Thèse : Mécanique : Faculté des sciences de Paris : 1852. Thèse : Astronomie : Faculté des sciences de Paris : 1852. / Titre provenant de l'écran-titre.

Thesis (Ph. D.)--University of Michigan, 1933. / Cover title. "Reprinted from the Physical review, second series, volume 44, no. 8, October 15, 1933."

Pines’ and Gottlieb’s Formulations for the gravitational potential provides expressions for the gravitational potential, U, and its derivatives in a co-ordinate system that produces non-singular values. This report summarizes the origin of the singularities due to the spherical co-ordinate system and a discussion of the methods by which the singularity produced by the conventional representation of the gravitational potential is removed by the implementations described in this report. / text

No description available.

This work explores how the PDS, as legal successor to the SED and thus to a party emanating from a Marxist tradition, has sought discursively to deal with the task of adapting to the demands of the all-German polity and of establishing a place for itself on the far left of the German political spectrum. Leaning heavily on the work of the critical linguists whose central interest was in exploring the relationship between language and ideology, this study starts from the premise that language and ideology inform one another dialectically: language is constitutive of ideology. As establishing and maintaining dominant ideologies and/or honing or adapting these in accordance with external exigencies is central to politics, the relationship between language and politics (and language and history) is likewise a dialectical one. A particular focus is upon the attempts of PDS party leaders and ideologues to establish a mediating, 'super-discourse' capable of smoothing over the high-level of intra-party factionalisation and of legitimising the PDS as broadly as possible in the political establishment. Opposition is a thematic leitmotiv: the PDS's historiographic portrayal of the SED's and its own relationship to opposition movements in the GDR and the Wendezeit is examined, as is the high-level of intra-party opposition and the linguistic staging of the inner-party polemic on whether the PDS's self-styled, extra- system, oppositional role will allow its inclusion in conventional governmental alliances. In addition, aspects of the language of the vociferous political opposition engendered and encountered by the PDS are also considered.

This dissertation used an original fable to explore how the humanities might be used to inform readers about educational issues and promote dialogue among groups of educational stakeholders. Along with the fable, The Foal and the Ranch, I have described tools with which to recognize and overcome policy fallacies. Additionally, I have provided evidence to support the events represented in the fable and to further enhance the conversation about justice, fairness, and equity in public education as purported in Saskatchewan public education documents. The purpose of this study was to explore the use of a fable as an instrument of the humanities towards creating personal transformation of understanding and meaningful dialogue on educational issues. For this study, 11 participants were divided into three relatively homogeneous discussion groups. The first group was comprised of three teacher candidates, the second group was made up of five experienced educators who were also doctoral candidates, and the third group consisted of three parents who each had children attending public schools. Participants read the fable individually, completed a pre-discussion survey, engaged in a group discussion, and then completed a post-discussion survey. The findings indicated that perceived individual transformation related to understanding as a result of reading and discussing the fable varied greatly and seemed to be inversely related to the amount of experience that the participants had had with educational systems. Those with vast experience (administrators/teachers) felt they had experienced minor transformation, those with moderate experience (teacher candidates) showed moderate transformation, and those with little experience (parents) indicated considerable transformation. The experienced teachers felt affirmed by the fable, the teacher candidates felt frustrated, and the parents said they simultaneously felt validated, outraged, and overwhelmed. All groups felt that the fable would be beneficial toward engaging stakeholders in productive dialogue concerning educational issues. The dialogue among participants was measured according to Bloom’s Taxonomy for affective learning and all three groups stayed primarily in the lower three levels of affective learning: receiving, responding, and valuing. Research findings corroborated existing theories advocating the usefulness of the humanities to function as both a mirror to see one`s self as well as window through which to view the world. The stakeholders that were included in this study indicated a belief that there is a disconnect between educational policies and practices, implying that informed dialogue is necessary and that constructs such as the fable used in this study may support understanding. Implications relate to the usefulness of the humanities as a tool in supporting change in Education. Further research is necessary in exploring what actual change might transpire as a result of humanities-inspired dialogue.

Thesis (M.S.)--University of Missouri-Columbia, 2008. / 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 September 5, 2008) Includes bibliographical references.

Thesis (Ph. D.)--University of Michigan, 1933. / Cover title. "Reprinted from the Physical review, second series, volume 44, no. 8, October 15, 1933."

Thesis--Universität Marburg, 1913. / Cover-title. Lebenslauf.

Inaug.-diss.--Leipzig.