Dissertations / Theses on the topic 'Active Class'
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Barnabé-Lortie, Vincent. "Active Learning for One-class Classification." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33001.
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Active learning is a common solution for reducing labeling costs and maximizing the impact of human labeling efforts in binary and multi-class classification settings. However, when we are faced with extreme levels of class imbalance, a situation in which it is not safe to assume that we have a representative sample of the minority class, it has been shown effective to replace the binary classifiers with a one-class classifiers. In such a setting, traditional active learning methods, and many previously proposed in the literature for one-class classifiers, prove to be inappropriate, as they rely on assumptions about the data that no longer stand.
In this thesis, we propose a novel approach to active learning designed for one-class classification. The proposed method does not rely on many of the inappropriate assumptions of its predecessors and leads to more robust classification performance. The gist of this method consists of labeling, in priority, the instances considered to fit the learned class the least by previous iterations of a one-class classification model.
Throughout the thesis, we provide evidence for the merits of our method, then deepen our understanding of these merits by exploring the properties of the method that allow it to outperform the alternatives.
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Scott, Gillian. "The working class women's most active and democratic movement." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236239.
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Lloyd, Ben David, University of Western Sydney, and Faculty of Science and Technology. "Jets in Fanaroff-Riley class I radio galaxies." THESIS_FST_XXX_Lloyd_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/258.
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Presented here are observations, analysis and interpretation of five Fanaroff-Riley class I radio galaxies. Total intensity and polarised emission was observed in each source at 6 and 3 cm at angular resolutions of 16 to 2 arc seconds. These sources have a flux density greater than 1 Jy at 843 MHz, are 10-30 arc minutes in total angular extent, have redshifts between 0.011 and 0.035, are south of declination –43 degrees and have bright prominent jet structure. Images of the distribution of total intensity, polarised intensity and magnetic field configuration are presented and analysed. Physical properties in the jets and lobe are estimated using a number of different techniques. The observations have revealed a wide variety of structures, which imply many types of physical processes occurring in these sources, and different types of environments the jets travel through. The surface brightness distribution of some FR I radio galaxies with some characteristics of FR II galaxies are found to be consistent with the jets traveling through flat pressure gradients possibly caused by the presence of a cocoon surrounding the source. Analytical model imply jets with Mach numbers of 1-5, and jet velocities of approximately 1,000-20,000 km s-1 along most of the jets but mildly relativistic velocities 0.1-0.5c are indicated by Doppler boosting models at the base of most of the jetsDoctor of Philosophy (PhD)
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Dudolevitch, Robert Francis. "A cost comparison between active and naval reserve force FFG-7 class ships." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA272492.
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Thesis (M.S. in Management) Naval Postgraduate School, June 1993.Thesis advisor(s): David R. Henderson ; Richard D. Milligan. "June 1993." Includes bibliographical references. Also available online.
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Farleigh, Laura Elizabeth. "Development of a new class of antivirals active against pox and measles viruses." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/63804/.
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In this PhD project we show for the first time that novel dideoxy bicyclic pyrimidine nucleoside analogues (ddBCNAs) with L-chirality represent promising antiviral candidates for use against pox and measles viruses. We suggest a mechanism of action based on a cellular target. Our lead compound (Cf2642, with side chain C9H18–O–C5H11) is active against vaccinia virus (a surrogate poxvirus for smallpox) and measles virus, with IC50 concentrations of 0.19 and 7.5 µM, respectively. This is a 60-fold enhancement over cidofovir (viral DNA polymerase inhibitor; IC50 of 11.5 µM against VACV). A structure activity relationship was established, which was similar for both viruses, indicating a common and specific mechanism of action. Cf2642 does not inhibit HSV-1/2, influenza, adeno or yellow fever viruses. The mechanism of action for the ddBCNAs has been investigated and, though not defined, has been narrowed down. Based on our observations of drug activity in cell lines derived from various sources, we have suggested a cellular target for the ddBCNAs, most likely cellular membrane compartments or the proteins located therein. Though inhibition of vaccinia is observed within two hours of infection, we have shown that the ddBCNAs are unlikely to be entry inhibitors. Acidification of the extracellular medium was observed but, whilst it may be linked to the mechanism of action, this is not the cause of the antiviral effects. With a possible cellular target, toxicity was carefully evaluated. We have not observed significant cytotoxicity in any of our cell models. Antivirals active against cellular targets are less subject to viral resistance, which may develop rapidly with virus-targeting drugs. This could be critical since, there are currently no effective measles antiviral drugs available on the market, and resistance to measles RNA polymerase inhibitors and the potential antipoxviral drug cidofovir has already been described.
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Tavasli, Mustafa. "Synthesis of a new class of homochiral amines and novel bio-active tropanes." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4552/.
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This thesis describes two main programmes: the synthesis of a new class of homochiral amines and the synthesis of ketone analogues of 3a-esterified tropane alkaloids. In chapter one, a scaled-up synthesis of (5)-a-(diphenylmethyl)pyrrolidine 1 is described. The key hydrogenation step of the oxazolidinone intermediate 2 was extended to the synthesis of the other chiral amines 70, 73, 76, 79 and 82. Hydrogenation of the oxazolidinones proceeded in good yields (71 - 87 %) and was not susceptible to racemisation. Thus, a convenient route from amino acid ester hydrochlorides (S)-valine 65, (S)-phenylalanine 66, (S)-alanine 67, (S)-isoleucine 68 and (S)-leucine 69 allowed a range of novel chiral amines to be prepared. In chapters two and three, a new route to ketone analogues of tropane esters is described. In chapter two, results of an attempt to prepare ketone 110 are outlined. Ketone 110 is an analogue of the tropane alkaloid littorine 101, where the bridging ester O atom is replaced by a CH2 group. The first approach to ketone 110 involved the Wittig reaction of acetylmethylenephosphorane 118 and the Homer-Wadsworth- Emmons reaction of diethylbenzoylmethanephosphonate 122 with tropinone 116. Tropinone 116 was found to be particularly unreactive in both cases. The second approach to ketone 110 involved the coupling reactions of both N-troc-3a- tosyloxymethyltropane 170 and N-troc-3 a-iodomethyltropane 185 with 2-phenylacetyl- 1,3-dithiane 147 and 1,3-ditihiane 142. These were also unreactive and as a result the synthesis of ketone 110 remains unresolved. In chapter three, the synthesis of other ketone analogues of naturally occurring 3 a- esterified tropane alkaloids is described. A six-step route to the ketones was devised and in this route the Grignard reactions of tropan-3 -ylacetaldehyde 227 emerged as the key to the success of the strategy. Three ketone analogues 218, 219 and 220 of tropate esters were successfully prepared. Ketone 220, the analogue of apoatropine 201, was found to be a muscarinic acetylcholine receptor antagonist (EC(_50) 1.9x10(^-7) M) in guinea-pigileum, showing a 500-fold less activity than atropine 202. However the activity is still within the clinical range.
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Imaeda, Yasuhiro. "Studies on Sulfonylalkylamides as a New Class of Orally Active Factor Xa Inhibitors." Kyoto University, 2009. http://hdl.handle.net/2433/124028.
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Englhardt, Adrian [Verfasser], and K. [Akademischer Betreuer] Böhm. "Cost-Quality Trade-Offs in One-Class Active Learning / Adrian Englhardt ; Betreuer: K. Böhm." Karlsruhe : KIT-Bibliothek, 2021. http://d-nb.info/1239180578/34.
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Saluke, Jessica Mary. "The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531220368893987.
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Huwiler, Simona G. [Verfasser], and Matthias [Akademischer Betreuer] Boll. "Structure and function of the tungsten-containing active site of class II benzoyl-CoA reductases." Freiburg : Universität, 2015. http://d-nb.info/1140735284/34.
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Liu, Lei. "Investigation of aperture coupled microstrip antenna to obtain a high efficient active integrated antenna by using Class F and Inverse Class F power amplifiers." Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/21425/.
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In wireless communications and radar systems, there are requirements for high efficiency, small size, low cost, and wide bandwidth of transmitter front –end usage for commercial and also military applications. Active integrated antenna (AIA) could satisfy almost all the requirements. The overall objective of the proposed research is to model, optimise, and design a compact and high efficient AIA using an aperture coupled microstrip antenna (ACMA) by integrating with a power amplifier (PA). Research on ACMA has been focused on the transmissions line (TL) model (TLM) and full wave electromagnetic (EM) model analysis. The full wave investigation is rigorous and elegant but because the dimension of the physical model and the value of the circuit elements are interdependent, the design of the antenna is still difficult. TLM analysis has lower accuracy but easier to analysis and optimise than full wave EM model analysis. To increase the accuracy, the challenge is the coupling ratios between feed/slot, and slot/patch where no unique solution at the moment exists. In this thesis, a novel and simplified method has been produced to investigate these ratios using Scattering (S) parameters. A dual frequency ACMA has been designed to verify these results. Research on the class F and inverse class F PAs is carried out by a novel and simplified load/pull method. A new design method of harmonic load matching network has been presented using lump elements and TLs. Both linear and nonlinear modelling has been investigated. High power added efficiency (PAE) and high gain which are up to 60% and 12dB have been obtained. Finally AIAs have been produced based on previous investigation on class F, inverse class F PAs and a broadband circular polarized ACMA design with 350 MHz bandwidth and 8.5 dB gain at 2 GHz.
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Robison, Diane F. "Active learning in a large enrollment introductory biology class : problem solving, formative feedback, and teaching as learning /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1338.pdf.
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Schramm, Carrie Diane. "How does students' participation in the in-class peer tutoring program relate to their self-efficacy beliefs in mechanics of materials?" Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Fall2009/c_schramm_111809.pdf.
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Thesis (M.S. in environmental engineering)--Washington State University, December 2009.Title from PDF title page (viewed on Jan. 15, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 32-34).
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Zghibeh, Chaza. "The active site and mechanism of the class II fructose-1,6-bisphosphate aldolase of Escherichia coli." Thesis, University of Leeds, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397438.
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Carroll, Carla June. "A Feasibility Study of Photometric Reverberation Mapping with Meter-Class Telescopes." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5469.
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For the past several decades, mass estimates for supermassive black holes hosted by active galactic nuclei (AGN) have been made with the reverberation mapping (RM) technique. This methodology has produced consistent results and has been used to establish several relations that link the characteristics of the host galaxy to the mass of the central black hole. Despite this success, there are less than 50 AGN with black hole masses derived from RM. This low number is generally attributed to the difficulties in coordinating large blocks of telescope time for making simultaneous photometric and spectroscopic observations. Spectroscopic observations also generally require several months of nightly observations with moderate to large size telescopes as the signal-to-noise ratio is too low for smaller telescopes. We have made photometric observations of NGC 5548 in four filters (a custom-made Hα10 filter, the Strömgren y filter, the Johnson/Cousins V filter and the Johnson/Cousins R filter) in order to evaluate a photometric methodology for determining the lag time between the variations observed in the continuum and the Hα emission from the broad-line region (BLR) gas. This time delay represents the mean light travel time to the BLR and is therefore a measurement of the mean BLR radius. Multiple JAVELIN analyses of the three continuum light curves (y, V, and R), relative to the light curve from the Hα10 filter yields a value for τ = 3.3 ± 0.1 days. Adopting a value of f = 5.5, along with a single-epoch spectroscopic measurement from Park et of Δv = 4354±25 km/s, enables us to estimate a black hole mass of M_BH = 67.2±2.2x10^6 M_sun.
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Zhou, Dawei. "Development of active integrated antennas and optimization for harmonic suppression antennas : simulation and measurement of active antennas for amplifiers and oscillators and numerical solution on design and optimization of active patch antennas for harmonic suppression with adaptive meshing using genetic algorithms." Thesis, University of Bradford, 2007. http://hdl.handle.net/10454/4763.
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The objectives of this research work are to investigate, design and implement active integrated antennas comprising active devices connected directly to the patch radiators, for various applications in high efficiency RF front-ends, integrated oscillator antennas, design and optimization of harmonic suppression antennas using a genetic algorithm (GA). A computer-aided design approach to obtain a class F operation to optimizing the optimal fundamental load impedance and designing the input matching circuits for an active integrated antenna of the transmitting type is proposed and a case study of a design for 1.6 GHz is used to confirm the design principle. A study of active integrated oscillator antennas with a series feed back using a pseudomorphic high electronmobility transistor (PHEMT) confirms the design procedure in simulation and measurement for the oscillator circuit connected directly to the active antenna. Subsequently, another design of active oscillator antenna using bipolar junction transistor (BJT) improves the phase noise of the oscillation and in addition to achieve amplitude shift keying (ASK) and amplitude modulation (AM) modulation using the proposed design circuit. Moreover, the possibility of using a sensor patch technique to find the power accepted by the antenna at harmonic frequencies is studied. A novel numerical solution, for designing and optimizing active patch antennas for harmonic suppression using GA in collaboration with numerical electromagnetic computation (NEC), is presented. A new FORTRAN program is developed and used for adaptively meshing any planar antenna structure in terms of wire grid surface structures. The program is subsequently implemented in harmonic suppression antenna design and optimization using GA. The simulation and measurement results for several surface structures show a good agreement.
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Robison, Diane Flint. "Active Learning in a Large Enrollment Introductory Biology Class: Problem Solving, Formative Feedback, and Teaching as Learning." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/468.
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The purpose of this study was to take a case study approach to exploring student learning experiences in a large enrollment introductory biology class. Traditionally such classes are taught through the lecture method with limited instructor-student interaction and minimal student-centered learning (Lewis & Woodward, 1984; Wulff, Nyquist, & Abbott, 1987). Biology 120 taught at Brigham Young University winter semester 2006 by John Bell was chosen as the case for the study due to its large enrollment (263) and its innovative pedagogy. In the classroom, students applied their learning through a variety of student-centered activities including solving problems, discussing concepts with peers, drawing diagrams, and voting. Outside of the classroom students were assigned, in addition to reading from the textbook and homework problems, to teach each week's concepts to another student. Formative feedback was emphasized in classroom activities and through a unique assessment system. Students took self-graded weekly assessments designed to provide regular and timely feedback on their performance. The only traditionally-graded assessment was the final exam. Students were expected to understand, apply, and think analytically with their knowledge and this was reflected in the assessment items. Student learning, as measured by a pretest and a posttest, increased from an average of 44% correct to 77% correct on a set of 22 items common to both tests. Responses to pre and post-surveys indicated that students increased in their orientation towards understanding as apposed to grades during the course. Qualitative data suggested that during the course many students deepened their learning approach and increased in feelings of personal control over their learning.
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Dhal, Gagan Kumar. "Middle class retirement in India : a qualitative study of active ageing, health, family relationships and quality of life." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/841433/.
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This study explored the lived experience of middle class retirees in India through 40 qualitative semi-structured interviews. Interviews were conducted with 20 male and 20 female middle class retirees covering 30 married, 4 widowed, 1 divorcee and 5 never-married retirees aged between 58 to 75, who had been retired from formal sector employment (e.g. managers, bankers, professors, doctors, engineers, administrators) for at least a year. The interviews were analyzed thematically using a Grounded Theory approach. The main findings of this study suggest that middle class retirees in India searched for an alternative structure to frame their time in retirement to gain an identity after loss of their work-related identity. A strong sense of ‘retirement pride’ influenced their retirement adaptation, which was the aggregate effect of their life’s accomplishments, a successful family life, possession of good health and financial freedom. They enjoyed freedom, but paradoxically longed for a routine in retirement. This thesis argues that routine in retirement was conceived as under the control of the retirees. They enjoyed freedom by structuring their time creatively through meaningful activities, in particularly part-time work, volunteering and leisure activities besides active engagement with family. Both male and female retirees valued the importance of health for Active Ageing with the twin objectives of maintaining good health and not becoming a burden on their family. They actively pursued diverse social relationships with family and friends to remain in control for physical and emotional health. Both male and female retirees maintained an active lifestyle and found satisfaction through the process of Active and Productive Ageing. An important gender difference in middle class retirement was that women showed greater ability to engage in multiple activities by successfully combining their family role with leisure activities, volunteering, part-time work and care-giving. The findings from this study strongly suggest that for middle class retirees in India, a Third Age can be recognised on the basis of a positive attitude, resilience, acceptance, retirement pride, freedom, mental and physical health, companionate marriage (for those who are married), rewarding social relationships, and participation in meaningful activities with a desire to pursue a goal and Active Ageing.
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Mojica, Maria Fernanda. "ACTIVE SITE LOOPS AND SUBSTRATE PROFILE IN CLASS B METALLO-ß-LACTAMASES: FROM MECHANISTIC STUDIES TO THERAPY DEVELOPMENT." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491494952545327.
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Roe, Kathryn R. "Enhancing student learning through small group and class discussions following inquiry-based laboratory experiments." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Bush, Jessica Marie. "The Relationship between Active and Passive Music Activities and Students’ On-task Behaviors in Fifth-Grade General Music Class." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493422893222217.
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Hellström, Måns. "Class Struggle or Capitalist interests? : The Driving Forces of Active Labor Market Policy and the Expansion of the Welfare State." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-274627.
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The purpose of this paper is to examine the causes of welfare state expansion, specifically the causes of welfare state expenditure of active labor market policy (ALMP). ALMP aims at reducing unemployment and increasing participation in the labor market. The field of political economy has long asked the question of why certain welfare states are characterized by generous social policy, while others are not. Several theories have been presented over the years, each providing new perspectives. The two theories that could be considered to be the most prominent are the Power Resource Theory, which centers on the importance of power resources of major classes, and the Varieties of Capitalism, which is more focused on the different needs of capitalists.The specific interest of this paper is the varying orientations of ALMP. It is argued that ALMP should not be understood as a homogenous concept, but instead as a category of policy which consists of a range of tools from which a government can choose. Analyzing the expenditure of these tools separately is thus of great importance for the development of a deeper understanding of the welfare state.Using regression analysis, I analyze which of the theories mentioned above is most strongly correlated to increased expenditure of ALMP. I use a total expenditure of ALMP, as is customary within the field, but I also include two other measures for specific tools of ALMP; incentive reinforcement programs and training programs.The results indicate that when looking at the total expenditure of ALMP the VoC approach appears to better explain the cause of welfare state expenditure. However, when including the measures for the specific tools of ALMP, the classic notion of VoC is confirmed only regarding incentive reinforcement programs, and contradicted regarding training programs. Moreover, the classic notion of PRT is confirmed regarding the expenditure of training programs, albeit with quite limited evidence. Also, the classic notion within PRT finds little support in the analysis of total expenditure of ALMP and the expenditure of incentive reinforcement programs. Only making a distinction between large and small welfare states is thus argued to be a simplification. Welfare states with similar levels of social expenditure might in fact differ significantly regarding actual policy preference.It is concluded that the continued disaggregation of ALMP is necessary in order to further the research field. Acknowledging the highly heterogeneous nature of ALMP is essential when understanding its expenditure.
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Taneja, Anju. "Argumentation in Science Class| Its Planning, Practice, and Effect on Student Motivation." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133198.
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Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura’s construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students’ engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation—active learning strategy—significantly increased. Quantitative findings also indicate that teachers’ use of multiple methods in teaching science can affect various constructs of students’ motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.
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Marchand, Nicolas. "Suivi de la température de surface du sol en zones de pergélisol Arctique par l'utilisation de données de télédétection satellite assimilées dans le schéma de surface du modèle climatique canadien (CLASS)." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAU018/document.
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Plusieurs études récentes ont montré que le réchauffement climatique des régions nordiques, deux fois plus important dans les hautes latitudes nord qu’ailleurs dans le monde, augmentait l’épaisseur de la couche active de surface en zones de pergélisol (couche superficielle du sol qui dégèle durant la période estivale). Cette modification de surface pourrait avoir un impact environnemental très important sur la libération du carbone du sol, l’hydrologie, les écosystèmes, ainsi que sur le pergélisol. Cette évolution commence déjà à avoir des répercutions socio-économiques importantes sur les infrastructures des communautés du Nord. Le but du projet est d’exploiter une nouvelle base de données satellites micro-onde, que nous venons de développer, pour l’analyse des températures de surface et de l’évolution du pergélisol (permafrost) au Canada-Alaska sur les 30 dernières années. Un des objectifs spécifiques du projet est de mettre au point une méthode de caractérisation des changements de la couche active de surface en zones de pergélisol par l’assimilation des observations spatiales dans un modèle de flux de chaleur dans le sol. L’évolution de l’étendue des zones de pergélisol dérivée sera analysée en fonction de la couverture du sol et de la dynamique du couvert nival, deux paramètres aussi dérivés par satellite. Possibilité de validation des modèles par mesures au sol avec nos radiomètres micro-ondes. Ce projet combine ainsi développement théorique, modélisation et traitement d’images numériques sur différents domaines scientifiques (physique de la mesure en télédétection, géophysique de l’environnement, écosystèmes, science des sols)Recent studies showed that global warming in arctic areas, as twice as important in northern high latitudes than in the rest of the world, growed the thickness of the surface active layer in permafrost areas (superficial layer of the soil that thaws during summer period). This surface modification could have a major environmental impact on soil carbon release, hydrology, ecosystems, and permafrost. It already starts to have socio-economical impacts on north community infrastructures. The project's goal is to use a new microwave satellite database that has just been developed for the analysis of surface temperatures and changes in permafrost in Canada, Alaska over the past 30 years. One of the specific goals of the project is to develop a method to characterize changes in the surface active layer in permafrost areas by the assimilation of space observations in a heat flow model in the soil. The evolution of the extension of permafrost areas derived will be analyzed according to the coverage of soil and the dynamics of snow cover, two parameters also derived by satellite. Possibility of model validation by ground measurements with a microwaves radiometers. This project combines theoretical development, modeling and image processing on different scientific fields (physics of remote sensing measurement, Geophysics of the Environment, ecosystems, soil science)
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Garnham-Lee, Katy P. "Predicting physical activity behaviour across early adolescence." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/35275.
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Physical activity (PA) has been labelled the miracle drug (Pimlott, 2010) and participating in regular PA has ample physical and mental wellbeing benefits. However, physical inactivity remains a critical public health concern, particularly across adolescence. In England the proportion of adolescents aged 13-15 years meeting the recommended guidelines for PA decreased significantly from those at a younger age (Health and Social Care Information Centre, 2009; 2012; 2015). The adolescent years (13 18 years) have been identified as the age of greatest decline in PA, although it is possible that large declines can also be seen at younger ages (Sallis, 2000). Among girls the decline in PA is greater at younger ages (9 12 years old) and among boys it is greater at older ages (13 16 years old) (Dumith, Gigante, Domingues, & Kohl, 2011). Thus, examining behaviour of early adolescents (aged 11-13 years) is a primary focus of this thesis. Researchers have called for a more comprehensive grasp of PA correlates and determinants and their impact on behaviour (Biddle & Mutrie, 2001, 2008). This broader picture needs to incorporate longitudinal study designs to accurately portray developmental changes (Evenson & Mota, 2011). This thesis aims to work towards a better understanding of associations among variables across aspects of the ecological model in relation to PA behaviour during early adolescence. Early adolescents within their first year of secondary school (year 7, aged 11 12 years) were recruited through schools across the East Midlands, United Kingdom (UK). These participants completed various measures across an 18 month period to compile all data required for the thesis. The thesis begins with a focus on active transport as a means of commuting to school which can significantly contribute to overall PA levels (Aibar, Bois, Generelo, Bengoechea, & Paillard, 2015; Slingerland, Borghouts, & Hesselink, 2012). The distance from home to school is an important influence on the decision to use active transport; however, ecological perspectives would suggest this variable may interact with individual, interpersonal and environmental factors. Therefore, the first study of this thesis investigates whether the relationship between distance to school and active transport is moderated by (i) gender, (ii) biological maturation, (iii) perceived family support for PA and (iv) multiple deprivation. Cross-sectional results from the baseline data collected demonstrated that the relationship between distance to school and the likelihood to actively travel to school is moderated by biological maturation, multiple deprivation and family support of PA in adolescents. Further analysis revealed that late-maturing children, those from less socio-economically deprived backgrounds and children with low family support of PA are less likely to actively commute to school as distance to school increases. Due to the interaction between these variables described above, the second study focused on the variables collectively using a person-oriented approach, which aimed to classify distinct profiles of early adolescents based on correlates of PA. The outcome variables were also broadened to include active transport and overall PA across two time points. Findings from this second study illustrate that the highly supported, shortest commuters produced the highest levels of self-reported PA and that affluent, short commuters were the most likely to use active transport to travel to school. The affluent, short commuters lived a relatively short distance to school in areas of the lowest deprivation and had relative moderate family support of PA. The highly supported, shortest commuters were characterised by the highest family support of PA and lived the shortest distance to school in areas of low deprivation. Study 1 evidenced an association between biological maturation and PA behaviour; however, study 2 displayed that biological maturation did not meaningfully contribute to the class characteristics, and were not a predictor of PA. Previous evidence as to whether early, average or late maturing adolescents are more likely to disengage from PA is mixed and tends to focus on one gender only (Sherar, Cumming, Eisenmann, Baxter-Jones, & Malina 2010; Bacil, Mazzardo, Rech, Legnani, & Campos, 2015). Thus for the third study a more focused inspection of biological maturity was undertaken. Biological maturity status was investigated as a predictor of PA behaviour at two subsequent time points (6 9 months after baseline and 12 18 months after baseline) and whether there was variation across genders. Findings displayed that biological maturity status does not predict subsequent PA, with no distinction across genders. To conclude, the final study examined additional forms of PA behaviour. For children to develop and maintain healthy PA behaviours, their PA during the school day, particularly during physical education (P.E) classes is important (Owen, Smith, Lubans, Ng, & Lonsdale, 2014). Self-reported PA was divided into school-time PA (during P.E. lessons, break and lunchtimes) and leisure-time PA (after school, during evenings and weekends). The final study fully utilised the longitudinal data collected and utilised longitudinal growth modelling to describe the changes in PA behaviour across 12-18 months during early adolescence. Results displayed that school-time PA and leisure-time PA are distinct. Males; those from less deprived backgrounds and individuals with higher family support of PA all separately reported more school-time PA than their counterparts (females, those from higher deprived backgrounds and individuals with lower family support of PA) at baseline. Males and those with higher family support of PA also reported more leisure-time PA than their respective counterparts at baseline. On average, both genders decreased in school-time PA across 18 months yet for leisure-time PA, on average, there was no change over time and no significant difference in the rate of change between genders. There were no observed significant differences in the rate of change between multiple deprivation status and biological maturation across the 18 months for both behaviours. For family support, on average school-time PA decreased over time and results showed significant difference in the rate of change between individuals with lower or higher levels of family support of PA across the 18 months. On average, there was no change over time for leisure-time PA yet there was a significant difference in the rate of change between individuals and their family support of PA across 18 months. Further analysis demonstrated if an individual s family support increases, so does their leisure-time PA and vice versa. These overall key findings demonstrate the complexity of PA behaviour throughout early adolescence. This thesis works towards predicting individuals, correlates and determinants that may be susceptible to physical inactivity and/or a decrease in activity over time. Results can be used to target and direct PA intervention work.
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Kelly, Lisa. "THE POLITICS OF TEA AND THEATRE: HOW WOMEN’S SUFFRAGE GROUPS USED TEA AND THEATRE TO INFLUENCE WORKING AND MIDDLE CLASS WOMEN TO BECOME POLITICALLY ACTIVE." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1785.
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In the late nineteenth and early twentieth centuries the members of the woman’s suffrage movement in the United States and Britain looked to soften their hard masculine image given to them by the press and to increase participation in the cause. They found that by including theatrical performances and benefits at meetings, and hosting tea socials afterwards, they could motivate many women to join without alienating or threatening men. This study looks at how tea socials and theatrical performances were used subversively to recruit new members, to debate ideas, and to disseminate information about the cause. Playwrights wrote plays that examined the questions and issues surrounding this movement, and upstart, female-operated theatre groups and social clubs presented these plays to the public, allowing the debate to reach a wider audience. Actresses themselves joined clubs to increase their presence in society, to help out other actresses, and to find political agency.
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Khan, Neelam K. "Effects of Response Cards and the Number of Teacher-Directed Questions on Classroom Behaviors." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5522.
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Active student responding increases student academic outcome and on-task behavior. Response cards are an effective and efficient strategy for increasing active student responding. This study examined the effects of response cards on student disruptive behavior, percentage of questions answered, and accuracy of questions answered while alternating the number of teacher-directed questions across sessions. An alternating treatments design was used with 5 teacher-nominated students. During baseline (BL), the teacher used her standard lecture format, having students raise their hand when responding to a question. During the response card (RC) intervention, the teacher asked students to write responses on their white boards. Following BL, 3 conditions were rapidly alternated across sessions. Conditions included BL, RC in which the teacher asked 6 questions, and RC in which the teacher asked 12 questions. During the RC conditions, there was a decrease in disruptive behavior and an increase in the percentage and accuracy of responding.
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Kramer, Kurt A. "Identifying plankton from grayscale silhouette images." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001402.
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Große, Christina [Verfasser], Eberhard [Akademischer Betreuer] Straube, Axel A. [Akademischer Betreuer] Brakhage, and Andreas [Akademischer Betreuer] Essig. "Interaction of Chlamydia trachomatis with the host cell MHC class I antigen presentation pathway during active and persistent infection / Christina Große. Gutachter: Eberhard Straube ; Axel A. Brakhage ; Andreas Essig." Jena : Thüringer Universitäts- und Landesbibliothek Jena, 2013. http://d-nb.info/1030521212/34.
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Dantas, M?rcia Maria Avelino. "Escola ativa como semeadora de sonhos nas turmas multianuais: representa??es das(os) professoras(es) da microrregi?o de Mossor?-RN." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14361.
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Previous issue date: 2010-03-15Universidade Federal do Rio Grande do Norte
The issue of multi-classes in schools from the field and methodology for these classes is controversial and contentious, both in terms of teaching, monitoring and organizational, is the perspective of values, training and systematization of public policy. Why the strategy Methodological Active School facing those classes appeared as a significant and exciting topic of research. Thus, it was aimed to apprehend the social representations of active school by teachers (s) to understand the extent to which these representations influence the acceptance and use of the program strategies. Perceiving and analyzing also the various factors related to the management, monitoring and training needs of (the) teachers as alternatives to make this meaningful action. The study focused 112 teachers (s), which for over a year, worked in the program in six municipalities in the micro-region of Rio Grande do Norte / RN - Areia Branca, Bara?na, Grossos, Mossor?, Serra do Mel and Tibau. From this perspective relied on Social Representation Theory and the Theory of the Central Core, attending to the subjectivity of the object searched, inserted in the psychosocial field of knowledge, we opted for multi-methodological approach, using quantitative and qualitative techniques. However, the highlight was a projective technique Free Association of Words from the term Active School is .... The words were systematized by EVOC program, and also applied semi-structured interviews, focusing specific issues that led to trace the socio-demographic profile of (the) participants and wider issues about the object of study. The evocations, justifications and interviews provided the basis for the analysis of the content that followed the steps: formation of the corpus, the composition of the analysis and categorization. The results show the representations an attitude of acceptance and positive appraisal of the participants to the Active School Program. At the core, these representations are objectified around the words "action", "learning", "autonomy" and "interaction". Based on the premise that the representations have a duty to guide the practices and behavior, one can see that the positive attitude of the group favors a systematic methodology and acceptance of the program, but we must look at the changes in management, training, monitoring of (the) teachers (s) and support to schools.
A quest?o das turmas multianuais nas escolas do campo e proposta metodol?gica para essas turmas ? pol?mica e controversa, seja no ponto de vista did?tico, acompanhamento e organizacional, seja na perspectiva de valores, forma??o e sistematiza??o de pol?ticas p?blicas. Motivo que a Estrat?gia Metodol?gica Escola Ativa voltada para aquelas turmas se configurou como uma tem?tica significativa e instigante de pesquisa. Assim, objetivou-se apreender as representa??es sociais de Escola Ativa por professoras(es) para compreender em que medida essas representa??es influenciam na aceita??o e utiliza??o das estrat?gias do programa. Percebendo e analisando, tamb?m, os diversos fatores relacionados ? gest?o, acompanhamento e necessidades formativas dos(as) docentes como alternativas para tornar tal a??o significativa. O estudo privilegiou 112 professoras(es), que h? mais de um ano, atuavam no programa nos seis munic?pios da Microrregi?o de Mossor?/RN Areia Branca, Bara?na, Grossos, Mossor?, Serra do Mel e Tibau. Nessa perspectiva recorreu a Teoria das Representa??es Sociais e na Teoria do N?cleo Central, buscando atender ? subjetividade do objeto pesquisado, inserido no campo psicossocial do conhecimento, optou-se pela abordagem plurimetodol?gica, utilizando-se t?cnicas quantitativas e qualitativas. No entanto, o destaque foi para a t?cnica projetiva Associa??o Livre de Palavras a partir do termo indutor Escola Ativa ?... As evoca??es foram sistematizadas pelo programa EVOC e, tamb?m, se aplicou entrevistas semi-estruturadas, privilegiando quest?es espec?ficas que permitiram tra?ar o perfil sociodemogr?fico das(os) part?cipes e quest?es mais abrangentes sobre o objeto de estudo. As evoca??es, justificativas e as entrevistas serviram de base para a an?lise do conte?do que seguiu as etapas: constitui??o do corpus, composi??o das unidades de an?lise e a categoriza??o. Os resultados revelam nas representa??es uma atitude de aceita??o e valoriza??o positiva dos part?cipes ao Programa Escola Ativa. No n?cleo central, essas representa??es est?o objetivadas em torno das palavras a??o , aprendizagem , autonomia e intera??o . Baseando-se na premissa de que as representa??es t?m como fun??o guiar as pr?ticas e condutas, percebe-se que a atitude positiva do grupo favorece a sistematiza??o e aceita??o da metodologia do programa, mas ? preciso mudan?as no olhar da gest?o, na forma??o, acompanhamento das(os) professoras(es) e no ap?io ?s escolas.
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Pellegrini, Grinover Ada. "De la "class action for damages" a la acción de clase brasileña. Requisitos de admisibilidad." IUS ET VERITAS, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/122452.
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Holzhüter, Andreas. "Die Class Action im US-amerikanischen Kapitalmarktrecht : Securities Class Actions /." Hamburg : Kovač, 2004. http://www.gbv.de/dms/sbb-berlin/380103370.pdf.
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Assumpção, Herman Renato. "Aula Operatória: formação continuada de professores de Ciências da Natureza." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-02052017-110650/.
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A presente pesquisa tem como base a formação continuada de professores do Ensino Médio, que ministram as disciplinas pertencentes à área de Ciências da Natureza, tendo como objetivo aplicar uma metodologia didática que busca o desenvolvimento de habilidades dos alunos, denominada nessa pesquisa de \"Aula Operatória\", e analisar seu efeito na prática pedagógica de professores de Ciências da Natureza. Dessa forma, a partir do ajuste das metodologias utilizadas pelos professores, as aulas possam ser mais motivadoras, interessantes e envolventes, promovendo a melhoria do ensino. As bases teóricas utilizadas para essa pesquisa foram de Cleide do Amaral Terzi e Paulo Afonso Caruso Ronca - que fundamentam as bases do entendimento a respeito de Aula Operatória -, e Philippe Perrenoud, esclarecendo a respeito das competências dos professores, necessárias nos dias de hoje, e fundamentando a parametrização utilizada pelo pesquisador, no processo avaliativo que teve enfoque qualitativo. Buscando as raízes conceituais e práticas da Aula Operatória no decorrer da história, a pesquisa traz os fundamentos do trabalho didático com foco no desenvolvimento de habilidades dos discentes, apresentando John Dewey e as bases da operacionalização do conhecimento, dentro da sua visão instrumentalista; Jean William Fritz Piaget e a teoria desenvolvimentista; Lev Semenovitch Vygotsky e a concepção da aprendizagem mediada; Louis Raths e a importância do \"pensar\". Considerando o problema do baixo índice de aprendizagem e de interesse dos alunos, nas disciplinas pertencentes à área de Ciências da Natureza no cenário da educação no Brasil e no mundo, esta pesquisa propõe a Aula Operatória como prática na formação continuada de professores para a mudança no ensino, visando ao desenvolvimento das habilidades dos alunos. Os professores das disciplinas foram escolhidos de forma voluntária, e a formação para a Aula Operatória se deu nas seguintes etapas: análise diagnóstica realizada a partir de observações qualificadas individuais para planejamento das ações; encontros formativos para oportunizar aos professores a reflexão sobre a própria prática, e para repertoriálos teoricamente com as bases para o desenvolvimento de Aulas Operatórias; execução de Aula Compartilhada como estratégia formativa prática; avaliação final com entrevista e relatório da coordenadora pedagógica em cada caso. Os resultados, de modo geral, mostraram resistência inicial à aplicação da nova metodologia, eliminada com o apoio fornecido pelo pesquisador na elaboração e planejamento das atividades. Posteriormente, foi possível verificar mudança na abordagem dos temas em sala de aula, por parte dos professores, ao empregar os princípios da Aula Operatória, mas mantiveram o registro de planejamento sem mudanças significativas. Desta forma, conclui-se pela necessidade de acompanhamento contínuo para que não haja a retomada de hábitos antigos.The present research is based on the continuing education of high school teachers, who teach the subjects belonging to the area of Natural Sciences, aiming to apply a teaching methodology which seeks the development of abilities of students, named in this research of \"Operative Classroom\" and analyze your effect on pedagogical practice of teachers of natural sciences. In this way, from the set of methodologies used by teachers, classes may become more motivating, engaging and interesting, promoting the improvement of education. The theoretical bases used for this research were Cleide do Amaral Terzi and Paulo Afonso Caruso Ronca - that underlie the basis of understanding regarding Operative Classroom -, and Philippe Perrenoud, clarifying the competences of teachers, needed these days, and basing the parameterization used by the researcher, in the evaluation process that had a qualitative approach. Seeking practical and conceptual roots of the Operative Classroom in the course of the story, the research brings the basics of didactic work with focus on developing skills of students, featuring John Dewey and the bases of the operationalization of the knowledge within its instrumentalist vision; Jean William Fritz Piaget and theory development; Lev Semenovitch Vygotsky and mediated learning design; Louis Raths and the importance of \"thinking. Considering the problem of the low content of learning and interest of students, in the subjects belonging to the area of natural sciences in education in Brazil and in the world, this research proposes the Operative Classroom practice on continuing education of teachers for change in education, aiming at the development of the skills of the students. Teachers of disciplines were chosen voluntarily, and training for the Operative Classroom took the following steps: diagnostic analysis undertaken from qualified individual observations for planning of actions; formative meetings to provide opportunities for teachers to reflect on their own practice, and for the repertoriár in theory with the bases for the development of Operative Classroom; executing Shared Lessons as formative strategy practice; final review with interview and report the pedagogical coordinator in each case. The results generally showed initial resistance to the application of the new methodology, eliminated with the support provided by the researcher in the development and planning activities. Later, it was possible to verify change in approach the topics in the classroom, on the part of teachers, to employ the principles of Operative Classroom, but they held the record of planning without significant changes. Thus, it is concluded by the need for ongoing monitoring to prevent the resumption of old habits.
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Buchala, Luciana de Sant'Anna. "As classes sociais entre os impasses da teoria marxista : o debate contemporaneo em Olin Wright, Bordieu e Klaus Eder." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/285430.
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Orientador: Jorge Ruben Biton TapiaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia
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Resumo: A proposta do trabalho de pesquisa é avaliar as contribuições teóricas de Olin Wright, Bourdieu e Klaus Eder ao entendimento das classes sociais nas sociedades contemporâneas. De forma mais específica, foram estudadas as respostas dadas pelos referidos autores às dificuldades teóricas enfrentados pela teoria marxista em relação a: 1) a problemática da classe média e 2) a ligação entre classe e ação coletiva. Mostrou-se como as fronteiras de classe são fruto, em Wright, das operações analíticas do pesquisador, enquanto, em Bourdieu, emergem das práticas das classes. A noção de habitus de Bourdieu gera práticas e representações diferenciadas que funcionam como princípios de inclusão e exclusão e marcam as distâncias e afinidades, recortando, assim, as fronteiras entre as classes. Wright, por sua vez, mantém-se na apreensão da dimensão objetiva das relações de classe, definindo critérios teóricos a fim de especificar quem está fora e quem está dentro de determinada classe. No entanto, não é possível falar em fronteiras entre quaisquer grupos sociais sem considerar como essas fronteiras são simbolicamente construídas na realidade. Também foi analisado como Eder foi capaz de mostrar que os novos movimentos sociais estão ligados à classe média por refletirem aspectos da cultura dessa classe, e não por veicularem seus interesses materiais. Nesse sentido, o autor substitui a consciência de classe pela cultura como elo entre classe e ação coletiva, o que permite superar algumas dificuldades que a noção de consciência de classe colocava. Por exemplo, a dificuldade de se afirmar o condicionamento desses movimentos por determinada classe quando as reivindicações dos movimentos sociais não são veiculadas em termos classistas. Outra dificuldade era a exigência de uma atitude reflexiva a respeito da posição ocupada na estrutura social e dos interesses ¿fundamentais¿ correspondentes
Abstract: The proposal of this research is to evaluate the theoretical contributions of Olin Wright, Bourdieu and Klaus Eder to the understanding of the social classes in contemporary societies. Specifically, it studies the authors¿ answers to the difficulties found in Marxist theory related to: 1) the middle classes and 2) the link between class and collective action. It reveals how the class borders are the result, in Wright¿s thought, of the analytical operations of the researcher, while, in Bourdieu¿s thought, they emerge from the class practices. The notion of habitus proposed by Bourdieu generates practices and representations that function as principles of inclusion and exclusion and thus they mark the distances and affinities that trace the class borders. Wright, in turn, remains itself in the apprehension of the objective dimension of class relations and defines theoretical criteria in order to specify who are inside and who are outside of a social class. However, it is not possible to speak in borders between any social groups without considering how these borders are symbolically constructed in reality. It also analyzes how Eder was capable to show that the new social movements are linked to the middle classes because they reflect aspects of the culture of this class, and not because they propagate its material interests. In this sense, the author substitutes the class conscience by the culture as the link between social classes and collective action. This allows to solve some difficulties placed by the notion of class conscience. For example, the difficulty of recognizing the class conditioning of social movements when their claims are not propagated in class terms. Another difficulty was the requirement of a reflexive attitude regarding the position in the social structure and the corresponding interests
Mestrado
Mestre em Economia
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Piché, Catherine. "Fairness in class action settlements." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103699.
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To be made effective, class action settlements must be negotiated fairly, be perceived as fair and reasonable by the settlement parties such that they agree to their terms and substance, and be characterized as fair, reasonable and adequate by a court at the occasion of a settlement approval hearing. But how is settlement fairness defined, in a collective litigation context? By which process is the evaluation of fairness made and the approval given by the court? What role does the court correspondingly have, in that context? This thesis explores the legal policy and reasoning behind the mandatory judicial approval of class settlements, the process by which it is sought and obtained, the currently relevant factors and indicia of settlement fairness which support all decisions to approve, and the roles of the principal settlement actors, particularly the settlement judge. It suggests hypotheses for reform applicable to these approval processes, roles of the actors and standard of settlement fairness. These hypotheses are tested, for their plausibility, against empirical data obtained from the qualitative interviews of seventeen judges conducted by the author in four target jurisdictions that have similar approaches to class action settlement approvals, and where class action litigation activity is heavy: Quebec, Ontario, British Columbia, and the United States federal courts. Ultimately, the thesis proposes final recommendations for reform of the class action settlement approval procedure.Toute transaction hors cour en matière de recours collectif doit être négociée équitablement, être perçue comme étant juste et équitable par les parties afin qu'elles puissent consentir à son contenu, et être évaluée comme telle à l'occasion d'une homologation par un juge donnée lors d'une audience sur le caractère équitable de la transaction. Comment ce caractère juste et équitable de la transaction peut-il être proprement évalué dans un contexte collectif? Quel processus et quelle procédure le juge doit-il suivre dans l'évaluation du caractère juste et équitable? Quel rôle le juge doit-il avoir, dans ce contexte bien précis? Cette thèse explore les raisons sous-jacentes à l'approbation judiciaire des transactions de recours collectif, le processus par lequel de telles transactions sont soumises par les parties pour évaluation et approbation, ainsi que celui par lequel le juge évalue et décide ou non d'approuver la transaction. Les critères d'équité et de raisonnabilité d'une transaction projetée sont également discutés, tout comme le rôle des principaux acteurs impliqués dans le règlement, incluant principalement celui du juge évaluateur et approbateur. La thèse suggère des hypothèses de réforme relatives au processus d'évaluation et d'approbation, aux rôles des acteurs judiciaires et au standard d'équité et de raisonnabilité transactionnelle. Ces hypothèses sont ensuite testées, pour leur plausibilité, par rapport aux données obtenues dans le cadre de dix-sept entrevues de juges, effectuées par l'auteure, juges agissant dans quatre juridictions principales dans lesquelles les pourcentages de recours collectifs intentés demeurent les plus élevés : Québec, l'Ontario, la Colombie-Britannique et les cours fédérales américaines. Enfin, des recommandations définitives de réforme sont proposées dans le but d'améliorer le fonctionnement du système d'approbation des transactions collectives, ainsi que l'équité et la raisonnabilité des processus, procédures et résultats dans ce contexte.
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Meyer, Kevin R. "Student Classroom Engagement: Rethinking Participation Grades and Student Silence." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242164691.
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Guhn-Knight, Carmen. "Cross-class alliances : subverting capitalist class structure by re-imagining democracy, social justice activism, and class institutions /." South Hadley, Mass. : [s.n.],, 2008. http://ada.mtholyoke.edu/setr/webscr/pdfs/www/2008/279.pdf.
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Eichholtz, Stephanie. "Die US-amerikanische class action und ihre deutschen Funktionsäquivalente /." Tübingen : Mohr-Siebeck, 2002. http://www.gbv.de/dms/spk/sbb/recht/toc/33781824X.pdf.
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Bergmeister, Felix. "Kapitalanleger-Musterverfahrensgesetz (KapMuG) : Bestandsaufnahme und Reformempfehlung aus der Perspektive von Recht und Praxis der US-amerikanischen Securities Class Action /." Tübingen : Mohr Siebeck, 2009. http://d-nb.info/992644453/04.
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Irving, Chauntee. "CLASS/ACT EMBODIED PRACTICES FOR PERFORMATIVE PEDAGOGY." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5881.
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Class/Act: Embodied Practices for Performative Pedagogy is a personal and practical exploration of embodiment’s role in higher education acting pedagogy. In my thesis, I propose that embodied acting practices rooted in phenomenology and corporeal dramaturgy surpass conventional acting curricula. Embodied training is often confused with movement curricula and is regularly considered a shallow and/or unintelligent means to approaching acting work. However, I will argue the efficiency and effectiveness of embodied teaching techniques in four parts. Part One: Seeing is a retrospective of how my personal experiences outside of the classroom have drawn me toward embodied aesthetics. Part Two: Knowing unveils my research of embodiment, its origins, and its impact on theatrical disciplines. Part Three: Being/Doing is an in-depth look into diverse schools of acting and how they fall short of fully embracing embodied practices. Part Four: Becoming is an introduction to my creation of an embodied business approach for actors called Professional Embodied Preparation (PEP) and continues the discussion of embodiment’s transformative influence and integration into the higher education curricula. Throughout the thesis, I hope to prove that embodied acting pedagogy is an essential tool for providing greater efficiency, proficiency, and auto-didacity for the pre-professional actor in the academic classroom and beyond.
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Junghans, Ralph. "Strategisches Verhalten des Gruppenanwalts : eine Analyse der mit einer Einführung der Gruppenklage in das deutsche Recht verbundenen Gefahren /." Frankfurt a. Main [u.a.] : Lang, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/374610460.pdf.
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Beuchler, Holger. "Class actions und securities class actions in den Vereinigten Staaten von Amerika /." Baden-Baden : Nomos, 2008. http://d-nb.info/987313282/04.
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Hohl, Julia M. "Die US-amerikanische Sammelklage im Wandel." Berlin Duncker & Humblot, 2007. http://d-nb.info/989437701/04.
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Conley, James Robert Carleton University Dissertation Sociology. "Class conflict and collective action in the working class of Vancouver, British Columbia, 1900-1919." Ottawa, 1986.
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Johnson, Dominic Denver. "Access to higher education: to break the vicious cycle of working class schools producing working class citizens." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6917_1256303720.
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This study investigated why learners from low socio-economic communities such as Delft, a township in the Cape Flats, fail to achieve matriculation exemption and do not meet the criteria for tertiary education admission. Using a case study approach, the research sheds light on why this is happening in one school (School X) in Delft. It was found that the crucial factors to be both internal and external to the school.
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Van, Eden Matt. "Competition class action damages and the corporate leniency policy." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9154.
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Includes bibliographical references.Cartel conduct constitutes one of the most serious threats to the maintenance of competition in markets. Due to the secretive nature of cartels, and their conduct, they are extremely difficult for the Competition Commission1 (‘the Commission’) to detect, investigate and prosecute.2 Cartels therefore pose a grave threat to the maintenance of competition in markets. Section 4(1)(b) of the Act imposes a per se prohibition on such conduct. Consequently, cartel conduct is treated as one of the most serious breaches of the Act.
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Robertson, Katherine Myrtle. "An analysis of the class action in South Africa." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53185.
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Yancy, Nina M. "Class along the color line." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:abc1e87b-5984-4ec2-a0d7-cdd0fdb451dd.
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This thesis traces the contours of the Black-White color line in modern America by illuminating how Whites' racialized political behavior varies across local geographic contexts. In a critical reinterpretation of the racial threat hypothesis, I argue that local geography conditions the relationship between Whites' racial orientations and their preferences on policies related to race - but not because Whites are passively threatened in proximity to a Black population. Rather, Whites are active, subjective perceivers of their surroundings who have an interest in maintaining their racial privilege. This conceptual shift not only challenges the assumed neutrality of Whites' vision; it also enables me to identify the range of contextual indicators that Whites might construe as threatening, and the range of White attitudes that are activated as a result. My empirical evidence comes from three case studies. The first two use geocoded survey data to analyze White opinion on welfare spending in 2000, and on affirmative action between 2006 and 2010. The third study draws on in-depth interviews conducted in 2016, exploring an issue related to school desegregation in Louisiana. Each study affirms the core findings of the thesis: Whites' policy preferences are polarized according to racial orientations in settings where race is salient; and a shared White perspective is evident even across polarized attitudes. My findings offer hope, showing that a sign of threat to some Whites may activate racially tolerant behavior in others; as well as reason to restrain our optimism, challenging the assumption that affluent Blacks, unlike the 'undeserving' Black poor, will not be perceived as threatening by Whites. Ultimately, only by recognizing the color line's responsiveness to local geography - and its resilience even as White attitudes liberalize and Black class positions improve - can we understand the line's persistence or the possibility of one day dismantling it.
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Wolfson, Shael Nathan. "Market Reaction to the Class Action Fairness Act of 2005." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1116.
Full textAbstract:
The Class Action Fairness Act of 2005 (CAFA) was signed into law on February 18, 2005. Prior to CAFA, plaintiffs found it easier for class action lawsuits to be tried in their preferred venue—state courts. Changes introduced by CAFA practically removed the majority of class action jurisdiction from state to federal courts. Since law and regulation might serve as an external corporate governance mechanism, an interesting question is whether CAFA has strengthened or weakened corporate governance. If CAFA improves corporate governance, associated marginal benefits would outweigh marginal costs. The opposite would be true if CAFA weakens corporate governance. This issue was hotly debated in the US Congress. The proponents argued that CAFA would reduce costs for the affected firms, while opponents argued the opposite. The main purpose of this paper is to examine which side of the debate is reflected in market reactions to various events that either enhanced or reduced the chances of the passage of CAFA. We identify the firms that are most likely to be affected by CAFA and find that the overall market reaction for these firms is positive when the likelihood of CAFA passage increases, while the reaction has been negative when the chance of its passage diminishes. We also hypothesize that firms that are more likely to be exposed to product liability litigation would experience a significantly higher (positive or negative) abnormal return than firms that are more likely to be involved in contract liability law suits. The results support this hypothesis. We also examine potential factors that might explain cross-sectional variations in abnormal returns and find that duality of Chairmanship and CEO has negative impact, while the
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Michailidou, Chrisoula. "Prozessuale Fragen des Kollektivrechtsschutzes im europäischen Justizraum : [eine rechtsvergleichende Studie] /." Baden-Baden : Nomos, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015633899&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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