In the first chapter I define the concept of reasonable consideration by squeeze out on the basis of the Czech Republic, Slovakia and the European Union. In the second chapter are compared basis laws which regulate the purchase of participating securities in the Czech Republic and Slovakia, together with the EU legislation. The third chapter deals with the legislation for the surveys in compared countries. The fifth chapter deals with economic aspects of the determination of adequate consideration in connection with the views of experts in the field. The sixth chapter provides concrete examples of the determination of reasonable consideration in the Czech and Slovak Republic, including the major differences. The final chapter compares legislation in the Czech and Slovak Republics, and proposes ways to eliminate existing deficiencies.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-05T19:35:56Z No. of bitstreams: 1 Zelia Prates Aguiar.pdf: 1085635 bytes, checksum: 11fe54c94f4ce87aa27552c7fa4e9bf8 (MD5) / Made available in DSpace on 2017-06-05T19:35:56Z (GMT). No. of bitstreams: 1 Zelia Prates Aguiar.pdf: 1085635 bytes, checksum: 11fe54c94f4ce87aa27552c7fa4e9bf8 (MD5) Previous issue date: 2017-01-17 / This paper aims to analyze if the adequate treatment of conflicts, diffused by the new civil procedural order, can be considered a new paradigm of Access to Justice and an instrument to minimize the crisis of the Judiciary Power in Brazil, especially with regard to the cooperative process model Tried. Therefore, the changes proposed by Law no. 13.105 / 2015 and its contributions to the adoption of appropriate conflict management as a new paradigm of Access to Justice. It is based on the analysis of the rupture of the previous system, the changes concerning the knowledge process as measures to minimize the crisis of the Judiciary, and, finally, it is examined how the appropriate methods of dispute resolution can be considered a new Paradigm of Access to Justice. It is concluded that the dissemination and implementation of adequate methods of conflict resolution, conciliation and arbitration, more than adequate, are necessary in order to minimize the crisis of the Judiciary, becoming new paradigms of Access to Justice to be adopted In the Brazilian Civil Procedure system. It will be based on the hypothetical-deductive approach method and the indirect research technique with study of sources of primary and secondary research. / Este trabalho visa analisar se o tratamento adequado de conflitos, difundidos pela nova ordem processual civil, pode ser considerado um novo paradigma de Acesso à Justiça e um instrumento para minimizar a crise do Poder Judiciário no Brasil, especialmente no que concerne ao modelo cooperativo de processo intentado. Para tanto, verificam-se as alterações propostas pela Lei n. 13.105/2015 e suas contribuições para a adoção do tratamento adequado de conflitos como novo paradigma de Acesso à Justiça. Parte-se da análise da ruptura do sistema antes imperante, das alterações concernentes ao processo de conhecimento como medidas para minimizar a crise do Poder Judiciário e, por fim, examina-se como os os métodos adequados de resolução de controvérsias podem ser considerados um novo paradigma de Acesso à Justiça. Conclui-se que a divulgação e implementação dos métodos adequados de resolução de conflitos mediação, conciliação e arbitragem, mais do que adequados, são necessários a fim de minimizar a crise do Poder Judiciário, tornando-se novos paradigmas de Acesso à Justiça a serem adotados no sistema Processual Civil brasileiro. Pautar-se-á no método de abordagem hipotético-dedutivo e da técnica de pesquisa indireta com estudo de fontes de pesquisas primárias e secundárias.

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"The research paper is premised on the fact that NEPAD has the potential to reduce poverty and improve the observance of human rights in Africa. Both of these outcomes are relevant because they address the right to an adequate standard of living. It is, however, doubtful whether the economic path chosen by NEPAD to addres the key issue of poverty is actually going to have a positive impact on realisation of this rigts. This is particularly important given the fact that NEPAD's economic plan is premised on free market economics, private sector led growth and Foreign Direct Investment (FDI), which it hopes, will improve the quality of life of the poor. There are problems with this approach because previous economic programmes that were imlemented in Africa with similar economic programmes failed because they never put people at the core of their develoment plans. The success of NEPAD's programme will depend on whether people are put at the core of its programmes, otherwise its contribution to improving living conditions in Africa will be minimal. Secondly, the institutional framework for human rights in NEPAD is not strong enough to address human rights. As a result, human rights issues are not likely to attract the seriousness that they deserve. This paper therefor intends to suggest ways of strengthening the human rights mechanism in NEPAD. ... The study is divided into five chapters. Besides this chapter, the seocnd chapter will trace the historical development of NEPAD. It will also examine what NEPAD is all about, its institutions and proposed programmes. The third chapter will discuss the concept of the right to an adequate standard of living as enunciated in the Internaitonal Covenant on Economic, Social and Cultural Rights (ICESCR) and the African Charter on Human and Peoples' Rights (ACHPR). The chapter will seek to define the scope of the right to an adequate standard of living and discuss the obligations of the state towards the realisation of this right. The fourth chapter deals with how NEPAD addresses the right to an adequate standard of living as elucidated on in the previous chapter. The fifth chapter will address the issue of how NEPAD can be made more responsive to addressing the right to an adequate standard of living. The conclusion will be contained in this chapter." -- Chapter 1. / Prepared under the supervision of Mr. Martin Nsibirwa, Centre for Human Rights, Faculty of Law, University of Pretoria, South Africa / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2002. / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

This study explores how notions of social justice are reflected in municipal rhetorics on housing provision in Berlin and Stockholm, as well as how they resonate with ensuring the right to adequate housing for all. The study also examines how the interpretation of the justice perspective within housing provision differs among the two cities and how such variances can be understood in relation to the cities’ pursued housing regimes. The study’s results indicate that both cities devote a significant amount of attention towards redistributive measures, however, their interpretation of a socially just provision of housing varies. This manifests itself most prominently in the different preferences regarding universal and selective approaches within housing provision. While Stockholm aspires to promote access to adequate housing for everyone, Berlin, on the other hand, pursues a more selective approach by explicitly focusing on providing affordable housing to lower-income groups. Accordingly, the two cases also represent an ideological divergence in their perceptions of what is seen as socially just in regards to what instruments and approaches ought to be used for ensuring everyone’s right to adequate housing. Hence, the study contributes to a better understanding of the contextual variations in the application of the justice perspective within housing provision in Stockholm and Berlin.

This study aims to contribute to knowledge about to what extent pre-school teacher students feel ready to work with digitalization in pre-schools after completing their teacher education. The participants are Swedish pre-school teacher students from the last two semesters in their teacher education programme, since we searched for students who will soon start to work in pre-schools. The method for this study is a digital semi-structured survey with both open and closed questions. The study is therefore a qualitative study with quantitative elements. The result of this study shows that the students claims that they have a good knowledge about how pre-schools work with digitalization and that they are ready to work with this subject after completing the teacher education programme. This study however shows that the majority of the respondents only have a moderate knowledge about the concept “adequate digital competence” and this knowledge depends on which university they belonged to. This is an interesting finding in this study because of the writing in the Swedish pre-school curriculum that claims that the pre-service teachers will be responsible to give the children opportunities to develop their adequate digital competence. How will the future pre-school teachers succeed in their new role as pre-school teachers if they don’t have the skills and knowledge themselves regarding this subject. / Denna studie syftar till att bidra med kunskap om i vilken utsträckning blivande förskollärare känner sig redo för att arbete med förskolans digitaliseringsarbete efter avklarad förskollärarutbildning. Studiens urval är förskolllärarstudenter som studerar i slutet på sin förskollärarutbildning för att säkerhetsställa att de tagit del av någon form av undervisning om ämnet under sin förskollärarutbildning. Metoden för denna studie är en digital semistrukturerad enkät med både förkodade och öppna frågor. Denna studie är en kvalitativ studie med kvantitativa inslag. Resultatet i studien visar att de blivande förskollärarna själva upplever att de har goda kunskaper och kompetenser om förskolans digitaliseringsarbete och att de är redo att arbeta med detta efter avklarad förskollärarutbildning. Något som denna studie dock visar är att majoriteten av respondenterna inte har tillräckligt med kunskaper för vad adekvat digital kompetens handlar om samt att vilken kunskap studenterna fått med sig beror på vilket lärosäte de tillhört. Detta blir en intressant utgångspunkt för denna studie då det står tydligt i förskolans läroplan, Lpfö18 (Skolverket, 2018) att det är förskollärarens ansvar att ge barnen möjlighet att utveckla sina adekvata digitala kompetenser. Hur ska då de blivande förskollärarna lyckas med sitt uppdrag om det själva inte har den kompetens samt kunskap som behövs för deras blivande profession.

Regeringen har tagit fram en digitaliseringsstrategi med syfte att utveckla den digitala undervisningen i förskolan och reducera den rådande digitala klyftan i samhället. Det framgår att förskolan är en viktig utgångspunkt för barns adekvata digitala kompetens. Digitalisering har i och med den reviderade läroplanen för förskolan fått en mer framträdande roll i undervisningen. Eftersom digitaliseringen i förskolan är ett relativt nytt arbetsområde har det uppmärksammats att det finns bristande kunskaper hos förskollärarna om hur den digitala undervisningen ska genomföras. I och med att förskollärarna har huvudansvaret för den undervisningen som bedrivs är det viktigt att de håller sina kunskaper och metoder uppdaterade. För att barn ska kunna möta de behov som finns i samhället måste förskolan skapa förutsättningar för dem att utveckla nya kompetenser. Barnen växer upp i en digitaliserad värld och behöver därmed få förutsättningar att utveckla specifika förmågor för att kunna möta 2000- talets utmaningar. Förskollärarnas erfarenheter och konstruktioner av den digitala undervisningen är därmed av stor relevans. Studien har som syfte att beskriva och diskutera hur förskolläraren i sin undervisning konstruerar adekvat digital kompetens i arbetet med barnen och hur den uppfattas av barnen. I studien användes en kvalitativ metod med sex stycken semistrukturerade intervjuer varav tre förskollärare och tre förskolebarn från tre olika kommuner. Barnens del i studien är att påvisa validiteten i förskollärarnas svar samt vilka digitala kompetenser barnen fått förutsättningar att utveckla. Det har varit framträdande i studiens resultat att förskollärares erfarenheter samt syn på barn och digital teknik har varit aspekter som påverkat deras konstruktioner. I och med att det inte framgår i läroplanen hur arbetet med digitaliseringen specifikt ska bedrivas framkommer förskollärares varierade kunskaper och erfarenheter vara påverkansfaktorer. Men hur kan förskolan skapa en likvärdig utbildning när förskollärarnas konstruktioner av den digitala undervisningen skiljs åt? I diskussionsdelen ställs därmed förskollärarnas förutsättningar samt inställning till att bedriva den digitala undervisningen i relation till barns utveckling av en adekvat digital kompetens. / The government has developed a digitalisation strategy with the aim of developing digital teaching in preschools and reducing the prevailing digital divide in society. They show that preschool is an important starting point for children's adequate digital competence. Digitization has thus, with the revised curriculum for preschool Lpfö 18, been given a more prominent role in teaching. As digitalisation in preschool is a relatively new area of work, it has been noted that there is a lack of knowledge among preschool teachers about how digital teaching should be implemented. As preschool teachers have the main responsibility for the teaching that is conducted, it is important that they keep their knowledge and methods up to date. In order for children to be able to meet the needs that exist in society, the preschool must create conditions for them to develop new skills. Children grow up in a digitalized world and thus need the conditions to develop specific abilities to be able to meet the challenges of the 21st century. The preschool teachers' experiences and constructions of digital teaching are thus of great relevance. The purpose of the study is to describe and discuss how the preschool teacher’s construct adequate digital competence in the work with the children and how it is perceived by the children. The study used a qualitative method with six semi-structured interviews, of which three were preschool teachers and three were preschool children from three different communities. The children's part of the study is to investigate the validity of the preschool teachers' answers and what digital skills the children have been given the conditions to develop. It has been prominent in the results of the study that preschool teachers' experiences and views on children and digital technology have been aspects that have influenced their constructions. As it does not appear in the curriculum how the work with digitalisation is to be conducted specifically, the preschool teachers' varied knowledge and experiences appear to be influencing factors. But how can the preschool create an equivalent education when the preschool teachers' constructions of the digital teaching are separated? The discussion section thus sets out the preschool teachers' prerequisites and attitude towards conducting digital teaching in relation to children's development of adequate digital competence.

När förskolans reviderade läroplan trädde i kraft år 2019 fick digitaliseringen en tydlig plats i styrdokumentet, med avsikten att barnen i förskolan ska få förutsättningar att utveckla adekvat digital kompetens. I läroplanen framgår dock inte hur detta arbete ska gå till. Syftet med denna studie är att undersöka hur rektorer och förskollärare uppfattar adekvat digital kompetens och digitaliseringsuppdraget i förskolan, samt vilka förutsättningar förskollärarna får för att utveckla adekvat digital kompetens. Studien har sin utgångspunkt i en fenomenografisk forskningsansats, där semistrukturerade intervjuer med rektorer och förskollärare har använts som metod för att samla in empiri. Den insamlade empirin har sedan bearbetats och tolkats med hjälp av en fenomenografisk analysmodell. Studiens resultat visar att respondenterna uppfattar att adekvat digital kompetens och digitaliseringsuppdraget handlar om att förbereda barnen inför en digital värld, samt att barnen ska få förutsättningar att kunna använda digitala verktyg. I enighet med tidigare forskning påvisar denna studie att ett personligt driv och en positiv inställning till digitaliseringsuppdraget är avgörande för hur digitala verktyg implementeras för barnen i förskolan. Samtidigt efterfrågar förskollärarna mer fortbildning och tid till kollegialt lärande för att erhålla adekvat digital kompetens.

This study examines the effect of a technology-based instructional tool `Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. / CITE/Mathematics and Science Education

As achievement gaps persist among some groups of students, school leaders are identifying strategies and implementing plans to support the academic needs of diverse student populations. The purpose of this research study was to identify the leadership practices and strategies used by National ESEA Distinguished School principals who have successfully minimized the achievement gaps among Caucasian and non-Caucasian students. Six successful National ESEA Distinguished School principals were interviewed. These leaders represented rural and urban pre-K–12 schools in different geographic regions of the United States. A qualitative research methodology with in-depth interviews was used to gather the data. The participants were asked open-ended questions during the semi-structured interviews. The findings in this study reflect nine leadership strategies and practices identified by these school leaders to minimize achievement gaps. The leadership strategies were compared to Kouzes and Posner's (2017) five leadership practices, which are model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. Results can be used to inform practitioners about what worked for leaders who have been effective at minimizing achievement gaps. Based on these results, school division leaders should consider designing targeted professional development, mentoring, and coaching around effective principal leadership practices. / Doctor of Education / As achievement gaps persist among some groups of students, school leaders are identifying strategies and implementing plans to support the learning of diverse student populations. The purpose of this research study was to identify the leadership practices and strategies used by National ESEA Distinguished School principals who have successfully minimized the achievement gaps among Caucasian and non-Caucasian students. Six successful National ESEA Distinguished School principals were interviewed. These leaders represented rural and urban pre-K–12 schools in different regions of the United States. The participants were asked open-ended questions during the semi-structured interviews. The findings in this study reflect nine leadership strategies and practices identified by these principals to minimize achievement gaps. The leadership strategies were compared to Kouzes and Posner's (2017) five leadership practices, which are model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. Results can be used to inform school leaders about what worked for principals who have been effective at minimizing achievement gaps.