District and campus leaders face enormous challenges as they try to address the ever-widening achievement gap. With increased accountability, the achievement gap-- which exists between students of color and students of poverty and their White, middleclass counterparts--is becoming impossible to ignore. Nationally, demographics are shifting toward a society of color and school campuses are following suit. Students are not getting easier to educate. Yet while schools across the nation bemoan their student populations as 'hard to educate,' there are some notable districts consistently having success with these student populations. However, there is almost no research on these schools. Their successes are nearly unknown to the educational world. Therefore, this study sought to examine the practices utilized on these campuses and the role of district and campus leadership in guiding the teachers of these student populations. The theoretical framework was the deficit-thinking paradigm and the Effective Schools Correlates. The study investigated schools that (1) earned high ratings in their state accountability system (2) named Blue Ribbon Schools and (3) were Title I award winning schools because they had gone from low performing schools with few systems in place to high performing schools with many systems in place. The study focused on the Area Superintendent of Area 10 and two elementary principals. This study was a mix method qualitative and quantitative study that involved only one urban school district: Martin Luther King Independent School District, one of the fifteen largest districts in the southwest part of the United States. This was a case study, which is an intensive description and analysis of a phenomenon or social unit such as an individual, group, institution, or community. The case is a bounded, integrated system (Stake, 1995; Merriam, 1998). Data collection included interviews, observations, and a reflective journal. Findings revealed that there are six prongs these schools had in common to go from low performing to high performing schools as well as earn distinction and awards. Acquiring these six prongs is called Creating a Culture of Success for Students of Color and Students of Poverty. There are also six conditions that permeate low performing schools; these schools once had these conditions on their campuses, but overcame them to become high performing. These conditions are called the Labyrinth of Solitude for Students of Color and Students of Poverty. As school districts and schools attempt to create a culture of accountability where high expectations and a sense of urgency prevail--conditions necessary to close the achievement gap and move from the deficit-thinking paradigm and its deleterious impact on achievement toward the Normed-Opportunity Paradigm--universities and school districts can use this research data to help superintendents, central office personnel, campus principals, teachers, as well as prospective teachers and administrators to move schools and school districts forward and help close the achievement gap. / text

過去紡織產業為台灣的主力產業，由於本國廠商掌握純熟的製造技術與低廉的勞力成本，促使產品達到高品質、低成本之優勢。然而，產業環境逐漸全球化，導致台灣廠商面臨中國大陸及東南亞地區勞力成本低之威脅，而喪失成本優勢，因而促使些許廠商採取海外設立製造據點策略，以因應客戶低成本的需求。但此海外擴張策略需要組織投入大量資金於建置廠房，除了提高組織之營運風險外，此策略並無法有效維持及強化自身與客戶的長遠關係，此外，台灣紡織廠商應運用研發技術之優勢，提供差異化產品以創造更高利潤。而當紡織廠商欲達到此目標且藉此拓展海外潛在客戶合作關係時，唯有利用海外業務據點之成立，才能降低營運風險，且貼近客戶端以了解需求，並提升雙方合作關係之緊密度。 本研究將採取質化個案研究方法，深度訪談台灣紡織產業內的標竿企業─A公司，且輔以蒐集隸屬於同集團下─B公司之次級資料，並加以運用Dunning(1980)之折衷理論，探討個案公司如何運用自擁優勢、區位優勢及內部化優勢，及組織與內外部重要利害關係人之網絡關係，以提高組織設立海外業務據點之成功機會，此外，本研究也蒐集大量之次級資料，分析組織分別設立海外業務據點及製造據點所需具備OLI理論各層面優勢之差異性。 研究結論顯示，於OLI架構下，文化距離差異度愈低之自擁優勢、廠商專屬程度愈高之資產；產業聚合密度較高與人力專屬性較高之區位優勢；母公司掌控程度越高之內部化優勢皆正向影響組織設立海外業務據點；而於內外部網絡關係層面，廠商與相關企業間業務人員銷售能力共用程度高之網絡關係、廠商間相互依存度高之外部網絡關係及地主國政府所提供的資源豐富性越高之外部網絡關係，皆能對於廠商設立海外業務據點形成助益。 / In the past, the textile industry was prosperous in Taiwan because of professional techniques and low labor costs. However, these advantages disappear gradually because of the economic growth of developing countries such as China and Vietnam. Therefore, the managers in textile enterprises in Taiwan have to develop some strategies to overcome the challenges. Most of these companies strengthen their R&D skills to make differentiated products and then gain more profits. At the same time, they will reduce the operational risk and build the strong customer relationships by establishing the overseas sale and marketing sites. The study uses qualitative research method to interview the vice president and the assistant manager in the case company. Furthermore, the research applies the “Eclectic Paradigm”, which was published by Dunning in 1980, to discuss how the case company used the ownership advantages, location advantages, internalization advantages and the network relationships to increase the possibility of expanding the business overseas by establishing the sites. Moreover, the research also compares the differences between the production sites and sales and marketing sites. To sum up, there are some findings in the research. When the ownership advantages with low cultural difference and high specific assets, the location advantages with high cluster density of the industry and high specific labor assets, the internalization advantages with high control by the headquarter will encourage the company to set the sales and marketing sites overseas. On the other hand, the internal social networks about the sale resources between the organization and affiliated companies, the external social networks with high dependency from the customers and the supporting from the host government will encourage the company to implement the global expansion strategy.

The thesis analyzes how the administrations of Ronald Reagan, George H.W. Bush, Bill Clinton, and George W. Bush used force in response to incidents of international terrorism. Key players in each administration and whether they advocated a law enforcement approach or a war paradigm approach to counterterrorism are examined. In addition, Koh's pattern of executive initiative, congressional acquiescence, and judicial tolerance forms a theoretical lens through which to compare and contrast administrations. An assessment of the role of Congress in making the administrations' counterterrorism policies confirms the vitality of this pattern, and suggests future administrations will adhere to it. During the George W. Bush administration, Koh's pattern of executive initiative (led by personalities like Vice President Cheney), congressional acquiescence, and judicial tolerance combined with the 9/11 tragedy and pervasive fears of another attack to create a 'perfect storm' known as the 'war on terror'. The research also analyzes to what extent the four administrations were constrained by international legal norms on the use of force, i.e. articles 2(4) and 51 of the UN Charter. On the domestic side, the thesis analyzes the extent to which American legal norms on the use of force constrained the administrations. Although the lack of compelling constraints on the use of force is present in all four administrations, the thesis indicates that the George W. Bush administration embodied an extreme example of this trend.

No description available.

Views of teaching: implications for the didactic training of mathematics teachers. School mathematics teaching is an essential learning area in South African schools. Owing to persistent traditional positivist-based views and approaches, it still suffers from a variety of teaching-learning problems. Various national attempts have already been made to develop an effective teaching-learning program for school mathematics. Prominent researchers reveal that the failure of teaching-learning programmes often have to be attributed to the lack of an underlying grounded didactic theory. Therefore this study focused on the development of a grounded teaching-theoretical framework for school mathematics teaching. A further problem regarding school mathematics is that its teaching and learning traditionally are viewed from a narrow school subject disciplinary perspective. Therefore this study departed from a general didactic-theoretical perspective, creating the opportunity to approach and solve problems from a wider angle. A constructivist-based post-positivist view of effective teaching was developed, before entering the field of school mathematics. In this way an integrated ontologicalcontextual view of teaching was developed in terms of six identified ontological essential features, and their contextual coherence, namely: intention, teacher, leamer, interaction, content and context. Contrary to traditional positivist views, no causal relationship between teaching and learning was imposed, and teaching was not qualified in terms of learning products. Instead, teaching was characterised and qualified on ontological grounds, departing from the phenomenon itself. In this way the limitations of positivist process-product views of teaching could be identified, explained and overcome. Alternatively, a dynamic integrated view of teaching as a human act, directed at the facilitation of relevant and meaningful learning, was grounded and developed. Based on this general ontological-contextually based view, a specific ontologicalcontextual view of effective school mathematics teaching was grounded and developed. To this end a variety of prominent contemporary views of and approaches to school mathematics, and its teaching and learning, needed to be analysed in a critical way. According to this analysis school mathematics, and its teaching and learning should be viewed and approached from a constructivist-based dynamic change-and-grow perspective as human acts. In addition, it could have been proved that the perspective concerned can facilitate the treatment and solving of the currently experienced teaching-learning problems. This requires the reconsideration, from a similar perspective, of the current school mathematics curriculum, as well as the preservice didactic training of mathematics teachers. Specific implications of the developed ontological-contextual view of effective school mathematics teaching were identified, and practically tested in the corresponding preservice didactic training situation in the North West Province. Based on this an integrated model for the training concerned was formulated. It was found that the current training largely contributed to the continuation of traditional views of and approaches to school mathematics teaching, and its essential features. From the developed integrated ontological-contextual perspective definitive proposals regarding the transformation of school mathematics teaching and the corresponding didactic training were made and motivated. Further areas for investigation and development, resulting from this study, were identified, as well. This study aimed at investigating, and revealing for further exploration, the specific and broadening interaction between the general teaching and subject didactical fields and research, particularly in the two contexts of effective school mathematics teaching and the corresponding preservice didactical training. A particular attempt was made to accomplish this in a grounded and integrated way, to the benefit of both fields. / Thesis (PhD)--PU for CHE, 1998.

Over the past few years many changes have taken place in the content and presentation of teacher education programmes in South Africa due to the paradigm shift from teaching to learning. As a result, the primary learning environment for undergraduate students, the fairly passive lecture-discussion format where teacher educators talk and most students listen, is contrary to almost every principle of an optimal student learning setting. The current view in teacher education is that teacher educators should create learner-centred and learner-controlled environments where student learning and success determine the boundary. The idea of focusing on learning rather than teaching requires that teacher educators rethink their role and the role of students in the teaching and learning process. When focussing on learning rather than teaching, teacher educators must challenge their basic assumptions about how people learn and what the roles of teacher educators should be. It may be necessary to unlearn previously acquired teaching habits, and rethink the role of assessment and feedback in learning. Meaningful, formative assessment can play a key role in shifting to a learner-centred approach because it provides important information to both students and teacher educators at all stages of the learning process. To achieve this, it is essential that teacher educators do not simply add assessment as an extra to an existing, non-interactive scheme of work, but that they integrate assessment effectively and efficiently with their instruction. This requires a major shift in how assessment is planned and integrated and a working framework for integrating assessment with instruction can be most valuable to teacher educators. The purpose of this study was to: Determine the nature and scope of ESL teacher educators' tasks, within a Faculty of Education Sciences, at a tertiary institution. Determine the extent to which ESL teacher educators are implementing a learner-centred approach to teaching and learning. Identify the factors, if any, that impede the transition to a learner-centred approach to teaching and learning. Provide recommendations to facilitate the implementation of a learner-centred approach to teaching and learning. Determine how, when and how often ESL teacher educators are currently conducting assessment. Identify possible shortcomings of the existing assessment system of ESL teacher educators. Provide a framework for implementing assessment within a learner-centred approach to teaching and learning. A one-shot cross-sectional survey design was used in this study. The participants included all the teacher educators (N=5) within the Subject Group English in the Faculty of Education Sciences .at the Potchefstroom University. Three data collection techniques were used in this study, namely a questionnaire, semi-structured interviews and classroom observations. The purpose was to triangulate the data in order to get as complete a picture as possible of the extent to which the teacher educators' teaching and learning ~racticesre flected a focus on learner-centredness. The results of the study can be summarised as follows: Descriptive statistics (means and percentages) were used to analyse the data. The data collected during the interviews were reported as narratives. The results indicated that the teacher educators in this study spent a significant percentage of their time on preparation for class meetings and assessment. Each teacher educator taught for the full twelve weeks of each semester and, therefore, did not have one week free of teaching the entire year. Although the teacher educators embraced some learner-centred methods such as group work and interactive class discussions, they still assumed most of the responsibility for the learning processes and classroom behaviour of the students. They mainly focused on what to present in the contact sessions and spent time organizing presentations of information rather than developing materials to facilitate learning. The teacher educators often reverted to more familiar, traditional approaches and emphasized the following issues as affecting the effective and efficient transition to learner-centredness: curriculum coverage and lack of time, lack of proper training, size of student groups, other teacher educators' cynical attitudes and students' attitudes towards learning. The teacher educators made use of a variety of assessment methods and assessed students continuously, but these assessments were not used for promoting student learning, but rather for grading purposes. Students received traditional feedback such as grades, marks and scores, but they seldom received feedback on what they did wrong and how they could rectify it. Overall, it was assessment of learning and not assessment for learning. A major factor impeding the implementation of a learner-centred assessment approach was the demand formative assessment methods placed on the professional time of the teacher educators. In order to utilise time effectively and integrate assessment with the instructional design, teacher educators expressed the need for a workable framework to assist them in planning their assessment practices. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.

Magistrinio darbo tema „Naujos „kaspino” paradigmos Office 2007 vartotojo sąsajoje tyrimas”. Pagrindinis darbo tikslas yra ištirti naująsias „kaspino” paradigmas Microsoft Office 2007 vartotojo sąsajoje. Darbą sudaro penkios dalys. Pirmojoje dalyje yra apžvelgiamos šiuolaikinės Microsoft Office vartotojo sąsajos ištakos. Antroji dalis skirta Office vartotojo sąsajos raidai. Čia apžvelgiama kaip keitėsi vartotojo sąsaja Office programose, kokie buvo priimami sprendimai vartotojo sąsajos efektyvumui užtikrinti bei naudojamumui didinti. Naujosios Office 2007 vartotojo sąsajos tyrimui yra skirta trečioji dalis, kurioje apžvelgiami nauji sąsajos elementai bei jų įtaka vartotojo darbui. Ketvirtojoje dalyje, konkrečių uždavinių pagalba, yra lyginamas Office 2003 bei Office 2007 vartotojo sąsajų efektyvumas. Darbe buvo tiriamas naujosios Office 2007 vartotojo sąsajos efektyvumas. Tyrime buvo lyginamas Microsoft Office 2003 bei Office 2007 vartotojo sąsajų efektyvumas bei siekiama išsiaiškinti, kuri vartotojo sąsaja yra efektyvesnė. Sąsajų tyrimo metu buvo atliekamos konkrečios užduotys: nukopijuoto teksto įterpimas (komanda Paste), pasirinkto žodžio paryškinimas (komanda Bold), lentelės įterpimas bei piešimas (Insert/Draw Table), grafiko įterpimas bei grafinės objektų apipavidalinimo galimybės. Tyrimo metu pagrindinis efektyvumo kriterijus buvo užduoties atlikimo laikas, kadangi esminis naujojo kaspino sąsajos naudojamumo principas yra galimybė vartotojui užduotį atlikti greičiau... [toliau žr. visą tekstą] / The topic of the master thesis is „Investigation of the new “Ribbon” paradigm in Office 2007 user interface”. The main goal is to explore new paradigm in Office 2007 user interface. The thesis consists of five main parts. The first part is a review of evolution of Microsoft Office user interface. The second part is dedicated to the development of Office user interface. It is aimed to overview the changes in user interface in the programmes of Office and decisions ever taken to ensure efficiency and increase usability. The research of the new Office 2007 user interface is provided in the third part of the paper, which also overviews new elements of the interface and discusses their influence to activities of users. With the help of the practical tasks, the fourth section of the thesis compares user interface efficiency of Office 2003 and Office 2007. Efficiency of the new Office 2007 user interface is being investigated in the paper. The efficiency of Microsoft 2003 and Office 2007 user interfaces was compared, and it was aimed to find out which interface is more efficient. While doing the research, certain tasks, such as copy-paste, bold, insert or draw table, and insert chart, were executed. The main criterion of efficiency was the time period spent for executing certain tasks as the main principle of usability of the new ribbon interface is its ability to proceed the commands quicker. The time of command fulfillment was counted in both (Office 2003 and Office 2007) user... [to full text]

Disertacijoje aprašoma prūsų kalbos kirčiavimo sistema, galimà atsekti iš šaltinių (visų pirma III prūsų kalbos katekizmo, teikiančio daugiausia akcentologijos duomenų) rašybos. Siekiama atkurti kiek įmanoma išsamesnį sinchroninį sistemos vaizdą ir nustatyti galimas diachronines jos raidos tendencijas. Kritiškai įvertinus visas iki šiol paskelbtas prūsų kalbos akcentologijos ir akcentografijos teorijas, pirmajame tyrimo etape apibrėžiami kirčiuoto skiemens nustatymo iš šaltinių rašybos principai, įvertinamas tokių mokslinėje literatūroje prūsų kalbai postuluojamų reiškinių kaip Saussure'o-Fortunatovo ar Kortlandto dėsniai realumas. Kirčiavimo sistemos analizėje, laikantis morfologinės akcentologijos principų, nustatomos kirčiavimą lemiančios paliudytų prūsų kalbos žodžių morfemų akcentinės savybės, žodžiai klasifikuojami į akcentines paradigmas, analizuojamas kirčio vaidmuo žodžių daryboje. Sinchroniniais metodais atkurta sistema nuosekliai lyginama su giminiškų kalbų (visų pirma lietuvių ir slavų) kirčiavimo sistemomis, konstatuojami jų sutapimai ir motyvuojami skirtumai. / The dissertation contains a description of the accentual system of Old Prussian as evidenced by the orthography of Prussian written monuments, particularly that of the Third Catechism (which abounds the most in accentological data). An attempt is made to reconstruct, as comprehensively as possible, the synchronic state of the accentual system in question, as well as to identify any possible trends in its diachronic development. At the first stage of research, upon a critical examination of all the theories dealing with Old Prussian accentology and accentography published to date, the methods of identifying the stressed syllable based on the orthography of the written monuments are outlined. The validity of Saussure-Fortunatov’s and Kortlandt’s laws, which have been postulated in the scholarly literature on Old Prussian, is subjected to a re-evaluation. Then, an analysis of the accentual system is undertaken, in adherence to the principles of morphological accentology, in order to determine the accentual properties of the Old Prussian morphemes conditioning the stress of the attested words, as well as to classify the words by accentual paradigm and to elucidate the role of stress in word-formation. This reconstructed synchronic system is then thoroughly confronted with those of the related languages (primarily Lithuanian and Slavic) to demonstrate the correspondences and to account for the discrepancies between them.

Certains supposent que la Loi constitutionnelle de 1982, donc la section 35(1) reconnait les droits existants des peuples autochtones, a complété la décolonisation du Canada. Par contre, malgré le passage d'un quart de siècle, plusieurs Autochtones estiment que la Cour suprême continue à nier l'existence de leurs droits. Cette étude examine cette problématique en formulant des définitions juridiques du « colonialisme » et du « post colonialisme ». Vu le remplacement de l'idéal de «la loi» comme «commande », promu par le juriste anglais John Austin au dernier siècle, par l'idéal du consensus populaire et démocratique, nous avons vécu une changement important dans le droit euro-canadien. Mais, selon la théorie des paradigmes de Thomas Kuhn, la continuation des anciennes habitudes est une partie normale du processus de changement, qui n'est jamais complète sans l'émergence de nouveaux modèles et procédures. Pour déterminer la situation de la Cour suprême du Canada par rapport au processus de décolonisation, la Partie I de cette étude examine le fonctionnement paradigmatique autant que le phénomène colonial, la décolonisation en droit international et le postcolonialisme pour identifier les indicateurs du paradigme colonial autant que le paradigme postcolonial. La Partie II adapte ce cadre analytique aux raisonnements de la Cour suprême du Canada concernant les droits autochtones protégés par l’article 35 (1) de la Loi constitutionnelle de 1982. Cette double analyse coloniale/postcoloniale démontre la persistance des anciennes habitudes malgré la reconnaissance des idéaux postcoloniaux par la Cour. Les juges sont conscients des limites institutionnelles qui restreignent leur capacité de protéger les droits autochtones, mais plusieurs concepts qui structurent leur raisonnement perpétuent la dynamique coloniale. Une réflexion approfondie des juges, des praticiens et des peuples autochtones sur les problèmes qui découlent des changements paradigmatiques doit faciliter la tolérance mutuelle qui est un préalable aux ententes qui sont nécessaires selon les idéaux égalitaires qui sont partages par tous. / Many people believe that Canada became fully decolonized in 1982 with the "patriation" instituted by the Constitution Act, 1982, whose s.35 (1) explicitly recognized and affirmed "existing Aboriginal and treaty rights". Yet, a quarter century later, Indigenous critics continue to complain that their rights are being denied by the Supreme Court of Canada. This study has approached such questions by drawing on international law to establish legal definitions for "colonialism" and "postcolonialism". In this optic, it becomes clear that there has been a significant change in Euro-Canadian norms during the past century. Colonial concepts, like the English jurist John Austin's definition of "law" as "command" have been superseded by the ideal of informed, popular consent, yet modes of conduct that are consistent with the colonial paradigm persist. According to Kuhn's theory of scientific revolutions this is predictable because changes from one paradigm to another are normally characterized by intensified assertions of the impugned orthodoxy and no change is complete until new models and procedures have emerged to replace established habits. In order to determine where the Supreme Court of Canada actually stands in relation to the decolonization process, Part I of this study examines the nature of paradigmatic function, including the metaphoric construction of language. It then reviews the colonial phenomenon, the emergence of decolonization in international law and postcolonialism to define the colonial and postcolonial paradigms in terms of specific indicia that can be used to classify institutional performance. Part II adapts this analytical framework to the specific circumstances of judicial decision making and applies it to the reasoning of over 60 Supreme Court of Canada cases concerned with section 35 (1) of the Constitution Act, 1982. This dual colonial/postcolonial analysis makes it possible to identify some of the ways in which colonial metaphors and modes of thought have persisted during the past quarter century despite the Court's firm commitment to postcolonial ideals. Though the judges themselves are aware of some of the institutional limitations that constrict their ability to validate Indigenous rights, many of the concepts that structure their reasoning induce them to perpetuate the colonial paradigm. Further reflection on the structure of our rational processes and on the problems predictably associated with paradigm change might make it easier for judges, practitioners and Indigenous peoples to develop the agreements that are necessary to implement the egalitarian ideals ascribed to by all. / Titre de la page de titre additionnel: Ghost dancing at the Supreme Court of Canada : indigenous rights during the First quarter century of s.35.of Canada's Constitution Act, 1982.