Denna studie undersöker om det finns en korrelation mellan elevers förväntade språkutveckling och läroböckers språkliga komplexitet från grundskola till gymnasienivå. Uppsatsen tar avstamp i Skolverkets lärandemål och forskning om hur elever utvecklar sitt språk. I undersökningen jämförs representativa texter från två olika läroböcker i svenska, dels från grundskolans år 9, dels från svenska 2 på gymnasienivå. Parametrarna som undersöks är LIX-värde, nominalkvot, fundamentslängd och -variation och slutligen bisatstyper och -frekvens. Sammantaget ger dessa olika mått en god grund för att analysera den språkliga komplexiteten. Resultaten påvisar att det finns ett visst mått av skillnad i den språkliga komplexiteten som påverkar läsbarheten mellan årskurserna. Både lärobokstexternas LIX-värde och nominalkvot motsvarar i stort varandra, med undantag för genomsnittlig meningslängd, vari gymnasietexternas meningslängd överskrider grundskolans dito. Bisatsfrekvenserna, det vill säga fördelningen av bisatstyper, och fundamentslängd skiljer sig åt mellan årskurserna. Slutsatsen beträffande graden av språklig komplexitet för texterna är att det finns en viss progression från den lägre årskursen till den högre. Enligt gängse forskning styrks elevernas förmåga att skriva svårare texter genom konsumtion av lärobokstexter som både är språkligt något mer komplexa och längre, vilket läroplanen föreskriver.

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Die inhoud van die studie verklank 'n paging om vanuit 'n meta­ bleties-andragogiese perspektief 'n greep op die onloenbare werk­ likheid van 'n voortdurend veranderende arbeids- en bestuursmi­ lieu te verkry, deur tot die radix van die problematiek rakende die arbeids- en bestuursetiese-ageinsgebeure deur te dring. Die bevindinge waartoe gekom is, dui pertinent daarop dat ar­ beids- en bestuursetiese-begeleiding as gevolg van verskeie de­ struktiewe invloede vanuit die tegnokratiese bestel teenswoordig nie meer so vanselfsprekend en toereikend geskied nie. Inteen­ deel, die eietydse bestuurder se begeleidingsopgawe word al moei­liker en al hoe meer gekompliseerd en in baie gevalle selfs on­moontlik. Hierdie toedrag van sake gee dan oak daartoe aanleiding dat die hedendaagse bestuurder in sy handel en wandel nie meer altyd be­ treffende "etiese kwessies" 'n onderskeid kan tref tussen wat "reg" en wat "verkeerd" is nie. Sodanige gebeure hou verreikende gevolge in vir die begeleideling (ondergeskikte) se toereikende arbeids- en bestuursetiese-volwassewording, aangesien die bestuurder ten spyte van sy begeleideling se ageinsnood aan etiese-begeleiding, nie daartoe instaat is om 'n nastrewenswaar­ digevoorbeeld van arbeids- en bestuursetiese-volwassenheid te kan stel nie. Arbeids- en bestuursetiese-volwassenheid kan derhalwe slegs be reik word aan die hand van die praktykwording van die normbeeld van arbeids- en bestuursetiese-volwassenheid. In organisasieverband geskied sodanige praktykwording deur die vestiging en insti­tusionalisering van 'n etiese kultuur met 'n etiese gedragskode wat as meet- en rigsnoer dien ten opsigte van etiese en morele kwessies. Deur middel van hierdie etiese gedragskode kan die kriteria vir 'n normbeeld van arbeids- en bestuursetiese-volwassenheid dan as norme binne die etiese kultuur van 'n bepaalde organisasie gevestig word. / The contents of this study represents an attempt to obtain a metabletic-andragogical perspective-grasp on the indisputable reality of an ever-changing labour- and management-milieu by penetrating to the radix of the problematic nature, regarding the labour- and managerial-ethical-agein occurrence. The resultant findings that were arrived at pertinently indicate that labour- and managerial-ethical-guidance is obviously at present not being sufficiently achieved as a result of various de­structive influences from within the technocratic dispensation. On the contrary, the present-day manager's guidance-role has become so much more difficult and complicated and in many cases even impossible. This state of affairs also gives rise to the fact that the modern-day manager cannot always distinguish the difference between what is "right" and "wrong" regarding "ethical issues" in his daily life. Such an occurrence has particularly far-reaching implications for the protege's (subordinate's) adequate labour­ and managerial-ethical-adulthood, since the manager, in spite of his protege's agein-need for ethical-guidance, is incapable of setting an example of labour- and managerial-ethical-adulthood worthy of emulation. Labour- and managerial-ethical-adulthood could therefore only be attained by putting into practice the norm-image of labour- and managerial-ethical-adulthood. In organisational-context such implementation occurs through the establishment and institutionalisation of an ethical-culture with an ethical code of conduct as criteria for evaluating ethical and moral issues. These cri­teria for a norm-image of labour- and managerial-ethical-adult hood could be established as norms within the ethical climate of a particular organisation by means of such an ethical code of conduct / Philosophy, Practical & Systematic Theology / D.Ed. (Philosophy of Education)

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance. / Psychology of Education / D.Ed. (Psychology of Education)

My thesis deals with the word order in the contemporary Czech language. The aim is to discover the principles that control the clause order within sentences and to find out to what extent the position of the main and subordinate clauses is fixed. The first section summarizes the work of Czech and Slovak linguists and introduces the principles that apply to the clause order in particular sentences. It defines types of sentences with fixed, usual and loose order. At the end of this part there is an overview of the positions of different types of clauses, which became the springboard for the empirical part. The second section deals with the clause order of selected subordinate sentences. I have chosen a representative sample of connecting expressions. Using materials of the Czech National Corpus I try to outline the contemporary Czech clause order of the most frequent types of clauses following these expressions.

Temporala bisatser är ett av flera sätt att ange tid, de andra sätten är bland annat tempus och temporala adverb. Genom att undersöka temporala bisatser i svenska och bulgariska är det möjligt att illustrera likheter och skillnader i användning och funktion av temporala bisatser. I och med att svenska och bulgariska är inte nära besläktade språk finns det flera kontraster mellan språken som är intressanta att utforska, t.ex. kontrasten mellan bulgarisk aspekt och avsaknad av aspekt på svenska. Studiens syfte är att undersöka användning och funktion av temporala bisatser på svenska och bulgariska som utförs genom att ta reda på temporala relationer, tempus och aspekt, expletiv negation, polysemi och frekvens hos temporala subjunktioner i temporala bisatser. Studiens syfte undersöks med hjälp av parallella texter och ordböcker på svenska och bulgariska. Resultatet visar både likheter och skillnader i användning och funktion av temporala bisatser i de två språken. Bland annat undersöks om motsvarande satser har samma eller olika temporala relationer i temporala satser på svenska och bulgariska. I det undersökta materialet är temporala bisatser något mer frekventa på svenska än på bulgariska. / Temporal subordinate clauses are one of several ways to specify time. Other possible ways are for instance tense and temporal adverbs. By investigating temporal subordinate clauses in Swedish and Bulgarian, it is possible to illustrate similarities and differences in the use and function of these clauses. Since Swedish and Bulgarian are not closely related languages, there are several contrasts between them that are interesting to explore, for instance the contrast between the Bulgarian aspect category and the lack of aspect as a grammatical category in Swedish. The aim of the study is to investigate the use and function of temporal subordinate clauses in Swedish and Bulgarian. To achieve this I investigate temporal relationships, tense and aspect, expletive negation, polysemy, and frequency of temporal subordinators in temporal subordinate clauses using parallel texts and dictionaries in Swedish and Bulgarian. The results show both similarities and differences in the use and function of temporal subordinate clauses. In corresponding sentences, the same or different temporal relationships are observed in clauses in Swedish and Bulgarian. In the material considered, temporal subordinate clauses are somewhat more frequent in Swedish than in Bulgarian.

nÃo hà / Investiga o custo de processamento de sentenÃas coordenadas e de sentenÃas subordinadas em um grupo de estudantes do 9 ano do Ensino Fundamental (EF). Em Engelkamp e Rummer (2002) e Rummer, Engelkamp e Konieczny (2003), observou-se que o processamento de sentenÃas subordinadas à menos custoso do que o de sentenÃas coordenadas em tarefas de memorizaÃÃo. Os resultados de Rummer, Engelkamp e Konieczny (2003) tambÃm sugeriram que o deslocamento da sentenÃa subordinada interfere nos custos de processamento. Tais achados entram em confronto com impressÃes do autor derivadas do exercÃcio da prÃtica docente de ensino de conjunÃÃes subordinadas ao 9 ano do EF, o que culminou para a proposiÃÃo desta pesquisa. Foram elaborados experimentos cuja previsÃo era a de que os estudantes teriam mais dificuldade de ler sentenÃas subordinadas, uma dificuldade decorrente do pouco conhecimento da relaÃÃo lÃgica veiculada pelas conjunÃÃes. Dada a variabilidade das relaÃÃes lÃgicas e o escasso tempo de execuÃÃo desta pesquisa, foram investigadas aqui apenas as relaÃÃes de oposiÃÃo e concessÃo. Para tanto, foram propostos trÃs experimentos de rastreamento ocular. O primeiro investigou o custo de processamento de leitura da estrutura subordinada deslocada; o segundo comparou o custo de processamento de leitura de sentenÃas coordenadas e subordinadas; e o terceiro observou o peso de quatro diferentes conjunÃÃes em oraÃÃes coordenadas. Foram produzidos 24 itens experimentais, compostos de condiÃÃes, que contemplavam em conjunto os trÃs experimentos supracitados: quatro oraÃÃes subordinadas, sendo duas sem e duas com deslocamento, que faziam uso das conjunÃÃes âemboraâ e âainda queâ; quatro oraÃÃes coordenadas, que faziam uso das conjunÃÃes âentretantoâ, âmasâ, âno entantoâ e âeâ. Seguia-se a todas as frases uma pergunta de controle de atenÃÃo. Participaram dos experimentos 42 estudantes do 9 ano do EF e 40 adultos leitores proficientes. As medidas observadas foram o tempo total de leitura nas sentenÃas completas e o tempo de primeira leitura na sentenÃa/perÃodo completo. Para o experimento 1 (deslocamento da subordinada), na medida de primeira leitura, encontrou-se uma interaÃÃo entre grupo e deslocamento (F = 4,06, p = 0.04), alÃm de efeito principal para deslocamento (p < 0.001), mas nÃo houve efeito de grupo. Para a medida de tempo total, foi encontrado apenas efeito principal de grupo (p < 0.001). Para o estudo do processamento da coordenaÃÃo e subordinaÃÃo (experimento 2), foram encontrados efeitos principais de grupo para a primeira leitura e o tempo total de leitura (p = 0.04 e p < 0.001). E no estudo das conjunÃÃes coordenativas, observou-se diferenÃa significativa para cada conjunÃÃo na primeira leitura (p = 0.006), mas nÃo no tempo total de leitura. Houve diferenÃa significativa no tempo total de leitura para o grupo (p < 0.001). Os resultados sugerem que o grupo de estudantes là de modo diferente e mais lentamente do que o grupo de adultos, mas essa medida nÃo à sensÃvel Ãs sentenÃas coordenadas e subordinadas. Jà o deslocamento da subordinada para a posiÃÃo inicial da sentenÃa gera maior custo de processamento para os estudantes, sugerindo que a aprendizagem escolar deste tema tem relevÃncia para o encapsulamento da informaÃÃo do perÃodo subordinado. Para o estudo das conjunÃÃes, observou-se que a primeira leitura à sensÃvel ao tamanho da conjunÃÃo, pois a conjunÃÃo âeâ tem um tempo de processamento mais rÃpido no tempo total de leitura, diferenciando-se da conjunÃÃo âmasâ, que apresenta relaÃÃo adversativa explÃcita dada sua frequÃncia de uso. / Investigates if the cost of the processing of coordinate clauses is higher than the cost of the processing of subordinate clauses in a group of 9th grade students. In Engelkamp and Rummer (2002) and Rummer, Engelkamp and Konieczny (2003), it was observed that the processing of subordinate clauses is less costly than the coordinate ones in tasks of memorization, as suggested that the displacement of the subordinate clause influences the costs of the processing. Such results were confronted with the exercise of teaching subordinate conjunctions to 9th graders, which ended up with the proposal of this research. The expectation is that the students would have more difficulties in reading subordinate clauses due to the lack of knowledge of the logical relation served by the conjunction. Given the variability of the logical relations and the lack of time for the execution of this research, we could investigate only the relations of opposition and concession. To do so, three experiments of eye tracking were developed: (i) the first one investigated the cost of reading processing of subordinate clause displacement; (ii) the second one compared the reading process of coordinate and subordinate clauses; (iii) and the third one observed the importance of four different conjunctions in coordinate clauses. Twenty-four experimental items, made up of conditions, were created, which contemplated, all together, the three experiments listed above: four subordinate clauses, two without and two with displacement, which used the conjunctions âemboraâ (although) and âainda queâ (even if); four coordinate clauses, which used the conjunctions âentretantoâ (however), âmasâ (but), âno entantoâ (yet) and âeâ (and). A question of control of attention followed all clauses. Forty-two 9th graders and forty proficient adult readers participated in the experiment. The observed measurements were the total time of reading of the complete clauses, and the time of the first reading in the complete sentence/clause. For experiment one (subordinate displacement), measuring the first reading, an interaction between group and displacement was found (F=4,06, p = 0.04), besides the main effect for displacement (p<0.001), but group effect was not observed. For total time measurement, only main group effect was found (p<0.001). For the study of the processing of the coordinate and subordinate clauses (experiment two), main group effects were found for the first reading and the total reading time (p=0.04 e p<0.001). In the study of coordinate conjunctions, we observed an important difference for each conjunction in the first reading (p=0.006), but not in the total time of reading. There was significant difference in the total time of reading for the group (p<0.001). The results suggest that the group of students read in a different way and more slowly than the adult group, but this measurement is nor sensitive to coordinate and subordinate clauses. However, the displacement of the subordinate clause to the front position of the sentence generates a higher cost of processing for the students, suggesting that the school learning of this topic is relevant for the coating of the information in the subordinate clause. For the study of the conjunctions, it was observed that the first reading is sensitive to the length of the conjunction, because the conjunction âeâ (and) has a time of processing faster in the total time of the reading, which is quite different from the conjunction âmasâ (but), which shows clear adversative relationship given its frequency of use.

Le devoir de désobéissance de l'agent public est envisagé en tant qu'il constitue une obligation juridique, c'est-à-dire une «technique sociale» au service d'un certain nombre de choix politiques. La thèse propose de construire des instruments d'analyse susceptibles de produire une topographie générale de l'objet en droit et dans le discours sur le droit. Ils doivent permettre d'identifier et clarifier un certain nombre de questions soulevées par l'existence de ce type d'objet en droit positif, parfois obscurcies par les rapports souvent intuitifs qu'on l'imagine entretenir avec des questionnements moraux fondamentaux. Pour ce faire, le travail de recherche met précisément en œuvre une analyse des fonctions, des structures, et des critères de mise en œuvre de l'obligation en droit interne, en droit international pénal et dans les droits nationaux étrangers. L'étude fait alors apparaître la diversité des dispositifs existants, met au jour certaines dynamiques de la discussion doctrinale et contentieuse, et confirme en définitive l'impossibilité «d'essentialiser» l'objet. Elle permet d'envisager une proposition de modification des dispositifs existants en droit interne. / The duty of disobedience of the public official is envisaged as constituting a legal obligation, that is, as a "social technique" serving a number of policy choices. The thesis proposes to build analytical tools that can produce a general topography of the object in la and in the discourse on the law. It must identify and clarify a number of issues raised by the existence of this type of object in positive law sometimes obscured by the intuitive relationships that we imagine it has with fundamental moral questions. To do this, the research thesis specifically implements an analysis of the functions, structures, and criteria for implementing the obligation in domestic law, international criminal law and foreign national law. The study then shows the diversity of existing obligations, reveals certain dynamics of the doctrinal and contentious debate, and finally confirms the impossibility of "essentializing" the object. It makes it possible to envisage a proposal for modification of the existing systems in domestic law.

It is well accepted by now that most change initiatives are unsuccessful even though more organisations are experiencing change as they fight to retain and improve their competitiveness in the market place. It is against this background of change failure that researchers have looked for new strategies to improve change outcomes. Theoretical models conceptualising the dynamic change process advise on better change strategies, but little empirical evidence has demonstrated that these models are effective in improving change implementation outcomes. Theoretical models were also developed to counter change resistance, but little emphasis has been placed on employee change readiness. Some empirical research on employee change readiness explores employees? perception of organisational readiness, but no empirical research has explored employee readiness from a psychological perspective. That is, how to create change readiness in employees. This thesis has contributed to both the theoretical and empirical understanding of the change readiness model. Firstly, the theoretical readiness for change model Armenakis et al.?s (1993, 2002) was extended by the inclusion of the ?understanding of the change? driver. Secondly, this change readiness model was empirically tested on two distinct organisational changes: organisational restructure and IT change. The extended model is also examined for two change stages of the dynamic process to identify which readiness drivers should be prioritised by change agents. Two online questionnaires were administered eight months apart assessing the responses to three change stages (planning, implementation and post-implementation) of employees ? supervisors and subordinates - of a flat structured organisation in the human resource industry. At the two measurement points 189 and 141 employees returned completed surveys. Six employee readiness drivers were operationalised and regressed against behavioural change intention. The quantitative findings using regression models across two change types and longitudinally did not identify a specific change pattern. However, all six readiness drivers including the ?understanding of the change? driver were influential on employees? behavioural change intention. Furthermore, statistical differences between supervisors and subordinates were identified in the organisational restructure change. The quantitative findings using a triangulation approach with qualitative date including data from two unstructured interviews and employee comments further validated the quantitative findings. The thematic analysis of the employee comments enhanced the findings and identified employee specific concerns including information dissemination of the changes and a level of uncertainty. The findings supported Armenakis et al.?s (1993, 2002) theoretical contribution that change readiness drivers are an important part of the organisational change process explaining why employee do and do not change. The empirical application of readiness change driver evaluation during the dynamic change is supported as it permits change agents to directly monitor employees? readiness perception of a specific change target. This valuable information finds practical utilisation for change agents in providing targeted guidance and support for employees thus facilitating a greater likelihood of a positive change outcome. Implications of these findings and future research opportunities are discussed.

本研究旨在探討台灣高中生副詞子句的使用，並且探究台灣高中生在副詞子句使用上所產生的錯誤。此外，為更進一步了解台灣高中生對於副詞子句的認知，本研究亦檢視了目前國內高中生普遍所使用的英語教科書，以了解英語副詞子句的呈現方式以及內容的編排。本研究受試者為兩班高二學生，一共43位。研究工具為學生高二上學期三篇指定英文作文寫作。 研究結果顯示，副詞子句為一高中生作文中常出現之句型結構。受試者能夠使用不同語意種類的副詞子句來補充說明主要子句的訊息。在各式不同種類副詞子句當中，時間副詞子句出現頻率最高。限定副詞子句(finite adverbial clauses)使用的頻率遠多於非限定副詞子句(non-finite adverbial clauses)。限定副詞子句使用當中，時間副詞子句、因果副詞子句、條件副詞子句、目的副詞子句以及讓步副詞子句，依序為最常使用的副詞子句；非限定副詞子句使用當中，目的副詞子句以及時間副詞子句為使用頻率最高的副詞子句。 雖然副詞子句是基本句型，但經錯誤分析的結果顯示，學生對於副詞子句沒有完整的了解，仍有不正確的使用。整體而言，句子不完整( sentence fragment)以及使用錯誤（不恰當）副詞連接詞使用(illogical subordinate conjunction)為最常發生的錯誤。在限定副詞子句使用上，最常犯的錯誤為不完整句子、錯誤或不恰當的副詞連接詞使用、重複連接詞標記(double marking)以及無主語(null subject)。在非限定副詞子句使用上，不連結修飾語(dangling modifier)為最常出現之錯誤。這些錯誤很可能是因為中文以及英文之間的差異以及對副詞子句沒有充分的理解所導致。 而教科書當中對副詞子句的介紹，也可以解釋學生學習使用副詞子句所犯的錯誤及遭遇的問題。從檢視教科書以及教師手冊當中的句型以及寫作兩個單元發現，在句型呈現上，副詞子句的介紹以及呈現主要著重在單句句型結構以及語意相近的句型結構替換。副詞子句的篇章功能以及副詞連接詞的使用則較被忽略。句型練習中，也較少有情境式的真實語言呈現。在寫作單元上，副詞子句也多半侷限於其句型結構上，而忽略了其詳細語用以及篇章功能概念。綜合研究結果，本研究提出較完善的教學建議，以幫助教學工作者以及學習者對副詞子句在教學上及學習上有更進一步的了解。 / The purpose of the present study is to investigate how adverbial clauses are used in Taiwanese senior high school students’ written production and what kinds of difficulties students encounter in employing the structure. In addition, to understand how Taiwanese EFL learners construct their knowledge of adverbial clauses, senior high school students’ English textbooks and teachers’ manuals are also examined to find out the presentation of adverbial clauses. Forty-three senior high school students from two different classes in their second year participated in the research. Three assigned compositions in one semester were collected for data analysis. The result showed that adverbial clauses are commonly utilized to express various types of circumstantial meanings in the learners’ writing. Temporal adverbial clauses are of the most use among different kinds of adverbial clauses. Adverbial clauses are further categorized into two types: finite and non-finite adverbial clauses. The use of finite adverbial clauses is far more frequent than the use of non-finite adverbial clauses. This may attribute to the amount of exposure to the finite adverbial clauses and syntactic complexities of non-finite clauses. In finite clauses, temporal adverbial clauses are the most frequently used, followed by causal, conditional, purpose and concessive adverbial clauses respectively. In non-finite adverbial clauses, adverbial clauses of purpose are the most used, then clauses of time. To identify Taiwanese senior high school students’ difficulties in using adverbial clauses, an error analysis was conducted. It was found that adverbial clauses are problematic to the learners. Overall, sentence fragment and illogical subordinate conjunction are the two main error types. Most of the errors occur in finite clauses, including sentence fragment, illogical subordinate conjunction, double marking and null subject. In non-finite clauses, error type is exclusively dangling modifier. The reasons for the errors may be due to learners’ incomprehensive understanding toward the use of adverbial clauses and the differences between Chinese and English. In addition, learners’ textbooks were evaluated to see how adverbial clauses were generally introduced and presented. An examination of grammar (sentence patterns) and writing sections revealed that in grammar section, the emphasis is mainly on the introduction of various linguistic forms of adverbial clauses and syntactic structures that bear similar semantic meanings. Moreover, they are presented mostly in isolation without meaningful and contextual presentations. The functional aspect of adverbial clauses and the contextual presentation of subordinate conjunctions are quite neglected. Likewise, in writing section, the focus is mostly limited to the introduction of various types of adverbial clauses and subordinate conjunctions. Clearer explanations of the conjunctions and the functional role of adverbial clauses in writing are relatively overlooked. Concluding from the previous findings, it is suggested that more explicit and contextual presentations are needed to help learners to develop a more complete understanding of the use of adverbial clauses.