Thèses sur le sujet « Basic action »
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Hartmann, Bruno. « Physical determination of the action ». Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17369.
Texte intégralMy objective is a foundation of physics from the operationalization of its basic observables. We begin with classical and relativistic kinematics. Seizing on a programmatic proposal by Heinrich Hertz we arrive via quantification of energy-momentum at the equations of motion and the action functional. Finally we present a relativistic revision of energy, momentum and inertial mass. The goal is not primarily to change or improve the mathematical structure of mechanics, but to gain a deeper physical understanding of mechanics like Einstein with his gendanken experiments on relativistic kinematics. Starting from undisputed measurement operations and natural principles the mathematical formalism is only created and thus shown in a new light. This work is in the same context as current efforts to the "foundation of quantum mechanics", just with respect to the interpretation of the classical and relativistic calculuses.
Hunt-Jinnouchi, Frances. « First Nations adult basic education, transforming perspectives and programs through collaborative action ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62568.pdf.
Texte intégralMcCoy, Thomas J. « Discovering God's vision and basic action plans for Thompson Station Baptist Church ». Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
Texte intégralYano, Jun-Ichi, Jean-François Geleyn, Martin Köller, Dmitrii Mironov, Johannes Quaas, Pedro M. M. Soares, Vaughan T. J. Phillips et al. « Basic concepts for convection parameterization in weather forecast and climate models : COST Action ES0905 final report ». MDPI AG, 2014. https://ul.qucosa.de/id/qucosa%3A12408.
Texte intégralLewis, Rachel Devorah. « The Rhetorical Legacies of Affirmative Action : Bootstrap Genres from College Admissions through First-Year Composition ». Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193813.
Texte intégralLarney, Redewan. « ABET programmes at community learning centres in the Western Cape ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6055_1194348734.
Texte intégralThe problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of "
what exactly is the nature of the relationship between adult education and training"
?
Garcia-Moreno, Pamela K. « Mycobacterium tuberculosis inhibitors : action and resistance ». FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3893.
Texte intégralGaskill, Christa. « Towards an Action Spectrum for Photoentrainment of the Chlamydomonas ReinhardtII Circadian Clock ». TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/43.
Texte intégralCichoski, Luiz Paulo da Cas. « The ontological structure of collective action ». Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2017. http://tede2.pucrs.br/tede2/handle/tede/7448.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
Quando n?s falamos sobre entidades coletivas, a??o ? o tipo de atribui??o mais comum. N?s rotineiramente falamos coisas tais como: ?China suspende todas as importa??es de carv?o da Coreia do Norte?; ?Uber est? investigando acusa??es de ass?dio feitas por ex-funcion?rio?; ?A Suprema Corte estuda o caso de um tiro disparado nos E.U.A. que matou um adolescente no M?xico?; ?Mal?sia retira embaixador na Coreia do Norte?; ?SpaceX lan?a foguete a partir da hist?rica ?plataforma da lua? da NASA.?. S?o essas atribui??es verdadeiras? Com certeza todas elas poderiam ser meramente metaf?ricas. N?s poder?amos tomar entidades coletivas como agentes somente como uma maneira de falar. Neste trabalho, eu argumento em favor de uma posi??o realista a respeito de entidades coletivas e seu status de agente; tornando algumas dessas senten?as verdadeiras. Ultimamente, muitos fil?sofos t?m abordado esse t?pico, mas a discuss?o tende a ser guiada pelo problema da intencionalidade coletiva, o problema de como entidades coletivas podem possuir estados mentais. Meu trabalho tenta trazer mais elementos da filosofia da a??o para a investiga??o de a??es coletivas. Eu tomo como guia o problema da individua??o da a??o, porque esse t?pico aborda quest?es de central import?ncia para a??es coletivas. Especialmente a quest?o das a??es agregadas: a??es que s?o compostas de outras a??es, que parecem ser os casos paradigm?ticos de a??es coletivas, na medida em que a??es coletivas s?o, presumivelmente, compostas de a??es individuais. O problema da individua??o da a??o nos leva a dois conceitos centrais da natureza da a??o: a??o b?sica e inten??o. Neste trabalho, eu mostrarei como uma investiga??o sobre a??o b?sica pode nos ajudar a localizar o lugar das contribui??es individuais em a??es coletivas e como uma investiga??o sobre inten??o pode localizar um elemento fundamental da a??o que ? irredut?vel e distintivamente coletivo nos casos de a??es coletivas. Depois de explorar esses dois conceitos centrais, eu ofere?o uma defini??o de a??o que leva a s?rio o lugar da inten??o como guia para identificar quando um evento constitui uma a??o.
When we talk about collective entities, action is the most common kind of ascription. We regularly say things such as ?China suspends all coal imports from North Korea?; ?Uber is investigating harassment claims by ex-employee?; ?Supreme Court considers case of a shot fired in U.S. that killed a teenager in Mexico?; ?Malaysia recalls ambassador to North Korea?; ?SpaceX launches rocket from NASA?s historic moon pad.? Are those ascriptions true? For sure, they could all be metaphoric. We could take collective entities as agents just as a way of speaking. In this work, I argue in favor of a realist position regarding collective entities and their status of agent; rendering some of these sentences true. Recently, many philosophers are addressing this topic, but the discussion tends to be guided by the problem of collective intentionality, the problem of how collective entities can have mental states. My work tries to bring more elements of philosophy of action to the investigation of collective action. I take as a guide the problem of action individuation, because this topic addresses questions of central importance for collective action. Especially the question of aggregate actions, actions that are composed of other actions, which seems to be the paradigmatic case of collective action, insofar as they are presumably composed of individuals? actions. The problem of action individuation leads us to two central concepts on the nature of action: basic action and intention. In this work, I will show how an investigation on basic action can help us locate the place of individuals? contributions in collective action and how an investigation on intention can locate a fundamental element of action that is irreducible and distinctively collective in collective action cases. After exploring these two core concepts, I provide a definition of action that take seriously the place of intention as a guide to identify when an event constitutes an action.
Kilcrann, John. « "God's land, our land" linking faith and the land struggle in Brazil / ». Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
Texte intégralJohnson, Erin Collette. « Blame Me for Your Bad Grade : Autonomy in the Basic Digital Photography Classroom as a Means to Combat Poor Student Performance ». BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3835.
Texte intégralBlomberg, Stathopoulos Alexander C. « Acting and understanding ». Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/8417.
Texte intégralBeauzac, Christolene Bernardine. « The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula ». Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2433_1304586568.
Texte intégralThe research employed a qualitative research paradigm. The ethnographic approach was used to conduct the research. Data collection was done though various ethnographic techniques, classroom observation, in-depth interviews and document analysis. The population was 85 women who participated in a Adult Basic Education and Training programme in Eersterivier in the Cape Peninsula area a questionnaire was used to collect demographic information of the participants Data was analysed by thematic analysis and coded, categorised and discussed according to the aim and objectives of the study in relation to previous studies The main findings were why exploring the existing literacy practice women were depended on others for literacy assistance, which made them avoid literacy events and become vulnerable in this process to cope with the everyday life.
Rossouw, Melene Cynthia. « Democracy in action : Public participation and the progressive realisation of socio-economic rights ». University of the Western Cape, 2012. http://hdl.handle.net/11394/6460.
Texte intégralWhile the Constitutional Court has repeatedly enforced a duty to meaningfully engage with communities where the provision of basic social services and goods is at stake, uncertainty about the form, extent and quality of community engagement continues to negatively impact on development projects. The much publicised "toilet saga" in the Makhaza informal settlement in the Western Cape is a telling example. This problem is partly attributable to a lack of clarity about the legal foundations and basis of this duty. The research project explores such an approach by clarifying the proper legal and constitutional basis of the right to meaningfully participate in development projects and the delivery of basic social goods, and in so-doing, to place public participation in socio-economic rights on a sound legal and constitutional foundation. The project further seeks to develop a framework or best practice for the practical implementation of this right in the context of urban development projects.
Ahmed, Ibrahim H. I. « Mathematical modeling of an epidemic under vaccination in two interacting populations ». Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8857_1360922452.
Texte intégralIn this dissertation we present the quantitative response of an epidemic of the so-called SIR-type, in a population consisting of a local component and a migrant component. Each component can be divided into three classes, the susceptible individuals, usually denoted by S, who are uninfected but may contract the disease, infected individuals (I) who are infected and can spread the disease to the susceptible individuals and the class (R) of recovered individuals. If a susceptible individual becomes infected, it moves into the infected class. An infected individual, at recovery, moves to the class R. Firstly we develop a model describing two interacting populations with vaccination. Assuming the vaccination rate in both groups or components are constant, we calculate a threshold parameter and we call it a vaccination reproductive number. This invariant determines whether the disease will die out or becomes endemic on the (in particular, local) population. Then we present the stability analysis of equilibrium points and the effect of vaccination. Our primary finding is that the behaviour of the disease free equilibrium depend on the vaccination rates of the combined population. We show that the disease free equilibrium is locally asymptotically stable if the vaccination reproductive number is less than one. Also our stability analysis show that the global stability of the disease free equilibrium depends on the basic reproduction number, not the vaccination reproductive number. If the vaccination reproductive number is greater than one, then the disease free equilibrium is unstable and there exists three endemic equilibrium points in our model. Two of these three endemic equilibria are so-called boundary equilibrium points, which means that the infection is only in one group of the population. The third one which we focus on is the general endemic point for the whole system. We derive a threshold condition that determines whether the endemic equilibria is locally asymptotically stable or not. Secondly, by assuming that the rate of vaccination in the migrant population is constant, we apply optimal control theory to find an optimal vaccination strategy in the local population. Our numerical simulation shows the effectiveness of the control strategy. This model is suitable for modeling the real life situation to control many communicable diseases. Models similar to the model used in the main contribution of our dissertation do exist in the literature. In fact, our model can be regarded as being in-between those of [Jia et al., Theoretical Population Biology 73 (2008) 437-448] and [Piccolo and Billings, Mathematical and Computer Modeling 42 (2005) 291-299]. Nevertheless our stability analysis is original, and furthermore we perform an optimal control study whereas the two cited papers do not. The essence of chapter 5 and 6 of this dissertation is being prepared for publication.
Josie, Mervyn Jayaprakash. « Accounting for economic disparities in financing municipal infrastructure in South Africa : a case study using data from the cape Winelands District Municipality ». Thesis, UWC, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8296_1392966867.
Texte intégral
In this thesis I argue that by taking account of economic disparities and backlogs in intergovernmental infrastructure grants to municipalities in South Africa, government will effectively meet its constitutional obligation to equitably allocate infrastructure grants to local government according to the principles of parity, proportionality and priority (Young, 1994). Municipalities will thus be able to provide basic services to households in keeping with the Bill of Rights of the Constitution of South Africa (1996). Adapting the Petchey et al (2004) provincial capital expenditure grant model to the provision of municipal services using secondary data and information from local municipalities in the Cape Winelands District, I evaluate whether government&rsquo
s existing municipal grants are allocated equitably and, whether they account for disparities that differentiate municipalities from each other. The findings from my analysis show that the current approach to financing municipal infrastructure does not sufficiently account for disparities and thus, undermines the requirement for equitability, adequacy and efficiency of intergovernmental allocations. Consequently, the right of citizens to basic municipal services is compromised and the macroeconomic structure is weakened. Furthermore the institutional arrangements for local government autonomy is undermined because municipalities cannot ensure stability, predictability, flexibility and economic efficiency of infrastructure budgets. As municipalities receive part of their finance from national government through infrastructure grants, I used data from five local municipalities to examine the extent to which there is equitability and efficiency in the way this finance is allocated. To this end I constructed and applied a composite disparity index for each municipality to my adapted municipal infrastructure grant model to analyze and observe the impact of economic disparities in grant allocations. The findings show that a grant model that accounts for economic disparities satisfies the constitutional, economic and institutional considerations that should inform municipal grant allocation decisions. I conclude the thesis by highlighting the limitations and possibilities of using a municipal infrastructure grant model that accounts for economic disparities and, I propose some recommendations for applying such a model in South Africa.
Huici, Marta Maria. « El lugar de la expresión oral con respecto a las demás destrezas lingüísticas en el material docente Ejercicios Amigos Dos ». Thesis, Högskolan Dalarna, Spanska, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-5958.
Texte intégralClifford, Marian. « Exploring learner and teacher roles in curriculum development in a process approach to a basic English as a second language programme for adults ». Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17275.
Texte intégralThis study explores the contribution that the learners and the teacher made to curriculum development in a process approach to English as a second language for adults. The research was carried out with a group of workers attending a basic English course in an adult education programme on the East Rand. This study covers the entire sixteen month period from 1986 to 1987, and was carried out by the teacher-as-researcher. The research methodology was a form of illuminative evaluation, using syllabus accounts. These accounts provided a record of what took place in the classroom and were organised into three main themes. Subsequent analysis of the accounts focussed on learner and teacher roles in determining the learning experiences generated in the classroom. These findings were then re-examined in the light of the literature on process approaches. Conclusions were drawn about these roles and the implications for teacher development and learner training. Subsequently these conclusions were presented as illuminative data to reflect upon the curriculum framework underlying process approaches. The conclusions drawn in this study challenge the assumption that learners and the teacher jointly and equally negotiate learning in a process approach. Instead they suggest that the teacher is very much in control as the overall manager of curriculum development, and that learners are secondary agents in this endeavour. The roles of both parties are also more complex and more interlinked than the literature implies. Following this, conclusions were drawn about the roles that learners and the teacher played in curriculum development in this study. The research went on to examine the broader implications of these findings, by assessing the feasibility of a process approach for large-scale adult basic education work in South Africa. From this assessment, a new 'hybrid' approach was proposed which retains important features of a process approach while modifying it to make it more accessible and appropriate for South Africa's needs. Finally, the study identified future research directions.
Silva, Ana Paula Coelho. « Os conteúdos básicos comuns em escola-referência no município de São João Del-Rei ». Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1233.
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Esta dissertação tem como objetivo apresentar alternativas de ações que aprimorem o processo de implementação dos Conteúdos Básicos Comuns (CBC) em uma escola estadual participante do Projeto Escola-referência, pertencente à Superintendência Regional de Ensino de São João del-Rei (SRE/SJDR). Apesar de analisar as ações dos professores e EEB, enfatizou-se principalmente o papel do diretor escolar como elemento fundamental para a implementação das políticas educacionais na escola, bem como para a garantia do uso dos CBC como currículo oficial. Este estudo sobre a temática curricular fez-se importante, pois se partiu da compreensão de que o currículo é o centro das relações pedagógicas ocorridas na sala de aula e da atuação profissional que a autora exerce na função de inspetora escolar na SRE/SJDR. Assim, para cumprir o objetivo, buscou-se conhecer o desenho da política curricular oficial e como esta foi apropriada pela escola-referência, passando pela SRE/SJDR como primeira instância de implementação. A metodologia de pesquisa utilizada foi a análise de documentos referentes à política de implementação dos CBC, além da consulta a documentos, como livro de ponto, livro de atas, termos de visitas e relatórios de gestão; entrevistas com diretores, professores e especialistas de educação básica, diretora educacional e analistas educacionais da SRE, aplicação de questionário aos professores que atuam no Ensino Fundamental da escola analisada e observação nãoparticipante. À medida que o caso foi configurado, algumas questões de pesquisa foram levantadas e discutidas buscando alguns referenciais teóricos que abordam a implementação de políticas curriculares. Destarte, os dados encontrados na pesquisa demonstram que há uma proeminência da atuação do diretor escolar enquanto ator primordial na implementação da política pública curricular, vez ser ele quem coordena, articula e monitora sua equipe de trabalho na execução de suas funções, garantindo o seu envolvimento na implementação dos CBC.
The present dissertation has as its goal to present alternative actions which improve the implementation process of the Common Basic Syllabus (CBC, in Portuguese) at a state school that participates in the Reference School Project, belonging to the Regional Education Oversight of São João del-Rei (SRE/SJDR). Although we have analyzed the actions by the teachers and EEB, we have emphasized mainly the role of the school principal as a fundamental element to the implementation of the educational policies at school, as well as to guarantee the use of the CBC as the official syllabus. This study about curriculum is important, since we have comprehended that the curriculum is the center of the pedagogical relations that occur in the classroom and of the professional role which the author has as a school inspector at the SRE/SJDR. Thus, in order to fulfill our goal, we have aimed to understand the design of the official curricular policy and how it was appropriated by the reference school, viewing the SRESJDR as its first stage of implementation. As such, some conditionals and some variables were identified in both contexts which have contributed to the implementation of the CBC the way it was identified in the research. The research methodology utilized was the analysis of documents referring to the implementation policy of the CBCs and consultations to documents and well as check-in book, book of minutes, terms of visit and management reports/ interviews with principals, teachers and basic education specialists, school principal and education analysts at the SRE, survey with the elementary school teachers of the studied school and non-participant observation. As the case was configured, some research issues were raised and discussed regarding the implementation of curricular policies, Therefore, the data found in the research show that there is a prominence in the role of the school principal as a primary actor in the implementation of a curricular public policy, given that they are the ones Who coordinate, articulate and monitor their work teams in executing their functions and guarantees their involvement in the implementation of the CBC.
Roux, Sandrine. « Le problème cartésien de l'interaction psychophysique : clés de lecture classiques et contemporaines ». Thesis, Paris 1, 2015. http://www.theses.fr/2015PA010541.
Texte intégralIt is common to trace back the origin of the “mind-body problem” to Descartes and to his radical distinction between extended and thinking substance. The question is well known: how can the immaterial mind act on the body and move it, and how can the body, in turn, act on the mind by causing its feelings and passions? While Descartes did not regard this as the source of any difficulties that might have necessitated the rejection of the distinction between substances or, inversely, of the theory of real causal interaction between mind and body, his readers and interpreters did. They constantly insisted on the inconsistency of his “interactionist dualism,” which is often invoked as a reason for discarding the theory of causal relation between mind and body in the classical period, and for replacing substance dualism with a physicalist ontology in the contemporary period.In this work, we return to the difficulties generated by Cartesian philosophy about the relationship between mind and body from three interrelated perspectives, which combine classical and contemporary receptions of Descartes: that of the first objectors to Descartes; that of his successors, with special consideration of their treatment of the difficulties involved in explaining mind-body interaction; and that of contemporary philosophers of mind, whose reflections on the mind-body problem are examined. Our approach to the philosophical issues thus brought to light allows us to revisit Descartes’s theses, and to propose a new evaluation of the doctrines on the basis of the psychophysical phenomena that they are capable of accounting for or not
Laurichesse, Céline. « La grève en droit international privé ». Thesis, Dijon, 2014. http://www.theses.fr/2014DIJOD008/document.
Texte intégralThe development of the strike in the international order can appreciate richness and diversity of the collective expression of workers, it also increased competition from different national laws. The absence of a regulation reflects the difficulty of controlling the legal concept and it creates a conflict of laws and courts. The need for the adoption of rules of conflict, which determines the law and the competent court, has therefore become necessary to provide an answer to this conflict problem. The character of the fundamental right to strike, however, requires to be special protection when its value is questioned by an authority designated by the conflict rule foreign law. As such, the conventional public policy exception allows oust usefully foreign law contrary to public policy. The requirement of the presence of links relevant connecting with the legal order and a certain degree of gravity of the alleged violation of the fundamental right to strike ensures a weighted intervention public policy exception. It constitutes an effective means of protecting the right to strike while remaining a mechanism whose intervention is exceptional
Sarafian, Karen Marie. « What's Next ? Improving an Out-of-School-Time Program for Social-Emotional Learning in an Elementary School ». Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3688.
Texte intégralHolappa, A. S. (Arja-Sisko). « Perusopetuksen opetussuunnitelma 2000-luvulla—uudistus paikallisina prosesseina kahdessa kaupungissa ». Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514286032.
Texte intégralTiivistelmä Tutkimuksen kohteena on 2000-luvun opetussuunnitelmauudistus perusopetuksessa paikallisina tulkintoina. Tutkimuksen tarkoituksena on ollut luoda kuvaa siitä, millaiseksi paikalliset kuntaprosessit muodostuivat ja millaisia koulutuspoliittisia, julkishallinnollisia ja paikallisia diskursseja niissä ilmeni. Tutkimuksen empiirinen aineisto on koottu kahdessa kaupungissa, Oulussa ja Raahessa, vuosien 2002–2005 aikana. Osa aineistoa on prosesseissa syntynyttä ns. luonnollista aineistoa ja osa tutkimusta varten hankittua. Tutkimusaineiston analyysi perustuu konstruktionistiseen lähestymistapaan, jossa kieli ymmärretään yhteiskunnallisena asiana ja jossa tunnustetaan merkitysten kontekstuaalisuus. Tällöin myös tutkimuksen teoreettinen tausta, opetussuunnitelmateoriaa ja käytäntöjä tarkasteleva aiempi tutkimus sekä koulun tilaa ja kehittymistä kuvaava tutkimus, ovat osa kvalitatiivista hermeneuttista tulkintaa. Tutkimuksessa voi nähdä sekä toimintatutkimuksen että etnografisen tutkimuksen piirteitä. Opetussuunnitelmilla on pyritty ohjaamaan suomalaista koulua noin sadan vuoden ajan. Toteuttamisen tapa on kuitenkin vaihdellut niin, ettei opetussuunnitelmalla ole vakiintunutta asemaa peruskoulussa. Vakiintumattomuus näkyy myös tässä tutkimuksessa. Opetussuunnitelmakäsitys määrittyi hyvin monin eri tavoin osallistujien puheessa. Paikalliset prosessit erosivat toisistaan, eikä niissä hyödynnetty edellisten uudistusten kokemuksia. Prosesseihin osallistuneet opettajat, rehtorit ja hallinnon henkilöstö ottivat uudistuksen kuitenkin myönteisesti vastaan. Tutkimuksessa tarkastellaan millaiseksi opetussuunnitelma määrittyy osallistujien koulua, kuntaa ja opetustoimea koskevassa puheessa. Puheessa korostui yhteistyö. Opetussuunnitelmatyöllä voitiin ylläpitää ajantasaisen koulun ja opettajuuden ihannetta. Koulua koskevassa muutospuheessa korostui peruskoulun yhtenäisyys, joka liitettiin kouluasteiden yhteistyöhön ja opetussuunnitelmayhteistyöhön sekä kaikille oppilaille yhteiseen kouluun. Puhe korosti oppilaiden yksilöllisyyttä. Kuntaa ja opetustoimea koskevassa puheessa nousivat esille moniammatillisuus ja seutukunnallisuus. Paikallinen strateginen suunnittelu nousi esille molemmissa prosesseissa. Oulun esimerkki osoittaa, että opetussuunnitelmatyö voi toimia opetustoimen strategian toteuttamisen välineenä. Tämä kertoo hallintokulttuurin muutoksesta, joka on vahvistanut paikallista tulkintaa. Tutkimuksessa tarkastellaan myös osallistujien puhetta suhteessa edellisen vuosikymmenen koulutuspoliittisiin diskursseihin. Puheessa voi erottaa kansallisten ja paikallisten tavoitteiden lisäksi kansainvälisiä vaikutteita. Tämän tulkinnan kautta erottuvat opetussuunnitelmatyössä vaikuttavat toimijatahot, jotka tutkimuksessa nimetään asiantuntijuuden ja sivistyksen ääneksi, kehittyvän paikallishallinnon ääneksi sekä markkinatalouden ääneksi. Markkinatalouden ääni on kantava, sillä se vaikuttaa myös asiantuntijoiden asenteissa ja kehittyvässä paikallishallinnossa. Sen taustalla voi kuitenkin nähdä ristiriitaisia oletuksia yhteiskunnasta, yksilöstä ja johtamisesta. Näitä ristiriitoja voi lähestyä ajankohtaisen keskustelun vaihtoehtoina, jossa myös opetushenkilöstön tulisi olla entistä tietoisemmin mukana
Cardoso, José Carlos Martins. « Plano de Ação Articulada (PAR) : política sistêmica do PDE o município de Portel no Arquepélago de Marajó ». Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9751.
Texte intégralConselho Nacional de Desenvolvimento Científico e Tecnológico
This thesis analyzes the Joint Action Plan - PAR and its deployment in the action set in the Plan Hall, under the auspices of the size of educational management in the Municipality of Portel in the state of Pará in the period 2007-2010. It also consists in raising the possible interference of the Integrated Planning, Budget and Finance of the Ministry of Education - SIMEC - PAR module, the process of conducting the municipal education.The overall objective of the thesis is to analyze the systemic process of implementation of PAR as strategic management tool municipal educational systems for teaching and its result in the construction of public policy and management of the municipal education of a city, geographically isolated in space Amazon, and the worst results in IDEB - the city of Para Portel in Marajó archipelago.The research methodology is a case study, a qualitative, and is characterized by analytical and comprises a literature review, documentary research and field research on the City of Portel in Marajó Archipelago , providing direct contact with staff or local committees , followed by semi-structured interviews with staff setting-up of the PAR . From the first theoretical-practical inserts revealed a systemic articulated public policy, technical, operational and bureaucratic, with a demand for action beyond the capacity of the municipal entity from the point of view of educational administration
A presente tese analisa o Plano de Ações Articuladas - PAR e seu desdobramento no conjunto de ações previstas no Plano municipal, sob a égide da dimensão da gestão educacional no Município de Portel, no Estado do Pará no período de 2007 a 2010. Consiste também em levantar as possíveis interferências do Sistema Integrado Planejamento, Orçamento e Finanças do Ministério da Educação SIMEC- módulo PAR, no processo de condução da educação municipal. O objetivo geral da tese é analisar o processo sistêmico de implantação do PAR, como instrumento estratégico de gestão educacional dos sistemas municipais de ensino e seu resultado na construção de políticas públicas e de gerenciamento do sistema municipal de ensino de um município, geograficamente isolado no espaço amazônico, e com os piores resultados no IDEB o município paraense de Portel, no arquipélago de Marajó. A metodologia da pesquisa é um estudo de caso, de cunho qualitativo, e se caracteriza pela modalidade analítica, compreende a revisão bibliográfica, a pesquisa documental e a pesquisa de campo no Município de Portel, no Arquipélago de Marajó, proporcionando contato direto com a equipe ou comitês locais, acompanhada de entrevistas semiestruturadas com a equipe elaboradora do PAR. A partir das primeiras inserções teórico-práticas evidenciou-se uma política pública sistêmica articulada, técnico-operacional e burocrática, com uma demanda de ações além da capacidade do ente municipal sob o ponto de vista da gestão educacional
Fialho, Ana Raquel Cabaço. « Relatório da prática de ensino supervisionada em educação física : as aulas de educação física como fator de desenvolvimento das competências sociais e relacionais ». Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/27794.
Texte intégralNachev, Parashkev Choudomirov. « On the neural basis of voluntary action ». Thesis, Imperial College London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445162.
Texte intégralLewkowicz, Daniel. « Behavioral and cognitive basis of sequential actions : can human intentions be revealed trough movement kinematics ? » Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30038/document.
Texte intégralThe aim of my PhD thesis was to participate in the construction of a new humanoid robot that can sustain intuitive interactions with humans through observation and imitation. As such, I conducted a series of experimental studies in young adults to better characterize the kinematic properties of those arm movements performed during motor and social interactions, elements that are the reference patterns for the to-come robot. Focusing on non-verbal behavior, we tested how external and internal constraints (difficulty, predictability, timing) shaped the kinematics of both arm and hand movements in a very simple pick and place sequential action (study 1 and 2). The results revealed early modulations in kinematics in the reach-to-grasp phase depending of the size and the stability of the target pad on which the object had to be placed. These modulations observed within the first element of the sequence were in contradiction with the current optimized trajectory models used in robotics for action sequences. They suggest in fact a strong coupling of the motor parameters within an encapsulated planning strategy that back-propagates the contextual constraints on to the early elements of the motor sequence. To confirm these findings, a second serie of studies were conducted using kinematic and video based tasks to show that human motor intentions can be read through the detection of these early kinematic modulations (study 3). Using basic artificial classification, we tested whether low-revel motor indices could afford trial categorization without the need for higher-level process such as motor imagery. results indicated that indeed without cognitive abilities the neural network could categorize the intention of an observed action within the first 500ms, significantly above chance level (study 4). The third place of my PhD work turned to eye tracking. Here, we revealed that the proactive strategy of eye-fixations used during action observation were similar to those made during executed actions. Additionally, good categorization of motor intention was characterized by more accurate saccades and longer object fixations. Eye movements are known to play an important role in social intercations. Hence, in a final experiment (study 5), we setup a face-to-face competitive game to reveal the specific effects thet the social context may play on the kinematic properties of reaching during different types of interactive situations. In the PhD mansucript, I propose a general discussion that sets these results within the current cognitive and neuronal models of sensori-motor integration. When appropriate, future directions are suggested both for cognitive models of motor control and for the development of neuro-inspired articicial systems constitued with intuitive social interaction skills
El-Ajouz, Sam. « Molecular basis of antagonist action at the P2X1 receptor ». Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/10260.
Texte intégralWiddowson, Robert. « The molecular basis of chemokine action in human endometrium ». Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20699/.
Texte intégralBrown, Ian D. « Studies upon the physio-chemical basis of behaviour in Tetrahymena ». Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328550.
Texte intégralSu, Le. « The molecular basis of SS18-SSX action in synovial sarcoma ». Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50062.
Texte intégralMedicine, Faculty of
Graduate
Critchlow, Susan Elizabeth. « The molecular basis of quinolone drug action on DNA gyrase ». Thesis, University of Leicester, 1996. http://hdl.handle.net/2381/35198.
Texte intégralMoseley, R. L. Q. « Sensorimotor semantics : action-perception circuits as the basis of conceptual knowledge ». Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648350.
Texte intégralLau, Johnny King Lam. « The neural basis of object perception : dissociating action and semantic processing ». Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6811/.
Texte intégralMakanga, Michael Musakiriza. « The cellular and molecular basis of co-artemether (artemether-lumefantrine) action ». Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269599.
Texte intégralBergeron, Sarah Elizabeth. « Biochemical basis of human disease-causing actin mutations ». Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2822.
Texte intégralSilva, Maria das Dôres Florencio de Araujo. « Geografia escolar : relações de poder e ação interferências na formação e práticas docentes ». Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/5839.
Texte intégralCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work has as main objective to analyze the relations of power and actions, and their influence in the teaching practices and teacher of Geography, and therefore the implications on the educational role of teaching Geography. With training and practice teaching subject matter of the present research. From of the assumption that there are internal and external factors that influence the processes of training and development activities of teachers and students, makes it a genealogical approach aiming to arrest and understand the relationships interdependence in the core of each institution involved directly in the process of training or teaching-learning and between them. Therefore, this paper starts by a dialectical approach about the importance and interference of the institutions involved in the Brazilian educational process, family, state, school and university. Working concepts and some of its specificities, with the aid of a wide geographical literature, pedagogical, philosophical and sociological ,the research emerges and consolidates with the study and empirical analysis. Thus, in addition to literature, which focuses this field of research, we obtained data and information through official documents, interviews and questionnaires, with the participation of two teachers who exercise effective in basic education; three teachers trainers Degree in Geography; twenty-one undergraduates 8th period Course of Geography and forty students in the 9th grade of Elementary School . Informed by analysis of the content, the empirical work revealed that teachers and students of the two levels of education, basic and higher, are aware of the need for redefinition of training, study and practice. But at the same time, says the barriers experienced in education are from the educational system itself, but rather, the socioeconomic and political structure of the country. We hope that this work will motivate other educational subjects to deepen their studies and develop research that contributes to the proposals of experts, teachers and students are considered and not just heard and dismissed.
Esta dissertação tem como objetivo principal, analisar as relações de poderes e ações e, suas interferências na formação e práticas docentes de professores de Geografia, e, portanto, as implicações sobre a função educativa do ensino de Geografia. Sendo a formação e a prática docentes objetos de estudo da presente pesquisa. Partindo do pressuposto de que existem fatores internos e externos que influenciam os processos de formação e desenvolvimento das atividades docentes e discentes, realiza-se uma abordagem genealógica objetivando apreender e entender as relações de interdependência no bojo de cada instituição envolvida diretamente no processo de formação e ou ensino aprendizagem e entre as mesmas. Portanto, esse trabalho inicia-se por meio de uma abordagem dialética sobre a importância e interferências das instituições envolvidas no processo educacional brasileiro, família, Estado, escola, e Universidade. Trabalhando conceitos e algumas de suas especificidades, com o auxílio de uma ampla literatura geográfica, pedagógica, filosófica e sociológica a pesquisa desponta e consolida-se com o estudo e análise empírica. Assim, além da pesquisa bibliográfica, que focaliza esse campo de investigação, obtivemos dados e informações por meio de documentos oficiais, entrevistas e questionários, com a participação de dois professores que exercem efetivo exercício no Ensino Básico; três professores formadores do Curso de Licenciatura em Geografia; vinte e um licenciados do 8º período do Curso de Geografia e com quarenta alunos da 9º Ano do Ensino Fundamental. Orientado pela análise desse conteúdo, o trabalho empírico revelou que professores e alunos dos dois níveis de ensino, básico e superior, são conscientes das necessidades de ressignificação da formação, do estudo e da prática. Mas ao mesmo tempo, afirma que os entraves vividos na educação são provenientes do próprio sistema educacional, mas, sobretudo, da estrutura socioeconômica e política do país. Esperamos que esse trabalho venha a motivar outros sujeitos educacionais a aprofundarem seus estudos e desenvolvam pesquisas que contribuam para que as proposições de especialistas, docentes e discentes sejam consideradas e, não simplesmente ouvidas e descartadas.
Soukka, Niklas. « Kan värdegrundsarbetet kommuniceras likvärdigt med kunskapskraven ? : En vetenskaplig essä om sökandet efter en pedagogisk blick på utbildning som värdesätter människor som komplexa varelser och inte bara vissa mätbara delar av oss ». Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-39915.
Texte intégralI min essä kommer jag utforska hur jag som grundlärare inom fritidshem kan försöka kommunicera värdegrunden vi ska förmedla likställt med det centrala innehållet. Det är i mätbarhetens tecken som skolan nu befinner sig, och det mätbara synsätt vi applicerar på eleverna har de även börjat tillämpa på sig själva och sina medmänniskor. De lägger sitt egenvärde utanför sig själva, på resultat och andra mätbara saker. Jag vill kunna jobba för att eleverna ska tillskriva sig själva ett egenvärde och en god självkänsla oavsett studieresultat eller annat mätbart. De lever och andas, det borde räcka för att bekräfta deras existens och värde som medmänniskor. De frågor som ligger till grund för denna uppsats uppstod genom att jag ansåg att vi saknar en dimension i diskussioner om skolan som kan lyfta fram hur vi som lärare jobbar med motivation eller självkänsla. Att försöka få eleverna att ge sig på nya saker de ännu inte kan och ha tillit till det egna och det gemensamma livet är trots allt kanske det viktigaste vi kan arbeta med. Jag har utgått från två dilemman där eleverna i deras vardagssituationer i skolan uttrycker sin förtvivlan och frustration över att inte riktigt känna att de duger som de är. Jag kommer sedan genom mina frågeställningar försöka undersöka om det finns något sätt att bättre rusta dem inför livet och dess utmaningar. Jag utgår från ett hermeneutiskt perspektiv för att poängtera vikten av självreflektion som en viktig del i att kunna möta och bemöta mig själv som subjekt och objekt samtidigt. Jag har valt att ta hjälp av Gert Biestas tankar om vilka funktioner som är i spel då vi pratar om utbildning. Han vill att vi ska fokusera på vad dessa funktioner gör för oss för att på så sätt kunna diskutera vad som är önskvärt och inte genom att enkom titta på ”vad som fungerar” och vad som kan mätas. Tillsammans med Biesta hjälper mig Hannah Arendts tankar om det aktiva livet mig i sökandet efter en pedagogisk blick på utbildning som värdesätter människor som komplexa varelser och inte bara vissa mätbara delar av oss.
Sithole, Pinimidzai. « A Comparative Study of Rural Water Governance in the Limpopo Basin ». Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1684_1319187072.
Texte intégralBrady, Adena Michelle. « The Evolutionary and Cognitive Basis of the Perception and Production of Dance ». Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10562.
Texte intégralPsychology
Rozenblum, Tomas Guido. « Regulation of the actin binding activity of basic calponin and its implication in cytokinesis ». Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505447.
Texte intégralOnyegbule, Nkele. « Composite low temperate hydrogen storage material on the basis of iron-titanium alloy ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6344_1242888003.
Texte intégralIt is widely believed that hydrogen will, within a few years, become the means of storing and transporting energy. The reason is the depletion of hydrocarbons and the relatively facile production of hydrogen from various renewable sources of energy. Hydrogen can be combusted in an efficient way in a fuel cell with water as emission product. The overall goal of the project was to deevlop the knowledge base for solid-state hydrogen storage technology suitable for stationary and mobile applications. The aim of this research was to develop a novel composite hydrogen storage material with high wt% storage capacity, high intrinsic safety, appropriate thermodynamics, high mechanical strength, reversibility of the system and fast kinetics based on a well known "
low temperature"
intermetallic alloy (Ti/Fe) as the core.
Fadipe, Oluwaseun Adejuwon. « Facies, Depositional Environments and Reservoir Properties of the Albian Age Gas Bearing Sandstone of the Ibhubesi Oil Field, Orange Basin, South Africa ». Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3304_1285541101.
Texte intégralThe Orange Basin was formed during the late Jurassic to early Cretaceous periods due to Gondwana breakup and rifting and later drifting apart of the African and South American plates. The basin consists of siliciclastic sandstone which took its sediment supply from river system with a rivalling delta to the north of the basin. Geological and petrophysical studies were carried out to evaluate the reservoir potential of the wells in the study area. This study considered five wells (A-G1, A-W1, A-K1, A-K2 and A-Y1) in the Orange Basin with attention to the Albian age sandstone. Only three of the studied wells (A-G1, A-W1 and A-K1) have core samples for analysis. The methods used for the execution of this study include the description and calibration of spot cores with conventional standard logging record responses, wireline log interpretation using sequence stratigraphy approach, detailed petrographic (SEM, HR-TEM, XRD and thin section) and geochemical (pore water geochemistry, FTIR and XRF) analyses, and petrophysical analysis to unravel the complexities with regard to facies association, depositional environment and diagenesis. Linking diagenesis to depositional facies and sequence stratigraphy has given a clearer picture to the spatial and temporal distribution of diagenetic alterations and thus of evolution of reservoir quality in the studied wells. Three depositional lithofacies were identified based on a detailed core description [fine grained sandstone (F1), very fine grained sandstone (F2) and mudstone (F3)]. Fluvio-deltaic and shallow marine environments were also interpreted from the core description based on the sedimentary structures and mineral assemblage while the log interpretation shows that the different reservoir units range between LST, TST and HST but mostly of LST. Mineralogical predictions were made possible in the wells without core samples (A-K2 and A-Y1) through the use of density-neutron cross plot, these reveal that the two wells contain some considerable amount of clay minerals like kaolinite, chlorite and illite.
Yasumasu, Shigeki. « Gene structure of the hatching enzymes of the medaka and molecular basis for their action ». Laboratory of Freshwater Fish Stocks BioScience Center Nagoya University, 1993. http://hdl.handle.net/2237/13779.
Texte intégralPlant, Andrea. « Investigation of the molecular basis for oestrogen's stimulatory action on bone formation in female mice ». Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368081.
Texte intégralSimataa, Faith Auguste. « From water resources management to integrated water resources management : an analysis of the establishment of new water management organisations in Namibia ». Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9897_1308566898.
Texte intégralThe questions posed in this study address the different processes that were involved in the decision-making and establishment of the water management organisations, the extent of public participation, as well as features of evident governance in implementing the policies. A critical analysis of the role of stakeholders and the various influences they may have in water management will also be examined. The methodology follows a historical study approach. A thorough document review will be done of the policies and related materials around BMCs, where events will be constructed from the findings. Interviews will be conducted for verification purposes, to verify the desktop findings and to assimilate any conflicts of opinion that might have not been documented.
Olajide, Oluseyi. « The petrophysical analysis and evaluation of hydrocarbon potential of sandstone units in the Bredasdorp Central Basin ». Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9559_1181561577.
Texte intégralThis research was aimed at employing the broad use of petrophysical analysis and reservoir modelling techniques to explore the petroleum resources in the sandstone units of deep marine play in the Bredasdorp Basin.
Van, Bloemenstein Chantell Berenice. « Petrographic characterization of sandstones in borehole E-BA1, Block 9, Bredasdorp Basin, Off-Shore South Africa ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5957_1189147269.
Texte intégralThe reservoir quality (RQ) of well E-BA1 was characterized using thin sections and core samples in a petrographic study. Well E-BA1 is situated in the Bredasdorp Basin, which forms part of the Outeniqua Basin situated in the Southern Afircan offshore region. Rifting as a result of the break up of Gondwanaland formed the Outeniqua Basin. The Bredasorp Basin is characterized by half-graben structures comprised of Upper Jurassic, Lower Cretaceous and Cenozoic rift to drift strata. The current research within the thesis has indicated that well E-BA1 is one of moderate to good quality having a gas-condensate component.
Hart, M. J. Alexandra. « Action in Chronic Fatigue Syndrome : an Enactive Psycho-phenomenological and Semiotic Analysis of Thirty New Zealand Women's Experiences of Suffering and Recovery ». Thesis, University of Canterbury. Social and Political Sciences, 2010. http://hdl.handle.net/10092/5294.
Texte intégralKim, Daeha. « Agricultural Water Management in the Sevier River Basin, Utah : A Multidisciplinary Approach ». DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4362.
Texte intégral