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This study evaluated the effects of public postings on energy conservation behavior at a public university, using a multiple baseline design across three settings; bathrooms break rooms, and conference rooms. The behavior of building occupants was recorded to assess the frequency at which those individuals would turn lights off upon exiting an unoccupied room. The independent variables implemented by experimenters (light-switch plate stickers and laminated signs) had little to no effects on cumulative instances of lights turned off however, the installation of motion sensor lights produced better results. Across all conditions, lights were turned off most frequently in conference rooms (65% of observations) followed by break rooms (9% of observations), and bathrooms (3% of observations).

The purpose of this master thesis is to define the term "dominant position" of an undertaking under the EU Competition Law and to find out, what circumstances are decisive in order to be able to identify existence of a dominant position. The second part of the thesis focuses on actual problems connected with the dominant undertakings, namely the standardization and the effectiveness of the interventions of competition authorities into the actions of dominant undertakings on rapidly developing IT markets. The thesis deals with the concept of dominant position and does not address particular types of abusive behaviour enumerated in Article 102 (a) - (d) TFEU. The first chapter briefly describes the system of EU Competition Law. The focus is directed on agreements distorting competition (Art. 101 TFEU), abuse of dominant position (Art. 102 TFEU) and control of concentrations between undertakings (Council Regulation No. 139/2004). The second chapter looks at the term "dominant position" of an undertaking and its delimitations. The subchapters describe definition of relevant market, market share, market power and other market conditions which shall be taken into account in the dominant position analysis. Space is further devoted to the existing dominant position on the neighbouring market and to the...

Le médicament propose de concilier sa finalité sanitaire et la maîtrise budgétaire en empruntant la voie concurrentielle par laquelle le paysage des antagonismes ne cesse de défiler. Convoquant le droit dans son dessein, le médicament lui présente des conditions semblant indépassables ; surtout lorsque dans l'équation s'invite un autre objet paradoxal : le marché. La rencontre d'une demande irrationnelle, insensibilisée à la dépense qui, de surcroit, ne détermine pas seule son besoin, avec une offre naturellement monopolistique oblige l'intrusion de l'État dans les mécanismes de marché. La détermination du marché pertinent, outil économique converti au droit, en devient un précieux outil politique. Offrant d'expliquer le marché en identifiant sa réalité concurrentielle, il oblige à l'analyse de ses structures, des déterminants comportementaux des agents s'y confrontant et, plus que de révéler des pouvoirs de marché qui manquent d'être équilibrés, renseigne sur l'état du marché : son équilibre concurrentiel, sa finalité naturelle ; son équilibre social, sa finalité culturelle. Délimitant le champ d'application du droit de la concurrence, le marché pertinent conditionne la stratégie concurrentielle des opérateurs et cristallise les tensions entre le droit et l'économie. Cette thèse démontre que malgré les typicités du médicament, la méthodologie traditionnelle de définition du marché pertinent demeure opérationnelle dans le secteur pharmaceutique. / The definition of the relevant market aims at identifying the competitive constraints that an undertaking faces and, thus, defines the scope of competition law enforcement. Given the antagonisms that characterise the pharmaceutical sector, defining the relevant market in this industry seems to disqualify the classic methodology and points out the tensions between law and economy. The interaction of an irrational demand - one which is insensitive to the expenditures and that doesn't define its needs on its own - with an offer naturally monopolistic, makes the involvement of the State in the market mechanisms strictly necessary to ensure its equilibrium. This thesis demonstrates how the conventional tools used to define relevant product markets remain operational inspite of the idiosyncrasies of the pharmaceutical sector.

Application of the culturally responsive teaching (CRT) initiative to practice may be challenging because each school community is unique. The individualized nature of CRT renders that research on successful CRT practices is only mildly, if at all, applicable to practicing teachers. As a result of these barriers, little is known about the process of becoming culturally responsive. The purpose of this study was to document my process in seeking to become a culturally responsive music educator. Critical Race Theory shaped this study. The emphasis on white culture in public high school choir curricula does not reflect the diverse populations in music classrooms today. Many of these classrooms are led by white teachers like myself, requiring that we interrogate our race and how often it affects the learning environment in our classrooms. Autoethnographic methods were used in this study. Three sources of data were gathered: my journal, lesson plans, and other teaching artifacts including student work. The data were then condensed into three stories: a) the story of me; b) the story of my teaching; c) the story of my students. Self-reflection, self-assessment, and self-analysis took place through questioning which included: a) “How does my whiteness affect my teaching?” b) “How often were suggestions from scholarship used?” c) “How did my attempts at culturally responsive teaching affect my students?” Through this work, I found that developing awareness of my whiteness, my biases, and assumptions, and how they influence my instructional choices was the most important step towards CRT. I often observed myself in a self-imposed binary: either I was ‘successful’ or ‘a failure’ at being culturally responsive. My disposition about CRT has changed because now I understand that teaching responsively is not a binary but a continuum. Each day I may exist in a different place on the continuum. Therefore, I will always be becoming culturally responsive. An individual’s process of becoming culturally responsive can only be learned through autoethnographic techniques. Additional autoethnographies conducted by teachers who are attempting to become culturally responsive may assist in finding trends.

This hermeneutic phenomenological study emerged from concerns about the ways teachers’ pedagogical practices are affected by growing diversity in their classrooms and continuous education reform. Drawing on the perspectives of critical pedagogy and postcolonial literary theory, this study also explored the tension that exists between what students ought to learn in schools and what they actually learn. Data was gathered through two interviews and a classroom observation with each of eight high school language arts teachers in South Florida to gain an understanding of how they use their pedagogical practices to navigate changes that occur in the practice field and create spaces to utilize culturally responsive pedagogy in their implementation of the current secondary school English/Language Arts curriculum. Teachers’ reflections on their experiences, descriptions of the climate of their practice and how teachers create spaces for culturally responsive pedagogy were analyzed to consider how their pedagogical practices conform to or challenge the structural and normative assumptions of the practice field. Findings revealed that despite the constraints imposed on their pedagogy by education reform, including standardization of their practice, all teachers used culturally responsive pedagogy in their classrooms to achieve state mandated goals, albeit at a foundational level. While teachers unencumbered by standardized testing expressed higher levels of freedom to make pedagogical choices in their classrooms, all participants suggested that prescribed curriculum and resources could do more to represent students’ needs and growing diversity in schools rather than standardized assessments. Furthermore in their implementations of culturally responsive pedagogy, teachers continue to use students’ voices to represent standardized curriculum and universal literary themes rather than establishing them as curriculum in their own right. As such, this study’s findings extend discussions by educational and postcolonial literary theorists regarding whose knowledge has legitimacy as a part of curriculum especially in a practice field that emphasizes student performance at state mandated levels above all else. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

The minimalist state of the national treatment provision in the investment treaties has provided limited guidance for the tribunals for interpretation. As a result, there were inconsistencies in the interpretation of national treatment, in particular the question of likeness. This thesis aims to develop the doctrinal understanding of the determination of appropriate comparator guided by the underlying philosophies, historical evolution and relevant investment decisions. The methods applied in this thesis are doctrinal and comparative studies of international investment law and the compared jurisprudences. A major part of this thesis is dedicated to examine the comparison and relevance of the GATT/WTO, EU and international human rights law in the interpretation of discrimination based on nationality. The interpretative methods applied by the respective jurisprudences in determining likeness and related questions of legitimate regulatory measures are examined to see whether there are lessons that could be learnt in the interpretation of national treatment in investment law. The finding of this thesis confirms that there is potentially a range of insightful guidance from the jurisprudences under comparison which could provide a structured understanding of national treatment in international investment law. The observations put forth highlight the underlying philosophies and values of the national treatment principle in protecting the investors and addressing the host states’ regulatory needs. It reflects the contemporaneous development in international investment law and provides a positive response to public administrative principles benefited by way of international comparative administration law.

Culturally relevant pedagogy (CRP) has been a topic in education since 1995. Since Gloria Ladson-Billings presented her grounded theory, some teachers have adopted this approach in general education. According to limited data-based resources specifically about music education and CRP, it seems that music educators might have limited knowledge of what CRP is and how to implement its tenets effectively in their classrooms. This thesis is a critical analysis of CRP through a discussion of each of its three components: academic success, building cultural competence, and sociopolitical consciousness. After a brief history of multicultural education and some background on Gloria Ladson-Billings and her research projects that suggest effective ways to educate African Americans, the ideas of CRP are applied to a sixth grade general music setting. Recognition of teachers’ own biases, as well as their cultural values, is presented as an important part of building cultural competence for themselves and their students. Sociopolitical consciousness has the potential to empower students to address inequities and when music educators use CRP in their classrooms they help affirm and celebrate student culture. Applying the tenets of CRP, music standards and benchmarks are used to develop a unit on hip-hop music and culture. This model can be adapted to other contexts for music educators to use in their classrooms. Background information is provided of the art form to help guide understanding and explore its application to music education to suggest further research on this topic.

As a culturally relevant alternative to traditional public school environments, Independent African Centered schools feature a particular type of culturally relevant pedagogy. This study explored the teachers’ and administrator’s perceptions and applications of African Centered pedagogy in an African Centered school. Interviews, observations and a document review served as the source of data for this study. This basic interpretive study utilized a qualitative research design to explore the perceptions and application of African Centeredness among the participants. An analysis of the data revealed categories and themes related to the school’s mission and the participants’ perceptions and performance of African-centered pedagogy. Three general conclusions were drawn from the findings. Implications for theory, study limitations and recommendations for future research are provided.

<p>Sammandrag</p><p>I denna undersökning analyserar vi elevuppsatser från de nationella proven år 2003. Vi studerar samband mellan föräldrarnas utbildningsnivå och kulturella kapital och elevernas förmåga att uttrycka röd tråd och relevant innehåll. Detta gör vi genom att studera styckeindelning och genom att analysera innehållsmässiga teman. Eftersom uppsatserna är bedömda dels av elevens lärare och dels av en extern bedömare, så undersöker vi om betygssättningen dem emellan eventuellt skiljer sig åt.</p><p>Vi analyserar 12 uppsatser indelade i två kategorier: Elevkategori 1, vars föräldrar har eftergymnasial utbildning och elevkategori 2, vars föräldrar endast har förgymnasial utbildning.</p><p>Resultatet visar att elever oavsett kategori har problem med styckeindelning och att det inte finns någon skillnad mellan grupperna i förmåga till att skapa en tydlig röd tråd.</p><p>De innehållsmässiga teman som analyserades visade att elever från båda kategorierna är övervägande positivt inställda till sina lärare och till skolan och att hur eleven uppfattar relationer och stämning i klassen beror på hur eleven upplever situationen i skolan. Det som skiljer de båda kategorierna åt är deras motivation och attityd. Eleverna i kategori 1 är mer studieinriktade, medan eleverna i kategori 2 mer upplever skolan som en social arena.</p><p>Betygssättningen skiljer sig åt i sju av uppsatserna. Fem av texterna har fått ett lägre betyg, och två har fått ett högre av de externa bedömarna.</p>