141 |
Make-or-buy decisions in aerospace organizations essays on strategic efficiency improvements /Goehlich, Robert A. January 1900 (has links)
Diss.--European Business School, 2008. / Includes bibliographical references.
|
142 |
Oregon politics and the evolution of the Populist movement in Portland, 1890-1898 /Boyer, William Haas. January 2003 (has links)
Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 474-491). Also available for download via the World Wide Web; free to University of Oregon users.
|
143 |
Mapping the thermal climate of the H.J. Andrews Experimental Forest, Oregon /Smith, Jonathan W. January 2002 (has links)
Thesis (M.S.)--Oregon State University, 2002. / Typescript (photocopy). Includes bibliographical references (leaves 131-140). Also available on the World Wide Web.
|
144 |
L'inno avestico agli Aməsha Spəṇtas (Yasht 2). Testo critico e traduzione con commentario storico religioso / The Avestan Hymn to the Aməsha Spəṇtas (Yasht 2). Critical edition with translation and commentary.Costazza, Birgit <1983> 03 September 2014 (has links)
L'inno dedicato ai sette Amesha Spəṇta è parte della produzione avestica recenziore, e si compone in gran parte di porzioni testuali riprese da altri testi avestici a loro volta di formazione tardiva. Lo Yašt si divide in tre parti principali: le stanze 0-10; 11-14; e infine la stanza 15 che comprende la formula di chiusura tipica degli inni avestici. La prima sezione (2.0-10) è composta dalla formula di apertura, incompleta rispetto a quelle dei restanti inni, seguita dai primi sette capitoli di entrambi i Sīh-rōzag compresi i Gāh. Le stanze centrali (11-14) si caratterizzano per l'assenza di passi gemelli, un elevato numero di hapax e di arcaismi formali e inoltre, una grande variabilità nella tradizione manoscritta. Si tratta di una formula magica per esorcizzare/allontanare demoni e stregoni, che doveva essere recitata per sette volte. Tale formula probabilmente rappresentava in origine un testo autonomo che veniva recitato assieme ad altri testi avestici. La versione a noi pervenuta comprende la recitazione di parte di entrambi i Sīh-rōzag, ma è molto probabile che tale arrangement sia soltanto una sequenza recitativa che doveva coesistere assieme ad altre. Attualmente la formula magica viene recitata principalmente assieme allo Yasna Haptaŋhāiti, senza le restanti stanze dell'inno nella sua versione geldneriana. Il testo sembra nascere come formula magica la quale venne recitata assieme a diversi testi avestici come per esempio parti dello Sīh-rōzag. In un periodo impossibile da stabilire con certezza la versione viene fissata nella forma a noi pervenuta nella maggior parte dei manoscritti e per la sua affinità formale probabilmente interpretato come inno e perciò incluso nell'innario avestico. / The Avestan Hymn to the seven Amesha Spəṇta is a late composition. It is mostly charchaterized by a collation of fragments from other Late Avestan texts. The Yašt can be divided in three parts: stanzas 0-10, 11-14 and 15, the last stanza regards the closing formula. The first part includes the opening formula that, compared to the other Avestan hymns, is incomplete and the first seven chapters of both Sīh-rōzag and the Gāh. The central stanzas (11-14) present an original composition without parallels or twintexts. It shows numerous hapax, formal arcaisms and an enormous amount of variants in the manuscript tradition. It centres on an exorcistic formula meant to expell demons and sorcerers that has to be recited seven times: most likely the magical spell was originally performed together with other Avestan texts such as the Sīh-rōzag. Likely, this specific arrangement of texts irepresents only one performative sequence, originally coexisting together with others which were not transmitted in the written tradition. Nowadays, the formula is mostly recited with the Yasna Haptaŋhāiti, for apotropaic purposes and in order to guarantee good fortune among the Parsis. The exorcism was originally performed together with several sacred formulas. The composition transmitted in the manuscripts is probably only one version, which was included in the canon because wrongly associated with a hymn.
|
145 |
Exploring Mathematics Instructional Strategies Working for Students with Emotional and/or Behavioural Disorders2015 August 1900 (has links)
This study explored instructional strategies elementary-year mathematics teachers of students with emotional and/or behavioural disorders (EBD) perceived to be helpful in improving students’ performance in mathematics using a resiliency perspective (i.e., the ability to positively adapt despite experiencing significant adversity; Luthar, Cicchetti, & Becker, 2000). The researcher interviewed three elementary-year teachers to gain insight into their teaching experiences and the instructional strategies. A basic interpretive qualitative approach (Merriam, 2002) was used to understand the underlying meaning of the experiences of these mathematics teachers of students with EBD as they used evidence-based instructional strategies to improve students’ academic performance in mathematics and behaviour during instruction. A definitional focus on resiliency was the lens utilized for analyzing data generated through the interviews (Luthar, Cicchetti & Becker, 2000; Masten, 2001; Smith & Prior, 1995; Smokowski, 1998). Three themes emerged from participant interviews: ways of engaging students in learning; from dead time to active learning; and promoting positive student behaviour. Specifically, teachers reported an instructional strategy that met the needs of students of EBD which helped them obtain academic success in mathematics, and students were also better behaved in classrooms where instructional strategies employed were meeting their individual needs. These findings suggest an appropriate instructional strategy influences how students of EBD make meaning of mathematics, since teachers observed students were able to do higher thinking mathematics when strategies were in place in the classroom that met their individual needs. Teachers also shared that students were able to make good behavioural choices when they were experiencing academic success in the classroom. Practical implications of the findings, the limitations and strengths of the current study, and areas for future research are discussed.
|
146 |
On stabilizing volatile product returnsNowak, Thomas, Hofer, Vera 01 May 2014 (has links) (PDF)
As input ows of secondary raw materials show high volatility and tend to behave in a chaotic way, the identification of the main drivers of the dynamic
behavior of returns plays a crucial role. Based on a stylized productionrecycling system consisting of a set of nonlinear difference equations, we explicitly derive parameter constellations where the system will or will not
converge to its equilibrium. Using a constant elasticity of substitution production function, the model is then extended to enable coverage of real world
situations. Using waste paper as a reference raw material, we empirically estimate the parameters of the system. By using these regression results, we are able to show that the equilibrium solution is a Lyapunov unstable saddle
point. This implies that the system is sensitive on initial conditions that will hence impede the predictability of product returns. Small variations of production input proportions could however stabilize the whole system. (authors' abstract)
|
147 |
'MISOGONUS': EDITED WITH AN INTRODUCTIONBarber, Lester E., 1938- January 1967 (has links)
No description available.
|
148 |
Il territorio del Fayyum nell'antichità: il sistema idrografico tra continuità e innovazioneMorini, Anna <1974> 15 June 2007 (has links)
No description available.
|
149 |
Narmer e la nascita dello stato nell'antico EgittoVinci, Silvia <1974> 15 June 2007 (has links)
No description available.
|
150 |
La teoria delle congiunzioni Giove-Saturno tra Tardo Antico e Alto MedioevoBuscherini, Stefano <1970> 09 July 2007 (has links)
No description available.
|
Page generated in 0.0274 seconds