<p>This thesis addresses the problem of how it is possible to understand the governing system for the school sector by studying how the relationship between the government and municipalities comes to the fore in the position held by the directors of education, who are the administrative directors of education in the municipalities. In order to put the position of the directors of education in its place in the government´s system for adminsitrating the school sector, we have studied how this office developed to be a part of the central adminsitration of school acivities in the municipalities. The study includes an analysis of how the position and function of this office changes up until the 1990´s, as well as what experiences the directors of education who serverd during the 1990´s had of the control and adminsitration of matters in the school sector.</p><p>The empirical material of the study consists partly of documents and litterature - particularly hostoric texts, and partly of a questionnaire and interviews. The questionnaires have been carried out among all of the directors of education that served during the whole 1990´s. The results of the study show that the changes in the government´s system for governing the school sector have rendered the system itself seomwhat obscure. Positions of responsibility have not become clear. Hidden control becomes visible by the way in which economic issues are handled and by the existence of the agreement on school development - both of which are control instruments in the school sector, but not parts of the national control and adminsitration system. Underpressure has been developed in which the government, through its decrees, has strengthened the school level in issues that need to be solved in the municipal level in the present system, whithout the municipal level actually beeing strengthening.</p>

This thesis addresses the problem of how it is possible to understand the governing system for the school sector by studying how the relationship between the government and municipalities comes to the fore in the position held by the directors of education, who are the administrative directors of education in the municipalities. In order to put the position of the directors of education in its place in the government´s system for adminsitrating the school sector, we have studied how this office developed to be a part of the central adminsitration of school acivities in the municipalities. The study includes an analysis of how the position and function of this office changes up until the 1990´s, as well as what experiences the directors of education who serverd during the 1990´s had of the control and adminsitration of matters in the school sector. The empirical material of the study consists partly of documents and litterature - particularly hostoric texts, and partly of a questionnaire and interviews. The questionnaires have been carried out among all of the directors of education that served during the whole 1990´s. The results of the study show that the changes in the government´s system for governing the school sector have rendered the system itself seomwhat obscure. Positions of responsibility have not become clear. Hidden control becomes visible by the way in which economic issues are handled and by the existence of the agreement on school development - both of which are control instruments in the school sector, but not parts of the national control and adminsitration system. Underpressure has been developed in which the government, through its decrees, has strengthened the school level in issues that need to be solved in the municipal level in the present system, whithout the municipal level actually beeing strengthening.

Les droits fondamentaux irriguent l'ensemble du droit. En tant qu'instrument privilégié de la procédure civile, l'expertise n'est pas épargnée par ce phénomène. À l'image du procès, la mesure est devenue indissociable de la notion de droits fondamentaux. Les rapports entre les deux termes peuvent toutefois être qualifiés de complexes : l'épreuve suppose à la fois leur collaboration et leur confrontation. Ainsi, les droits fondamentaux représentent un angle d'étude idéal pour dévoiler les potentiels de l'expertise, révéler ses faiblesses, l'améliorer et participer à son renouvellement. L’évolution de la notion d’expertise ainsi que l’expansion des droits fondamentaux engendrent des problématiques inédites que le droit doit prendre en compte. À côté de la traditionnelle expertise judiciaire, dont la soumission au principe d'équité n'est plus contestée, le procès accueille les expertises non judiciaires dont les régimes sont encore à définir afin d'être conformes aux droits fondamentaux. Cette mutation de l'expertise civile est due aux droits fondamentaux, qu'ils soient procéduraux ou subjectifs. L'étude n'entend pas uniquement mettre les diverses formes de l'expertise civile en concurrence, elle envisage également de les établir en tant que modèles réciproques. La présente thèse met également en évidence les différentes fonctions des droits fondamentaux dans le développement de l’expertise. D’une part, c’est leur rôle protecteur qui a été mis en avant. Cela signifie que les droits fondamentaux doivent être respectés dans le cadre du déroulement d’une mesure d’expertise tant judiciaire que non-judiciaire. Une mesure d’instruction ne pourra être qualifiée d’efficace que dans ce cas-là. D’autre part, c’est la fonction créatrice des droits fondamentaux qui a été révélée dans la présente étude. La reconnaissance des droits à l'expertise judiciaire et à l'expertise non judiciaire est le résultat d'une extension de la philosophie de certains droits fondamentaux. Ce rôle créateur participe indéniablement au développement des mutations de l'expertise civile. / Law is irrigated by fundamental rights in each of its branches. As a preferred instrument of civil procedure, the expertise is concerned by this phenomenon. Like for the trial, expertise and fundamental rights are intrinsic. However, the links between these two concepts can be described as complex : indeed, they suggest a collaboration and a confrontation. Thus, fundamental rights represent an ideal approach to reveal the potentials and the deficiencies of the expertise, to improve it and to participate in its renewal. The evolution of the notion of expertise as well as the expansion of fundamental rights are creating unprecedented issues that the law has to consider. Alongside the traditional judicial expertise, whose submission to the principle of fairness is no longer disputed, the trial welcomes non-judicial expertises whose regimes are still to be defined in order to comply with fundamental rights. This change in civil expertise is due to fundamental rights, whether procedural or subjective. This thesis does not only intend to put the various forms of civil expertise in opposition, it also plans to establish them as reciprocal models. This thesis also reveals the different functions of fundamental rights in the development of civil expertise. On the one hand, it is their protective role that has been put forward. This means that fundamental rights must be respected during the conduct of a measure of expertise, judicial and non-judicial. A measure of instruction can be qualified as effective only in this case. On the other hand, it is the creative function of fundamental rights that has been revealed in this study. Issues relating to the rights to judicial expertise and non-judicial expertise is the result of an extension of the philosophy of specific fundamental rights. This creative role certainly contributes to the transformations of civil expertise.

Local Education Foundations (LEFs), non-profit organizations that are closely associated with and in support of their local schools, have become a key resource in meeting the needs of today's students in public education. The purpose of this case study is to examine two LEFs in suburban Philadelphia, identify keys to their success or failure, and discuss their impact on and struggles in helping students in their communities. The theoretical frameworks of Overlapping Spheres of Influence and the Ethic of Community are applied to gain further insight into LEFs and will support the literature and research findings. The research questions that were answered are what is the perceived impact of Local Education Foundations on students and what are key indicators of a successful Local Education Foundation. Literature regarding the origins, goals, structures, and methods of fundraising, how their funds are distributed, outcomes, benefits, and limitations is examined. Pertinent documents about selected LEFs were gathered, observations of LEF board meetings were made, and interviews were conducted with many stakeholders, including LEF members, school district personnel, families, and donors. Based on the collected data, both LEFs embodied the three traits of a successful LEF as identified in the literature. Both have also made an impact on their community through scholarships and programs. / Educational Administration

The dissociative anesthetic ketamine has been subject to growing abuse worldwide, particularly in adolescents. This project compared the effects of ketamine in conditioned place preference and intravenous self-administration in adolescent (PND 28-50) and adult (>PND70) Sprague-Dawley rats. Cocaine served as a positive control. In CPP, adolescents demonstrated preferences for ketamine, while adults developed an aversion. In the self-administration procedure, adults acquired the behavior more rapidly, but there was no difference in the percentage of subjects reaching acquisition nor in responding under a progressive ratio schedule for either drug. The CPP results suggest that adolescents have a greater sensitivity to the rewarding and tolerance to the aversive effects of ketamine. The divergent results for ketamine in the adults may reflect differences in the two procedures. However, because cocaine produced only hedonic effects in both age groups, it also suggests unique characteristics of ketamine and differences in its effects based on age.

Cette recherche présente une méthode d'analyse micro-systémique des mots composés thaïs. Le but denotre étude est de trouver une réponse au questionnement suivant " existe-t- il une voie qui permette de traduireautomatiquement les mots thaïs vers le français avec un résultat parfait ? ". Ce travail est divisé en cinqchapitres. La première partie concerne une histoire brève de la traduction automatique dont celle du thaï. Lespoints de vue des autres travaux sont étudiés. Le deuxième chapitre présente les caractéristiques de la langue thaïe qui possède une forme d'écriture typique sans espacement et peut entrainer des difficultés en termes d'ambiguïté dans la traduction. Certaines divergences entre le thaï et le français sont soulignées à l'aide de la théorie micro-systémique du Centre Tesnière. Le troisième chapitre fait l'étude des mots composés thaïs en utilisant une méthode hybride de l'analyse morphosyntaxique et notre système à base de règles conformes à notre modèle d'analyse de données. Le quatrième chapitre met en évidence un contrôle modélisé des unités lexicales codées syntaxiquement et sémantiquement afin d'en définir des algorithmes efficaces. Le dernier chapitre conclut sur les résultats des nouveaux algorithmes par leur informatisation. Sont enfin énoncées les perspectives ouvertes par cette nouvelle recherche. Cette étude est présentée comme un travail fiable à l'élimination des ambiguïtés. Fondée sur une méthode hybride, elle nous a permis d'atteindre notre objectif et de trouver ainsi une voie efficace qui nous autorise à traduire automatiquement les mots thaïs vers le français. Le résultat place cet outil comme l'un des plus accessibles à la recherche internationale où le thaï et le français prennent leurs places de choix