Дисертації: "Pluralism (Social sciences) Case studies"

1

Cohen, Erez. "Re-thinking the 'migrant community' : a study of Latin American migrants and refugees in Adelaide." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phc6782.pdf.

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Includes bibliographical references (leaves 259-270) Based on 18-months fieldwork, 1997-1999, in various organisations, social clubs and radio programs that were constructed by participants and 'outsiders' as an expression of a local migrant community. Attempts to answer and challenge what it means to be a Latin American in Adelaide and in what sense Latin American migrants and refugees in Adelaide can be spoken about as members of an 'ethnic/migrant community' in relation to the official multiculturalism discourse and popular representations of migrants in Australia.

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2

López, Cuéllar Nelcy. "State legal pluralism: between conflict and dialogue insights from a colombian case." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106457.

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The question whether judicial decisions can be reviewed on constitutional grounds in Colombia has given rise to a long-lasting conflict between the Colombian Constitutional Court, on the one hand, and the Colombian Supreme Court of Justice and Council of State on the other. The Constitutional Court claims to have the authority to review judgments of the other two high courts, while these courts claim to have exclusive authority over ordinary and administrative law. This simultaneous claim of authority has lead to disobedience of the Constitutional Court's judgments by the other two high courts. I argue that this conflict is an example of state legal pluralism. State legal pluralism, I claim, is a coexistence of authority-claiming institutions that: takes place within the governmental structure of the state; includes two or more public institutions; and involves a hierarchically irresoluble tension between or among these institutions over a decision on the same subject matter. I also assert that in all cases of legal pluralism, state legal pluralism included, there is a correlation between the coexistence of authority-claiming institutions and the lack of obedience. I claim, moreover, that disobedience and mere compliance are subspecies of the lack of obedience. A form of mere compliance can be accommodation of authority-claiming institutions and one way in which this accommodation can manifest itself is through inter-institutional dialogue. I argue that dialogue between coexistent authority-claiming state institutions is possible if their claim of authority is made against private parties only. Finally, I state that dialogue would be possible between the Colombian high courts if, based on the Colombian constitutional clause of harmonious collaboration, these courts claimed authority against private parties only.
En Colombie, la question du contrôle de la constitutionnalité des décisions judiciaires a donné lieu à un conflit de longue durée opposant, d'une part, la Cour constitutionnelle de Colombie et, d'autre part, la Cour suprême de justice et le Conseil d'État. La Cour constitutionnelle prétend avoir l'autorité nécessaire pour réviser les arrêts des deux autres hautes juridictions, alors que celles-ci considèrent avoir l'autorité exclusive sur le droit privé et administratif respectivement. Cette concurrence de prétentions à l'autorité a débouché sur la désobéissance des deux hautes cours face aux décisions de la Cour constitutionnelle. Nous défendons la thèse en vertu de laquelle ce conflit constitue un exemple de pluralisme juridique étatique. Nous affirmons que le pluralisme juridique étatique correspond à la coexistence d'institutions ayant prétention à l'autorité; coexistence qui se produit a l'intérieur de la structure de l'État, qui inclut au moins deux institutions publiques, et qui implique une insoluble tension hiérarchique parmi ou entre lesdites institutions au sujet d'une décision qui porte sur la même matière. Nous avançons par ailleurs que dans toutes les occurrences de pluralisme juridique, ce qui inclut le pluralisme juridique étatique, il y a corrélation entre la coexistence des institutions prétendant à l'autorité et le défaut d'obéissance. De plus, nous soutenons que la désobéissance et la conformité formelle sont des sous-catégories du défaut d'obéissance. Une expression de la conformité formelle pourrait être l'accommodement des institutions prétendant à la compétence, notamment au travers du dialogue interinstitutionnel. Nous avançons que le dialogue entre les institutions prétendant à l'autorité est possible si leurs prétentions à l'autorité ne concernent que des parties privées. Enfin, nous affirmons que la possibilité du dialogue entre les hautes cours colombiennes serait possible si, tenant compte de la disposition constitutionnelle relative à la collaboration harmonieuse, lesdites cours prétendaient avoir autorité uniquement contre les parties privées.

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3

Bergstrom, Teresa M. "Gatekeepers for Gifted Social Studies| Case Studies of Middle School Teachers." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739532.

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This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch's (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis.

Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms.

Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs.

Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.

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4

Wong, Ping-man. "The evolution of a secondary school subject in Hong Kong : the case of social studies /." [Hong Kong] : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13267942.

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5

LaGanga, Donna Brandeis. "A case study of Baltimore City Community College : an analysis of strategies for serving a diverse student body at an urban community college /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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6

Barragan, Denise Eileen. "Native Americans in social studies curriculum: An Alabama case study." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278722.

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This study describes how some members of the Cherokee Tribe of Northeast Alabama, a state recognized community, reacts to the ways in which Native peoples are represented in the social studies curriculum of DeKalb County, Alabama. Tribal members, ages 30--80 were interviewed about their educational experiences, as well as about their perspectives on the current curriculum. Social studies curricula of this school district, as well as elsewhere in the Alabama public school system, portrays Native peoples in a negative manner, and through the interviews and an extensive analysis of the curriculum, specific examples of these negative portrayals are pinpointed. This study specifically looks at the content, language and illustrations of seven state adopted textbooks, resulting in some specific recommendations on how teachers, as well as administrators, could improve the curriculum.

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7

Braswell, Michael, Larry Miller, and Joycelyn Pollock. "Case Studies in Criminal Justice Ethics." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/1577667476.

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Building on the success of the popular first edition, the authors provide hypothetical criminal justice scenarios for analysis, having found in their experience as teachers that the process adds depth and dimension to the study of justice and ethics. This expanded second edition offers ten new cases addressing the intricate process of moral and ethical decision making. Focusing on both personal and social context, the authors explore true-to-life situations and encourage readers to think about the possible consequences that could result from the choices they make.
https://dc.etsu.edu/etsu_books/1032/thumbnail.jpg

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8

Wong, Ping-man, and 黃炳文. "The evolution of a secondary school subject in Hong Kong: the case of social studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31232838.

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9

Neville, Eryca. "A case study of fifth grade social studies curriculum for inclusion of multicultural education." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4492.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 1, 2007) Vita. Includes bibliographical references.

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10

Camicia, Steven Paul. "Teaching the Japanese American internment : a case study of social studies curriculum contention /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7839.

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11

Sajan, Virgi Zainul. "Mozambican girls living with poverty speak out: a case of using participatory methodologies with very young adolescent girls to identify barriers to alleviating poverty." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104649.

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Decision makers at every level of society, local, national and international, along with NGOs and civil society are committed to alleviating abject generational poverty. In the context of what many refer to as the ‘feminization of poverty', my dissertation focuses on girls during their early adolescent years in order to uncover the barriers that are present and which prevent them from exiting a life of poverty. By using participatory methodologies, in particular photovoice, we hear directly from ten girls between the ages of 10 – 14 who describe their experiences of living a life of poverty. In my engagement with the girls what became apparent is the impact of pre-determined roles and responsibilities on girls living with poverty. Many of these are noticeably absent in capacity building, poverty and gender related literature. Also absent in discussions related to girls living with poverty and capacity building is a spotlight on the influential role of cultural and societal norms resulting in the lower status of girls. The impact of culture and societal norms becomes self-evident in discussions with the girls, particularly after the girls' conducted community-based interviews with their grandmothers, mothers or aunties. Comprehensive data is often missing which includes specific barriers that emerge in a girl's life including attending school, achieving optimum health, accessing diverse economic opportunities, as well as achieving independence and empowerment. In this study, the importance of obtaining data directly from girls living with poverty becomes evident. For example, girls living intimately with poverty will identify barriers which may not be readily visible to researchers and decision-makers who do not share the same life experience. Only by understanding the diverse barriers that are present in young adolescent girls' lives that prevent them from accessing capacity building opportunities like education and literacy will decision makers be able to develop capacity building policies that will have a higher probability of being relevant, meaningful and high-impact. And only when these capacity building policies have quality of life as key success indicators, can girls living with poverty access a higher quality of life – a clear objective for research and policies related to girls, capacity building and poverty.
Les décideurs à tous les niveaux de la société, locaux, nationaux et internationaux, de concert avec les ONG et la société civile, consacrent leurs efforts à réduire la pauvreté générationnelle abjecte. Dans un contexte que plusieurs décrivent comme la féminisation de la pauvreté, ma thèse se concentre sur des jeunes filles au début de l'adolescence, afin de découvrir quelles barrières sont présentes et les empêchent de se sortir d'une vie de pauvreté. Utilisant des méthodologies participatives, en particulier photovoice, nous entendons les récits de dix jeunes filles entre 10 et 14 ans qui décrivent leurs expériences de vie dans la pauvreté. Ce qui est ressorti de mes échanges avec ces jeunes filles est l'impact de rôles et responsabilités pré-déterminées sur les jeunes filles vivant dans la pauvreté. Plusieurs de ceux-ci brillent par leur absence dans la littérature scientifique sur le renforcement des capacités, la pauvreté et le genre. Est également absent des discussions reliées aux jeunes filles vivant dans la pauvreté et au renforcement des capacités un éclairage sur le rôle influent des normes culturelles et sociétales entraînant un statut plus bas chez les filles. L'impact des normes culturelles et sociétales devient évident au cours de discussions avec les jeunes filles, particulièrement après qu'elles aient réalisé des entrevues au sein de la communauté auprès de leurs grand-mères, mères ou tantes. Il manque souvent de données complètes incluant des barrières spécifiques qui émergent dans la vie d'une jeune fille, incluant fréquenter l'école, atteindre une santé optimale, avoir accès à des opportunités économiques diverses, atteindre l'indépendance et se prendre en main. Dans cette étude, l'importance d'obtenir des données directement de la part de jeunes filles vivant dans la pauvreté devient évidente. Par exemple, les jeunes filles vivant intimement dans un contexte de pauvreté identifieront des barrières qui ne sont pas nécessairement visibles pour des chercheurs et décideurs qui ne partagent pas la même expérience de vie. C'est seulement en comprenant les diverses barrières présentes dans la vie des jeunes filles, particulièrement au début de l'adolescence, qui les empêchent d'avoir accès à des opportunités de renforcement des capacités telles que l'éducation et l'alphabétisation que les décideurs pourront développer des politiques de renforcement des capacités qui auront une plus grande probabilité d'être pertinentes, significatives et d'avoir un grand impact. Et c'est seulement lorsque ces politiques de renforcement des capacités auront la qualité de vie comme indicateurs principaux de succès que les jeunes filles vivant dans la pauvreté auront accès à une meilleure qualité de vie - un objectif clair pour la recherche et les politiques reliées aux jeunes filles, au renforcement de capacités et à la pauvreté.

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12

Johnson, Vicky. "Changing contexts of children and young people's participation in evaluation : case studies in Nepal and the UK." Thesis, University of Central Lancashire, 2010. http://clok.uclan.ac.uk/7908/.

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This thesis is an examination of how significant features of context are linked to process in children’s participation in evaluation, using case study research. The cases vary in political and cultural contexts, institutional setting, timeframe and my own positionality in the evaluations. The rights-based evaluations revisited include: DFID funded Rights through Evaluation research in Nawalparasi in Nepal; evaluation of Phase 1 of the Saying Power scheme, run by Save the Children across the UK; and evaluation of the Croydon Children’s Fund in London. In addition to issues of context and timeframe, the cases were chosen for the author’s intimate knowledge of the evaluations, and access to participants who had been involved at different levels and roles. Issues of bias are therefore specifically addressed in the revisits and a dual approach of reflexivity and critical inquiry taken. The initial reflection builds on theoretical perspectives in children’s participation and historical perspectives of rightsbased approaches, providing a personal perspective that forms the basis of the questions for the critical inquiry. Semi-structured interviews were conducted with children and young people, project workers/ staff, and managers/ commissioners, all of whom previously participated in the evaluations. The critical inquiry was conducted in order to find out under what conditions participatory evaluation with children resulted in positive outcomes for children and transformational change. Critical realism, realist revisits and socio- and cultural ecological theories form the basis of a framework or model called ‘Change-scape’ that helped to explain the links between process and context in this thesis. How decision makers responded to children’s evidence depended on the context. Stratifications of context suggested in this analysis arose from realist revisits that incorporated external drivers, such as the political economy and dominant cultural practices, and internal drivers including the commitment and capacity of stakeholders in the evaluation process. Mechanisms of communication and collaboration were identified that helped to translate actions identified in the evaluations into outcomes for children and young people. Dimensions of power were also examined in terms of how they related to different aspects of the structure put forward. A final discussion reviews the progression from an emphasis on rights and individual behaviour change and action, to how context has to be taken into account to achieve more relational objectives that are incorporated in achieving improvements in children and young people’s wellbeing.

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13

Nicholson, Yim-wan Annie. "A study of the implementation of a curriculum innovation in a secondary school in Hong Kong : the case of F.I-III social studies /." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18696302.

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14

Touchie, Rachel. "Sustainable Food Consumption Practices : Case Studies and Contexts from Edmonton, Canada." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324247.

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The globalized food system poses many systemic challenges that have significant impacts on the environment and human health. In order to tackle these challenges, especially those relating to climate change, it is assumed that consumers need to be accountable for the role they play in these issues, requiring them to alter their harmful consumption habits. In terms of the food system, this means that people need to evolve into ethical consumers and become more invested in what and how much they eat, where it comes from, etc . However, throughout the literature and in policies, there remains a focus on altering what people buy, rather than reducing waste from their overconsumption. Reducing waste and consumption would have a more beneficial impact for the environment, human health, and urban sustainability, yet it remains secondary to the narrative of buying sustainable alternatives. A waste reduction narrative would encourage sustainable behaviours that would also be more accessible to households of various socioeconomic backgrounds, and would provide more tangible results in terms of money saved, reduced greenhouse gases and waste output, and increased sustainability. However, food consumption is the result of many ingrained daily food practices influenced by a multitude of factors that prevent people from consciously considering the consequences of their actions. Food consumption and waste management as a phenomenon can therefore be interpreted using Social Practice Theory (SPT), which states that all humans act autonomously and according to social norms. This means that practices are recursive and routinized, subject to change, yet somewhat unconscious. All practices lead to consumption in some way, and changing such deeply embedded routines to become more sustainable requires a full understanding of these deeply entrenched practices. Practices can be broken down into three main components that drive how practices are formed and maintained:materials, competences, and meanings. This project uses mini-ethnographic studies to highlight SPT in order to understand the factors (contextual, materials, competences, and meanings) influencing households in Edmonton, Canada as they navigate the current sustainability narrative, and how they approach sustainable food consumption and food waste management. The results from this study lend some insight into what materials, competences, meanings, and other factors drive people already somewhat aware of sustainable food consumption issues to practice such types of behaviour. These influential elements have been found in many other recently published works, and give further insight into how broad external factors and specific internal factors can drive consumption practices. Prevention and reduction behaviours were already somewhat prevalent in this group. It is important that education programs targeting sustainable food consumption behaviours understand what drives certain food related practices, and how they can target the barriers that prevent certain groups of people from adopting more sustainable habits.

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15

Knapp, Kathryn Anderson. ""True to me"| Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618880.

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This qualitative study addressed the problem of students' lack of trust of and interest in U.S. history and focused on students' experiences with official and unofficial versions of history in the middle school social studies classroom. A collective case study of five African American students was conducted in an eighth grade classroom at Carroll Academy, a public, urban charter school in Ohio. Interviews, questionnaires, observations, artifacts, and logs were collected and analyzed with a critical, interpretivist lens.

The findings included: (a) the students were suspicious of the official historical story in the form of their textbook and teacher; (b) they shared similar rationales for the perceived motivations behind the dishonest accounts in their textbooks, and the rationales changed in similar ways throughout the course of the project; (c) although they had limited experience with unofficial history before the project, they preferred to use unofficial historical sources with the condition that one eventually corroborates accounts with official sources; (d) the experience of studying family histories created race-related instances of contradiction between unofficial and official accounts in the classroom, and (e) students developed productive forms of resistance to the grand narrative in U.S. history by the end of the study.

The findings of the study offer implications for teachers of social studies. By using family history projects, teachers can engage students while helping them learn critical and historical thinking skills. They can provide a more inclusive social studies curriculum and can better understand their students' backgrounds and historical knowledge.

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16

Shum, Siu-ying Isis. "The exploration of the school knowledge in sociological perspectives : a case study of a secondary school subject "social studies" /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601496.

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17

Maloley, Karen Larsen. "Teachers' responses to mandated assessment case studies of teachers' assessment practices in elementary classrooms /." Diss., Connect to online resource - MSU authorized users, 2008.

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18

Enow, Manyi. "IMMIGRANT ENTREPRENEURSHIP : Case studies of challenges faced by immigrant entrepreneurs in a large and small Swedish city." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-13459.

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Title: Immigrant Entrepreneurship - Case studies of challenges faced by immigrant entrepreneurs in a large and small Swedish city. Purpose: The purpose is to investigate if the challenges faced by immigrant entrepreneurs in Sweden differ between large and small cities. Method: Eight case studies, four in Jönköping and four in Stockholm of seven Asian and one Eastern Europe immigrant entrepreneurs in the restaurant business. Results: The typical Jönköping case and the typical Stockholm case are similar with respect to some challenges faced: a lack of finance, marketing and sales skills are key challenges, and language is not a strong challenge in either city. The typical cases are different with respect to whether or not working longer hours, high rent and administrative and regulatory requirement are challenges. Keywords: Challenges, Entrepreneur, Entrepreneurship, Immigrant Entrepreneurs, Immigrants, Jönköping and Stockholm

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19

Woodring, Betty Gregory. "The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332110/.

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This qualitative case study examined the extent to which learning styles were used by teachers in four seventh and eighth grade social studies classrooms in a large suburban north Texas junior high school. The conclusions were as follows: 1) The environment on the junior high level did not afford the flexibility found in the elementary classroom. The changing of students, teachers, and the multi-purpose use of rooms did not afford flexibility of light, temperature, sound, and design preference. 2) The physical and the psychological categories had elements within each category that overlapped. A right brain activity closely aligned to a tactile/kinesthetic activity. A parallel between physical-mobility and psychological-global was noted, as well as a pattern between the global and the tactile/kinesthetic projects. 3) The split lunch period created problems for the global, kinesthetic, impulsive students. The academic environment was interrupted for a thirty minute period; students had to re-acclimate to a more analytic environment after lunch. 4) Each teacher alternated between primary style and secondary and tertiary styles. This mediation ability enabled each teacher to use all styles in lessons the researcher observed. 5) Abstract random and concrete random teachers did more group and team teaching than concrete sequential and abstract sequential teachers. Further, dominant sequential ordering in a teacher limited random activities. Whereas, dominant random ordering in a teacher limited sequential ordering activities. Both groups of teachers experienced teacher burnout when forced out of their primary style. 6) It was easier for those teachers whose primary and secondary ordering were opposite (CS/CR or AS/AR), as opposed to those whose primary and secondary ordering were the same (CS/AS or CR/AR), to align to a different environment. 7) These results suggest that teachers should not be required to stay in any one style. The flexibility of being able to alternate between styles will conserve energy and prevent teacher burnout.

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20

Ekblad, Peter. "Bridging the Humanitarian-Development Divide : Indonesian-Swedish Stakeholder Case Studies on LRRD." Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-326416.

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This thesis studies the concept of Linking Relief, Rehabilitation and Development (LRRD), a topic discussed since the late 1980’s that has failed to be practically implemented, partly because of widely divergent perspectives on the concept. The discourse on LRRD has so far largely been conducted in a top-down fashion with donors constituting the dominant interlocutor, while the perspectives of aid organisations and local communities involved in humanitarian and developmental programmes have been widely overlooked. This thesis thus means to bring clarity to how LRRD is conceptualised by different stakeholders through proposing a comprehensive conceptual framework based from literature, which is used to analyse empirical case studies at the local, national, and international levels. The case studies were conducted in Indonesia and Sweden through interviews with 16 participants and a survey with 20 beneficiaries as respondents. The participants included: beneficiaries at a tsunami post-disaster site, local community leaders, a local level NGO, two national level Indonesia NGOs (MDMC and YEU), and an INGO (Plan International).The research reveal that none of the cases experienced as rigid divide between humanitarian and development action as is often suggested in the literature discourse and through donor policies. All interviewed NGOs expressed that they operated in a way that does create strong humanitarian-developmental linkages and that the major obstacle to achieve this is external pressures, particularly from donor agencies, to operate under exclusively humanitarian or developmental imperatives.

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21

Hanisi, Nosipho. "Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008372.

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This study examines learning interactions around indigenous ways of knowing associated with fermented grain foods (the making of umqombothi) and the concept of alcoholic fermentation in the Grade 11 Life Sciences curriculum. As an environmental education study it also investigates the cultural significances of the fermented grain food and how learners might make better lifestyle choices. The inclusion of indigenous ways of knowing in the Life Sciences curriculum (FET band) created spaces and opportunities for the use of both knowledge's in sociocultural context and the structured propositions of the learning area in order to construct knowledge. This stimulated learners' understanding of fermentation and also led to a valuing of social context as well as the cultural capital embedded in the indigenous ways of knowing. The study suggests that parental involvement contributed to this valuing of intergenerational ways of knowing. Learners also deliberated how colonial interpretations of Nguni culture and the religious beliefs of Christians had served to marginalise and foster a widening urban rejection of isiXhosa cultural practices related to fermented foods. In their learning and discussion, learners developed new insights and respect for isiXhosa fermentation practices (ukudidiyela) that bring out the food value and nutrition in the grain. The data illustrates that lesson activity that drew on relevant Learning Outcomes and Assessment Standards to integrate Indigenous Knowledge practices in a Life Sciences learning programme, served to enhance learner understanding of alcoholic fermentation. They also document a revaluing of cultural heritage and learners bringing up the problem of alcohol abuse in the community. Curriculum work with Indigenous Knowledge thus not only assisted learners to grasp the science but to use this alongside a valued cultural knowledge capital to deliberate and act on a local concern.

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22

Greene, Shawn. "A Case Study of the Unaccompanied Refugee Minor Program with Commonwealth Catholic Charities in Richmond, Virginia." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2338.

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This thesis investigates how administrators and staff at a community service agency in Richmond Virginia perceive the needs of unaccompanied refugee children as they transition into the American way of life and the challenges associated with the relocation of these children into foster care setting, and how service delivery to meet these children’s needs might be improved. A common theme that emerged from interviews conducted with these administrators is that successful integration of unaccompanied refugee minors into American society requires from the very start culturally competent approaches to placement, language assistance, and mental health therapy. Options for improving resettlement of these minors within the context of cultural competency include establishing culturally sensitive community drop-in centers, recruiting mentors such as culturally diverse celebrities and athletes to help facilitate the transition of these youth and enrolling these children in culturally diverse Outward Bound programs to encourage physical fitness.

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Schroeder, Peter J. "The relationship between academic integration and basketball participation at one NCAA Division III institution." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2334.

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The purpose of this study was to assess the relationship between basketball participation and academic integration at one NCAA Division Ill school. Research on the college experiences of NCAA Division I male student-athletes in corporate sports has demonstrated that athletic participation does not enhance academic integration. Conversely, Division I women athletes have become academically integrated despite participating in intercollegiate athletics. Therefore, this study sought to discover integration differences between males and females at the Division Ill level and made comparisons with the Division I literature. Academic integration was defined as a belief in the academic goals of an institution based on academic involvement, peer interaction, faculty interaction and involvement in work, sport or other extracurricular activities. Nine male and five female Division Ill basketball players from one liberal arts college were interviewed. Based on qualitative analyses, three major themes were identified. First, the student-athletes were predisposed to academic integration based on their high school grade point averages, test scores, parent's education and social class. Second, once in college, they became academically integrated through academic planning, extracurricular involvement, and peer and faculty interaction. Finally, through their coach's assistance with academic planning and the social interaction it created, basketball played a partial role in the integration process for men. Women, however, did not use basketball as their primary means of establishing social ties and did not receive academic assistance from their coach. These were the only differences between genders. The school's academic climate and structure were the most significant factors impacting academic integration. The coach's ability to support these was a secondary factor. When compared to Division I males, these male student-athletes were much more integrated. The females in the current study were similar to their Division I counterparts with respect to academic integration.

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Nadeau, Kacie M. "The Common Core State Standards and the Elementary Social Studies Curriculum| A Case Study of Teacher Perceptions in Florida." Thesis, University of South Florida, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642183.

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The most recent phase of curriculum reform in the era of accountability is the Common Core State Standards (CCSS) which have essentially reshaped the landscape of public education. Its objective of preparing K-12 students for college and career upon high school graduation have prioritized English language arts, mathematics, and science over social studies, which is not part of widespread high-stakes testing for elementary students. This qualitative case study investigated eleven intermediate elementary teachers’ perceptions of alignment between CCSS and the elementary social studies curriculum. Data gathering analysis included two semi-structured interviews and an archival analysis of the mandated curriculum. The data revealed that perceptions of alignment vary among teachers and were influenced by the perceived effects of inadequate instructional time and resources, lack of content knowledge, and insufficient district levels of professional support. Teachers perceived some similarities between the methods of thinking skills, such as historical thinking and higher-order thinking, and the English/Language Arts standards of the Common Core and their district social studies curriculum. Despite perceived inadequate instructional time and resources, teachers believed that elementary social studies must be an instructional priority and found ways to include social studies through interdisciplinary approaches. Recommendations include district-level professional development focused on an integration between CCSS and social studies modeled in classroom practices. These approaches may improve use of instructional time and resources and reduce the marginalization of elementary social studies.

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Loizides, Charalambos. "Extensions of the case-control design in genome-wide association studies." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:89e057e5-d30f-4125-b210-14d1f2aa37c1.

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The case-control design is one of the most commonly used designs in genome- wide asociation studies. When we increase the sample size of either the controls or, more importantly, the cases, the power of whatever test we use will certainly increase. However increasing the sample size, means that addi- tional individuals need to be genotyped and this implies extra financial costs. However, nowadays with the emergence of genetic studies, a large number of genetic data are available at low or no extra cost. Even though those data may not be completely relevant to the current study, they can still be used to increase the probability to identify true associations. Furthermore, additional information, non-necessarily genetic, can also be used to improve the power of a method. In this thesis we extend the case-control design in order to take ad- vantage of such types of additional data and/or information. We discuss three designs; the case-cohort-control, the kin-cohort and the super-case– case–control–super-control designs. For each of these, we present methods that are adjusted or modified versions of standard case-control methods but we also propose novel ones developed with those extended designs in mind. Ultimately, we describe how those methods can be used in order to increase the power of association tests, especially compared to similar methods of the case-control design.

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Boyum, Danielle C. "Primary Sources in Social Studies| A Multiple Case Study Examining the Successful Use of Primary Sources in the Secondary History Classroom." Thesis, Piedmont College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288372.

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The ultimate goal of teaching history to young people is to create effective, responsible citizens (Fallace, 2009). Despite such ambitious goals, the traditional teacher-centered method of instruction has not proven to have engaged students. As a result, students often rank history as their least-liked subject, particularly at the secondary level. One instructional strategy that may ameliorate this problem is the incorporation of primary sources. Identifying the inhibitors and inducers of primary sources, the researcher in this study explored and described the elements of successful primary source use in the secondary American and world history classrooms of three teacher participants in a qualitative, semester-long case study. Student and teacher perspectives of the impact of primary sources were also considered. In contrast to some of the existing literature, primary sources can be employed successfully and consistently in the secondary history classroom as demonstrated by the three teacher participants in this semester-long study in a large suburban Atlanta, Georgia, school district.

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Goaied, Amna, and Christian Sjöland. "Biodiversity and Business : Multiple Case-Studies on Biodiversity Strategy in Sweden." Thesis, Umeå universitet, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160476.

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Biodiversity loss has been stated as one of the greatest risks for the future society according to the World Economic Forum (2018, p. 5). A million species is risking extinction due to current societies’ practices according to a report published during the conduction of this study(Brondizio et al., 2019, p. 3). This situation of biodiversity has led an increasing amount of countries to enforce legislation which requires companies that work with land development to comply with no net loss goal. In Sweden, no such legislation existed with regards to biodiversity. Against this background, a group of seven companies in Sweden voluntarily chose to strive toward the goal of biodiversity net gain. According to BNG strategy, a company does not only avoid, minimise, restore and offset to reach the point where zero net loss of biodiversity is achieved, but goes farther to create a net gain. As it is not sufficient for companies to stop emissions in order to halt the loss of biodiversity, BNG practices can help mend and even reverse the negative impacts until a gain of biodiversity is attained. A greater understanding of the opportunities that companies can benefit from implementing BNG helps spread this practice across industries. No previous research within the business literature explains companies’ voluntary initiatives to embrace BNG. Therefore, this explorative study suggested the research question of what the drivers are encouraging companies to voluntarily work towards achieving biodiversity-net-gain in Sweden. Due to the lack of previous research about companies’ drivers to engage with BNG, our theoretical framework was found based on the drivers from business case for sustainability and CSR approaches as a factor to generate change. To be able to answer the research question, it was necessary to establish what BNG is and how it has developed from the concept of ecosystem services. Having an interpretivistic standpoint, this study was completed according to an inductive and deductive approach. This was in order to facilitate the exploratory nature that our qualitative and comparative study. We conducted a multiple-case study through semi-structured interviews with seven large companies in the context of Sweden. These businesses are considered as the most ambitious in working towards BNG’s goal. The findings from the primary data was complemented by secondary data about the companies, the status of current legislation in Sweden and the sustainability status in Sweden. As a result of this thesis, we found that cost and cost reduction, risk and risk reduction, sales and profit margin, reputation and brand value, attractiveness as employer, innovative capabilities, stakeholders and health and well-being of future society to all be drivers for BNG. By applying our theoretical framework in the Swedish context, the seven companies were identified to engage in a proactive corporate biodiversity behaviour. Business cases for biodiversity were identified in some of the companies.

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Jabbari, Fatma. "The Discursive Production of Citizenship, Social Identity, and Religious Discrimination:The Case of Tunisia." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1524332005234282.

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Lewis, Therthenia W. "Comparative Analysis of the Development of a Masters Degree Program in Addiction Studies at a Public Historically Black University with Benchmarking Best Practices: A Case Study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/3909.

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The major focus of my dissertation will be the use of benchmarking and best practices as a guide for program and curriculum development in social work. The case study method of research, with an emphasis on the development of the Addiction Studies Program at the University of Arkansas at Pine Bluff, provided the focal point for this research. A critical part of this problem; Program development is an ongoing necessity in social work. In order to meet the ever changing needs of our society, effective programs need to be developed. Yet, social workers often do not have the expertise or time to research even the nuts and bolts of each program they wish to develop. Hence, a method is needed to help them develop reliable and effective programs without requiring them to undergo extensive research and experimentation to determine the most effective programs to implement. One method to guide development of new programs is benchmarking which can be briefly defined as a continuous learning process that can lead to a discovery of best practices, which can be used to improve quality within an organization (Hafner, 2004; Kristensen, 2003). It was hypothesized that benchmarking best practices can result in effective social work program development and implementation

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Ako, Joshua Ndip. "The Reorientation of Borders in the EU: Case studies Sweden, Germany, and France." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45922.

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The paradox of contemporary migration in the EU is that new actors, rules, and institutions have emerged and created internal spaces where there is a gradual reorientation of the character of EU border regime. These spaces have become arenas where EU member states are re-categorizing, re-scaling, expanding, and diversifying their modes of internal migration control and enforcement. To overcome this paradox, this research seeks to explore migration policies in Sweden, Germany, and France to demonstrate that the narratives about EU common border policy is complex, uncertain, polarising, and conflicting. This paper argues that the emergence of the EU common border regime with a multiplicity of actors have created everyday bordering as a rebordering mechanism of control that threatens the idea of a common EU border, especially at the level of nation states. My theoretical approach is based on ‘everyday bordering and the politics of beloninging’. And I applied an interpretative approach in the analysis of official policy documents, academic articles, media reports, advocacy papers, NGO documents, and political speeches.

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Hjelt, Britta. "Perspectives of Future Trends of Strategic Corporate Social Responsibility : Illustrated with Four Case Studies of Swedish Multinational Companies." Thesis, Stockholms universitet, Stockholm Resilience Centre, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-49855.

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The ecological pressure threatening our planet is about to become even more severe as population is expected to grow 30 % by 2050. The injustices between the developed and the developing countries are enormous, where the developing countries have to survive on just a small fraction of what the developed countries consume.In order for our planet to remain sustainable large changes have to be made.As large multinational companies represent a majority of the world trade they have to assume an extra large part of responsibility in order for the changes to happen. Based on this I have conducted a qualitative research based on semi structured interviews with four multinational Swedish corporations with the aim to identify future trends of strategic corporate social responsibility (CSR). The definition of CSR in this study was “human rights”, “anti-corruption”, “labour standards” and “environment”.The results of this research show that the companies in this study have CSR programs that are designed to help fulfilling their missions and goals, which means that the firms practice strategic CSR. “Human rights”, “anti-corruption” and “labour standards” is considered to be very important today and to a large extent taken for granted in Sweden. Business value is being allocated to ”labour standards” and “environment”. The major change foreseen in the future is that the business value of “environment” is expected to increase dramatically.The corporations covered in this research are increasingly taking their responsibility and the trend is going towards having CSR fully integrated in their businesses, being an increasingly important part of their strategies and a natural part of everyday business.

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Flinn, Stephen Wayne. "Disjointed Cosmopolitanism: Climate Change and Lived Experience in Portland, Oregon." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1435.

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Climate change has emerged as one of the most significant issues facing the world. This research endeavored to uncover and describe the lived experience of Portland, Oregon residents in relation to the substantive issue of climate change. The specific purpose of this research was to gain a better understanding of the ways that Portland residents conceive of and communicate about climate change. Utilizing semi-structured phenomenological interviews, particular attention was paid to the culture of Portland residents, their lived experience and how the issue of climate change manifests itself in their everyday experiences. In addition, this particular phenomenological inquiry incorporated elements of auto ethnography by positioning the researcher`s experiences, imagination and intellect at the center of the research endeavor. Multiple themes emerged from the in-depth, descriptive interviews that helped to reveal the structure or essence of the participant`s experience(s). A single meta-theme was identified and informed by contemporary theories such as Cosmopolitanism and the Environmental Justice Paradigm.

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Misailidou, Eftychia. "Female Representation in TV : the case of the superhero genre." Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41599.

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Moritz, Ann Laraine, and University of Lethbridge Faculty of Arts and Science. "Uncertain resistance : an ethnography of an injured workers association and its relations with a Workers' Compensation Board." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1996, 1996. http://hdl.handle.net/10133/30.

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This thesis is an ethnographic account of how people in a particular situation of bureaucratic domination developed tactics and adopted discourses to present themselves as active agents capable of mobilizing resources, individually and at a collective level. Specifically, it involves a description and analysis of power dynamics, experienced efficacy, and associated processes of defining self and others in the context of a newly forming injured workers support group in their relations with a Workers' Compensation Board. Appropriate to the study of an injured workers group, the thesis draws upon a body of literature which focuses on the everyday practices of people in concrete social contexts. James C. Scott's work on domination and resistance privides a primary framework for the study, elaborated by Michel De Certeau's concepts of 'strategy' and 'tactic' as well as Foucault's notion of 'carceral' networks. Among the main findings was the recognition of the extent to which individual group members engaged in creative, and often effective tactical acts of resistance against the WCB and yet also against their own formal association. Moreover, as the group appropriated elements of bureaucratic and trade union discourses it shifted toward also engaging in strategic social action. The thesis concludes with practical recommendations concerning the ways such associations are formed and operate, as well as policy options for workers' compensation boards in general.
ix, 215 leaves : ill. ; 28 cm.

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Shum, Siu-ying Isis, and 岑小瑩. "The exploration of the school knowledge in sociological perspectives: a case study of a secondary schoolsubject "social studies"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958977.

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Okoth, Simon. "A 'Seat at the Table': Exploring the relationship between pluralist structures and involvement in decision-making—The Case of the Nile Basin Initiative." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1963.

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The goal of this study was to explore the relationship between pluralist structures and involvement in decision-making of the Nile Basin Initiative (NBI). To establish this relationship the study asked two primary questions: What are the characteristics of power structures of the NBI as they relate to stakeholder involvement in Ethiopia? For those not involved in the decision-making process, what constraints prevent them from getting a ‘seat at the table’?” Two secondary questions were also asked: Do the power structure characteristics in Ethiopia relate to pluralism and, if so, how? To what extent are conditions in Ethiopia compatible with the prerequisites of pluralism? The study focused on one issue-area, the Water Resources Planning and Management Project. Qualitative data were collected primarily from NGOs in Ethiopia during the month of December, 2008. Background information was collected in Entebbe, Uganda, the home to the NBI Secretariat. Data sources included in-depth key informant interviews (n=30), archival, geographical, historical, and scientific accounts. The findings show that 1) the characteristics of power structures of the Nile Basin Initiative in Ethiopia are both pluralistic and elitist; 2) the level of involvement in the Water Resources Planning and Management Project by nongovernmental stakeholders is low; 3) the framework for involvement is limited and restricted to invitations to selected meetings in which the role of the NGOs is that of the observer; 4) political factors are the leading constraints to involvement, followed by lack of capacity of the NGOs and the NBI, structural limitations, and lack of information and awareness. The study concludes that, even though there is consistent theoretical link between pluralist structures and stakeholder involvement, the mere presence of pluralist structures does not guarantee involvement. It all depends on how well those structures function. The findings thus leads this study to hypothesize that the pluralist structures and elite power structures exist side by side, at least in the context of Ethiopia. Through the pluralist structures, organized groups are formally recognized while the elite power structures determine the process and who makes the decisions.

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Montgomery, Jennifer J. "Controversies Over the Pledge of Allegiance in Public Schools: Case Studies Involving State Law, 9/11, and the Culture Wars." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461048.

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This dissertation examines state-level efforts to mandate the Pledge of Allegiance in public schools, especially following 9/11. Despite longstanding Supreme Court precedent declaring mandatory flag salutes unconstitutional, various state legislatures sought to institute or strengthen pledge mandates irrespective of students’ civil liberties. Driven by personal conceptions of patriotism, fears about cultural unity, and desires for political advantage, legislators pushed to institute new pledge mandates or defend existing ones without substantive consideration of their impact on students and schools. While the full impact of these laws has not yet been seen, some students have experienced harsh discipline and bullying due to pledge mandates, school personnel have needed to negotiate constitutionally questionable state law, and legislative persistence has yielded political victories and also resulted in an 11th Circuit-endorsed qualification of students’ civil liberties regarding compelled pledging. Using historical methods, this dissertation examines efforts to mandate and/or enforce pledging primarily following 9/11. Case-study locations include Minnesota, which experienced a three-year battle over its mandate legislation; Colorado, which attempted to curtail opt-out rights of both students and teachers; and Pennsylvania and Florida, both of which undertook court cases to protect state laws that constrained students’ rights to freedom of expression regarding the pledge. In designing this study, I expected mandate supporters to be advocating a form of civic education labeled by scholar Joel Westheimer as "authoritarian patriotism" and mandate opponents to be advocating a different form of civic education, labeled by Westheimer as "democratic patriotism." I assumed the debate over mandated pledging would largely be a debate over the best form of civic education that was already occurring in schools. While echoes of these debates occasionally occurred, legislators rarely addressed the educational aspects of this issue or its relationship to citizenship development. Instead, legislators emphasized broader concerns about threats to the culture and unity of the nation and focused frequently on gaining political advantage. In essence, little consideration was given to the effects of these laws on students and schools; instead, these legislative debates and laws served more as symbolic ammunition in what other scholars have identified as the "culture wars.”
Education Policy, Leadership, and Instructional Practice

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Aryal, Sulabh. "Evolution of Urban Design in Practice (Case studies of Chicago, Detroit and Cleveland through time)." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/2195.

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Throughout the twentieth century various urban design theories came into light. These theories were sometimes original and sometimes derivative of some previous theory.These theories can be broadly categorized in different urban design models. The chronological study of different urban design theories gives us the theoretical and generic evolution of urban design. The practical evolution of urban design in any city can be different from the generic evolution of urban design. This thesis examines the urban design of three Midwestern American cities from their origins to the present day. The urban design of these cities, related to different time periods is then compared with the different urban design models to understand the "Evolution of Urban Design in Practice".

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Cartner, Kelly. "CASE STUDY ON INCLUSIVE DESIGN AND OPERATIONS AT ONE CAMPUS RECREATION CENTER." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3536.

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The case study highlights the evaluation of one campus recreation center in terms of its inclusive design and operation on the basis of physical disability inclusion. Because of the plethora of barriers in campus recreation centers, those with physical disabilities are limited in their recreation choices and do not take part in recreation as their able-bodied counterparts. This study measures, observers, and evaluates one campus recreation center to determine its level of inclusiveness for those with physical disabilities. The AIMFREE survey was conducted along with observations and extensive interviews with staff that run the campus recreation center and those with physical disabilities that have attended the recreation facility. Results from six interviews, a focus group, the AIMFREE survey, and observations have yielded four main themes. The environment lacks inclusivity that results from financial, attitudinal, and social barriers. Attitudinal barriers to inclusivity occur at three main levels: administration, the staff and users of the facility. As a result, the recreation center is also not socially constructed for inclusivity. The goal of this research is to create change in the studied setting. As a result of investigating inclusivity at one recreation center, several areas of improvement emerged and can be used to implement change at campus recreation centers alike.

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賴穎鵬 and Wing-pang Lai. "Consensus building in planning in Hong Kong: a case study of Southeast Kowloon development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B43894975.

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Quiros, Olmedo. "Push-Pull Theoretical Propositions of Migration: A Case Study of Internal Migration in the Republic of Panama." TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2736.

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Анотація:

Historically, as a consequence of the transit function of Panama's economy and the concentration of its economic activities in one specific geographic area, three societal processes have become strongly interrelated. First, economic growth has been concentrated in the tertiary sector. Second, an imbalance has occurred in the extent to which each economic sector generates and can absorb the Panamanian labor force. Third, population has shifted to the urban and metropolitan Province of Panama as a result of strong rural to urban migration, generating a disproportionate population distribution. In this study, migration flows in Panama and the changes in economic and social conditions in both the rural sending areas and in the urban receiving areas in the last two decades have been examined. The Province of Panama continued to be the most populous province (46 percent of the country's total population in 1990) and the principal receiving area for most rural to urban migrants. However, in the most recent 1985-1990 period the Province of Panama was also the province with the highest out-migration. The out-migration flow from the Province of Panama to the rural provinces that previously had the highest out-migration to Panama was found indicative of return migration to these areas. This phenomenon is a new development and has not been reported in the literature on internal migration for earlier periods in Panama. Selected theoretical propositions concerning basic relations between economic, demographic, and social factors and the volume and direction of migration in the Republic of Panama in the period 1970-1990 were tested. Data for this study are from the 1970, 1980 and 1990 Panama National Censuses of Population and Housing. The content of this present study not only describes and details the patterns of migration but also helps explain the principal factors affecting that process in Panama during the last two decades.

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Enghag, Margareta. "Miniprojects and Context Rich Problems : Case studies with qualitative analysis of motivation, learner ownership and competence in small group work in physics." Licentiate thesis, Linköping University, The Tema Institute, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5568.

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This thesis reports case studies of students working with context rich problems (CRP) and mini projects (MP) in physics in an upper secondary school class and in a physics teacher education class at university. The students report a big shift from physics in secondary school as fun and easy, to physics in upper secondary school as boring, difficult and with lack of time for reflections and physics talking, but they also found physics as interesting in itself. In order to study how group discussions in physics influence the students learning and to study the phenomena of students’ ownership of learning (SOL) we introduced CRP and MP. We video recorded five groups with 14 teacher students at university in the end of 2002, and five group with 15 students at upper secondary school during the beginning of their second physics course in the spring term in 2003. MP and CRP in physics were used as instructional settings in order to give students possibility to strengthen their holistic understanding and their possibilities to ownership. When students get the opportunity to manage their own learning and studying by open-ended tasks in physics, without the teacher determining all details of the performance, this gives more ownership of learning. The advantage of MPs and CRPs from the student’s point of view is more freedom to act, think and discuss and from the teacher’s view, to get insights of the students’ ability and how they really think in physics. The ownership is found to be crucial for motivation and development of competence.

Students’ ownership of learning (SOL) is the students’ influence/impact to affect tasks and the learning environment in such a way that the students have a real opportunity to achieve learning of physics.

Students’ ownership of learning (SOL) is found at two levels:

Group level: At the start of a task the SOL is determined by the design of the task. The choice of task, the performance (when, how, where), the level of result and presentatio n and report have to be determined by the students themselves.

Individual level: A person’s experiences and anomalies of understanding have created unique questions that can create certain aspects of the task that drive this person to be very active and highly motivated. This gives the person a high individual ownership. We developed hypotheses concerning the relation between ownership, motivation and competence and we see some evidence in the cases reported in this thesis. The importance of exploratory talks to enhance learning, and to see aspects of communication as part of the motivation are discussed in the model of ownership, motivation and competence that is proposed.

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Ouellet, Micheline. "Discours de classe et littératie en sciences humaines au primaire : études de cas de deux enseignantes en FL1 et en FL2." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0021/NQ44544.pdf.

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Nicholson, Yim-wan Annie, and 羅艷雲. "A study of the implementation of a curriculum innovation in a secondary school in Hong Kong: the case ofF.I-III social studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B44569725.

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Binder, Heidi A. "Cultural fluency in the eye of the storm : a mediation case study." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/800.

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The eye of the storm is the calm center amidst chaos where, metaphorically speaking, mediators often begin their work. Recent research has advocated for a more holistic, relational, culturally inclusive approach to the mediation process. Such an approach requires conflict fluency as well as cultural fluency for effective mediation. This thesis explores how the intervention strategies of mediation may be enhanced through increased cultural understanding. Current theories of intercultural conflict transformation and intercultural communication are reviewed. Conflict fluency is understood through a mediation perspective. Cultural fluency is understood through cultural identity, cultural values, communication styles, and conflict styles. A case study follows the theoretical review of the literature. In this case study, a small community mediation center illustrates what is happening in the field today regarding the relationship between culture and conflict. The case study involves a 6 holistic analysis of the organization, seeking to understand intercultural competence at all levels. This includes an analysis of keystone materials, a survey of mediators, Intercultural Effectiveness Scale (IES) results, and interviews with mediators as well as organizational leadership. The thesis concludes with a list of recommendations that may be useful to this community mediation center as well as other similar organizations. Amongst these recommendations are potentially useful training items such as intercultural conflict styles, critical moment dialogues, and other intercultural tools designed to increase mediator competence in intercultural communication.

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46

Sellar, Gillian. "Can regional community web portals become sustainable? : the Albany GateWAy : a case study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1080.

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Анотація:

Asking the question "can regional and community web portals become sustainable?" demands a foray into many different disciplines. Sociology, education, business, strategic and knowledge management, organisational theory, relationship management and current technological trends and capabilities are some of the areas on which community projects, such us the development of communities on-line, are founded.

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47

Bernhard, Irene. "E-government and e-governance : Swedish case studies with focus on the local level." Licentiate thesis, KTH, Urbana och regionala studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-133773.

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The concepts of e-government and e-governance are used interchangeably in most research and there is no single definition of these terms. The objective of this licentiate thesis is to provide a deeper understanding of these concepts through empirical studies in a Swedish context. Further, it aims to analyse whether – and if so in what way – the implementation of local contact centres (CC) affect conditions for local planning. This is reported in three articles. In this thesis e-government is defined to as the use of tools and systems by governmental bodies made possible by ICT that affect the organization of public administration. E-governance is defined as the ICT-based networks of services and administration in New Public Management settings including both public and private actors. Case study methodology is used as research method, including interviews, focus group studies, document studies, and some participatory observations. The analysis is partly built on an inductive methodological approach, since this is a new, emerging field of innovative policy and practice. Based on a theoretical discussion of New Public Management in the digital era, findings show that there is a difference between the concepts of e-government and e-governance from the perspective of e-administration and e-services and that the terms should not be used interchangeably. The study indicates that there are examples of implementation that are referred to the e-governance setting. Further the study indicates that local municipal contact centres may be referred to not only as an implementation of e-government but as a combination of e-governance and e-government. The findings indicate that there is a potential for positive impact on the conditions for local planning through the implementation of municipal contact centres.

QC 20131111

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48

Sampson, Michael. "The strategic logic of international agreement design." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:5688f2b9-fc86-47c6-9a13-e38fdb181773.

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Conventional wisdom suggests that weak international actors should avoid concluding ambiguous agreements with much stronger partners because this increases their vulnerability to subsequent exploitation. Why then do we observe so many instances of just such agreements signed under conditions of extreme power asymmetry? I answer this question by emphasising an underappreciated factor shaping the agreement design strategies of actors: Power trajectory. Focusing on international trade, I develop a three-part framework which demonstrates first, that powerful but rising states gain from securing narrow agreements because as the scope of these agreements is broadened, they are provided with more opportunities to use their growing power to secure increasingly favourable deals. Conversely, powerful but declining states are incentivised to conclude broad agreements as a way to lock-in an advantage that will decline over time. Second, I demonstrate that because of the particular vulnerabilities faced by weak states as a result of these narrow agreements, strong but rising powers are often required to make up-front concessions in order to secure their preferred contract and overcome the fears of their weaker counterparts. Third, I show that powerful but rising states can reap the benefits of subsequent rounds of bargaining because the initial agreement has induced the weaker party to make transaction specific investments which serve to drastically reduce its exit options. In developing this framework, I make three contributions; first, from a theoretical standpoint I specify more precisely the conditions under which powerful states choose to tie their hands and so qualify both the liberal claim that powerful states must always do so, and the realist suggestion that they strive to maintain freedom of action. Second, I make an empirical contribution by placing the trade policies of four major economic powers in detailed comparative perspective. Finally, I make a substantive contribution by demonstrating yet another mechanism by which the strong secure their preferences at the expense of the weak in international affairs.

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49

Levingston, Earl Ray. "The Double Down: The Autoethnography of Navigating as Black American Male Instructing Preservice Teachers Methods of Teaching Social Studies." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404520/.

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This inquiry is an autoethnography of my experiences as a Black American male serving as a methods of social studies instructor to preservice teachers. Although some may deem this study as subjective, I have embraced that designation to provide insider information to others that face intersectionality and to inform institutional practices in teacher education programs.

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50

Jansson, Johan. "Meeting the Conditions of Being a Diaspora : The Case of the Cuban Diaspora in the United States of America." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67543.

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This thesis aims to observe and distinguish if the Cuban Diaspora in the U.S. still meets the conditions of being a diaspora. To examine this purpose, the thesis answer the tree following research questions: 1. How has the immigration of Cubans in the United States of Americas developed over the years? 2. What are the features of the present Cuban Diaspora in the United States of America? 3. Has the Cuban Diaspora changed its affiliation towards its homeland or host land? To answer these questions a theoretical framework has been made with three main points of what characteristics a diaspora has, which has been summarized from different researcher’s definition of the meaning of diaspora. The study is a case study, which will be formed by the method of a qualitative desk study, using the tool of process tracing. This for the ability to collect and process vast amounts of data, systematically go through the historical process of the Cuban diaspora in the U.S. that leads up to the present time and then analyze this with the theoretical framework. The conclusion of this essay shows a change within the Cuban Diaspora in the U.S. but is unable to point out clear that the diaspora does not meet the conditions of the chosen framework. The conclusion states that further research needs to be done within this area.

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