A country’s international reputation has profound implications for its citizens; given that national image or reputation is built and circulated using language on a global scale, translation is necessarily involved. This project draws on bilingual corpora of government and media texts to examine how Canada was framed in the discourses and narratives in circulation in its two official languages at the time of the 2010 G8 and G20 Summits, using concepts and techniques from Critical Discourse Analysis, narrative theory, and corpus linguistics. Examining some aspects of language in use such as collocation, semantic relations, and metaphor, several of the ways in which Canada was framed in the two contexts and languages were compared. The project concludes that discourses and narratives may differ between sources and languages, thereby highlighting the importance of recognizing the impact of translation on the variety of national representations within discourses and narratives.

This thesis demonstrates comparison of methods PERT and Critical Chain on the practical project of the development of golf course Liščí louky. In terms of the project the owners of the company GOLF Šumava s.r.o. will make a decision between two feasible alternates of the project. The thesis presents the comparison by methods PERT and Critical Chain by using software MS Project. The recommendation of the final alternate of the project for the owners was made not only on the basis of time and cost analysis but also on the basis of SWOT analyse.

This study examined the forces that affect the influence relationship between leaders and followers in a public sector organisational setting. The study is motivated by the ambition of presenting a critical perspective of the social influence process referred to as leadership. The forces were explored by studying leaders and followers engaged in their normal work context. A variation of a critical ethnographic methodology after Alvesson and Sköldberg (2005) was utilised in order to identify and explain how the dynamics impacted upon the leader follower relationship. An extended period of fieldwork was conducted within a large unitary local government authority (referred to through out the study as the ABC), during which observations and informal interviews with observed constituents were conducted and documentary evidence collected. Subsequently, an interpretive reflection of selected materials was undertaken in order to inform a critical perspective of the dynamics uncovered and the impact they had on the relationship between leaders and followers.These dynamics are shown to be predominantly external to the leader follower dyad. The dynamics of ambiguity, environment, resources, symbiosis, politics and "playing the game" impact on the relationship to create an influence relationship distinct from that detailed in normative models of leadership. The organisation comprises high levels of ambiguity; not least in the roles individuals play as leaders and followers. The transactional basis of the relationship with central government informs the basis of relationships between leaders and followers but in doing so also constricts the possibilities for leadership within the organisation. The environment is therefore an influential dynamic in leader follower relationships. Leaders and followers use the availability, acquisition and utilisation of resources to negotiate the position of their leadership and followership. Leaders are aware that they need followers as a resource and followers need leaders as they control access to resources. The relationship takes the form of a complex social symbiosis in which both component parts support each other. The relationship has a political bias. The use of politics underpins the independence of followers who are capable of acting in ways that can frustrate leaders. Finally, the two constituent parts of the relationship are engaged in playing a game, the rules of which are not explicitly stated, but can involve behaviour deemed to be illegitimate or non-sanctioned. The normative position of followers as a largely homogenous group, docile and subject to the influences of leaders is shown to be unsubstantiated. This study concludes that followers have the capacity to act under their own agency toward their own goals and aspirations; and highlights the use of political behaviour to discredit leadership as an asymmetrical influence relationship. This study concludes by asserting that political behaviour corresponds to leadership and subsequently achieves its emancipatory intent.

M.Ed. / Despite the substantial body of Educational Information and Communication Technology (ICT) research there is very little evidence that the theoretical frameworks that underpin research studies have been considered, or applied optimally. The central argument of this dissertation is that theoretical frameworks serve as epistemological guides that account for the knowledge that is produced in a study. The purpose of this inquiry is to explore how theoretical frameworks are evident in selected masters dissertations and doctoral theses at selected South African universities. A blended theoretical framework, situated in interpretivist theory, with an element of critical theory and positivist theory frames this study. A review of components of research dissertations required both quantified and qualitative data. A mixed methods approach was used to conduct a methodological inventory - cum survey review of 103 texts. A research template was devised in order to record and analyse the data that would be isolated in a reading of the texts, with specific reference to the sections of texts that showed the use of terms related to theoretical frameworks. The findings reveal that studies that were theoretically developed yielded data that could be interpreted in more depth, while a substantial majority of authors that employed their theoretical frameworks in a very limited way, presented findings that were no more than descriptive in nature. I conclude that the reason for the theoretically impoverished studies is possibly, more broadly speaking, located in the wider South African socio-economic, political and localised context. South African Higher Education Institutions face pressures of having to produce masters and doctoral studies in order to secure funding, while supervisors face pressures of having to publish to secure promotion and employability. In the process, students are not given enough opportunity for theoretical emancipation.

Kevin McGrath Abstract This thesis looks to assess the role of public-private partnerships (PPPs) in building critical energy infrastructure, and its implications for energy and national security. The clear majority of academic literature in energy security focuses exclusively on energy supply, and demand, but there is little written on the security issues facing countries when financing critical energy infrastructure projects. Through assessing the (1) recent history of privatization, (2) the development of the domestic PPP model, and (3) current relationships with PPPs in Canada, the United States, the United Kingdom, and France this thesis will look to identify the underlying domestic cultural normative debate which is driving policy making decisions. By understanding the general historical trends of privatization, and economic ideologies in governments over the past 40+ years, we can see the current and future trends in building critical energy infrastructure. By understanding the constantly evolving factors, and interdependencies at play, this thesis highlights the role of public-private partnerships in critical energy infrastructure, and energy security in general.

No description available.

Mechanically ventilated critically ill patients treated in the intensive care unit (ICU) require enteral feedings to maintain adequate nutrition during critical illness. Delivery of adequate enteral nutrition is also critical to the recovery of critically ill patients. Enteral nutrition has been shown to decrease length of time on the ventilator, decrease length of stay and ICU and decrease mortality. Despite all the evidence regarding the benefits of enteral nutrition, critically ill patients continue to receive less than their prescribed calories and protein. Nurses are in a unique position to influence the delivery of enteral nutrition. Nursing practices that contribute to underfeeding must be identified and corrected to ensure adequate delivery of nutrients is achieved. The purpose of the study was to describe the professional practice of critical care nurses regarding enteral feeding in mechanically ventilated critically ill patients. Several barriers were identified by the participants in the study that contributed to underfeeding including inconsistent practice regarding gastric residual volume, holding feeds when changing patient position and lack of a standardized protocol for enteral feeding. Also identified in the study was the idea that nurses do not see enteral feeding as a life-saving intervention. It is not the “sexy part” of what ICU nurses do. Enteral feeding guidelines need to be developed to include those interventions that are important to nursing practice in order to increase enteral feeding times and improve patient outcomes.

SammandragVi lever i en värld där texter och annan information finns runt oss hela tiden. Många är överens om att det därför krävs en annan skola än tidigare. Dock visar forskning att undervisning ofta ser likadan ut som den gjort tidigare. Mina erfarenheter säger att ett literacyperspektiv behöver komma in i skolans värld och detta är något som saknats på min VFU. För att komma ut på arbetsmarknaden och våga ha kvar literacyperspektiv som grund för min undervisning behöver jag övertyga mig om att styrdokument stödjer ett literacyperspektiv. Syftet med denna studie är att öka kunskapen om vad styrdokumenten säger om att arbeta utifrån ett literacyperspektiv. Studiens teoretiska utgångspunkter grundar sig i ett literacyperspektiv som utgår från ett sociokulturellt lärandeperspektiv. Studien tar upp tidigare forskning som lyfter värdet av att inkludera elevers vardag och att barn och unga kommer i kontakt med mängder av texter även utanför skolan. Studiens empiri har samlats in genom dokumentstudier på läroplanen, tillhörande kommentarmaterial till kursplanen i svenska, bedömningsstöd för åk 1 samt kartläggningsmaterial för förskoleklass.Undersökningens resultat visar att styrdokumenten stödjer en lärare att arbeta utifrån ett literacyperspektiv. Läroplanen lyfter vikten av att inkludera olika texter i undervisningen och att språket är med och bygger vår identitet vilket även ett literacyperspektiv innefattar. Det studerade kartläggningsmaterialet och bedömningsstödet har dock mer fokus på svenskämnet som ett färdighetsträningsämne och krockar med ett literacyperspektiv och de övriga styrdokumenten kan därför uppfattas peka åt olika håll.

Submitted in fulfilmentnof the requirements for the degree of Doctor of Education in the Department of Philosophy of Education at the University of Zululand, 2002. / This study advocates to examine the efficacy of values clarification with particular reference to its impact on critical thinking and effective communication for secondary school learners. The capability of discerning and focussing on critical aspects of situations and seeing the patterns characterising those situations is a far more holistic capability than those commonly defined in competency-based approaches. Such holistic capabilities represent the links between disciplinary knowledge and professional skills. Secondary school educators find certain values important for their learners and these are articulated by means of the curriculum and studied or taught through values clarification. Values clarification is a process of helping the individual to arrive at his or her own values in a rational and justifiable way without a set of values being imposed. Values education therefore exists in order to strengthen the transfer of values in the school while critical thinking aims to develop a reflexion on values and a value development by means of analysing and comparing opinions and communicating effectively about them. Moral development is dedicated to the stages of cognitive development for learning values and the skills to reflect on them. In this way they are both cognitive, skills-oriented educational tasks. It is clear that education is concerned with critical thinking and many skills have been formulated that learners need to acquire in order to facilitate thinking critically and communicating effectively. Critical thinking manifests itself in a plethora of skills such as identifying assumptions (both stated and unstated both one's own and others), clarifying, focussing, and remaining relevant to the topic; understanding logic and judging sources by their reliability and credibility. This calls for not only skills but dispositions such as being openminded, considerate, impartial as well as suspending judgement, taking a stance when warranted, and questioning one's critical thinking skills. By implication, this reflects on teaching values clarification and critical thinking, since critical thinking derives from the fact that learners should be taught to think, to solve problems and to communicate, and to encourage involvement in their own learning. Learners need to think critically as citizens in society — being able to detect bias, recognizing illogical thinking, avoiding stereotyping of group members, reaching conclusions based on solid evidence and guarding against propaganda. For this reason critical thinking must pervade the secondary school curriculum. In conclusion, the fundamental purpose of education should have its manifestation in the acquisition of knowledge (knowing what?) and skills (knowing how); and the manipulation thereof to think critically and communicate effectively.

Hardcore music is intrinsically anarchistic. The hardcore music scene represents a radical departure from contemporary society. Rejecting the materialism, militarism, and hedonism of the mainstream music scene—and, by extension, modern culture—hardcore music presents an alternative lifestyle rooted in solidarity, equality, and liberty. Indeed, the culture of the hardcore scene approaches a transitive, nomadic model of an anarchistic commune built on resistance as a way of life. In this study, I identified the ways music and lyrics craft attitudes and environments for revolt and rebellion, cultivating critical thinking and disobedience in equal measures. In order to understand the hardcore community, I conducted interviews, studied political theory, analyzed the lyrics of hardcore bands, and synthesized the data to draw connections between major thematic elements of this community. I've found that hardcore music has created a countercultural ethos that subverts and defies political apathy and instigates direct action in order to revolutionize the political process and erect spaces of anarchic solidarity.