The present essay, studying the historical, social, political, and military factors, traces the development of ideas culminating in the detention. Considering the affair in this manner should more clearly explain the "why" of Japanese removal. Particularly, the concept of "military necessity," the Army's major reason for evacuation, is considered with emphasis on factors which contributed to the development of this position. The role of Lieutenant General John L. DeWitt, the primary advocate of removal based on necessity, is explored.

No description available.

This thesis is an investigation of the difference between metabolic and hyperbolic objects in a variety of settings and how they interact with cobordism and 'double cobordism', both in the setting of algebraic L-theory and in the context of knot theory. Let A be a commutative Noetherian ring with involution and S be a multiplicative subset. The Witt group of linking forms W(A,S) is defined by setting metabolic linking forms to be 0. This group is well-known for many localisations (A,S) and it is a classical fact that it forms part of a localisation exact sequence, essential to many Witt group calculations. However, much of the deeper 'signature' information of a linking form is invisible in the Witt group. The beginning of the thesis comprises the first general definition and careful investigation of the double Witt group of linking forms DW(A,S), given by the finer equivalence relation of setting hyperbolic linking forms to be 0. The treatment will include invariants, structure theorems and localisation exact sequences for various types of rings and localisations. We also make clear the relationship between the double Witt groups of linking forms over a Laurent polynomial ring and the double Witt group of those forms over the ground ring that are equipped with an automorphism. In particular we prove the isomorphism between the double Witt group of Blanchfield forms and the double Witt group of Seifert forms. In the main innovation of the thesis, we next define chain complex generalisations of the double Witt groups which we call the double L-groups DLn(A,S). In double L-theory, the underlying objects are the symmetric chain complexes of algebraic L-theory but the equivalence relation is now the finer relation of double algebraic cobordism. In the main technical result of the thesis we solve an outstanding problem in this area by deriving a double L-theory localisation exact sequence. This sequence relates the DL-groups of a localisation to both the free L-groups of A and a new group analogous to a 'double' algebraic homology surgery obstruction group of chain complexes over the localisation. We investigate the periodicity of the double L-groups via skew-suspension and surgery 'above and below the middle dimension'. We then reconcile the double L-groups with the double Witt groups, so that we also prove a double Witt group localisation exact sequence. Finally, in a topological application of double Witt and double L-groups, we apply our results to the study of doubly-slice knots. A doubly-slice knot is a knot that is the intersection of an unknotted sphere and a plane. We show that the double knot-cobordism group has a well-defined map to the DL-group of Blanchfield complexes and easily reprove some classical results in this area using our new methods.

Virtual reality (VR) has been described as a new and unique type of learning media primarily because it encourages active participation. However, a large number of VR worlds are barely more than passive 3D graphic visualisations. This might be due to the lack of guidelines for the design of interactive worlds, or to the learning preferences of the designers themselves. The literature indicates a number of principles, especially in the area of VR design and learning theory that could form the basis of appropriate design guidelines and this thesis presents these as a set of guidelines for VR designers. There is a lack of information about the learning preferences of VR designers or the design of appropriate help systems for VR learning media so four additional fieldwork studies were carried out to investigate the learning styles, communication styles, attitudes towards the use of VR in learning and training situations, and preferences for the design and use of VR help systems using a sample of VR designers and VR design students. The results indicated that the learning style and communication profiles of VR designers may not be suitable for the design of active learning material. It was also found that VR designers had positive attitudes towards the development of VR in general but less so for learning situations. VR designers tended to provide mainly text-based (visual) instruction in their designs, which may be linked to their predominantly visual learning modalities. However, the results suggested that visual-dominant VR design students were equally likely to prefer voiced (auditory) instructions when used naturally within a VR world. The findings from these four studies were incorporated into a broad set of top-level guidelines that form the first step towards a general model for the design of active, participatory VR learning environments.

The root cause of the majority of environmental problems lies not in surface manifestations such as carbon dioxide and ozone, but with social and cultural factors that encourage people to consume far more than they need. Environmental education can be divided into two main kinds: micro approaches, which the majority of current approaches fall under, and macro approaches, which are currently emerging. Micro environmental education considers environmental problems in terms of surface manifestations, and proposes micro-changes such as recycling to address them, without questioning the possibility of a cultural shift away from consumerism. This form of environmental education typically seeks to change the behaviour of social actors by building and appealing to their environmental consciousness in the expectation that they will act rationally. It is argued here that this expectation fails to recognise that social actors are subject to plural rationalities and that their behaviour is driven by complex interrelationships with other social actors. As a result, micro environmental education, despite its best intentions, often fails to adequately address and change the environmentally unsustainable behaviour of the social actors it targets. This thesis firstly aims to uncover why micro approaches to environmental education exist and persist. Primary qualitative research with environmental educators drawn from formal, free-choice and accidental channels of environmental education was conducted and is presented alongside a review of the historical development of environmental education. The second aim of this thesis is to argue against a reliance on micro approaches to environmental education and environmentalism in general and propose instead that environmental education becomes embedded within a wider macro approach. Macro approaches seek to change behaviour through the development of a critical understanding of interrelationships among social actors, leading ultimately to environmentally positive changes in them. Findings from the primary research also help reveal the conditions necessary for macro approaches to emerge from the current environmental education infrastructure. The thesis concludes that macro environmental education is both necessary and possible and calls for further research into its development and practice.

Cette thèse est consacrée à l’étude de la répartition des coefficients de fonctions L automorphes de GL(m) avec m = 2. D’une part, nous avons traité le premier changement de signes de ces coefficients, i.e. des problèmes de type Linnik, et obtenu des majorations du type polynômial. D’autre part, nous avons étudié les sommes longues et courtes des coefficients de fonctions L de GL(m) sur les nombres premiers pour tester leur décompensation, respectivement. / In the thesis we have studied the distribution of the coefficients of automorphic L-functions for GL(m) with m = 2. On the one hand, we have treated the first sign change of these coefficients, i.e. the Linnik-type problems, and obtained the polynomial-type estimates. On the other hand, we studied the long and short summations of coefficients of L-functions for GL(m) on the prime numbers to test their decompensation, respectively.

Zuzana Jindřišková The Study of Secondary Metabolites in Explant Culture of Trifolium pratense L. The basic prerequisite for a successful elicitation that is used to increase the production of secondary metabolites is, among others, finding a suitable elicitor, its concentration and optimal duration of effect of the elicitor on the plant in vitro culture, which was the main subject of this diploma thesis. The focus of our observations was the influence of 6-, 24- , 48- and 168-hour effect of nickel chloride solution (in the concentrations of 0.1 mmol, 1 mmol, 10 mmol and 100 mmol) and zinc sulphate (in the concentrations of 0.1 µmol, 1 µmol, 10 µmol a 100 µmol) on the production of flavonoids and isoflavonoids in the suspension culture of Trifolium pratense L. variety Tempus. The culture was cultivated on the Gamborg nutrien medium with the addition of 2 mg.l-1 2,4- dichlorophenoxyacetic acid and 2 mg.l-1 6- benzylaminopurine at 25řC and the light period of 16 hours light/ 8 hours dark. The maximum content of flavonoids, which was found out by the photometric determination of the Czech Pharmacopoeia 2009, was proved in the suspension culture of Trifolium pratense L. variety Tempus (0.406%) after 48-hour elicitation of nickel chloride solution in the concentration of 0.1 mmol, when there was a...

Reframing Emotional Intelligence as Emotional Wisdom: This research has investigated the motif of emotional wisdom (EW) within a group of female nursing students in one United Kingdom (UK) University, through my perspective as a nurse educator. The provision of effective quality nursing care according to the DOH, (2012) Compassion in Practice policy document identified six fundamental values of nursing: care, compassion, competence, communication, courage and commitment. Nursing practice is predicated on the presence of nurse education that is directed towards developing a safe and competent practitioner. Henderson (2001) and De Lambert (1998) have stated that nursing practice cannot be separated from the affective state of the nurse carrying out nursing care. The nursing literature suggests that EI has a role to play in nurse education, (Cadman & Brewer, 2001, McQueen, 2004, Freshwater & Stickley 2004), a role that is possibly underplayed. Using a qualitative research methodology grounded on a partnership based heuristic, [which is an adaptation of Moutakas’s (1990) methodology]; the study seeks to understand the lived experience of emotional intelligence (EI) of both myself as a nurse educator and those of nursing students. It suggests that a more meaningful way to apply EI within the context of learning and developing as nurses is as emotional wisdom (EW). Aim: to explore the lived experience of EI amongst a group of student nurses Method: a qualitative exploration drawing on Moustakas (1990), which holds the experiences of myself as the researcher, alongside the experiences of a group of nursing students as central to understanding what it is like to be an emotionally intelligent nurse. Findings: the data analysis uncovered four main themes relating to the lived experience of EI among us as a research group: Confronting the Nemesis of Kinsfolk Legacy. This focused on the impact of past emotional events in the development of the study participant in shaping her current emotionally intelligent identity Apprehending the Affective Learning Spaces. This theme explored the learning of emotions and emotional management of self and patients within the ‘classroom’ and the clinical setting pointing to a learning gap between those domains, which was rooted in a lack of emotional preparedness in the university. Authenticity of Being: Occupying Two Worlds. This explored the two domains in which the neophyte nurse found herself coming to an understanding and negotiated role clarity as to whom she was whilst learning as a nurse student and who she was as a daughter, mother, partner. Being Fully Present. This theme explored the data around the experience of learning to be emotionally attuned, or attentive to the patient. These findings are discussed within a creative synthesis and a summary of learning from the study. This seeks to proffer a potential model through which emotionally wise learning might be mediated within nurse education to future nursing students. In presenting such however, I am also offering up these findings with an invitation to you as the reader to determine if your own experiences find resonance with these accounts. Possible implications of the study within the field of nurse education: • Discussion concerning the use of EI measures as an additional recruitment marker to nurse education programmes • A pedagogical approach to nurse education predicated on an EW curricula • Recognition of an ontological oriented curricula in nurse education as a means to enhancing self-awareness.

The aim of the research was to explore the perceptions of educational psychologists (EPs), additional needs learning co-ordinators (ALNCo’s) and pupils of their involvement in person centred reviews (PCRs). The aim was to explore their role and preparation for the PCRs, advantages and disadvantages of the PCRs and the extent to which the PCRs were person-centred. Semi-structured interviews, a group interview and focus group were used to gather the perceptions of five EPs, eight ALNCo’s and four pupils in Authority A. Findings highlight that EPs and ALNCo’s both undertake co-ordinator and contributor roles within the PCRs, occasionally undertaking dual roles within the same review. ALNCo’s predominately undertake the preparation for PCRs with the majority of the EPs’ preparation falling within their regular practice. Advantages of PCRs included their equal, transparent and co-operative nature, their productivity and positivity. Disadvantages included logistical factors, e.g. length of reviews, difficulties bringing professionals together, and parental negativity. The PCRs were predominantly person-centred, with pupils enjoying making a contribution. However, the EPs, ALNCo’s and pupils highlighted that pupil participation could be further increased. Overall findings are potentially informative for fellow EPs and ALNCo’s and indicate the potential impact of engaging in PCRs on professionals’ workloads. The extent to which the PCRs were person-centred is encouraging. Despite the informative findings, they are not generalizable due to the constructivist nature. Previous research has not explicitly explored EPs perceptions of PCRs. Therefore the research addresses this gap in the literature.

Emotional literacy is the ability to understand, express and regulate ones emotions and recognise the emotions of others. It falls under the broader term social and emotional learning (SEL). The ‘ELSA programme’ is a intervention where one or more teaching assistants within a school are trained in emotional literacy and provide intensive targeted emotional literacy support to a young person or group of young people. This study explored the experiences of Emotional Literacy Support Assistants (ELSAs) (n=8) and the young people they worked with (n-7) using a semi structure interview. A thematic analysis revealed that ‘relationships’ seemed to be an important aspect of both ELSAs and children’s experiences of the ELSA programme and pivotal to the change process. It seemed that the child-ELSA relationship was viewed by children as a coping mechanism in itself that children draw on to a varying degree after formal sessions have ended. Factors influencing the formation of this relationship were also identified. For ELSAs these included ELSA qualities, self-confidence and implementation factors. For children these included the qualities of the ELSA, confidentiality and sessions being perceived as fun and enjoyable. The results are discussed with reference to relevant research and the implications in relation to the implementation of the ELSA programme and the support offered by educational psychologists are summarised.