Thesis (MTech (Public Management))--Peninsula Technikon, 2002. / Word processed copy. Summary in English. Includes bibliographical references (leaves 110-113). Also available online.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 229-237). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 229-237). Also available on the Internet.

Neuroplasticity research yields mixed results for the differential contribution of perilesional and contralesional brain areas to language recovery in aphasia. This paper will outline variables that mediate the presence and degree of right hemisphere activity and may account for some of the inconsistent research findings. Factors include the site and size of left hemisphere lesions, the phase of recovery, and the language task type and complexity. The performance accuracy of tasks also will be explored to further qualify the nature of homologous activity. Results found right hemisphere activation to be modulated by the damage and preservation of specific brain areas as well as by the presence of large left hemisphere lesions. Right hemisphere activity also was more consistently evident in the acute phase of recovery and returned to the left hemisphere in the chronic stage. Additionally, homologous areas tended to be more active during comprehension-based language tasks and during tasks of greater difficulty. In qualifying the nature of contralesional mechanisms, the activity appears to be more linguistic-oriented in less-recovered individuals with aphasia and more related to cognitive effort in well-recovered individuals. The nature of homologous activation depends on the brain’s ability to reactivate left hemisphere language networks. / text

published_or_final_version / Linguistics / Master / Master of Arts

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In the years immediately following the 1990 reunification of Germany, an increase in anti-foreigner violence threatened the stability of reunification efforts and exacerbated tensions between the East and the West. This paper is concerned with analyzing the underlying causes of the increase in anti-foreigner violence in Germany in the 1990s by evaluating first the period of reunification and the corresponding rise in support for extreme right groups in the former-East Germany. In addition, the history of violence and anti-foreigner sentiment in both East and West Germany are analyzed in conjunction with tensions caused by reunification to ascertain the origins of the post-reunification rise in xenophobic violence. Through this analysis, I show that violence in Germany in the early-1990s cannot be connected to the National Socialist past but rather, that both increases in anti-foreigner sentiment and corresponding violence result from a history in East and West Germany of ethnocentrism and social-exclusion policies directed at foreigners. Finally, this paper focuses on evaluating whether the post-reunification rise of violence in Germany is a unique event or whether it can be better understood as a wider European phenomenon. / text

No description available.

Tyrimo aktualumas. Šiuolaikiniai mokslai mums teikia vis daugiau duomenų apie tai, jog kiekvienos gyvos būtybės egzistencija priklauso ne tik nuo jos prigimtinių veiksnių, bet ir nuo aplinkos: gamtinės, socialinės, kultūrinės. Šeima ir mokykla yra dvi institucijos, kurios susijungia bendram tikslui – ugdyti pozityvią, norinčią mokytis asmenybę. Vaiko teisę į mokslą garantuoja Lietuvos Respublikos Konstitucija, Švietimo įstatymas, Vaiko Teisių apsaugos pagrindų ir kiti įstatymai bei teisės aktai. Mokslas vaikams iki 16 metų yra privalomas, kiekvienas jų turi teisę į nemokamą mokymą. Tačiau aplinkos veiksniai sąlygojantys mokinių nenorą mokytis yra skaudi mūsų dienų problema. Paauglystėje atsiranda naujų interesų; jie pasidaro pastovesni ir tvirtesni. Paaugliui kyla noras nuodugniau pažinti pasaulio reiškinius ir tas gyvenimo sritis, kurių neaprėpia mokyklos programa, todėl jų interesai ima nebesutapti su mokykla.Tyrimo objektas - mokinių nenorą mokytis sąlygojantys veiksniai.Tyrimo tikslas – teoriškai pagrįsti ir empiriškai ištirti mokinių nenoro mokytis veiksnius, trukdančius įgyvendinti teisę į mokslą.Tyrimo metodika. Tyrimas atliktas anketinės apklausos metodu. Parengtos dvi pusiau uždaro tipo anketos, mokiniams ir pedagogams. Jas sudaro: 1) demografinis klausimų blokas; 2) klausimų blokas skirtas tirti aplinkos veiksnius sąlygojančius mokinių norą/nenorą mokytis; 3) blokas skirtas tirti mokinių savęs vertinimą ir ateities perspektyvas; 4) blokas apie mokinių pamokų... [toliau žr. visą tekstą] / The relevance of the research: Modern science provides us more and more data about the fact that each living beings existence depends not only on the inherent factors, but also from the environment: natural, social, cultural. Family and school are the two institutions, which form the common purpose – to foster a positive, willing to learn person. The Constitution of the Republic of Lithuania, the Education Act, and the Protection of the Rights of the Child and other laws and legislation guarantee the child’s right to education. Education for children under 16 years old is compulsory; each of them is with their rights to a free education. However, environmental factors which determine students’ reluctance to learn are a sharp problem of our days. New interests appear in teenage years, and they become more stable and stronger. A desire arises to a teenager to know depth of world events, and those areas of life, which is not included in a school program, so their interests do not become coincide with the school.The object of the research is determined factors of students’ reluctance to study.The aim of the research is to substantiate in theory and empirically investigate the factors of students’ reluctance to study, whose disturb realize the right to education.The methodology of the research: the research was performed by questionnaire survey method. Two semi-closed-type questionnaires were prepared for students and schoolteachers. They include: 1) the demographic cluster, 2) a... [to full text]

This dissertation is concerned with surveillance, which refers to the monitoring and supervision of populations for specific purposes. Of special interest we the ways in which new technologies are augmenting the power of surveillance in the late twentieth century, and therefore influencing the privacy debate. Three things are noted about this. First, large-scale surveillance by bureaucratic organizations is a product of modernity, not of new technologies. This is evident from Part I of the dissertation, which argues that increased surveillance capacity comes as a result of specific economic and political circumstances that favour the use of technological systems of particular kinds, which invariably feature enhanced capacities. Second, surveillance has two faces; advantages appear alongside serious disadvantages. This is also evident in Part I of the dissertation which suggests that much surveillance theory is dystopian and therefore, an incomplete paradigm. Finally, new technologies facilitate some major magnification of surveillance power; some even argue that they change its character qualitatively. As such, privacy features prominently alongside discussions of electronic surveillance. This is evident in the final two parts of the dissertation which evaluate privacy as a strategy for limiting electronic surveillance. In this regard, Part II examines technical challenges to electronic surveillance, expressed through privacy law in particular, and Part III analyses mobilization challenges, which have to do with the role played by social movements in attempting to bring about broader-based change than mere legislation. Throughout the dissertation, the argument is made that surveillance has become a central feature of contemporary advanced societies and as such, it should be a major concern of both social analysis and political action. This is why the dissertation is divided into distinct, but overlapping, parts, with the first part focusing on social and critical