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While there was a wealth of research and documentation on meeting student learning needs in mainstream national schools, the world of international schooling appeared to have remained relatively untouched by the march towards inclusion. The motivation for this inquiry was to examine efforts to develop inclusive educational provision in the elementary department of an international school. This small-scale study gave the researcher access to an international elementary school that was considered successful in responding flexibly to the needs of all learners. As there had been little research in the area of inclusion and international schooling the theory for this study was generated from the data and from a comparison with the findings of research on inclusion in national education systems. The research aimed to identify the climate and conditions present in the primary school at the time of the research by considering how it had removed barriers to learning for three students in different levels of learning support. A qualitative approach sought to use the data to understand the context and an ‘emergent’ design combining grounded theory and a case study approach was used. A central principle of constructivist grounded theory is that of giving voice to research participants and this study incorporated the voices, views and experiences of the students alongside their parents, educators and the specialists who worked with them. Data was collected from interviews and multidisciplinary child study meetings. Interviews were carried out with the senior leadership team, the students, their parents and educators. Classroom observations were carried out to supplement interview data for the student in intensive levels of support and further data was collected from school documentation written for parents. The findings indicated that the school climate was characterised by a strong focus on learning, access and solution seeking and the conditions found to support this climate were space and resources. Space was considered in terms of the use of space and the time required to facilitate both collaboration within the wider school community and collaborative teaching practices. Resources considered at the level of school organisation included personnel, therapies, policies and procedures, and the school curriculum. The overall findings from this study indicate that inclusion in this context was a process bound up in a proactive, dynamic, continuous cycle where a focus on solution seeking, learning and access drove the cycle. Based on the findings from this small-scale study it is recommended that international schools locate inclusion in the arena of whole school development where learning, access and solution seeking drives the school development cycle. It is recognised that the emerging theory could not be divorced from the interpretations of the researcher and additional research by a diverse range of researchers, in diverse international school contexts is needed. To better inform international school leaders it is hoped that these results will become part of a larger body of research that better reflects the range of international school contexts.

The aim of this thesis is to contribute to the understanding of ancient Egyptian kinship in the First Intermediate Period and Middle Kingdom (ca 2150–1650 BCE) by exploring how forms of relatedness were displayed in the monumental record. Kinship and marriage are contextually driven sociocultural phenomena that should be approached from the actors' perspective; such an approach can achieve some insight into emic notions of kinship, because monuments were integral to society and contributed to perpetuating and sustaining its fabric. The introduction (chapter 1) presents the theoretical background on which the thesis is based, namely the notion of kinship as process, where relationships can be constructed and reconstructed throughout one’s life. In addition, it provides a working definition of 'kin group', an analytical category that is taken as the primary unit of social analysis that can encompass several ways of being related. Chapter 2 offers a discussion of kinship terminology in the First Intermediate Period and Middle Kingdom. The focus is less on basic kinship terms than on the little understood terminology for kin groups and how these were presented in the written record. Chapter 3 treats stelae, which constitute the core corpus of material for the thesis. Stelae present a variety of images of kin groups and, moreover, they should be considered within the larger units of which they were part. Many of these stelae are unprovenanced but have been attributed to Abydos. At this site, memorial chapels have been identified archaeologically, and some stelae have been found in association with them. Thus, the site offers a materialisation of constellations of relationships. Possible reconstructions of such chapels – one from Saqqara and two from Abydos – are presented in chapter 4, and the impact they may have had on the social memory of visitors is assessed. Display, presence, and performance were some of the ways in which the social role of those groups was communicated. Chapter 5 is concerned with how change and time may be represented in apparently static objects. On the basis of the model of the developmental cycle of domestic groups first introduced by Meyer Fortes, the dynamism of the social fabric is explored through three case studies of groups at different stages of their developmental cycle. The strategies of survival can be seen pervasively in the monumental record, allowing for a glimpse into time and change in kin groups. The conclusion (chapter 6) offers a holistic approach to the material presented in the thesis, emphasising the ways in which the different theoretical approaches proposed intertwine with the material.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objectives of this thesis were: To estimate the relative maturity group of old and modern soybean cultivars used in Southern Brazil; To quantify the branches contribution in the leaf area index; To characterize the development and the overlap period of vegetative and reproductive phases, growth in height and the emission of nodes after the beginning of flowering in determinate and indeterminate plant type cultivars in different sowing dates and soybean regions in Rio Grande do Sul and; To identify key biophysical and management factors governing variation in soybean yield potential in Southern Brazil. Were conducted 47 experiments using 23 soybean cultivars in five growing seasons (2010/2011, 2011/2012, 2012/2013, 2013/2014 and 2014/2015) at 12 sites in Rio Grande do Sul. The relative maturity group these cultivars that had not yet been classified ranged from 4.8 to 7.3. Most cultivars showed a reduction on total leaf area index, maximum, of main stem and of branches, in the duration of the reproductive phase, of the total development cycle with delay on sowing date regardless of the maturity group and type of growth. The indeterminate type cultivars had a higher overlap period of vegetative and reproductive phases, growing in height and emission nodes after the beginning of flowering bigger than determinate type cultivars. The potential yield ranged from 2.8 up to 6.0 Mg ha-1, depending on the amount and distribution of water during the growing season and the photothermal coefficient during reproductive stages of the soybean. / Os objetivos desta tese foram: Estimar o grupo de maturidade relativa de cultivares antigas e modernas de soja; Quantificar a contribuição das ramificações no índice de área foliar; Caracterizar o desenvolvimento e a duração do período de sobreposição das fases vegetativa e reprodutiva, o crescimento em estatura e a emissão de nós após o início do florescimento em cultivares modernas de soja com diferentes grupos de maturidade relativa, tipos de crescimento, semeadas em épocas e regiões produtoras de soja no Rio Grande do Sul e; Identificar as variáveis meteorológicas e de manejo que governam o potencial de rendimento em soja no sul do Brasil. Foram conduzidos 47 experimentos utilizando 23 cultivares de soja, durante cinco estações de crescimento (2010/2011, 2011/2012, 2012/2013, 2013/2014 e 2014/2015) em 12 locais no Rio Grande do Sul. O grupo de maturidade relativa das cultivares que ainda não tinham sido classificadas variou de 4.8 a 7.3. Há redução dos valores de índice de área foliar máximo, da haste principal e das ramificações, da duração da fase reprodutiva e do ciclo total de desenvolvimento, com o atraso da época de semeadura, independentemente do grupo de maturidade relativa e tipo de crescimento. As cultivares com tipo de crescimento indeterminado apresentam maior período de sobreposição das fases vegetativa e reprodutiva, crescimento em estatura e emissão de nós após o início do florescimento do que as cultivares determinadas. O potencial rendimento de soja variou de 2,8 até 6,0 Mg ha-1, dependendo da quantidade e distribuição da água durante a estação de crescimento e do coeficiente fototérmico durante os estágios reprodutivos da soja.