The movement from middle school to high school is a crucial period as adolescents frequently have a difficult time acclimating to the high school environment and often experience a decline in their academic achievement from middle school to ninth grade (DeLamar and Brown, 2016; Ellerbrock and Kiefer, 2014; Fulk, 2003; Mizelle and Irvin, 2000; Neild, 2009). Many students who drop out of school do so in ninth grade and do not graduate on time with their classmates (Asplaugh, 1998; Bottoms, 2002; Fulk, 2003; Neild, Stoner-Eby, and Furstenberg, 2008). The components of a successful middle school to high school transition program address the academic, procedural, and social challenges students face during this time (Akos and Galassi, 2004; Anderson et al., 2000; Block, 2016; Cauley and Jovanovich, 2006; Ellerbrock et al., 2015; Smith et al., 2006). Richard Samuel School (RSS), a stand-alone ninth-grade center, has addressed transition challenges for over 25 years. This single case study research examined the reasons for development of this unique school configuration, as well as the programmatic structures created to address students' academic, procedural, and social concerns, through the perceptions of former students, staff, and administrators. This study identifies the effectiveness, benefits, and drawbacks of the program design which addressed the middle school to high school transition for all students at RSS. The study analyzes the program during the first ten years of its existence, from its inception in 1993 until 2003. As a result of this study, themes around responsive and supportive accountability among staff and students were evident. Through transition structures, such as development of a school support team, core content teachers planning for and teaching advanced and standard level curriculum coupled with student placement on an interdisciplinary team and every student assigned a teacher advisor, students at RSS experienced a positive transition to high school. As a result, a decline in student retention occurred and after year three of implementation, there was a 0% dropout rate. The results of this case study will contribute to research regarding impactful transition programming from middle school to high school. / Doctor of Education / The movement from middle school to high school is a crucial period as students frequently have a difficult time adjusting to the high school environment and often experience a decline in their grades once they leave middle school and enter ninth grade (DeLamar & Brown, 2016; Ellerbrock & Kiefer, 2014; Fulk, 2003; Mizelle & Irvin, 2000; Neild, 2009). Many students who drop out of school do so in ninth grade and do not graduate on time with their classmates (Asplaugh, 1998; Bottoms, 2002; Fulk, 2003; Neild, Stoner-Eby, & Furstenberg, 2008). The transition from middle school to high school involves communication between school personnel, students, and their parents to ensure it is successful. The components of a successful middle school to high school transition program address the academic, procedural, and social challenges students face during this time (Akos & Galassi, 2004; Anderson, Jacobs, Schramm, & Splittgerber, 2000; Block, 2016; Cauley & Jovanovich, 2006; Ellerbrock, Denmon, & Owens, 2015; Smith, Feldwisch, & Abell, 2006). Richard Samuel School (RSS), a stand-alone ninth-grade center, has addressed transition challenges for over 25 years. The focus in this single case study research was to examine the reasons for the development of this unique school configuration, as well as the programmatic structures created to address students’ academic, procedural, and social concerns, through the perceptions of former students, staff, and administrators. An additional focus was to identify the effectiveness, benefits, and drawbacks of the program design which addressed the middle school to high school transition for all students at RSS. The study covered the program during the first 10 years of its existence, from its inception in 1993 until 2003. The results of this study contribute to the research regarding impactful transition programming from middle school to high school.

Learning of threshold concepts in engineering science courses such as statics has traditionally been a difficult and critical juncture for engineering students. Research and other systematic efforts to improve the teaching of statics in recent years range widely, from development of courseware and assessment tools to experiential and other "hands-on" learning techniques. This dissertation reports the findings from a multi-year, dual-institution study investigating possible links between short writing assignments and conceptual knowledge development in statics courses. The theoretical framework of the study draws on elements from cognitive learning theory: expertise, procedural and conceptual knowledge development, and conceptual change. The way that students approach learning in statics with regard to procedural and conceptual knowledge is explored qualitatively, and the relationship between the writing assignments and conceptual knowledge development is examined using a mixed-methods approach. The results show that students approach learning in statics with varying emphasis placed on procedural and conceptual knowledge development and that a student's learning approach influences their perception of the written problems and the ways that they utilize them in learning. Thus, they provide evidence that the learning approach of students may be an important factor in the success of interventions designed to improve conceptual knowledge in statics. Increases in conceptual knowledge as a result of completing the written problems are also empirically supported though limited by problems with data collection. Areas for future work in light of these findings are identified. / Ph. D.

The growth of online learning has provided opportunities for skills otherwise taught traditionally in a face-to-face learning environment to be taught in an online learning environment. Procedural skills, which have traditionally been taught in a face-to-face environment, can also be taught in an online learning environment using various delivery modes including virtual reality, augmented reality, simulations and videos. However, producing materials using some of these delivery modes could be expensive and might require advanced skills. However, video could be cost effective and might not require advanced skills based on the video produced. This study seeks to produce guidelines for using video to teach procedural skills in an online learning environment based on Gagné's Nine Events of Instruction (Gagné, 1975). To accomplish this goal, this study employed a design and development research methodology. The guidelines produced will assist instructors and course developers intending to use video to teach procedural skills based on Gagné's Nine Events of Instruction (Gagné, 1975). A systematic literature review was used to create the initial guidelines which were distributed to expert reviewers. Expert reviewers provided feedback which was used to revise the guidelines for using video to teach procedural skills based on Gagné's Nine Events of Instruction (Gagné, 1975). / Doctor of Philosophy / Procedural knowledge is defined as the knowledge of steps needed to attain a goal (Byrnes et al., 1991). Procedural skills can be taught in an online learning environment using various delivery modes including virtual reality, augmented reality, simulations and videos. However, some of the delivery modes can be expensive and might require advanced skills to use. Videos, on the other hand, can be cost effective and might not require advanced skills to produce depending on way it is produced. This study utilized a design and development research methodology to produce guidelines for using video to teach procedural skills based on Gagné's Nine Events of Instruction (Gagné, 1975). A systematic literature review was used to create the initial guidelines which were distributed to expert reviewers. Expert reviewers from diverse backgrounds related to the study provided feedback which was used to revise the guidelines for using video to teach procedural skills based on Gagné's Nine Events of Instruction (Gagné, 1975).

The purpose of this study was to examine whether organizational practices' fairness (also known as organizational justice) and trustâ contribute to the enhancement of role breadth self-efficacy (RBSE), a form of proactive behavior. The sample consisted of 226 white-collar professionals in large and small organizations. Approximately 70% held a college degree. An a priori path model based on theoretical literature was generated to represent causal relationships among the variables. Two paths were explored: a) the relationship among procedural justice, trust in organization, and RBSE; and b) the relationship among interactional justice, trust in supervisor, and RBSE. Findings indicated a statistically significant relationship between procedural justice and trust in organization. The relationships between procedural justice and RBSE and trust in organization and RBSE were not significant. Interactional justice had a statistically significant relationship with trust in supervisor, but not with RBSE. The relationship between trust in supervisor and RBSE was not significant. Respondents expressed a strong trust in their organization, and a stronger trust in their immediate supervisor. The most important discovery in this study was the statistically significant relationship between education and RBSE. Individuals with graduate degrees reported the highest level of RBSE, followed by people with Bachelor's degrees. Globalization and technology are fueling demands for ever-increasing employee skills and higher levels of education. Organizations need highly educated, proactive individuals in order to be successful. Future research should continue to investigate variables and constructs that may enhance RBSE in the workplace. / Ph. D.

An addict to magic in an (alternate reality) magical world wakes up with the ability to talk to the dead and must navigate sobriety while reluctantly solving cold cases for the cops.

Este estudo volta-se a averiguar a possibilidade de aplicação dos princípios constitucionais e gerais do processo ao controle abstrato de constitucionalidade (aqui abrangidas tanto as ações direta de inconstitucionalidade, como a declaratória de constitucionalidade e, ainda, a arguição de descumprimento de preceito fundamental), bem como a verificar em que medida a especialidade do processo objetivo de controle de constitucionalidade permite, ou não, a aplicação dos princípios gerais do processo e, ainda, a expor que, algumas vezes, as particularidades do processo do controle abstrato resultam na conformação de princípios próprios, diversos daqueles que informam os processos de índole subjetiva. Após uma introdução que busca trazer a lume as origens históricas do controle de constitucionalidade, apresentando o surgimento dos dois modelos de controle repressivo existentes (quais sejam, o norteamericano e o austríaco), bem como a conformação histórica e atual do sistema brasileiro, passa-se à análise dos princípios processuais à luz dos princípios constitucionais fixados na Constituição Federal de 1988. A abordagem é feita mediante o estudo de cada um dos princípios processuais aplicáveis, quais sejam: os princípios da especialidade; do juiz natural e da reserva de plenário; da ação ou demanda; da congruência; da especificação das normas; da causa de pedir aberta; da subsidiariedade; da livre investigação das provas; da indisponibilidade; do contraditório; da publicidade; da motivação e fundamentação das decisões; da irrecorribilidade; e da irrescindibilidade. O estudo é realizado mediante a análise tanto dos posicionamentos da doutrina como das decisões do Supremo Tribunal Federal que exploram mais diretamente o tema da aplicação dos princípios processuais em questão. Ao final, conclui-se que as normas processuais de índole constitucional têm, ao menos em princípio, aplicação no processo de controle de constitucionalidade, bem como que, em decorrência da natureza jurisdicional do processo de controle abstrato, a aplicação de determinados princípios gerais do processo traria inegáveis benefícios, maior segurança e clareza ao processo do controle de constitucionalidade. / This study aims at checking the possibility of applying the constitutional and general principles of judicial proceedings to the abstract constitutionality control (i.e., judicial reviews covering direct unconstitutionality actions, as well as declaratory proceedings of constitutionality, and fundamental precept violation actions), as well as to check to what extent the specialty of the objective control of constitutionality actions permit, or do not permit, the application of general principles of the judicial proceedings and still, to expose that, sometimes, the peculiarities of the abstract control result in conformation of peculiar principles, different from those that inform legal actions of subjective character. After an introduction that aims at enlightening the historical origins of constitutionality control (judicial review), presenting the creation of two existing repressive control models (i.e., North-American and Austrian models), as well as the historical and present configuration of the Brazilian system, an analysis of the procedural principles is made facing the constitutional principles established in the Brazilian Federal Constitution of 1988. The approach is made by studying each one of the applicable procedural principles, such as: specialty principle, natural judge principle and full bench principle; as well as principles of legal actions or claims; congruence; specification or norms; open cause of action; subsidiary rights; free investigation of evidence or proof; inalienability; contradictory; publicity; motivation and recital of decisions, refuse to appeal; and irrevocability. This study is carried out by analysing both the doctrines opinion as well as the decisions of the Brazilian Federal Supreme Court that exploit more directly the theme of procedural principles application being studied. Finally, it is concluded that the procedural norms of constitutional character at least have as a principle their application in the constitutionality control action, as well as that as a result of the jurisdictional nature of the concentrated control action, the application of certain general principles of the proceedings would bring undeniable benefits, greater safety and clearness to the constitutional control actions.

Submitted by Marlene Aparecida de Souza Cardozo (mcardozo@pucsp.br) on 2016-11-25T15:04:04Z No. of bitstreams: 1 Amanda Lobão Torres.pdf: 1421223 bytes, checksum: 3c2118d1f04e2abb193a01e0bfa68aa6 (MD5) / Made available in DSpace on 2016-11-25T15:04:04Z (GMT). No. of bitstreams: 1 Amanda Lobão Torres.pdf: 1421223 bytes, checksum: 3c2118d1f04e2abb193a01e0bfa68aa6 (MD5) Previous issue date: 2016-06-08 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The garantism theory is an existent and important topic surrounding today’s procedural discussions, both national and international context. So, this study goes through the necessary considerations to Luigi Ferrajoli theory approaching it since his "Law and Reason" to more recent publications demonstrating a less forceful position regarding the positivist thesis of the separation between law and morality. Then the study is directed to the garantism in civil proceedings presenting the immense contributions of this doctrine to combat judicial activism. This was, in fact, historically and legally presented. Since the Brazilian proceduralist doctrine has recently appointed the cooperative model as the appropriate one for the democratic constitutional state, considerations garantists were necessary regardin the cooperative or collaborative doctrine, especially concerning ideological inquisitivists roots to this new model, as opposed to the adversarial system defended by procedural garantism. Finally, considering garantists statements about the applicability of a text without interpretation, and also in view of the attachment of this doctrine with semantics, philosophical hermeneutics considerations were put, so were also conclusions regarding democratic, social and liberal paradigm / O presente estudo aborda o garantismo e as discussões que o permeiam num contexto nacional e internacional. Passa pelas necessárias considerações à teoria de Luigi Ferrajoli abordando-o desde sua obra “Direito e Razão” até publicações mais recentes que demonstram um posicionamento menos contundente no que tange a tese positivista da separação entre direito e moral. Em seguida, o estudo direcionou-se ao garantismo no processo civil apresentando as imensas contribuições dessa doutrina para o combate ao ativismo judicial. Este fora, aliás, histórica e juridicamente apresentado. E então, considerando que a doutrina processualista brasileira tem recentemente apontado o modelo cooperativo como um modelo adequado ao Estado Democrático de Direito, uma visão garantista às considerações cooperatistas ou colaborativas intermediaram a discussão, localizando o inquisitivismo neste novo modelo, em contraposição ao sistema acusatório do garantismo processual. Por fim, após o contato com afirmações garantistas acerca da possibilidade de aplicação de um texto sem interpretação e tendo em vista também o apego desta doutrina à semântica, foram postas considerações da hermenêutica filosófica

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Throughout the history of strategy games, the concept of realism has taken part of cultural discourses that claim such games reproduce dynamics of war. In this thesis, A. Galloways, I. Bogosts and C. Pierces work are used to construct the concept of procedural realism to support the thesis that strategy games build realist fiction based on the execution of game processes through the Heads Up Display interface. Discussion on the visibility of rules will draw attention to the extra-diegetic dimensions of games, to explore how these devices promote ideological approaches to the real. The form of realism found in computer strategy games is an example of Katherine Hayles regime of computation, where [c]ode is understood as the discourse system that generates nature itself (27). This worldview is also present in non-computational strategy wargames; however, analysis focuses on Real Time Strategy and Turn-Based Strategy games non-diegetic devices. / Modern Languages and Cultural Studies

Procedural content generation is a technique used to produce a wide range of computer-generated content in many industries today, the video game industry in particular. This study focuses on how procedural content generation can be applied to create emotionally interesting non-player characters and through this, generate narrative snippets that can immerse and interest a reader. The main points examined are how to achieve this using a modular approach to personality and behaviour, how well readers can distinguish whether motivations and interactions are generated by a computer or written by a human, and to what degree a reader can be immersed in a computer-generated narrative. Procedural narrative could help to reduce workload on large projects or lower costs, and is an area in which there is much room for further research. To answer these problems, a literature review of existing techniques for the creation of emotionally interesting non-player characters was conducted and used to design and construct a prototype implementation for generating procedural narrative. The output of this narrative was dressed up to match the style of a human text and A/B testing was conducted utilising a survey in order to evaluate and compare responses to the two texts. Ultimately, the results showed very little difference between the perception of the human-written text and the computer-written text, with the only aspects found lacking in the computer-written text being clarity of emotion and foreshadowing.