Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 108-111).

Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references (leaves 202-204) and index. Issued in print and online. Available via ProQuest Digital Dissertations.

Thesis (D. M. A.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains vii, 133 p.; also includes graphics (some col.). Includes bibliographical references (p. 47-48). Available online via OhioLINK's ETD Center.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 11, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Naz E. Islam Vita. Includes bibliographical references.

Thesis (M.S.)--Rutgers University, 2007. / "Graduate Program in Biomedical Engineering." Includes bibliographical references (p. 82-87).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 151-159). Also available on the Internet.

Dissertation (D.M.A.)--The University of North Carolina at Greensboro, 2009. / Directed by Kelly Burke; submitted to the School of Music. Title from PDF t.p. (viewed May 11, 2010). Includes bibliographical references (p. 148-159).

Thesis (B.S.)--Butler University, 2007. / Includes bibliographical references (leaf 52).

Acompanha: Caderno pedagógico: aplicação da oficina: conhecendo a geometria fractal. / A presente dissertação trata do ensino de Geometria proposto nas Diretrizes Curriculares Estaduais de Matemática do Paraná. Neste documento a orientação é que, paralelamente, ao ensino dos conceitos de geometria euclidiana também sejam contemplados tópicos de Geometria Fractal. O objetivo da investigação foi propor diferentes atividades de ensino, que permitam aos alunos perceberem a existência e as características básicas da Geometria Fractal. Do ponto de vista metodológico, o estudo inseriu-se numa pesquisa qualitativa, baseado num estudo, envolvendo alunos da 1ª série do Ensino Médio de um colégio público estadual da cidade de Ponta Grossa (PR). A pesquisa orientou-se pela seguinte questão: Como introduzir os conceitos básicos de Geometria Fractal no Ensino Médio, por meio de diferentes atividades? Os dados foram recolhidos a partir da aplicação de uma oficina, envolvendo esta geometria. A investigação evidenciou a defasagem dos alunos que iniciam o Ensino Médio, em relação à compreensão dos conceitos geométricos básicos e também que é possível o professor abordar outras geometrias integradas ao ensino desde que busque atividades diferenciadas que possibilite aos alunos uma participação ativa no processo ensino e aprendizagem. / The present investigation deals with the teaching of geometry proposed by the Curriculum Guidelines for Mathematics State of Parana. In this guidance document that is parallel to teaching the concepts of Euclidean geometry are also covered topics Fractal Geometry. The aim of the research was to propose different teaching activities that allow students to realize the existence and basic characteristics of fractal geometry and also present an educational booklet to help teachers in tackling this issue. From the methodological point of view the study was part of a qualitative study, based on a study involving students from one grade of high school to a state public school of Ponta Grossa in Parana state. The research was guided by the following question: The use of diversified activities that can contribute to high school students understand the basic concepts of fractal geometry? Data were collected from the application of a workshop involving this geometry. The investigation showed the gap of pupils starting secondary school in relation to the basic understanding of geometric concepts and that the teacher can address other geometries integrated education from the different activities that seeks to enable students to participate actively in the learning process.

After an introduction to Brownian motion, Hausdorff dimension, nonstandard analysis and Loeb measure theory, we explore the notion of a nonstandard formulation of Hausdorff dimension. By considering an adapted form of the counting measure formulation of Lebesgue measure, we find that Hausdorff dimension can be computed through a counting argument rather than the traditional way. This formulation is then applied to obtain simple proofs of some of the dimensional properties of Brownian motion, such as the doubling of the dimension of a set of dimension smaller than 1/2 under Brownian motion, by utilising Anderson's formulation of Brownian motion as a hyperfinite random walk. We also use the technique to refine a theorem of Orey and Taylor's on the Hausdorff dimension of the rapid points of Brownian motion. The result is somewhat stronger than the original. Lastly, we give a corrected proof of Kaufman's result that the rapid points of Brownian motion have similar Hausdorff and Fourier dimensions, implying that they constitute a Salem set. / Mathematical Sciences / D. Phil. (Mathematical Sciences)