<p>Uppsatsen belyser fysikundervisning ur ett kulturperspektiv. En multivariatanalys –</p><p>principalkomponentsanalys – har genomförts för att kartlägga fysikundervisningskulturer på</p><p>tidigare respektive senare år inom grundskolan. Syftet är att undersöka vilka likheter och</p><p>skillnader som finns mellan olika fysikundervisningskulturer för att – med hjälp av tidigare</p><p>forsking och litteratur – se vilka möjligheter och problem som kan uppstå för elever och lärare</p><p>i och med dessa fysikundervisningskulturer. Vi har utgått från begreppet border-crossing för</p><p>att behandla de kulturövergångar som kan uppstå när elever byter lärare och vilka</p><p>konsekvenser detta får för elever och lärare.</p><p>Undersökningen har funnit, beskrivit och jämfört fyra fysikundervisningskulturer:</p><p>’Praktikerna’, ’Ämnesinriktade’, ’Anpassarna’ och ’Återkopplarna’. Dessa</p><p>fysikundervisningskulturer beror inte på kön, ålder, ämnesbehörighet eller erfarenhet. Det</p><p>finns dock ett samband mellan vilka årskurser lärarna undervisar på men detta samband gäller</p><p>endast ’Anpassarna’ och ’Praktikerna’. Undersökningen har funnit att ’Ämnesinriktade’ och</p><p>’Anpassarna’ har inslag av tidigare beskriven vetenskapskultur. Undersökningen fann att</p><p>’Återkopplarna’ är en blandning av de andra tre funna fysikundervisningskulturerna. Eftersom</p><p>det uppstår kulturövergångar mellan dessa fysikundervisningskulturer skapar detta problem i</p><p>form av att elever och lärare inte känner igen varandras kulturer. Dessa kulturövergångar är</p><p>beskrivna ur både elev- och lärarperspektiv i undersökningen.</p> / <p>This essay surveys physics science education in the light of cultures. A multivariate analysis –</p><p>principal component analysis – has been used to map out the different cultures in middle</p><p>school and high school. The main purpose of this essay is to examine differences and</p><p>similarities between the different physics educational cultures found in the survey. Through</p><p>examining literature and prior research, it is also the purpose to examine what possibilities</p><p>and problems these physics educational cultures might impose on students and teachers.</p><p>Border-crossing has been a central concept in explaining how possible cultural bordercrossings</p><p>might affect the teachers and pupils.</p><p>The survey has found four different kinds of physics educational cultures which are:</p><p>‘Praktikerna’, ‘Ämnesinriktade’, ‘Anpassarna’ and ‘Återkopplarna’. These physics</p><p>educational cultures are not dependent of sex, age, appropriate teacher education or</p><p>experience. However there is a connection between which grades the teacher educates but</p><p>only for the physics educational cultures ‘Anpassarna’ and ‘Praktikerna’. The survey also</p><p>discovered that the physics educational cultures ‘Ämnesinriktade’ and ‘Anpassarna’ has to</p><p>some degree a connection to earlier examined science-cultures. ‘Återkopplarna’ seems to be a</p><p>mixture of the other three described physics educational cultures. Since cultural bordercrossings</p><p>do occur between the described educational cultures, the problems associated with</p><p>border-crossings also exist. The problems which are associated with border-crossings are: that</p><p>pupils and teachers don’t recognize each other’s physics educational cultures. These bordercrossings</p><p>are described in light of both the teachers’ points of view and the pupils’ points of</p><p>view.</p>

Uppsatsen belyser fysikundervisning ur ett kulturperspektiv. En multivariatanalys – principalkomponentsanalys – har genomförts för att kartlägga fysikundervisningskulturer på tidigare respektive senare år inom grundskolan. Syftet är att undersöka vilka likheter och skillnader som finns mellan olika fysikundervisningskulturer för att – med hjälp av tidigare forsking och litteratur – se vilka möjligheter och problem som kan uppstå för elever och lärare i och med dessa fysikundervisningskulturer. Vi har utgått från begreppet border-crossing för att behandla de kulturövergångar som kan uppstå när elever byter lärare och vilka konsekvenser detta får för elever och lärare. Undersökningen har funnit, beskrivit och jämfört fyra fysikundervisningskulturer: ’Praktikerna’, ’Ämnesinriktade’, ’Anpassarna’ och ’Återkopplarna’. Dessa fysikundervisningskulturer beror inte på kön, ålder, ämnesbehörighet eller erfarenhet. Det finns dock ett samband mellan vilka årskurser lärarna undervisar på men detta samband gäller endast ’Anpassarna’ och ’Praktikerna’. Undersökningen har funnit att ’Ämnesinriktade’ och ’Anpassarna’ har inslag av tidigare beskriven vetenskapskultur. Undersökningen fann att ’Återkopplarna’ är en blandning av de andra tre funna fysikundervisningskulturerna. Eftersom det uppstår kulturövergångar mellan dessa fysikundervisningskulturer skapar detta problem i form av att elever och lärare inte känner igen varandras kulturer. Dessa kulturövergångar är beskrivna ur både elev- och lärarperspektiv i undersökningen. / This essay surveys physics science education in the light of cultures. A multivariate analysis – principal component analysis – has been used to map out the different cultures in middle school and high school. The main purpose of this essay is to examine differences and similarities between the different physics educational cultures found in the survey. Through examining literature and prior research, it is also the purpose to examine what possibilities and problems these physics educational cultures might impose on students and teachers. Border-crossing has been a central concept in explaining how possible cultural bordercrossings might affect the teachers and pupils. The survey has found four different kinds of physics educational cultures which are: ‘Praktikerna’, ‘Ämnesinriktade’, ‘Anpassarna’ and ‘Återkopplarna’. These physics educational cultures are not dependent of sex, age, appropriate teacher education or experience. However there is a connection between which grades the teacher educates but only for the physics educational cultures ‘Anpassarna’ and ‘Praktikerna’. The survey also discovered that the physics educational cultures ‘Ämnesinriktade’ and ‘Anpassarna’ has to some degree a connection to earlier examined science-cultures. ‘Återkopplarna’ seems to be a mixture of the other three described physics educational cultures. Since cultural bordercrossings do occur between the described educational cultures, the problems associated with border-crossings also exist. The problems which are associated with border-crossings are: that pupils and teachers don’t recognize each other’s physics educational cultures. These bordercrossings are described in light of both the teachers’ points of view and the pupils’ points of view.

Each of us has knowledge but it is not complete. When we come together to listen, we learn, we grow in understanding and we can analyze better the course that needs to be taken. One thing I learned over the past several years is that words and their interpretation have power. Grand Bayou community member This dissertation examines the question of change in the non-community people who have interacted or come into contact with the Grand Bayou Participatory Action Research (PAR) project. Who Changes?, a book on institutionalizing participation in development, raises the issu of "where is the change?" in a participatory project (Blackburn1998). Fischer (2000), Forester (1992), and Wildavsky (1979) indicate that a participatory process is beneficial to all stages of planning policy development, and analysis. However, planners, academics, and practitioners who work with high risk communities are often of different cultures, values, and lived experience than those of the community. Despite the best intentions of these professionals, these differences may at times cause a disconnect from or a dismissal of the community's knowledge, values or validity claims as the participatory process transpires. The outside experts often fail to learn from the local communities or use the community's expertise. The Grand Bayou Participatory Action Research (PAR) project, funded in part by a National Science Foundation (NSF) grant, investigated the viability of PAR in a post-disaster recovery project. The NSF report revealed that the community did gain agency and political effectiveness; the study and evaluation, however, did not focus on the outside collaborators and their change. Freirian and Habermasian theories of conscientization and critical hermeneutics would assume that those engaged with the project have changed in some way through their learning experience and that change may be emancipatory. The change builds on a core tenet of PAR in developing relational knowledge while honoring the other. This study used a case study methodology utilizing multiple sources of evidence to explore the answer to this question. A better understanding of the change in outside collaborators in a PAR project can be helpful in developing a more holistic participatory community planning process.

The cultures of science and religion have had different levels of conflict throughout the past several hundred years due in part to the development of the theory of evolution. Although many ideas abound in science education as to the alleviation of this struggle, few studies have examined how scientists who profess religious beliefs deal with this conflict. In general, the study sought to understand the cognitive dynamic of the cultural interaction between the scientific and religious culture within a few individuals. Specifically, the study allowed scientists to explain how they found a measure of compatibility between their faith and their scientific endeavors. Within the boundaries of both the general and specific purposes for the study, the following research question was used: How do college science professors describe the interaction between their faith and their scientific knowledge in reference to their transitioning between a naturalistic or scientific understanding and a super-naturalistic or religious understanding? Three theoretical lenses were used as backdrop to view the cultural interaction. World View (Kearney, 1984), Collateral Learning Theory (Jegede, 1995), and Faith Perspective in relation to the Stages of Faith Theory (Fowler, 1981) constituted the theoretical framework. Because of the qualitative nature of the research, the author used a modified naturalistic paradigm that stressed an emergent quality, grounded categorical design, and a modified case study written format that aided in the understanding of data generated through multiple qualitative methods. Three overlapping themes emerged within the data that offer new insights not only into the complex nature of the conflict but also into the ways scientists themselves find a reason to have faith as well as scientific knowledge. Boundaries based upon a philosophical and world view difference, conflict due to culturally integrative ideas, and cultural bridges without distortion made up the overlapping thematic ideas that were consistently demonstrated by each participant. The insights demonstrated by this study may also enlighten the science education community to the importance of both culture and belief in reference to a meaningful learning experience in science.

The flow of goods to Russia has grown faster than the bottleneck can handle and the infrastructure on Finnish eastern borders has been stretched to the limit. The authors choose this topic according to their educational background and the direct and indirect future opportunities that can rise up for everybody by a possible solution. Purpose The main purpose of this thesis was to identify the main reasons for the inefficient border crossing process at the border station in Vaalimaa. The authors will analyse the current situation at the border crossing station in Vaalimaa from two different perspectives: Finnish Customs and Logistics Companies. The authors will propose a possible solution by improving the border crossing process Methodology Qualitative research method is used in order to get the most dependable information for the reasons of the problems. The aim was to get information about the current situation at the border crossing point in Vaalimaa rather than quantitative information. The qualitative research method will allow authors to go deeper inside the topic by interviewing the logistics companies, who are using the route via Finland to Russia and, as well as, Finnish customs and border guards, who are working in Vaalimaa. After the data collection, the authors will propose their own solution for the crossing border problems and they will conclude the research by measuring its validity and reliability. Conclusion The authors will present the main reasons for the inefficient border crossing process, which are bureaucracy, legislation issues, criminality level and poor IT-systems. In order to solve the problem and manage all the possible changes, Russia and EU should have a closely cooperation in any level. The authors after analysing the current situation in Vaalimaa, created the “One-stop” model as an improvement of the whole border crossing process.

Abstract This thesis sets out to explore Shirley Geok-lin Lim's poetry collection Monsoon History in terms of three aspects: language, migrancy, and ethnicity. It also attempts to examine Shirley Lim's diasporic identity by embracing the border thinking. The notion of border-crossing, either physically or psychologically, passes through each chapter to represent the poet's identity and to re-create a space for herself to articulate. It is a study of Lim's exile experiences and how she establishes the poetics of diaspora for Asian American literature. In the introduction, the concept of diaspora and the theoretical framework will be explicated. The first chapter probes into the relationship between Shirley Lim and her choice of language in writing. I adopt Gilles Deleuze and F&#x00E9;lix Guattari's analysis of language and definition of ¡§minor literature¡¨ to discuss the deterritorialization of Lim's writing. The second chapter traces Lim's migrant status, in which I resort to Edward Said's ¡§Reflections on Exile¡¨ and his different categorizations of exile. The third chapter, appealing to several theorists or critics, such as Benedict Anderson, Ernest Gellner, and Ling-chi Wang, deals with Lim's problem of ethnic identity displayed in her poetry. The last chapter concludes with an overall argumentation that the destination and dissolution of Lim's identity is an Asian American because of reterritorialization of language, migrancy, and ethnicity.

The present study utilizes survey data (n = 415) collected in the Migrant Border Crossing Study from repatriated Mexican migrants to examine three important questions regarding unauthorized migration attempts through southern Arizona. First, what factors explicate migrants' modes of crossing? Second, do coyote fees vary among people who rely on smuggling services to cross the border? If so, what accounts for this variation? Third, what factors shape encounters with bajadores while traversing the desert? The present analyses expand on previous studies examining the unauthorized crossing in multiple ways. For instance, I empirically test the role of a "culture of migration" in explaining modes of crossing, coyote fees, and bajador encounters. I also differentiate between two main types of coyotes: "border business" and "interior." I then examine whether crossing with a coyote mediates the risk of encountering bajadores during the journey. Overall, there are important differences in crossing modes and coyote fees. Women are more likely to travel with both coyote types, while the opposite is true for more experienced migrants. Older migrants and people who cross during summer months are less likely to travel with an "interior" coyote. The strongest predictor of higher smuggling fees is the region of a person's U.S. destination. Higher coyote fees are also associated with immigrants' higher educational attainment, being married, being the sole economic provider for one's household, and higher household income. More experienced migrants, and those crossing in larger groups or during the summer also pay higher fees, however fees do not vary by gender, age, or social capital. These findings are somewhat consistent with the extant literature on human capital and risk tolerance/aversion, but run counter to the vast migration literature emphasizing the importance of social capital in the migration process. Finally, the risk of encountering bajadores is not higher for males, young adults, the less educated, and the more impoverished, which contradicts extant findings in the victimology literature. With the exception of crossing corridor and time spent in the desert, no other factors increase the risk of encountering bandits more than traveling with a coyote. Implications and possible future research are discussed.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 94-97). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

The United States international land boundary is a volatile, security intense area. In 2010, the combined trade was $918 billion within North American nations, with 80% transported by commercial trucks. Over 50 million commercial vehicles cross the Texas/Mexico border every year, not including private vehicles and pedestrian traffic, between Brownsville and El Paso, Texas, through one of over 25 major border crossings called "ports of entry" (POE). Recently, securing our southwest border from terrorist interventions, undocumented immigrants, and the illegal flow of drugs and guns has dominated the need to efficiently and effectively process people, goods and traffic. Increasing security and inspection requirements are seriously affecting transit times. Each POE is configured as a multi-commodity, prioritized queueing network which rarely, if ever, operates in steady-state. Therefore, the problem is about finding a balance between a reduction of wait time and its variance, POE operation costs, and the sustainment of a security level. The contribution of the dissertation is three-fold. The first uses queueing theory on the border crossing process to develop a methodology that decreases border wait times without increasing costs or affecting security procedures. The outcome is the development of the Dynamic Reallocation Methodology (DRM). Currently at the POE, inspection stations are fixed and can only inspect one truck type, FAST or Non-FAST program participant. The methodology proposes moveable servers that once a threshold is met, can be switched to service the other type of truck. Particular emphasis is given to inspection (service) times under time-varying arrivals (demands). The second contribution is an analytical model of the POE, to analyze the effects of the DRM. First assuming a Markovian service time, DRM benefits are evaluated. However, field data and other research suggest a general distribution for service time. Therefore, a Coxian k-phased approximation is implemented. The DRM is analyzed under this new baseline using expected number in the system, and cycle times. A variance reduction procedure is also proposed and evaluated under DRM. Results show that queue length and wait time is reduced 10 to 33% depending on load, while increasing FAST wait time by less than three minutes.

<p><font face="Times New Roman"> <p align="left">This study looks at the effect of a cross-cultural instructional approach on the learners&rsquo / conceptions of lightning and attitude towards science. It explored Basotho conceptions of lightning and thunder under the following themes: nature of lightning, protection against lightning, animalistic/humanistic behaviour of lighting and nature of wounds inflicted by lightning.</p> </font></p>