<p>For "Subject Categories" I entered "European Law". I think that it is the best description, unless there is a category "Legal Philosophy".</p> / <p>In this work I address a number of important theoretical questions that the institutional order of the European Union (EU) poses for legal theory. I examine Raz’s approach to theorizing legality and several elements of his theory of law, arguing that the institutional structures of the EU resist the Razian theoretical framework. I also explore the inter-institutional theory of law developed by Culver and Giudice, arguing that its conceptual framework needs further development but that the conception of the ordinary law subject it employs is more robust than Raz’s. A significant portion of my work relies on the framework of <em>the indirectly evaluative approach</em> for evaluation of these theories, which was developed by Julie Dickson.</p> / Master of Philosophy (MA)

Despite the significant growth of inter-institutional research collaboration, there has been a disparity of partnerships between universities with different history, missions and identities. In competition for limited resources, inter-institutional collaborations among Predominantly White Institutions (PWIs) and research-intensive universities appear more frequent and better supported than between PWIs and Historically Black Colleges and Universities (HBCUs) or other minority-serving institutions (MSIs). Developing grant funding strategies is one way to enhance collaboration between faculty at HBCUs/MSIs and faculty at PWIs and improve pathways for success among traditionally underrepresented groups. The Institute for Critical Technology and Applied Science (ICTAS) at Virginia Tech, a research-intensive PWI, launched a unique seed funding program, the ICTAS Diversity and Inclusion Seed Investment (ICTAS DandI Investment), in 2016 to build direct faculty-to-faculty research partnerships between faculty at Virginia Tech and faculty at various HBCUs/MSIs. With the rarity of such initiatives and recognizing the primacy of the topic, this doctoral study was defined in the context of the ICTAS DandI Investment to investigate the little-understood phenomenon of research collaboration between faculty at HBCUs/MSIs and faculty at PWIs. The study informed by several bodies of literature including social psychology, inter-organizational relationships, and ethics and moral philosophy. A qualitative multiple case study approach was employed to explore factors that influence the sustainability of collaboration considering the perspectives of faculty in the context of the ICTAS DandI Investment. The ICTAS DandI Investment-related reports as well as survey and interview data were collected from 15 faculty members representing eight collaborative teams, across Virginia Tech and six different HBCUs. The findings indicate that potential collaboration and sustainability of partnerships rely on dynamic interactions between three dimensions in temporal context: Structure, broader institutional and contextual elements, Diversity, similarities and differences between team members' characteristics, abilities, and identities, and Relation, interactions and exchanges between collaborators and their outputs in doing collaboration. The study shows ICTAS has been successful in facilitating fruitful collaborations among faculty participants at different institutions. Based on the findings in this study I recommend that forging and maintaining long-term relationships of collaborative teams across HBCUs and PWIs need attention to the importance of capacity building over time and broader organizational and administrative factors such as support structure and credit allocation. Further, I recommend that administrators and policymakers to develop similar programs as a strategy for broadening participation and enhancing diversity, equity, and inclusion, not merely as a means for enhancing research productivity. / Doctor of Philosophy / Research collaborations between faculty members have become a common practice in higher education. The number of research collaborations across institutions, inter-institutional research collaborations, has increased significantly over the last few decades. However, there has been a disparity of partnerships between universities with different history, missions and identities. Collaborations among elite universities and Predominantly White Institutions (PWIs) appear better supported and far more common than collaborations between Historically Black Colleges and Universities (HBCUs) or other minority-serving institutions (MSIs) and PWIs. Considering the rarity of faculty collaboration across HBCUs/MSIs and PWIs and the lack of research studies on the process and dynamics of faculty collaboration, this dissertation study aimed to enhance the understanding of research collaboration between faculty at HBCUs/MSIs and PWIs. The study was defined in the context of a seed funding program, the ICTAS Diversity and Inclusion Seed Investment Program (ICTAS DandI Investment) at Virginia Tech. The program aims to facilitate research partnerships between faculty at Virginia Tech, a PWI, and faculty at HBCUs/MSIs. The general phenomenon of interest was faculty research collaboration across HBCUs/MSIs and PWIs. The dissertation specifically investigated factors that facilitate sustainable collaboration between faculty at HBCUs/MSIs and a PWI, primarily through understating faculty experiences with collaboration. In this study, sustainability has been characterized as continued working relationship between faculty at Virginia Tech and faculty at HBCUs/MSIs beyond the funding period, when they first received support through the ICTAS DandI Investment. Fifteen faculty members representing eight collaborative teams, across Virginia Tech and six different HBCUs, participated in this study. The primary sources of data were individual interviews and survey questionnaires. The data analysis and comparison across different teams indicated several factors essential to sustainable inter-institutional faculty collaboration. The factors were further aggregated to three broader dimensions: Structure, broader institutional and contextual elements; Diversity, similarities and differences between team members' characteristics, abilities, and identities; and Relation, interactions and exchanges between collaborators and their outputs in doing collaboration. In addition, the findings indicated that time plays an essential role in team processes. Based on the findings in this study, I recommend that forging and maintaining long-term relationships of collaborative teams across HBCUs and PWIs need attention to the importance of capacity building over time and broader organizational and administrative factors such as support structure and credit allocation. Further, I recommend that administrators and policymakers to develop similar programs as a strategy for broadening participation and enhancing diversity, equity, and inclusion, not merely as a means for enhancing research productivity.

[pt] O uso de computação distribuída vem expandindo seu escopo, saindo de aplicações em redes locais para aplicações envolvendo diversas instituições. Em termos de segurança, essa expansão introduz desafios em identificar usuários oriundos das diferentes organizações e definir seus direitos de acesso a determinado recurso. Abordagens comuns adotam a replicação do cadastro dos usuários pelas diversas instituições ou o compartilhamente de uma mesma identidade por um conjunto de usuários. Entretanto, essas estratégias apresentam deficiências, demandando, por exemplo, maior esforço de gerência por parte dos administradores e até esbarrando em políticas de privacidade. Neste trabalho propomos uma arquitetura que utiliza o conceito de papéis para a autenticação e o controle de acesso entre diferentes instituições. Baseado em uma relação de confiança entre as organizações, a arquitetura permite que os usuários sejam autenticados na instituições onde estão afiliados e utiliza o papel por eles desempenhados para controlar o acesso aos recursos disponibilizados pelas demais organizações. / [en] Distributed computing has been expanding its scope from local area network applications to wide-area applications, involving different organizations. This expansion implies in several new security challenges, such as the identification of users originating from different organizations and the definition of their access rights. Commom aproaches involve replicating user data in several institutions or sharing identities among sets of users. However, these approaches have several limitations, sucj as the increased management effort of administrators or problems with privacy policies. This work proposes a framework for inter-institucional authentication. The framework is based on the concepts of RBAC (role-based access control) and of trust between organizations.

A partir d’une clinique constituée de 15 sujets bourreaux et victimes, cette étude porte sur « Les logiques de survie des réfugiés de guerre », en se servant du Rorschach et du TAT comme «dispositifs à symboliser» (Roussillon, 2003 ; Roman, 2005 ; Dérivois, 2004). Comment les réfugiés se reconstruisent-ils dans un pays d’asile ? A quel niveau topique les traumatismes vécus se seraient-ils enkystés ? A quelles stratégies de survie recourent-ils ? Quels mécanismes de défense mettent-ils en œuvre ? Comment les traumatismes subis, les éventuels (ré) aménagements s’expriment-ils au Rorschach et au TAT ? Enfin, l’établissement des indices d’une « personnalité traumatique » est-elle possible au Rorschach et au TAT ?Il existerait un lien entre les traumatismes subis, les troubles référés à l’identité dans le pays d’asile et les différentes modalités de reconstruction psychiques. Les logiques de survie se déclinent en victimisation et logiques victimaires ; bourreaux et boucs-émissaires ; triomphalismes et engagements ; honte et culpabilité ; errance ; silence ; recherche et création. La somatisation constitue une autre déclinaison.Les effets du traumatique sont souvent pensés sous le primat de la négativité. L’hypothèse du traumatisme-moteur a été envisagée. Enfin, un appareil psychique des liens inter-institutionnels a été modélisé. / From a clinical subjects consisting of 15 executioners and victims, this study focuses on "survival strategies of refugees from war, "using the Rorschach and the TAT as "devices to symbolize" (Roussillon, 2003; Roman 2005; Dérivois, 2004).How do they rebuild refugees in asylum countries? At what level topical traumas would they encysted? Which coping strategies do they use? What defenses are they implemented? How trauma, the possible (re) development they are expressed on the Rorschach and the TAT? Finally, Compiling a "personality disorder" is it possible the Rorschach and the TAT? There is a link between trauma, disorders referred to identity in the country of asylum and the various methods of psychological reconstruction. The logic of survival and victimization are divided into logical victimizers; executioners and scapegoats; triumphalism and commitments; shame and guilt, wander; silence, research and creation. Somatization is another variation. The effects of trauma are often designed under the primacy of negativity. The hypothesis of trauma-engine was considered. Finally, a psychic apparatus of inter-institutional linkages have been modeled.

Annotation: The diploma thesis analyzes level of quality of gallery educating systems in educational institutions. It focuses on city of Kutná Hora and Gallery of the Central Bohemia Region. In its theoretical part it focuses on characterization of gallery educating systém and shows that musems and galleries can offer educative activities of great value. It describes its origins and tradition in the Czech Republic. It describes its methods and goals, characters of educators, their role in educating programs. It focuses on how it works as part of curricular documents and describes how space can affect quality of educational process. The second part introduces Gallery of the Central Bohemia Region Kutná Hora and its center for education LC GASK, its goals and visions of. It describes what activities LC GASK offers and not only for schools. The third part describes experience from three points of view. The first point of view is of child participating in the educational programs, the child was actually the author of the diploma thesis. The second is a teacher who tries to offer educational programs to students and it also shows difficulties which exist in this process and trying to deal with these difficulties. The last one is new and unexperienced gallery educator. The last chapter completes all hypothesis...

Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system – Carnegie Community Engagement Classification – for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton & Crosby, 2011; Hurtado & DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, & Korn, 2007). Community engagement "is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening – rhetoric versus reality" (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types – a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.