L’augmentation des publications concernant les sites provinciaux datés de l’Ancien Empire, qu’il s’agisse d'ouvrages consacrés à des découvertes récentes ou d’éditions plus approfondies de nécropoles connues depuis longtemps, a accru la documentation relative aux élites provinciales et au système administratif provincial de cette époque. Il était donc nécessaire de proposer une nouvelle reconstitution des structures administratives provinciales et de la hiérarchisation des élites provinciales de l’Ancien Empire. Si l'outil prosopographique reste crucial pour ces thématiques, nos objectifs n'ont pu être atteints qu'en effectuant une analyse croisée de la totalité des sources relatives au sujet, qu'il s'agisse de sources inscrites, iconographiques ou archéologiques, royales ou privées, ainsi qu'en adoptant une approche globale qui dépasse largement le cadre d'une étude prosopographique. Dans le chapitre 1, nous avons analysé chacune des catégories de fonctionnaires ayant eu une autorité supra-provinciale, afin de déterminer leurs différentes compétences et leur sphère d'influence. Nous avons aussi mis en évidence les temps forts de la présence de l’administration royale en province, ainsi que les modalités de son intervention selon les dynasties. Dans le chapitre 2, nous avons étudié l'évolution du statut des responsables des provinces au cours de l'Ancien Empire (les administrateurs temporaires de nome, les proto-nomarques et les nomarques). Dans le chapitre 3, pour analyser les rouages de l’administration provinciale, nous avons choisi de nous concentrer sur les titres des fonctionnaires intermédiaires et subalternes qui se rencontrent les plus fréquemment en province et dont certaines sources, comme les décrets et les empreintes de sceaux, ainsi que la documentation hiératique, attestent leur emploi dans un contexte administratif et contribuent à préciser les modalités d'exercice de ces charges. Dans le chapitre 4, nous avons proposé une typologie des différentes structures administratives provinciales. Nous avons élaboré une liste de 22 critères qui nous ont permis de regrouper les provinces en plusieurs catégories en fonction de caractéristiques dominantes et communes à celles-ci. Trois principales catégories ont été mises en évidence : 1) les provinces qui présentaient d’importantes interactions avec le pouvoir central, 2) les provinces dans lesquelles le temple local occupait une place prépondérante, alors que les institutions centrales y étaient moins présentes, et 3) les provinces caractérisées par une organisation plus mixte, et dont les élites locales présentaient un degré d’intégration moins important à la structure administrative du royaume. Enfin, nous avons démontré, pour la VIe dynastie, l'existence d'une circulation du pouvoir entre certaines provinces sélectionnées par la monarchie et qui ont eu un rôle important dans l'administration de la Haute-Égypte, comme le suggère la présence de certains bureaux déconcentrés. Les élites de ces centres régionaux d'importance ont une influence sur plusieurs provinces et ont permis à la monarchie de pouvoir maintenir la stabilité de l'État et le contrôle d'une partie des ressources locales. / This study aims at improving our understanding of the provincial administrative structures in the Old Kingdom. The analysis of the titles provides some information about the careers of the provincial officials and the hierarchical relationships in the provinces. The cross analysis of all the data allows to reconstitute the organisation of the provincial administration and its changes during the Old Kingdom. Moreover, despite attempts to standardise the administrative system by the royal power under the Sixth dynasty, the provincial administrative structures were diverse, according to the status of the province in the administration, as well as local factors

A fertirrigação em rosas é uma técnica bastante utilizada pelos produtores de flores. O nitrogênio e o potássio são os nutrientes mais exigidos nas distintas fases da cultura, onde a aplicação de quantidades corretas aumenta a produtividade e a qualidade das flores. Com o objetivo foi avaliar a produtividade e a qualidade das hastes florais na cultura da roseira, cultivar "Versilha", em ambiente protegido conduziu-se um experimento na área experimental do Departamento de Engenharia Rural da ESALQ/USP, localizado no município de Piracicaba, SP, entre os meses de novembro/2002 a setembro/2003. Os tratamentos foram dispostos numa combinação de 4 doses de N (10; 20; 30 e 40 g.pl-1.ano-1), 4 doses de K (10; 20; 30 e 40 g.pl-1.ano-1). O delineamento experimental adotado foi o de blocos casualizados com 3 repetições, sendo os fatores arranjados em esquema fatorial 4 x 4. O sistema de irrigação utilizado foi o gotejamento, adotando manejo de irrigação com tensiômetros e tanque evaporimétrico reduzido. Foram avaliados os parâmetros qualitativos das hastes e botões de rosas, a produtividade, a condutividade elétrica e os níveis de NO3- e K+ na solução do solo através de medidor de íons (HORIBA) e as concentrações de macro e micronutrientes nas folhas. A lâmina total aplicada entre os meses de fevereiro e setembro foi de 839,43 mm com média de 3,46 mm.dia-1 e o potencial matricial médio da água no solo foi de -10 kPa na camada de 0 - 20 cm. A produtividade de rosas nas duas colheitas reduziu linearmente com as doses de K aplicadas. Para a qualidade das hastes não houve diferença significativa para a maioria dos parâmetros avaliados nas duas colheitas. A condutividade elétrica e as concentrações de NO3- e K+ na solução do solo aumentaram linearmente de acordo com as doses de N e K aplicados. Para as concentrações de N e P nas folhas observou-se a influência das doses de N, para Ca2+ e Mg2+ observou-se a influencia das doses de K, mostrando o antagonismo entre eles. Nas concentrações de micronutrientes, o boro foi influenciado pelo N e K e as concentrações de Fe2+ e Mn2+ foram influenciadas pelo N. / The rose plant fertigation is a technique quite useful by flowers growers. The nitrogen and the potassium are the most required nutrients in the distinct crop phases, where the application of correct amounts increases the yield and flower quality. A study was carried out under protected environment conditions, at the experimental area of the Department of Rural Engineering of "Escola Superior de Agricultura Luiz de Queiroz", Piracicaba, São Paulo State, Brazil, from November/2002 to September/2003. The aim of the experiment was to evaluate the yield and quality of rose flowers, "Versilha" cultivar. The treatments were disposed in combination of 4 N levels (10; 20; 30 and 40 g.pl-1.year-1) and 4 K levels (10; 20; 30 and 40 g.pl-1.year-1). The statistical test was performed in randomized blocks, with 3 replications, arranged in a 4 x 4 factorial design. Drip system irrigation was used with tensiometers and a reduced evaporation pan in order to manage water depth. The parameters evaluated were: stem and bud quality, yield, electric conductivity, NO3- and K+ soil solution levels by ion meter (HORIBA) and concentrations of macro and micronutrients in the leaves. Total irrigation water depth applied between February and September was 839,43 mm with an average of 3,46 mm.d-1 and the average soil matric potencial was -10 kPa in a 0 - 20 cm in depth. The two flushes rose yield was linearly reduced with the applied K levels. Stems quality showed no difference for majors evaluated parameters. The electric conductivity, NO3- and K+ soil solution levels linearly increased according to the levels of N and K. The N and P concentrations in the leaves were influenced by N levels. Ca2+ and Mg2+ concentrations in the leaves were influenced by K levels, showing antagonism between them. In micronutrients concentrations, boron showed an interaction, influenced by N and K levels and Fe2+ and Mn2+ influenced by N levels.

The goal of Title I is to provide extra instructional services and activities that support students identified as failing or most at risk of failing the state’s challenging performance standards in mathematics, reading, and writing. Low-income schools or Title I schools are the primary target of Title I funds. A school is eligible for Title I status when 40% of the school’s students are from low income families; these students are identified by their eligibility to receive free and reduced priced meals. The purpose of this study was to determine whether there is a significant difference in elementary schools’ TVAAS Composite scores between Title I and Non-Title I schools. Specifically, this researcher examined the relationship of Title I funding with student academic growth at the elementary level. The schools were located in rural Tennessee. Data were gathered from the 2012-2013 and 2013-2014 Tennessee State Report Cards and the TNDOE to determine if there was a statistically significant difference between the 2 types of schools. Research indicated mixed reviews on the impact Title I funds have on lower socioeconomic schools. The researcher performed 5 paired t test and 8 Pearson correlation coefficients. There was a significant difference in the schools’ composite scores between Title I and Non-Title I elementary schools in Tennessee. Non-Title I elementary schools in Tennessee had higher composite scores than those of the Title I elementary schools. Results from the Pearson correlations indicated no significant relationships for mean years of teaching experience with school composite scores.

On April 4, 2011, the U.S. Department of Education issued a Dear Colleague Letter on campus sexual assault reaffirming the intent of Title IX, the 1972 law that prohibits discrimination sex-based under any education program or activity receiving federal financial assistance. In response to growing concern over due process rights for defendants, in September 2017 the guidance was rescinded. Public policy continues to evolve, leading to potentially lasting institutional changes on many college campuses. These developments include the formalization of campus investigations and adjudications, the development of campus coordinating committees and expanded support mechanisms for victims. In Virginia, laws passed in 2015 require transcript notations and notification to law enforcement prosecutors’ offices of certain sexual assault offenses reported to colleges and universities. To date, no research exists on how prosecutors, as the presumed gateway to justice, make sense of and navigate these emerging developments when making decisions about cases. The present study helps to fill that void by using inductive qualitative methods through a symbolic interactionism theoretical framework. The findings are based on in-depth interviews with prosecutors across Virginia to examine how they create meaning based on case elements in campus sexual assault cases including legal considerations and victim and offender characteristics, as well as their perceptions of the influence of internal and external relationships on their decision-making. A modified grounded theory approach informed data coding and analysis, which yielded the development of a theory that explains the ways various factors and interactions with campus officials, and survivors that influence prosecutors’ action including decisions to charge, to take a case to trial and to collaborate. Results of the study inform the development of public policy to ultimately improve practice, collaboration and information sharing processes in both campus and criminal justice-prosecution systems.

Title Î? schools are supported to improve student reading achievement and to bridge the achievement gap between low-income students and other students. The researched-based practices of professional learning communities, coteaching classrooms, and the RtI 3-tiered model were added to a Title Î? school to improve students' reading achievement; however, the effects of these research-based practices on students' reading achievement were unclear. The purpose of this quantitative causal comparative study was to examine the impact of these research-based practices on reading scores of students. Florida Comprehensive Assessment Test (FCAT 2.0) reading achievement scores were compared between students (n = 98) in a Title Î? school receiving researched-based practices for 3 consecutive years against Title Î? students (n = 127) not receiving researched-based practices for 3 consecutive years. Gardner's theory of multiple intelligences and Webb's depth of knowledge formed the theoretical framework of the study. The independent variable was the type of reading instructional practices. The dependent variables were the FCAT 2.0 reading scores of Title Î? 5th, 4th, and 3rd grade students. The covariates were the FCAT 2.0 scores or the Florida Assessment for Instruction in Reading test scores taken at the end of previous year for each grade level. Analysis of covariance indicated that students receiving the enhanced instructional practices had significantly higher reading scores than did the comparison group following the intervention. The implications for positive social change include providing data to the study school administration that support the use of these researched-based practices in Title Î? schools to improve students' reading achievement and close the reading achievement gap.

Many teachers in a low socioeconomic school district in Florida struggle with differentiating instruction for the large at-risk population; however, one school has been identified as a high functioning school. The purpose of this qualitative case study was to investigate how classroom teachers at the high functioning school are differentiating instruction and how their reading coaches are supporting the teachers in designing instructional interventions. Guided by the concepts of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction, this study examined the connection between these 2 concepts and explored approaches to the creation of an instructional model to support at-risk students. The research questions focused on the perceptions of teachers and reading coaches about instructional interventions and differentiated instruction. The participants were classroom teachers and reading coaches with 2 or more years of teaching experience in grades 3-5. A case study design was used to capture the insights of 7 participants through interviews and school district public artifacts. Emergent themes were identified from the data through open coding and findings were developed and validated. The findings indicated that at-risk students benefit from (a) dedicated, caring teachers; (b) strong stakeholder support; (c) on-going professional development; (d) opportunities for teacher collaboration; and (e) effective differentiated instructional strategies. Implications for social change include increased instructional effectiveness for teachers that improve academic performance of at-risk students.

Atlantic Avenue Elementary School (AAES) experienced reading achievement gaps between high-performing students and below-basic students within the school reading curriculum and balanced literacy framework. Vygotsky's theories of scaffolding and zone of proximal development served as the framework guiding this project, which used a qualitative case study design to explore reading teachers' perceptions of the ways in which they were addressing this reading achievement gap. Individual interviews, classroom observations, and lesson plans were the sources of the qualitative data collected from 6 reading teachers. The data were coded manually using emerging and constant-comparative strategies to identify common themes. The themes that emerged from the findings were the need for (a) balanced literacy instruction, (b) reading instruction to be taught at individual ability levels, (c) enrichment of students' background knowledge, (d) meaningful reading assessments to drive instruction, and (e) sustainable and informative professional development (PD). A teacher-informed PD plan was developed in the form of a professional learning community. The potential positive social impact of success of this PD at AAES could benefit similar schools in the district, state, and nation.

Title IX of the U.S. Education Amendments of 1972 has significantly improved women's access to previously male-dominated areas of education in the United States, but few of these studies have focused on the experiences of women currently in the higher education field. This study explored female head athletic trainers' perceptions of the role of U.S. higher education institutions in preparing and supporting their achievement of leadership positions in U.S. collegiate sports: it also explored their views on potential changes in current higher education curricula and certification processes. This phenomenological study used Ridgeway's status construction theory as its theoretical lens for examining the role of higher education in participants' career progressions. Data were collected from a purposeful sample of 9 female head athletic trainers from various intercollegiate schools in the United States. The trustworthiness of findings was increased through use of the constant comparison data analysis method and sharing transcripts and excerpts of findings with participants. The study findings showed that the participants perceived higher education program preparation and support as limited in both helping women achieve collegiate leadership positions and overcome barriers to professional advancement. Suggestions for improving athletic training educational programs included adding mentorship and role models, experiential learning and interactions with sport personnel, networking opportunities, leadership training, and courses in gender roles and biases. This study promotes positive social change by identifying underlying gender biases inhibiting women's promotions into sport leadership roles and by providing policy and curricular suggestions for addressing these, thereby promoting greater social equality.

在資源有限，欲望無窮的情況下，分工合作與交易是人類為求生存必然採取的經濟活動。Buchanan(1975)認為若要達到交換的利益，即須有財產權(property right)的保障。新制度經濟學者認為，財產權的本質是一種排他性的權利，而政府基於其暴力潛能，在保護財產權方面，具有相對優勢，而成了保護財產權的組織。我國憲法第十五條規定：「人民之生存權、工作權及財產權，應予保障。」，明白指出保障人民財產權是政府的必要任務之一。 我國土地登記制度依民法第七百五十八條及第七百五十九條規定，正是政府界定財產權之後，於土地市場自行運作下，為執行保障財產權之輔助制度或正式規則。基於財產權保障之重要性，究竟土地登記制度如何保障不動產財產權？發揮什麼樣的功能？在什麼情況下，財產權會受到侵害？土地登記制度應如何有效保障財產權？值得進一步研究。 本研究以檢討現行土地登記制度保障財產權之功能，促使其能更有效保障財產權為研究目標，首先探討土地登記制度對財產權保障之基本理念，及該制度於財產權保障之執行機制及所發揮之功能，再藉由過去土地登記制度於財產權保障上之變遷，發掘財產權保障之課題，並輔以實務上所發生危害財產權之具體個案，分析危害財產權之原因，最後得到以下結論：登記要件主義、總登記、土地權利變更登記及土地登記絕對效力等機制具有確定產權、維護及保障交易安全，減少耗租行為、提供投資誘因、降低交易成本(transaction cost)，促成交易達成，進而提高經濟效益之積極功能。此外，限制登記、實質審查、異議案件列管、權利書狀之設置、更正登記、塗銷登記及損害賠償等機制能防免侵害財產權事件之發生或彌補因執行不力對權利人所造成之侵害，具有保障財產權之消極功能。 土地登記制度雖具有上述保障財產權之功能，但仍有未臻完善之空間，例如在正式規則方面，規定不明確或缺乏規定、缺乏協商機制及忽略解決問題所採用手段之交互性質(reciprocal nature)及未考量對整體經濟效益之影響，是對財產權保障不完全之主要因素。而在執行機制方面，登記審查人員自身效用函數、衡量及監督成本、其他制度之執行及與土地登記制度聯繫之緊密程度，則為影響執行機制對財產權保障之重要因素。故本研究建議在正式規則方面，應建立協商機制並注意交互性質問題及規定之明確性；在執行機制方面，建議運用代理理論(Principal-Agent Theory)之誘因機制及採用電腦科技及網路聯結，以提升土地登記制度保障財產權之功能。以上建議，期能提供政府未來改進土地登記制度，增進其對不動產財產權保障功能之參考。

Gender discrimination, such as sexual harassment, sexual assault and inequitable treatment has long been considered a prominent issue on higher education campuses and is regulated under the Patsy Takemoto Mink Equal Opportunity in Education Act, commonly known as Title IX. Title IX is enforced by the Department of Education’s Office for Civil Rights (OCR) who responds to gender discrimination complaints on campus through investigations resulting in what are called OCR Resolution Letters. These letters define numerous policies and procedures Institutions of Higher Education (IHE) must put in place pertaining to the prevention of gender discrimination. This qualitative study looks specifically at the ways that gender discrimination on campuses of higher education was defined by the OCR from 1997-2011. The study explores the research questions (1) How have the types of conduct determined to be gender discrimination changed over time? (2) How have expectations of IHE responsibilities for gender discrimination issues changed over time? and (3) What gender discrimination issues have surfaced as priorities in the implementation of Title IX, as reflected in OCR resolution letters? Analysis of the letters using a social construction framework demonstrates that while the definitions of specific types of gender discrimination remained constant, the context in which they occur and the types of behaviors determined to be gender discrimination have both expanded in response to societal attitudes. The OCR tends to take the stance of being an ally vs. a punishing body when aiding IHEs in implementing Title IX; however IHE’s required investment in addressing the problem in both response and preventive measures has grown. Finally, OCR Resolution letters demonstrate that student on student interactions have been less common than faculty on student interactions. Implications for IHE practices and future research are discussed.