Thesis (MPhil)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 166-175). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 171-178). Available also in a digital version from Dissertation Abstracts.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Human enhancements will dramatically alter individuals' capabilities and lead to serious harm if unregulated. However, it is unclear how states should act to mitigate this harm. I argue that the capabilities approach provides a useful metric to determine what action states should take regarding each enhancement technology. According to the capabilities approach, states are responsible for ensuring their citizens are able to function in certain ways that are essential to human life. I consider the impact of a range of enhancements on individuals' capabilities in order to determine what actions states should take regarding each technology. I find that in order to be just and prevent harmful inequality, states will need to ensure many enhancements are available to their citizens. I also explore a range of other regulations aimed at harm prevention. Considering the impact of enhancement technologies on human capabilities, and the appropriate regulatory options for states, under the guide of the capabilities approach allows me to demonstrate that the capabilities approach can provide valuable, realistic, advice to guide public policy in response to enhancement technologies.

The UNESCO World heritage inscription has become popular with 1000+ sites nowadays, when it was introduced after the Second World War in order to protect significant areas such as landscapes and buildings. The popularity is visible in terms of touristic benefits and shows an attractive feature for the designated site, transforming the World Heritage label into a brand. However, this research finds the World Heritage brand is becoming weak in its ability to attract tourists which is in contrast with prevailing views found in preceding studies. The point of departure of this research is the situation on World Heritage Southern Öland what has influenced the scope of research focusing mainly on Nordic perspectives (Sweden, Denmark and Germany). The purpose of this paper is to call for improved stakeholder management at World Heritage sites to improve the brand and analyses the situation and practices in Sweden, Denmark and to a very limited extent, Germany. The research is based on theoretical stakeholder framework and cross-case analysis based on two case studies done in Denmark and Sweden employing data collection by interviews and questionnaires. It describes the stakeholder management and networking as contributors to the branding of the World Heritage sites. This paper shows various limitations of using the World Heritage brand and how World Heritage sites may attempt to strengthen themselves by creating a common network as well as using it as a local destination brand for commercial purpose.

This study investigates and assesses the effects of the QARs (Questions Answer Relationships) strategy on sixth grade students using a literature program. QARs is a strategy designed to help students better answer teacher and text questions by being able to categorize questions. One sixth grade, consisting of twenty-four students, participated in the study as the treatment group. A second sixth grade, consisting of twenty-four students, was used as the control group. Procedures included three days of training, four days of maintenance, and five days of students generating their own questions based on the QARs strategy. This was followed by one day of post test. The data was analyzed by comparing the total response scores of both groups on a set of comprehension questions and with the treatment identifying questions by using the QARs categories. Results indicate that training in QARs increases comprehension and enables students to answer with greater detail in responses.

There are three implemented algorithms in this work: lessons permutation, lessons permutation with simulated annealing adjustment, lessons permutation using Bayesian approach theory to optimize SA parameters algorithms. Algorithms and graphical user interface are programmed with JSP which is based on Java object programming language. To evaluate schedule goodness algorithms are computing every penalty points which are given for some inconvenieces. User is able to define how much penalty points will be given if some inconveniece is satisfied. Also he is able to assign stochastic algorithm parameters. There was accomplished theory, where was observed using of simulated annealing and Bayesian approch methods in other stochastic algorithms and their different combination. There is a description of profiled school schedule optimization algorithm, which is based on SA searching methodology: searching for the optima through lower quality solutions, using temperature function which convergence, difference in quality. Algorythm which is using BA was created in case to improve SA searching methodology. User by changing systems temperature or annealing speed througth parameters can make big influence to SA behaviour. Passing parameters then using algorithm with BA meaner influence is made to behaviour because this method prognosticates, acording to him, better parameters with which SA should work effectively and changing them. Researches with three stochastic algorithms were made... [to full text]

Magistro darbas tema „Išeivijos požiūris į Sąjūdžio Lietuvą 1987 – 1990 metais“ yra skirtas aptarti, kaip lietuviai gyvenantys svetur vertino, aptariamuoju laikotarpiu vykusius įvykius Lietuvoje. Antrasis pasaulinis karas bei po jo sekusi Lietuvos valstybės okupacija, didelę dalį Lietuvos visuomenės šviesuolių, privertė pasirinkti emigracijos kelią. Per ilgus okupacijos metus, išeiviai išlaikė ryšį su okupuota Lietuvos valstybe bei visomis išgalėmis stengėsi vykdyti kovą dėl Lietuvos nepriklausomybės atstatymo. Gyvenimas emigracijoje, išeivių iš Lietuvos dažnai buvo suvokiamas kaip tremtis ar didžiulė bausmė. Savęs tapatinimas su nužemintųjų generacijos atstovais, buvo gana dažnas egzilų tarpe. Tačiau nepaisydami šios gana skaudžios situacijos, išeiviai iš Lietuvos, savo gyvenimą emigracijoje stengėsi padaryti kuo kokybiškesnį bei naudingą Lietuvos valstybei. Kurdami gyvenimo išeivijoje misijos projektus, egzilai svarbiausiais uždaviniais laikė tautiškumo išsaugojimą, išlikimą biologiškai bei ištikimybės savo tautai išlaikymą. Suvokimas, jog Lietuvos okupacija užsitęs, vertė išeivius ieškoti naujų bendravimo su okupuota Lietuva formų. Bendravimo su okupuota Lietuva klausimas, sukėlė aršias diskusijas išeivių iš Lietuvos bendruomenėje. Baimė, jog bendravimas su okupuota Lietuva, gali būti suprastas kaip okupacijos pripažinimas, buvo stipriausias argumentas tokiam bendravimui neatsirasti. Po ilgų diskusijų bei supratimo, jog bendravimas su okupuota Lietuva gali būti naudingas... [toliau žr. visą tekstą] / Master's thesis on "Approach of the emigrants to Lithuania in 1987 – 1990” is devoted to discussing how the Lithuanians living abroad valued, considered processes that were held in Lithuania. The Second World War and after that the occupation which followed the State of Lithuania, a large part of the Lithuanian public intellectuals, forced to choose the path of emigration. During the long years of occupation, has maintained contact with immigrants in the state of Lithuania been occupied and the utmost care to fight for the restoration of Lithuanian independence. Living in exile, emigration from Lithuania was often perceived as an exile or a major penalty. Self-identification with deportee’s representatives was quite common among the exile. However, despite this rather dire situation, immigrants from Lithuania, their life in exile tried to make the highest quality and good state of Lithuania. When they created a life in exile mission projects, the most important challenges in exile held national identity preservation of biological survival and the maintenance of fidelity they people. Perception that Lithuania's occupation drags on, was the reason why emigrants wanted to communicate with Lithuania. Communication with the issue of occupation of Lithuania has caused fierce debate in the community of emigrants from Lithuania. Fear that the communication with the occupation of Lithuania can be interpreted as recognition of the occupation, was the strongest argument for such... [to full text]

This dissertation, flying between aesthetics, visual arts, and political/cultural/historical issues, traverses lines of stratification, and (de/re)territorialization to examine uncertainties in making and teaching art. In keeping with a conviction that nothing is unitary, that everything is always connected to countless others, Deleuze and Guattari’s metaphor of rhizome is the central organizing element in my work. My research questions what is meant by creativity, whether assumed to be a gift, talent, or innate quality, and what is meant by teaching art in university, which assumes creativity can be organized and developed. Differing discourses of creativity exhibit a general continuity of agreement that creation takes place within chaos, and forms where chaos and order meet each other. I posit that contemporary discourses of creativity hegemonically reinforce capitalism as a system of nomadic power and of constant de/reterritorialization. All, in a capitalist system, is linked to the construction of the urge to consume, and therefore the acceleration of capitalism necessitates an increase in the rate at which we manufacture venues for consumption, even in such innovative ways as by making creativity itself a consumable package. How do we resist this? From a Deleuzian point of view, creation is a becoming event, as destructive as productive. Creativity, which is about freedom, occurs on a plane of immanence which sifts chaos and multiplicity together to break lines. Teaching, however, is on a “plane of organization” where rigid and dichotomous segmentarities of personal and social life operate. I suggest that artistic knowledge can be theorized and taught, in the Schönian sense, but creativity, a matter of “lines of flight,” is fundamentally unrelated to artistic knowledge. I argue that what can be taught is technique, theory, and the material language of media, and that these should be taught as explicit professional objectives, not as “creativity.” We can teach the value of breaking away from the false seriousness of creativity, with reference to Dada. We can teach the enjoyment of chaos and the confrontation of it. We can teach resistance. We can teach a love of complexities. We can teach play. / Thesis (Ph.D, Education) -- Queen's University, 2008-05-16 09:14:08.09