The area surrounding Capital Metro’s Martin Luther King, Jr. (MLK) MetroRail Station was designated a Transit-Oriented Development (TOD) zone and a plan was published in 2009. However, to date there has been very little development, and the development that has occurred is significantly different from what is called for by the plan. This report examines some of the difficulties of implementing TOD in Austin and the factors that could contribute to successful TOD projects. A market analysis of the MLK Station Area explores the economic feasibility of developing land there to its highest and best use. It concludes that the general dearth of TOD in Austin and lack of dense, mixed-use development in the MLK neighborhood make the kind of development called for in the MLK Station Area Plan excessively risky for developers. However, a more conventional multifamily development would be feasible, and increased station-area density could contribute to the success of future TOD. / text

This study critically assesses the appropriateness of the governance system used to control all aspects of oil exploration and production within the Nigeria São Tomé and Príncipe Joint Development Zone (NSTP-JDZ). The motivation for carrying out the research emerged from a review of the literature on oil and gas joint venture operations which straddle more than one country’s borders. In the case of the NSTP-JDZ, several reports had criticised its governance practices but had failed to provide a rigorous analysis to substantiate their claims. The study therefore contributes to the literature relating to the governance of oil and gas joint development zones. A mixed method approach was used in the empirical research and the results were analysed against a globally acknowledged good governance theoretical framework. The results confirmed that there are major flaws in the NSTP-JDZ governance system, although there are also positive aspects of the practices. Four areas of concern were identified: Firstly, inadequate personnel skills were impairing management of the zone to such an extent that it could not be guaranteed that resources will be safeguarded for the benefits of future generation. Secondly, control of resources was severely impaired by an uncertainty about who had the authority to implement actions and, of more concern, by political and other conflicting interventions in the management decisions of the NSTP-JDA. Thirdly, the findings indicated the need for improvement in the audit procedures and communication culture between local communities and NSTP-JDZ operators. Lastly, there was a body of opinion that employment practices within the zone were unfair. In addition to identifying the above deficiencies in the governance system, the study has identified and analysed differences in views on governance issues between key stakeholders in the zone. These differences are important as they may well pinpoint why the governance system is deficient and, more importantly, reveal how the governance system can be improved. The vested interests of stakeholders are known to shape stakeholder views and, when there are stakeholders from different countries representing their nation’s interests, these differences can be acute; the findings may be extrapolated to other joint development zones although the various characteristics of the parties involved in each zone will affect the degree to which it is applicable. Finally, the study may have significant economic consequences for both Nigeria and the São Tomé and Príncipe - bearing in mind the importance of oil resources to both countries.

The aim of our study is to examine preschool teachers' attitudes to multilingualism in preschool, especially in relation to the preschool's internal environment. Our study is based on the socio-cultural perspective and consists of six interviews with pedagogues and observations at two preschools in different parts of Stockholm. We are certain of that our study is important for pedagogues, since a high proportion of children in Swedish preschools are multilingual. A high level of awareness and recurrent work to promote children’s multilingualism has tremendous importance for children's language development. The result of our study demonstrates that multilingualism is the norm in the preschools. Based on the interviews, we have seen that pedagogues are aware of the fact that both the children's home language and the Swedish language are equally important for children's language development. For children to develop good language skills in the Swedish language, it is important that the mother language is promoted and is a point of departure in preschool activities. Pedagogues, who constantly communicate with children, contribute to children's language development. Children must be offered ample opportunity for language use and interaction in different contexts. The study demonstrates that pedagogues consciously work with multilingualism, aiming for creating a language stimulating internal environment that encourages kids to play, learn and develop their language skills. Similar to a majority of pedagogues, we are certain that play has an important role for children's language development; because play is something pleasurable that often comes naturally and it is very important for children.

- / Inspired by Douglass North’s work on the role of institutions in economic structure and change and in particular the role of state institutions, this thesis attempts to explore the process of economic transformation through analyzing state-business community relations in the city of Kunshan, Jiangsu, China. The author uses primary data from Kunshan to demonstrate how the open-door policy of China has led to changes in the institutional environment parallel to the economic transformation. Kunshan’s institutional development is analyzed in terms of two factors. First is ‘autonomy’ as in the ability and capacity of the local state to define and pursue its own development strategy. Second is ‘embeddedness’ as in the local state developing a regular relationship with economic elites that share its goals of economic transformation. These two are seen as complementary necessities for economic transformation. This thesis shows how the local state in Kunshan has strengthened both its capacity and integrity to pursue economic transformation and the actual pursuit of it through closer and more institutionalized relations with the business community.

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Alla människor bär på erfarenheter och upplevelser av olika slag. Frågan är hur våra tidigare erfarenheter påverkar oss. Studien belyser några lärarstudenters berättelser om mötet med ämnet matematik från grundskola till högskola. Studien behandlar faktorer i erhållen undervisning av betydelse för utvecklingen inom ämnet, samt hur tidigare erfarenheter kan komma att påverka den egna undervisningen i matematik. Eftersom studien inriktar sig på lärarstudenters berättelser användes en narrativ ansats med kvalitativa intervjuer som metod. Resultatet visar att matematikundervisningen i skolan har präglat lärarstudenterna på olika sätt. Några delger sina negativa erfarenheter medan andra berättar om sina positiva upplevelser. En slutsats som går att dra utifrån studien är att lärarstudenterna kan komma att påverkas av sina tidigare erfarenheter när de i framtiden skall utforma en egen undervisning. När lärarstudenterna beskriver hur de vill planera en matematikundervisning redogör de för en undervisning som skulle ha tillgodosett deras behov som elever i grundskolan. I diskussionen förs ett resonemang om hur lärande kan ske och matematikbokens betydelse i undervisningen. / Every human being carries experiences of different kinds. The question is how we are affected by our early experiences. The study highlights a few student teachers and their meeting with math from elementary school to university. The study deals with factors obtained in the education, of the importance of developments in the subject and how past experiences might affect their own teaching of mathematics. Since the study focuses on student teachers’ statements, was a narrative approach to qualitative interviewing method used. The result indicates that mathematic teaching in school has characterized the student teachers in different ways. Some communicates their negative experiences while others tell about their positive experiences. A potential conclusion of this study is that student teachers can be effected by their earlier experiences, when they are about to form an education of their own. When the student teachers describe how they form their mathematic teaching, they communicate about an education that would have seized their own needs as students in elementary school. In the discussion there is reasoning about learning and the importance of the textbook used in mathematics education.

There is a close relationship between the industrial policies pursued by a government, and the nature and pace of the country's developmental path. The impact of industrial policy is important as it effects the social as well as economic development of the country. The South African government has developed an industrial policy as part of an aggressive strategy to position South Africa within the global economy, and stimulate the national economy through export-led growth for sustainable socio-economic development. The Industrial Development Zone (IDZ) Programme is a strategic initiative developed by the South African Department of Trade and Industry to encourage economic growth through export-orientated industry. The IDZs will operate as liberalised duty free and multi-sector development areas, and have been designed to have a simplified business environment with streamlined administrative systems to attract investment and maximise private sector participation in all aspects of zone operations and development. The aim of this is study is two-fold. Firstly to examine the extent to which the IDZ initiative can be expected to stimulate economic growth; and secondly to make recommendations to maximise the operations of the IDZs, which will ultimately add value to the resultant effects in the national economy. An examination of economic industrial location and trade theory has been undertaken and to address the question of whether the location of industry can be a stimulant or an impediment to plans for the involvement of international trade in the strategic development of the national economy. A second consideration is whether the IDZs are a strategically suitable means to achieve these economic objectives. In order to give perspective to this question, the concept of IDZs as they have been applied in other areas of the world (although termed differently in different areas) has been considered, as well as the IDZs as designed and intended for the South Africa. An assessment of the suitability of this initiative involves an evaluation of the extent to which it matches the specific needs of the South African economy. Data on the South African economic situation, patterns and predicted trends has been gathered, The findings of this study, based on the theories and empirical evidence, are: 1) The localisation of industry and supply-side features of the IDZs will create the conditions for the concentrated growth of an export-driven economy. Foreign direct investment and increased production in this sector will boost export and increase international competitiveness. 2) The IDZs can only be effective in meeting economic objectives if they are run with optimal expertise and service levels. The efficient and effective functioning of the IDZs will ensure concentrated growth in the industrial sector aimed at the export market. Specific recommendations are thus made for a private company with relevant experience and expertise to act in the capacity of an IDZ operator to optimise the level of service and operation of the IDZ. / Thesis (MBA)-University of Natal, Durban, 2003.

ARRUDA, Juliana Silva. Tecnologias digitais e emergência de zonas de desenvolvimento proximal em sala de aula. 2016. 105f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-09-22T13:22:51Z No. of bitstreams: 1 2016_dis_jsarruda.pdf: 3571578 bytes, checksum: bf4966a1777257a5f02840cc145943e2 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-09-22T16:34:13Z (GMT) No. of bitstreams: 1 2016_dis_jsarruda.pdf: 3571578 bytes, checksum: bf4966a1777257a5f02840cc145943e2 (MD5) / Made available in DSpace on 2016-09-22T16:34:13Z (GMT). No. of bitstreams: 1 2016_dis_jsarruda.pdf: 3571578 bytes, checksum: bf4966a1777257a5f02840cc145943e2 (MD5) Previous issue date: 2016 / Brazil is experiencing a period of technological immersion in all areas of society and every day, technologies are created that power the various human activities. The school should monitor the resulting changes of technological resources and be open to new educational possibilities to develop contemporary practices, from the inclusion of computers in school activities. Computers are features that enable interaction in group activities, the exchange of ideas and opinions; or the research of other realities. Thus, this study aims to analyze how the computer through digital resources used in activities collaboratively, can emerge Proximal Development Zone (ZDP). This research was developed in a municipal school in Aquiraz / CE, in groups of two or more learners. Qualitative methodology with interpretative character was used. The research technique involved participant observation, with micro genetic analysis and as tools for collecting videos and daily data field. Planned activities included the curriculum subjects, the use of computer and some Internet resources. The methodological procedures were considered from a micro genetic approach, and defined with the statement of contemporary researchers, as Meira and Lerman (2009) and Colaco et al. (2007) which expanded and interpreted new concepts of the ZDP Vygotsky (1994). The results were analyzed according to categories at the time of data analysis. In the first category, interaction among peers, was detailed as group activities, and peer contribution contributed to the development of the zone. In the second category, interaction with someone more experienced, involved contributions and assistance from someone more experienced, contributing to facilitating learning. The next third, technology support, has detailed the use of technology by students and contributions of this resource for teaching and learning processes. In the last category, student Protagonism discussed how students managed to overcome their level of development and can act as author of knowledge itself, and observed two characteristics: Activism and autonomy. The results highlighted times when resources combined with peer interaction promote and facilitate the emergence of ZPD, resulting in learning, promoting performances and authoring postures of these learners in the process. / O Brasil vivencia um período de imersão tecnológica em todas as áreas da sociedade, e a cada dia são criadas tecnologias que potencializam as diversas atividades humanas. A escola deve acompanhar as mudanças advindas dos avanços tecnológicos e ficar atenta às novas possibilidades educacionais para desenvolver práticas contemporâneas, a partir da inserção de computadores em atividades curriculares. Estes recursos possibilitam a interação nas atividades em grupo, na troca de ideias e opiniões; ou para a pesquisa de outras realidades. Dessa forma, este estudo tem por objetivo analisar como o computador, por meio de recursos digitais, utilizados em atividades realizadas colaborativamente, pode fazer emergir Zonas de Desenvolvimento Proximal (ZDP). Esta pesquisa foi desenvolvida em uma escola pública municipal de Aquiraz/CE, em grupos de dois ou mais aprendentes. Foi utilizada a metodologia qualitativa, com caráter interpretativo. A técnica de pesquisa envolveu a observação participante, com análise microgenética, e, como instrumentos de coleta de dados, vídeos e diários de campo. As atividades planejadas envolveram as disciplinas curriculares, o uso do computador e alguns recursos da Internet. Os procedimentos metodológicos foram considerados a partir de uma abordagem microgenética, e definidos com a fundamentação de pesquisadores contemporâneos, como Colaço et al. (2007) e Meira e Lerman (2009), que ampliaram e interpretaram novos conceitos da ZDP de Vygotsky (1994). Os resultados foram analisados de acordo com categorias, no momento da análise dos dados. A primeira categoria – Interação entre pares – foi detalhada como as atividades em grupo, e a participação dos pares contribuiu no desenvolvimento de ZDP. A segunda categoria – Interação com alguém mais experiente – envolveu contribuições e assistência de alguém mais experiente, contribuindo para facilitação da aprendizagem. Na categoria seguinte – Suporte da tecnologia – foram detalhados o uso da tecnologia pelos alunos e as contribuições desse recurso para os processos de ensino e aprendizagem. Na última categoria – Protagonismo estudantil – foi discutida a maneira como os alunos conseguiram ultrapassar seu nível de desenvolvimento, podendo atuar como autores do próprio conhecimento, sendo observadas duas características: Ativismo e Autonomia. Os resultados destacaram momentos em que os recursos, aliados à interação entre pares, promovem e facilitam a emergência de ZDP, acarretando aprendizagem e promovendo atuações e posturas de autoria desses aprendentes em seu processo.

Bakgrund: I denna globaliserade värld påverkar situationer som inträffar på andra platser i världen även oss i Sverige. Dessa förändringar i det svenska samhället kan även påverka skolan som får nya utmaningar. Elevunderlaget har blivit mer heterogent med elever från olika länder vilket kräver nya sätt att lära på. Lärande spelar en central roll i allas utveckling och enligt det sociokulturella perspektivet sker denna utveckling i interaktion med andra människor. Alla människor är viktiga i lärandet och var och en kan utvecklas med stöd av andra som kan lite mer än vad man kan själv, denna utveckling ger upphov till det som Vygotskij kallade för den proximala utvecklingszonen. En plats för formellt och organiserat lärande är skolan, men skolan är också en central plats för barn där de bygger upp relationer med andra barn och vuxna som inte tillhör familjen. I den mångkulturella skolan är dessa kontakter med andra utanför familjen en viktig del för lärandet till exempel för den personliga utvecklingen. Syfte: Studiens syfte var att utifrån elevers perspektiv i en mångkulturell kontext, undersöka elevens erfarenheter av lärande i en mångkulturell skola. 0 Metod: Kvalitativ metod användes i studien och data samlades in genom fem semistrukturerade fokusgruppintervjuer med elever i årkurs fem och sex. Resultatet har analyserats med kvalitativ innehållsanalys. Resultat och slutsatser: Under analysen framkom fyra huvudkategorier; den mångkulturella skolan, lärande, syn på läraren och skolmiljö vilka sammanlagt resulterade i 15 underkategorier. Eleverna anser att det är givande att vistas i en mångkulturell skola och att lärande sker ständig och i interaktion med kompisarna, lärarna och andra vuxna kring dem utanför skolan. Ett komplement för lärandet var digitala medier som blev ett stöd för eleverna i deras lärande både på skolan som i hemmet. / Background: Learning has a central role in everyone's development and according to the sociocultural perspective, this development takes place in interaction with other people. Other people are important so each can develop with the support of others who can little more than themselves, this stimulus gives rise to what Vygotsky called the proximal development zone. The school is a central place for children who, firstly, are a place of learning and, secondly, a place where they build relationships with other children and adults who are not family. In the multicultural school these contacts with others play an important role in learning such as personal development. Purpose: The aim of the study was to investigate student's perspectives of learning in a multicultural context. Method: Qualitative method was used in the study and data was collected through 5 semistructured focus group interviews with students in grade five and six. The results have been analysed with qualitative content analysis. Results and conclusions: The analysis revealed four main categories; the multicultural school, learning and how the students view the teacher which resulted in a total of 15 subcategories. Students consider it rewarding to stay in a multicultural school. That learning takes place constantly in interaction with friends, even that teachers and adults outside school are an important support for their learning. Digital media as support was something that students used in their learning as a complement both at school and at home.