Wet web paper cohesive properties behave in a similar way than tensile strength properties. The result was obtained using an unique apparatus developed by the IPST, which allows the cohesive strength determination for different wet web solids content. With the results a linear relation can be established between the cohesive strength index (obtained with the splitting apparatus) and the tensile strength index (obtained with the Instron). The splitting apparatus results can be used to calculate strain based on the work of Osterberg.

The goal of this research is to develop new approaches for the improvement of the properties of polymer carbon nanotube composites by effectively aligning and dispersing the CNT's in the polymer matrix. Specifically, this researched explored at how to mediate the problem of carbon nanotube insolubility in a matrix material. This was accomplished by assessing the effects of three different dispersing agents and two different alignment methods on the final composite properties. In previous research, the dispersing agents were found to either adequately disperse the carbon nanotubes or improve the mechanical properties of the composite material.4-6 Thus, comparing the three dispersing agents in different matrix materials and different processing methods can lead to a new understanding of interfacial interactions within the different composite materials. This understanding can then lead to the creation of more effective carbon nanotube composites that both adequately disperse the carbon nanotubes and improve the mechanical properties.

In October of 1998 the category 5 storm, Hurricane Mitch, struck Nicaragua, leaving in its wake mass destruction and devastation. Numerous aid agencies and social organisations poured funds into the country to assist in emergency disaster relief efforts, and to rebuild the lives of those who lost their homes and livelihoods (damnificados). El Mirador in the city of Matagalpa is one example of the many communities built with aid monies after Hurricane Mitch. This thesis uses qualitative data constructed from in-depth interviews with participants (community members in El Mirador) to understand the level of successful community development that has been achieved, the ability for longer term sustainability as a result of community development strategies, and the areas in which community development has failed. Through an examination of the relationship the community has with the NGO the Communal Movement, the question of long term sustainability becomes important. The most telling indicator (that development practice is unsustainable) is the unproductive coping mechanisms of community members as aid and social organisations withdraw leaving members with ineffective social networks and at times uncooperative behaviour. Added into this is the arrival of new members into the community, and squatters, who have only added to the feelings of segregation already apparent, as a 'them and us' mentality develops. This study provides a detailed case specific analysis of community development through disaster relief efforts. It highlights some of the consistent, broad inefficiencies as well as more location and situation specific difficulties of community development. Moreover, it adds to the growing body of literature researching how disaster relief can become more effective and sustainable in the longer term.

Thesis (M.S.)--Naval Postgraduate School, 1997. / Cover title. "March, 1997." AD-A331 466. Includes bibliographical references.

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 60-61).

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 60-61). Also available in print.

Thesis (M.S.)--Miami University, Dept. of Physical Education, Health, and Sport Studies, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 70-77).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 100-110).

Esta dissertação parte do pressuposto de que os operadores argumentativos e os conectivos, que, aqui, chamamos genericamente de operadores, estão correlacionados com a tessitura textual e pretende verificar se a freqüência relativa da ocorrência deles influi no grau de coesão e coerência que se atribui ao texto no momento da sua leitura. O substrato de trabalho é constituído por um conjunto de redações produzidas para as atividades propostas em diversas disciplinas que envolvem a prática de redação. As redações foram avaliadas por três professores de Língua Portuguesa de Ensino Médio e Ensino Superior de acordo com critérios em que o grau de coesão e coerência é o requisito mais relevante para averiguação. Procuramos, então, constatar a dependência entre a freqüência relativa de operadores e a nota fornecida pelos avaliadores. Os resultados sugerem a existência dessa dependência, mesmo quando os operadores selecionados não se apresentam corretamente empregados segundo as operações lógicas usuais previstas pela sintaxe. / This dissertation begins with connective and argumentative operators, called here, generally, as operators, which are related to textual texture and intends to check if the relative frequency of their occurrence influences on the degree of cohesion and coherence that attributes to the text at the moment of its reading. The substrate of the work is constituted by a group of compositions produced for the proposal activities in several subjects, which involves composition practice. Three Portuguese Language of High School and College teachers according to the criteria in which the degree of cohesion and coherence is the most important requisite for checking evaluated the compositions. We look for to verify the dependence between the relative frequency of operators and the grade attributed by the professors. The results suggest the existence of this dependence, even when the selected operators don´t present themselves correctly used according to the usual and normal operations required by syntax.

Orientador: Letícia Marcondes Rezende / Banca: Vanice Maria Oliveira Sargentini / Banca: Marília Blundi Onofre / Resumo: O objetivo deste trabalho é, depois de trinta e cinco anos da publicação de Cohesion in English, de Halliday e Hasan, analisar como se dá a relação entre a exposição do tema da coesão textual nos livros didáticos e na produção textual dos alunos. Para tanto, apresentamos, de início, três abordagens distintas sobre a coesão textual: a de Halliday e Hasan, ancorada na noção de registro; a de Beaugrande e Dressler, que toma a coesão textual como um requisito para a construção do texto; e a de Ingedore Koch, que vê a coesão como ferramenta para o avanço informacional e argumentativo do texto. Considerando a preocupação tradicional que os livros didáticos dispensam à chamada coesão sequencial (emprestando o termo de Ingedore Koch), conferindo exclusivamente a ela o papel de organizadora das relações de significado do texto, voltamo-nos para o tratamento dado para a coesão referencial, responsável, inicialmente, por estruturar a rede de identificação e recuperação de elementos dentro de um texto. O que pudemos constatar, ao analisar livros didáticos e um corpus com redações de alunos de ensino médio, é que há disparidade entre a abordagem oferecida pelos livros, focados excessivamente no aspecto textual da coesão referencial, cuja função seria, unicamente, evitar repetições, e a produção dos alunos que, como pudemos notar, é estruturalmente bem formada, mas carece do valor argumentativo que os mecanismos de coesão referencial podem oferecer. Considerando os problemas levantados nos dois lados da questão, propomos, ao final, nossa colaboração para uma abordagem argumentativa dos mecanismos de coesão referencial no ambiente escolar / Abstract: The purpose of this work is, after thirty-five years since the publication of Halliday and Hasan's Cohesion in English, analyze the relation between teaching books' approach to the theme and students' writing. In order so, we present at first three different approaches to textual cohesion: Halliday and Hasan's, which holds itself on the notion of register; Beaugrande and Dressler's, which takes cohesion as a text requisite; and Ingedore Koch's, which sees cohesion as a tool for the argumentative and informative aspect of a text. Taken the usual concern that course books give sequential cohesion (the term is taken from Ingedore Koch), exclusively giving it the role of meaning relation organizer, we shall look at referential cohesion, that is, at first, responsible for structuring the identification and recovering of an element inside a text. Through the analyses of teaching books and a corpus collected from High school students, we were able to see that there is some disparity between the books, extremely focused on the textual aspect of referential cohesion, whose function would solely be the avoidance of term repetition, and the students' texts, which are structurally well built but lack the argumentative properties that referential cohesion mechanisms can offer. Considering the problems gathered at both sides of the question, we give our collaboration for an argumentative approach to referential cohesion mechanisms at school / Mestre