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This study examines policy and procedure documents related to Disability at 3 U.S. institutions of higher education over a 25-year time frame. Policy and procedure documents are the foundation that govern how institutions "handle" Disability, outlining expectations and guidelines for providing services and establishing bureaucratic channels used to determine who has access to those services. This research employs a comparative case study mixed methods approach. The found documents and their online contexts are analyzed according to four qualities: findability, cohesion, consistency, and transparency. A document's findability refers to the ability of a user to locate the original document, and a document's cohesion, consistency, and transparency, refer to respectively where, what, and how these documents persist from their original creation date. As I collected these documents, I constructed comparative matrices to track these qualities within and across three different universities. The initial findability of documents demonstrates two key results: 1) during the overall 1990– 2015 time frame, there was a marked change in the availability of materials in a digital format, and 2) the emergence of a way to describe documents via the phrase "Does Not Exist." These materials definitively did not exist prior to a given time frame, but later versions of such documents included an earlier start date. Cohesion results indicate that the documents most likely to be presented in a single source were broadly usable to a large portion of the university population: the general student body. Consistency results address a major issue with the document search: while these materials were likely to exist, at each of these institutions and time frames (barring the DNE documents), they are very difficult to track down. Transparency across found, single-source documents was ubiquitous; if it could be found, it had searchable text. Beyond the findings of my document collection, I created two major products as a result of this dissertation work: key recommendations for different stakeholder groups and a curated exhibit of VT-specific materials collected for this study. / Doctor of Philosophy / This study examines policy and procedure documents related to Disability at 3 U.S. institutions of higher education over a 25-year time frame. Policy and procedure documents are the foundation that govern how institutions "handle" Disability, outlining expectations and guidelines for providing services and establishing bureaucratic channels used to determine who has access to those services. This research employs a comparative case study mixed methods approach. The found documents and their online contexts are analyzed according to four qualities: findability, cohesion, consistency, and transparency. A document's findability refers to the ability of a user to locate the original document, and a document's cohesion, consistency, and transparency, refer to respectively where, what, and how these documents persist from their original creation date. As I collected these documents, I constructed comparative matrices to track these qualities within and across three different universities. The initial findability of documents demonstrates two key results: 1) during the overall 1990– 2015 time frame, there was a marked change in the availability of materials in a digital format, and 2) the emergence of a way to describe documents via the phrase "Does Not Exist." These materials definitively did not exist prior to a given time frame, but later versions of such documents included an earlier start date. Cohesion results indicate that the documents most likely to be presented in a single source were broadly usable to a large portion of the university population: the general student body. Consistency results address a major issue with the document search: while these materials were likely to exist, at each of these institutions and time frames (barring the DNE documents), they are very difficult to track down. Transparency across found, single-source documents was ubiquitous; if it could be found, it had searchable text. Beyond the findings of the document collection, there are two major products as a result of this dissertation work. First, key recommendations for different stakeholder groups (SEEKERS, WRITERS, and KEEPERS) are outlined; these recommendations are intended for the entire audience as practices that they can incorporate within their own documents. Second, the work undertaken to create a repository using materials from my document collection, utilizing the Qualitative Data Repository (based in Syracuse University) as the host for a curated exhibit of VT-specific materials, is described.

Mi trabajo de investigación se centra en el estudio de problemas organizacionales en situaciones de colaboración. En particular, esta tesis se compone de tres capítulos en los que analizo problemas de incentivos en la investigación interdisciplinar y en acuerdos de colaboración entre empresas y universidades. El primero capitulo de mi tesis, "Incentives for Interdisciplinary Research", es (hasta el momento y según mi conocimiento) el primero trabajo que caracteriza formalmente la investigación interdisciplinar a través de complementariedad en la producción y desventaja innata en los costes para el desarrollo de una nueva área científica. Mi trabajo demuestra que cuando los objetivos de la investigación son suficientemente exigentes, la investigación interdiciplinar es preferible a la investigación especializada. En el segundo capítulo de la tesis, "Business-Science Research Collaboration under Moral-Hazard", analizo cómo las características de acuerdos de colaboración son el resultado de un contrato óptimo entre las partes contratantes. Además, el tipo de acuerdo puede ser un importante instrumento de incentivo cuando algún (algunos) de los recursos importantes para la colaboración no son contratables. El análisis se hace en dos dimensiones: de la estructura del gobierno del acuerdo (descentralizada o centralizada), y de los problemas de información que esa estructura enfrenta. Aunque una estructura descentralizada siempre elije proyectos que están más cercanos a los intereses de la parte gobernante, las dos estructuras podrán utilizar el proyecto como mecanismo para reducir el efecto de riesgo moral. El tercero capítulo de la tesis, "Patents and Business-Science Research Partnership" (escrito en conjunto con Walter Garcia-Fontes), presenta un estudio empírico que relaciona las características de patentes con el proceso de investigación que las precedieron. Utilizando datos de patentes europeas, los resultados de este capítulo están de acuerdo con las predicciones teóricas del capítulo anterior de esta tesis: la identidad institucional de las organizaciones que hacen la investigación se hacen visibles en las características de las patentes. / The research of my PhD dissertation focuses on the study of organizational problems, in the context of collaborative relations. In particular, the dissertation is composed by three chapters, in which I analyze incentives problems in interdisciplinary research and in collaboration agreements between firms and universities. The first chapter of the thesis, "Incentives for Interdisciplinary Research", is (up to the moment and to my knowledge), the first article that formally characterizes interdisciplinary research: through the presence of complementarities in the production and through an innate cost disadvantage, when developing a new scientific area. My work shows that when the goals for the research are sufficiently demanding, interdisciplinarity is preferred to specialization. In the second chapter of the thesis, "Business-Science Research Collaboration under Moral-Hazard", I analyze on how the characteristics of a research agreement can be the optimal outcome of a contract between the parties. Furthermore, the type of project can also be an importance incentive tool when some of the resources that are important for the success are non-verifiable and non-contractibe. The analysis is developed in two dimensions: the structure of partnership governance (decentralized and centralized), and the informational constraints that such structures may face. Even if a decentralized structure chooses a type of project that is closer to the interests of the governing party, both structures may optimally use the project as a mechanism to reduce the impact of moral-hazard. In the third chapter of the thesis, "Patents and Business-Science Research Partnership" (jointly written with Walter Garcia-Fontes), I present an empirical study that relates the characteristics of the patents with the research process that lead to the inventions. Using data from the European Inventors Survey, PatVal-EU, the results of this chapter are aligned with the theoretical predictions of the previous chapter of the thesis: the institutional identity of the research organizations are associated with different basicness levels of the patens.

En mettant en œuvre une démarche éthique rigoureuse et en m’appuyant sur mon propre passé de chercheur océanographe, j’explore dans cette thèse les différents aspects du travail de recherche, depuis le choix des sujets de recherche, en passant par l’élaboration de la connaissance, jusqu’aux conséquences des découvertes, et montre qu’ils sont tous le lieu de tensions éthiques. Je tente d’en cerner les contours, et de leur apporter des réponses argumentées. Cela me conduit enfin à proposer un certain nombre de pistes pour développer la vigilance éthique des chercheurs. / In this thesis, using a rigourous ethical approach and relying on my own experience of a researcher in oceanography, I explore all the aspects of research - the choice of a research field, the development of knowledge, the consequences of the findings- to show that they are all subject to ethical tensions. I try to circumvent them, and to bring arguments to answer them. I eventually propose several ideas to develop the ethical carefulness among the scientists.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999.

O presente trabalho apresenta uma alternativa para despertar nos principais players do setor da inovação farmacêutica e biotecnológica um interesse maior em utilizar os resultados das invenções brasileiras de empresas e instituições de pesquisa na produção de novos medicamentos. Considerando o atraso brasileiro em relação aos processos de inovação que derivam do conhecimento cientifico e as inúmeras peculiaridades dessas inovações nas áreas farmacêuticas e biotecnológicas apresentamos algumas sugestões de incremento no arcabouço jurídico nacional com base em estruturas legais e, também, usando parte da legislação americana como paradigma para algumas mudanças. Nesse sentido, sugerimos a criação de sociedades de propósito específico entre os setores público e privado para o desenvolvimento da inovação, o que permitiria que questões estratégicas, como a co-titularidade das patentes, fossem dirimidas em acordos societários (quotistas ou acionistas). Além disso, recomendamos a constituição de um núcleo de inovação tecnológica em institutos de pesquisa como no Instituto Butantan para usufruir dos benefícios da lei de inovação, principalmente em relação ao licenciamento de patentes e, nos moldes do Bayh Dole Act em vigor nos Estados Unidos, sugerimos que o setor público, ao licenciar as patentes, privilegie as empresas nacionais de pequeno porte. / The present work suggests alternatives in the pharma and biotechnology innovation areas to use the results of Brazilian inventions obtained in research institutes and biotechnology companies for the production of novel drugs. We present some suggestions to improve the Brazilian legal system based on legal structures and using examples of the American legal system as a reference. Thus, we suggested setting up specific purposes companies between the public and private sector to develop innovation, which would allow solving strategic questions, such as patent co-ownership, through corporate agreements (quotaholders or shareholders). In addition, we recommend the establishment of a technology innovation office in researches institutes, such as Instituto Butantan to allow it to be able to take advantages offered by the Brazilian innovation law and, along the lines of the Bayh Dole Act, duly in force in United States, we suggested that the public sector, when licensing its patents, grant privileges to small national companies.

Esta pesquisa teve como objetivo compreender o processo da Iniciação Científica (IC) enquanto um dispositivo de formação do pesquisador na graduação, analisando especificamente o modo como os textos produzidos ao longo da IC podem revelar o desenvolvimento do aluno-pesquisador. Dentre as pesquisas já realizadas sobre a IC, observamos que elas não mostraram a relação entre o pensamento a linguagem nesse percurso formativo. Por isso, tivemos, como objetivos específicos, verificar quais as marcas textuais que nos permitem compreender essa prática científica e de formação por meio da relação entre a linguagem e o pensamento. Para tanto, partimos da teoria do Interacionismo Social (VIGOTSKI, 2001, 2007, 2009) e de estudos contemporâneos acerca da teoria vigotskiana (FRIEDRICH, 2012), sobretudo da noção de funções psicológicas superiores linguagem e pensamento e sua relação na formação dos conceitos científicos. Em seguida, baseamo-nos na corrente do Interacionismo sociodiscursivo (BRONCKART, 1999, 2006, 2008a, 2008b, 2008c, 2009, 2011), que é uma atualização contemporânea do Interacionismo social e que tem entre seus objetivos estudar o papel da linguagem no desenvolvimento humano e na construção de saberes, com base emVigotski e outros autores. Como dados de pesquisa coletamos os textos que, obrigatoriamente, os estudantes devem produzir no contexto da IC, na Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. Assim, foram coletados projetos de pesquisa, relatórios finais, apresentações orais de pesquisa com os respectivos resumos de três estudantes do curso de Letras, na habilitação de Português/Francês. Esses dados foram analisados por meio dos níveis de análise textual e discursiva proposta por Bronckart (1999) e os resultados foram discutidos por meio dos sistemas linguageiros, assim como abordados por Bronckart (2008b) e Bota (2011), pelos quais toda produção linguageira sofre três tipos de restrições: social (incluem-se aqui os mecanismos enunciativos como as vozes e as modalizações), psicológica (restrições impostas pelo uso dos tipos de discurso) e lingüística (restrições impostas pelo uso dos conectores e da coesão verbal e nominal). Como resultado da pesquisa, encontramos uma dinâmica específica entre os tipos de discurso e o gênero textual produzido, pois, a cada etapa da pesquisa, os gêneros determinavam a escolha de determinado tipo de discurso. Também verificamos que a coesão nominal pode nos fornecer resultados importantes para a análise do posicionamento do autor empírico no texto, ou seja, a emergência de um posicionamento de pesquisador. Ademais, encontramos dois tipos de vozes no decorrer da Iniciação Científica: a voz do estudante e a voz do pesquisador. A primeira, identificada nos projetos de pesquisa, tem a função de organizar a pesquisa segundo uma ideia central advinda da experiência das estudantes enquanto graduandas em Letras, na habilitação de Português/Francês. A segunda voz, delimitada nos textos finais das pesquisas, o relatório final e a apresentação oral, é a voz do pesquisador, a qual busca a regularidade nos resultados das pesquisas e os nomeia, dando-lhes um contorno conceitual por meio de uma generalização. / This research aimed to understand the process of Scientific Initiation as an educational device in the undergraduate courses, analyzing specifically how the texts produced over the Scientific Initiation can reveal the development of student-researcher. Among the research already conducted on the Scientific Initiation, we found that they did not show the relationship between language and thought. So we had, as specific objectives, to check which textual markers allow us to understand this scientific educational practice through the relationship between language and thought. The theories that underlie our study are the Social Interactionism (VIGOTSKI, 2001, 2007, 2009) and the contemporary studies of Vigotskian theory (FRIEDRICH, 2012), especially the notion of higher mental functions \"language\" and \"thought\" and their relationship in the development of scientific concepts. We also rely on the Socio-Discursive Interactionism (BRONCKART, 1999, 2006, 2008a, 2008b, 2008c, 2009, 2011), which is a contemporary branch of social interactionism and which has among its objectives to study the role of language in human development and in the construction of knowledge, based on Vigotski and other authors. As research data,we collected texts that students must produce in the context of Scientific Initiation at the Faculty of Philosophy, Letters and Human Sciences, at the University of São Paulo. So we collected research projects, final reports and oral presentations with their abstracts of three students of Letters, students of Portuguese/French languages. These data were analyzed by levels of textual and discourse analysis proposed by Bronckart (1999) and the results were discussed through the language systems concept conceived by Bronckart (2008b) and Bota (2011), by which all language production suffers three types of constraints: social (they include the enunciative mechanisms such as voices and modalizations), psychological (restrictions imposed by use of the types of discourse) and linguistic (restrictions imposed by use of connectors and verbal and nominal cohesion). As a result of the research, we found a specific dynamic between the types of discourse and the produced genre, because in every stage of the research, the genres determined the choice of a particular type of discourse. We also found that the nominal cohesion can provide us with important results for the analysis of the empirical author positions in the text, so the emergence of a researcher position. Furthermore, we find two types of voices during the scientific initiation: the voice of the students and the voice of the researcher. The first, identified in the projects, is used toto organize the research according to a central idea arising from the experience of students in the Undergraduate courses in Letters (Portuguese/ French). The second voice, found on the final texts of the research, the final report and the oral presentation, is the voice of the researcher, which seeks regularities in search results and names them, giving them a conceptual outline through a generalization.

This thesis investigates two intertwined themes. The first concerns the development of a framework for understanding, and making appropriate use of, simulations and games as tools for learning. The second concerns the utilisation of the term PractitionerResearcher to reflect the unity of practice and research activity in creating 'working knowledge' (Symes 2000). These themes are intertwined in the sense that the route I take to understanding simulations and games is through the stance of a PractitionerResearcher. Conversely the thesis aims to draw out what it means to be a PractitionerResearcher through my engagement as a facilitator of simulations and games. I argue that the knowledge I generate as a PractitionerResearcher is utilitarian and pragmatic. Grounded in my practice as an adult educator it utilises theoretical perspectives chosen for immediate relevance rather than because of any claims to 'truth' or permanence. Understanding how this shapes and influences my practice was a complex, difficult process. Using an auto-ethnographic approach, Chapter 1 outlines the development of my 'working knowledge' as a PractitionerResearcher. It draws on selected personal experiences in my work as an adult educator using simulations and games for teaching and learning. While curiosity about historical facts initiated the research reported in Chapter 2, the chapter focuses on uses of historical precedent for generating greater understanding, and acceptance by participants, of simulations and games as teaching/learning strategies. It identifies a range of contributions - from war games, religious games, and children's play - to the structuring of modern educational simulations and games. Chapter 3 explores approaches to classifying simulations and games. Its development brought a gradual realisation of the futility of trying to establish a single definitive categorisation system for all simulations and games. Understanding how they can be arranged in a variety of different relationships provides a better insight into their general features and helps in making decisions about when and how to use specific activities. One outcome of the work for this chapter was the realisation of some simulations as 'open and infinite' in nature, and that XB - simulation of importance in my practice - is such a simulation. Chapter 4 uses concepts developed in the field of chaos theory to illustrate how certain simulations create messy but 'chaordic' (Hock 2002) rather than dis-orderly learning contexts. 'Chaos/chaotic' once meant only dis-order, 'messiness' and unpredictability. Twentieth century scientific discoveries illustrate that order is concealed within 'chaos' producing richly complex patterns when viewed from the right perspective. I argue that 'chaos' concepts can be usefully applied to open and infinite simulations to demonstrate how they are similarly 'chaordic'. XB (for eXperience Based learning) is an open, infinite chaordic simulation, and has been a driving force in my practice for six years. The case study in Chapter 5 introduces the 'world according to XB' and takes the reader 'inside' participants' experiences as the unfolding nature of their learning is revealed in the way they apply theories of organisational behaviour to immediate behaviours. Chapter 6 reflects on my experiences of facilitating XB, via a review of interactions with some past XB participants. The influence of such a learning process on my practice is analysed. The emotional impact of these interactions has brought a better understanding of my own practice, and the chapter considers the concept of 'dispassionate reflexivity' as an aid for the facilitator in such contexts. Chapter 7 examines the evolution and distinctive features of the PractitionerResearcher in more detail. As an educator, a consistent focus of my work has been simultaneously 'to know more' and 'to be able to do better' - and it is the interdependence of these that lies at the heart of what it means to be a PractitionerResearcher. It is my hope that this thesis offers a solution for practitioners wanting to combine 'research' and 'practice' into a practical and scientifically rigorous 'whole'. For such professionals the PractitionerResearcher model offers an integrated approach, combining and validating 'learning in action' and 'learning for action'.

Unravelling the Mystery is a qualitative case study that examines the teacher researcher's reflection-in-action as she teaches using process drama. The teacher-researcher taught a class of Year Seven students for a school year. She worked with the students using process drama from 2-5 hours per week. All sessions were recorded and transcribed as part of the reflective practice research. They were then examined to study how the teacher might use reflection-in-action. The data is written as a series of vignettes. The vignettes are used to illustrate reflection-in-action and as a basis for discussion and analysis. In the thesis the data from five of these sessions is presented as vignettes-these vignettes illustrating the teacher's reflection-in-action process. The analysis focuses on the reflection-in-action for the teacher. The vignettes and accompanying analysis for the basis for an illustrative model of the scope of the teacher' reflection-in-action as she works using process drama. The study addresses the following questions: · How might reflective practice inform my teaching? · How can I as a researcher describe and document my reflection-in-action when working as a teacher in process drama? · What is the scope of my reflection-in-action when working as the teacher in process drama? · How might an increased understanding of reflection-in-action be useful to teachers of process drama? These questions are considered in light of the analysis and literature review. The study concludes that reflective practice is valuable to enable teachers to develop their practice. It recommends that this type of research is beneficial to both develop models of practice and to improve the practice of individual practitioners.

¡uAbstract¡v Information technology has been evolving continuously. No matter software or hardware, the innovative products are amazing. In recent years, the developing trends of computer aided design (CAD) system have been shifted from the simple 2-dimension plan drafting system to the 3-dimension model, which combines management, engineering, design, construction and information, and has become the goal that engineering firms pursuit. However, the information technology of engineering design today does not meet the need of engineering firms. Each firm has to analyze its need completely and thoroughly, train engineering information researchers actively, and hope that information technology can fully support its operations. Only by this way, the firm could have CAD and the information technology of engineering design that meet its demand and thus leads to a more sound and competitive mechanism. This study tries to examine on-the-job trainings discussed in the literature systemically and explore the engineering design information systems that have been completed by engineering consulting firms. Thus, we can understand every detail of work done by the researchers of engineering design information systems. Also, we interviewed those people deeply. The purpose of this study is to discuss how to integrate engineering designers and information technology and how an engineering designer is trained to be an engineering design researcher, after he or she implements an engineering design project. Therefore, he or she would become a researcher who can combine engineering design and information technology and then apply them wholly.