Dissertations / Theses on the topic 'Under-represented'

Thesis (Ph.D.)--Boston University
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This dissertation examines determinants of political representation of two specific groups that have been historically under-represented in the Chilean political system women and supporters of extreme parties. It also studies the effect of disagreement among elite groups on internal conflict in the Papal States. The first chapter explores gender bias in voting. By exploiting the unique institution of gender-segregated voting booths in Chile, I find evidence of a small but significant negative gender bias: women are less likely than men to vote for female candidates. This decomposes into a positive gender bias among center-left voters and a negative gender bias among center-right voters. Roll-call voting data show that elected female politicians in the center-right coalition deviate from the party line by taking a stronger pro-female stance on social issues such as health, family, education and justice. Women voters penalize center-right female legislators who deviate from the party line, but reward those who deviate on social issues. Hence women rather than men exhibit a bias against women candidates, which cannot be accounted for by the policy positions of elected women. The results provide evidence against commonly held beliefs concerning the nature of gender bias amongst voters. Moreover, increased representation of women would likely lead to more pro-women policies being implemented. The second chapter examines whether supporters of small extreme parties vote strategically, by exploiting unique features of the electoral system in congressional elections (commonly known as binominal). I find that having an election close to a doubling threshold significantly decreases the vote share of small coalitions. This is accounted mainly by supporters of small right-wing coalitions shifting their vote to the center-right when the center-left is close to the doubling threshold. The third chapter (with Jordi Vidal-Robert) exploits data from papal conclaves to analyze how disagreement among the cardinals shaped conflict within the Papal States in 1295-1878. Our finding is that polarization (rather than fractionalization) increases both the likelihood of an internal conflict as well as its intensity. This provides support to recent theories concerning determinants of ethnic and political conflict
2031-01-01

The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.

Since the dawn of democracy in South Africa, significant progress has been made with regards to access to higher education. However, widening participation to under-represented groups in science and technology fields, with special reference to Biological Sciences, still remains a challenge. Despite the growing number of black students in this programme, there is still a substantial gap in terms of the enrolment numbers of student from this racial group in the Biological Sciences. This research is a case study carried out in the faculty of Natural and Agricultural Sciences at the University of Pretoria, which is a historically white institution with a strong Afrikaans culture. The study used Osborne and Gallacher’s (2004) framework of getting in and getting through to explore access policy at this institution in relation to widening participation in Biological Sciences. The findings showed that, while there has been progress with regards to physical and epistemological access, getting in to Biological Sciences still proves difficult to attain, especially for black male students from under-represented groups, including those from township and rural areas. The challenges related to getting in are compounded by various factors. These include inadequate preparation of learners for university studies such as limited preparation for natural science studies, limited exposure to science laboratories, inadequate career guidance resulting in wrong subject mix, late submission of application forms and the ‘walk–in’ phenomenon. Funding is crucial for facilitating access to Biological Sciences but it is hard to come by and insufficient for students from low socioeconomic groups. The government initiated funding have potential to help needy students with talent but it is not sufficient to cover both tuition and residence fees. In addition to the financial assistance that the university offers, it also provides a strong academic and psychosocial support to students, particularly in first year in Biological Sciences. Both academic and psychosocial support are factors enabling access and widening participation in Biological Sciences. They also underpin getting through. However, students in residences tend to benefit more from these support initiatives.
Thesis (PhD)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted

The category of young adult (YA) fiction encompasses a wide range of genres; but despite this generic diversity, it has so far failed to represent the full range of communities that make up contemporary British society. Discussions are ongoing between professionals in the publishing industry and campaigning individuals and organisations who are aiming to redress this imbalance. Writers making new work are in a position to help effect a change, but acknowledging and responding to the call for inclusion can be far from straightforward, with questions being raised such as: ‘how far can a writer stray from their own lived experience?’ and ‘how can a writer avoid tokenism or cultural appropriation when writing for inclusion?’ This thesis consists of a new YA contemporary novel, Sea Change, and an accompanying critical essay, which reflects on the challenges I encountered while aiming to write for inclusion. Set in the Scottish Highlands, Sea Change is a contemporary YA crime novel, in which the world of the sixteen-year-old protagonist, Alex, is thrown into turmoil when he discovers a dead body next to his fishing boat. The decisions Alex makes following this discovery set in motion the plot of the story. The narrative, as it unfolds, facilitates the exploration of themes frequently associated with adolescence, such as friendship, risk-taking and the maturation into an adult identity, along with themes specifically linked to Alex’s status as a member of marginalised communities because of his sexuality and social class, such as prejudice, acute stress brought on by economic pressure, and low self-esteem. This thesis, then, reviews the opinions and recommendations being expressed by campaigners for greater diversity, and exposes the uncertainties and challenges a writer faces when aiming to write for inclusion.

Existing research has largely provided attention to the HE decision-making and choices of students embarking on their post-16 studies in sixth forms and 11-18 comprehensives, with relatively little attention paid to those in Further Education (FE). This doctoral thesis addresses knowledge gaps in our understanding of underrepresented FE students’ higher education (HE) decision-making and choices, paying particular attention to the reasons and influences informing these over the course of their post-16 studies. I question whether FE students approach their HE decisions and choices as individualised, or whether they are mediated by structural limitations, given the emphasis on students making the ‘right’ choices for themselves (BIS, 2011). To explore these research questions, I conducted a qualitative longitudinal narrative inquiry over a 16-18 month period with FE students in England, using a combination of paper and audio diaries, individual semi-structured interviews and focus groups. Applying Archer’s (2003, 2007, 2012) reflexive modalities, along with Bourdieu’s (1986) forms of capital to participants’ narratives facilitated the identification of enablements and constraints as well as different responses to structure, action and social mobility in their HE decision-making and choices. Numerous reasons and influences were identified, such as the influence of ‘known others’, biographical experiences, intrinsic interests, instrumental rationality, emotional investment in HEIs, attainment and competition, which varied in intensity for individual participants over time. This was also the case for structural constraints, namely an absence of economic capital, which students appeared to realise over time. Participants’ responses to reasons, influences and structural constraints were complex and influenced by their personal projects and reflexive modes. Where individualised approaches to choice-making were identified, these were thwarted by unnegotiable constraints, which were ‘masked’ by changes in reflexivity. WP programmes and initiatives acted as an enablement in aiding some participants to overcome constraints. Yet, only a minority of participants were involved in such programmes. These findings collectively convey that the majority of participants were unable to go where they preferred in their HE decisions, and, instead, had to decipher the ‘reasonable’ option when constraints related to economic capital were realised.

This application is for the U.S. Department of Education’s Education Innovation and Research Program to secure funding for a market analysis to gauge the interest of Portland, Oregon parents for opening a two-way immersion (TWI) Romanian-American bilingual public charter school. Initial conversations with members of the Romanian community in the Portland area indicate that such interest may exist. A formal survey of that community has not yet been conducted to firmly establish the potential market for such a school. Moreover, there is evidence to document that such an educational option could increase the academic achievement of English Language Learners from Underrepresented Languages (ELL-UL). Some English Language Learners (ELL) face great academic challenges in today’s public educational system which may be masked within the larger ELL population. First generation Romanian children, as ELL students, are represented across the Portland metropolitan area. Although their presence is pervasive, they constitute only a small proportion of all students (2.4 percent of all students in one district). Because of the low incidence of Romanian students, and the fact they are enrolled in schools across a broad geographical area, practical barriers prohibit their participation in bilingual education programs compared to students from well-represented cultures and languages (e.g., Spanish). This project will conduct a market analysis to gauge the Portland Romanian community’s interest in opening a bilingual two-way immersion (TWI) public charter school, embracing both the Romanian culture and language. By documenting this interest, a clear direction and structure for such a school will be established, which should foster the academic success for children of Romanian heritage.

This study examined the use of information sources in college choice processing of historically-under-represented students from four different types of colleges who traditionally have not been studied in previous research. Historically under-represented types of students included students who were older than 24 years of age, African-Americans, Latinos, and low SES. The four types of colleges included a traditional public university, public community college, proprietary university, and proprietary college. Students from similar college programs of study were surveyed regarding their demographics to determine their categorization as historically under-represented and their use of information sources. Administrators from the selected colleges were interviewed and surveyed. Five students from each college were then interviewed. While most college choice processing research and the development of models are based on traditional college students, this study demonstrated that historically under-represented students generally utilize information sources and perform their college choice processing differently from traditional college students. These differences question the applicability of college choice processing models, such as Hossler and Gallagher's three stage model, without revisions. These revisions include redefinition of the stages and how they are executed in order to embrace the lack of college choices of historically under-represented students due to their lack of college informational motivators. The use of alternate information sources by historically-under-represented students and their motivational impact that differ from those utilized by traditional college students demonstrated the need to employ these sources within traditional colleges in order to increase college access for historically-under-represented students. This includes the utilization of non-traditional college informational motivators, such as the media, spouses, employers, and children, access to college informational motivators for students and their parents at all levels of schooling, and greater college access for older adults/parents. This study provided evidence that historically-underrepresented students still experience deficiencies in their access to college due to their lack of access to traditional information sources and their resulting compensation by utilizing alternative sources which were motivational as well as informational.

This study explores the reasons for gender inequality in the lower chambers of the British and Polish Parliaments. The barriers to women’s political advance are investigated through elite interviews with women MPs with the aim of identifying and exploring the socio-cultural, socio-economic and structural factors which account for gender imbalance in national parliaments. The research examines these factors from the perspectives of those most involved: the women MPs. Through qualitative, semi-structured interviews, I examine the similarities and differences in the views of women politicians from countries with different electoral systems, contrasting models of equality guarantees and different historical and democratic cultures. The findings from the study illustrate the impact of cultural stereotypes on women who seek to join the political arena, the influence that media bias in the representation of women’s political activity has on female politicians and the extent of the restrictions associated with a male dominated environment. This research also addresses structural difficulties such as electoral systems and different types of equality provisions introduced in each country to help women parliamentary candidates. In addition, this study provides some indication of the way forward for the achievement of gender parity. The results provide clear support for the argument that gender balance cannot be achieved without challenging stereotypes and, most of all, without introducing measures to educate young girls on political careers. Within the same context, the biases of the media in promoting gender stereotypes and the untouchable power of social media have been identified. The findings also suggest a need to re-think the use of gender quotas, supporting these as a short-term solution but resisting the involvement of governments in gender equality issues, indicating that this should be dealt with by the political parties. The thesis also offers insights into the importance of behavioural patterns that men and women in power have learned though their socialisation, an issue largely missed in the existing literature.

Mestrado em Gestão de Recursos Humanos
O objetivo do presente estudo é estudar se existem indícios de práticas discriminatórias em relação a determinados grupos minoritários ou sub-representados. Para tal, procedeu-se à analise da prática de discriminação através da verificação de dois fenómenos dela constituintes, a sub-representação e a discrepância salarial, em três setores diferentes, numa tentativa de traçar algumas conclusões sobre o grau discriminatório existente em cada uma destas indústrias, ao mesmo tempo que se estabeleceram comparações ou relações com o seu nível de contribuição para com a geração de emprego em Portugal e com o nível de inclusão praticado por cada um destes setores no plano mundial, fundamentados na literatura. Para isso, foram requisitados ao Gabinete de Estratégia e Planeamento do Ministério do Trabalho, Solidariedade e Segurança Social (GEP/MTSSS) dados sobre a Secção I (Alojamento, restauração e similares), a K (Atividades financeiras e de seguros) e a M (Atividades de consultoria, científicas, técnicas e similares), pertencentes ao CAE (Código de Atividade Económica), em 2018, que foram analisados através do Microsoft Excel e do SPSS. Este estudo permitiu, desta maneira, concluir que, relativamente a estas três indústrias em Portugal, a Secção K (Atividades financeiras e de seguros) constitui-se como a mais inclusiva, na medida em que se verifica nela uma menor prática das duas formas de discriminação em análise, sendo seguida pela Secção M (Atividades de consultoria, científicas, técnicas e similares) e, por fim, pela I (Alojamento, restauração e similares).
The aim of this study is to analyze whether there are indications of discriminatory practices in relation to certain minority or underrepresented groups. For this, the practice of discrimination was analyzed through the verification of two phenomena considered as that, being those the underrepresentation of groups and wage discrepancy, in three different sectors, in an attempt to draw some conclusions about the level of discrimination that exists in each one of these industries. At the same time, some comparisons were established relations with their level of contribution to job creation in Portugal and with the level of inclusion practiced by each one of these sectors in the world, based on the literature. For this, data from Section I (Accommodation, catering and similar), K (Financial and insurance activities) and M (Consulting, scientific, technical and similar activities), belonging to CAE (Economic Activity Code), from 2018, were requested from GEP/ MTSSS (Gabinete de Estratégia e Planeamento/Ministério do Trabalho, Solidariedade e Segurança Social), which were then analyzed through Microsoft Excel and SPSS. This study allowed to conclude that, for these three industries in Portugal, Section K (Financial and insurance activities) constitutes the most inclusive, as there is less practice of the two forms of discrimination under analysis, followed by Section M (Consulting, scientific, technical and similar activities) and, finally, by I (Accommodation, catering and similar).
info:eu-repo/semantics/publishedVersion

The thesis reviews the literature relating to girls and computing within a framework which is structured around three specific questions. First, are there differences between girls and boys in their participation in class computing activities and/or in non-class computing activities? Second, do these differences in participation in computing activities have broader implications which justify the growing concern about the under-representation of girls? Third, wahy are girls under-represented in these activities? Although the available literature is predominantly descriptive, the underlying implicit theoretical model is essentially a social learning model. Girl's differential participation is attributed to learned attitudes towards computing rathan to differences between girls and boys in general ability. These attitudes, which stress the masculine, mathematical, technological aspects of computing are developed through modelling, direct experience, intrinsic and extrinsic reinforcement and generalisation from pre-existing, attitudes to related curriculum areas. In the literature it is implicitly assumed that these attitudes underlie girl's decisions to self-select out of computing activities. In this thesis predictions from a social learning model are complemented by predictions derived from expectancy-value, cognitive dissonance and self-perception theories. These are tested in three separate studies. Study one provides data from a pretest-posttest study of 24 children in a year four class learning BASIC. It examines pre- and posttest differences between girls and boys in computing experience, knowledge and achievement as well as the factors relating to computing achievement. Study two uses a pretest-posttest control group design to study the gender differences in the impact of the introduction of Logo into years 1, 3, 5 and 7 in both a coeducational and single-sex setting using a sample of 222 children from three schools. Study three utilises a larger sample of 1176 students, drawn from three secondary schools and five primary schools, enabling an evaluation of gender differences in relation to a wide range of class computing experiences and in a broader range of school contexts. The overall results are consistent across the three studies, supporting the contention that social factors, rather than ability differences influence girls' participation and achievement in computing. The more global theoretical framework, drawing on social learning, expectancy-value, cognitive dissonance and self-perception theories, provides a more adequate explanation of gender differences in participation than does any one of these models.

This research investigated processes associated with greater and lesser likelihood of participation in higher education. The sample, of whom 89% were from underrepresented socio-economic groups, counted eight focus groups with a total of 78 participants and 26 individual interviews. The interaction of assumptions (drivers and barriers, constructions of students and of higher education and public discourses) and life history factors (initial education and familial influences) was examined to formulate a conceptual model of greater and lesser likelihood of participation in higher education. This conceptual model was derived from a literature-based, preliminary conceptual model that was adjusted to fit the key findings. The model is based on the idea of optimal cultural distance or the point at which higher education becomes for oneself rather than not for oneself. It takes into account the factors that lessen cultural distance and internalised barriers and hence increase the likelihood of reaching the point of optimal cultural distance. The model also takes into account the extent to which entering higher education is a decision or a non-decision and the extent to which decisions and non-decisions are made within practical or discursive consciousness. The conceptual model of greater and lesser likelihood of participation by potential entrants from under-represented socio-economic groups goes beyond contrasting polarised and social-class based educational trajectories. It offers important insights into personal constructions of higher education and will inform policy and practice in the current climate of higher education today.

Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed March 3, 2010). Advisor: Steve O. Michael. Keywords: young mother's; college persistence; college experience; teen parent; minority college persistence; under-represented in college; persistence. Includes bibliographical references (p. 147-162).

Jusqu'à présent, la majorité des recherches sur le développement des jeunes enfants provient de recherches centrées sur des populations dites « Occidentales, Eduquées, Industrialisées, Riches et Démocratiques (WEIRD en anglais ; Henrich, Heine, & Norenzayan, 2010). Il est moins documenté l'environnement de la petite enfance, les mécanismes d'apprentissage et les repères d'acquisition du langage des enfants qui grandissent dans des conditions autres que celles des « WEIRD ». J'ai contribué dans cette thèse à l'étude de l'impact de l'apport linguistique sur les résultats lexicaux en utilisant différentes approches méthodologiques ainsi que diverses populations. Ce document comporte : une méta-analyse explorant la relation entre le niveau socio-économique de l’enfant et le développement lexical précoce ; une étude empirique des effets du SE, du statut langagier et de l'âge sur le traitement lexical et le vocabulaire chez les jeunes enfants français ; et enfin, une étude utilisant des enregistrements pour analyser la quantité et les sources des apports linguistiques offerts aux enfants issus d’une communauté autochtone en Bolivie, les Tsimanes. Dans la discussion finale, je présente les avantages et les limites de la recherche interculturelle et les dangers de la généralisation à partir d'un seul type de contexte socio-écologique
To date, most of what we know in early development comes from research on children in Western, Educated, Industrialized, Rich and Democratic populations (WEIRD; Henrich, Heine, & Norenzayan, 2010). There is much less information about the early environment, learning mechanisms, and language acquisition benchmarks of children who grow up in non-WEIRD conditions. Throughout the dissertation, with different methodological approaches and datasets, I work with populations often underrepresented in developmental research: populations from diverse socioeconomic status (SES) backgrounds and indigenous communities. I contributed to the study of whether linguistic input has a crucial impact on later lexical outcomes across three studies: a meta-analysis exploring the relationship between SES and early lexical development; an empirical study of the effects of SES, lingual status, and age on lexical processing and vocabulary in young French children; and finally, a study using daylong recordings to analyze the quantity and sources of language input afforded to children from a small-scale community in the lowlands Bolivia, the Tsimane’. In the final discussion, I present the benefits and limitations of cross-cultural research and the dangers of generalizing from only one kind of socio-ecological background

La première partie de l’étude est consacrée à l’invocation, intra et extra muros, du droit à un procès équitable. Sont analysés ainsi, dans un premier temps, l’applicabilité directe de l’article 6 et la subsidiarité de la Convention par rapport au droit national et de la Cour Européenne des Droits de l’Homme par rapport aux juridictions nationales. Le droit à un procès équitable étant un droit jurisprudentiel, l’étude se focalise, dans un second temps, sur l’invocabilité des arrêts de la Cour Européenne et plus précisément sur l’invocabilité directe de l’arrêt qui constate une violation du droit à un procès équitable dans une affaire mettant en cause l’Etat et l’invocabilité de l’interprétation conforme à l’arrêt qui interprète l’article 6 dans une affaire mettant en cause un Etat tiers. L’introduction dans l’ordre juridique français et hellénique de la possibilité de réexamen de la décision pénale définitive rendue en violation de la Convention a fait naitre un nouveau droit d’accès à la Cour de cassation lequel trouve son terrain de prédilection aux violations de l’article 6 et constitue peut-être le pas le plus important pour le respect du droit à un procès équitable après l’acceptation (par la France et la Grèce) du droit de recours individuel. Quant au faible fondement de l’autorité de la chose interprétée par la Cour Européenne, qui est d’ailleurs un concept d’origine communautaire, cela explique pourquoi un dialogue indirect entre la Cour Européenne et la Cour de cassation est possible sans pour autant changer en rien l’invocabilité de l’interprétation conforme et le fait que l’existence d’un précédent oblige la Cour de cassation à motiver l’interprétation divergente qu’elle a adoptée.La seconde partie de l’étude, qui est plus volumineuse, est consacrée aux garanties de bonne administration de la justice (article 6§1), à la présomption d’innocence (article 6§2), aux droits qui trouvent leur fondement conventionnel dans l’article 6§1 mais leur fondement logique dans la présomption d’innocence et aux droits de la défense (article 6§3). Sont ainsi analysés le droit à un tribunal indépendant, impartial et établi par la loi, le délai raisonnable, le principe de l’égalité des armes, le droit à une procédure contradictoire, le droit de la défense d’avoir la parole en dernier, la publicité de l’audience et du prononcé des jugements et arrêts, l’obligation de motivation des décisions, la présomption d’innocence, dans sa dimension procédurale et personnelle, le « droit au mensonge », le droit de l’accusé de se taire et de ne pas contribuer à son auto-incrimination, son droit d’être informé de la nature et de la cause de l’accusation et de la requalification envisagée des faits, son droit au temps et aux facilités nécessaires à la préparation de la défense, y compris notamment la confidentialité de ses communications avec son avocat et le droit d’accès au dossier, son droit de comparaître en personne au procès, le droit de la défense avec ou sans l’assistance d’un avocat, le droit de l’accusé d’être représenté en son absence par son avocat, le droit à l’assistance gratuite d’un avocat lorsque la situation économique de l’accusé ne permet pas le recours à l’assistance d’un avocat mais les intérêts de la justice l’exigent, le droit d’interroger ou faire interroger les témoins à charge et d’obtenir la convocation et l’interrogation des témoins à décharge dans les mêmes conditions que les témoins à charge et le droit à l’interprétation et à la traduction des pièces essentielles du dossier. L’analyse est basée sur la jurisprudence strasbourgeoise et centrée sur la position qu’adoptent la Cour de cassation française et l’Aréopage
The first party of the study is dedicated to the invocation of the right to a fair trial intra and extra muros and, on this basis, it focuses on the direct applicability of Article 6 and the subsidiarity of the Convention and of the European Court of Human Rights. Because of the fact that the right to a fair trial is a ‘‘judge-made law’’, the study also focuses on the invocability of the judgments of the European Court and more precisely on the direct invocability of the European Court’s judgment finding that there has been a violation of the Convention and on the request for an interpretation in accordance with the European Court’s decisions. The possibility of reviewing the criminal judgment made in violation of the Convention has generated a new right of access to the Court of cassation which particularly concerns the violations of the right to a fair trial and is probably the most important step for the respect of the right to a fair trial after enabling the right of individual petition. As for the weak conventional basis of the authority of res interpretata (“autorité de la chose interprétée”), this fact explains why an indirect dialogue between the ECHR and the Court of cassation is possible but doesn’t affect the applicant’s right to request an interpretation in accordance with the Court’s decisions and the duty of the Court of cassation to explain why it has decided to depart from the (non-binding) precedent.The second party of the study is bigger than the first one and is dedicated to the guarantees of the proper administration of justice (Article 6§1), the presumption of innocence (Article 6§2), the rights which find their conventional basis on the Article 6§1 but their logical explanation to the presumption of innocence and the rights of defence (Article 6§3). More precisely, the second party of the study is analyzing the right to an independent and impartial tribunal established by law, the right to a hearing within a reasonable time, the principle of equality of arms, the right to adversarial proceedings, the right of the defence to the last word, the right to a public hearing and a public pronouncement of the judgement, the judge’s duty to state the reasons for his decision, the presumption of innocence, in both its procedural and personal dimensions, the accused’s right to lie, his right to remain silent, his right against self-incrimination, his right to be informed of the nature and the cause of the accusation and the potential re-characterisation of the facts, his right to have adequate time and facilities for the preparation of the defence, including in particular the access to the case-file and the free and confidential communication with his lawyer, his right to appear in person at the trial, his right to defend either in person or through legal assistance, his right to be represented by his counsel, his right to free legal aid if he hasn’t sufficient means to pay for legal assistance but the interests of justice so require, his right to examine or have examined witnesses against him and to obtain the attendance and examination of witnesses on his behalf under the same conditions as witnesses against him and his right to the free assistance of an interpreter and to the translation of the key documents. The analysis is based on the decisions of the European Court of Human Rights and focuses on the position taken by the French and the Greek Court of Cassation (Areopagus) on each one of the above mentioned rights

This paper reports on results from five companies in the aerospace and automotive industries to show that over-commitment of technical professionals and under-representation of key skills on technology development and transition teams seriously impairs team performance. The research finds that 40 percent of the projects studied were inadequately staffed, resulting in weaker team communications and alignment. Most importantly, the weak staffing on these teams is found to be associated with a doubling of project failure rate to reach full production. Those weakly staffed teams that did successfully insert technology into production systems were also much more likely than other teams to have development delays and late engineering changes. The conclusion suggests that the expense of project failure, delay and late engineering changes in these companies must greatly out-weigh the savings gained from reduced staffing costs, and that this problem is likely going to be found in other technology-intensive firms intent on seeing project budgets as a cost to be minimized rather than an investment to be maximized.

The purpose of this qualitative teacher research study is to explore the ways in which the use of performance in the college composition classroom can impact under-represented writers and their engagement in the writing process. Through the lens of performance theory, this study identifies how students present their sociocultural knowledge through writing and explores how this presentation, as a performance of the self, informs pedagogical practice. One of the major problems typically troubling developmental or basic freshman composition classrooms is that too many of the students seem detached from their own writing and indifferently engaged in their own writing process. This study focuses on examining how the students’ presentation of their knowledge and their own lived experiences through writing and performing their writing in collaboration with classmates influences the quality of their engagement with their own writing and their attitudes toward the academic work of a freshman English class. To this end, data were collected in the form of observation field notes of student writing conferences and performances, student responses to reflective questions, and student writing. The study used discourse analysis to examine, compare, and analyze the data collected. My interpretations of data were framed by my own performance experiences and the discourse of performance theory, which allowed me to analyze my students’ conferences and group work as rehearsals and preparation for the final performance of their writing and their writing as a performance of the self.

This dissertation examined the experiences of African American and Hispanic community college transfers studying in a predominantly White institution (PWI) teacher education program. Extant literature has demonstrated that there is an increasing shortage of public school teachers of color. To address this pervasive crisis, universities must recruit larger numbers of under-represented students from America's community colleges to fill the gap. Additionally, under-represented students in predominantly White institution (PWI) teacher education programs must be retained and graduated in higher numbers to impact teacher production. To understand the needs and experiences of these students, three African American and four Hispanic students successfully studying in the College of Education and Human Development at Texas A & M University were interviewed to examine their experiences as they transitioned into and through the pre-service teacher education program. This study utilized a case study analysis and data collected through interviews, observations, and document analysis were analyzed utilizing constant comparative techniques. Key themes that emerged through data analysis included (1) Student Perceptions of the Transfer Process, (2) The Role of Intimate Support Structures, (3) The Role of Institutional Support Structures, (4) Situational Factors Faced by Under-represented Transfers, and (5) Strategies Employed by Under-represented Transfers in a Predominantly White, Teacher Education Program. Findings from this study suggest that Texas A & M University should improve the marketing of academic support resources and provide narrowly tailored services to meet the needs of under-represented transfer students. Additionally, Schlossberg's Transition Theory is amended to better represent the assets and liabilities utilized by these populations in this particular PWI.

碩士
臺中師範學院
數學教育學系在職進修教學碩士學位班
93
Abstract The research was to explore the problem-solving performance of Grade Five pupils of elementary school at working out different word problem represented formats (word problems, line segment drawings problems, and picture problems), and discuss further the influence of word problem represented formats on students’ understanding the purposes of problems and drafting a plan. The research was done in two stages of paper-and-pencil test and interview. Among them, the part of the paper-and-pencil test took 518 Grade Five pupils of elementary schools in Taichung City and County to be the research objects, and adopted “the word problem represented formats test (A, B, and C test papers)” designed by myself to be the research tool to do the test, so as to understand the influence of different word problem represented formats on students’ problem-solving performance, and the word problem represented formats’ relationships with the operational steps, the mathematic ability, and the semantic structures respectively. Besides, I made an average of those pupils’ grades on Mathematics in the 1st and 2nd semesters when they were at Grade Four, took the class to be a unit to convert into T points, and divided the pupils into three groups of high, middle, and low mathematic abilities. I chose the pupils of a certain elementary school mainly, selected nine students for each group, totally 27 pupils to be the objects of interview; took “semi-structural interview” to be the research tool to do the qualitative analysis, and probed into the influence of word problem represented formats on students’ understanding the purposes of problems and drafting a plan. To induce the data analyses, the results of the research are as follows: I. For the problem-solving performance of Grade Five pupils of elementary school on different word problem represented formats, the obvious differences existed. Among them, the pupils’ problem-solving performance on “line segment drawings problems” was apparently better than that of “word problems” and “picture problems;” the pupils’ problem-solving performance on “picture problems” was evidently better than that of “word problems.” II. The word problem represented formats and the operational steps had interaction. III. The word problem represented formats and the mathematic ability had no interaction. IV. The word problem represented formats and the semantic structures had no interaction. V. At the part of understanding the purposes of problems: for word problems, most of the pupils could only repeat the subject, and for line segment drawings problems and picture problems, the mistaken explanations occurred. Comparing with word problems, line segment drawings problems and picture problems could help pupils of middle and low mathematic abilities to list the correct equation more. Based on the research results, I, the researcher proposed some suggestions for the mathematical teaching and future further research.