International Private Law has gone through several changes and modifications, in step with the globalization phenomenon, for whichthe  relations  between  citizens of  different countries have become more frequent and complex. In that regard, it is necessary to ask how International Private Law should react tobe in accordance with the new scenarios.In this article, the author examines the general and patrimonial aspects of International Private Law that he considers must be redefined, comparing the current dispositions of the Peruvian Civil Code with international regulations and national reform projects, and introducing a modification proposal for each topic. / El Derecho Internacional Privado ha venidosufriendo diversos cambios y modificaciones, al ritmo del fenómeno de la globalización, porel cual las relaciones entre los ciudadanos dediversos países se han ido haciendo más frecuentes y complejas. En ese sentido, es necesario  preguntarse  cómo  debe reaccionar el Derecho Internacional Privado para estaracorde a los nuevos escenarios.En el presente artículo, el autor hace un recorrido por los aspectos generales y patrimoniales del Derecho Internacional Privado que considera deben ser replanteados, comparando las normas del Código Civil vigentes con las normas internacionales y los proyectos de reforma nacionales, y presentando para cadatema una propuesta de modificación.

A presença de Ad com competência para replicar (RCA, replication-competent adenovirus) nas preparações é um dos maiores problemas para a produção de Ad em larga escala. RCAs são gerados pela recombinação entre seqüência do vetor e seqüência homóloga do gene E1 presente nas células helper. Objetivo: desenvolver uma nova linhagem auxiliar para produção de Ad livre de RCA - LEY79 - derivada da linhagem de retinoblastoma humano Y79, tratando-se da primeira linhagem empacotadora de adenovírus com inativação mutacional da proteína supressora de tumor pRb, que crescem em suspensão. Células Y79 foram infectadas com o retrovírus pCLDE1A/E1BSN, selecionadas com G418. A eficiência de produção de AdeGFP na linhagem LEY79 foi testada e comparada com a HEK293A. Células Y79 foram adaptadas em meio livre de soro. Esperamos com a linhagem LEY79SF inovar no campo de processos para a produção de Ad recombinante. / The presence of Ad with the ability to replicate (RCA, replication-competent adenovirus) in preparations is a major problem in the large-scale production of Ad. RCAs are generated by recombination between the vector sequence and sequence of the homologous gene in E1 helper cells. Objective: To develop a new helper cell line for the production of RCA-free Ad., called LEY79, derived from the Y79 of human retinoblastoma line, the first line Packer adenovirus with mutational inactivation of the tumor suppressor protein pRb, which are adapted to grow in suspension. Y79 cells were infected with the retrovirus pCLDE1A/E1BSN, selected with G418. The efficiency of production of AdeGFP in the LEY79 was tested and compared with the HEK293A. Y79 cells were adapted to grow in serum-free medium. We hope that use of the the LEY79SF cell line will promote innovation in the processing and production of recombinant Ad.

This paper analyzes how the Lego Group discourse portrays children, education, play, themselves and attempts to reveal corresponding ideologies surrounding the brick. The LEGO Group claim equality, honesty and transparency in their communications, and within their business ecosystem, at their core are their traditional family values, creating an intriguing and multi-layered discourse. This thesis explores the construction of representations, from a constructionist approach using discourse analysis and language coding, aiming to uncover what is revealed and ignored. The Lego Group positions themselves as one of the future solutions to the widening gap between current educational systems and the needs of future young adults in the workforce of our rapidly changing society. They continuously portray the ‘other’ actors as bad - whether in education, technology or activities. They define every subject they cover in their own terms, creating a LEGO language and microworld philosophy. There is an imbalance between their time promoting children’s agency and time spent discussing 21st century education; the latter concerns appear to far outweigh their portrayal of children, leading to conclusions that marketing logic and aspired educational market share has a stronger influence on LEGO discourse. Children are constructed as agentic, competent and commodified when selling them new products and services, as adults-in-training when discussing education and as vulnerable or innocent when highlighting child safety concerns online. Education is viewed in terms of failure, power and change, and their versions of play and creativity as the solution to all of society's ills. Their discourse reflects The LEGO Group’s position and hegemony as one of the most powerful and influential toy companies in the world. This study contributes towards the current gap in research surrounding The LEGO Group discourse, and attempts to reveal the competing ideologies of neoliberal business values versus social good and incorporates concerns of childhood studies exploring whether this company rather represents or uses children within the context of its educational - business ecosystem.

This Master’s thesis is concentrating on the creation of a Development Center for the well-established firm TRANSPED-SOC, Ltd., which has branches in different places of the Czech Republic with a view on dispose agent. In this work we can find a written education system in the firm TRANSPED-SOC, Ltd., which is meant to help with the examination of the education of the employees. The main point is the creation of a competent model for a group of dispose agents, individual and group model-situations derived from the model, design and description other methods, a timing schedule for the Development Center and data sheets. The created Development Center is evaluated and written contributions are the results for the firm TRANSPED-SOC, Ltd.

Syftet med produktarbetet var att skapa ett didaktiskt lärandematerial bestående av en bilderbok med tillhörande lärarhandledning med inriktning på vattnets kretslopp, för en hållbar utveckling. Det didaktiska lärandematerialet utformades för att stödja och inspirera förskolepersonalen i sin dagliga undervisning tillsammans med barnen i förskolan. Utformningen av det didaktiska lärandematerialet bygger på det som kom fram i besvarandet kring vår frågeställning: Hur kan ett didaktiskt lärandematerial utformas för att hjälpa förskolepersonalen att ge barn i förskolan tidiga erfarenheter om vattnets kretslopp? Frågeställningen besvarades i relation till den tidigare forskningen som gjorts inom samma ämnesområde. En bakgrund inom redan befintlig barnlitteratur och/eller lärandematerial samt våra didaktiska övervägande kring utformning av barnböcker har också bidraget till produktarbetets resultat. Allt material har samlats in via olika infallsvinklar såsom databassökningar och studiebesök. Materialets insamling har dokumenterats med hjälp av minnesanteckningar, fotografering och ljudupptagningar. I produktarbetets resultatavsnitt presenteras vårt didaktiska lärandematerial som kommer i form av en faktabilderbok med tillhörande lärarhandledning. Utifrån den befintliga barnlitteraturen och lärandematerialen saknas det sen tidigare motsvarande didaktiska lärandematerial, därför blir vår slutsats att vår produkt kan fylla en funktion som inget annat material gör just nu.

This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical framework that guided the research and data collection. The study’s methodology consisted of two phases. In the first phase, the six identified mathematics teachers undertook a conceptual knowledge written exercise. The result of this exercise was used to select the best four performing teachers for the second phase of the study. The second phase consisted mainly of lesson observations, interviews, written documents in the form of completed questionnaires, written diaries or reports, document analysis designed to produce rich detailed descriptions of participating teachers’ PCK in the context of teaching statistics concepts at school level. The concept mapping exercise was used to indirectly assess participating teachers’ content knowledge and their conceptions of the nature of school statistics and how it is to be taught. The qualitative data obtained were analysed to try to determine individual teachers’ content knowledge of school statistics, related pedagogical knowledge, knowledge of learners’ conceptions in statistics teaching, knowledge of learners’ learning difficulties as well as how they developed their PCK in statistics teaching. The analysis was done based on iterative coding and categorisation of responses and observations made to identify themes, patterns, and gaps, in school statistics teaching. Commonalities and differences if any, in the PCK profiles of the four participating teachers were also analysed and determined. The results of the study showed that overall, individual teachers develop their PCK in school statistics teaching by: (a) formally developing their knowledge of the subject matter in a formal undergraduate educational programme, as well as subject matter content knowledge during classroom practice; (b) using varied topic-specific instructional skills such as graphical construction skills in teaching statistical graphs; (c) using diagnostic techniques (oral questioning and pre-activity, class discussions and questioning) and a review of previous lessons to introduce lessons, and to determine learners’ preconceptions in statistics teaching ; (d) Using teaching strategies that can help to identify learners’ learning difficulties as well as intervention to address the difficulties; (e) continually updating their knowledge of school statistics by attending content knowledge workshops and other teacher development programmes designed to improve content knowledge and practice. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

There is a high demand for competent Information Systems (IS) / Information Technology (IT) graduates in a globalised knowledge-driven economy with rapidly evolving Information and Communication Technology (ICT). However, becoming a competent IS/IT graduate is not a once-off event because rapid technological changes require that IS/IT graduates continually strive to be up-to-date and relevant. Continuous updating of knowledge, keeping up-to-date, acquiring a diverse set of IS/IT/ICT competencies, and being competent is a problematic task globally, and requires building competencies comprising knowledge, skills, abilities and values. This thesis employs Classic Grounded Theory Methodology (CGTM) with a single case to identify the main concern of senior IS undergraduates during their learning process, and how they resolve the concern. Data were obtained from two diverse groups of senior IS undergraduate classes using multiple data collection methods, embedded in constant comparative analyses. Understanding what was going on in the substantive research area and explaining how the senior IS undergraduates' main concern was resolved was the focus of the data collection and conceptualisation. Through the single case exploratory CGTM study, the senior IS undergraduates' main concern emerged as a perceived lack of IS Competency, and the main concern was explored. A substantive theory of Competency Maturing conceptualises and explains how these students attempt to resolve their perceived lack of IS Competency. A substantive theory of Competency Maturing is a Basic Social Process (BSP) which involves engaging in learning by doing, and spontaneous learning within an organic learning environment. Three phases of the BSP of Competency Maturing are student engagement, self-awareness of competency, and self-development. This thesis recommends a Framework for a South African senior IS undergraduates' programme and offers a set of conceptual propositions developed from empirical data. The thesis makes theoretical and practical contributions to the IS education body of knowledge of student engagement, learning environment, senior IS undergraduates' curriculum development and competency development. A substantive theory of Competency Maturing is relevant to IS educators who wish to break away from traditional, teacher-centred approaches in higher education, and are willing to create learning environments where senior IS undergraduates are motivated to learn in rich, relevant and real-world contexts. The thesis contributes to IS educators who seek to understand how the learning environment and IS educational content influence and support student engagement and Competency Maturing. This thesis also offers IS educational practitioners an understanding of the educational content and a delivery style that can provide senior IS undergraduates with strong theoretical and practical foundations. The thesis's findings suggest that creating an organic learning environment can be a useful approach to developing more competent IS graduates.

The exponential growth of culturally diverse populations in the United States has led to a multicultural patient population while the nursing workforce remains predominantly White. At the project site, managers identified that staff nurses struggled to deliver culturally competent care. The purpose of this project was to improve the cultural competence of registered nurses (RNs) through a transcultural nursing education program. Leininger's transcultural nursing theory guided the project. Sources of evidence used to develop a face-to-face educational program included peer-reviewed journals, credible websites, and the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-R tool. Aggregate pretest and posttest scores were used to determine RNs' competency levels. The Statistical Package for the Social Sciences software was used for data analysis, and a paired t test was used to determine the impact of the program. Of the 22 participants, 4 (18%) scored within the culturally competent range on the pretest, compared to 17 (77%) on the posttest. These findings were statistically significant (p < 0.000) and demonstrated a positive outcome from the educational project. Key recommendations are to continue this education for other RNs in the facility and at other facilities in the network. The implications of this project for positive social change include raising the cultural competency of nurses, which has the potential to improve patient outcomes.

No description available.

Bakgrund En fjärdedel av barn i Sverige har utländsk bakgrund, de har enligt Barnkonventionen (2020) samma rättigheter som barn till svenskfödda. Primärvården är oftast deras första kontakt med svensk hälso- och sjukvård, vilket ställer krav på sjuksköterskor som bär ansvar i att tillgodose och möjliggöra jämlik vård. Ojämlikheter i vården kan dock uppstå och beror ofta på kommunikationsbarriärer i mötet.  Syfte Syftet var att beskriva primärvårdssjuksköterskors erfarenheter av kommunikationsbarriärer i mötet med barn till utrikesfödda föräldrar. Metod Studien genomfördes med kvalitativ design med induktiv ansats. Semistrukturerade intervjuer genomfördes med sjuksköterskor inom primärvården i Västsverige. Intervjuerna analyseradesmed kvalitativ innehållsanalys. Resultat Sjuksköterskor inom primärvården har i möten med barn och deras utrikesfödda föräldrar verktyg för att överbrygga kommunikationsbarriärer, bland annat genom att hantera dialogen med föräldrarna och navigera barriärer som uppstår. Sjuksköterskor kan även identifiera kulturen och finna sätt att kommunicera och utveckla behovet av mer utbildning och beredskap inför dessa möten. På så sätt även bära ansvaret och känslorna i uppdraget mot en mer jämlik vård. Genom arbetet med kommunikationsbarriärer ser sjuksköterskan till att barnets rätt till god hälsoutveckling tillgodoses, och bidrar till att utveckla kunskap om kommunikationsbarriärer och vägen framåt med det hälsofrämjande arbetet. Slutsats Ur olika perspektiv har kommunikationsbarriärer lyfts i tidigare forskning både internationellt som nationellt. Men mer kunskap om lösningar kring kommunikationsbarriärer behövs frånbarnets perspektiv. Forskning behöver riktas mer på hur man kan arbeta kring problemet, inkludera barnet och blicka framåt / Background A quarter of children in Sweden have a foreign background, according to the Convention onthe Rights of the Child (2020) all children own the same rights. Primary care is usually their first contact with Swedish healthcare, which places demands on nurses who are responsible for providing and enabling equal care. However, inequalities often arise due to communication barriers in the meeting. Purpose The purpose was to describe primary care nurses' experiences of communication barriers in the meeting with children of foreign-born parents.  Method The study was conducted with a qualitative design and an inductive approach. Semistructured interviews were conducted with nurses in primary care in western Sweden. The interviews were analyzed with a qualitative content analysis according. Results In caring for children of foreign-born parents, nurses in primary care possess tools for bridging communication barriers. By navigating the dialogue and identifying the culture and finding ways to communicate can enable preparedness for the task. Thus nurses can bear the responsibility and feelings in the mission towards a more equal care for the child. By overbridging communication barriers, nurses are able to cherish for the child's rights and increase knowledge of the phenomenon. Conclusion Communication barriers have been lifted worldwide in previous research. More knowledge concerning solutions for communication barriers is needed from the child's perspective. Research needs to focus more on how to work around the problem with a drive forward.