<p>  </p> <p>Although young children from low-income families may (or may not) have fewer quality literacy experiences at home before attending preschool or kindergarten, instruction from an exemplary teacher matters most for emergent comprehension development. This single, intrinsic case study describes how one exemplary teacher’s interactions with her low-income preschoolers promote their emergent comprehension during read-alouds, while on Zoom, during the COVID-19 pandemic. The unique context of the COVID-19 pandemic required interviews with the teacher and observations of read-alouds to be conducted via Zoom. Socio-cultural, social constructivist and semiotic theories framed this study’s design as a case study. Data analysis utilized Cambourne’s Model of Learning (Crouch & Cambourne, 2020) and Dooley & Matthews (2009) Model of Emergent Comprehension. Key findings were that the teacher formed positive relationships with and among her children, getting to know their families and cultural backgrounds. She used this knowledge along with what she observed during read-alouds to engage her students and personalize both academic and social-emotional instruction for them. Her young students’ responses during read-alouds evidenced how they constructed meaning by making connections between school- and home-based interactions.</p>

There were several purposes to this case study using a convergent parallel mixed method design. The first purpose was to explore how one exemplary high school science teacher (EST) and her selected supporting administrator rated the importance of particular elements of science instruction. The second purpose was to describe how an EST explained her practices of fostering success for her students. The third purpose was to identify the administrator’s practices that supported the EST as described by both educator participants. Data for this study were collected through two researcher-developed instruments, interviews, and documents. The EST completed the Questionnaire of Exemplary Science Teachers (QEST), and the administrator completed the Questionnaire for Administrator Perception of Exemplary Science Teachers (QAPEST). The researcher also conducted an interview with each participant and analyzed documents (i.e., lesson plans, students’ course grades, and Biology Subject Area Testing Program results). The EST examined data to provide context to the case study. Results of the study revealed that both the EST and administrator understood and closely agreed on the importance of science and in the methods of planning and teachingscience. Results also indicated that students taught by the EST were successful in a science program. The EST used a combination of specifying objectives, diagnosing and evaluating student learners in science instruction, planning of science instruction, and delivering of science instruction to assist her students in becoming successful. Results also revealed that the EST and the administrator believed that building strong personal relationships with the students motivated students to want to succeed even more for the EST. Finally, results indicated that unwavering, generative administrative support was helpful in supporting the teacher’s exemplary instruction.

Avec l'avènement du prince en 27 av. J.-C. s'ouvre à Rome ce qu'on appelle le siècle d'Auguste et qui correspond à une période de révolution à la fois politique, mais aussi culturelle. Auteurs et poètes étaient engagés dans cette réflexion collective sur les fondements de la Ville, son identité, ses rapports avec son prince et ses dieux, I'imperium d'Auguste et les modèles à offrir à la nouvelle génération. La thèse entend étudier la manière dont le poète latin Horace participa non seulement au renouvellement des formes poétiques à Rome, mais aussi à ces réflexions sur le nouus status. Comment la lyrique archaïque grecque qu'il tente d'acclimater à Rome dans ses Odes, mais aussi les mythes grecs qu'il réélabore et fait entrer en résonance avec les enjeux du principat, lui permettent d'évoquer les relations privilégiées de Rome et de son prince ? / With the accession of the princeps in 27 BC, begins in Rome the "Age of Augustus" - a period of political, but also cultural revolution. Authors and poets joined this collective thinking about the foundations of the City, its identity, its relationship with its princeps and its gods, the imperium of Augustus, and the ideals to offer to the new generation... This dissertation aims to analyse how the Latin poet Horace took part not only to the renewal of the poetic forms in Rome, but also to these reflections around the novus status. ln which way the archaic Greek lyric, that he tries to adapt to Rome in his Odes, as well as the Greek mythology, that he recreates to make them echo the challenges of the Principate, make it possible for Horace to conjure the privileged relation ship between Rome and its princeps?

A quoi sert la responsabilité contractuelle ? « Réparer » répond la doctrine classique. « Payer ! » conteste un courant doctrinal audacieux. « Punir ? » s’interrogent quelques voix ici et là. La responsabilité contractuelle cherche à reconstituer une situation à l’image de celle qui aurait découlé de l’exécution du contrat. Ce faisant, elle ne remplit pas une fonction unique mais plusieurs fonctions. Elle est d’abord tournée vers le créancier, auquel elle offre un substitut en argent de l’exécution elle-même (fonction de paiement) et la compensation des préjudices consécutifs à l’inexécution (fonction de réparation). Les dommages et intérêts en lieu et place de l’exécution et les dommages et intérêts compensatoires se complètent et permettent le rétablissement du créancier. La responsabilité contractuelle est ensuite tournée vers le débiteur : elle punit l’inexécution d’une particulière gravité en le condamnant à verser une somme supérieure à celle due au titre du paiement et de la réparation (fonction de peine privée). Cette punition peut notamment prendre la forme d’une restitution des profits, sanction de portée générale de la violation lucrative du contrat. L’étude des fonctions de paiement, de réparation et de peine privée révèle le caractère hybride de la responsabilité contractuelle, lequel forge sa spécificité et fonde son autonomie. Des fonctions qui sont reconnues à la responsabilité contractuelle dépendent directement les conditions qui président à sa mise en oeuvre, les effets qui sont les siens, la place qu’elle occupe au sein du droit de l’inexécution, son articulation avec les autres sanctions et la frontière qui la sépare de la responsabilité délictuelle. Cette étude de droit comparé, qui inclut, aux côtés du droit français, les droits allemand et anglais, examine les interactions entre les fonctions et les sanctions de la responsabilité contractuelle en vue d’une meilleure compréhension et d’une possible reconstruction de cette institution. / What is the purpose of contractual liability? “To compensate” will be the classical answer. “To provide a substitute for performance!” will dissent some daring scholars. “To punish?” will ask some voices here and there. Contractual liability aims at reproducing a situation similar to the one that would have resulted from performance. In doing so, it fulfils not one, but several functions. Firstly, looking at the creditor, contractual liability offers him a monetary substitute for performance itself (satisfactory function) and a compensation for the consequential loss suffered due to the breach of contract (compensatory function). Secondly, turning to the debtor, contractual liability punishes particularly serious breaches of contract by allowing an amount of damages greater than the cost of performance and compensation (punitive function). In case of a profit-oriented breach, this punishment can take the form of an account of profits. The clarification of these three functions reveals the hybrid nature of contractual liability that forges its specificity and provides the conceptual foundations for its autonomy. On these functions depend the conditions and effects of contractual liability, its place in contract law and its articulation and combination with the other remedies for breach of contract, as well as its borderline to tortious liability. This comparative work in French, German and English Law examines the interactions between the functions and the sanctions within contractual liability in view of a better understanding and a possible rational reconstruction of the concept of contractual liability.

Ethics was identified by the Ethiopian government as one of the areas requiring attention and was made an integral part of the ongoing Civil Service Reform Program since 1996. Despite the reform efforts that have been going on for about two decades, no rigorous academic and empirical research has been conducted to understand the nature and depth of the problems. Moreover, the theoretical discourses in the general literature and the national efforts made by the government and its development partners also emphasize on the structural and procedural issues of ethics, giving little focus to the behavioural components or dimensions of ethics of civil servants. The purpose of this study was to investigate and critically analyse the nature and dynamics of work ethics in the Ethiopian civil service; and to assess the ethical environment within which the public sector operates in the country. Mixed research method was applied. Questionnaires were used to collect primary quantitative data from two groups of research participants – civil servants and the service users; whereas primary qualitative data were collected employing in-depth interviews from managers and key experts in the field. Data from secondary sources were also used. The quantitative data were analysed using descriptive analysis. The qualitative ones were analysed using the qualitative data analysis technique with the emphasis on the phenomenological approach. The study showed that there is clearly growing awareness of ethical challenges within the civil service, though a fundamental change in the ethical conduct of the employees is not yet realized. It is also found out that there is no problem of legislation and policy frameworks; rather the problem lies in the weak implementation and enforcement of them. Leadership behaviour, absence of strong institutions, poor accountability system, poor remuneration and politicization of the civil service were identified as the biggest challenges to foster ethical conduct. Accordingly, it is suggested that the government play a key role in addressing the problems that hamper the effective implementation of the reform efforts. Other stakeholders such as the civic society organizations, religious institutions, the private sector, schools and the general public should also work closely with the government. Ensuring ethical conduct requires synergy of all actors, ranging from ordinary citizens to high-level decision-making bodies. / Business Management / D.B.L.

This master´s thesis deals with the design of the control circuits for digital potentiometers and their application in analog systems. Digital potentiometers are three-terminal resistors with an adjustable center connection. The digital potentiomneters enable to drive logic gates, LED drivers, LCD drivers, analog switches etc. Controlling of these mentioned devices is possible by the I2C 2- wire serial bus (invented by Philips). The digital potentiometers are used to control of the primary parameters like cut-off frequency and quality factor in the state variable filter and cut-off frequency in a passive filter. Both filters are simulated in PSpice and then compared with the measured results. Next parts of this master's thesis are a computer program and a exemplary protocol.

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Advocacy and leadership style are essential concepts in education. This qualitative case study was undertaken to demonstrate how Robert K. Greenleaf’s servant-leadership framework could be a useful framework to adopt by educational leaders and child advocates. Servant-leadership identifies the needs of others as a primary goal of leadership. The study contributes to understanding the value of exemplary servant-leadership and advocacy in public education as demonstrated by David Lawrence Jr. The researcher addressed questions regarding how Lawrence embodies servant-leadership traits and explored how a servant-leader has been positively influencing early childhood public educational policy in Florida to benefit all children. There were 16 interviews conducted with individuals from four interest groups in Florida: business leaders, political leaders, local South Florida leaders and educational leaders. In addition, data were gathered by observing and interviewing Lawrence. His speeches and other archival documents were also analyzed. The findings illustrated the ten traits of the servant-leadership framework and identified five additional traits modeled by Lawrence that have contributed to his influence on public educational policy. A paradigm shift from authoritarian leadership to an authentic servant-leadership style that advocates for young children and promotes the importance of early childhood educational policy. The dichotomy examined throughout this research focused on servant-leadership and advocacy that is instrumental to make a difference in education as an educational leader navigates through political agendas. Lawrence leads a “Children’s Movement” in Florida that includes an ongoing bi-partisan individuals movement that has changed early childhood education in Florida. The findings of this investigation validate that servant-leadership framework could influence the transformation of public education.

Text in Afrikaans / In hierdie studie word die metableties-eksemplariese aanloop tot die globaliseringsverskynsel ondersoek. Daar word gekonsentreer op die benadering van vier f ilosowe wat met reg die f ilosof iese wegbereiders van bogenoemde verskynsel genoem kan word. Feuerbach, Marx, Nietzsche en Dewey het gewis •n belangrike bydrae tot die bevordering van die Globalisme gelewer. Vervolgens word op die aanloop tot •n plurale samelewingsverband en die fundamentele rol van verskeie ideologiee gef okus. Verskeie globalistiese en inoutentieke opvoedings- en onderwysbenaderings word ook ontleed om die neerslag van die Globalisme op onderwysgebied aan die lig te bring. Die berekende denke voer die botoon in die globalistiese bestel, gevolglik word die besinnende denke nie in die opvoeding en onderwys in aanmerking geneem nie. Die globaliseringsverskynsel het onder andere die volgende implikasies vir die opvoeding en onderwys: Inoutentieke beroepsafrigting. Identiteitskrisis. Ontheemding Waarde- en normrelativisme. Gedegradeerde mens- en kindbeskouing. Sins- en waarheidsverduistering. / The metabletic-exemplary advance of the phenomenon of Globalism is examined in this study. The approach of four philosophers who may aptly be described as the philosophical pioneers of Globalism, has been focused upon. Feuerbach, Marx, Nietzsche and Dewey have certainly made an important contribution towards the advancement of this phenomenon. The advent of a pluralistic societal structure and the fundamental role of several ideologies, responsible for the advancement of a globalistic society, will also be focused upon. Various inauthentic and globalistic approach~s to education are analised in order to illustrate the impact of Globalism on education. Natural-scientific thought sets the pace in the globalistic order, with the result that reflective thought is not taken into account in education. The implications of the globalistic phenomenon for education are the following: Inauthentic job training. Identity crisis. - Alienation. - Value and norm relativism. - Degraded view of mankind and the child. - Obscurity of truth and meaning. / Educational Studies / M. Ed. (Historiese Opvoekunde)

Text in Afrikaans / In hierdie studie word die metableties-eksemplariese aanloop tot die globaliseringsverskynsel ondersoek. Daar word gekonsentreer op die benadering van vier f ilosowe wat met reg die f ilosof iese wegbereiders van bogenoemde verskynsel genoem kan word. Feuerbach, Marx, Nietzsche en Dewey het gewis •n belangrike bydrae tot die bevordering van die Globalisme gelewer. Vervolgens word op die aanloop tot •n plurale samelewingsverband en die fundamentele rol van verskeie ideologiee gef okus. Verskeie globalistiese en inoutentieke opvoedings- en onderwysbenaderings word ook ontleed om die neerslag van die Globalisme op onderwysgebied aan die lig te bring. Die berekende denke voer die botoon in die globalistiese bestel, gevolglik word die besinnende denke nie in die opvoeding en onderwys in aanmerking geneem nie. Die globaliseringsverskynsel het onder andere die volgende implikasies vir die opvoeding en onderwys: Inoutentieke beroepsafrigting. Identiteitskrisis. Ontheemding Waarde- en normrelativisme. Gedegradeerde mens- en kindbeskouing. Sins- en waarheidsverduistering. / The metabletic-exemplary advance of the phenomenon of Globalism is examined in this study. The approach of four philosophers who may aptly be described as the philosophical pioneers of Globalism, has been focused upon. Feuerbach, Marx, Nietzsche and Dewey have certainly made an important contribution towards the advancement of this phenomenon. The advent of a pluralistic societal structure and the fundamental role of several ideologies, responsible for the advancement of a globalistic society, will also be focused upon. Various inauthentic and globalistic approach~s to education are analised in order to illustrate the impact of Globalism on education. Natural-scientific thought sets the pace in the globalistic order, with the result that reflective thought is not taken into account in education. The implications of the globalistic phenomenon for education are the following: Inauthentic job training. Identity crisis. - Alienation. - Value and norm relativism. - Degraded view of mankind and the child. - Obscurity of truth and meaning. / Educational Studies / M. Ed. (Historiese Opvoekunde)