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<p>Abstract</p><p>The thesis investigates how the European Union promotes stability and security in the Mediterranean region. The aim is to analyse the European Union’s security ambitions with Euro-Mediterranean Partnership, the Barcelona Process. An analytical framework with five sectors (military, political, economic, environmental and societal), based on the Copenhagen School’s theories about security sectors and securitization, is used for the analysis. Within the framework threats, objectives and methods are categorized into each security sector. Then it is possible to distinguish if any sector is more prioritised by the EU. Qualitative text analysis is used to examine relevant EU-documents. The result of the analysis shows that the European Union prioritizes the economical and societal sector in promoting peace and security within the Euro-Mediterranean Partnership. Through economical integration and cultural dialogue, the EU tries to enhance security and stability. The EU emphasises the importance of global governance and international law for a stable peace. The study concludes that the widened concept of security, within the Copenhagen School, can help to explain the European Union’s work inside the Euro-Mediterranean Partnership.</p>

Zugl.: Berlin, Techn. Universiẗat, Diss., 2009.

Univ., Magisterarb.--Düsseldorf, 2006.

Zugl.: Regensburg, Univ., Diss., 2007

Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, June 2003. / Thesis advisor(s): Donald Abenheim, Daniel J. Moran. Includes bibliographical references (p. 83-92). Also available online.

In order to sell products in the defense industry it is often demanded of the seller to reinvest capital and collaborate with companies in the buying country, with the buyer hoping to establish a defense industry of their own. These so called offset demands are seen as an industry standard and forces the sellers to open up their supply chain and educate and develop the industry in the buying country. This “forced” knowledge transfer is an interesting topic and have been the focus point of this thesis. How can firms conduct successful knowledge transfer and develop the foreign industry and at the same time protects its own products and competitive advantage? This qualitative study has been done through interviews with four people having senior positions and a vast knowledge and background in working with offsets, combined with secondary data from previous studies and articles. The study showed that the most important factor for a successful knowledge transfer is the absorptive capacity of the partner and buying country. Furthermore, the success also lies in the offset regulations of the buyer, if you ask for the wrong things or in the wrong way, the industrial effects will be very limited. The Swedish firms were not afraid of sharing their knowledge since they had the confidence that they would keep to stay ahead of any new upcoming competitor, therefore a minor factor to consider. Lastly offsets have often been portrayed negatively. However, if successfully conducted, several positive effects of offsets have been identified by the authors. Showing that even though partnerships may an “arranged marriage” it can still become successful.

Med denna uppsats har vi velat ta reda på hur singlar över 30 år upplever sitt singelskap samt hur de förhåller sig till att inleda partnerskap och att skaffa barn. Singel är ett begrepp som inrymmer många olika aspekter och perspektiv. Genom individuella intervjuer har vi tagit del av 4 kvinnliga singlar och 4 manliga singlars egna upplevelser, alla är över 30 år och bosatta i mellan Sverige. Vi har analyserat det empiriska materialet vi fått fram med hjälp av vår teoretiska utgångspunkt som berör modernitetens samhälle där individen skapar sin självidentitet och livsstil utifrån sin kontext. Singlarna har givit oss en bild av deras liv och deras inställning till den norm om parrelationer och att skaffa barn som finns i vårt samhälle. Det empiriska materialet vi fått tillgång till har tolkats och analyserats med hjälp av Grounded theory. Vårt resultat visar på individens strävan efter känslan av frihet och oberoende. Singlarna är nöjda över sin livsstil men uppger att det kan finnas en saknad av någon ibland. En ambivalens uppstår mellan deras känsla av frihet till den ensamhet de kan uppleva. Upplevelsen av singelskapet och synen på partnerskap och barn mellan män och kvinnor visar sig inte vara så olik. / In this paper we wanted to find out how singles over 30 years experience their position as singles and how they relate to initiate partnership and having children. Single is a term that covers a number of aspects and perspectives. Through individual interviews, we’ve taken note of 4 female and 4 male singles own experience, they’re all over 30 years old and live in central Sweden. We’ve analyzed the empirical material based on the knowledge from our theoretical basis on the modern society that reviles how the individuals creates their own identity and lifestyle. The singles have given us an understanding of their lifestyle and their attitude to the norm of intimate relationships and having children in our society. The empirical material we had access to has been interpreted and analyzed using the Grounded theory. Our results indicate that the experience of freedom and independence is a requisite to the individuals. The singles are pleased with their lifestyle but state that they, at times, yearn the intimacy from a relationship. A feeling of ambivalence occurs when their need for freedom collides with the loneliness they occasionally experience. The experience of solitude and views on partnership and having children between men and women turned out not to be very different.

Although collaboration between school psychologists and community-based mental health professionals is essential in the provision of comprehensive and effective mental health services for youth with intensive mental health needs, youth may not receive the full benefit of these coordinated efforts, as collaboration may not occur as often as it should. This study investigated the frequency of communication and collaboration between school- and community-based professionals, the purposes and methods of communication, and the benefits and barriers to collaboration. Survey data from 80 members of the Florida Association of School Psychologists were collected and analyzed. Forty-three percent of school psychologists reported communicating and collaborating with community-based mental health professionals between one and four times a year. Findings indicated that school psychologists prefer to communicate through phone calls, written reports, and face-to-face discussion; they also perceive these methods of communication to be most effective. Barriers to collaboration included limited accessibility of community professionals and lack of time to collaborate. A significant relationship was found in communication frequency and number of professional development hours received related to mental health. Implications of these findings are discussed in relation to developing strategies for practitioners and trainers of school psychologists aimed at optimizing the mental health of youth.

A strong partnership between a school and the surrounding community leads to school success. Schools can be more successful with community involvement and engagement than if functioning in isolation. Community engagement leads to greater academic achievement of students. Utilizing qualitative case study methods, this study focused on the perspective of school and community partners on building relationships. The purpose of this study was to describe and explain selected participants' perspectives on how a school builds partnerships with the community. I studied the relationship between an elementary school and community partners that have been in existence for at least three years to better understand each participant's view of the partnership. The social constructivism theoretical framework was used to better understand how effective partnerships are built and maintained. As the researcher, my goal was to study the diverse significance the participants had established for their contribution in school and community partnerships based on their subjective experiences. Specifically, with this study I attempted to answer these questions: 1) What are the characteristics of a collaborative relationship between a school and the surrounding community that are essential in order to build partnerships that meet the goals of each participant involved? 2) What are the roles of the school leader, support staff, and community members in building relationships between the school and the community? I also aimed at determining how the school's leadership directly relates to and affects the partnership building process between the school and the community partners. Three major themes emerged as a result of the data gathered. Building a solid infrastructure emerged as the foundation of strong partnership between the school and the community. Adhering to mandated policy, focusing on student centered goals, and working within systems were vital elements of building a solid infrastructure. Defining clear roles also emerged as instrumental. The roles of the principal, school staff, and community were clearly defined. Demonstrating collaborative character traits emerged as a third theme that was necessary to build a positive relationship. The meaning that the community partners and school staff have put on building relationships became apparent. Fostering authentic community engagement in communities that leads to expected outcomes for all stakeholders involved is most productive when schools and community members work together.