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Cayley, Emma Jane. "Debate and dialogue : Alain Chartier in his cultural context." Thesis, University of Oxford, 2003. https://ora.ox.ac.uk/objects/uuid:b93f1c7b-ba7a-4f13-b40d-d893314a72b5.
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In early humanist France two debating traditions converge: one literary and vernacular, one intellectual and conducted mainly via Latin epistles. In this thesis I demonstrate how the two fuse in the vernacular verse debates of Alain Chartier, secretary and notary at the court of Charles VII. In spite of considerable contemporary praise for Chartier, his work has remained largely neglected by modern critics. I show how Chartier participates in a movement that invests a vernacular poetic with moral and political significance, inspiring such social engagements as the fifteenth-century poetic exchange known as the Querelle de la Belle Dame sans mercy. I set Chartier in the context of a late-medieval debating climate through the use of a new model of participatory poetics which I term the collaborative debating community. This is a dynamic and generative social grouping based on Brian Stock's model of the textual community, as well as Pierre Bourdieu's sociological categories of field, habitus and capital. This dialectical model takes account of the socio-cultural context of literary production, and suggests the fundamentally competitive yet collaborative nature of late-medieval poetry. I draw an analogy here between literary debates and game-playing, engaging with the game theory of Johan Huizinga and Roger Caillois, and discuss the manuscript context of such literary debates as the materialisation of this poetic game. The collaborative debating community I postulate affords unique insights into the dynamics of late-medieval compositional and reading practices.
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Chartier, Thomas [Verfasser], and Francesca [Akademischer Betreuer] Peri. "Chemosensation in the marine annelid Platynereis dumerilii : anatomy, physiology, behaviour / Thomas Chartier ; Betreuer: Francesca Peri." Heidelberg : Universitätsbibliothek Heidelberg, 2018. http://d-nb.info/1177691221/34.
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Brasileiro, Alessandra de Falco 1982. "Da versão impressa para o site e o tablet : os casos das revistas Superinteressante e Scientific American." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250816.
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Orientador: Pedro da Cunha Pinto Neto<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-23T20:41:48Z (GMT). No. of bitstreams: 1
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Previous issue date: 2013<br>Resumo: Este trabalho apresenta um estudo sobre diferentes dispositivos (revistas impressas, sites e tablets) de divulgação científica jornalística. Por meio do Estudo de Caso, a pesquisa mostra quais são os formatos, as formas e as ferramentas em uso pelas revistas especializadas: Superinteressante e Scientific American - versão original em inglês - para promover a circulação das ideias sobre Ciência. As divulgações citadas, como estudado por pesquisadores das áreas de Educação e Comunicação, podem ser utilizadas em leituras sobre Ciência por professores e alunos. Este estudo utiliza a linha desenvolvida por Roger Chartier, uma abordagem identificada como Nova História Cultural, que afirma que as práticas culturais modificam as formas de relação entre o leitor e o texto, em seus diversos dispositivos de leitura. Além da Análise Descritiva dos suportes de leitura, como complemento, também foram realizadas entrevistas com estudantes universitários de Ciência. As conexões entre a teoria e a análise demonstram a característica do hibridismo no tablet - que reúne recursos tanto da versão impressa, quanto para site - e apresentam um cenário de produção do Jornalismo Científico em dispositivos eletrônicos ainda em fase de desenvolvimento.<br>Abstract: This thesis presents a study of scientific journalism in different devices (printed magazines, sites and tablets). Through the Case Study, the research shows formats, shapes and tools in use by specialized magazines as Superinteressante and Scientific American - original version in english - to promote circulation of ideas about Science. These magazines, as studied by researchers of the areas of Education and Communication, can be used in reading practices on Science by teachers and students. This study is based on the theory developed by Roger Chartier, an approach identified as New Cultural History, which affirms that recent cultural practices modify forms of relationship between the reader and the text, in its various reading devices. Besides the descriptive analysis of reading devices, it also holds some interviews with students from Science areas over reading practice. The connections between theory and the analysis demonstrate the characteristic of hybridism in tablet - which gathers resources from both of the printed version and the website - and feature a production scenario of Scientific Journalism in electronic devices that is still in a development phase.<br>Doutorado<br>Ensino e Práticas Culturais<br>Doutora em Educação
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Locas, Dominique. "Franchise et franchise dans La belle dame sans mercy, ou, L'endroit et l'envers de La rose." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2006. http://theses.uqac.ca.
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Thèse (M.E.L.) -- Université du Québec à Chicoutimi, 2006.<br>La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en études littéraires. CaQCU Bibliogr.: f. 123-125. Document électronique également accessible en format PDF. CaQCU
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Chartier, Sébastien [Verfasser]. "SiGe HBT ICs with high operational to transit frequency ratio: design and design re-use / Sébastien Chartier." Ulm : Universität Ulm. Fakultät für Ingenieurwissenschaften und Informatik, 2011. http://d-nb.info/1016718497/34.
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Machado, Franciele. "Sobre as dimensões da representação histórica na obra de Roger Chartier : das relações teóricas à instrumentalização da representação." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/157931.
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La formulation de la notion de représentation dans l’oeuvre de Roger Chartier, c’est notre objet de l’étude dans cette recherche. La discussion qui a été proposée dans le tout les etapes de la recherche, a donné l’importance au lieu sociale et au temps historique où Roger Chartier a développé (et qu’il encore développe) sa pratique historiographique. En supposant que le concept de représentation est une construction dont le fondement est construit par des référentiels teóriques clés, ont été explorées les lectures de cet historien dans les oeuvres d’ Émile Durkheim, Norbert Elias, Pierre Bourdieu et Louis Marin. Dans notre étape finale, nous verrons comment Chartier articule ces référentiels dans ces recherches, dont le thème s'est concentrée sur la culture écrite dans les sociétés de l’Ancien Régime. Ce que nous interesse c’est d’analyser les bases teóriques de la notion de représentation et la manière dont cette notion a été (et est encore) instrumentalisée dans l’écriture de l’histoire proposée par Roger Chartier.<br>A formulação da noção de representação na obra de Roger Chartier é nosso objeto de estudo nessa pesquisa. A abordagem proposta em todas as etapas da pesquisa, concedeu ênfase ao lugar social e tempo histórico em que Chartier desenvolveu (e ainda desenvolve) sua prática historiográfica. Partindo-se da hipótese que o conceito de representação é um construto, cuja base foi edificada em referenciais teóricos chaves, foram exploradas as leituras deste historiador na obra de Émile Durkheim, Norbert Elias, Pierre Bourdieu e Louis Marin. Em nossa etapa final, veremos como Chartier articula estes referenciais em suas pesquisas, cujo tema é concentrado na cultura escrita nas sociedades do Antigo Regime. Importa-nos, portanto, analisar as bases teóricas da noção de representação e o modo como esta noção foi (e permanece sendo) instrumentalizada na escrita da história proposta por Chartier.
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Rubim, Rossanna dos Santos Santana. "Leitura literária de alunos do campus São Mateus do Instituto Federal do Espírito Santo frente às tecnologias de informação e comunicação contemporâneas." Universidade Federal do Espírito Santo, 2016. http://repositorio.ufes.br/handle/10/3320.
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Previous issue date: 2016-02-29<br>CAPES<br>O presente estudo teve como objetivo identificar e analisar práticas e representações de leitura literária de determinado grupo de alunos do Instituto Federal do Espírito Santo, circunscrito ao campus São Mateus, em busca de compreender como se figuram esses leitores, de modo também a coletar impressões das apropriações de suas leituras literárias frente a tecnologias de informação e comunicação contemporâneas que se apresentam como suporte à palavra escrita (impressos, smartphones, tablets, e-readers, notebooks). Para tal, teve como principal aporte o que diz Roger Chartier quanto às noções de práticas, apropriações e representações, também considerando as questões materiais e de estabelecimento de protocolos de leitura inerentes à constituição dos suportes ora mencionados. Em se tratando de um estudo centrado no leitor e mais particularmente nas práticas, representações e apropriações de leitura literária, sua viabilidade teórico-metodológica decorre do questionamento empreendido na segunda metade do século XX ao paradigma que concedia ao autor e/ou ao texto a primazia no processo de produção de sentido; em face de novas discussões, a Teoria da Literatura passa a interessar-se pelos modos como os leitores se inscrevem nos textos e os mobilizam, sendo isso também o que move a presente pesquisa. De natureza exploratória, configurou-se como um estudo de caso, sendo que se lançou mão de pesquisa documental e de campo para coleta de dados, tendo sido aplicado questionário e realizado um grupo focal com alunos da instituição mencionada. Contribuiu para a identificação de práticas de leituras de um público predominantemente jovem, cujas preferências literárias vão ao encontro dos gostos atuais de uma sociedade globalizada e integrada em rede, que se apropriam de suportes textuais em diferentes formatos, mas os selecionam considerando também os gêneros textuais, tendo demonstrado que as representações de literatura estão fortemente relacionadas com o suporte impresso. Ao concluir, aponta para uma comunidade de sujeitos com práticas híbridas de leitura e destaca que outros tempos, espaços e arranjos sociais e culturais poderão dizer mais claramente sobre
a consolidação de leituras e constituição de leitores.
Palavras-chave: Leitura literária. Práticas de leitura. Protocolos de leitura. Livro eletrônico. Roger Chartier.<br>This study aimed at identifying and analyzing practices and representations of literary
reading of a group of students from Instituto Federal do Espírito Santo, campus São
Mateus, in order to understand how these readers present themselves, and collect
impressions of their literary readings appropriations using contemporary information
and communication technologies that present themselves as a support for the written
word (printed material, smartphones, tablets, e-readers, notebooks). To this end, it
has had as its main contribution what Roger Chartier states about the notions of
practices, appropriations and representations, taking into consideration the material
issues and the establishment of reading protocols inherent to the constitution of the
mentioned supports. This is a study focused on the reader, more particularly his
practices, representations and appropriations of literary reading, and its theoretical
and methodological feasibility arises from the questioning developed during the
second half of the twentieth century the paradigm that gave the author and / or the
text the primacy in the meaning production process. This research is also driven by
further discussions as the field of Theory of Literature becomes interested in the
ways through which readers are inscribed in the texts and mobilize them. This study
was exploratory and it was configured as a case study. Considered an exploratory
research, this work is configured as a case study. In this matter, it was conducted
documental research, and a field data collection, through questionnaire application
and conduction of a focus group with students of the mentioned institution. The study
of the collected data contributed to the identification of reading practices of a
predominantly young audience, whose literary preferences meet the current tastes of
a globalized and integrated network society, that appropriates textual media in
different formats, but selects them also considering the textual genres, showing that
the literature representations are strongly related to the printed support. As a
conclusion, the research points to a community of individuals with hybrid reading
practices.
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Silva, Emerson Correia da [UNESP]. "A configuração do habitus professoral para o aluno-mestre: a escola normal secundária de São Carlos (1911-1929)." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/96323.
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silva_ec_me_mar.pdf: 653163 bytes, checksum: ad9591e84a4a7e4a266c3a4f0a440cab (MD5)<br>Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)<br>Com a presente dissertação de mestrado, objetivamos compreender os aspectos da constituição do campo educacional paulista entre os anos de 1911 e 1923, com especial atenção para a cidade de São Carlos/SP e a escola normal lá instalada. Delimitando este em objetivos específicos, a proposta é de desvelar como se deu a configuração do habitus professoral para o aluno-mestre e ompreender a importância da criação e manutenção das revistas Excelsior! e Revista da Escola Normal de São Carlos para o campo educacional. Considerando que a criação e a manutenção de revistas pedagógicas manifestam-se como uma forma específica do processo de organização do campo educacional, buscamos desvelar como se deu a configuração do habitus professoral para o aluno-mestre, tendo como eixo metodológico as contribuições de Pierre Bourdieu, principalmente nos conceitos de habitus e campo e Roger Chartier no que diz respeito aos aspectos historiográficos e materiais dos periódicos em estudo. Como resultado observamos a constituição de um habitus professoral específico, centrado na difusão de uma imagem do professor republicano, progressista e liberal.<br>With this master’s dissertation, we objectified to comprehend the aspects of the constitution of the educational field in the state of São Paulo between the years of 1911 and 1923, with special attention to the city of São Carlos/SP and the normal school installed there. Limiting this to specific objectives, the proposal is to reveal how the configuration of the teaching habitus to the master-student was created and understand the importance of the creation and maintenance of the periodics Excelsior! and Revista da Escola Normal de São Carlos for the educational field. Considering that the creation and maintenance of pedagogical periodics manifest themselves as a specific form of the organizational process of the educational field, we seek to reveal how the configuration of the teaching habitus to the master-student was created, having as a methodological axle the contributions of Pierre Bourdieu, specially on the concepts of habitus and field, and Roger Chartier when it comes to the historigraphical and material aspects of the periodicals that are being studied. As a result, we observe the constitution of a specific teaching habitus, centered on the diffusion of an image of a liberal, progressive and republican teacher.
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Weinberg, Lawrence D. "The constitutionality of religion-based charter schools: answering practical legal questions." Thesis, Boston University, 2004. https://hdl.handle.net/2144/33588.
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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study explores the constitutionality of religion-based charter schools. The method of analysis used hypothetical charter schools to answer legal questions. The answers are grounded in law using the latest precedent.
The background material before examining charters sets forth both the legal and policy contexts of religious charters schools. The legal context includes a detailed analysis of the Establishment Clause of the U.S. Constitution focusing on the most recent Supreme Court cases on that topic. The policy analysis examines the normative and structural dimensions of charter schools, which are then compared with voucher programs. The historical, political and educational contexts of charter programs are also examined.
Three hypothetical situations examine a total of eighteen legal questions:
Can coreligionists form a charter school?
Can morality-based general propositions of good be taught in a charter
school?
Can a charter school teach values espoused by coreligionists?
Can a charter school teach a course in the relationship between religion and
morality?
Can a charter school have religious criteria for staff?
Can a charter school limit a teacher's right to express different
worldviews?
Can a charter school offer optional prayer?
Can a charter school form for the purpose of allowing students' ease of
access to religious education?
Can a charter school form to provide students, who would otherwise attend
parochial schools, with a free, secular public education?
Can clergy sit on the board of a charter school?
Can a charter school share facilities with a parochial school?
Can a religious organization operate a charter school?
Can a charter school have religious criteria for admission?
To what extent can a religion class be taught in a charter school?
Can a charter school require religious instruction?
Can a charter school require religious exercises or worship?
Can a charter school affiliate with a denomination?
Can states exclude religious organizations from operating charter schools?
Each question is analyzed from a legal perspective.
The study concludes that charter statutes present an opportunity for parents and communities to form charter schools that will accommodate their beliefs; however, the constitution does not allow them to form schools that endorse their beliefs.<br>2031-01-01
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Wereley, James Russell. "The Legal Position of the Time Chartered Operator: Evaluating the Legal Risks and Potential Responses of the Time Charterer Which Sub-Charters on Voyage Terms." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32161.
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There are many major shipping companies which operate fleets comprised largely of vessels which are time chartered and subsequently sub-chartered on voyage terms. Legal risks will arise for the time charterer due the differing natures and terms of time and voyage charters. The essential question examined in this thesis is that of whether, and to what extent, legal risk can be minimized by the negotiation of equivalent contractual terms under time and voyage charter parties.
The key areas addressed in this thesis are delivery under time charters compared to readiness under voyage charters, off hire under time charters versus suspension of laytime under voyage charters, obligations relating to cleanliness of cargo spaces, rights and responsibilities relative to safe berths and ports, the time charterer's position under bills of lading, and issues relating to redelivery of the vessel and consequent voyage charter liability if the vessel is unable to undertake the final voyage. The methodology applied is an examination of the case law, with a primary focus on the extensive body of English jurisprudence. This analysis of the case law is accompanied by a consideration of provisions of major charter party forms.
The analysis leads to the conclusion that risk, to varying degrees, can be minimized through the application and clarification of contractual language. With respect to readiness of the vessel it is considered that risk will be reduced through agreeing contractual language which requires early notification of the vessel's delay. As regards off hire and laytime wording that clarifies non physical deficiencies is proposed. With regard to vessel cargo spaces intermediate cleanliness is identified as the greatest risk. Safe port and berth warranties are determined to represent an area of easily manageable risk, while letters of indemnity relating to bills of lading continue to represent very significant risk with suggested but no certain solution. Finally, with respect to redelivery a final voyage clause for time charters has been proposed which serves to almost eliminate risk in this area.
Therefore, it is broadly concluded that risk can be managed but not eliminated through drafting of appropriate contractual terms.
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Bajorinaitė, Rūta. "Kultūros paveldo pastatų atkūrimo atitikimo tarptautiniams paveldosaugos dokumentams analizė." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120726_162653-84612.
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Tiriamojo darbo tikslas – nustatyti Lietuvos architektūros paveldo objektų, konkrečiai Lietuvos Didžiosios Kunigaikštystės valdovų rūmų Vilniaus Žemutinėje pilyje, Labanoro bažnyčios statinių komplekso ir Vilniaus dominikonų vienuolyno statinių ansamblio, atkūrimo darbų atitikimą tarptautinių paveldosaugos dokumentų nuostatoms. Darbe ištirta tarptautinės paveldosaugos pradžios (stilistinio restauravimo) bruožų ir pagrindinių tarptautinių paveldosaugos dokumentų (Atėnų, Venecijos ir Rygos chartijų bei Nara dokumento) nuostatų, susijusių su architektūros paveldo objektų išsaugojimu, raida. Taip pat išnagrinėtas Prancūzijos ir Vokietijos valstybių skirtingų laikotarpių architektūros paveldo objektų atkūrimo darbų ir to meto nuostatų, įteisintų tarptautiniuose paveldosaugos dokumentuose, atitikimas. Pagrindinė darbo dalis yra Lietuvos architektūros paveldo objektų (Lietuvos Didžiosios Kunigaikštystės valdovų rūmai Vilniaus Žemutinėje pilyje, Labanoro bažnyčios statinių komplekso, Vilniaus dominikonų vienuolyno statinių ansamblio) atkūrimo darbų atitikimas tarptautiniams paveldosaugos dokumentams. Tyrimui pritaikyta kokybinė dokumentų, literatūros, archyvinės medžiagos ir kitų informacijos šaltinių analizė. Be to, lyginama architektūros paveldo objektams vykdoma atkūrimo veikla su tarptautinių paveldosaugos rekomenduojama paveldo saugojimo veikla ir pateikiamos išvados, kuriose išskiriami gerosios praktikos ir prieštaravimų rekomendacijoms pavyzdžiai.<br>The aim of this paper is to determine the preservation compliance of Lithuanian architectural heritage objects, in particular the Royal Palace of Lietuvos Didžioji Kunigaikštytė, the Labanoras church buildings complex and the Vilnius Dominican Monastery buildings complex, in terms of international rebuilding regulations. The study is aimed towards the evolution of primary attitudes of architectural heritage preservation, from early stylistic restoration to currently valid international heritage documents. There are conclusions drawn for French and German rebuilding works’ compliance to statements of international heritage documents, applicable for certain periods. Main body of the paper is dedicated to aforementioned Lithuanian architectural heritage objects and recent rebuilding works done in context of international heritage documents, such as The Nara Document on Authenticity, The Athens Charter, The Venice Charter, and The Riga Charter. Research was driven by available documents, literature, archives and other sources of information in qualitative approach. Rebuilding works were also compared to statements of valid international heritage documents in order to provide conclusions, where examples of best practices and inadequacies are distinguished.
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Delerce, Arnaud. "Recherches sur le chartrier d'Aulps : reconstitution, édition et commentaire des chartes d'une abbaye cistercienne de montagne (1097-1307)." Paris, EHESS, 2009. http://www.theses.fr/2009EHES0106.
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Ce travail est divisé en trois parties: un volume d'introduction et deux volumes d'édition de textes, l'un de 1097 à 1252 et l'autre de 1252 à 1307 pour un total de 662 actes. Dans le premier volume, cinq chapitres présentent cette édition. Le premier chapitre dresse l'histoire de l'abbaye d'Aulps. Ce monastère fut fondé à la fin du XIe siècle à 800 mètres d'altitude dans le diocèse de Genève et fut affilié à l'ordre cistercien en 1136. Le deuxième chapitre détaille la méthode utilisée pour reconstituer le chartrier disparu (mentions dorsales inventaires, travaux d'érudits. . . ). Une troisième partie est consacrée à l'économie de l'abbaye et particulièrement à son rôle dans la mise en valeur de la montagne. Les pouvoirs de l'abbé et le gouvernement du monastère constituent le thème du quatrième chapitre. Enfin, l'analyse statistique présente la répartition chronologique des actes et leur nature juridique et diplomatique. Les deux séries d'actes édités sont suivies d'un index des noms propres d'un index des matières et d'un index des sigillants<br>This thesis is divided into three sections: an introductory volume and two further volumes of primary evidence with analysis, the first encompassing the period 1097 -1252, the second from 1252-1307, representing 662 acts in total. The introduction contains five chapters. The first chapter details the history of Aulps Abbey. The monastery was founded at the end of the 11th century at 800 metres in the diocese of Geneva and was affiliated to the Cistercian Order in 1136. The second chapter presents the methodology employed to reconstitute the lost monastic archive (archiver's notes, inventories, historical scholarly work. . . ) The third chapter is dedicated to the abbey's economic life and particularly to its role in exploiting the mountains as a resource. The abbot's powers and those of the monastery's other monks with decision-making powers are taken up in the fourth chapter. The final chapter's statistical analysis throws light on the chronological order of the acts, as well as their judicial and political context. The two volumes of acts explored in this thesis are followed by indexes of names, subjects and seals
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Crawford, James R. "A comparison of teacher empowerment between charter schools and non-charter schools /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946252.
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Crane, Micheal Charles. "Comparing selected art programs in Arizona charter schools and non-charter schools." Thesis, The University of Arizona, 2001. http://hdl.handle.net/10150/278769.
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The purpose of this study was to determine how art is taught in charter schools in Arizona as compared to how art is taught in non-charter schools in Arizona. A review of the literature, in general, over the past several years, indicates how art is being taught in non-charter schools, but does not indicate how art is being taught in charter schools. Therefore, the study I have undertaken will, hopefully, provide some initial understanding of how art is being taught in Arizona's charter schools. In this study, I began by selecting a random sample of 102 charter schools and 111 non-charter schools, and surveyed all 213 by using a 17-question survey. My analyses of the data indicate that: (1) there are very few charter schools that do not have some kind of art program, and (2) those that do have problems very similar to those in non-charter schools.
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Jefferson, Steve P. "Charter schools : a descriptive study of empowerment within the operation of charter schools /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3100051.
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Muller, Claire. "Médialité de la charte : caractérisation structurelle du genre textuel dans un corpus de chartes françaises inédites du XIIIe siècle." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040286.
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En partant de l'édition et de l'élaboration informatisée d'un corpus de chartes franc-comtoises (AD de la Haute-Saône et du Jura) du XIIIe siècle en langue française, notre thèse étudie les caractéristiques syntaxiques des chartes en les considérant sous leur aspect de genre textuel. L'analyse poursuit le but d'éclairer les structures syntaxiques et discursives qui construisent la charte dans ses différentes parties en prenant en considération les stratégies médiales et communicatives mises en œuvre. En plus de l'analyse selon des modèles contemporains comme la macro-/microsyntaxe, des phénomènes de jonction et de connexion et de l'ordre des constituants syntaxiques, l'analyse complète des temps verbaux et des circonstants temporels nous a permis d'établir des caractéristiques propres au genre textuel, propre à un type de document à l'intérieur du genre, propre à une partie de discours du genre textuel<br>This work is based on the transcription and electronic edition of unedited charters from 1243-1296 in French language. It analyses the syntactical and discursive characteristics structuring the different parts of speech. The medial and communicative strategies of a charter are questioned with the help of recent models, like macrosyntax or the temporal semantics by Gosselin, always considering the specifics related to a certain type of text. Hence, phenomenons of junction and connection as well as the order of syntactical components are taken into consideration, a special focus is put on analyzing the organization and the meaning of tenses in the corpus
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Reinking, Andrew P. "Charter School Law Components and their Effect on the Percentage of Charter School Enrollment." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10270458.
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<p> Despite rapid expansion of charter schools since the first enabling legislation was passed in 1991 there remains little understanding of the relationship between charter school law components and their relation to the percent charter school enrollment. This study focuses on the twenty charter school law components identified by the National Alliance of Public Carter Schools as being necessary for a strong charter school law and their correlation to charter school enrollment. Results suggest that, of the twenty components, Multiple Authorizers and Equitable Access to Capital Funding are most strongly correlated with an increase in the percentage of charter school enrollment. An additional five components, Equitable Operational Funding, Access to Retirement Systems, Adequate Authorizer Funding, Automatic Exemptions from State and District Rules and Regulations and Multi-school Charter Contracts Allowed, had a moderate correlation to the percentage of charter school enrollment. Additionally, one component, Authorizer and Program Accountability, shows a negative correlation to the percent of charter school enrollment. These findings suggest that if policymakers desire to increase the percentage of charter school enrollment they should carefully consider inclusion of these components in state law.</p>
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Munn, D. Lawrence. "Parliamentary privilege and the Charter." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6756.
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Angus, Rick J. "Almadina Charter School, an assessment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0011/MQ59747.pdf.
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Post, Kristin Sara Noblit George W. "Charter schools policy and practice /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,633.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education (Culture Change and Curriculum)." Discipline: Education; Department/School: Education.
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Bradley, Joseph E. (Joseph Edmund) Carleton University Dissertation Canadian Studies. "In defence of Charter review." Ottawa, 1992.
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Enkishev, Ilya. "Charter schools a Philadelphia study /." Connect to this thesis, 2002. http://hdl.handle.net/10066/1032.
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Batie, Michael. "Charter schools and market segmentation." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=32&did=1905738701&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270138718&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 149-156). Issued in print and online. Available via ProQuest Digital Dissertations.
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Montaño, Elizabeth. "Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/237.
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Charter schools have become a widely accepted and rapidly growing option for educational reform especially for low-income, inner-city students. In Los Angeles, the charter movement has promised teachers greater autonomy and collaboration than in the traditional public schools, yet the working conditions of teachers in charter schools have weakened the conditions for this movement to truly reform public education.
By using a neoliberal theoretical framework and a qualitative case study design, this study captured the voices of charter school teachers and documented their beliefs and experiences in an environment shaped by a culture of choice. This study uncovered a) the culture and environment that led teachers to seek unionization, b) the relationships between teachers and management, and c) their model of unionism.
The participants’ voices detailed a collaborative culture that lured teachers to escape the negative environment in the local district schools. Still, teachers faced an exhaustive workload and they chose to leave the charter school environment. Teachers valued their autonomy while not realizing that the true choice existed only for the management of the school that had the ultimate power over their working conditions. When teachers decided to unionize they faced antagonism from their school leaders, and a backlash for their involvement in the unionization. Teachers fell prey to the intimidation of the public’s perception on tenure and gave up this fundamental protection. They also moved away from the traditional model and were left without a clear understanding of what being a union meant.
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Dutt, David. "Louisiana Charter Schools Leading in High Stakes Testing: Teacher's Perspective on Their Charter Schools' Success." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/1287.
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Charter schools allow educators freedom to design and execute innovative curriculum and instruction. The best of educational philosophy is constructive only when it transforms into practice. Today's federal assessment program creates a pressurized educational climate that demands educators respond with systematic improvement of test scores. The purpose of this study is to investigate teacher responses to the question "Why is your charter school leading the district in high stakes testing?" The Louisiana State Evaluation Team has determined that the three charter schools featured in this study have been consistently outperforming their respective districts, and the state, while competing favorably with the nation on the Iowa Test of Basic Skills. Qualitative rigor was used to code and classify teacher interviews according to the Seven Correlates of Effective Schools. Themes that could not be classified were assigned a site-specific "correlate of effective charter schooling." These new correlates are: autonomy, esprit de corps, teacher dedication, teacher professionalism, and teacher leadership. The first school produced themes representing all Seven Effective School Correlates along with two new correlates: esprit de corps and teacher professionalism. The second and third schools produced all new themes represented by the "correlates of effective charter schooling."
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Canavero, Steven Paul. "The multiple meanings of charter schools an interpretive policy analysis of charter school legislation in Nevada /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3258766.
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Eriksson, Gunnar. "Charter : Om varumärkets betydelse för konsumenten." Thesis, Stockholm University, School of Business, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6422.
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<p>Uppsatsen syfte är att söka klargöra hur stor betydelse charterbolagens varumärken har för konsumenten vid valet av charterbolag. Jag har använt mig av teorier rörande varumärkets betydelse ur ett konsumentperspektiv, konsumentbeteende samt marknadskommunikation som sedan applicerats på empirin. Empirin består av sju kvalitativa intervjuer varav tre varit personliga intervjuer och de resterande fyra har varit telefonintervjuer. Slutsatsen är att varumärket inte är av överordnad betydelse för mina respondenter vid valet av charterbolag. Respondenternas varumärkeskännedom om de största aktörerna är, med vissa undantag, god. Trots detta så bidrar inte varumärkeskännedom i detta fall till ökad benägenhet hos respondenterna att välja ett välkänt bolag framför ett annat mindre känt bolag. Respondenternas lojalitet inför de olika charterbolagen är dessutom låg och inte heller word-of-mouth har den inverkan på mina respondenter som teorin föreslår. Nyckelord: Charter, varumärke, konsument, image, konsumentbeteende, lojalitet och word-of-mouth.</p>
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Yeo, Boon Hong. "Antigreenmail charter amendments and shareholders’ wealth." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/25689.
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From time to time, firms do repurchase their shares. An open market repurchase or a general tender offer does not have the effect of transfering wealth from one group of shareholders to another. This is in contrast to a privately negotiated premium repurchase from a single block holder where the remaining shareholders are excluded from participating in the offer. This type of targeted share repurchasing has been observed before - or in connection with - a takeover attempt and often has the effect of terminating the takeover attempt.
Such a targeted share repurchase is commonly referred to as "greenmail". The price is usually at a premium over the prevailing market price and the seller will typically agree to abstain from acquiring any more of the company's voting stock. The non-participating shareholders stand to lose from both the premium paid out of corporate assets and the loss of a potential takeover offer premium.
Recently, firms have been proposing to institute antigreenmail charter amendments that would prevent management from engaging in greenmail. Such a proposal may or may not be in the best interest of shareholders. This paper attempts to measure the economic significance of an antigreenmail proposal.
The methodology chosen is that of an event-time study. The magnitude of abnormal returns is used to gauge its significance in relation to the day that the market learns of the antigreenmail charter amendment. The "stockholder interest hypothesis" predicts that the proposal is undertaken with the interest of shareholders in mind and thus stock prices should react positively to the announcement.
However, the results obtained do not support that hypothesis. Stockholders seem to suffer a statistically significant decline in the value of their shares around the day when news of such proposals reach the market. This result is also inconsistent with previous empirical evidence on targeted repurchases and standstill agreements.<br>Business, Sauder School of<br>Graduate
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Monley, Nate. "Charter Schools That Do Not Suspend." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/34.
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Charter schools attempt to write a new narrative in how America serves its children in public schools. While some charter schools in urban areas serving low-income students of color have shown promising routes to academic achievement, in some cases they have not confronted the inequitable patterns of discipline they perpetuate. In this project I explore two small urban charter schools that are academically successful and do not suspend or expel their students, specifically their African-American and Latino male students. I filter this exploration through my own perspective as the former principal of a small urban charter school like the ones I study in this project. I synthesize a protective resilience frame with an organizational framework used to examine districts in order to organize and frame findings. Ultimately this dissertation and its findings should be useful for teachers and leaders in small urban charter schools seeking to organize in such a way as to limit exclusionary discipline.
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Cohen, Nicole Erin. "The Impact of American Charter Schools." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579249.
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This thesis covers the topic of American charter schools at length. The thesis begins with an explanation of the origins of American charter schools and covers their brief history. The document then discusses the various types of charter schools around the nation and how they are funded and governed. The thesis includes a specific section on charter schools in the state of Arizona. Finally, this thesis examines and evaluates studies on charter schools in order to assess their effectiveness on student success.
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Schwarz, Jennifer. "Antecedents of charter school success in New York State| Charter school management agencies and additional factors that affect English/Language Arts test scores in elementary charter schools." Thesis, TUI University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570006.
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<p> Charter schools frequently receive public as well as federal attention, and there is a growing body of research becoming available examining charter schools. With all this research there is still a need for further studies which deal specifically with antecedents of charter school success. This study examined factors contributing toward the success of charter schools in the state of New York. It measured the success of a charter school with respect to student achievement levels which were measured via state mandated standardized English / Language Arts (ELA) test score averages provided on the Department of Education’s website for the state of New York (https://reportcards.nysed.gov/). An examination was made regarding the extent and manner in which student achievement levels vary with respect to the following factors: (a) teacher credentialing, (b) teacher experience, (c) teacher turnover, (d) class size, (e) student demographics, and (f) grade level. Differences in student achievement levels per these factors were also examined with respect to the following charter school management entities: (a) For-Profit Education Management Organizations (EMOs), (b) Non-Profit Charter Management Organizations (CMOs), and (c) independently managed Community Grown Organizations (CGOs). A clearer understanding of what leads to the success/failure of a school will be useful in, (a) sustaining success of currently successful schools, (b) providing data for failing schools to take into consideration, (c) informing charter authorizing agencies, as well as (d) aiding in replication of an existing successful school model. This study found that while there was no significant correlation between any of the predictor variables on ELA test scores during the 2011-2012 school year, Charter Management Organization did have a statistically significant effect on ELA test scores, with schools that are Community Grown Organizations (CGOs) yielding higher results than schools that contracted with Non-Profit Charter Management Organizations (CMOs) and For-Profit Education Management Organizations (EMOs). While currently the trend in expectation is that charter schools most likely to succeed, and thus be replicated, are the schools that contract with For-Profit Management Agencies (EMOs) and Non-Profit Management Agencies (CMOs), this study has shown that it is actually the Community Grown Organizations (CGOs) that have yielded higher ELA standardized test scores during the 2011-2012 school year, thus making them considered as more successful entities than the EMOs and CMOs. The results suggest that further efforts into replicating successful CGO school models should be seriously considered by both the individual schools and the Charter Authorizing Agencies.</p>
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Sommella, Shannon R. "A comparative analysis of student achievement in Florida charter and non-charter public high schools 2007-2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4515.
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Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.; The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers' average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended.<br>ID: 030423515; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 158-164).<br>Ed.D.<br>Doctorate<br>School of Teaching, Learning, and Leadership<br>Education
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Owes, Chaddrick L. "CHARTER SCHOOLS’ ACCOUNTABILITY: A PROGRAM EVALUATION OF THE CHARTER OVERSIGHT UNIT OF THE CALIFORNIA DEPARTMENT OF EDUCATION." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3705.
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This dissertation is a qualitative-based program evaluation that explored the existing charter school accountability measures, processes, and oversight systems of the California Department of Education (CDE) in relation to State Board of Education (SBE)-authorized charter schools. This dissertation further explored the potential program improvements that could be implemented to improve the charter school oversight functions of the SBE and CDE. After a charter school receives authorization and approval to operate, the degrees of accountably and oversight vary dependent upon the charter authorizer and the oversite entity. This dissertation study aimed to discover how charter schools authorized by the SBE are held accountable as the SBE delegates its oversight authority to the CDE. Data were collected from the CDE by way of interviews, artifact analysis, and participatory research. Furthermore, this dissertation study aimed to delineate how accountability and oversight systems subsequently impact both charter schools and authorizers, as these two entities are currently governed by the outdated Charter School Act of 1992. Finally, this dissertation study aimed to provide recommendations which may potentially be used as a guide to influence future legislation and or improve the CDE’s charter schools oversight processes. The findings of this study included six recommendations for future practice and three recommendations for future research.
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Booker, Toby Kevin. "The impact of charter schools in Texas." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1769.
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Flynn, Shawn. "Respecting religion and conscience under the Charter." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5908.
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Pesik, Richard. "Charter 77, its struggle, problems and accomplishments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0012/MQ32947.pdf.
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Ertas, Nevbahar. "Public school responses to charter school presence." Diss., unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-09272007-170214/.
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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Electronic text (142 p. : ill.) : digital, PDF file. Christine H. Roch, committee chair; Gary T. Henry, Gordon A. Kingsley, Gregory B. Lewis, Mary Beth Walker, committee members. Description based on contents viewed May 8, 2008. Includes bibliographical references (p. 132-142).
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Kimathi, Patricia Renee'. "African American parents| Choice and charter schools." Thesis, Fielding Graduate University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588218.
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<p> This mixed method research investigated the question: What elements do African American charter school parents in a Southern California community identify as important in their children's charter schools? Twenty-three African American families who had enrolled their children in charter schools in a Southern California community responded to a survey. Five respondents were randomly selected for semi-structured interviews. </p><p> The history of African American parents and children in this country has been one of limited access and choice. Early African American educators proposed education as the means by which African Americans could improve their lives and pursue the American dream (Dubois, 1989; Washington, 1901; Woodson, 1933). After centuries of being in traditional public schools the majority of African American children are not being successfully educated (Johnson, 2002; Haycock, 2009). As a result of widespread dissatisfaction with public schools, an increasing number of African American parents are choosing charter schools as an alternative to traditional public schools (Zimmer et al., 2003, 2009). </p><p> The African American families in this study shared the following six elements that influenced their decision to enroll their children in charter schools: academic achievement/ curriculum, parental engagement, quality of teaching, class/school size, safety/ security, and extra activities. Implications from this research and future research are included.</p>
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Pack, Robert Harold. "Charter schools: Innovation, autonomy, and decision-making." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288954.
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This multiple case study examined one start-up and one conversion charter school in California. Eighty hours of classroom observations and thirteen teacher interviews were the basis for this descriptive comparative study. The research was guided by the following questions: (1) Do classrooms and school structures in these two charter schools appear different than traditional public schools; (2) Have teachers' methodologies changed since coming to teach at the charter school; (3) What are the similarities and differences between these two charter schools; and (4) Has teachers' autonomy changed since coming to a charter school? This study found that in comparison to teachers' previous position, (1) Teachers had not changed how they taught; and (2) Most teachers had the same amount of classroom autonomy. Additionally: (3) Teachers felt their primary motivation for innovating within their classroom was themselves, their time, and their energy; (4) Teachers did not think teaching in a charter school affected their innovativeness; (5) Teachers did not mention autonomy as a factor influencing their classroom innovativeness; (6) Teachers believed they had more autonomy regarding hiring and budgeting decisions; (7) There were no significant differences in the innovativeness between the teachers of the start-up or conversion schools; the conversion school had the most and the least innovative teachers; (8) The start-up charter school was slightly more innovative overall than the conversion charter school; (9) The two charter schools had more in common than they had differences; (10) New consensus-based, teacher-led decision-making at both schools intensified the micro-politics and burdens placed upon teachers' time, impacting their classroom performance. Unique to the start-up: (11) New operational paradigms required teachers to take on additional support services resulting in less planning time, teachers' feeling overwhelmed, and concern with keeping staff; (12) Parents and students influenced teachers to change back to less innovative practices; and (13) A small campus, faculty, and number of students appeared to create a family-like atmosphere. Based on the findings of this study, two underpinnings of the charter school movement, creating innovative classrooms and increasing teacher autonomy behind the classroom doors were problematic at these charter schools.
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Wolff, Jeremy B. "The Charter School Movement: The Impact of School Form on Performance." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/577.
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Using data from the DataQuest and Ed-Data databases provided by the California Department of Education (2006-2012), this study assesses if charter schools provide a net benefit to students compared to non-charter schools. Further, it examines if charter management organizations improve the performance of charter schools. I find that charter schools have no net benefit across all grades. However, charter schools get significantly better performance on high school language arts tests. Minority and low-income students perform better at charter schools than traditional public schools, especially at the middle school level. Minorities in middle schools perform even better at CMOs than independent charter schools.
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Jacquin, Laure. "Doctrine et pratique de la restauration française à l’épreuve de la Charte de Venise : architectures contemporaines dans les monuments historiques, projets et enjeux." Thesis, Paris Est, 2016. http://www.theses.fr/2016PESC1180.
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Interrogeant les rapports entre création et restauration des Monuments historiques après la publication, en 1964, du texte de la Charte de Venise, le travail de recherche s’attache à en observer les conséquences sur la pratique en France. Il repose sur le postulat qu’un tournant est à l’œuvre dans les pratiques, les statuts et la formation des architectes en lien avec les questions patrimoniales. L’appropriation, revendiquée, d’un langage contemporain appuyée par les principes de la Charte de Venise, par des Architectes en Chef des Monuments Historiques (ACMH) après-guerre montre une volonté de lier création et restauration et de faire entrer cette dernière dans la sphère architecturale. Les polémiques suscitées par certaines interventions montrent un intérêt pour la fin de cette césure des pratiques. Cette réflexion se base sur l’étude de projets contemporains dans des monuments historiques pour lesquels les architectes revendiquent l’application des principes de la Charte de Venise. Ce texte théorique entre en conflit avec la doctrine française de la restauration stylistique alors en vigueur et sa diffusion par la pratique a suscité des polémiques. La première intervention étudiée, la restauration de l’ancienne abbatiale de Toussaint par Pierre Prunet, qui représente une première revendication de l’application des principes de la Charte et n’a pas engendré de polémique. Le second cas étudié est la restauration du château de Falaise de Bruno Decaris, avec ce projet éclate une première polémique, suivie de réformes ayant modifié le cadre des Monuments Historiques. Le troisième et dernier cas examiné est celui de la restauration des arènes de Fréjus de Francesco Flavigny, il illustre une étape récente de l’évolution de la situation dans ce domaine. L’étude se développe en trois volets complémentaires : Une histoire institutionnelle du service des monuments Historiques après 1960, les apports du texte de la Charte de Venise dans le contexte français ainsi que le déplacement des intérêts après les années 1980. Le second volet se concentre sur l’analyse architecturale des interventions à la fois dans le traitement de la matière existante et dans le traitement des compléments architecturaux à caractère contemporain. Enfin, le troisième volet s’attache à l’étude de la médiatisation, de la réception et des polémiques entourant ces interventions. Les divers milieux (revues spécialisées dans la restauration, revues d’architecture ou opinion publique) ayant pris part à la diffusion et à la réception des interventions informent sur les porosités à l’œuvre entre créateurs et conservateurs. Ce travail tente d’apporter des réponses aux questionnements qui animent aujourd’hui la pratique et l’enseignement de l’architecture concernant la formation, le statut, les compétences des architectes spécialisés ou non dans la restauration (en chef, du patrimoine, dplg, HMONP) et leurs méthodes d’intervention<br>Questioning the relationship between creation and restoration of historic monuments after the publication in 1964 of the text of the Charter of Venice, the research aims to observe the consequences on the practice in France. It is based on the premise that a turning point is at work in the practices, rules and the training of architects in relation to heritage issues. Ownership, claimed, a contemporary language supported by the principles of the Charter of Venice, by Chief Architects of Historical Monuments (ACMH) postwar shows a willingness to link creation and restoration and to bring it in the architectural sphere. The controversy aroused by certain actions show interest in the end of this caesura practices. This reflection is based on the study of contemporary projects in historic monuments for which architects claim the application of the principles of the Venice Charter. This theoretical text conflicts with the French doctrine of stylistic restoration in force and its dissemination through the practice has been controversial. The first studied intervention, restoration of the old abbey of Toussaint Pierre Prunet, which represents a first claim of the principles of the Charter and did not cause controversy. The second case study is the restoration of Falaise Castle Bruno Decaris with this project first broke a polemic, followed by reforms that changed the course of Historical Monuments. The third case examined is the restoration of Fréjus arenas Francesco Flavigny, it illustrates a next step in the evolution of the situation in this area. The study develops three complementary components: an institutional history of monuments Historic service after 1960, the contributions of the Venice Charter text in the French context and the movement of interest after the 1980. The second part focuses on architectural analysis of interventions in both the treatment of existing material and in the treatment of architectural additions to contemporary character. Finally, the third component focuses on the study of media coverage, reception and controversy surrounding these interventions. The various media who took part in the distribution and receipt of interventions inform the porosities at work between artists and curators. This work tries to provide answers to questions that drive today's practice and architectural education on training, status, skills, specialized or not in the restoration architects and their methods of intervention
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Techane, Meskerem Geset. "Where is the African Charter? Assessing the impact of the African Charter on Human and Peoples’ Rights in Mauritius." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/18643.
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The African Charter on Human and Peoples’ Rights is turning 30 since its adoption. The Charter is also soon turning to its 20 in Mauritius since ratification. The Charter indeed has been hailed for its unique normative content and aspired to be a beacon of human rights in the Continent which has attracted the attention of academicians as well as experts in the field of human rights. The Charter has undoubtedly affected domestic systems through the promotional and protective mandates exercised by the African Commission. How much the Charter has actually influenced domestic human rights practices however, has not yet formed much of the available literature. More so, Mauritius being a party to the Charter for nearly two decades has not enjoyed the attention of writers on the African Charter. Not much is known as to the interactions of Mauritius with the African system which calls for investigation of how much the Charter has influenced the domestic system for two decades long. Beyond formidable normative content, the success of a human rights system depends on the impact it exerts on domestic systems through shaping the behaviours, actions and practice of domestic institutions. Such reflection is therefore, important to gauge the impact of the African Charter and profile its future towards success. This study attempts to enlighten the impact of the African Charter in Mauritius by embarking on examination of the practices of domestic institutions and actors offering unexploited area to ponder critically.<br>Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2011.<br>http://www.chr.up.ac.za/<br>nf2012<br>Centre for Human Rights<br>LLM
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Fyson, Robert Charles Madocks. "Chartism in North Staffordshire." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301815.
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Lemon, Tate Courtney. "“IT DIDN’T MATTER THAT I HAD NO ONE TO ASK, I KNEW THE BEST ANSWER” THE CHARTER SCHOOL CEO: LONELY, OVERCONFIDENT, AND UNDERPREPARED." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/590147.
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Educational Leadership<br>Ed.D.<br>The advent of charter schools has been one of the biggest reform initiatives in the history of schooling in the US: charters have significantly altered the landscape of many of our country’s largest public-school systems (Bracey, 2002; Hassel, 2009; Hill, 2006). Recent studies have examined a number of aspects of charter school leadership; however, there has been little research on charter school chief executive officers (CEO). The CEO is a relatively new role that oversees the entire charter school or network and is almost always independent of the principal. This mixed-methods study examined the organizational dynamics of Philadelphia Charter School CEOs by using a survey, personal interviews, and quantitative data analysis to obtain information regarding all CEOs of Philadelphia. Interviews were focused on the CEO job role and day-to-day duties, CEO successes and struggles, and what prior experiences prepared CEOs for this role. The quantitative findings show two correlations: suggesting that male CEOs and CEOs of stand-alone schools are in charge of schools with higher school performance. Five common themes emerged across CEOs during interviews: loneliness, overconfidence, under preparedness, non-traditional career path, and having a prior work experience in the field of education was crucial to success. Lastly, it was discovered that certifications and prior education experience were not commonplace for current CEOs, 19 of the 64 CEOs in this study did not have prior education experience.<br>Temple University--Theses
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Romo, Vanessa. "A Comparative Analysis of Charter Schools and Non-Charter Public Schools: Latino Academic Achievement in Los Angeles Unified School District." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2206.
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This research seeks to examine the impact of charter schools on Latino performance in Los Angeles Unified School District. Using school-level data from the Ed-Data database provided by the California Department of Education, this study compares Latino academic achievement in charter high schools and non-charter public high schools across five dimensions of academic achievement: math performance, reading performance, graduation rate, dropout rate, and University of California and/or California State University (UC/CSU) eligibility. The results find a positive, significant charter school impact for Latino students in math performance, dropout rate, and UC/CSU eligibility. Analyses also indicate that charter schools positively impact Latino reading performance and graduation rate, however the results are marginally significant.
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De, Jesus Cristina Gililland. "Principal induction and training within conversion charter schools." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906681&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Smith, Anthony David. "The strike for the People's Charter in 1842." Thesis, London School of Economics and Political Science (University of London), 2002. http://etheses.lse.ac.uk/1687/.
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No previous entire thesis or book has been devoted to a national study of the 1842 strike. This thesis is the first to examine the 1842 strike in all regions of Great Britain significantly affected, including the Northwest, Yorkshire, the East Midlands, the Potteries, the Black Country, parts of Scotland, the Merthyr district of South Wales, and London. Chartist activists in the Ashton district deliberately launched a general strike for the People's Charter in order to pre-empt a possible forced strike by the Anti-Corn Law League masters for repeal of the Corn Laws. The aim of the strike nationally, apart from amongst the miners, was overwhelmingly the enactment of the People's Charter. The political strike for the Charter had a coherent strategy and concept which was shared by the Chartist activists in all the strike regions. The strike was an attempt by Chartist activists in the localities, in the face of caution on the part of the national Chartist leadership, and after receiving news of the strike in the Manchester district, to implement the most important 'ulterior measure' of the Chartist constitutional mass platform agitation in order to pressure the Government and Parliament into enacting the Charter. It was to be a peaceable display of united public opinion which would break the nerve of the government without recourse to violence. The strike for the Charter was the highpoint, in terms of the threat posed to the state, of the Chartist mass platform agitation. The traditional radical critique of the corrupt aristocratic state inherited from the late eighteenth and early nineteenth century radical movements was articulated in the strike and was shared by the different strike regions. A working class identity was present in the strike among other multiple identities which included those of the people and nation.
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Bald, Josh. "What motivates families to choose a charter school?" Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20506.
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Since the advent of charter schools in 1992, the population of students and number of schools has dramatically increased. Because a second generation of students have charter schools as a choice, it is important to understand what motivates children and their parents to choose these schools. Recent research has revealed that family motivations are complicated and differ by specific contexts. In this study, I interviewed 59 incoming parents and children at a small public charter school in southern Oregon with a unique population in its locale. Interviews were designed to elicit quantitative and qualitative data regarding motivations for choosing this specific school. Study results indicate that parents and their children leave traditional schools for primarily environmental and academic reasons, although the results were mixed. Families chose the school in this study for primarily environmental factors, particularly class and school size. I discuss implications for the charter school and its sponsoring district and suggest areas of further local research.
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Chang, Tommy. "Charter Schools as Leverage for Special Education Reform." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/210.
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Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education.
This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.
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Ambrosetti, Lisa Marie. "Health Education in Charter Schools: A National Study." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341515373.
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