Adapt or die. En omvärld i ständig rörelse ställer högre krav än någonsin på organisationer att utveckla sitt förändringsarbete och sättet man ser på förändringar, något som lett till att fenomenet "organisationsförändringar" blivit ett fokusområde för organisationsforskare. Inom denna forskning framhävs inte sällan vikten av att ta ställning till hur anställda tar emot, och påverkas av, detta förändringsarbete. En typ av förändringar som dock förblivit outforskade är väntade förändringar, förändringar där de anställda vet att en förändring kan komma att ske men inte när eller hur den kommer ske. Inom idrotten återfinns en viss typ av organisationer, elitidrottsföreningar, som ställs inför väntade förändringar med jämna mellanrum. Dessa situationer uppkommer när föreningarna omplaceras i det standardiserade seriesystem som återfinns i Sverige och ställs inför kraftigt omväxlande ekonomiska förutsättningar. För att kunna hantera denna osäkerhet förutsätts att organisationen konstant står redo att genomföra omvälvande förändringar, enbart baserat på föreningens sportsliga resultat. Syftet med uppsatsen är att skapa en förståelse för de anställdas reaktioner vid situationer av omplacering och väntad förändring. För att uppnå syftet utgick uppsatsen ifrån bristen på forskning och sökte, med hjälp av metoden Grundad teori, producera en serie väl underbyggda frågeställningar baserade i studiens fynd. Frågeställningarna producerades sedan via fyra semi-strukturerade intervjuer inom två olika elitidrottsföreningar. Resultatet visar på att en utbredd acceptans för väntade förändringar återfinns hos anställda inom elitidrottsföreningar. Uppsatsens fynd grundades i data från respondenterna och sammanställdes via en resultatmodell innehållandes en kärnkategori och fyra underkategorier. Uppsatsen erbjuder således, via metodvalet, en nyproducerad infallsvinkel på en situation som många organisationer inom idrotten – men även utanför – kan komma att ställas inför. / Adapt or die. With the world around them constantly evolving, organizations are facing more pressure than ever before to develop the way they look at the process of change. This has led to the phenomena "organizational change" becoming popular amongst organizational researchers. Within this research, the perspective of the employee affected by the change is often referred to as important. One type of change that has remained relatively untouched by this research is expected change, meaning change where the employee is aware that change is coming but without knowledge of when or how these changes will occur. Within the realm of sports a type of organization can be found, the elite sporting association, that is forced to deal with expected change from time to time. This occurs when the sporting associations are relocated within the standardized divisional system found in Sweden, resulting in significant changes to the associations economic conditions. To manage this, these organizations are in a constant state of readiness; ready to, at a moments notice, conduct sweeping changes to its structure solely in response to the associations success within the division. The purpose of this essay is to create an understanding of how employees react to situations of divisional relocation and expected change. To achieve this purpose, the essay used the lack of previous research as a starting point and sought to, by use of the qualitative method Grounded Theory, produce a set of relevant questions on the matter, supported by the data. These questions were produced through four semi-structured interviews on two different elite sporting associations. The results indicated a widespread acceptance of expected change among the elite sporting associations employees. Findings of the study were grounded in the data extracted from participants of the study and was presented in a results model containing a core category and four sub-categories. Through its choice of method this essay provides a fresh take on a situation that could affect many organizations, both within the realm of sports and outside it.

The increased focus on the implementation of scientifically research-based instruction as an outcome of No Child Left Behind ("Understanding NCLB," 2007) has resulted in the widespread use of scripted reading curricula (Dewitz, Leahy, Jones, and Sullivan, 2010), which typically represents Eurocentric and middle class forms of discourse, knowledge, language, culture, and historical interpretations as academic knowledge (Howard, 2010; Delpit, 2012). In an era where the number of culturally and linguistically diverse students is increasing rapidly (Ginsberg, 2007), it is essential to consider that educational practices relying entirely on prefabricated content may require modification because, as recognized in the funds of knowledge theoretical framework (Veléz-Ibañez, 1988), all students bring a wealth of knowledge to the classroom that should be acknowledged, respected, valued and incorporated into instruction (Gonzalez, Moll, & Amanti, 2005). However, even if teachers are granted the time and permission to modify scripted content in order to build bridges between the prescribed lessons and students' lived experiences, doing so is not easily accomplished when the lives of educators are disconnected from their students (Baeder, 2010). This study investigated the behaviors and ideas teachers have developed as ways to connect with their culturally and linguistically diverse students and their families. Additionally, the study explored how teachers who implement scripted curricula describe the experience of creating culturally responsive lessons intended to specifically connect with their culturally and linguistically diverse students and to connect with students' funds of knowledge. This multiple case study describes how five teachers who implement scripted curricula reported their experiences of creating culturally responsive lessons for particular focal students. Findings are presented in individual case narratives followed by a cross-case synthesis. Findings suggest that teachers were able to carry out culturally responsive instructional practices while implementing scripted curricula; however, participants' CARE lessons did not represent Gay's (2010) ethnic and cultural diversity in curriculum content component of culturally responsive instruction. Additionally, findings indicate that building relationships with culturally and linguistically diverse students was key to adjusting instruction to suit their learning styles. The implications of these findings are discussed in recommendations for in-service teacher professional development and future research.

This integrated methods study used a sequential explanatory design to explore the culturally relevant teaching beliefs of successful emergent literacy Head Start teachers of urban African American boys living in poverty. The study utilized emergent literacy gain scores as a measure of success, a survey of culturally relevant teaching beliefs to describe variation in beliefs within the sample, and two rounds of interviews to explore the context of teacher agency with urban African American boys living in poverty. The four teachers interviewed expressed culturally relevant beliefs integral to their teaching practices. These beliefs were conveyed through descriptions of relationships with parents in and out of the classroom, through of the conditions and challenges of poverty in students' and parents' lives, and through close relationships with parents. The effect of conducting home visits on teachers' identities and the influence of the setting of Head Start on teachers' beliefs and agency were emergent themes in the interviews. The participants used language that seemed to indicate culturally relevant and warm demander approaches to understanding the relationship between student behavior and student engagement and in descriptions of the relationships with parents. The value of teachers' relationships with their students' parents was the most pronounced aspect of successful teaching in Head Start as expressed by the participants. The process of communication among parents, students, and teachers was described as important to student learning. The participants' expressed a variety of approaches to how they understood student behavior, boys' social emotional development, and classroom practices. These Head Start teachers described boys as more active than girls, as more aggressive than girls, and sometimes more challenged to express strong emotions with language than girls. This study provides some insight into the role that culturally relevant teaching beliefs play in Head Start teachers' successful

Title: Likelihood of confusion between trademarks Author: Jakub Kučera Department: Institute of Copyright, Industrial Property and Competition Law Supervisor: doc. JUDr. Vladimír Pítra Abstract: This master thesis deals with the likelihood of confusion between trademarks. The aim of this thesis is to analyse various factors, which decisive authority takes into account when assessing the likelihood of confusion between trademarks and due to the extensiveness of this issue the thesis focuses only on selected key aspects. The aim of this thesis is also to analyse the case law of the ECJ and the court regarding the likelihood of confusion on basis of which the Czech courts often decide. This thesis is divided into eight chapters, which contains several subchapters. The first chapter deals with current importance of trademarks and also with the term trademark as defined in Trademark Act and in the relevant EU legislation with regard to changes in definition of trademark due to the adoption of Directive of European parliament and Council (EU) 2015/2436 and Regulation of European parliament and Council (EU) 2015/2424. The second chapter deals with the legislation dealing with of likelihood of confusion as to the Czech level and EU level. This chapter also pays attention to various authorities that assess the...

Title: Competition Protection in Network Industries Abstract: I provide description of relevant markets within electroenergy industry in European countries since after liberalization movements of the last 20 years the development of these markets open new issues in antimonopoly legislation to be passed and in antimonopoly practice to be solved. The key term of any antimonopoly issue is the relevant market. Hence, its definition as provided by case law of European Commission and European Courts is crucial for companies as well as regulators to understand in order to be able to pursue their activities. As I show, after 20 or so years, the countries of the EU at least in electroenergy area are no closer to the Single Market as they were at the beginning of 90s before liberalization of electricity markets began and there is no sign of improvement for year to come. This thesis provides an overview (the tools and analyses) that can be used to explore individual national relevant markets in the area of electroenergy business. For further research it is worth exploring detailed analysis of relationship between price development and degree of competition, phasing of market opening, protection of small consumers and RES support within individual national energy systems. Keywords: competition, competition law and...

A lei atual foi forjada sobre a premissa de que a humanidade está no centro do mundo e de que o homem é o único e legitimado senhor de todos os seres vivos. Desde que Darwin revelou para o mundo uma então chocante realidade sim, nós viemos de um símio ancestral os princípios filosóficos do antropocentrismo começaram a ruir. E os animais, que nós sempre pensamos como objetivos de uso e consumo humano, como sofás, mesas e cadeiras? E os seres que nós descobrimos serem tão relacionados a nós que os chamamos de primos ou humanlike? Eles ainda são bens móveis nas palavras fora de moda do direito posto? Pois agora que uma nova realidade está implodindo os antigos tabus de irracionalidade e instinto pavloviano, muitos juristas e filósofos passaram a defender a existência de direitos fundamentais (como à vida, à liberdade, e à integridade física) a vários animais, baseados na sua igualdade substancial aos seres humanos. Para os que sustentam tais ideias, os animais, como a maioria de nós, têm interesses considerados relevantes, o que significa que eles podem pensar racionalmente, evitando a dor e o sofrimento, e procurando o bem-estar, mas somente o pequeno grupo chamado de grandes primatas (no qual se incluem o próprio homem e, além dele, os outros hominoides e antropoides, isto é, os chimpanzés, gorilas, orangotangos e bonobos) conhecem os rudimentos (blocos construtores) da moralidade. Aos grandes primatas podem ser reconhecidos direitos subjetivos? A resposta pode ser encontrada tanto no jusnaturalismo (na teoria do direito natural), que concebe direitos inatos, partilhados, segundo Justiniano, entre todas as criaturas vivas, quanto na teoria do interesse de Ihering, em oposição à teoria da vontade de Windscheid. Conjuntamente, eles podem explicar um novo conceito de personalidade jurídica mínima para os grandes primatas. / Modern Law is founded over the premise that mankind is in the center of the world; that man is the sole master and ruler of all living beings. Since Darwin brought into the eyes of humanity a brand new shocking reality yes, we came from the apish ancestor philosophy principles of anthropocentrism have collapsed. What about those animals we always thought as mere objects like sofas, tables or chairs? What about those beings we have now discovered so close related to us that we are used to call them as kin or humanlike creatures? Are they still goods by the old-fashioned words of written law? For a new reality is overcoming ancient taboos of irrationality and pavlovian instincts, there are now many jurists and philosophers who defend basic rights (such as life, liberty and bodily integrity) to lots of animals, based on their substantial equality to humans. For those who claim in their favor, animals, like most of us, have interests considered relevant, which means that they can think rationally, avoiding pain and suffering, and seeking for wellness of living, but only the small group called the great apes (in which we include the man himself as also the other hominoids or anthropoids: chimpanzees, gorillas, orangutans, and bonobos) know the building blocks of morality. Are they so entitled to have rights? The answer lies in both jusnaturalism (theory of natural rights), which conceives inherent rights of living, commonly shared, according to Justinian, by all living creatures, and in Ihering theory of interest opposed to Windscheids of will. Combined together they can provide a new concept of minimum notion of legal personhood for the great apes.

It is important for fashion companies to be active in e-commerce landscape as it is growing rapidly especially in the apparel sector. As shopping is considered being an experience, it is important for companies to make the shopping experience pleasant for consumers and create positive emotions that lead to positive response behaviors. In online environments, this can be created through using low and high task-relevant atmospheric cues on the website. The purpose of this study is to describe how low task-relevant atmospheric cues affect consumers' emotions and responses in the online retail environment. Furthermore the aim is to analyze which of the examined low task-relevant cues have the strongest impact on consumers’ emotions and responses. To fulfill the purpose, a qualitative research approach has been chosen. The qualitative data was collected through ten semi-structured interviews with fashion interested new or experienced female online consumers in the age between 20-30 years old. This research shows that emotions and response behaviors are strongly connected and influenced by low task-relevant atmospheric cues. A connection within the response categories was also found. Furthermore, when designing a website, certain elements such as layout, color, images together with sales and promotional signage can be designed to achieve desired emotions as these are have the strongest impact on consumers' emotions and responses. / Program: Master programme in Fashion Management

African American males often struggle to read on grade level. However, 3 East Texas Title I schools demonstrated exceptionally high levels of reading proficiency with this population. This study addressed the knowledge gap of understanding the instructional practices linked to high reading achievement of third grade African American males in Title I schools in East Texas. Guided by Ladson-Billings's theory of culturally relevant pedagogy, which builds upon academic success, cultural competence, and development of critical consciousness, and supported by Vygotsky's theory of social and cognitive constructivism, the reading instructional practices of the 3 schools were investigated. Research questions focused on the instructional strategies and practices used by the Grade 3 teachers that may explain such high reading achievement in these particular schools. The questions also addressed campus-level administrator supports for guiding effective reading instruction. Through an explanatory case study methodology, the high levels of reading achievement seen in this population were explained. Data were collected from classroom teachers and campus administrators through semistructured interviews, personal reflections, and observations. Through use of a priori codes, open coding with thematic analysis, and axial coding, the key results aligned with the conceptual framework and indicated that the application of culturally relevant pedagogy explains much of the success experienced in the schools. Three themes resonated through the study: relationships, collaboration, and high expectations. This study contributes to positive social change by engendering a deeper understanding of effective instructional reading practices for African American males.

Historically, education in the United States has been tailored to fulfill the needs of White students. As the Latina/o population increases in the United States, we must prepare teachers and school administrators to provide opportunities for an equal education for minority students of all races, cultural backgrounds, or ethnicities. School leadership plays an important role in the effectiveness of educational access for minority students. Leaders must review and modify their practices to ensure that minority students have the opportunity to be productive citizens in our society. The purpose of this research was to evaluate the characteristics of effective high school Leaders of Color and White leaders for Latina/o students in secondary schools and to provide recommendations for further investigation. This study revealed findings related to culturally responsive school leadership for Latina/o student success, with leaders of Color and White allies reporting different perspectives on equity leadership.

Abstract As college populations are becoming increasingly diverse, institutions must find ways to meet the needs of their nontraditional students. Nontraditional adult learners are self-directed, ready to learn, and are internally motivated to engage in problem-centered learning. The purpose of this study was to expand and refine an active learning seminar in a higher education setting to improve the quality of teaching, student engagement, and retention rates. The site of the study was a Historically Black College and University (HBCU) in which adult students over 25 constituted 49% of the population. The faculty members at this site predominantly employed traditional instructional methods. Action research was used to explore 6 faculty members' perceptions of active learning approaches before and after they attended an active learning seminar. Before and after the seminar, observations of student engagement, using the Direct Observation Instructional Management (DOIM) checklist, were conducted. Interviews with the faculty members explored their perceptions and needs regarding use of active learning strategies. Interview data were analyzed thematically and pre and post themes were compared. On the DOIM, student engagement was observed to increase in 2 classes. Results, including strategies that increased engagement, were integrated into a seminar that can be implemented at the same HBCU. Social change implications are that faculty members may begin to use techniques that will more effectively engage adult learners, leading to greater retention of knowledge and a likely increase in the graduation rate of students.