O objeto deste trabalho é a influência da intervenção de terceiros em textos escritos em contexto acadêmico por uma pesquisadora em formação em nível de iniciação científica. Mais especificamente, analisa a extensão dos efeitos das pontuações de seu orientador e de representantes de órgãos de fomento no uso da modalidade linguística, em poucas palavras, a marca material da relação do falante com suas palavras. A modalidade linguística também pode ser definida como [...] a intervenção do falante a propósito do conteúdo de sua mensagem (ILARI, 2010. p. 34). A hipótese central da pesquisa é aquela segundo a qual as transformações na modalidade linguística, expressa pelos verbos empregados, podem ser correlacionadas com alterações da imagem que o jovem pesquisador faz: de si próprio, de seus potenciais leitores e do próprio texto. Assim, tendo como objetivo geral descrever as alterações que podem ser correlacionadas com as intervenções dos leitores na utilização da modalidade linguística, este trabalho examina versões de textos cujo objetivo último é compor o relatório de pesquisa, quais sejam: versões de relatórios de três iniciações científicas realizadas no Programa Institucional de Bolsa de Iniciação científica (PIBIC) de uma universidade pública paulista. Os relatórios foram escritos por uma mesma informante no período de março de 2007 a março de 2009. A dissertação foi, portanto, norteada pela seguinte pergunta de pesquisa: em que medida é possível correlacionar as intervenções feitas por terceiros na utilização da modalidade linguística por uma pesquisadora em formação em versões de seu relatório de iniciação científica?A análise dos dados permitiu verificar que, depois de devolutivas de leitores como, por exemplo, as do orientador, quando questiona uma versão de texto apresentada pela aluna existem inequívocas alterações na composição textual e também no uso das modalidades. Pode-se dizer, portanto, que o uso das modalidades é um retrato dos ajustes textuais que o pesquisador em formação se vê convidado a fazer na medida em que refina a imagem da comunidade acadêmica em que está inserido. Realizando o cotejamento da alteração do uso da modalidade nos três relatórios analisados, foi possível notar que o processo não é linear nem teleológico. Nos dois primeiros relatórios de pesquisa, aparentemente houve uma evolução da qualidade da escrita. No segundo relatório, a informante mostrou-se mais capaz de ajustar seu texto às expectativas de seu orientador com relação ao que seja fazer um trabalho acadêmico e também para incluir o seu leitor por causa da quantidade de intervenção e reescrita. Na terceira pesquisa, entretanto, parte desse processo não teve continuidade. Como a informante mudou de tema de pesquisa, aparentemente, se viu mais interessada em construir um lugar enunciativo próprio do que investir na forma canônica do texto. Assim, paradoxalmente, o relatório mais elaborado do ponto de vista ideacional é o menos trabalhado no que tange à elaboração textual. Aqui, o leitor externo, por meio das operações de recusa, suplementação e silêncio, voltou a ganhar importância no processo de escrita e, desse modo, acolheu a mudança de patamar ambicionado pela jovem, possibilitando a ressignificação de seu engajamento na pesquisa. / The object of this work is the influence of institutional readers intervention in texts written in academic context by a researcher from undergraduate level. More specifically, it examines the extent of the effects of the scores from her advisor and a representative of funding agencies in the use of linguistic modality, which, can be referred as the material evidence from the speakers\' relationship with their own words. The linguistic modality can also be defined as \"[...] the intervention of the speaker concerning the content of his message\" (ILARI, 2010, p. 34). The central hypothesis of the research is that the changes in the linguistic modality expressed by the verbs employed, can be correlated with changes in the image that makes the young researcher: of herself, of her potential text readers and of the text itself. Thus, with the overall aim to describe the changes that can be correlated with assistance from readers in the use of linguistic modality, this paper examines versions of texts whose ultimate goal is to compose the research report, namely: three versions of initiations scientific reports performed in Programa Institucional de Bolsa de Iniciação científica - PIBIC (Institutional Scholarship Program for Scientific Initiation) at a public university in São Paulo. These reports are from the same informant, written in the period March 2007 to March 2009. The dissertation was therefore guided by the following research question: to what extent it is possible to correlate the interventions made by others in the use of linguistic modality for a researcher in development, in versions of her report? Data analysis showed that, after feedback from readers - as, for example, the advisor, when he questions the text version presented by the student - there are clear changes in the text composition, and also in the use of modalities. One can therefore say that the use of modalities is a picture of the textual adjustments that a researcher in training makes, in other words, it also represents the way through which she refines the image of the academic community in which her paper is inserted. Performing the comparison of the change of the use of linguistic modality in three reports analyzed, it was noticeable that the process is not linear or teleological. In the first two research reports, apparently there was a change in the quality of her writing. In the second report, the informant was more able to: adjust her text to the expectations of her advisor about what is making an academic paper; and also to include her reader because of the amount of intervention and rewriting. In the third research, however, part of this process was not followed. As the informant changed her subject\'s study, apparently, she found herself more interested in building a proper place of enunciation than investing in a canonical text. Thus, paradoxically, the more elaborated the report from an ideational point of view is, the least worked regarding the textual construction it is. Here, the external reader, through the operations of \"refusal\", \"supplementation\" and \"silence\", regained importance in the writing process and thus welcomed the step change taken by the young researcher, enabling the redefinition of her engagement in research.

Debates concerning how churches in the developing world are best resourced in terms of their funding base and the implications of this for other aspects of church life have been conducted for over 150 years. The solutions offered have ranged from the Three-Self theory, with its advocacy of local self-support, to wholesale financial support from abroad, and in between a combination of those methods in a variety of configurations. This thesis focuses on the recent experiences of evangelical Christians in a southern Mozambican context, paying particular attention to three case studies: the Igreja Evangelica Arca da Salvação; the Ministério Centro de Louvor; and the Igreja Reformada em Moçambique. It asks why so many churches in Mozambique are seemingly locked into a dynamic of economic dependency on donors from abroad, but also why it is that in that shared and impoverished national context some churches are attempting, with some success, to resource their own activities. Using accounts and reflections obtained first-hand from Mozambican Christians, the thesis suggests that, alongside important factors such as the historical circumstances surrounding the emergence of each church group or denomination, the vision and agency of leaders in each local congregation are also fundamental to the resourcefulness of the members and the developmental trajectory of the church. In the context of self-governance, the role of such leadership is highlighted as crucial to the emergence of both self-funding and self-propagation. As well as contributing to the debate concerning the resourcing of churches in the developing world, this thesis addresses social theory that is concerned with how and why individuals invest their available resources in the religious communities of which they are part. It also contributes to the study of independent churches in southern Africa, concerning their potency for independent economic development. Finally, this thesis argues that, for the purposes of avoiding the cultivation of unhealthy dependency in national churches, international mission societies and para-church organizations in developed nations would do well to analyse the dynamics of which they are part. Where partnerships consist largely of sponsorship, it is argued, the risk of ongoing unhealthy dependency is high.

This thesis focuses on the development of a malaria vaccine as an avenue to explore global health partnerships. In the last twenty years, public-private partnerships have become a prominent organizational form in global health. Hundreds of large transnational collaborations and countless smaller collaborations between the public, private and non-profit sectors have been established. Partnerships have been supported by the large increase of donor funding for research and control of infectious diseases in impoverished countries and many aim to develop or provide vaccines, medicines or interventions. Analysts generally agree that partnerships are saving many lives and revolutionizing drug and vaccine development for infectious diseases. However, while partnership is a notion that connotes equity and mutuality, often global health partnerships operate in contexts that involve vast disparities in power and resources and there is little known about the impacts of partnerships on the places where they operate. This raises the questions: How do global health partnerships operate in practice? What are their impacts in the places where they operate? Addressing these questions, this thesis examines a partnership established to develop the most advanced malaria vaccine, named RTS,S. Based on 17 months of ethnographic research in Tanzania and interviews with representatives of partnering organizations in Belgium and the United States, I trace the development of the RTS,S vaccine from laboratories to its clinical trials across Africa. I explore the social relationships formed between private companies, philanthropic institutions and non-profit organizations in the North, and research institutions and communities in north-eastern Tanzania, where a malaria vaccine clinical trial was conducted. Analyzing the impacts of the malaria vaccine partnership, I focus on community development, construction of infrastructure, the building of human capacity, provision of health care and extraction of data. The focus on partnerships is intended to improve understanding about this ever-increasing social, political and economic formation in global health, and contributes to discussions and debates about how partnerships operate and their role in international development, global health governance and transnational medical research.

O objeto deste trabalho é a influência da intervenção de terceiros em textos escritos em contexto acadêmico por uma pesquisadora em formação em nível de iniciação científica. Mais especificamente, analisa a extensão dos efeitos das pontuações de seu orientador e de representantes de órgãos de fomento no uso da modalidade linguística, em poucas palavras, a marca material da relação do falante com suas palavras. A modalidade linguística também pode ser definida como [...] a intervenção do falante a propósito do conteúdo de sua mensagem (ILARI, 2010. p. 34). A hipótese central da pesquisa é aquela segundo a qual as transformações na modalidade linguística, expressa pelos verbos empregados, podem ser correlacionadas com alterações da imagem que o jovem pesquisador faz: de si próprio, de seus potenciais leitores e do próprio texto. Assim, tendo como objetivo geral descrever as alterações que podem ser correlacionadas com as intervenções dos leitores na utilização da modalidade linguística, este trabalho examina versões de textos cujo objetivo último é compor o relatório de pesquisa, quais sejam: versões de relatórios de três iniciações científicas realizadas no Programa Institucional de Bolsa de Iniciação científica (PIBIC) de uma universidade pública paulista. Os relatórios foram escritos por uma mesma informante no período de março de 2007 a março de 2009. A dissertação foi, portanto, norteada pela seguinte pergunta de pesquisa: em que medida é possível correlacionar as intervenções feitas por terceiros na utilização da modalidade linguística por uma pesquisadora em formação em versões de seu relatório de iniciação científica?A análise dos dados permitiu verificar que, depois de devolutivas de leitores como, por exemplo, as do orientador, quando questiona uma versão de texto apresentada pela aluna existem inequívocas alterações na composição textual e também no uso das modalidades. Pode-se dizer, portanto, que o uso das modalidades é um retrato dos ajustes textuais que o pesquisador em formação se vê convidado a fazer na medida em que refina a imagem da comunidade acadêmica em que está inserido. Realizando o cotejamento da alteração do uso da modalidade nos três relatórios analisados, foi possível notar que o processo não é linear nem teleológico. Nos dois primeiros relatórios de pesquisa, aparentemente houve uma evolução da qualidade da escrita. No segundo relatório, a informante mostrou-se mais capaz de ajustar seu texto às expectativas de seu orientador com relação ao que seja fazer um trabalho acadêmico e também para incluir o seu leitor por causa da quantidade de intervenção e reescrita. Na terceira pesquisa, entretanto, parte desse processo não teve continuidade. Como a informante mudou de tema de pesquisa, aparentemente, se viu mais interessada em construir um lugar enunciativo próprio do que investir na forma canônica do texto. Assim, paradoxalmente, o relatório mais elaborado do ponto de vista ideacional é o menos trabalhado no que tange à elaboração textual. Aqui, o leitor externo, por meio das operações de recusa, suplementação e silêncio, voltou a ganhar importância no processo de escrita e, desse modo, acolheu a mudança de patamar ambicionado pela jovem, possibilitando a ressignificação de seu engajamento na pesquisa. / The object of this work is the influence of institutional readers intervention in texts written in academic context by a researcher from undergraduate level. More specifically, it examines the extent of the effects of the scores from her advisor and a representative of funding agencies in the use of linguistic modality, which, can be referred as the material evidence from the speakers\' relationship with their own words. The linguistic modality can also be defined as \"[...] the intervention of the speaker concerning the content of his message\" (ILARI, 2010, p. 34). The central hypothesis of the research is that the changes in the linguistic modality expressed by the verbs employed, can be correlated with changes in the image that makes the young researcher: of herself, of her potential text readers and of the text itself. Thus, with the overall aim to describe the changes that can be correlated with assistance from readers in the use of linguistic modality, this paper examines versions of texts whose ultimate goal is to compose the research report, namely: three versions of initiations scientific reports performed in Programa Institucional de Bolsa de Iniciação científica - PIBIC (Institutional Scholarship Program for Scientific Initiation) at a public university in São Paulo. These reports are from the same informant, written in the period March 2007 to March 2009. The dissertation was therefore guided by the following research question: to what extent it is possible to correlate the interventions made by others in the use of linguistic modality for a researcher in development, in versions of her report? Data analysis showed that, after feedback from readers - as, for example, the advisor, when he questions the text version presented by the student - there are clear changes in the text composition, and also in the use of modalities. One can therefore say that the use of modalities is a picture of the textual adjustments that a researcher in training makes, in other words, it also represents the way through which she refines the image of the academic community in which her paper is inserted. Performing the comparison of the change of the use of linguistic modality in three reports analyzed, it was noticeable that the process is not linear or teleological. In the first two research reports, apparently there was a change in the quality of her writing. In the second report, the informant was more able to: adjust her text to the expectations of her advisor about what is making an academic paper; and also to include her reader because of the amount of intervention and rewriting. In the third research, however, part of this process was not followed. As the informant changed her subject\'s study, apparently, she found herself more interested in building a proper place of enunciation than investing in a canonical text. Thus, paradoxically, the more elaborated the report from an ideational point of view is, the least worked regarding the textual construction it is. Here, the external reader, through the operations of \"refusal\", \"supplementation\" and \"silence\", regained importance in the writing process and thus welcomed the step change taken by the young researcher, enabling the redefinition of her engagement in research.

Understanding the different factors, influencers, and outcomes that form a successful brand partnership allow for marketers to make informed decisions that benefit their company. This paper provides a comprehensive review of the literature regarding partnership marketing and issues a set of guidelines for marketers to strategically market their brand by way of collaboration. With two distinct strategic frameworks, reaffirming partnerships and repositioning partnerships, this paper seeks illustrate the efficacy of brand collaboration and how to achieve success based on varying brand goals.

Throughout the history of the clarinet, there have been performers who have inspired composers to write pieces specifically for them. These contributions to clarinet literature have been significant, frequently resulting in an overall shift in the expectations of performers’ abilities, and expanding the range of possibilities for composers. This document first describes the relationships of the following composers and clarinetists, and their resulting impact on clarinet literature: Karl Stamitz and Joseph Beer, Wolfgang Amadeus Mozart and Anton Stadler, Louis Spohr and Simon Hermstedt, Carl Maria von Weber and Heinrich Baermann, Johannes Brahms and Richard Mühlfeld, and the numerous commissions of Benny Goodman by some of the most highly-regarded composers of his time. The main purpose of this document is to examine a contemporary clarinetist who has contributed considerably to the repertoire of the clarinet both through his virtuosic performances and his own commissions, Robert Spring. Dr. Spring’s playing, particularly on the release of Dragon’s Tongue (1994), astonished listeners and composers alike, most notably with his mastery of extended techniques such as circular breathing and double tonguing. Within this document is a biography of Dr. Spring, focusing on his early life, his musical training and education, and his work. Additionally, a list of works that he has commissioned with annotations where applicable is included, along with detailed comments on the partnership with Dr. Spring and the resulting creations from composers Stacy Garrop, Eric Mandat, Theresa Martin, Scott McAllister, Whitney Prince, Rodney Rogers, Peter Schickele, and William O. Smith. It is my belief that future scholars will be able to place him within the long line of composer-clarinetist partnerships that have advanced not only the clarinet’s solo and chamber literature, but also the scope of performance techniques required of clarinetists.

Educational attainment in the United States is at the highest levels since recording started, yet large numbers of students are not completing education at the secondary and postsecondary levels. This lack of education impacts their long-term prospects for living wage careers, stable housing and the ability to support both themselves and their families. A growing response to this crisis is the development of cross-sector collaborative partnerships to address educational attainment resulting in an educated and skilled workforce that will ultimately improve prosperity in a community or region. This collaborative work has expanded as a result of growing recognition that all sectors of the economy have a stake in education as a way to create strong communities and regional prosperity. While evidence of the challenges in educating all students abounds, evidence of success in collaborative partnership efforts to improve education is sparse. This constructivist grounded theory research study was developed to explore the collaborative behaviors leading to success in improving educational outcomes for all students. Leaders at the executive and operational levels of collaborative partnerships participated in this study through a three-phase process of semi-structured interviews. Data collection and analysis for this study used a process of constant comparison and occurred simultaneously with a comprehensive literature review. Participants in this research study represented collaborative partnerships from across the United States that are focused on improving educational attainment at the secondary and postsecondary levels. Four findings from this research study support an overarching substantive grounded theory that explicates the importance of moral purpose as the underpinning for achievement of collaborative outcomes. The findings further describe the behaviors necessary for success in crafting strong relationships, building trust, and communicating for impact. These interpersonal behaviors can be supported by the presence of psychological safety at the group level to maximize the efficacy of collaborative partnerships to achieve systems improvements in education. This study also encourages all collaborative partnerships to consider using a continuous improvement approach to their work grounded in intellectual humility. The study concludes with recommendations for future research to further explore the implications of psychological safety in the context of collaborative partnerships, noting that both intellectual humility and curiosity are aligned with the concepts of psychological safety and continuous improvement or improvement science.

Silent partnership - rights and obligations of the contracting parties ABSTRACT This thesis deals with a silent partnership while focusing on the rights and obligations of the contracting parties. It is divided into three chapters. In the first chapter, the author at first presents the general characteristics of the silent partnership agreement, including a brief historical excursion. Great scope is given to comparing a silent partnership and a partnership. The conclusion that a silent partnership is a special kind (lex specialis) of partnership is reflected in the following chapters. Next two chapters describe the mutual rights and obligations of the contracting parties; the second chapter deals with the rights and obligations of the silent partner and the third chapter deals with the rights and obligations of the entrepreneur. These are the most significant chapters of the thesis, in which the individual rights and obligations of the contracting parties are analysed while the author identifies some problematic aspects that can lead to interpretative and application difficulties and then offers possible solutions. The fact that silent partnership is a special kind of partnership causes that the contracting parties are (as well as partners of the partnership) bound by duty of loyalty. However, the duty of...

Parental involvement is integral to promoting a high quality school environment. A lack of parent involvement is a problem that currently exists in an urban, public elementary school in Texas. This issue is important because once the parents increase their engagement, the home school relationship can be improved. The purpose of this qualitative case study was to investigate how pre-kindergarten parents at the study elementary school perceive parent involvement and how principals and teachers at the school can help parents improve their involvement. This study is based upon Epstein's theory of 6 types of parent involvement. This study examined parents' perceptions of the role of parental involvement in children's education and the strategies that schools may use to boost parental involvement. Over the course of the 9-month school year, individual interviews were conducted with 14 parents whose children attended the prekindergarten program at this school in Texas. Thematic analysis was used to identify themes. Parents considered their involvement to be important and appreciated receiving school information through phone conferences, newsletters, and an online portal. Parents also reported that health issues, time restraints, and busy work schedules were obstacles to being more involved. Recommendations for improving parental involvement included parent workshops on academic strategies and programming that is scheduled after school to accommodate parents' schedules. This study could contribute to positive social change by encouraging parental involvement at the study site. Additionally, this study could enhance positive social change by encouraging the educational sector to focus on building effective school/family partnerships.

布希政府時期，美日除了彼此的政經關係履現爭議外，更適逢整個國際局 勢劇烈且深遠的變化。美日兩國如何調整彼此的關係，以肆應日增的緊張 關係及新時代的特性,是論文關切的焦點。學者泰雅(Nathaniel B. Thayer)教授在評估未來美日安全關係時曾提出三項變數，認為未來兩國 關係之發展端視：１）蘇聯在東亞的威脅是否降低。２）美日貿易擦是否 繼續升高。３）日本在東亞扮演何種角色。同時，美國馬里蘭大學教授奈 契特(Michael Nacht) 在分析如何建立九０年代美日新關係時亦提出類似 的看法。認為從二次大戰後的美日關係大致建立於三大基礎之上：１）美 日對扼阻蘇聯軍事及共黨意識型態威脅的共識。２）以美國為主導的美日 政治、軍事及經濟等方面的合作關係。３）兩國之間刻意地相護互尊重及 政治精英間的和諧關係，而未來美日關係的發展亦端視此三項基礎的變化 。論文的研究即借用兩位學者的分析為基礎，針對美日兩國在安全合作、 經貿關係以及日本未來的角色三個主題，從國際環境因素、國內繯境因素 及美日彼此的觀感等幾個層次，分析布希政府時期，美日兩國如何調適彼 此關係，以因應內、外環境的變化。論文內容計分陸章，除導論、歷史回 顧外，第三章探討美日兩國安全合作關係，主要的論點在於安全合作為美 國在亞太地區的前進部署、經濟利益及兩國建立夥伴關係的基礎。第四章 探討美日兩國經貿磨擦現況及美國對日經貿政策，根據論文的研究，經濟 問題將持續成為兩國緊張關係的根源。第五章談到美日建立「全球性夥伴 關係」的背景及其限制，以及日本擴大國際角色的努力。結論部份綜述各 章的觀察，並提出影響未來美日關係的主要因素。