Global ETD Search

21	Contemporary Arts Center: A Time of Transition Naring, Samantha 01 May 2016 (has links) The following report documents my 480-hour internship from August 17th, 2015 to January 29th, 2016 in the Education and Public Programs Department at the Contemporary Arts Center (CAC). I worked closely with the Marketing and Visual Art Departments. I chose the organization to experience an environment that commits itself to presenting high quality performing and visual arts. This paper assesses the CAC’s history, present day status, and future outlook. It also offers suggestions on how certain aspects can be improved in order to extend the organization’s longevity. Over the course of five months I observed strengths, weaknesses, opportunities and threats to the organization. Additionally, using knowledge gained from my Arts Administration classes and personal observations, this paper offers predictions as to the organization’s future. Arts Management
22	Effective Practices of Project Lead The Way Partnership Teams Reutzel, Cody J. 01 December 2008 (has links) The purpose of this study was to gather information from Project Lead The Way (PLTW) partnership team experts. This project follows the methodology of a modified Delphi study. A review of literature in the areas of curriculum development, pre-college engineering, and the Delphi research technique provided the background for the structure utilized. Top programs from across the country were questioned to identify and come to a consensus on top components essential to developing and utilizing a successful PLTW partnership team. The components were categorized into two lists: effective practices utilized to make a program successful and effective practices employed by team coordinators to make a leadership team successful. The initial information provided was revised through the blind collaboration of 17 experts. Information gathered between each revision was coded and analyzed to achieve two final lists. Advisory Committee K-12 Engineering Project Lead The Way Partnership Teams Pre-Engineering Delphi Engineering Instructional Media Design
23	A declaração das Nações Unidas sobre a educação e formação em direitos humanos: retórica e perspectivas de efetivação / The United Nations Declaration on Human Rights Education and Training: rethoric and perspectives of effectiveness Gama, Fabio Ribeiro Humphreys 22 May 2012 (has links) Em dezembro de 2011, a Assembleia Geral aprovou a Resolução 66/137 adotando a Declaração das Nações das Nações Unidas sobre a Educação e Formação em Direitos Humanos em sequencia ao processo educativo em direitos humanos - iniciado em 1948 com a Declaração dos Direitos Humanos - que vem em evolução constante, principalmente a partir da década de noventa. A Declaração é a reafirmação da comunidade internacional da necessidade de uma mudança de paradigma e valores que orientem a vida cotidiana dos indivíduos em todo o mundo e que é responsável pelo estado atual dos direitos humanos. Com a adoção deste novo documento internacional, começa o processo de difusão e disseminação do seu conteúdo visando a efetivação do direito humano à educação em direitos humanos - agora indubitavelmente positivado que, sem embargo, deverá superar diversos obstáculos estruturais para a aceitação dos princípios contidos na Declaração Universal dos Direitos Humanos, vale dizer, os valores e tradições nas sociedades baseadas no patriarcalismo e no capitalismo neoliberal. / In December, 2011, the UN General Assembly approved the Resolution 66/137 adopting the United Nations Declaration on Human Rights Education and Training following the human rights education movement started in 1948 by the Universal Declaration of Human Rights in an on-going evolution mainly as of the 90`s. The Declaration is the ratification by the international community of the need of changing paradigm and values which orient the life of individuals in daily basis worldwide and that is responsible for the current state of the human rights. With the adoption of this new international document the process of diffusion and dissemination of its content started aiming at the effectiveness of the right to human rights education. Yet, the Declaration must overcome many structural obstacles for the acceptance of its principles, in especial, the values and traditions of the societies based on the patriarchy and the neoliberal capitalism. Advisory committee Direitos humanos Education Empowerment History of human rights education Human rights Human rights council Human rights education International law International law of human rights Platform on Human Right Education
24	A declaração das Nações Unidas sobre a educação e formação em direitos humanos: retórica e perspectivas de efetivação / The United Nations Declaration on Human Rights Education and Training: rethoric and perspectives of effectiveness Fabio Ribeiro Humphreys Gama 22 May 2012 (has links) Em dezembro de 2011, a Assembleia Geral aprovou a Resolução 66/137 adotando a Declaração das Nações das Nações Unidas sobre a Educação e Formação em Direitos Humanos em sequencia ao processo educativo em direitos humanos - iniciado em 1948 com a Declaração dos Direitos Humanos - que vem em evolução constante, principalmente a partir da década de noventa. A Declaração é a reafirmação da comunidade internacional da necessidade de uma mudança de paradigma e valores que orientem a vida cotidiana dos indivíduos em todo o mundo e que é responsável pelo estado atual dos direitos humanos. Com a adoção deste novo documento internacional, começa o processo de difusão e disseminação do seu conteúdo visando a efetivação do direito humano à educação em direitos humanos - agora indubitavelmente positivado que, sem embargo, deverá superar diversos obstáculos estruturais para a aceitação dos princípios contidos na Declaração Universal dos Direitos Humanos, vale dizer, os valores e tradições nas sociedades baseadas no patriarcalismo e no capitalismo neoliberal. / In December, 2011, the UN General Assembly approved the Resolution 66/137 adopting the United Nations Declaration on Human Rights Education and Training following the human rights education movement started in 1948 by the Universal Declaration of Human Rights in an on-going evolution mainly as of the 90`s. The Declaration is the ratification by the international community of the need of changing paradigm and values which orient the life of individuals in daily basis worldwide and that is responsible for the current state of the human rights. With the adoption of this new international document the process of diffusion and dissemination of its content started aiming at the effectiveness of the right to human rights education. Yet, the Declaration must overcome many structural obstacles for the acceptance of its principles, in especial, the values and traditions of the societies based on the patriarchy and the neoliberal capitalism. Direitos humanos Advisory committee Education Empowerment History of human rights education Human rights Human rights council Human rights education International law International law of human rights Platform on Human Right Education
25	Faculty Senate Minutes September 12, 2016 University of Arizona Faculty Senate 04 October 2016 (has links) This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center. Presidential Search Advisory Committee Presidential Search Survey textbook adoptions GPSC election results GPSC University self-insurance Eileen Kline e-cigarettes IMB-CMM Graduate Education Proposal Molecular Medicine Immunology training grants Constitution Revisions Bylaws Revisions Inclusive Excellence
26	Legal aspects of the regulation of mergers and acquisitions Oberholzer, Cornelius Christiaan 11 1900 (has links) One of the objectives of the Securities Regulation Code on Takeovers and Mergers ("the Code") was to achieve neutrality of treatment of minority shareholders in takeover situations irrespective of the method employed to effect the takeover. This objective has not yet been achieved despite the inclusion of Rule 29 in the Code. Different levels of minority protection apply depending on the method used to effect a takeover. Asset takeovers are also excluded from the ambit of the Code. It is suggested that capital reductions and security conversions be prohibited to effect a takeover unless the Code is applicable to the transaction. The scheme of arrangement procedure, with certain suggested amendments, should be retained as a takeover method. It is further suggested that section 228 of the Companies Act be amended to ensure greater minority shareholder protection but that asset takeovers not be included within the ambit of the Code at this stage. / Private Law / LL.M. Securities Regulation Code Takeovers Scheme of arrangement Reduction of capital Securities conversion Asset takeovers Section 228 of the Companies Act, 1973 Mergers and acquisitions Compensating advantage Offeror and offeree company Redeemable preference shares method 346.6626068 Corporation law -- South Africa
27	Deciphering Franklin D. Roosevelt's Educational Policies During the Great Depression (1933-1940) Dass, Permeil 10 January 2014 (has links) Franklin Delano Roosevelt (FDR) was the longest serving president in the history of the United States, and he served during the U.S.’s worst economic crisis. During his tenure, approximately 80,000 public school teachers were left unemployed and 145,700 students had their schools closed. Furthermore, public schools and their teachers were under attack for the large number of unemployed and illiterate people. Despite these public school challenges, the literature rarely mentions FDR’s reactions or thoughts; instead, the literature focuses on the Civilian Conservation Corps (CCC) and the National Youth Administration (NYA), two New Deal youth programs. The New Deal assisted many institutions, and educators assumed public schools would also receive assistance. Under FDR, the federal government became increasingly involved in the lives of its citizens in terms of housing, food, transportation, and employment, but it did not increase its involvement in education. In this dissertation, I decipher FDR’s educational policies by analyzing his administrative actions that supported or hindered education from 1933-1940. In particular, did FDR’s governmental programs emphasize or encourage the education of youth? Did his administrative decisions support public schools? What was FDR’s policy towards federal aid to education and why? Additionally, by analyzing how educational policies were developed within FDR’s administration, educators today will better discern how they can influence policies during each step of the policymaking process. In doing so, educators will be better prepared and positioned to support American schools. Franklin D. Roosevelt educational policy New Deal Great Depression youth teachers schools CCC NYA EEP Presidential Advisory Committee Office of Education Congress Pat Harrison George Deen Douglass George Zook Studebaker George Johnson National Catholic Welfare Conference HR9544 Harry Hopkins NEA HR5923 HR12120 Fechner S2883 HR5962 Hugo Black Brooks Fletcher S1305 NAACP HR3517 S1305 Larrabee
28	Legal aspects of the regulation of mergers and acquisitions Oberholzer, Cornelius Christiaan 11 1900 (has links) One of the objectives of the Securities Regulation Code on Takeovers and Mergers ("the Code") was to achieve neutrality of treatment of minority shareholders in takeover situations irrespective of the method employed to effect the takeover. This objective has not yet been achieved despite the inclusion of Rule 29 in the Code. Different levels of minority protection apply depending on the method used to effect a takeover. Asset takeovers are also excluded from the ambit of the Code. It is suggested that capital reductions and security conversions be prohibited to effect a takeover unless the Code is applicable to the transaction. The scheme of arrangement procedure, with certain suggested amendments, should be retained as a takeover method. It is further suggested that section 228 of the Companies Act be amended to ensure greater minority shareholder protection but that asset takeovers not be included within the ambit of the Code at this stage. / Private Law / LL.M. Securities Regulation Code Takeovers Scheme of arrangement Reduction of capital Securities conversion Asset takeovers Section 228 of the Companies Act, 1973 Mergers and acquisitions Compensating advantage Offeror and offeree company Redeemable preference shares method 346.6626068 Corporation law -- South Africa
29	Implications of a national immunization registry an alliance to win the race for the future care and accuracy of pediatric immunization Patail, Shoaib Chotoo 01 January 2004 (has links) This project examines the role of immunization registries and their effect on a health care delivery system. Recent efforts to attain coverage of child populations by recommended vaccines have included initiatives by federal and state agencies, as well as private foundations, to develop and implement statewide community-based childhood immunization registries. Centers for Disease Control California Department of Health Services Pediatrics -- Immunological aspects Community health services for children Integrated delivery of health care Health Policy
30	Faculty Senate Minutes December 4, 2017 University of Arizona Faculty Senate 06 February 2018 (has links) This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center. Arizona Faculties Council (AFC) Dean of the College of Education Operation and Financial Review (OFR) Faculty Breakfast UA's Capital Development Plan Veterinary Medicine core facility Arizona Health Sciences Building 201 Intercollegiate Athletics projects Global Studies Joseph Dupris IngriQue Salt Indigenous Peoples Day Undergraduate Minor in Sports Nutrition Information Access budget Library Services Platform UA's Open Access policy strategic planning process Vice Dean of Eller College of Management Lisa Ordonez Associate Dean of College of Science Elliott Cheu

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