The purpose of this study was to describe the experiences of Joe Duquette High School students through listening to their stories. My approach to listening developed out of the context of the school's Aboriginal philosophy. The thesis analyzes and describes what constitutes a meaningful education within the cultural framework of Good and Right Relations from the perspective of Joe Duquette High School students.<p> The Joe Duquette High School environment is a holistic one where the Sacred Circle philosophy and the good and right relations framework serves as a guide to the pedagogy of the school.<p> The methodology used in this thesis was shaped by the cultural philosophy of Joe Duquette High School and guided by student emphasis and meaning. A number of methodologies were drawn upon in order to approach the multiple contexts of the Joe Duquette High School cultural complex.<p> The central themes identified by students through their narratives serve as an organizational framework for the findings. My interpretation of what the students said is presented through my own personal narrative. I used my own story to develop more fully those ideas/concepts/ideals expressed by the students.<p>The main contribution of this study is highlighting the Joe Duquette High School experience through the students' perspectives and the method used to tell their story came out of the cultural context of the school.

In this thesis, the competing and shifting hegemonic discourses in Turkey-EU relations in the period between 1999 Helsinki European Council and 3 October 2005 are discussed in the framework of neo-Gramscian perspectives. In this study, initially the classic theories of European integration are analyzed and on the basis of the argument that the classic theories of European integration exhausted their potentials in explaining the European integration process, the neo-Gramscian perspectives are presented as an alternative theoretical framework. Deriving from the wavering character of Turkey-EU relations, the turning points in the related time period are defined and competing and shifting hegemonic discourses for both sides are discussed. The main argument of this thesis is that, since the very beginning of Turkey-EU relations, it has a wavering character and these relations are reproduced through the redefinition of competing and shifting hegemonic discourses with the active contribution of social actors in the related time period.

This study examined special education teachers' perspectives of the instructional impact of the Florida Alternate Assessment (FAA) for students with significant cognitive disabilities. Through purposeful sampling, six special education teachers who serve students with significant cognitive disabilities and had experience administering the FAA were identified. Interviews posed questions about how they used the FAA to impact their instructional decision-making, how the FAA has influenced how the development of Individualized Education Program (IEP) goals, and how the FAA impacted how they defined access to the general education curriculum. The interviews, along with IEP artifacts, and a research journal formed the research design. Results revealed 8 major themes and 18 sub-themes. Teachers reported that the FAA ignores the complex needs of their students, and highlighted the curricular tensions between academics and life skills. A third of the teachers indicated they have created and adopted curriculum to mirror the FAA, and five out of the six teachers integrated more daily assessments similar to the FAA. In addition, the study revealed varied results for utilizing FAA results on IEP development and writing goals. Finally, teachers had varied beliefs on the value of curriculum content standards called access points for students with significant cognitive disabilities. Most of the teachers stated that higher standards lead to higher expectations. The results also revealed teachers' perspectives of the instructional impact of the FAA were influenced by their teaching context: center setting versus general education setting. Implications for future research and practice are included.

This research project aims to: - Examine how my musical identity as Music-maker can be fused with those of contributing improvising musicians, throughout the collaborative process. - Form creative methodologies/strategies to sufficiently accommodate the improvisatory approaches of others around my own work. - Develop appropriate communication methods, including original notational systems; and explore ways in which technology can be harnessed, to help fulfil the above objectives. This research intends to explore the extent to which improvisation may be incorporated into compositions, by means of practical experiment and investigation. The written commentary will accompany a portfolio of audio recordings and scores. Key works demonstrating various approaches and techniques employed will be examined in detail. An appendix disc of supplementary audio recordings and videos will also be provided to show piecedevelopment and the evolution of my music-making practice. My point of origin straddles that of a professional guitarist experienced in an array of improvised music(s), including: rock, jazz, fusion and contemporary improvisation, and that of a composer interested in collaborative projects which take advantage of the eclectic experience and skill sets of the musicians taking part.

Magistro baigiamajame darbe išanalizuotos vertybinių popierių rinkos plėtros tendencijos Lietuvoje. Pirmoje darbo dalyje teoriniu aspektu analizuojamos teorinės vertybinių popierių rinkos plėtros prielaidos – atskleidžiama vertybinių popierių rinkos koncepcija, šios rinkos plėtros poreikis, priemonės, veiksniai bei vertinimo indikatoriai. Antroje dalyje formuojama ir pagrindžiama vertybinių popierių rinkos plėtros tyrimo metodika. Trečioji darbo dalis skirta Lietuvos vertybinių popierių rinkos plėtros įvertinimui bei perspektyvų numatymui. / Trends of stock market development are analysed in this master paper. In the first part theoretical assumptions of stock market development are analysed: the concept of stock market, its development demand, measures, factors and evaluation indicators are revealed. Methodology for the survey of stock market development is formed and grounded in the second part. The third part is up for evaluating development of Lithuanian stock market and its forecasting.

Social perspectives on natural resources management have become an increasingly valuable part of natural resources management decision making, especially at the policy or governance level. However, due to the range of social contexts that can exist around management questions, not every technique for incorporating stakeholders into management is suited for every management problem. My research examines the social landscape around chronic wasting disease (CWD) management on the Canadian prairies in order to identify a way forward for stakeholder involvement in CWD management. CWD is a prion disease that results in neurodegeneration and death in cervids. CWD has the potential for broad social impact because it infects elk and deer, species which are both hunted and ranched. Furthermore, management and monitoring efforts in free-ranging cervids frequently incorporate hunting activity. Q methodology was used to survey stakeholders in Saskatchewan and Manitoba and synthesize perspectives about stakeholder understanding of CWD as a problem and preferences for potential solutions. The perspectives that emerged emphasized the importance of increasing knowledge about CWD and a generalized trust in government management, coupled with a desire for stakeholder consultation under the auspices of government leadership. I found that CWD management may not be ready for stakeholder spearheaded management activity due to ambivalence and uncertainty among stakeholders, but stakeholder involvement in CWD management can still offer valuable insight for managers. This is especially notable in light of the recent loss of Saskatchewan’s CWD monitoring program.

Many high school students are unable to consider engineering as an undergraduate program of study because they have not taken the prerequisite courses required for university entrance. In order to provide the opportunity for capable students to pursue an engineering degree and subsequently enter the engineering profession, they should be more aware of the profession of engineering prior to entering high school to enable them to select appropriate courses from the very start of their post elementary education. The focus of this study is to understand how students in grade 7 perceive the profession of engineering in two example regions across Canada. Recent literature suggests that action is underway in some areas of the United States in order to create awareness and encourage students to pursue an engineering program. These initiatives range from integrating engineering concepts into the K-12 curriculum to providing outreach and design challenge opportunities outside of school. In Canada, such initiatives are only present in isolated cases, with limited reach and impact. To better understand the perspectives on engineering of pre-high school students in Canada, grade 7 students were provided with surveys incorporating a variety of questions pertaining to the engineering profession. All questions were open ended in order to promote individualized answers from the students. Survey questions were analyzed with NVIVO software to determine common themes in the understanding and perception of engineering from the perspective of the students. After the completion of the survey, select students in each location were interviewed in order to further explore their perception of the engineering profession. The questions asked during these interviews built on the themes of the written survey. In general, it was found that participants had varied and mostly inaccurate perception of what engineers do, and lacked a clear understanding of the profession. After analyzing the data, the subsequent suggested recommendations are to develop a better public perception of the engineering profession, develop programs to help teachers better relate math and science to engineering in school, and to consider further investigation of best practices from the United States and how they might be implemented in Canada. / Thesis (Master, Civil Engineering) -- Queen's University, 2011-09-28 18:12:53.158

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In just over a decade, soybean production in Uruguay emerged from almost non-existence to second most important export product. The extraordinary rapid soybean expansion is often referred to as representing changes that go far beyond the mere substitution of one agrarian activity for another, but evolved into a broad societal concern. Accordingly, the soybean expansion has not only been debated in national media, but among NGO’s, firms, scholars, farmers, political parties as well as within broad sectors of the state apparatus. Although the views expressed are allegedly about the soybean expansion, they are found to reflect much deeper values and assumptions about what is good, appropriate and desirable. All this ultimately represents discordant alternative visions and paths of development. This dissertation outlines and analyzes the dynamics of different, complementary and competing views on the soybean expansion in Uruguay between 2002 and 2013. These have in turn been related to wider debates about “development” of longer historical roots within the social sciences. Rather than exclusively relying on the mediatized accounts expressed in the public debate, often posed in a rather superficial and antagonistic way in accordance to some media logic, this study has made intensive use of in-depth interviews. This has allowed for deeper, more complex and nuanced accounts, as well as made possible to include voices that were only indirectly “represented” in the public debate. The main agreements and disagreements expressed in relation to the soybean expansion have been outlined, described, situated and explored. While constant contingency and unfixity are acknowledged, three main broader competing world-views, or discourses, have also been identified. These are discerned through the analysis of patterns of regularities in the articulations about the soybean expansion. The first is labelled “agro-ecology discourse”, reflecting anti-capitalist notions and centered in values of local autonomy and justice. The other is labelled “pro-market discourse”, reflecting market faith and centered in values of growth, dynamism and meritocracy. The third is labelled “pro-public regulation discourse”, reflecting beliefs in development intervention and centered in values of progress and upgrading. / FORMAS - 2006-2246 "The soybean chain in contemporary agro-food globalization: challenges for a sustainable agro-food system"

The purpose of this study was to describe the experiences of Joe Duquette High School students through listening to their stories. My approach to listening developed out of the context of the school's Aboriginal philosophy. The thesis analyzes and describes what constitutes a meaningful education within the cultural framework of Good and Right Relations from the perspective of Joe Duquette High School students. The Joe Duquette High School environment is a holistic one where the Sacred Circle philosophy and the good and right relations framework serves as a guide to the pedagogy of the school. The methodology used in this thesis was shaped by the cultural philosophy of Joe Duquette High School and guided by student emphasis and meaning. A number of methodologies were drawn upon in order to approach the multiple contexts of the Joe Duquette High School cultural complex. The central themes identified by students through their narratives serve as an organizational framework for the findings. My interpretation of what the students said is presented through my own personal narrative. I used my own story to develop more fully those ideas/concepts/ideals expressed by the students.The main contribution of this study is highlighting the Joe Duquette High School experience through the students' perspectives and the method used to tell their story came out of the cultural context of the school.