Academic literature on the topic 'A.R.T'

Práctica Supervisada (IC)--FCEFN-UNC, 2013.<br>Aborda el tema de higiene y seguridad en obra, cómo estos se encuadran dentro de la Ley Nacional de Higiene y Seguridad N°19587, su decreto reglamentario 351/79, la Ley Nacional de Riesgos de Trabajo N° 24557 y demás disposiciones legales vigentes

Master of Landscape Architecture<br>Department of Landscape Architecture/Regional and Community Planning<br>Timothy D. Keane<br>This thesis documents an exploratory design process that examines the efficacy of a framework for designing dementia gardens based on: theory, Stephen and Rachel Kaplan’s Attention Restoration Theory (A.R.T.), (Kaplan and Kaplan, 1989) and Roger Ulrich’s Theory of Supportive Gardens (Ulrich, 1999); John Zeisel’s (2007) process for designing dementia gardens; and design details, Claire Cooper Marcus’ Garden Audit Tool (2007) and Moore’s analysis of exemplary dementia gardens (2007). It documents the integration of theory that is not specific to dementia gardens (Kaplans’ A.R.T. and Ulrich’s Theory of Supportive Gardens) with process (Zeisel) and programming elements that are specific to dementia gardens (Cooper Marcus’ Garden Audit Tool Kit and Moore’s exemplary dementia gardens). The framework was developed during an illustrative courtyard design project for a retirement center whose clientele included patients with varying need levels. Throughout the illustrative design project, knowledge of the four A.R.T. characteristics (Being Away, Fascination; Compatibility and Extent) guided design decision-making in an effort to create an engaging environment, where improved health outcomes and restorative person-environment interactions could occur.

Il problema qualificatorio dell’embrione costituisce il banco di prova per il civilista dinanzi all’irrompere delle innovazioni in ambito bio-tech. Se lo status del concepito ha rappresentato il terreno di contesa tra le tesi dottrinali più disparate e della giurisprudenza più recente, lo statuto giuridico dell’embrione extra-corporeo costituisce un tema nuovo ma ugualmente controverso. L’elaborato muove da una considerazione generale: non esiste una disciplina unitaria a tutela dell’embrione, fatta eccezione per una serie di laconiche disposizioni normative e sanzioni, penali ed amministrative, contenute nella l. 19 febbraio 2004, n. 40, dedicata prevalentemente alle tecniche di fecondazione assistita. Il legislatore nel 2004 ha colto l’occasione per regolare, da un lato e con poche norme, il diritto sulla scienza del nuovo millennio e, dall’altro, la procreatica asessuata per il superamento di condizioni di infertilità e la soddisfazione del progetto parentale di molti. Ne deriva che il successo raggiunto dalla medicina riproduttiva degli ultimi quindici anni non si è accompagnato ad un utilizzo dello strumento legislativo capace di cogliere la cifra dell’avanzamento scientifico e ne costituisce prova palmare la «sfibrante dialettica» di cui è destinataria la normativa in materia. La “legge 40” non ha mai ottenuto un risolutorio intervento legislativo volto a disciplinare la fecondazione eterologa, la diagnosi genetica preimpianto e la condizione degli embrioni crioconservati e prodotti in soprannumero. Istituti, questi, transitati nell’ordinamento italiano solo per effetto dei numerosi interventi demolitori della Corte costituzionale. Sicché la legge tutela, per il tramite di divieti, talvolta dichiarati incostituzionali, una entità, quale è l’embrione extrauterino, di cui il legislatore non ha chiari i contorni, né tantomeno la natura giuridica. E dunque, pure in difetto di un chiaro inquadramento, se in passato uno statuto speciale poteva essere evinto dall’interprete in capo all’embrione attraverso le lenti di tali divieti, occorre chiedersi quale sia il suo statuto all’esito di una interpretazione attenta, sistematica ed attuale. L’elaborato, allora, propone un inquadramento giuridico dell’embrione ed una ricostruzione della disciplina applicabile, all’esito dell’esame puntuale della stratificata trama normativa dedicata alla procreazione medicalmente assistita e, più in generale, alla cessione e all’impiego di tessuti ed alle cellule umane nel Biodiritto italiano e sovranazionale. Per quanto concerne l’embrione, oggetto della presente disamina, sono state analizzate diverse impostazioni interpretative, capaci di orientare il giurista nella selezione delle regole applicabili. Queste teorie vengono suddivise a seconda del metodo: le prime nel solco del metodo dell’adattamento, l’ultima, propugnata nel presente elaborato, secondo il metodo della innovazione. Tra le prime si evidenziano le teorie dell’embrione come concepito, come soggetto di diritto, come fanciullo, nonché le teorie dell’embrione come cosa in senso giuridico e come parte del corpo. Tuttavia, l’adeguamento delle citate categorie dogmatiche risalenti non ha fornito risultati appaganti, poiché costituisce un espediente incapace di fronteggiare le questioni più complesse emerse nel trattamento della entità in discorso. Allora, seguendo gli insegnamenti di autorevoli interpreti del diritto civile, si intraprende il percorso più arduo, ossia l’applicazione del metodo dell’innovazione. Per questo si procede all’elaborazione della teoria processuale, in virtù della quale va contestato un inquadramento unitario e va, invece, preso in considerazione il processo evolutivo che contraddistingue la “vita nascente”. Sicché per ciascuna fase e contesto il giurista individua un trattamento differenziato a seconda del segmento temporale di riferimento.<br>The qualifying problem of the embryo constitutes the test bed for the civilist in the face of the bursting of innovations in the bio-tech field. While the status of the conceived has been the battleground between the most disparate doctrinal theses and the most recent jurisprudence, the legal status of the extracorporeal embryo is a new but equally controversial issue. The paper moves from a general consideration: there is no unitary discipline to protect the embryo, except for a series of laconic regulatory provisions and penalties, criminal and administrative, contained in the Law February 19, 2004, n. 40, dedicated mainly to assisted fertilization techniques. The legislator in 2004 took the opportunity to regulate, on the one hand and with few rules, the science law of the new millennium and, on the other hand, the asexual procreatic for the overcoming of infertility conditions and the satisfaction of the parental project of many. It follows that the success achieved by reproductive medicine in the last fifteen years has not been accompanied by the use of the legislative instrument capable of grasping the figure of scientific advancement and constitutes handheld proof of it the "exhausting dialectic" of which the legislation on the subject is addressed. The "law 40" has never obtained a resolute legislative intervention to regulate heterologous fertilization, pre-implantation genetic diagnosis and the condition of cryopreserved and supernumerary produced embryos. Institutes, these, passed through the Italian legal system only as a result of the numerous demolition interventions of the Constitutional Court. So the law protects, by means of prohibitions, sometimes declared unconstitutional, an entity, such as the extrauterine embryo, of which the legislator has no clear contours, nor the legal nature. And therefore, even in the absence of a clear framework, if in the past a special statute could have been avoided by the interpreter at the embryo through the lens of these prohibitions, it is necessary to ask what is its status as a result of a careful, systematic and current interpretation. The paper, then, proposes a legal framework of the embryo and a reconstruction of the applicable discipline, the result of a detailed examination of the stratified regulatory framework dedicated to medically assisted procreation and, more generally, the transfer and use of human tissues and cells in the Italian and supranational Biolaw. With regard to the embryo, the subject of this examination, different interpretative approaches have been analyzed, able to guide the jurist in the selection of the applicable rules. These theories are divided according to the method: the first in the groove of the method of adaptation, the last, advocated in this paper, according to the method of innovation. Among the first are the theories of the embryo as conceived, as a subject of law, as a child, and the theories of the embryo as a thing in the legal sense and as part of the body. However, the adaptation of the above mentioned dogmatic categories has not provided satisfactory results, since it is a gimmick incapable of dealing with the most complex issues that have emerged in the treatment of the entity in question. Then, following the teachings of authoritative interpreters of civil law, the most difficult path is taken, namely the application of the method of innovation. For this we proceed to the elaboration of the procedural theory, by virtue of which a unitary framework must be challenged and, instead, the evolutionary process that characterizes the "nascent life" must be taken into consideration. So for each phase and context the jurist identifies a differentiated treatment according to the time segment of reference.

This study investigates morale as perceived by primary school teachers. A survey was administered to level 1 teachers in A.C.T. government schools. Of the 280 surveys distributed 165 returns were able to be processed, a 59% response rate. Teacher morale has an effect on the quality of teaching and hence student outcomes and is currently an important aspect of the education debate. Teacher stress, a product of low morale, has been of concern to teacher unions and to education departments across Australia. Morale, for the purpose of this study, is defined as a confident and forward looking state of mind relevant to a shared and vital purpose. The survey used in this study was a modified version of Smith's Staff Morale Questionnaire. This instrument identifies three factors of morale : "Cohesive Pride", "Leadership Synergy", "Personal Challenge". Responses relating to these factors were analysed with respect to age, gender, years of experience, school in which the teacher is employed and type of teaching duties. Results indicated that school attended has an influence on the level of "leadership synergy" and gender has an influence on the level of "personal challenge". This research may have implications for school leadership and professional development programs and policy.

It had been apparent for some time that the supervision course taught by ACT TAFE (based on the 1970 NSW curriculum) was not meeting the training needs of ACT supervisors. This study is a detailed account of how the new curriculum in supervision was developed. The first section is a literature survey directed toward the most relevant problems concerning supervision: the duties and responsibilities of supervisors and their training. The literature shows how the perception of a supervisor has changed from that of a craftsman in charge of men in an assembly plant to that of a first-line or sub-manager, technical specialist or workgroup coordinator working with men and women in white collar occupations. Training research was surveyed in the areas of training needs assessment, curriculum, management development and evaluation. From these and further studies specifically on supervision courses in TAFE (the only post-secondary provider of training in this area), it was concluded that its piecemeal and haphazardly developed courses were unlikely to fulfil supervisors' training needs or gain the acceptance of employers. The second part of the field study is a survey of the opinions of ACT supervision students, supervisors and managers on their training needs in supervision. The techniques used were structured interviews with students and a postal questionnaire to managers and supervisors in the public and private sectors. Finally, the curriculum was formulated using results from the two previous sections. Although the response rate from the postal survey was low, the results were nevertheless useful, confirming the data obtained from past students. In the final analysis, three factors contributed almost equally to the design of the curriculum: ideas and findings in the literature, the surveys, and my own experience as a supervisor, manager and teacher.

The purpose of the study was to survey students in Australian Capital Territory High Schools regarding their perceptions of who makes and who should make decisions in their schools, the effectiveness of present decision making structures and the relative importance of a range of concerns that might be affected by decisions made in their schools. The survey instrument comprising of five separate questionnaires (Parts A, B, C, D and E) was administered to a random, stratified sample of 384 students drawn from three A.C.T. High Schools. Variables included (a) School, (b) Year Group and (c) Gender. Part A and Part B of the survey instrument were developed specifically to explore the perception of students towards the involvement of parents, teachers, the principal and students in school decision making processes; particularly as this is evidenced in School Board operations. The results for each of the five questionnaires were compiled into separate frequency and ranked percentage tables. The tables were analysed in terms of the total responses recorded for each questionnaire and as a school by school comparison of responses. Use of the Cochran Q Test indicated a positive statistical significance in the overall shift of student perceptions of decision making from Part A (What happens in my school) to Part B (What should happen in my school) of the survey instrument. The findings of the study indicate that students are concerned about their role in the decision making process, and issues that affect their schooling and would like a greater say in how their schools are run. In particular, students would like to participate to a greater degree than at present in decision making that affects homework, the timetable, how teachers teach, subjects offered, text books, and school sporting activities. As regards knowledge about decision making structures within the school and about student representatives, the findings indicate that the students surveyed are not fully aware of the purpose or function of the school board or its representatives. However the majority of students surveyed indicate they would like to have a greater say in how their schools are run. In the comparative analysis of data recorded for each of the schools surveyed, a considerable degree of similarity is found in the responses to all Parts of the survey instrument. Of major concern is the uniform lack of knowledge and interest in survey items connected with the School Board in each of the schools surveyed. A more encouraging result is that in all three schools respondents perceive that they are encouraged to become involved in the School Board and the Student Representative Council (SRC). The survey findings demonstrate that the students would like greater participation in a wide variety of issues and concerns. However current official structures which are designed to include students as equal partners in school based decision making do not appear to interest the majority of students surveyed in this study.

The principle point of departure for this study was my personal experience of life w ith two small children in a part of Canberra built in the early 1950s. The house we moved into in 1985 was in its original condition - wooden and uninsulated, with cold water only taps in the laundry and a wood-burning stove in the kitchen. The backyard was big and bare and. at the front of the house, no fence secured the property. The walk to the closest shops was long, and torturously uphill for the return journey. In these respects 1 faced the kind of challenges that had confronted mothers of small children living there when the suburb was established thirty-five years earlier.

Traditional models of public participation in planning have been criticized as 'top-down' segregating planners from ordinary citizens; thus, there has been a quest for greater public involvement in planning decisions and policy-making. The public demands a greater voice in planning and development affairs. To provide public input into the planning process, planning agencies often establish Citizen Advisory Committees (CAC) to involve the public in planning decisions. The increasing redevelopment pressure in inner city suburbs in most Australian cities has led to the creation of many advisory groups for advising planning agencies and Ministers for Planning on planning and development matters. These advisory committees usually consist of people of diverse backgrounds elected, selected and/or appointed by the planning agency to provide community input into planning policy making. However, little is known about the context and operational process in the consultation processes of advisory committees. Much of the existing literature on public participation lacks widely applicable evaluation approaches for determining whether the existing context and process is fair and effective in the participation process. As complex social phenomena, public participation processes are influenced by contextual factors. This thesis examines the Terms of Reference and the operational process of planning advisory committees, and evaluates them through two proposed meta-criteria: fairness and effectiveness. LAPACs in Canberra have been selected for the evaluation of the participation process, providing a basis to develop a conceptual model for its improvement. The analysis is based on a theoretical framework, which focuses on the criteria of fairness and effectiveness in the public participation process. This study uses a qualitative approach to data analysis using multi-method techniques such as focus interviews, document analysis and participant observation. The interviews were conducted with LAPAC members and other planning community who were directly or indirectly involved in the ACT's consultation process, and aware of its planning decisions. They are development proponents, the enthusiastic wider public, planning staff, the Minister for Planning, and planning spokespersons of political parties. The data provide insight into the details of the proposed criteria to evaluate the fairness and effectiveness of a participation process. The results suggest that improving the participation process in a planning advisory committee requires changes in committee protocols, operational processes and planner roles in conducting the participation processes. Specifically, there needs to be a move away from static processes toward more strategic, active and accountable processes. This thesis suggests some practical steps, in order to ensure greater fairness and effectiveness in the participation process of a planning advisory committee, and recommends the proposed evaluative criteria as a new framework for evaluating planning advisory committees.