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Auteur : Grafiati

Publié le 25 juillet 2024

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1

Stewart, Richard M. (Richard Matthew). « Intellectuals and National Socialism : The Cases of Jung, Heidegger, and Fischer ». Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279245/.

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This thesis discusses three intellectuals, each from a distinct academic background, and their relationship with National Socialism. Persons covered are Carl Gustav Jung, Martin Heidegger, and Eugen Fischer. This thesis aims at discovering something common and fundamental about the intellectuals' relationship to politics as such. The relationship each had with National Socialism is evaluated with an eye to their distinct academic backgrounds. The conclusion of this thesis is that intellectuals succumb all too easily to political and cultural extremism; none of these three scholars saw themselves as National Socialists, yet each through his anti-Semitism and willingness to cooperate assisted the regime.

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2

Tsui, King-chung Francis. « Comparing Chinese and Western cultures : a study of the views of Chinese intellectuals between 1860 and 1919 / ». [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12272541.

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3

Tsui, King-chung Francis, et 崔勁中. « Comparing Chinese and Western cultures : a study of the views of Chinese intellectuals between 1860 and 1919 ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3120840X.

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4

Leung, Cho-nga. « To serve the government or not a study of the views of Chinese Literati in the Jiangnan region during the late Yuan and early Ming periods = Yuan mo Ming chu Jiang nan di qu zhi shi fen zi de 'shi' yu 'yin' guan nian yan jiu / ». Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39707490.

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5

Soepboer, Mick. « Libertarian views on intellectual property law ». Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/4557.

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During the elections for the European Parliament in June 2009, an unknown party in Sweden turned out to be very successful. The Pirate Party, campaigning for patents to be scrapped and copyright to last just five years instead of 70, received 7% of the votes in the Scandinavian country, giving the party the right to a seat in the Parliament in Brussels. These modern day pirates are most successful in Sweden, but similar parties exist in the United States and a number of European countries as well. In modern society, copyrights, patents, and other forms of intellectual property play a bigger role in normal life than they did one or two decades ago. This development makes people more aware of all the effects of intellectual property theory and policy cause. It also brings up the discussion concerning whether the original goals of the policies are still being pursued properly. Is the chosen path in IP law still a valid one in this digital age or is it time to rethink the structure?

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Fonsato, Vanna Marisa. « Giudizi letterari di Isabella Teotochi Albrizzi nel carteggio inedito della Raccolta Piancastelli ». Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61287.

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The present work examines the literary criticism expressed by Isabella Teotochi Albrizzi in several of her unpublished letters.
The first part outlines the cultural and historical tradition of Venice during the Eighteenth Century. Particular attention is subsequently given to the intellectual role of women, their contribution to the literary salons of the time, and the neoclassical tradition. This first part is essential in that it supplies a valuable context to Isabella Teotochi Albrizzi's writings.
In the second part, I examine Isabella Teotochi Albrizzi's literary criticism of major European authors and works. Through these criticisms she exposes her misvision of the literary world to which she aspired, and reveals that although she was influenced by the subtle preromantic tendencies, she remained faithful to the neoclassical school.

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7

Warner, Sue. « Pupils' experiences of education : a study of pupils' views ». Thesis, University of St Andrews, 1985. http://hdl.handle.net/10023/8005.

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This thesis is primarily concerned with the experiences and opinions of education held by pupils in late secondary school and by university students. Over several years, a small group of highly able pupils were interviewed about their experiences of school and university. Their comments were supplemented by interviews with and questionnaire studies of other age-groups of pupils and students. The research has two central emphasises. Firstly, it represents an attempt to increase our understanding of intellectual development in adolescence. At present, there is no coherent theory of adolescent intellectual activity, and little research or evidence on which to build one. Pupil and student experiences of post-compulsory education have been central to this study and it is hoped that they will make a contribution to building up a body of knowledge on which understanding can be enhanced and a theory developed. The second, and related aspect of the research concerns educational practice and its influence on pupils and students. Educational changes are not made on the basis of solid evidence or theory, rather, they are based upon commonsense notions and our own experiences of education. In Scottish education, sixth year pupils face a radical change in the ways in which they are taught and expected to study - the Certificate of Sixth Year Studies (CSYS). Through independent study and project work, CSYS aims to increase the 'educational maturity' of pupils. Pupils' responses to CSYS, and its effects on how and why they study at school and university form the central focus of this thesis. The thesis examines in detail how pupils and students react to changes in their academic environment, both within school and transferring to university. Finally, the implications of the research are discussed in terms of adolescent development, educational innovation, and on a more basic level, how pupils, students, teachers and lecturers can better understand and improve the experience and effectiveness of post-compulsory education.

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Biswas, Sanchia Rima. « Transitions into adulthood for children with a severe intellectual disability : parents' views ». Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30489/.

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Introduction: Despite a growing body of intellectual disabilities literature around the transition into adulthood, most studies have focused upon physical aspects of the transition e.g. from school to employment or into adult services. My study sought to explore the transition into adulthood from a developmental/lifecourse perspective in order to address this current gap within the literature. Given that parents are often regarded as primary witnesses to their child’s transition into adulthood, their views were explored in order to access knowledge around this particular transition. Objectives: My study used a grounded theory approach to explore parents’ views of the transition into adulthood of their child with a severe intellectual disability. A further aim was to understand whether and how parents made psychological adjustments for their child’s transition into adulthood. This included an exploration of the emotional regulation processes that parents engaged in. Method: Twelve parents of 11 children with a severe intellectual disability were recruited from charitable organisations. A Straussian grounded theory methodology was adopted to analyse the data. Results: Parents viewed their child’s transition into adulthood as a process over time. The core process involved making frequent comparisons with their perceived “norms” of adulthood. Parents engaged in a further five processes which included “defining adulthood”, “noticing adult development”, “perceiving barriers to adulthood”, “worrying” and “making adjustments. My study highlighted that parents who defined adulthood as “turning 18” were likely to make adjustments to facilitate their child’s adult development (e.g., “encourage age appropriateness”). Those who viewed chronological age as being unhelpful/meaningless were more likely to be accepting of their child’s difficulties. Contrasting views appeared throughout these processes, demonstrating the diversity of parents’ experiences and adjustments made. Discussion: Parents engaged in a series of interactional processes for their child’s transition trajectory, which was likely to influence how they made adjustments. These processes were explained using existing psychological theory and/or relating them to findings from previous studies. With regards to a grounded theory model, I proposed a transition model of parents’ views and adjustment grounded in the study findings. The visual representation of this model helped to shift away from the staged/linear idea of transition. Future intellectual disabilities studies could seek to explore the types (and function) of comparisons that parents make with others. Additionally, further research could explore fathers’ views which are under-represented within this field. Clinical interventions may aim to challenge parent perceptions; encourage peer support; and embrace systemic working with parents through their child’s transition into adulthood.

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9

Gruber, James. « The intellectual evolution of Henry Alfred Kissinger's world-view / ». Title page and contents only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arg885.pdf.

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10

Waller, John Charles William. « The social and intellectual origins of Sir Francis Galton's views on heredity and eugenics ». Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246860.

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11

Longman, Sophia C. « Intellectual Assets and Corporate Finance ». The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437148695.

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12

Fisher, James J. « An Intellectual History of Thomas Sankara ». Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1538989985964085.

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13

Moore, Adam D. « A Lockean Theory of Intellectual Property ». Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1214419634.

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14

Campos, Kátia Patrício Benevides. « Isabel na escola : desafios e perspectivas para a inclusão de uma criança com síndrome de down numa classe comum ». Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5279.

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Esta tese analisa a concepção de uma professora sobre o processo ensino-aprendizagem de uma criança com Síndrome de Down incluída em uma classe comum de Educação Infantil. Também foi objeto de estudo a busca, junto à referida professora, de procedimentos favoráveis ao desenvolvimento social, afetivo e cognitivo da aluna. Trata-se de uma pesquisa qualitativa, combinando um estudo de caso de cunho etnográfico com uma pesquisa-ação. Como procedimentos de coletas de dados foram utilizadas entrevistas abertas e semiestruturadas, observação participante e a autoscopia. A análise dos dados foi feita com base na análise de conteúdo, conforme proposta por Bardin (1977). Os dados obtidos, que vêm ao encontro com outros estudos, mostraram as dificuldades de implementação das políticas públicas de inclusão no âmbito do sistema educacional, em geral, e especificamente no caso da escola foco. O processo de inclusão torna-se complexo em virtude de variáveis como: despreparo dos professores em lidar com alunos com deficiência, ausência de conhecimento por parte de professores sobre flexibilização de estratégias de ensino aprendizagem e de organização escolar que não levam em conta a diversidade do alunado. Vimos que a presença da aluna na classe não garantia sua participação nas atividades e que seu processo de escolarização era dificultado pela falta de conhecimentos da professora sobre o desenvolvimento de sujeitos com deficiência intelectual e práticas pedagógicas alternativas. A partir da pesquisa-ação, constatamos mudanças positivas por parte da menina com relação ao desenvolvimento social e afetivo e que a professora, mesmo diante de limitações pedagógicas, contribuiu para esses avanços. Os dados revelaram que os conhecimentos pedagógicos que a professora demonstrava ter, com base nas atividades propostas para os alunos, estavam baseados no ensino tradicional, com uma concepção de educação infantil voltada para a prontidão para a alfabetização, evidenciando uma dificuldade em desenvolver o trabalho pedagógico numa perspectiva sócio-histórica.
This thesis analyses a teachers view about the teaching-learning process of a child withDown Syndrome Child included in a regular class of Early Education. It was also object of investigation the search, with the referred teacher, of procedures favorable to the social, affective and cognitive development of the student. It was a qualitative research, combining an ethnographic type case study with action-research. As data collection procedures were utilized open and semi-structured interviews, participant observation and autoscopy. The data analysis was undertaken based on the content analysis method, as proposed by Bardin (1977).The data obtained, that meet results of other studies, showed the difficulties in implementation of public policies of inclusion in the context of the educational system in general, and specifically in the case of the school that was the focus of this research. The inclusion process becomes complex due to variable such as: lack of preparation of the teachers to deal with students with disabilities, lack of knowledge on the part of the teachers about flexibilization of strategies for the teaching learning process, school organization that does not take into account the diversity of the students. We saw that the presence of the student in the class did not guaranteed her participation in the activities and that her process of education was damaged due to the lack of knowledge of the teacher about development of subjects with intellectual disability and alternative pedagogical practices.With the action-research, we noticed positive changes in the girls social and affective development and that the teacher, even faced with her pedagogical limitations, contributed to these advances. The data revealed that the pedagogical knowledge the teacher demonstrated to have, from the activities proposed for the students, was focused on traditional study methods, with a view of Early Education turned to alphabetization readiness, showing an difficulty to develop the pedagogical work within a social-historical perspective.

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Dodd, Robin Victor. « Siger of Brabant - the first anti-clerical intellectual ? : an examination of his views on the relationship of philosophy and theology ». Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260659.

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16

Ang, Ching-E. Nobel. « Respect as awareness of rational nature a modified intellectualist view of Kant's moral psychology / ». [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0005361.

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17

Claiborne, Corrie Beatrice. « Quiet brown Buddha(s) : Black women intellectuals, silence and American culture / ». The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501403452.

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18

Ohlmann, Georg. « El fracaso de Mariano José de Larra como escritor politico ». Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68128.

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In this study of Mariano Jose de Larra's Articulos, it will be shown why Larra was not able to achieve his goal of improving the general lack of culture in Spain, which was, according to him, the biggest obstacle to progress. Larra, a liberal writer, wanted to help Spain become a liberal country, if necessary by revolution, which was to be brought about by his writings. He chose to write newspaper articles, a then still very new medium. Although celebrated for his biting satire, Larra's advice was not heeded.
The reasons for this are to be found in the special circumstances of the liberalization of Spain as well as personal circumstances of Larra, which will be addressed in the paper.

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Kabengele, Blanche. « An Intellectual History of Two Recent Theories of Racism ». University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1303843493.

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20

He, Man. « Chinese Play-Making : Cosmopolitan Intellectuals, Transnational Stages, and Modern Drama, 1910s-1940s ». The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429737192.

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21

Kamperman, Sean Allen. « Intellectual/Developmental Disability, Rhetoric, and Self-Advocacy : A Case Study ». The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555429687963749.

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22

Karsono, Sony. « Indonesia's New Order, 1966-1998 : Its Social and Intellectual Origins ». Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1367606667.

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Gomez, Menjivar Jennifer Carolina. « Liminal Citizenry : Black Experience in the Central American Intellectual Imagination ». The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1305915276.

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WELLS, CAROLYN THERESA. « DEMOGRAPHIC AND CLINICAL PREDICTORS OF INTELLECTUAL ABILITY IN DISABILITY APPLICANTS ». University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022600538.

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Avellone, Lauren Elizabeth. « The Provision of Personal Liberties to Individuals with Intellectual Disability ». Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1442927575.

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26

Xu, Xiaojiao. « Practice of Curiosity : An Intellectual Curiosity-based Industrial Design Pedagogy ». University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1471347390.

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Poteet, April. « Middle School Children’s Attitudes Towards Peers with an Intellectual Disability ». University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1573810996763572.

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28

Dye, Jacqueline R. « Adult Intellectual Developmental Disorder : Adverse Childhood Experiences and Problem Behaviors ». Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1597925889922411.

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29

Chen, Charng-Yi Kevin. « A Comparison of Personalities, Family Backgrounds, Educational and Behavioral Characteristics between Intellectually Gifted and Intellectually Average Juvenile Delinquents in Virginia ». The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391706329.

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30

Larson, Kyle Ross. « Counterpublic Intellectualism : Feminist Consciousness-Raising Rhetorics on Tumblr ». Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1470320279.

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31

Lee, Monica M. « The Mistakes of the Infallible : The Internal Conflict of Eastern European Communist Intellectuals ». Oberlin College Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1316180414.

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32

Neelen, Ubbo. « Bankruptcy and intellectual property in the People's Republic of China / ». Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070820.144651.

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Thurston, Timothy O'Connor. « Laughter on the Grassland : A Diachronic Study of A mdo Tibetan Comedy and the Public Intellectual in Western China ». The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1430960495.

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34

Schillace, Brandy L. « “The Alphabet of Sense” : Rediscovering the Rhetoric of Women’s Intellectual Liberty ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1264189942.

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Chen, Xiaoming. « Towards A Confucian/Marxist Solution Guo Moruo's Intellectual Development to 1926 ». The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1294330232.

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36

Lutter, Andrea Elizabeth. « The Impact of Rosa's Law on Describing Persons with Intellectual Disability ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1398193968.

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37

Page, Edward Justin. « Increasing Physical Activity for People With Severe to Profound Intellectual Disabilities ». The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468515464.

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38

Jengehino, Allison Marie. « A Correlational Study of How Transformational Behaviors Impact Student Intellectual Stimulation ». Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1627993202096708.

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39

Wang, Yan. « Social responsibility and intellectual development as outcomes of service-learning courses ». Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1070463467.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xv, 383 p.; also includes graphics (some col.) Includes bibliographical references (p. 304-313). Available online via OhioLINK's ETD Center

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Lanza, Allyssa M. « WISC-IV and Intellectual Disability : A Pilot Study on Hidden Floor Effects ». Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1412264004.

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Davis, Cameron. « St. John Chrysostom's and Philip Melanchthon's Views of Justification (ΔΙΚΑΙΩΣΙΣ) in St. Paul's Epistles, With Special Attention to How Their Respective Intellectual Environments Influenced Their Interpretations ». DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4370.

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This thesis compares how Christian thinkers John Chrysostom (349-407 CE) and Philip Melanchthon (1497-1560 CE) understood the theological concept of justification as found in Paul’s epistle to the Romans, and how their respective intellectual environments influenced their understandings of justification. Through detailed analysis of how Chrysostom and Melanchthon defined the theological concepts underlying their views of justification, it is demonstrated that, while their descriptions of justification often seem amicable, these apparent similarities are superficial. Their primary disagreement rests in their understandings of righteousness, which, for Chrysostom, was the outcome of a synergistic process wherein the faithful Christian gradually became, in actuality, more righteous by cooperating with the will and grace of God. Furthermore, Chrysostom viewed righteousness as a distinct stages in one’s struggle for salvation that followed one’s justification. Melanchthon rejected the notion that human beings themselves could become righteous, instead positing that faithful Christians are justified and simultaneously declared righteous by God based solely on their trust in the saving power of Christ’s atoning death.

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net, Ubbo neelen@gmx, et Ubbo Peter Neelen. « Bankruptcy and Intellectual Property in the Peoples Republic of China ». Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070820.144651.

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This thesis examines the new system of bankruptcy law in the Peoples Republic of China. A major issue of the thesis is the analysis of the possible links and side effects of the upcoming bankruptcy law on intellectual property rights in China. The fact that the Peoples Republic of China is one of the fastest growing economies with the intention of becoming accepted as a market economy has various influences upon the political decisions and legal developments in China and the rest of the world. All changes of the legal environment in China aim at increasing the faith of foreign investors and the growth of foreign investment in China. China continuously allows foreigners to invest in more and more business areas and there is a wide variety of different types of investment in China. On the one hand, companies have the possibility to invest their capital. On the other hand, companies have the option to invest their technical knowledge. Technical knowledge is of particular interest to Chinese partners. Because of this strong interest, western companies are in great danger of losing their intellectual property. The Chinese legal system meanwhile offers western companies a range of different corporate forms. The corporate forms Wholly Foreign Owned Enterprise and joint venture in particular are very attractive to foreign investors. Due to the large variety of corporate forms, this thesis focuses on the involvement of foreign investors in a joint venture. Usually, western companies choose to invest intellectual property in the form of a joint venture. This generates a special need for the foreign company to receive a guarantee for their property. Foreign companies fear that a third party might use their intellectual property and, in order to reduce this risk, they have to be very careful as to how they invest their intellectual property in China. The new bankruptcy law can create a new form of this well-known threat to foreign companies who invest in the Peoples Republic of China. The aim of this thesis is to identify some of these new risks and to attempt to find solutions to help foreign investors reduce potential risks for their investments. Globalisation and international investors are currently focusing on the Chinese market. In order to understand the contemporary situation in China, it is important to understand Chinese history and culture. Taking this into account, this thesis summarises the historical and cultural aspects in the initial chapters.

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Nordmark, Max. « Intellectual capital measurement practices in the Swedish banking sector : An explorative study ». Thesis, Högskolan i Skövde, Institutionen för handel och företagande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-14552.

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Ever since its conception, Intellectual Capital has undergone substantial transformation both in terms of its general definition and its prevalence in external reports. Although consistently focusing on intangibles, over time, intellectual capital has become an area focused on intangibles in accordance with the basic principles of the Resource-Based View regarding how assets can be used to acquire sustainable superior performance. Proponents of intellectual capital adhere to its framework and classification of different intangibles, claiming that it offers increased understanding as to how value is derived from intangible assets. The understanding of the measurement and subsequent reporting of intellectual capital being value creating is, however, a disputed claim. The field of intellectual capital has also been stated to be suffering from a lack of empirical studies focused on specific sectors. Although organisations from among the banking sector have been included in empirical studies within the realm of intellectual capital, there are few such studies which include Swedish banks, let alone studies focused on the Swedish bank sector. The question of whether organisations among the Swedish banking sector are dedicating themselves towards measuring intangible assets included in the intellectual capital framework has so far not been closely studied. Neither has a study focused on exploring the underlying motivations as to why organisations within this sector would choose to dedicate themselves to such work been made. By means of a qualitative research method focused on interviews with respondents from three banks belonging to the Swedish banking sector, this study demonstrates that although intellectual capital is virtually unknown within the sector, examples of the organisations’ measuring practises of intangibles included in the intellectual capital framework are numerous. By implementing resourced-based view and legitimacy theory, the primary motivation behind organisations implementing such measurements is suggested to primarily be to better understand and utilise the resource. The findings of this study also suggest that disclosure of intellectual capital is not viewed as legitimising, despite similarities between organisations in the sector leading to expressed wishes of certain intangibles being disclosed for differentiation purposes.
Intellektuellt Kapital har gått igenom en omfattande förvandling både vad gäller dess generella definition och sin utbredning i externa rapporter sedan begreppet först myntades. Även om begreppet konsekvent har fokuserat på immateriella tillgångar har intellektuellt kapital, över tid, blivit ett område där immateriella tillgångar behandlas i enhet med de grundläggande antaganden hos Resursbaserad Teori i fråga om hur tillgångar kan användas för att uppnå varaktiga konkurrensfördelar. Förespråkare av intellektuellt kapital ansluter sig till dess ramverk och klassificering av olika immateriella tillgångar och påstår att det erbjuder en ökad förståelse gällande hur värde härleds från dessa tillgångar. Huruvida mätningen och följaktiga rapportering av intellektuellt kapital är värdeskapande är däremot ett omtvistat område. Intellektuellt kapital har även hävdats lida av en brist av empiriska studier fokuserade på specifika sektorer. Även fast organisationer från banksektorn har varit inkluderade i empiriska studier inom området intellektuellt kapital så finns det få sådana studier som inkluderar svenska banker, för att inte tala om studier som fokuserar på den svenska banksektorn. Frågan om huruvida organisationer från den svenska banksektorn aktivt mäter immateriella tillgångar som inkluderas i ramverket av intellektuellt kapital har hittills inte studerats grundligt. Inte heller har en studie gjorts som fokuserar på att utforska de underliggande motivationerna varför organisationer inom denna sektor skulle ägna sig åt sådant arbete. Genom en kvalitativ studie baserad på intervjuer med respondenter från tre banker från den svenska banksektorn demonstrerar denna studie att trots att intellektuellt kapital är praktiskt taget okänt inom sektorn så återfinns ett flertal exempel av mätning av immateriella tillgångar som inkluderas i ramverket hos intellektuellt kapital bland dessa organisationer. Genom implementering av resursbaserad teori och legitimitetsteorin så framgår att den huvudsakliga orsaken till att organisationer implementerar sådan mätning är att få ökad förståelse för resursen och bättre kan utnyttja den. Resultaten visar även på att redovisning av intellektuellt kapital inte ses som legitimerande, trots att likheter mellan organisationer i den svenska banksektorn tycks leda till att vissa immateriella tillgångar redovisas för att organisationen ska kunna differentiera sig från sina konkurrenter.

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Rich-Gross, Denise A. « The Perceptions of the Transition Process by Ohio Students With Intellectual Disabilities ». University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365891156.

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Nguyen, An Tuan. « Luggage to America : Vietnamese Intellectual and Entrepreneurial Immigrants in the New Millennium ». Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1368535151.

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Bi, Hui. « Chinese Graduate Students’ Attitudes toward Persons with Intellectual Disabilities : An Acculturation Approach ». Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276878627.

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Nyewe, Peter Khwezi. « The mainstreaming debate : a survey of parents' views in a special school for intellectually handicapped children in a disadvantaged context in the Western Cape ». Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17554.

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Résumé :

The main purpose of this study was to investigate the range of beliefs that a certain group of South African parents held about the appropriate educational placement of their children with mild to moderate intellectual handicaps. The sample consisted of 14 parents of children with mild to moderate intellectual handicaps attending at a special school for intellectually handicapped children in a disadvantaged context in the Western Cape. In line with the qualitative approach, semi-structured interviews with open elided questions were used to collect the data. Interviews were used rather than questionnaires because parents were illiterate and they felt more comfortable and confident with a personal interview and were able to use their own language. The data were analyzed according to Glaser and Strauss' Constant Comparative method as described by Maykut and Morehouse (1994). As has been found in other research studies, the parents in this study were not in principle against mainstreaming or inclusion of their children. Rather, they were at present not supportive of it as they perceive the conditions at the ordinary school to be unstable for their children. The qualitative analysis outcome revealed that parents were concerned about· teacher qualities, acceptance of their children by the ordinary school children and the ordinary school curriculum which they felt was only focusing on academic subjects. Parent involvement and inclusion are central concepts in the reconstruction of education in South Africa. Inclusion of intellectually handicapped learners is being considered by policy makers but it is not likely to be successful without parent support. This study is a small contribution to the debate.

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Finley, Nathan. « MANAGING CREATIVE INTELLECTUAL PROPERTY IN DISRUPTEDINDUSTRIES : A BUSINESS PLAN FOR ATHENA PUBLISHING LLC ». Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1619186560810578.

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Matlock, Scott T. « Development of an Interpersonal Aggression Scale for People with Intellectual and Developmental Disabilities ». The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211912914.

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Kaat, Aaron J. « The Relationship between Reciprocal Social Impairments and Psychopathology in Children with Intellectual Disability ». The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312985259.

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