Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 177-184)

Originally presented as the author's Thesis (doctoral--Freiburg im Breisgau, 2003). / Includes bibliographical references (p. 191-209).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2007. / Abstract. Description based on Microfiche version record. Includes bibliographical references (leaves 177-184)

Made available in DSpace on 2015-06-17T19:33:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-02-20. Added 1 bitstream(s) on 2015-06-18T12:48:04Z : No. of bitstreams: 1 000830553.pdf: 608189 bytes, checksum: 9e2e38e5707b9b68af93f228b00481b5 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Dotação e talento correspondem a uma especificidade da Educação Especial que vem despertando interesse crescente entre estudiosos e a Universidade tem o papel de produzir novos conhecimentos, bem como, de colocá-los a serviço da comunidade. Como raramente este tema é trabalhado na formação inicial e continuada de professores, delineou-se enquanto objetivo desta pesquisa: elaborar, aplicar e avaliar um programa de formação continuada para professores, realizando-o em duas modalidades de ensino (presencial e a distância) e, posteriormente, analisar e comparar os resultados obtidos nas duas modalidades, bem como a percepção dos professores antes e depois do curso. O Programa teve carga horária de 52 horas com atividades de cunho teórico-prático e foi aplicado, em ambiente virtual, por meio de uma plataforma de Educação à Distância (EaD) elaborada pela Secretaria Municipal de Educação, e os encontros da turma presencial aconteceram, semanalmente, no campus da Unesp/Bauru. Delimitou-se como conteúdo programático do curso: a) Marcos: legal, histórico e conceitual sobre Dotação e Talento; b) Caracterização dos alunos com Dotação e Talento; c) Identificação e Atendimento Educacional Especializado; d) Escolarização de alunos com Dotação e Talento e prática pedagógica; e) Criatividade e produção do Plano de Ensino Individualizado. Participaram do estudo 33 professores (divididos em duas turmas) cuja inscrição foi realizada na Secretaria Municipal de Educação. Antes do início do curso os participantes responderam a dois questionários, um, visando a caracterização da amostra, e outro para identificar as concepções deles sobre pessoas com Dotação e Talento, bem como, sobre o conteúdo do curso. Ao longo do curso ao final de cada módulo, os professores responderam uma avaliação com questões fechadas sobre o conteúdo do próprio módulo. Após o término do curso, os participantes responderam novamente... / Giftedness and talent correspond to a specifity of the Special Education that has aroused growing interest among academics, and the University plays the role of generating foreground information, as well as putting it at society's services. As this subject is rarely treated in the initial and continued teacher's education, it's established as objective of this research: to elaborate, apply and evaluate a continued educational program for teachers, performing it in dual mode (classroom and distance) and subsequently analyze and compared the results for each model, as well as to compare the perception of the teachers before and after the course. The program consisted of 52 hours with practical and theoretical activities, and has been applied in the virtual environment by a Distance Education Platform elaborated by the County Department of Education and the classroom group occurred weekly, at UNESP/Bauru campus. As programmatic content for this course it had been defined the following: a) Landmarks: Legal, historical and concept about Giftedness and Talent; b) Features of gifted and talent students; c) Identification and Specialized Educational Care; d) Schooling of gifted and talented students, and pedagogical practice; e) Creativity and the production of the Individualized Plan Teaching. Thirty-three teachers (divided in two groups) participated on this study, and the Conty Department of Education made their enrollment. Before the course's start, the participants answered two surveys, one to characterize the sample, and another to identify their conception about gifted and talented people, as well as about their concept about the course's content. Throughout the course at the end of each module, the teachers answered a review with closed questions on the content of the module. After the course, participants answered again the same instrument applied early in the course about their conceptionsof the gifted and talent population, as well...

A fundamental question to both historians and development economists is why countries today are able to reach and maintain such starkly different economic outcomes. Popular explanations include geographic and climatological features, short-term policy decisions, and economic institutions. This paper looks at the importance of violence and social pressure in the transformation and conservation of political and economic institutions in Russia. It finds that several major historical legacies including serfdom, Mongol dominance, Orthodoxy, and authoritarianism significantly influence both the past a present institutional setting. Furthermore, such legacies have proven to be major obstructions to the emergence of economic liberalism.

The purpose of the study was to determine whether effective (high-performing) and less effective (low-performing) foundations differ significantly in their organizational and operational characteristics. As a result of this study, the following questions were answered: (a) What are the organizational and operational characteristics of high- and low-performing foundations? (b) How do high- and low-performing foundations differ in organizational and operational characteristics? A survey was completed of a random sample of 400 presidents of public community, technical, and junior colleges to identify those colleges with affiliated non-profit foundations. Of the 400 colleges surveyed, 374 (93.5%) responded and 290 (77.5%) reported having a nonprofit foundation. Of the 290, 270 usable surveys were used to develop a mailing for the second survey. / Ed. D. / incomplete_metadata

Unlike in the Ottoman world, the exercise of judicial power in nineteenth century Qajar Iran was not contingent upon formal appointment by the political authority. In accordance with the dominant Ṣūlī theory, it derived from the perceived intellectual ability of a cleric to infer the ruling of God (Ḥukmullāh) from the sources of Twelver Shī'ī law through deductive effort (ijtihād). Like the Ottoman qāḍī, the Qajar Uṣūlī jurist or mujtahid known as Ḥākim-i shar' in a judicial context had both notarial and adjudicative powers. The Qajar jurist could thus authenticate, register, annul legal documents and act as an arbiter in lawsuits. The Qajar jurist could also, however, issue a legal opinion. This was the role of the muftī – a separate judicial office in other parts of the Islamic world. Qajar jurists exercised their extensive judicial powers through a network of informal sharī'a courts, which they came to operate in most Iranian towns and cities largely independent of direct state control. While the notarial aspects of the Qajar sharī'a court have received some scholarly attention, this study aims to investigate the role of the jurist and his ruling (Ḥukm-i shar') in sharī'a litigation (murāfa'a pl. –āt).

The purpose of this study was to determine the degree to which public universities are providing subsidies to tax-exempt, non-profit, legally distinct corporations which serve as university-affiliated foundations. Specifically, this investigation sought to determine (a) the percentage of universities providing subsidies, (b) the types of subsidies provided, (c) the dollar value of subsidies provided by the universities, and (d) whether statistically significant differences exist among the categories of the value of the foundations' endowed funds, university size, and the amounts of foundation unrestricted and restricted expenditures with respect to the presence, type, and dollar ranges of subsidies provided by universities to their affiliated foundations. A survey instrument was developed for purposes of gathering data for this study. The accessible population surveyed consisted of all four-year public universities and colleges with an enrollment exceeding 2,500 full-time students which were members of the National Association of College and University Auditors. Of the selected sample size of 125, a total of 83 usable responses were received, resulting in a completion rate of 66 percent. Based on the results of the study, the following information was obtained: (a) 94 percent of the universities provided at least one type of subsidy to their foundations; (b) 73 percent of the universities provided staff and 80 percent of the universities provided office space to their foundation; (c) 50 percent of the universities provided subsidies of $50,000 or more, 33 percent provided $100,000 or more, and 20 percent provided $250,000 or more to their foundation; and (d) foundations that received the lowest subsidies (zero) had the highest means for endowment values, student enrollments, and expenditures. / Graduation date: 1990

Thesis (Ph. D.)--University of Adelaide, 1987. / Includes bibliographical references (leaves [282]-290).

Le travail de recherche présenté dans cette thèse est né de la confrontation entre la littérature récente sur la transformation structurelle et la littérature portant sur les chaînes de valeur globales. Alors que la transformation productive est analysée par le prisme des transformations des exportations, la fragmentation mondiale des productions rend cette approche problématique. En effet, il peut y avoir une rupture entre le contenu factoriel des exportations et les dotations factorielles des économies, impliquant que la modernisation des exportations ne peut être qu’« illusoire ». Notre démarche vise alors à comprendre la nature complexe et multidimensionnelle de la transformation structurelle dans le contexte actuel, et d’en étudier des déterminants innovants. Nous définissons tout d’abord une transformation structurelle « soutenable » que nous caractérisons à partir d’indicateurs agrégés. Puis, l’étude des déterminants révèle des risques d’ « hyper-spécialisation » associés à l’industrialisation, notamment dans les secteurs du textile et de l’électronique. Nous montrons par ailleurs que la non-conformité aux dotations factorielles permet la diversification vers des exportations modernes. Cette transformation est cependant superficielle, et ce d’autant plus qu’elle s’accompagne d’IDE. Nous identifions également une relation causale positive entre les IDE et l’intensité factorielle des exportations, alors qu’elle est négative avec les dotations factorielles domestiques. La sophistication des exportations dépendrait donc davantage des IDE que de l’accumulation de capabilités. Il apparait donc indispensable dans une approche par les exportations de la transformation structurelle, d’intégrer la dimension de soutenabilité. / The analysis we present in this dissertation emerges from a confrontation of the recent literature on structural change and the literature on global value chains. Productive transformation is almost exclusively analysed through exports transformation. However, the international fragmentation of production makes this export-based approach hazardous. The potential gap between factor content of exports and countries’ factor endowments imply that exports modernization may only be an illusion. We address the complex and multidimensional nature of structural change given the current economic context and we examine innovative determinants of structural transformation. We develop the idea of a sustainable structural transformation that we describe through aggregate indicators. The analysis of the determinants through descriptive and econometric methods reveals risks of lock-in situations as well as risks of immiserising specialisation in the industrialization process, specifically in the textile and electronic sectors. We also find that defying factor endowments encourages diversification towards sophisticated exports. However this transformation is unsustainable especially when countries are major FDI recipients. We show that FDI positively influences factor content of exports while they have a negative impact on factor endowments. Thus, a productive transformation generated through FDI does not imply factor accumulation. Finally, export sophistication seems to rely more on FDI rather than on capabilities accumulation, meaning that the sustainability dimension is essential in an export-based approach of structural transformation.