In this dissertation class groups of imaginary bicyclic biquadratic fields are considered. In chapter 1 we develop a method for determining the structure of the 2-class group of K. In chapters 3, 4, and 5 this method is applied to determine all imaginary bicyclic biquadratic extensions of Q with class number 4, 8, and 16, as well as to determine the specific structure of each. / Ph. D.

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Thesis advisor: Willaim A. Gamson / What are the class culture differences among US progressive social movement groups? This mixed-methods study finds that activists speak and act differently depending on their class background, current class and upward, downward or steady class trajectory, confirming previous research on cultural capital and conditioned class predispositions. In 2007-8, 34 meetings of 25 groups in four movement traditions were observed in five states; 364 demographic surveys were collected; and 61 interviews were conducted. I compared activists' approaches to six frequently mentioned group problems. * Lifelong-working-class activists, usually drawn in through preexisting affiliations, relied on recruitment incentives such as food and one-on-one relationships. Both disempowered neophytes and experienced powerhouses believed in strength in numbers, had positive attitudes towards trustworthy leaders, and stressed loyalty and unity. * Lifelong-professional-middle-class (PMC) activists, usually individually committed to a cause prior to joining, relied on shared ideas to recruit. They focused more on internal organizational development and had negative attitudes towards leadership. Subsets of PMC activists behaved differently: lower professionals communicated tentatively and avoided conflict, while upper-middle-class people were more assertive and polished. * Upwardly mobile straddlers tended to promote their moral certainties within groups. A subset, uprooted from their working-class backgrounds but not assimilated into professional circles, sometimes pushed self-righteously and brought discord into groups. * Voluntarily downwardly mobile activists, mostly young white anarchists, drew the strongest ideological boundaries and had the most distinct movement culture. Mistrustful of new people and sometimes seeing persuasion as coercive, they had the weakest recruitment and group cohesion methods. Analysis of class speech differences found that working-class activists spoke more often but more briefly in meetings, preferred more concrete speech, and used more teasing and self-deprecating humor. The professional-middle-class (in background and/or current class) spoke longer but less often, preferred more abstract vocabulary, and used less negative humor. Group styles were formed by the interplay of members' predominant class trajectories and groups' movement traditions. Better understanding these class culture differences would enable activists to strengthen cross-class alliances to build more powerful social movements. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

A pesquisa partiu da seguinte pergunta: quais as repercussões sobre a situação escolar das crianças das camadas populares do aumento das camadas médias na escola pública? Para respondê-la realizamos um estudo etnográfico em uma escola do município de Ribeirão Preto na qual esse fenômeno estava presente. Foram realizadas observações em sala de aula e em outros espaços da escola, além de entrevistas com diretores, orientadores, professores, pais e alunos. Os resultados da pesquisa de campo foram surpreendentes, pois revelaram que a relação entre usuários de camadas médias e a escola pública é muito mais complexa do que supúnhamos. Levadas por dificuldades econômicas, algumas famílias das camadas médias transferem os filhos da rede particular para a pública. Numa tentativa de pôr a escola pública em moldes que não afetem o seu prestígio, alguns pais participam da APM e do Conselho de Escola. Imersos no preconceito social contra os pobres, desejam excluir alunos pobres vistos como mais ameaçadores. Mas a equipe dirigente e o corpo docente não permitem, utilizando a defesa de tais alunos como forma de se contrapor aos pais na disputa pelo poder que se instala. Diante desta resistência, os pais deixam de participar de tais órgãos, mas procuram exercer pressão direta no fazer dos professores. As crianças, imersas neste universo de conflito e preconceito, reproduzem a discriminação na relação com os colegas. / The research has arisen from the following question: \"what are the repercussions on lower class children due to the increase of middle class students in public schools?\" In order to answer that question, we have carried out an ethnological study in a school in the city of Ribeirão Preto where this phenomena was evident. Not only observations (inside the classroom and in other areas in the school) were made, but also interviews with directors, advisers, teachers, parents and pupils. The results of the field research were stunning since they show that the relation between students from the middle class and the public school is much more complex than we would imagine. Due to economic problems, some families, which belong to the middle class, transfer their children from private schools to public ones. Some parents end up joining an APM (an association of parents and teachers) and the School Council so that they can \"control\" the public school in such a way that it does not affect their prestige. As parents are immersed in social prejudice against the poor, they want to exclude poor students once they are seen as the most threatening ones. However, the directors and the teaching faculty do not allow that to happen - they defend poor students as a way of opposing to parents in the fight for power. Having to face this opposition, parents normally give up taking part of school groups but, on the other hand, they put pressure on what teachers are doing. The children, immersed in this universe of conflict and prejudice, propagate discrimination in the relation with their colleagues.

Made available in DSpace on 2016-04-26T20:24:12Z (GMT). No. of bitstreams: 1 Ana Luiza Barreto de Andrade Fernandes Nery.pdf: 3205738 bytes, checksum: 3a964f03598b6c3416a247e0c4c13c61 (MD5) Previous issue date: 2016-02-22 / This work aims to analyze the institute of Class Arbitration, widespread in international law, but not yet incorporated into the Brazilian legal system context. In the first chapter, we intend to investigate the arbitration institute, its constitutional foundations, its jurisdictional nature, the contractual contents of its institution and the possibility of dispute settlement extrajudicially revealing to arbitration as one of the alternative ways to resolve conflicts. The second chapter aims to analyse the arbitrability of disputes arising in different areas in Law. The origin of the institute in foreign law, the analysis of nine judicial precedents of the United States and Canadian judicial systems and the possibility of meeting these two forms of conflict resolution to promote access to justice in litigations involving metaindividual rights are the subject of the third chapter. In the last chapter, the focus deals with the implementation of the elements of class action to arbitration, demonstrating the compatibility of the arbitration with the principles of collective protection and the absence of constitutional and legal obstacles to do so / Este trabalho pretende analisar o instituto da Class Arbitration, largamente difundido no direito internacional, mas ainda não incorporado ao contexto do ordenamento jurídico brasileiro. O primeiro capítulo cuida da análise do instituto da arbitragem, de suas bases constitucionais, de sua natureza jurisdicional, do conteúdo negocial de sua instituição e da possibilidade de solução de controvérsias extrajudicialmente, revelando-se a arbitragem como uma das formas eficientes e modernas de pacificação de conflitos. No segundo capítulo se examina a arbitrabilidade do litígio em diversas áreas do direito. A origem do instituto no direito estrangeiro, a análise de nove precedentes judiciais dos sistemas judiciários norte-americano e canadense e a possibilidade de reunião dessas duas formas de resolução de conflitos para promoção do acesso à justiça em lides envolvendo direitos metaindividuais são os temas sob enfoque no terceiro capítulo desta tese. Por fim, o último capítulo trata da transposição dos elementos da ação coletiva para a arbitragem, demonstrando a compatibilidade do juízo arbitral com a tutela coletiva bem como a inexistência de óbices constitucionais e legais para tanto

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Christopher D. Breu (chair), Cynthia A. Huff, Amy E. Robillard. Includes bibliographical references (leaves 262-273) and abstract. Also available in print.

Univ., Diss.--Hamburg, 2003.

Thesis (M. Hous. M.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves ii-xv).

Thesis (M. Hous. M.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 147-150).

Thesis (M. Hous. M.)--University of Hong Kong, 1995. / "1995"--Cover. Includes bibliographical references.