A basic interpretive qualitative research approach (Merriam, 2002) was used to investigate the experiences of adolescent females engaged in elite dance training while attending regular high school programs. Participants were five adolescent females from the local dance community of a mid-size Canadian Prairie city. Semi-structured interviews provided an opportunity for the participants to share their experiences and perspectives, and describe what it is like to dance through high school. Data were analyzed in terms of Kearneys (2001) shared meaning and descriptive categories. The shared meaning of the dancers experiences reflected a common sentiment of mastery, accomplishment in both dance and school, and recognition of dance as a coping behavior and resource. Descriptive categories included two themes: The Daily Life of a Dancer (School and Dance Integrated) and The Social Life of a Dancer (School and Dance Separated). Findings are discussed in terms of the current literature on dance training and extracurricular activities for adolescents; implications are identified for counselling and educational professionals; and recommendations are made for future research.

A basic interpretive qualitative research approach (Merriam, 2002) was used to investigate the experiences of adolescent females engaged in elite dance training while attending regular high school programs. Participants were five adolescent females from the local dance community of a mid-size Canadian Prairie city. Semi-structured interviews provided an opportunity for the participants to share their experiences and perspectives, and describe what it is like to dance through high school. Data were analyzed in terms of Kearneys (2001) shared meaning and descriptive categories. The shared meaning of the dancers experiences reflected a common sentiment of mastery, accomplishment in both dance and school, and recognition of dance as a coping behavior and resource. Descriptive categories included two themes: The Daily Life of a Dancer (School and Dance Integrated) and The Social Life of a Dancer (School and Dance Separated). Findings are discussed in terms of the current literature on dance training and extracurricular activities for adolescents; implications are identified for counselling and educational professionals; and recommendations are made for future research.

Syftet med studien är att få en fördjupad förståelse av hinder i matematiklärande ur ett lärarperspektiv med avseende på särskilt stöd i matematik och hänsyn till inkludering. Då vi vill ha en fördjupad förståelse väljer vi en kvalitativ inriktning på vår studie. Vi har genomfört tolv intervjuer med lärare. Det framkom en rad olika teman när det gäller hinder i matematiklärandet. Teman som lärmiljön, självförtroendet och motivation, koncentrationssvårigheter samt sociala svårigheter. När eleverna uppvisar svårigheter i matematik sker en rad olika extra anpassningar, vilka görs inom ramen för undervisning. När de är otillräckliga får eleverna det som kallas för särskilt stöd så som en-till-en undervisning, mindre undervisningsgrupp och specialpedagogiskt riktat stöd.  Utöver skillnader i lärmiljöerna och orsaker till särskilt stöd fann vi dilemman kring begreppen inkludering och exkludering hos lärarna. Deras åsikter skiljde sig åt. De ansåg att eleverna kan vara exkluderade i en inkluderande miljö, likväl som de kan vara inkluderade i en, av forskningen menad, exkluderande miljö. Detta medför att det finns skillnader i vilka insatser som görs för eleverna och vilket stöd som sätts in för elever i behov av särskilt stöd. Vi har fått en inblick i hur det fungerar på de skolor vi besökt och vi har fått en fördjupad förståelse av hur de möter elever i behov av särskilt stöd men också hur de vill att det ska fungera, om rätt förutsättningar finns.

The conduct of military forces is not limited to their territory. They are typically sent on missions that potentially affect civilians beyond the borders of the sending State. Under the European Convention, the linking factor bringing its protection into play is that of jurisdiction under Article 1 ECHR. What is the reach of the European Convention in the context of participation by Contracting Parties in military operations abroad? The interpretation of the concept of jurisdiction has evolved from its territorial beginnings. After a detailed analysis of the case-law on the interpretation of jurisdiction, including the latest landmark cases of Al-Jedda and Al-Skeini, I conclude that the current case-law lacks coherence. The search for a more coherent approach to determining questions of jurisdiction, in situations involving military conduct abroad has steered this thesis into considering the unsatisfactory interplay between humanitarian law and human rights law and the way in which the two systems apply to civilians caught in military operations. An analysis of the case-law under the European Convention in situations where Contracting Parties send troops as part of multi-national forces has indicated the benefits of considering dual or multiple attribution rather than a separation of jurisdiction. I propose a more coherent approach to jurisdiction replacing the present uncertainty in the context of applicability of the European Convention to military operations abroad. I argue, in all situations, for a test requiring a direct and immediate link between the conduct of Contracting Parties and the violation of Convention rights as offering better protection of human rights for individuals trapped in conflicts. In this way the supervisory effect of the European Convention is enhanced.

Föreliggande uppsats är en fenomenologisk studie som syftar till att undersöka hur ett urval elever och föräldrar upplevt att beslutet kring ett extra år i skolan gått till, om de upplevt sig delaktiga, samt hur de anser att de extra året påverkat eleven ämnesmässigt, kamratmässigt och känslomässigt. Studien är genomförd via kvalitativa ostrukturerade intervjuer där totalt fyra elevers och två föräldrars livsberättelser fått ta form. Dessa livsberättelser har sedan analyserats narrativt med avsikt att finna svar på studiens frågeställningar samt även utifrån avsikt att finna underliggande framträdande teman. Studiens resultat visar att ett extra år i skolan kan vara lyckosamt om elever och föräldrar upplever sig delaktiga i beslutet, om eleven endast har svårt med ett eller ett fåtal ämnen i skolan samt om hela elevens sociala situation beaktas, inklusive kamratrelationer. Om eleven inte upplever sig varit delaktig i beslutet och om eleven dessutom har flera svårigheter i skolan tyder studien på att ett extra år i skolan kan vara negativt, och att det extra året då kan leda till en negativ påverkan på självkänslan och kamratrelationer, något som i sin tur kan leda till att eleven projicerar sin ilska och besvikelse på skola och lärare.

Th. Ph. D.--Faculteit der Letteren--Universiteit Utrecht, 1996. / Notes bibliogr. Bibliogr. p. 247-265.

Extra-state war, a conflict between a state and non-state actor outside of the state’s borders, is an understudied phenomenon. In order to begin a discussion on this topic, this paper seeks to understand the factors that affect extra-state war duration. Using literature on interstate and intrastate wars, I hypothesize that military intervention in support of the non-state actor, an equitable distribution of third-party military interventions, and economic intervention in the form of support will increase war duration. I also hypothesize that military intervention on behalf of the state and diplomatic intervention by a third party will decrease duration. I test my hypotheses using a multi-method resource design. First, using quantitative data drawn from extra-systemic wars between 1816 and 2007, I find support for the hypothesis that military intervention on behalf of the non-state actor increases duration. In addition, I find that military intervention on behalf of the state also increases war duration. I supplement my regression analysis with a series of case studies on the Western Saharan War, Cisplatine War, and Mozambican War of Independence. I find that an equitable distribution of military interventions as well as economic support increase duration. Diplomatic intervention, on the other hand, decreases war duration. Taken together, my findings suggest that the various forms of intervention play a crucial role in explaining extra-state war duration.

Submitted by Santos Davilene (davilenes@ufba.br) on 2013-01-25T11:53:57Z No. of bitstreams: 1 TESE - Manoel Neto.PDF: 3237410 bytes, checksum: 7be7ac632ce7624e2758ba7188ad6ef4 (MD5) / Made available in DSpace on 2013-01-25T11:53:57Z (GMT). No. of bitstreams: 1 TESE - Manoel Neto.PDF: 3237410 bytes, checksum: 7be7ac632ce7624e2758ba7188ad6ef4 (MD5) / Os programas para TV Digital Interativa (TVDI) são aplicações multimídia cujo desenvolvimento envolve um conjunto de recursos, tecnologias e pessoas diferente daquele encontrado em um ambiente de TV convencional. A definição de processos e métodos voltados para modelagem de programas para TVDI ainda pode ser considerado um problema em aberto. A maior parte dos trabalhos relacionados a TVDI não apresenta soluções para questões como: reuso, estruturação de requisitos etc. Esta tese apresenta um modelo, chamado de StoryToCode, que permite a especificação de programas para TVDI. Primeiro, o StoryToCode permite a transformação de um storyboard em uma descrição abstrata de um conjunto de elementos que compõem o storyboard. Depois disso, o StoryToCode transforma esses elementos em código-fonte para uma linguagem de programação específica. No StoryToCode um componente de software é tratado como um elemento especial que pode ser reutilizado em outros contextos (web, celular etc.). O StoryToCode permite o projetar e implementar de uma aplicação, independente do contexto, considerando as particularidades de um programa para TVDI / Salvador

Orientador: Jorge Sergio Perez Gallardo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-03T21:42:39Z (GMT). No. of bitstreams: 1 LinzmayerGutierrez_LuisAlberto_M.pdf: 187771 bytes, checksum: 4bf763e241bafc1815e7b6319f80a620 (MD5) Previous issue date: 2004 / Resumo: Esta pesquisa nasceu a partir de uma experiência pedagógica no espaço extraescolar, convertendo dito conceito em objeto de estudo, analisando-o, e desvelando seu significado para a sociedade e como ele deveria ser tratado pela Educação Física Escolar. A pesquisa teve como transfundo um caráter pedagógico, procurando demonstrar a relevância do espaço extra-escolar no desenvolvimento da autonomia dos alunos e a importância do professor de Educação Física na orientação dos processos educativos durante a vivência e a prática dos conteúdos da cultura corporal, para o desenvolvimento dessa autonomia. Procurou-se desvendar os fundamentos acadêmicos que sustentaram uma experiência prática empírica de grande sucesso do professor pesquisador. A pesquisa bibliográfica serviu como instrumento principal para o entendimento do conceito extraescolar, e dos princípios pedagógicos nela envolvidos, estes princípios foram extraídos do livro Formación Humana y Capacitación dos professores Dr. Humberto Maturana Romesin e Dra. Sima Nisis De Rezepka (1995), e da proposta pedagógica do professor Dr. Jorge Pérez Gallardo et aI, para Educação Física Escolar (2003). A proposta se baseia na idéia de que a autonomia deve ser o norteador dos processos educativos na Educação Física Escolar, a qual pode ser exerci da de forma plena no espaço extra-escolar. O trabalho da autonomia tem seu início nas aulas de Educação Física, durante a vivência dos diferentes conteúdos da cultura corporal. É a partir dessas vivências que os alunos podem escolher aquelas que mais representaram seus interesses (mais relevantes), para leva-as à prática no espaço extra-escolar. Este espaço deve ser organizado e gerenciado pelos próprios alunos, sob a orientação pedagógica do professor / Abstract: This research carne from a pedagogic experience in after school activities, and now transforming this experience in object of study, analyzing, clearing up its meaning to the society and also showing how Physical Education Teachers could take better advantage of this time. The research had a pedagogic character as background, showing the importance of the after school activities to improve and develop the student's autonomy, and showing as well the importance of the Physical Education Teacher on the education process while the scholars are performing the activities. The academic basis were arduously sought to support the practical experience of this successful Teacher/Researcher. The bibliography served as main instrument to understand the concept of after school time, and the pedagogic principles involved. These principles were extracted from the book "Formación Humana y Capacitación" whose authors are PhD. Humberto Maturana Romesin and PhD. Sima Nisis De Rezepka (1995), and from the book "Educação Física Escolar" (2003) by PhD. Jorge Pérez Gallardo et aI. The aim of this work is based in the idea of autonomy being a guideline in the educative process, and this autonomy could be absolutely exercised in the after school time. The exercise of autonomy should begin in Physical Education classes, while the students are practicing all possibilities offered. Throughout this experience, the pupils are able to choose the more significant activity according to their own interests and bring them up at the after school time. These activities should be managed and organized for themselves, under pedagogic supervision o the Physical Education Teacher / Mestrado / Mestre em Educação Física

The motivation for this study is to understand the factors affecting police officers’ willingness to exert extra effort for providing better service through knowledge sharing in different working environments such as riots. Since managers’ leadership styles may be important factors affecting subordinates’ willingness to exert extra effort, this study investigates which of the leadership styles -- transformational, transactional or laissezfaire leadership -- will have a positive effect on officers’ willingness to exert extra effort. In addition, the current study also examines the effect of the mentioned leadership styles on knowledge sharing, which, in turn, affects the officers’ willingness to exert extra effort in the riot unit of the Turkish National Police (TNP) in Ankara, Turkey. The sworn line police officers working in the riot unit in Ankara, Turkey, were the participants in this study. Three questionnaires --a Multifactor Leadership (MLQ), knowledge sharing, and demographic questionnaire -- were arranged as a booklet to be distributed to the respondents. The results of the study indicate that police supervisors' perceived transformational leadership behavior has a positive effect on officers' willingness to exert extra effort. In addition, the findings also reveal that although both officers' years of service in TNP and police supervisors' perceived transactional leadership behavior has no direct effect on officers' willingness to exert extra effort, they have an indirect positive effect through officers' knowledge sharing. On the other hand, police supervisors' perceive that laissez-fair leadership behavior has no effect on riot officers' willingness to exert extra effort. The findings also indicate that officers’ knowledge sharing is positively related to both their supervisors’ perceived transformational and transactional leadership behaviors. However, police supervisors’ perceived laissez-fair leadership behavior has no effect on officers’ knowledge sharing activities. This research study will provide police administrations with the data necessary to adopt the most appropriate leadership styles for increasing police officers' knowledge sharing and extra effort. The findings will also serve as guidance for police managers commanding line police officers working in different environments, such as social movements, demonstrations, and riots. In that they will be aware of how important it is to create a knowledge sharing environment in riot units to provide better security in all legal and illegal demonstrations and riots. Finally, the findings will be a valuable resource not only for Turkish National Police, but also for future research studies and various police organizations in other countries.