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Syftet med denna studie är att visa på hur två olika paradigmskiften inom Världsbanken påverkat dess policy.

Faculty facing challenges of teaching students in a post-Katrina environment used learning-centered approaches to restore educational opportunities to its populations of hurricane-displaced students, the growing population of Hispanic students, and the business community. The study sought to determine if the faculty members had made progress toward implementing learning-centered activities and strategies into the classroom after attending seminars and workshops that covered the learning-centered principles. Additionally, the research sought to determine if there were differences among academic disciplines in the implementation of the learning-centered principles in the classroom at the college. The study used quantitative research methods. To collect the quantitative data, the researcher used a learning-centered rubric along with specialized worksheets. The rubric assessed the five learning-centered principles: (a) function of content, (b) role of the instructor, (c) responsibility for learning, (d) purpose and processes of assessment, and (e) balance of power. Participants had the option to assess themselves at four levels of implementation for each of the learning-centered principles. The four levels were (a) the use of learner-centered approaches, (b) higher level of transitioning, (c) lower level of transitioning, and (d) the use of instructor-centered approaches. The results of the study revealed that the majority of the faculty members were at the higher level of transitioning for four of the learning-centered principles. The study indicated that the majority of faculty members were at the lower level of transitioning in implementing the balance of power. The findings also indicated that there were differences in the way faculty members implemented the learning-centered principles across three disciplines.

Conceptualizations of anger have suffered from a lack of research investigating the temporal dynamics of anger episodes. Furthermore, though some studies have provided valuable insights into the time course of anger, no study to date has utilized a standardized laboratory paradigm designed to mimic an interpersonal provocation. The purpose of this study was to characterize the time course of the affective, physiological, and behavioral components of anger in response to a standardized provocation. Our second aim was to assess potential effects of trait anger, trait aggression, trait hostility, and emotion regulation deficits on the time course of the different components of anger. Participants (n = 82) engaged in the Modified Taylor Aggression Paradigm (MTAP), a laboratory measure of anger/aggression in which provocation is manipulated by varying electric shocks selected for the participant by an (unbeknownst to the participant) fictitious opponent. This study utilized a modified version of the classic TAP that simulated an acute interpersonal provocation that one might encounter in the “real world.” Subjective anger, physiological arousal (as evidenced by heart rate [HR], galvanic skin response [GSR], and high-frequency heart rate variability [HF HRV]), and the behavioral expression of anger (aggression) were measured throughout the task before, during and after provocation. Consistent with previous research, results showed that the rise time to peak levels of most outcome variables was significantly faster than the return time from peak back to baseline. Additionally, results showed that the majority of the time course variables were not correlated with one another providing evidence for the idea that different components of anger have independent time courses. Contrary to our hypotheses, trait variables were largely unrelated to time course variables. The current study provides further evidence for the relationship between the rise time and return time in the time course of subjective, physiological and behavioral manifestations of anger using a standardized and ecologically valid provocation task. / Psychology

<p> Software Architecture is a concept that arose during the last two decades as a consequence of the need for a structured design at an early stage. Software Architecture is defined as a pattern of interconnected components satisfying some structural rule. Software architectures are widely used in many types of systems; Multi-Agent Systems should not be an exception. Multi-Agent Systems have emerged as a design paradigm for large and distributed systems. They are composed of autonomous elements that work together in order to pursue a common goal. They are mostly used in Electronic Commerce, Human-Computer Interfaces, and so on.</p> <p> In this research, we investigate the state of the art of Software Architectures in the Multi-Agent Systems field, showing that, generally Multi-Agent Systems do no use the software architecture concept properly and, when they do, they do not show specific architectures for Multi-Agent Systems. The approach followed is based on the analysis of six case studies, which are implemented applications that have been published in some of the most important conferences in the area. Additionally we show that, based on the initial design of each case and existing architectural patterns, it is possible to impose a software architecture on each case.</p> <p> Furthermore, we analyze the way that the term "software architecture" is used in the Multi-Agent Systems literature, showing that, usually, it refers to abstract architectures proposed in standards and frameworks or to an initial design in a system. In addition we clarify related concepts, such as reference architecture, reference models, architectural patterns and design patterns. Finally, we do an exhaustive comparison of the case studies, which aims to highlight commonalities and differences. The objective of this comparison is to analyze if they share a similar architecture that can be reused in more cases and to show how specific properties of Multi-Agent Systems affect in the design of an architecture.</p> / Thesis / Master of Science (MSc)

Numerous rhetorical critics have employed the narrative paradigm for analysis; however, it has not been applied to Eunice Kennedy Shriver and the Special Olympics. Within the Special Olympics lies rhetoric rich with meaning. As the founder of the Special Olympics Shriver held the power to create an identity not just for the Games, but for those with intellectual disabilities. Creating an identity for a marginalized group, she not only had to craft her speeches for the athletes, but also for the world outside the Special Olympics. This study provides an evaluation of five Shriver addresses to the Special Olympics that took place between 1987 and 2003. Using the narrative paradigm, along with the concept of dynamic spectacle, this literature highlights Shriver's crafting of a communal identity. In demonstrating Shriver's ability to create a communal identity, I provide a framework for future research to study rhetorically crafted identities and communities. / Master of Arts

In December 2012, the brutal gang rape and murder of Jyoti Singh in New Delhi, India sparked international outrage leading to numerous protests. Singh’s story raised many questions regarding sexual violence and rape culture in India. We Are Angry is a digital narrative that responds to sexual assault and misogyny in India through the story of a victim whose tragedy mirrors that of Singh and many others. The purpose of this thesis is to explore the rhetorical potential of digital narratives through the analysis of We Are Angry. Specifically, I used Fisher’s Narrative Paradigm as a lens to determine how the use of hypertext impacts the narrative’s inherent rationality, fidelity, and coherence. This thesis illustrates that digital narratives’ use of hypertext allows the creator to develop a narrative in a way that can expand the reader’s knowledge on prominent international social justice issues. Hypertext further enhances the level of fidelity and coherence for a reader who may not be familiar with the Indian setting. / Master of Arts

This paper proposes that the cultural understanding of nature under the Modern paradigm is inadequate. I propose that the result of this deficient representation of nature has been the degradation of the environment and our culture. The degradation of the environment is well studied, but I suggest that our culture is degraded by limited contact with nature and the loss of nature as a potential source of value and source of meaning. This paper explores the writings of several philosophers and social critics who support this supposition. In order to develop a more representative understanding of nature this paper suggests that landscape architects study Aldo Leopold's theory of landscape aesthetics. Leopold's concept of experiential knowledge is discussed as a means of offering our culture a deeper appreciation of nature, but also as a means for landscape architects to improve their own education and design process. Based on the experiences of flyfishers this paper suggests that the practice of Leopold's landscape aesthetic is both possible and fulfilling. / Master of Landscape Architecture

Metaphor as tool is a concept that has increasing analysis and support in the past several years. Long before the wealth of contemporary analysis, Rachel Carson produced Silent Spring, a book hailed as the motivation for a new environmental movement in the United States. The use of metaphor in Silent Spring is most apparent in the title. The title's focus, however poignant, even moving and motivating, is complemented by a rich set of metaphorical entailments and implications that reinforce and strengthen the title's metaphor and represent systemic forces and practices that lead to and prevent a spring of silence. Carson skillfully appropriated marketing metaphors used by chemical companies to sell insecticides and pesticides. She transformed these metaphors into powerful criticisms of indiscriminate chemical practices, forcefully undercutting industry arguments for chemicals as a means of guaranteeing "control." The effects of Carson's metaphors, built on a strong, complex foundation of scientific studies, invite reader participation and interaction as outlined by Lakoff and Johnson. The metaphors further entertain, educate, explain, describe in the sense of Wittgenstein's language games, and tightly integrate action and language. More fundamentally, her metaphors helped to establish a systems view and nature-oriented paradigm for analyzing, and resolving environmental issues and problems in the United States, creating a framework for debate and policy development and implementation, in the vein of Schon's and Rein's arguments for framing and policy design. The metaphors also set a stage for personal motivation by connecting individual human homes to nature and the global environment. / Master of Science