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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 161 to 167 of 167 (0.013 seconds)| 161 |
Radical Architecture, Collective Mindfulness, and Information Technology: A Dialectical Analysis of Risk Control in Complex Socio-Technical SystemsLuo, Yan January 2009 (has links)
No description available.
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| 162 |
Towards meaningful teaching and learning at the University of the NorthWhite, Christopher William 11 1900 (has links)
In order to understand the dynamics of change taking place in
universities in South Africa today and their impact on teaching
and learning, specifically at the University of the North, an
understanding of the changing nature of relationships in
education is essential. Teaching and learning must not be seen
in isolation, but in the context of a universal paradigm shift
manifest in all walks of life. The relationship between teacher
and learner too has fundamentally changed. In today's 'opensystems'
paradigm, relationships have become temporary,
horizontalized, other-directed and complex in nature. It is in
the light of these realities that meaningful teaching and
learning must take place.
In the context of today's rapidly changing environment, dominated
by technocracy and characterised by alienation and
misunderstanding, the need for knowledge and leadership, in and
through the University of the North, is crucial. This, in turn,
can only be achieved if the University becomes accessible and
accountable to the community. The process of transforming
anachronistic, closed and authoritarian structures on campus
towards openness and accountability has been fraught with
conflict and opportunism. The University of the North developed
from a once universal contradiction, having been created as a
political necessity, towards becoming an educational necessity.
This process has witnessed attempts at reformation, open
rebellion and the quest for total transformation. The search for
meaningful alternatives, as mirrored by the broader struggle in
society against the contradictions of apartheid policy, has impacted on all walks of life at the University. Teaching and
learning became highly politicised, characterised by open
conflict and alienation, resulting in destruction of the culture
of learning.
The present process of transformation on campus, involving all
stakeholders, has led to many achievements in the search for new
relationships and new meanings. It is essential that the
University belong to the community. Standing on the edge of
chaos, the University needs to set an example in leadership, in
accessibility, relevance, and in the promotion of Africanisation
as a didactic principle through dialogue, openness and the
sharing of knowledge through practical action at the grass roots
level. / Educational Studies / D. Ed. (Didactics)
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| 163 |
Towards meaningful teaching and learning at the University of the NorthWhite, Christopher William 11 1900 (has links)
In order to understand the dynamics of change taking place in
universities in South Africa today and their impact on teaching
and learning, specifically at the University of the North, an
understanding of the changing nature of relationships in
education is essential. Teaching and learning must not be seen
in isolation, but in the context of a universal paradigm shift
manifest in all walks of life. The relationship between teacher
and learner too has fundamentally changed. In today's 'opensystems'
paradigm, relationships have become temporary,
horizontalized, other-directed and complex in nature. It is in
the light of these realities that meaningful teaching and
learning must take place.
In the context of today's rapidly changing environment, dominated
by technocracy and characterised by alienation and
misunderstanding, the need for knowledge and leadership, in and
through the University of the North, is crucial. This, in turn,
can only be achieved if the University becomes accessible and
accountable to the community. The process of transforming
anachronistic, closed and authoritarian structures on campus
towards openness and accountability has been fraught with
conflict and opportunism. The University of the North developed
from a once universal contradiction, having been created as a
political necessity, towards becoming an educational necessity.
This process has witnessed attempts at reformation, open
rebellion and the quest for total transformation. The search for
meaningful alternatives, as mirrored by the broader struggle in
society against the contradictions of apartheid policy, has impacted on all walks of life at the University. Teaching and
learning became highly politicised, characterised by open
conflict and alienation, resulting in destruction of the culture
of learning.
The present process of transformation on campus, involving all
stakeholders, has led to many achievements in the search for new
relationships and new meanings. It is essential that the
University belong to the community. Standing on the edge of
chaos, the University needs to set an example in leadership, in
accessibility, relevance, and in the promotion of Africanisation
as a didactic principle through dialogue, openness and the
sharing of knowledge through practical action at the grass roots
level. / Educational Studies / D. Ed. (Didactics)
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| 164 |
Le changement de comportement du créancier en cours d'exécution du contrat. Étude de droit français et anglais / The promisor’s change of behaviour during the performance stage of the agreement. A study in French law and English lawLardaud-Clerc, Caroline 04 December 2015 (has links)
Le changement de comportement correspond à une situation dans laquelle, pendant l’exécution du contrat, le créancier adopte une attitude contraire au contenu de l’accord originel, pour ensuite exiger l’application de ce dernier. Confronté aux règles classiques du droit des contrats (intangibilité, consideration), cette volte-face ne devrait avoir aucune force juridique. Malgré cela, en interdisant au créancier de réclamer l’exécution de l’accord initial, les juges français et anglais introduisent cette situation dans la sphère juridique.Comme l’imprévision, le changement de comportement bouleverse l’exécution du contrat ; comme la bonne foi, il est fondé sur la morale ; comme l’abus de droit, il sanctionne l’inconstance ; comme l’apparence, il est à la frontière entre le fait et le droit. Il se singularise pourtant, car il ne se confond avec aucune autre insitution juridique. Par ailleurs distinct de la confiance légitime et de l’interdiction de se contredire auxquelles il est rattaché, il est en quête d’un régime juridique propre. Une construction s’impose alors. Elle est facilitée par le miroir de la comparaison des droits français et anglais.Le changement de comportement révèle une renonciation du créancier à la créance, rendue possible par les prérogatives contractuelles qu’il tient, elles-mêmes autorisées par sa propriété sur la créance ou le renforcement de sa titularité. L’efficacité de cette appréhension flexible du contenu contractuel requiert cependant l’anéantissement d’éventuels remparts procéduraux : l’interdiction du changement ne doit alors plus seulement être un moyen de défense contre la contradiction, mais exprimer un comportement juridiquement contraignant. / The change of behaviour refers to a situation in which, during the performance stage of the contract, the promisor behaves in a manner which is contrary to the existing contractual rights, but later neverthless insists on their application. Faced with the classic rules of contract law (sanctity of contracts, consideration), this volte-face should have no legal force. Yet, by prohibiting the promisor’s demand to perform the original agreement, French and English judges nevertheless introduce this situation in the law of contracts.Like frustration, the change of behaviour disrupts the performance of the contract ; like good faith and Equity, it is based on morality ; like an abuse of right, it punishes inconsistency ; like the theory of « apparence », it is in between facts and law. In spite of this, the change of behaviour stands out ; as it does not share the exact same scope as the expectations theory or the inconsistent behaviour theory, no other legal theory can wholly translate it into the law of the contracts. The change of behaviour therefore needs its proper legal framework which must consequently be found. The search is helped by the prism of comparative law, between French and Englis laws.The change of behaviour reveals a waiver of the promisor’s debt. The waiver is made possible by the contractual prerogatives he holds, prerogatives which are justified by the ownership of the debt. The efficiency of this flexible understanding of contractual content requires the obliteration of any litigation shield. As a consequence, forbidding the change should not only be seen as a defense against inconsistency, but should highlight a legally binding behaviour.
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| 165 |
Real impossible worlds : the bounds of possibilityKiourti, Ira Georgia January 2010 (has links)
Lewisian Genuine Realism (GR) about possible worlds is often deemed unable to accommodate impossible worlds and reap the benefits that these bestow to rival theories. This thesis explores two alternative extensions of GR into the terrain of impossible worlds. It is divided in six chapters. Chapter I outlines Lewis’ theory, the motivations for impossible worlds, and the central problem that such worlds present for GR: How can GR even understand the notion of an impossible world, given Lewis’ reductive theoretical framework? Since the desideratum is to incorporate impossible worlds into GR without compromising Lewis’ reductive analysis of modality, Chapter II defends that analysis against (old and new) objections. The rest of the thesis is devoted to incorporating impossible worlds into GR. Chapter III explores GR-friendly impossible worlds in the form of set-theoretic constructions out of genuine possibilia. Then, Chapters IV-VI venture into concrete impossible worlds. Chapter IV addresses Lewis’ objection against such worlds, to the effect that contradictions true at impossible worlds amount to true contradictions tout court. I argue that even if so, the relevant contradictions are only ever about the non-actual, and that Lewis’ argument relies on a premise that cannot be nonquestion- beggingly upheld in the face of genuine impossible worlds in any case. Chapter V proposes that Lewis’ reductive analysis can be preserved, even in the face of genuine impossibilia, if we differentiate the impossible from the possible by means of accessibility relations, understood non-modally in terms of similarity. Finally, Chapter VI counters objections to the effect that there are certain impossibilities, formulated in Lewis’ theoretical language, which genuine impossibilia should, but cannot, represent. I conclude that Genuine Realism is still very much in the running when the discussion turns to impossible worlds.
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| 166 |
Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in CanadaWang, Lurong 13 June 2011 (has links)
This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace.
Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society.
My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.
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| 167 |
Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in CanadaWang, Lurong 13 June 2011 (has links)
This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace.
Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society.
My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.
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