, vilket många storföretag inom IT ägnat sig åt. Företag har lokaliserat försäljningsverksamheter i länder där momssatserna varit väldigt låga och därmed kraftigt kunnat hålla nere skatteinbetalningarna. Med den nya regeln förändras regelverket gällande inbetalning av moms vid försäljning av elektroniska varor och tjänster till privatpersoner. Vid fortsatt försäljning av dessa varor ska moms betalas in till det land där konsumenten är bosatt. Den här studien har utifrån statistisk sekundärdata av omsättningsnivåer för relevant bransch, sökt finna ett samband mellan omsättning och valda variabler utifrån premisserna för den nya momsregeln. Detta har genomförts för ett urval av Europeiska länder. De mest framhävande analyserna har berört momssatsernas påverkan på dessa omsättningsnivåer. En tydlig ståndpunkt bakom motivet för den nya momslagen är att företagens lokaliseringsbeslut tidigare bestämts utefter momssatser. Med hjälp av ekonometrisk teori och regressionsanalyser har detta påstående försökts bemötas på bästa möjliga sätt. Resultaten från denna studie pekar på att ett sådant samband funnits. Lokaliseringsbeslut för företag som säljer ovannämnda varor och tjänster har påverkats av momssatser. Motivet bakom regeln går att styrka utifrån resultaten av denna studie. Samtliga omsättningsnivåer för undersökta länder har uppvisat ett statistiskt signifikant beroende av momssatser för undersökta perioder. / For a long time there has been an ambition to harmonize VAT rates among the member states within the EU. In 2015, a new VAT rule was introduced in order to realize this ambition and create a fairer competition within the market of EU. This new rule has been introduced due to strategically decisions made by companies dealing with VAT. Sales activities of larger corporations have been located in countries within the EU where the VAT rates have been very low, and thereby been able to pay low taxes. Along with the new VAT rule, the rules of payment with VAT concerning sales of electronic goods and services to individuals will change. VAT due to sales activities of these goods will be paid to the country of the consumer. This study has by statistical secondary data of relevant business tried to find a connection of the premises of this new VAT rule and turnover levels by a selection of European countries. Analyzes which concerns VAT, especially VAT rates in the different countries has been of major interest to analyze in this study. The new rule clearly state that corporation selling electronic goods today decide the location of sales activities with respect to VAT rates, and in this study that statement has been investigated with help of econometrical theory and regression analysis. The results of this study did indicate that such a link exists. The location decisions made by these companies are determined along with VAT rates. Therefore the motive behind the rule is justified based on the results of this study. The turnover levels for each country have all shown a statistically significant dependent of VAT rates for the investigated time periods.

published_or_final_version / Architecture / Master / Master of Architecture

No description available.

Interoperability between heterogeneous software systems is an important issue to increase software reusability in the software industry. Many methods are proposed to implement interoperable systems using distributed computing infrastructures such as CORBA, HLA and SOA. Those infrastructures can provide communication channels between software systems with heterogeneous environments. SOA (Service Oriented Architecture) provides a more flexible approach to interoperability than do the others because it provides platform independence and employs platform-neutral message passing with Simple Object Access Protocol (SOAP) to communicate between a service and a client.The main contribution of this study is to design and implement an interoperable DEVS simulation environment using the SOA concept and a new construct called the DEVS namespace. The interoperable DEVS environment consists of a DEVS simulator service and an associated integrator. The DEVS simulator service provides both simulator level and model level interoperability. Moreover, using the DEVS namespace, DEVS simulator services can be interoperable with any services using the same message types.To demonstrate the utility of the proposed environment, we describe various applications of the interoperable DEVS simulation environment. The applications are drawn from real world development of automated testing environments for military information system interoperability. A radar track generation and display federation and a model negotiation web service illustrated the ability of the proposed middleware to work across platforms and languages. Its ability to support higher level semantic interoperability will be demonstrated in a testing service that can deploy model agents to provide coordinated observation of web requests of participants in simulated distributed scenarios.

The Swedish Upper Secondary English Curriculum consists of lists describing required core content and attainment levels necessary for assessing students on English courses 5, 6 and 7. These lists display relevant instructional information for individual English courses in different places, complicating efforts in course planning. This study performs a text analysis on the curriculum’s core content and attainment level information, with the aim of making the information more accessible and useful in course planning and assessment. The text analysis synthesises attainment levels into concretised goals and then further analyzes the concretised goals to evaluate how they evolve over the English courses. A text analysis is performed on the curriculum’s description of core content to evaluate how they evolve over the English courses. The results, showing the evolution of both core content and concretised goals over the English courses, are displayed in a tabular format for ease of comparison. In addition, the results comprise a list of concretised goals in each course. The concretised goals evolve to a relatively small degree over the English courses, whereas the core contents evolve to a relatively larger degree over the English courses. This study may be of use in helping teachers in their course planning and assessment first, by providing a checklist of concretised goals that can be used in planning instruction aimed towards student fulfilment of curriculum attainment levels; second, by providing user-friendly information on concretised goals and core contents and their evolution over the English courses.

Interest in this research was stimulated as a result of analysing performance of a group of Durban Indian school children, referred to the Durban Child Guidance Clinic as possible cases for remedial education, on A.E. Maxwell's abbreviated form of the Wechsler Intelligence Scale for Children (WISC). The research describes results of applying the full WISC to a carefully selected group of 72 Durban Indian school children in upper junior school levels, and its aims, besides general description of the results of the group and of subgroups, were to investigate Verbal and Performance scale results of the group more fully and to determine whether the abbreviated WISC in question possessed satisfactory validity for the group tested. The experimental group was found to perform significantly better on the Verbal than on the Performance scale of the WISC, in agreement with results of analysing abbreviated WISC profiles of the Durban Clinic sample, and also in agreement with results of research in which modified Wechsler tests had been applied to youngsters in India. Relative to Performance ability, Verbal ability appeared a more integrated dimension of intellect for the present Indian group. Possible reasons for the WISC pattern obtained were sought within the literature and it was felt that the result could be ascribed largely to cultural background factors. Evidence also suggested the applicability of the WISC to the sample studied, and it was felt to be a suitable scale for the measurement of Indian intelligence, at least in the interim before an individual scale standardised for South African Indian children is devised. Abbreviated WISC results of the group, derived by means of Maxwell's method, were examined, and there was reason to believe that as far as validity was concerned, there was room for improvement. Alternative abbreviated forms of the WISC, with possible usefulness for Indian children of similar background to the present-sample, were accordingly suggested for further research. / Thesis (M.Ed.)-University of Natal, 1970.

Educators from schools located in the Midlands region of KwaZulu Natal were approached to participate in the present study with the aim of investigating educators' perceptions of their learners' intelligence. School type differences in educator estimates of their learners' overall and multiple intelligences, and the best predictors of learners' overall intelligence were investigated. Information was elicited pertaining to educators' views on intelligence and the multiple intelligences most valued in pedagogical practice. A questionnaire was administered to educators from Previously Disadvantaged High and Primary Schools, and Ex-Model C High and Primary Schools. Educators from Previously Disadvantaged High Schools gave comparatively lower estimations of their male and female learners' intelligences. Mathematical and verbal intelligence were shown to predominate as the foundations for academic intelligence, especially for male learners, while cultural and social intelligences were included as best predictors of female learners' overall intelligence. A preponderance of the Western associated academic intelligences (mathematical and verbal) was demonstrated in pedagogical practices. The study highlights the need to engage with educators' implicit perceptions of intelligence to facilitate change in education. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

This study used explanatory mixed methods to examine the effects of two computer-based reflection writing scaffolds, question prompts and writing process display, on preservice teachers’ levels of reflection in their online reflective journal writing. The scaffolds were embedded in a system simulating the Professional Accountability Support System Using a Portal Approach (PASS-PORT). The outcome measure was the level of reflection achieved in participants’ writing. The researcher collected data at the College of Education of a major southern university in the United States. Participants were undergraduate students enrolled in a technology integration course in fall 2007. Sixty-five preservice teachers participated in quantitative phase of the study; sixteen out of the 65 preservice teachers were purposefully selected to participate in qualitative phase of the study. The majority of the preservice teachers were white females between the ages of 20-29 in their junior year. During the quantitative phase of the study, participants in control group and two treatment groups were randomly and evenly assigned to one of three different Web pages associated with their treatment conditions. The participants reflected on a critical incident that happened during their practical teaching. Two raters, blind to the participants’ treatment conditions, coded the highest level of reflection achieved in their writing samples using the reflection rubric developed by Ward and McCotter (2004). The researcher employed ANOVA to assess the group differences in the highest level of reflection reached and in the length of the reflective writing in the number of words. The alpha level was set at .05 for all analyses. During the qualitative phase, the researcher conducted open-ended interviews with the participants as a follow-up to their reflection writing. The participants’ reflection writings and interviews served as data sources. Miles and Huberman's (1994) data analysis procedures guided the qualitative data analysis. The quantitative results indicated that computer-based scaffolds significantly enhanced preservice teachers’ levels of reflection in their online journal writing. Preservice teachers who used the scaffolds wrote longer reflection than those in the control group. Correlation analysis revealed that there was a positive relationship between the level of reflection and the length of journal writing. Three overarching factors emerged from the qualitative data analysis that explained how and why the computer-based scaffolds enhanced their reflective journal writing. The factors included (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. How to improve preservice teachers’ critical reflection capability and skills remains an actively debated topic. Recent years have witnessed an emergence of research and development in Web-based educational systems to help prepare highly qualified teacher candidates. However, the articulative/reflective attribute of meaningful learning does not seem to be evident in most of these systems. Although there is considerable research on the potential for embedding scaffolds in technology-enhanced learning environments, mechanisms intended to facilitate reflective practice in such environments also seems to be lacking. In order to help fill this gap, it is hoped that the analyses and results of the current study can be used as a building block for research on how to leverage the affordances of computer-based scaffolds to enhance preservice teachers’ reflective practice in technology-enhanced educational systems.