by Ng Kai-kong. / Bibliography: leaves 83-90 / Thesis (M.B.A.) -- Chinese University of Hong Kong, 1983

Thesis (M.C.E.)--University of Delaware, 2006. / Principal faculty advisor: Ardeshir Faghri, Dept. of Civil & Environmental Engineering Includes bibliographical references.

Thesis (M.B.A.)--University of Hong Kong, 1984.

For Ford Circles on the real line, [0; 1], G.T. Williams and D.H. Browne discovered that this arrangement of infinite circles has an area-sum \pi+\pi\frac{\zeta(3)}{\zeta(4)}, where \zeta(s) is the Riemann-Zeta function from complex analysis and number theory. The purpose of this paper is to explore their findings in detail and provide alternative methods to prove the statements found in the paper. Then we will attempt to show similar results on the Apollonian Window packing using inversion through circles and the results of Williams and Browne.

Research supports that comprehension is a vital component of reading and life-long literacy, and there are many instructional approaches for teaching reading comprehension. Literature circles are a popular approach which are widely used but have not yet been studied empirically. The purpose of this study was to determine the effects of participation in literature circles on the reading comprehension of middle school students. More specifically, the study examined whether there was a difference in the reading comprehension scores of students after participating in literature circles versus after participating in directed reading activity, and whether there were interactions of type of instruction and students' overall reading achievement levels. A mixed design using split-plot ANOVA was used to examine the within-subject variable of treatment, and the between-subject variables of class period, assessments (or passages used), and overall reading achievement levels, as well as determine interactions among the variables. Eighty six eighth-grade students (65% male, 35%female) in a suburban public middle school in the southeastern United States participated in the eight-week study. By class period, students were randomly placed in literature circle groups for four weeks and also participated in whole-class directed reading activity for four weeks. Students read one short story each week and comprehension was assessed with corresponding cloze passages. The reading scores indicated there were no significant differences between the two types of instruction. However, results were statistically significant for all interactions (treatment and passages, treatment and class period, and treatment and overall reading achievement). In addition, when the data were analyzed by overall reading ability it can be argued that the findings have practical significance. Evidence suggests that students with low overall reading achievement levels may not respond to literature circles as positively as other students, and that students with high overall reading achievement may respond more favorably. Overall, literature circles appear to have promise as an instructional approach to reading, especially for non-struggling readers. The discussion expands on the limitations of this study as well as focuses on the need for further scientifically-based research on this popular reading approach.

Thesis (M.S.)--University of Missouri-Columbia, 2007. / 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 12, 2009) Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 221-234). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 221-234). Also available on the Internet.

Thesis (M. Arch.)--University of Hong Kong, 2004. / Includes special report study entitled: Lost space: prodigy of Hong Kong. Also available in print.

This thesis discusses the material histories of stone circles in Scotland to consider the practices that have brought them into being as monuments in the early twenty-first century. Focusing on stone circles in North-East Scotland, this study is the first to examine the influence of the long nineteenth century on current thinking and practices about an important aspect of Scottish prehistory. Cultural historical, archaeological and anthropological approaches provide a framework for the analysis of visitors’ practices between the later eighteenth century and the present. This includes the analysis of the publications and archives of archaeological societies and field clubs, and was complemented by ethnographic fieldwork to investigate current practices and understandings. This took the form of semi-structured interviews with archaeologists, artists and others, participant observation during the excavation of a stone circle in Aberdeenshire, field visits to stone circles elsewhere and a survey in 2006 with questionnaires which were completed by about 700 people, and disposable cameras which were used to take some 300 photographs by visitors. I argue that the analysis of the sensuous experience of being at a stone circle cannot be separated from understandings of the non-material aspects of these sites, particularly ideas of the ‘sacred’, ‘art’ and ‘heritage’, to broaden their biographies beyond that of solely being archaeological monuments. Considering the many different meanings they engender shows that North-East stone circles are not places of contention or conflict, but places where different views are accommodated alongside governmental efforts to manage and interpret them. A particular focus of the thesis is a discussion of how stone circles have been seen and visually recorded. I argue that many aspects of recent views, including photographs by visitors, published photographs and interviews with artists and archaeologists, have been influenced by illustrations and attitudes that developed during the long nineteenth century.