Il est difficile de définir le groupe des citoyens souverains car il a été très peu étudié. Selon les sources, il s’agit d’un groupe terroriste, d’un groupe sectaire ou d’un mouvement radical. La Gendarmerie royale du Canada, les tribunaux et certains services fédéraux et provinciaux prennent des mesures pour contrer l’impact des actions criminelles qu’ils commettent. Pour sa part, le Service canadien du renseignement de sécurité (SCRS) n’identifie pas ce groupe comme une entité terroriste. L’objectif de ce mémoire n’est pas de définir le groupe des citoyens souverains, mais plutôt de comprendre le processus d’adhésion à ce groupe au Québec. À l’aide de la théorie de l’action situationnelle, il démontre les étapes de la création d’un filtre moral chez les adhérents au mouvement. Par induction analytique à partir de témoignages de membres du groupe, il présente les conditions nécessaires à l’adhésion aux citoyens souverains. Parmi celles-ci, on retrouve la victimisation et l’exposition sélective aux théories du complot. Ce mémoire est la première étude qui sonde le point de vue des adhérents pour permettre de comprendre comment ils en viennent à commettre des gestes illégaux qu’eux considèrent légitimes. / Groups of sovereign citizens are hard to define since they are the subject of very few studies. According to sources, they are terrorist groups or sectarian groups or they are part of a radical movement. The Royal Canadian Mounted Police, courts and some federal and provincial departments and agencies are taking measures to offset the impact of criminal actions they commit. As for the Canadian Security Intelligence Service (CSIS), it does not consider these groups as terrorist entities. The purpose of this thesis is not to define these groups per se, but rather to understand the enrolment process for Quebec sovereign citizens. Through situational action theory, it shows the various steps involved in the creation of a moral filter by this movement’s members. By analytic induction based on testimonies of group members, it shows the prerequisites for enrolling in the sovereign citizen movement – such as victimization and selective exposure to conspiracy theories. This thesis is the first study to poll the views of these members in order to understand how they get to commit illegal acts that they consider to be totally legitimate.

This thesis deals with diagnosing school readiness at enrollment for compulsory school attendance. The paper defines the terms of school readiness, school maturity, enrollment for compulsory school attendance, school attendance postponement and acceptance of the child younger than six years. Another part describes the enrolment process for compulsory education in primary schools in Českobudějovicko. Three goals have been set: how teachers of selected primary schools in Českobudějovicko diagnose school readiness during enrollment for compulsory school attendance, what is their experience with school start postponement and early school starts (before 6 years), and to see if elementary schools cooperate with kindergartens in enrollment for compulsory school attendance. To achieve the goals was used qualitative research, an interrogation method, semi-structured interview technique. Through interviews with selected teachers coming from nine primary schools these objectives have been met. Elementary schools use different methods for diagnosing school maturity, but in most cases they diagnose the child in the fields recommended by literature. They also cooperate with kindergartens in the enrolment process. Experience of their teachers with an additional postponement in enrolment, or with early enrolment...

The objective of the research is two-fold. Firstly, the research aims to arrive at a meaningful estimate of child labour in South Africa, and secondly, to establish a link between child labour and scholastic retardation. To establish an understanding of the turf, I take the reader through a detailed analysis of why children work, where they work and whom they work for. The study looks at the problems that have defined child labour for many decades and the steps taken both internationally and locally to enhance the efforts for its elimination. It looks at how, internationally, the campaign against child labour has shifted from children engaged in economic activity, to children engaged in hazardous work and the Worst Forms of child labour, which involves the economic exploitation of children by adults, through child prostitution, pornography, elicit trade, armed conflict etc. The definitional problems that have plagued the estimation of child labour in South Africa are reviewed, and I suggest specific approaches to measurement and estimation of child labour in future. I discuss the pertinent issues that need to be addressed to define child labour in South Africa, and I use the 1999 Survey of Activities of Young People (SAYP) to develop a conceptual framework of estimating child labour in South Africa. This is against the backdrop of the apparent disagreement between the main role-players, on the estimated levels of child labour in the country. I apply my model to the SAYP data set, and I estimate child labour by isolating all children in hazardous work, either by working conditions or environment, effect to child’s health and child’s schooling or by the number of hours for which they worked. I am very aware and mindful of the overwhelming need for children to work, among many South African households, simply for household sustenance. I therefore use the concept of long-hour cut offs, for different age groups of children to clearly establish the difference between ‘unacceptable’ child labour and ‘acceptable’ child work. To obtain the second objective of the study - establishing a link between scholastic progression and child labour, I focus on children who were attending school at the time of the survey, in the households under investigation; and, I choose to use the ‘grade-specific scholastic retardation rate’ as the appropriate measure of scholastic progression. By introducing gender as one of the determinants, I construct nine, different but not necessarily mutually exclusive groups of children with apparent variation in the intensity of the child labour characteristic. Then, among the children in each of the nine groups, I calculate grade-specific scholastic retardation rates (SRR) for children who were enrolled in grades 1 to 6 at the time of the survey. I am then able to graphically compare the SRR for the nine different groups, and graphically demonstrate that there is a link between child labour and scholastic retardation. The results of the research show that children in child labour tend to be more scholastically retarded than those who are not engaged in child labour, and that child labour seems to have more adverse effects on boys than girls enrolled in the same grades. / Dissertation (MA (Demography))--University of Pretoria, 2006. / Sociology / unrestricted

Les enfants (d') immigrés sont porteurs d'une langue et d'une culture familiales différentes de celles de la société d'arrivée et de son école. Or, la langue et la culture familiales jouent un rôle important dans le développement harmonieux de l'enfant et son « intégration » à la société d'arrivée. L'école qui doit permettre à l'enfant d'une part de se construire en tant qu'individu et d'autre part de trouver sa place dans la société où il vit, véhicule une culture différente, considérée comme légitime. Que fait-elle des langues et cultures familiales des enfants (d') immigrés? Jusque dans les années 1970, rien de particulier n'était prévu pour les enfants (d') immigrés scolarisés. Ils devaient se fondre dans la masse des élèves. Avec la mise en place d'une politique de regroupement familial, l'institution scolaire a commencé à prendre en compte ces enfants. Deux dispositifs ont été institués : des structures d'accueil pour les enfants non francophones et des enseignements de langue et culture d'origine. Cependant, si ces dispositifs constituent un premier pas dans la prise en compte des enfants (d') immigrés dans les écoles, elles restent dans une logique simultanément assimilationniste et différencialiste. Au delà de la conception de ces dispositifs, les observations effectuées dans les classes d'accueil et les cours de langue et culture d'origine de Côte d'Or ainsi que les entretiens et les enquêtes réalisées auprès des enseignants de ce département ont montré différents problèmes matériels, techniques et humains dans leur fonctionnement. Par ailleurs, la période de scolarisation joue un rôle important dans la construction des enfants et ce que l'on y enseigne marque pour longtemps. Ainsi, la place donnée aux cultures extra-occidentales ainsi que l'image de l'autre véhiculée au cours de celle-ci, en particulier par les manuels scolaires, d'une part constituent le miroir de la manière de voir l'autre plus généralement dans la société d'arrivée, et d'autre part emportera des conséquences sur le long terme, sur la société de demain. L'occidentalo-centrisme qui caractérise l'enseignement de l'histoire et de la littérature entraîne une dévalorisation/stigmatisation de l'Autre, de ses langues et de ses cultures qui est transmise aux élèves. / Immigrant(s') children are the purveyors of a family tongue and culture which differ from that of the host country and its education system, when in fact, family culture and the mother-tongue play a major role in harmonious child development and in his/her integration into society. School, which should aim at both enabling the child to establish himself/herself as a subject and finding his/her place in society, conveys a different culture, which is regarded as legitimate. What about the tongues and cultures of immigrant children? Until the 1970s, nothing specific was schemed for immigrant school children. They had to merge with the rest. Family reunification policies brought along the taking into account of these children. Two systems were introduced : childcare facilities for non-francophone children and courses in the culture and language of their country of origin. Yet, if such policies have been a first step towards the taking into account of immigrant children within education systems, they've remained within a pattern of simultaneous assimilation and differentiation. Beyond what these policies intended, the observations made in the « reception and integration » classes and language and cultural courses of Côte d'Or, along with the interviews and surveys carried out with the teachers of the county, have pointed out different practical and human problems in their very functioning. Moreover, the schooling years play an important part in the building up of children and what is taught will leave its mark for long. Thus, the importance given to overseas cultures as well as the image of the other conveyed during that time, particularly through books, constitute the mirror of the way to see the other in the host society on the one hand, and will bear long-time consequences on tomorrow's society on the other hand. The western ethnocentrism which characterizes the teaching of History and Literature leads to the stigmatization of the Other, through the tongues and cultures transmitted to students.

Spatial, temporal and population dynamics have influenced learner enrolments in Vhembe District primary schools in Limpopo, South Africa. Vhembe District primary schools have in recent years experienced closure of some of its primary schools due to declining learner enrolments. The dynamics of demographic factors such as migration, fertility and mortality cause fluctuations in the school-age population over time and across space. Poor economic development, the location of the district and the spatial distribution of primary schools make the situation in this rural-based district even more complex. The communities of Vhembe District are discontent about the state of affairs in the area regarding the provision of education and the closure of schools. The closure of schools destabilises the social cohesion amongst members of the community and disempowers them, while inadequate provision of primary school education makes them feel neglected and robbed of their constitutional right. This study investigated the causes of declining learner enrolment and the effect of the closure of schools on the communities. To achieve the objectives data came from questionnaires at household level and from interviews conducted with educators, circuit managers, officials in the Limpopo Education Department and traditional leaders. The study found that declining fertility and out-migration from the area are responsible for a declining school-age population. This is the reality and the communities of Vhembe District will have to live with it because overall learner enrolments continue to decline. Lack of a planning model in the former Venda territory led to an over-supply of primary schools thus schools in close proximity had to compete for learners. Poorly equipped schools and general development of the area exacerbate the problem and some members of the community perceive education in this district to be inferior. Younger economically active people are increasingly moving to places with better opportunities. This study offers some recommendations to alleviate the problems identified in Vhembe District. Application of a geographical approach to an adaptive strategy considers the natural environment in political, social and economic context. It suggests that education authorities could apply such a strategy to make the schools in rural areas more sustainable / Geography / D. Phil. (Geography)

Spatial, temporal and population dynamics have influenced learner enrolments in Vhembe District primary schools in Limpopo, South Africa. Vhembe District primary schools have in recent years experienced closure of some of its primary schools due to declining learner enrolments. The dynamics of demographic factors such as migration, fertility and mortality cause fluctuations in the school-age population over time and across space. Poor economic development, the location of the district and the spatial distribution of primary schools make the situation in this rural-based district even more complex. The communities of Vhembe District are discontent about the state of affairs in the area regarding the provision of education and the closure of schools. The closure of schools destabilises the social cohesion amongst members of the community and disempowers them, while inadequate provision of primary school education makes them feel neglected and robbed of their constitutional right. This study investigated the causes of declining learner enrolment and the effect of the closure of schools on the communities. To achieve the objectives data came from questionnaires at household level and from interviews conducted with educators, circuit managers, officials in the Limpopo Education Department and traditional leaders. The study found that declining fertility and out-migration from the area are responsible for a declining school-age population. This is the reality and the communities of Vhembe District will have to live with it because overall learner enrolments continue to decline. Lack of a planning model in the former Venda territory led to an over-supply of primary schools thus schools in close proximity had to compete for learners. Poorly equipped schools and general development of the area exacerbate the problem and some members of the community perceive education in this district to be inferior. Younger economically active people are increasingly moving to places with better opportunities. This study offers some recommendations to alleviate the problems identified in Vhembe District. Application of a geographical approach to an adaptive strategy considers the natural environment in political, social and economic context. It suggests that education authorities could apply such a strategy to make the schools in rural areas more sustainable / Geography / D. Phil. (Geography)

The quest for a better way to learn and teach programming, in particular object-oriented programming, is a challenge that continues to intrigue computer science educators. Even after decades of research in learning to program, educators still search for the optimal instructional approach that will solve the `learning to program effectively' problem among introductory programming students. The aim of this study was to gain insight into, and to suggest possible explanations for, the "qualitatively different ways" in which students experience learning to program using an object-oriented programming language, and to recommend teaching and learning strategies as a result of the outcomes of the research. In order to achieve these aims, a combination of phenomenographic research methods and elements of activity theory have been employed to gain an in depth understanding of pre- and in-service teachers' learning experiences. The categories of description for the phenomenon, learning to program and the influence of the learning context have been analysed and described in detail. It is argued that understanding learning to program using Java, in order to teach programming involves more than understanding learning to program as it is normally taught in university programming courses. In addition to object-oriented concepts such as message passing, inheritance, polymorphism, delegation and overriding, it entails understanding how learning to program is reflected in the goals of instruction and in different instructional practices. Knowledge of learning to program must also be linked to knowledge of students' thinking, so that teachers have conceptions of typical trajectories of student learning, and can use this knowledge to recognize landmarks of understanding in individuals. The findings suggest relationships among students' affective appraisals of the value of learning to program, their conceptions of learning to program, their approaches to learning it, their evaluations of their performance in tests and examinations and outcomes of their actions. The relationships emerged from student descriptions of their actions and the way in which different aspects of their learning and outcomes related to one another were qualitatively described and in some cases, quantified. In particular, the tensions between prior programming knowledge of a procedural language and current learning of an object-oriented language have emerged in the study. This has implications for teaching, as this study was set against the backdrop of the change in programming language in high schools, from a procedural to an object-oriented language. / Mathematical Sciences / PhD (Maths, Science and Technology Education)

The purpose of this thesis was to identify the most common causes of school suspension within a regional survey in comparison with the views of parents, elementary and kindergarten teachers. In connection with this theme the author dealt with pre-school child characteristics focusing on school maturity diagnosis and school suspension problematics. The main reasearch was realised i Pedagogical-psychological advice centre in Kladno in 3 selected years ranging from 1999 to 2010. The method of analysis has been used to collect the data. A survey in a form of an anonymous questionnaire clearified opinions of selected respondents. On the basis of this observation a casuistry of a school suspended child with specific needs has been made. This casuistry demonstrates further development of a child after starting it's school attendence. Submitted results of the thesis confirmed the opinions of experts in this field as well as conclusions of researches focusing on school suspension issues. It has been found out, that the most common causes of school suspension in the examined lokality are the issues of speech, visual and hearing perception, graphmotorics and school work maturity. This finding was identical with the views of respondents of the survey. The respondents marked psychological area of school...

This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully. / PhD Doctorate

Submitted by Luis Felipe Lopes Martins (lopesmartins.luis@gmail.com) on 2016-01-29T21:26:38Z No. of bitstreams: 1 Regulação da Prev. Compl. Fechada sob a Perspeciva da Econ.pdf: 1574022 bytes, checksum: 838f7519247a9eb766f1fd72df335260 (MD5) / Rejected by BRUNA BARROS (bruna.barros@fgv.br), reason: Favor submeter novamente, pois faltou a ficha catalográfica. on 2016-02-11T17:32:48Z (GMT) / Submitted by Luis Felipe Lopes Martins (lopesmartins.luis@gmail.com) on 2016-02-11T17:50:59Z No. of bitstreams: 1 Regulação da Prev. Compl. Fechada sob a Perspeciva da Econ. Comportamental - Luis Lopes Martins.pdf: 1600447 bytes, checksum: bda49ea57d8454add667b598daa8a61b (MD5) / Approved for entry into archive by BRUNA BARROS (bruna.barros@fgv.br) on 2016-02-16T17:20:53Z (GMT) No. of bitstreams: 1 Regulação da Prev. Compl. Fechada sob a Perspeciva da Econ. Comportamental - Luis Lopes Martins.pdf: 1600447 bytes, checksum: bda49ea57d8454add667b598daa8a61b (MD5) / Approved for entry into archive by Maria Almeida (maria.socorro@fgv.br) on 2016-02-16T18:58:50Z (GMT) No. of bitstreams: 1 Regulação da Prev. Compl. Fechada sob a Perspeciva da Econ. Comportamental - Luis Lopes Martins.pdf: 1600447 bytes, checksum: bda49ea57d8454add667b598daa8a61b (MD5) / Made available in DSpace on 2016-02-16T18:59:01Z (GMT). No. of bitstreams: 1 Regulação da Prev. Compl. Fechada sob a Perspeciva da Econ. Comportamental - Luis Lopes Martins.pdf: 1600447 bytes, checksum: bda49ea57d8454add667b598daa8a61b (MD5) Previous issue date: 2015-12-15 / The present dissertation looks into the use of measures as the automatic enrolment in the pension funds regulation from the perspective of the loosening of the concept of rationality, based on the Law and Behavional Economics. The work is initiated by the historical evolution of Brazilian pension funds’ regulations. It analyzes the systemic impacts created by changes to the pension pillars, particularly to the first one (public pension). In view of these changes and the increasing relevance of the second pillar (occupational pension) to ensure the welfare, this dissertation aims to analyze the possibility of occurrence of cognitive biases in complementary pensions-related decisions. Those cognitive biases can lead individuals to choose options that do not maximize their welfare, for reasons such as inertia, procrastination and optimism, unlike the predicted by the rationality assumption of the neoclassical economic theory. The outcomes analyzed indicate the necessity of regulatory measures to mitigate these cognitive biases, which should be mainly the adoption of a choice arquitecture that can induce the welfare maximization, without limit the individual freedom of choice. Those measures, however, specially the automatic enrollment, are intended to alleviate the cognitive biases, being censurable its adoption in pension plans with predominance of other reasons to the low levels of enrollment, as distrust in the fund administration. Moreover, is needed to respect certain criteria in the automatic enrollment implementation, in order to ensure that this instrument is used only when cognitive biases that reduce the welfare are observed, as well that the option that people are being nudged to is a gainful option, at least most of the times. At end, it is verified the legality of these measures using the standard of proportionality, which allows to identify the limits to the regulatory intensity. / A presente dissertação investiga a utilização de medidas como a adesão automática pela regulação da previdência complementar fechada a partir da flexibilização do conceito de racionalidade, tendo como base a Análise Econômica e Comportamental do Direito. Inicia-se o trabalho pela evolução histórica da regulação da previdência no Brasil, avaliando os impactos sistêmicos das alterações ocorridas no primeiro pilar previdenciário (regimes básicos). Em virtude dessas alterações e do crescimento da relevância do segundo pilar de previdência social (Previdência Complementar Fechada) para a manutenção do bem-estar, analisa-se a possibilidade de ocorrência de vieses cognitivos que implicam desvios de racionalidade dos indivíduos nas decisões relativas à previdência complementar. Esses vieses cognitivos podem fazer com que indivíduos escolham alternativas que não maximizam seu bem-estar, por razões como inércia, procrastinação e superotimismo, ao contrário do que aponta o pressuposto de racionalidade da Economia Neoclássica. Os resultados analisados conduzem à necessidade de adoção de medidas regulatórias capazes de mitigar esses desvios de racionalidade, na forma de adoção de arquitetura de escolhas que induzam à maximização do bem-estar individual, sem limitar a liberdade individual dos envolvidos. Essas medidas, entretanto, especialmente a adesão automática aos planos de benefícios, destinam-se à mitigação de vieses cognitivos, sendo criticável sua adoção em planos de previdência onde observa-se predominância de outras razões para baixos níveis de adesão, como desconfiança em relação à gestão do plano. Ademais, faz-se necessário respeitar certos critérios para sua implementação, a fim de garantir que esse instrumento somente seja utilizado quando se observar vieses cognitivos que prejudiquem significativamente o bem-estar, bem como que a opção à qual os indivíduos estão sendo induzidos é vantajosa, ao menos na grande maioria das vezes. Ao final, verifica-se a juridicidade dessas medidas, à luz da proporcionalidade, norma que permite identificar os limites para a intensidade regulatória.