Estruturas de tratamento de exceção são extremamente comuns em softwares desenvolvidos em linguagens modernas, como Java, e afetam de forma contundente o comportamento de um software quando exercitadas. Apesar destas duas características, as principais técnicas de verificação, teste de software e verificação formal, e as ferramentas a elas vinculadas, tendem a negligenciar o comportamento excepcional. Alguns dos fatores que levam a esta negligência são a não especificação do comportamento excepcional em termos de projeto e a consequente implementação das estruturas de tratamento com base no julgamento individual de cada programador. Isto resulta na não consideração de partes expressivas do código em termos de verificação e, consequentemente, a possibilidade de não serem detectados erros relativos tanto às próprias estruturas de tratamento quanto às estruturas de código vinculadas a estas. A fim de abordar este problema, propomos uma técnica, baseada em model checking, que automatiza o processo de exercício de caminhos excepcionais. Isto permite que seja observado o comportamento de um software quando da ocorrência de uma exceção. Pretendemos, com esta técnica, dar suporte para que seja aplicado aos caminhos que representam o comportamento excepcional de um software as mesmas técnicas de detecção de erros que são aplicadas aos caminhos que representam o comportamento normal e, com isso, agregar um aumento na qualidade do desenvolvimento de software. / Software developed in modern languages, such as Java, commonly present structures of exception handling. These structures, when exercised, may affect the software behavior. Despite these two characteristics, the main verification techniques, software testing and formal verification and the tools related to them, tend to neglect the exceptional behavior. The nonexistent specification of software exceptional behaviors at the design level, and, the subsequent implementation of exception handling based on the judgment of each programmer, are some factors that lead to this neglect. These factors result in the non-consideration of the expressive parts of the code in verification terms and, consequently, the impossibility of errors detection concerning either the exception treatment structures or the code structures linked to them. Taking this fact into consideration, we propose a technique based on the model checking process, which automates the process of exercising exceptional paths to address this problem. This allows the observation of the software behavior when an exception occurs. With this technique, we intend to support the application of the same error detection techniques for program normal behavior paths to the paths that represent the software exceptional behavior. Therefore, using the proposed technique, we aim to increase the software development quality.

The focus of this research study is upon the possible benefits research can offer special needs education (SNE) teachers. The project has been based upon a ‘study of a study’ with a piece of small-scale personal research - an observational study of the play of children with severe learning difficulties — being used as the starting point for examining the opportunities for learning about professional practice research can present teachers working in SNE. This project has linked two professional interests: a desire to systematically investigate a teaching and learning issue whilst reflecting upon the process of conducting that investigation. This reflection upon the process of conducting research was both personal and also involved asking other researchers — teacher researchers and professional researchers who support teacher researchers — about their experiences of conducting research. The project has involved using a reflective diary on personal research as well as semi-structured interviews with teacher researchers and professional researchers as a means of collecting data about the possible benefits of teacher research. The analysis of this data then led to the generation of a series of hypotheses and recommendations about possible future SNE teachers’ research. It is hoped this small-scale research project will be of interest to other teachers who are either engaged in or considering becoming involved in research, as well as the school managers, professional researchers and policy makers who support these teacher researchers in different aspects of their professional learning and development

O principal tema deste trabalho é o estudo dos sistemas estratificantes sobre álgebras hereditárias. Um dos principais problemas é a construção de sistemas estratificantes completos cujos elementos sejam todos módulos regulares, sendo este problema resolvido para álgebras hereditárias do tipo mansa e as álgebras de Kronecker generalizadas. Para as álgebras hereditárias de tipo mansa exibimos um limitante para o tamanho dos sistemas estratificantes formados só de módulos regulares e, usando tal limitante, concluímos que não é possível que tais sistemas estratificantes sejam completos. Para as álgebras de Kronecker e as álgebras de Kronecker generalizadas concluimos que nenhum sistema estratificante sobre esta álgebra pode ter elementos regulares e construímos todos os possíveis sistemas estratificantes completos sobre esta álgebra. Definimos o conceito de sequência especial de um módulo inclinante, estabelecemos que todo módulo inclinante tem uma sequência especial e estudamos quando uma sequência, de dois e três somandos diretos de um módulo inclinante, é uma sequência especial. / The main topic of this work is the study of stratifying systems over hereditary algebras. One of the main questions to be considered is the construction of complete stratifying systems whose elements are regular modules. We solve this problem for tame hereditary algebras and for the Kronecker generalized algebras. In the case of tame hereditary algebras, we obtain a bound for the size of the stratifying systems composed only by regular modules and, by using this bound, we conclude that such stratifying systems can not be complete. For the Kronecker and for Kronecker the generalized algebras we conclude that no stratifing system over this algebra can have regular elements. Next we construct all possible complete stratifying systems over this algebra. Furthermore, we define the notion of special sequence of a tilting module and we establish that all tilting modules have an special ordenation. Also we study when an sequence of two and three direct summands of an tilting module, is a special ordenation.

There has been growing interest in forest school’s utility as an intervention for building social skills, self-confidence and self-esteem. Given the diverse array of research regarding the benefits of nature contact and that the effects of forest school are under-researched, the present research investigated the relationship between forest school participation, wellbeing, resilience and nature connectedness. A mixed methods crossover design, involving 130 participants, was employed with measures of wellbeing, resilience and connectedness to nature administered pre- and post-forest school. Qualitative data was also collected. Results indicated significant improvements over time for resilience scores following forest school. Gender effects were found, with male participants showing significant improvements in their levels of wellbeing, resilience and connectedness to nature. Early environmental experiences, resilience and connectedness to nature were found to predict mental wellbeing. The findings provide initial evidence for the potential of forest school in providing beneficial outcomes for resiliency in young people.

This thesis is about change, and the impact of change on the restructuring of special educational needs provision. The impetus for my research came from my work with the National Association of Head Teachers, supporting school leaders in managing the education of a more diverse pupil population. The research relates to the Labour Government's policy to increase the number of children with more complex needs in mainstream schools. Following Baroness Warnock's (2005) call for a review of special educational needs, the House of Commons Education and Skills Committee carried out an ‘Inquiry'. Their final report (SEN: Third Report of Session 2005-06), identified high levels of dissatisfaction amongst parents and teachers, and it concluded that the Special Educational Needs framework was no longer fit for purpose. In response, the Labour Government stated that it was too early to carry out a review because their ‘Every Child Matters' initiative was still developing. However, they stated that, in future, local authorities would be required to demonstrate improved special educational needs provision when restructuring their overall educational provision. This significant response prompted me to explore the implementation of the restructuring of provision as several authorities were putting forward proposals for change during 2007-08. The research began in 2008. It is a piece of small-scale educational research which explores the perspectives of school leaders in one local authority and the local authority's documented evidence. The concepts of ‘inclusion' and ‘change' provided the foundation to develop my research study within a broad ‘constructivist interpretative' paradigm and, the direction to review relevant literature on inclusive education and on strategies for implementing change. It discusses the qualitative methods used to investigate my overarching research question: What is the nature and impact of change, in the restructuring of special educational needs provision? I set out to explore two aspects of the nature of change: the first objective was to investigate the process and the second was to investigate the impact of change. My intention was to tease out whether school leaders in mainstream schools, subject to competing government policies (‘inclusion' and ‘market' ideologies) would choose to increase their provision and the impact of proposed change on the individuals and schools involved. My fieldwork was carried out during 2008-09, and follow-up interviews were carried out with those respondents, who were directly involved in the restructuring of provision, during 2010-11. The findings illustrate the influence of individual values and attitudes and the importance of effective school leaders in driving forward reform. It describes the actions of the local authority during the process of implementing change and highlights the improvements that could be made during the stages of transition. Importantly, the significance is considered of internal and external influences that impact on the actions of school leaders and how they influenced the policies of the local authority. Each individual's, or body's, interaction within and between each level (i.e. national, local, school and individual levels), created an impact on the other levels, a process that was far from straightforward. A significant finding of the research was the importance of the interrelationship between these four dimensions, building on Fullan's (2003) tri-level reform. Although the findings demonstrated that to implement progressive change requires motivated school leaders, it also depends on the collaborative effort of all stakeholders involved. However, even with a concerted effort other unexpected events may alter its course: change may be influenced but it cannot be controlled. It is therefore important to develop and understand those strategies and dimensions that contribute to the effective implementation of ‘change' because, in the world of education, change is on going.

O principal tema deste trabalho é o estudo dos sistemas estratificantes sobre álgebras hereditárias. Um dos principais problemas é a construção de sistemas estratificantes completos cujos elementos sejam todos módulos regulares, sendo este problema resolvido para álgebras hereditárias do tipo mansa e as álgebras de Kronecker generalizadas. Para as álgebras hereditárias de tipo mansa exibimos um limitante para o tamanho dos sistemas estratificantes formados só de módulos regulares e, usando tal limitante, concluímos que não é possível que tais sistemas estratificantes sejam completos. Para as álgebras de Kronecker e as álgebras de Kronecker generalizadas concluimos que nenhum sistema estratificante sobre esta álgebra pode ter elementos regulares e construímos todos os possíveis sistemas estratificantes completos sobre esta álgebra. Definimos o conceito de sequência especial de um módulo inclinante, estabelecemos que todo módulo inclinante tem uma sequência especial e estudamos quando uma sequência, de dois e três somandos diretos de um módulo inclinante, é uma sequência especial. / The main topic of this work is the study of stratifying systems over hereditary algebras. One of the main questions to be considered is the construction of complete stratifying systems whose elements are regular modules. We solve this problem for tame hereditary algebras and for the Kronecker generalized algebras. In the case of tame hereditary algebras, we obtain a bound for the size of the stratifying systems composed only by regular modules and, by using this bound, we conclude that such stratifying systems can not be complete. For the Kronecker and for Kronecker the generalized algebras we conclude that no stratifing system over this algebra can have regular elements. Next we construct all possible complete stratifying systems over this algebra. Furthermore, we define the notion of special sequence of a tilting module and we establish that all tilting modules have an special ordenation. Also we study when an sequence of two and three direct summands of an tilting module, is a special ordenation.

The purpose of this study was to assess the effects of selected characteristics on the outcomes of those special education due process hearings brought forth in the state of Texas from September 1, 1983, to September 1, 1992. A further purpose was to determine if district characteristics of size or location affect the likelihood of a district's becoming involved in a special education due process hearing. Data for the study was collected for all special education due process hearings conducted in the State of Texas from September 1, 1983, to September 1, 1992. A coding system was used to record the data for the study and the Chi-square test of independence was used to determine whether a relationship existed between the selected variable (hearing issue, disability classifications and restrictiveness of placement) and hearing outcome. The frequency of involvement in hearings for districts of various size and urban characteristics was displayed as a percentage.

The most common comorbid disorder for adolescents with autism spectrum disorder (ASD) is depression, with more severe symptoms demonstrated in those with high cognitive ability. Feelings of loneliness are associated with depression. There is a dearth of information regarding pertinent variables for loneliness of friendship quality, friendship motivation, and social skills in high ability adolescents with ASD. This study employs a multiple case study design with 10 twice-exceptional adolescent males with high cognitive ability and ASD (ages 13-9 to 18-11) to investigate these variables. Adolescent, parent, and teacher interviews were completed, transcribed, and analyzed using Consensual Qualitative Research (CQR). Results describe friendship quality for these youth, with particular contributions to current understanding of companionship, security, help, closeness and balance. Findings inform friendship motivation, as well, and etiologies of amotivation are documented. Results indicate positive and negative influences of high intelligence on interpersonal functioning, along with immaturity and symptoms of rigidity affecting friendships, as well. Pathway analyses reveal twice-exceptional youth with insecure friendships experience loneliness and introjected motivation for friendships, along with increases in peer dyadic relationships and decreases in loneliness. Those with insecure friendships and perseverative interest in peers also present with suicidal ideation and/or attempts. Future research should expand the use of individual therapies (i.e., cognitive behavioral therapy for depression) for these twice-exceptional teens, particularly in middle school, with modifications to accommodate difficulties with perseveration on negative emotions, as well as explore coping strategies of engaging with fictional characters when lonely.

Cette thèse traite de compactifications avec flux en théorie des cordes et supergravité. D’abord, nous étudions les réductions dimensionnelles des théories de type II et de supergravité en onze dimensions, en utilisant la géométrie généralisée exceptionnelle. Nous commençons par l’introduction des techniques mathématiques nécessaire à cette thèse, nous nous concentrons sur les G-structures et leur extension à la géométrie généralisée. Après, nous passons à discuter les compactifications à proprement parler. Précisément, nous nous concentrons sur type IIA, en construisant la version de la géométrie généralisée exceptionnelle décrivant cette supergravité et en trouvant les déformations de la dérivé de Lie généralisée correctes qui permettre de tenir compte et décrire correctement la mass de Romans. Nous présentons la méthode de Scherk-Schwarz généralisée qui nous permettre de trouver des ansatze consistants qui préservent la quantité maximale de supersymétrie. Aussi, nous appliquons cette méthode à des exemples différents des truncations sur les sphères, nous sommes capables de reproduire l’ansatz sur la sphere six-dimensionnelle et le tensor d’imbrication, qui nous donne une supergravité jaugée ISO(7) dyoniquement en quatre dimensions. Pour des sphères de dimension d = 2; 3; 4, nous trouvons une obstruction à avoir des parallelisations généralisées dans les cas massifs. Ceci donne une indication du fait que des réductions dimensionnelles en présence de mass de Romans peut pas exister. En outre, nous étudions les calibrations générales sur des backgrounds AdS en type IIB et M-théorie. Nous établissons qu’elles sont décrites par les structures de Sasaki- Einstein exceptionnelles, et nous focalisons notre attention sur les vectors de Reeb généralisés. Les inégalités pour la limite sur l’énergie peuvent être dérivées par la décomposition de la condition donnée par la symétrie _ ou dans la même façon, par la décomposition des bilinéaires des champs spinoriels existants en littérature. Nous expliquons comme la fermeture des formes de calibration est liée à l’intégrabilité de la structure de Sasaki-Einstein exceptionnelle décrivant le background. En particulier, nous faisons ça pour des branes remplissant l’espace ou ponctuelles. En faisant ça, nous montrons que la partie de forme du vector twisté en M-théorie donne les correctes calibrations généralisées. Le cas au sujet des backgrounds en type IIB donne des résultats analogues. / The main topic of this thesis are flux compactifications. Firstly, we study dimensional reductions of type II and eleven-dimensional supergravities using exceptional generalised geometry. We start by presenting the needed mathematical tools, focusing on G-structures and their extension to generalised geometry. Then, we move our focus on compactifications. In particular, we mainly focus on type IIA, building the version of exceptional generalised geometry adapted to such supergravity and finding the right deformations of generalised Lie derivative to accomodate the Romans mass. We describe the generalised Scherk-Schwarz method to find consistent truncation ansatze preserving the maximal amount of supersymmetry. We apply such a method to several examples of truncations on spheres, we reproduce the truncation ansatz on S6 and the embedding tensor leading to dyonically gauged ISO(7) supergravity in four dimensions. For spheres of dimension d = 2; 3; 4, we find an obstruction to have generalised parallelisations in massive theory, giving the evidence that maximally supersymmetric reductions might not exist. As further point, we study generalised calibrations on AdS backgrounds in type IIB and M-theory. We find these are described by Exceptional Sasaki-Einstein structures and we place the focus on the generalised Reeb vectors. The inequalities for the energy bound are derived by decomposing a _-symmetry condition and equivalently, bispinors in calibration conditions from existing literature. We explain how the closure of the calibration forms is related to the integrability conditions of the Exceptional Sasaki- Einstein structure, in particular for AdS space-filling or point-like branes. Doing so, we show that the form parts of the twisted vector structure in M-theory provides the expected generalised calibrations. The IIB case yields similar results.

Parenting stress (PS) is a phenomenon experienced by all parents to varying degrees due to the demands of meeting a child's needs. This distinct type of stress is caused by an imbalance between the perceived demands of parenting and the perceived coping resources available to parents. The construct of twice-exceptionality (2E) is defined as the co-occurrence of giftedness and disability or possessing both high cognitive abilities and at least 1 of 13 potential disabilities identified under the Individuals with Disabilities Education Act of 2004. The purpose of this study was to understand how PS is experienced by parents of children who have been identified with 2E. The theoretical perspectives of stress appraisal, coping, and attribution guided this study and provided a framework for understanding the lived experiences of parents and the meaning they ascribe to these experiences. The goals of the study were accomplished through in-depth interviews with 13 participants, an extensive literature review, and reflective journaling. Interview data were analyzed using the phenomenological techniques of epoche, bracketing, horizontalization, and imaginative variation, and several relevant themes and subthemes were developed. High levels of PS described by the parents in this study indicate that further research is indicated for better understanding and serving the significant needs of this population. The social implications of this research include raising awareness of PS and 2E; increasing the potential for positive outcomes for children and families; and addressing misconceptions concerning giftedness, gender bias in the perceptions of parental roles, and the impact of PS on family systems.