Thesis (M.A.)--City University of Hong Kong, 2006. / "Dissertation submitted as part requirement for the degree of Master of Arts in arbitration and dispute resolution of the School of Law of the City University of Hong Kong" Title from PDF t.p. (viewed on May 22, 2007) Includes bibliographical references.

Thesis (M.A.)--City University of Hong Kong, 2006. / "MA in arbitration and dispute resolution final year dissertation." Title from PDF t.p. (viewed on May 23, 2007) Includes bibliographical references.

Thesis (M.A.)--City University of Hong Kong, 2006. / "Master of Arts in arbitration and disputes resolution [MAArbDR]" Title from PDF t.p. (viewed on May 23, 2007) Includes bibliographical references.

Made available in DSpace on 2014-10-09T12:46:31Z (GMT). No. of bitstreams: 0 / Made available in DSpace on 2014-10-09T13:56:22Z (GMT). No. of bitstreams: 1 07977.pdf: 2200288 bytes, checksum: 75fcd64975e2719bf0f41d38ec387c77 (MD5) / Dissertacao (Mestrado) / IPEN/D / Instituto de Pesquisas Energeticas e Nucleares - IPEN-CNEN/SP

<p> Zero tolerance policies in K-12 public schools are employed to address a wide range of misbehaviors that vary broadly and impact the educational setting in many negative ways. Administrators and teachers have shown an increased dependence on the use of outside law enforcement, suspensions and expulsions as interventions for disciplinary issues in the classroom. Since the early 1990s, the national discourse on school discipline has been dominated by the philosophy of zero tolerance, originally developed as an approach to the war on drugs and judicial enforcement (Skiba &amp; Rausch, 2006). Zero tolerance mandates the application of predetermined consequences, severe and punitive in nature, applied regardless of the gravity of behavior, mitigating circumstances or situational context. Such policies are widespread in schools across North America. The removal of students from the classroom setting for both major and minor disciplinary infractions creates significant emotional and academic risks to these students. </p><p> The purpose of this comparative case study analysis was to compare and contrast three related studies to examine the impact of restorative discipline practices as an alternative to punitive discipline approaches for administrators, staff and students who have participated in restorative practices. The research examines three K-12 public school settings in North America showcasing the implementation of restorative practices to determine if restorative measures are a viable alternative to punitive discipline. </p><p> The primary research question asked what did these studies show was the effectiveness of restorative practices as an approach to discipline? Also, what aspects of the school climate changed as a result of the adoption of the restorative practices model? Finally, how did leadership implement the restorative practices and create the necessary conditions for ownership of the new restorative practices plan? </p><p> The research reveals that restorative practices encourage relationship building as well as a cohesive sense of community. The studies showed that that the school communities utilized restorative practices as an additional disciplinary approach and a way to address harm done to individuals and the community as well as a way to reintegrate and reconnect individuals into the school community. Data also confirmed that restorative practices are an effective method of disseminating positive behavioral learning and assisting each individual&rsquo;s recognition of their role in a situation and the responsibility of an individual&rsquo;s actions. The studies further validated that the district and school leadership performed a pivotal function as restorative change was initiated and sustained.</p><p>

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Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / An examination of the literature revealed that conflict is prevalent throughout American colleges and universities-especially within divisions of student affairs-and that senior student affairs officers are expected to assume an important role campus-wide in the management of conflict. Trends suggest a significant increase in their involvement with conflict over the next twenty years. This study sought to identify the nature of conflict and the conflict resolution process at small liberal arts colleges and to examine differences among senior student affairs officers in the methods they use to resolve conflicts, the theories they report as underlying these methods, and the sources of these espoused theories of conflict resolution. Interviews on these matters were held with 15 senior student affairs officers in such colleges in the American mid-west. The following are among the most important findings: 1) the deans have a firm understanding of how to handle conflict (contrary to many prior research findings); 2) the deans have a strong dislike for conflict; 3) one-third of the deans report that they avoid conflict whenever possible; 4) the deans see it as their responsibility to handle any conflict involving students and they have the potential to be directly and indirectly involved in almost any such situation, even outside their divisions; 5) handling conflict is reported to take up three-fourths of their time; 6) half of the deans attempt to mediate (minor) violations of policy while others deem it inappropriate; 7) factors which most frequently contribute to conflict include communication, and diversity-the interplay among people from different cultures and backgrounds; 8) the deans view issues of diversity as being the most difficult to handle because of their emotional intensity; and 9) the deans reported a predominantly trial-and-error preparation for dealing with conflict rather than through formal education. The findings suggest that further research is needed to address such questions as these: 1) What is the relationship between espoused theories of handling conflict and theories-in-use? 2) How does having a strong dislike for conflict affect one's ability to manage it? 3) How does institutional culture affect the handling of conflict? 4) What are the consequences of conflict avoidance? 5) How do institutions support deans in handling conflicts involving diversity issues? (6) What consequences typically ensue from trying to mediate policy violations? The findings also suggest the need for practical programs and policies such as the following: 1) improving relevant pre-professional programs; 2) improving in-service programs for those having responsibility for managing and resolving conflict; 3) changing the recruitment, hiring, and evaluation process for the dean of students position; 4) transforming college cultures in ways that better support conflict management and resolution; 5) institutionalizing the process of the effective management of conflict; 6) addressing the issue of avoidance to ensure that conflict is being addressed in a timely manner; 7) developing an ombudsman position to centralize and formalize the process of assisting faculty, staff, and students to resolve conflicts; and 8) creating a Center for Conflict Management to provide faculty, staff, and students with resource materials, training workshops, and assistance with mediating and managing conflict. / 2031-01-01

Human Natural Killer (NK) cells are regulated by a variety of germ-line encoded activating and inhibitory receptors. Broadly, activating receptors detect ligands that are expressed or up-regulated on cancerous or infected cells, while inhibitory receptors bind self-molecules to induce tolerance against healthy cells. Highly homologous pairs of activating and inhibitory receptors are also expressed on NK cells, including Killer Ig-like Receptors KIR2DL1 and KIR2DS1, which bind the same ligands, class I MHC proteins from the C2 group. Here, two super-resolution microscopy techniques, stimulated emission depletion (STED) and ground state depletion microscopy followed by individual molecule return (GSDIM) were used to examine the nanometre-scale organization of KIR2DL1 and KIR2DS1, as well as molecules engaged in their signalling. Both receptors were observed to constitutively assemble in nanometre-scale clusters at the surface of NK cells but displayed differential patterns of clustering - the activating receptor KIR2DS1 formed nanoclusters 2.3-fold larger than its inhibitory counterpart KIR2DL1. Site-directed mutagenesis established that the size of nanoclusters was controlled by transmembrane amino-acid 233, a lysine in KIR2DS1. Mutated variant of KIR2DS1 in which lysine 233 was substituted with alanine formed significantly smaller clusters than the wild-type KIR2DS1. Reciprocally, substitution of isoleucine found at position 233 in KIR2DL1 sequence with lysine resulted in the receptor assembling into larger clusters. Super-resolution microscopy also revealed two ways in which KIR nanoclusters impact signalling. First, KIR2DS1 and DAP12 nanoclusters were juxtaposed in the resting-cell state but coalesced upon receptor ligation. Second, quantitative super-resolution microscopy revealed that membrane-proximal clusters of the kinase ZAP-70 or phosphatase SHP-1, as well as their phosphorylated active forms, were more often found in contact with larger KIR nanoclusters. Together, this work has established that size of KIR nanoclusters depends on the transmembrane sequence and impacts downstream signalling.

The efficiency of low voltage scanning electron microscopy, which presents near-surface information, has been well known for a long time. However, it is not widely known that the high resolution capability can only be achieved when the surface reveals the original characteristics of the materials without any deterioration due contamination. Therefore, initial attention in this study is directed at clarifying the efficient use of the ultra high resolution, low voltage SEM (UHRLV SEM), (Ultra55, Zeiss). The SEM images and the selected electrons for detection, and damage that occurs through UHRVL SEM observation are also researched. Subsequently, the most efficient specimen preparation technique, which is appropriate for the characteristics of the individual materials, is investigated for galvanized steel, ultrasonically welded alloys of Al6111 and AZ31 alloy, Ti6Al4V alloy honeycomb structure and a ceramic sensor. The outcomes of appropriate specimen preparation technique and use of the extremely Low-Voltage below 2.0 kV, are presented in the results section. The study also presented the challenge of improving the low compositional contrast for the dissimilar materials of aluminium and magnesium, and to reduce charging effects in an insulating material comprising a ceramic sensor. As an application of the surface prepared by the process in this study, 3D tomography is also introduced.

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