Дисертації з теми "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.
Повний текст джерелаScott, 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.
Повний текст джерелаLloyd, 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.
Повний текст джерелаDoctor of Philosophy (PhD)
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.
Повний текст джерелаThesis advisor(s): David R. Henderson ; Richard D. Milligan. "June 1993." Includes bibliographical references. Also available online.
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/.
Повний текст джерелаTavasli, Mustafa. "Synthesis of a new class of homochiral amines and novel bio-active tropanes." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4552/.
Повний текст джерелаImaeda, Yasuhiro. "Studies on Sulfonylalkylamides as a New Class of Orally Active Factor Xa Inhibitors." Kyoto University, 2009. http://hdl.handle.net/2433/124028.
Повний текст джерелаEnglhardt, 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.
Повний текст джерелаSaluke, 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.
Повний текст джерелаHuwiler, 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.
Повний текст джерелаLiu, 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/.
Повний текст джерелаRobison, 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.
Повний текст джерелаSchramm, 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.
Повний текст джерелаTitle from PDF title page (viewed on Jan. 15, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 32-34).
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.
Повний текст джерелаCarroll, Carla June. "A Feasibility Study of Photometric Reverberation Mapping with Meter-Class Telescopes." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5469.
Повний текст джерелаZhou, 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.
Повний текст джерелаRobison, 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.
Повний текст джерелаDhal, 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/.
Повний текст джерелаMojica, 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.
Повний текст джерелаRoe, 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.
Повний текст джерелаBush, 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.
Повний текст джерелаHellström, 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.
Повний текст джерелаTaneja, Anju. "Argumentation in Science Class| Its Planning, Practice, and Effect on Student Motivation." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133198.
Повний текст джерелаStudies 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.
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.
Повний текст джерелаRecent 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)
Garnham-Lee, Katy P. "Predicting physical activity behaviour across early adolescence." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/35275.
Повний текст джерелаKelly, 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.
Повний текст джерелаKhan, 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.
Повний текст джерелаKramer, Kurt A. "Identifying plankton from grayscale silhouette images." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001402.
Повний текст джерелаGroße, 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.
Повний текст джерелаDantas, 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.
Повний текст джерелаUniversidade 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.
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.
Повний текст джерелаHolzhüter, Andreas. "Die Class Action im US-amerikanischen Kapitalmarktrecht : Securities Class Actions /." Hamburg : Kovač, 2004. http://www.gbv.de/dms/sbb-berlin/380103370.pdf.
Повний текст джерелаAssumpção, 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/.
Повний текст джерелаThe 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.
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.
Повний текст джерелаDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia
Made available in DSpace on 2018-08-09T11:35:09Z (GMT). No. of bitstreams: 1 Buchala_LucianadeSant'Anna_M.pdf: 973286 bytes, checksum: 7afa091f0b1f9297eaf3b3b3239d7fbe (MD5) Previous issue date: 2007
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
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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.
Повний текст джерелаToute 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.
Meyer, Kevin R. "Student Classroom Engagement: Rethinking Participation Grades and Student Silence." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242164691.
Повний текст джерелаGuhn-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.
Повний текст джерелаEichholtz, 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.
Повний текст джерелаBergmeister, 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.
Повний текст джерелаIrving, Chauntee. "CLASS/ACT EMBODIED PRACTICES FOR PERFORMATIVE PEDAGOGY." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5881.
Повний текст джерелаJunghans, 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.
Повний текст джерелаBeuchler, Holger. "Class actions und securities class actions in den Vereinigten Staaten von Amerika /." Baden-Baden : Nomos, 2008. http://d-nb.info/987313282/04.
Повний текст джерелаHohl, Julia M. "Die US-amerikanische Sammelklage im Wandel." Berlin Duncker & Humblot, 2007. http://d-nb.info/989437701/04.
Повний текст джерелаConley, James Robert Carleton University Dissertation Sociology. "Class conflict and collective action in the working class of Vancouver, British Columbia, 1900-1919." Ottawa, 1986.
Знайти повний текст джерелаJohnson, 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.
Повний текст джерелаThis 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.
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.
Повний текст джерелаCartel 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.
Robertson, Katherine Myrtle. "An analysis of the class action in South Africa." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53185.
Повний текст джерелаYancy, Nina M. "Class along the color line." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:abc1e87b-5984-4ec2-a0d7-cdd0fdb451dd.
Повний текст джерелаWolfson, Shael Nathan. "Market Reaction to the Class Action Fairness Act of 2005." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1116.
Повний текст джерелаMichailidou, 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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