During the Second World War France was divided into occupied and unoccupied zone. The unoccupied zone was ruled by autonomous regime with official seat in the town of Vichy. Representatives of the Vichist regime collaborated with the Nazis and carried out anti-Jewish policy. After the war General de Gaulle, in order to establish unity, declared the Vichist regime invalid. After the French society was cleared of the war collaborators the Vichy episode was erased from the history of France At the beginning of the seventies in France began to appear tendencies to search the real course of the war occupation period. Shooting the film Le Chagrin et la Pitié or editing the French translation of Rober Paxton's book La France de Vichy may serve as examples. Since the early nineties French intellectuals tried to persuade political representatives to recognize officially the responsibility of France for Vichy crimes. This act was done by President Jacques Chirac in 1995. Simultaneously with discussions on the Vichist past a struggle for fair punishment of war collaborators for crimes against humanity was going on in the French society. Paul Touvier, former militiamen, was sentenced in 1994 and Maurice Papon, former official of the Vichist regime, in 1998.

Infrastructure planning is viewed internationally and domestically as the key which unlocks balanced and sustainable economic growth. The emphasis amongst politicians, economists and planning academics has, so far, been upon infrastructure planning of national significance and examining the political, financial and environmental impact of mega projects. However, major infrastructure projects invariably take considerable time to deliver and any positive effects can only be derived in the longer term. Infrastructure planning as practiced within the local planning system has, so far, been overlooked or considered of limited interest in the context of immediate national economic concerns but understanding capacity and capability for effective and integrated infrastructure delivery at the local level is an important part of the equation. Through a national survey of planners and interviews with key delivery stakeholders in the north west this study has investigated infrastructure planning in local planning practice across England. The findings provide evidence that local practitioners in the public, non profit and business sectors are becoming increasingly adept at identifying local and regional infrastructure needs, co-operating on an inter-sectoral basis and ensuring that existing resources are utilised to best effect in their day to day practice. This untapped wealth of local knowledge, skill and expertise has great potential to complement and inform national infrastructure planning decisions and play an important part in stimulating economic recovery.

This thesis is a case study of how senior managers in one local authority interpreted and enacted national policy to improve collaborative working in children’s services through the Stockborough Challenge, a campaign of cultural change. The purpose is to research the Challenge to document what did and did not work, to make recommendations to improve collaboration in children’s services. The research was conducted during the author’s time as an ‘embedded’ researcher within the Stockborough Challenge. It involved a three-stage process: exploratory, research, and replication and verification. The research methods used were interviews and participant observations, complemented by an action research project and a design experiment project to test and develop the findings in relation to the practice of collaborative working. The research identifies two phases of the initiative, Challenge One and Two, which are presented as different approaches to improving collaboration in children’s services. Challenge One began when senior managers in Stockborough strategically engaged with New Labour’s collaborative re-organisation of children’s services through the Every Child Matters agenda. Challenge One adopted a more open and exploratory approach, seeking to understand more about collaboration and then develop appropriate models, structures and capacities to facilitate it. The initiative was disrupted by a range of factors and re-orientated in line with government policy for leadership and cultural change as part of the development of the Children’s Trust. Challenge Two identified targets as the principal barrier to collaboration and advised professionals to focus not on targets but on the ‘real’ needs of the children and young people with whom they worked. It was thought that ‘real’ or common and shared needs would enable professionals from different professions, organisations and sectors to collaborate. A significant focus of this research is why collaboration came to be approached in terms of leadership and cultural change, instead of the initial idea of figuring out collaboration and helping professionals with the practical tasks of working collaboratively. I explain this with reference to New Labour’s reforms of children’s services and the influence of the discourses of leadership and collaboration. The study concludes that an alternative approach to collaboration is required, one that contextualises collaboration and engages with the specificity of different forms of collaboration whilst also attending to the interrelationships with public sector reform. A ‘purposive’ definition of collaboration – collaboration as innovation in public service design and delivery – is presented along with recommendations for mangers to improve collaborative working in children’s services.

abstract: Workplace intrusions—unexpected encounters initiated by another person that disrupt an individual’s work—are generally characterized as negative experiences that deplete resources, increase role and information overload, and promote strain. My research challenges this consensus by arguing that intrusions may also provide benefits to the employees who are intruded upon. Specifically, I investigate how intrusions impact the extent to which employees engage in their own work—engagement—and the extent to which they engage with others at work—collaboration. I also investigate the indirect effects of different types of intrusions on employees’ task-focused and person-focused citizenship through these mechanisms. I tested my predictions utilizing experience sampling methodology (Study 1), a within-person experimental critical incident study (Study 2), and an experiment (Study 3). My research investigates the dynamics of various types of workplace intrusions, with results suggesting that intrusions may lead to beneficial employee outcomes in addition to the adverse outcomes previously demonstrated in the literature. Given the ubiquitous nature of intrusions in organizations, these findings have both theoretical and practical significance. / Dissertation/Thesis / Doctoral Dissertation Business Administration 2020

This study explore the linkages or partnerships that companies across the EU and a defend set of emerging market economies have in either a formal or informal manner. The research aims to understand the correlation of these linkages and a firm’s ability in innovate. Empirically this research is set out to determine if there are differences in a firm’s ability to innovate based on the structure of the linkage, i.e. formal or informal. The study extends to understand the impact that the economic downturn had had on these linkages and what impact, if any has filtered through to the firm’s ability to innovate.The central argument is that firms with linkages benefit but being more nimble innovators and therefore both formal and informal linkages are very good for business and an organizations ability to innovate.Chi squared and t-tests were run on the responses of the firms belonging to the export or domestic categories. The results overwhelmingly suggest that in respect of innovativeness, the domestic suppliers do not differ from those that opt to export into the developed world. However the firms belonging to the domestic group differ considerably with regards to who they collaborate with for their innovations when compared to the export group. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Equality of condition (Lynch & Baker, 2005) is “the belief that people should be as equal as possible in relation to the central conditions of their lives” (p. 132). Those who strive for equality of condition aim to equalize people’s options in a given situation. In education, inequality may result when teachers assess their students without considering equality of condition's five dimensions: resources; respect and recognition; love, care and solidarity; power; and working and learning. The purpose of this study was to examine how five secondary school chorus teachers create and implement assessments (musically or participatory) for their students, and if/how their views of assessment evolve as a result of their collective understanding of the five dimensions of equality of condition. The following questions guided the study: 1. How did the participants assess students at the beginning of the study? 2. Did participants’ perceptions of student assessment evolve over the course of the study, and if so, how? 3. Did participants modify their student assessments to align with the dimensions of equality of condition over the study’s duration? If so, how? Participants met in a collaborative teacher study group; data sources included meeting transcripts, journal entries, and sample assessments. The data were analyzed using descriptive coding (Saldaña, 2016) and axial coding (Merriam, 2009) to address the research questions. In total, four themes emerged from the data as being central to views on assessment and equality of condition: teaching philosophy, student relationships, democracy, and motivation. Four participants reported their philosophies had changed and two reported they adjusted assessments as a result of this study. Participants indicated barriers were time needed to plan and modify assessments, isolation as a result of being the only or one of only a few music educators in their buildings, and sharing control in a democratic classroom environment. The implications for these findings suggest that teachers are implementing formal assessments inconsistently; therefore, inequality of condition in the classroom regarding assessment may be present.

Design-build is the process whereby a project is constructed by the same entity that designed it. Detailed narratives are provided for the collaborative, integrated designbuild of two small, relatively contemporary pavilions. The first was constructed as part of a design-build workshop taught by Steve Badanes, director of the Neighborhood Design/Build Studio at the University of Washington Department of Architecture and founder of the international architecture firm The Jersey Devil. The second, a multi-use pavilion on the site of a former junkyard, was implemented as a local volunteer community service project using Badanes' method. A third proposal is also described; an amphitheater honoring the late architect and educator Samuel Mockbee FAIA in his hometown of Canton, Mississippi. An integrated design-build process emphasizes synthesis of assemblages. The design-build of a small pavilion by a group can serve as a simple, straightforward introduction to collaboration and the nature of synthetic processes.

Higher education funding and student behavior has been changing rapidly (Dervarics,2008). Because of this, there has been an increased focus on the use of alternative tools for course delivery. One of the emerging areas of focus has been an increased interest in the use of communication and information technologies (Curtis & Lawson, 2001). Currently, there are a wide variety of flexible delivery methods that have been used as well as their associated tools. Naturally, questions have been raised about the efficacy of these tools on the quality of student-student, student-teacher, and student-content interaction (Curtis & Lawson, 2001). Interaction and Collaboration may be versatile tools within the online learning environment, but the main concern for instructional designers and instructors is improving student outcomes within the online learning environment. Unfortunately, there isn't much research to guide instructors and developers as to which online collaboration tools promote transformative pedagogy, and research appears non-existent indicating the preferences of students and faculty regarding specific online collaboration tools. A host of interactive events are possible within an online learning environment. Some are viewed as essential and others may assume a more supplemental role. Participants reported that they preferred to interact with other students and their instructor using the discussion board within the online learning environment. Additionally, the participants believe that their interaction with the text was of less importance than their interaction with the instructor. Learners indicated that the discussion board was valued over all other collaboration tools available within the course. However, it is certainly possible that in other learning environments such findings may differ. Further study is needed to determine whether the initial insights of participants reflect reasonable trends in interaction or merely an isolated instance. This study was conducted using a mixed methods research approach. Mixed methods research allows the inclusion of issues and strategies that surround methods of data collection, methods of research, and related philosophical issues (Johnson, Onwuegbuzie & Turner, 2007). When qualitative and quantitative datasets are mixed, the datasets often provide richer insights into the phenomenon than if either qualitative or quantitative datasets alone were used. Additionally, using a mixed methods approach provides strengths that offset the weaknesses inherent in each sole approach (Creswell & Plano Clark, 2007; Jick, 1979). Rather than limiting the study to a single ideology, the research was able to utilize all possible methods to explore a research problem. The results of this study provide guidelines for instructional designers developing instructional strategies for online environments. The importance of well-designed instruction was reinforced by this study. The components of "well-designed instruction" can span beyond stimulus-response or drill and practice activities to include a wide range of dynamic interactions using a wide range of increasingly specific tools. Such diverse interactions using the correct tools collectively comprise a dynamic learning environment encompassing one or more learning communities that can expand well beyond the restrictions of any single course selection, thereby connecting learners in unique ways.

The current case study evaluates a program of professional development aimed at engaging two groups of elementary teachers in communities of practice (CoPs) focused on improving teachers' vocabulary instruction and students' vocabulary learning. The professional development program took place over five months in the 2008-2009 school year. The purpose of the evaluation was to evaluate the merit and worth of the professional development program and identify changes that could be implemented by the primary evaluator in future efforts to develop and refine an effective method for teaching teachers about vocabulary instruction. An explanatory case study design was used to achieve a deep understanding of the program using both quantitative and qualitative data analyses. The evaluation measured aspects of collaborative practices engaged in by teachers over the course of the program, as well as teachers' instructional practices and students' leanring before and after program implementation. Evaluation questions were designed to explore the theory that teacher collaboration leads to increases in teacher knowledge and skills, which in turn lead to increases in teachers' classroom use of new knowledge and skills, which ultimately lead to increases in student achievement. Overall, the evaluation was successful in that it was able to clearly describe the collaborative practices engaged in by teachers, provide evidence of teacher and student learning, and provide extensive insights into changes and improvements that were then implemented in an extension to the CoP in the same district during the subsequent school year. Additionally, the evaluation uncovered key variables that may act to impede teacher collaboration.

The study in this paper examined how teachers engaged in their structured Professional Learning Community (PLC) time in a manner that focused their work on student mathematical thinking. The participants included two third-grade teachers and two fourth-grade teachers engaged in an alternative PLC process during their collaboration time. Interviews were conducted and focused on how the teachers thought about student thinking as the driving force of their collaboration. The teachers found their PLC time was more focused, student thinking led the discussions and lessons, they were more responsive to student needs, and their own mathematical understanding increased. The teachers also found they became facilitators of the mathematical discussions occurring in their classrooms and there was a stronger community present among the grade level team. This structure of PLC created an accelerated learning process for novice teachers, increased focus during PLC time, and supported teachers to feel valued in their meetings. Teachers also felt more excitement around student thinking and became more responsive to student needs, both in planning lessons and in assessing their students. Teachers also expressed how their PLC meetings supported accelerated learning of student ideas for novice teachers, while providing professional learning for all teachers that contributed to their generative growth. Further research could examine the alternative PLC process with a whole school and what this may look like with other content areas.