捷克共和國(以下簡稱捷克)與中華人民共和國(以下簡稱中國)之間的外交與經濟關係有著悠久的傳統和深層的複雜性。1989年捷克與中國首次有獨立政策。到目前為止，Václav Havel與Václav Klaus 兩個總統都有機會影響中捷的關係。如何獲取中國的青睞並在神話般的中國市場佔有一席之地, 他們所用的方法基本上是不同的。 Havel總統在行使他的外交政策時,從來沒有停止強調人權與其他敏感的話題。相反地,他繼任者Klaus總統採取更務實的方法去安撫中以減少貿易迷差以及幫助捷克出國到中國。 此論文的主要重點是在探討兩種不同的方法如何影響捷克在中國企業的經濟成功以及中捷之間的綜合關係。此論文也會觸及中捷之間外交與經濟兩方面的交互影響，期望舆誤解。 / The diplomatic and economic relations between the Czech Republic (CZ) and the People's Republic of China (PRC) have a long tradition and a deep level of complexity. In 1989, the CZ had the first chance to conduct its independent foreign policy towards the PRC. So far, two presidents, Václav Havel and Václav Klaus, had the opportunity to influence the relations between the CZ and the PRC. Their approaches of how to gain the PRC's favor and cut off its share of the mythical Chinese market were fundamentally different. The first president Havel in his conduct of foreign policy never ceased to stress human rights and other sensitive topics. In contrast, his successor Vávlav Klaus chose a more pragmatic approach of appeasing the PRC in order to decrease the trade deficit and help Czech export in the PRC. How these two different approaches influenced the economic success of Czech firms in the PRC and the relations generally, will be the main focus of my thesis. Questions of the relations between the economic and diplomatic sphere as well as features and misconceptions regarding the relations will be addressed as well.

Thesis--Zurich. / Summary also in English. Includes bibliographical references (p. 215-219).

Public relations has been expanding internationally during the last few decades. This has generated interest for public relations research in different parts of the world. The scholars urge the community to continue investigating the public relations practice globally. The proposed exploratory study of public relations in Armenia has described and explained the patterns and factors of public relations in the country as practiced in organizations. It was an attempt to investigate public relations practice in Armenia in lines with the socio-cultural and environmental models and theories employed for studying global public relations. The overarching purpose of the study was to understand the specifics that define public relations in Armenia from the perspective of the practitioners. The study applied qualitative and quantitative research methods to look into the function, value and role of public relations in organizations operating in Armenia. The accumulated data and derived knowledge shall identify the avenues of growth and contribute to empowering the best practices of the profession. Secondly, the study shall be a modest contribution to the scholarship and literature pertaining to global public relations. / Department of Journalism

As the title of the thesis suggests, this is a study of the problems and concerns experienced by student teachers in The Yemen at different stages in their training (second, third, first year of teaching). An initial exploratory case study of one teacher training institute, using interviews, was utilized to generate items for two questionnaires (about problems, and related beliefs respectively) completed by about 800 student -s in all 11 General Teacher Training Institutes in the country. The items covered several areas: School Material Conditions and Resources, Teaching Demands, Relationships with Professionals and Adults, Teaching Competencies, Institutes' Courses, Job Rewards, Pupils' Response to Teaching, and Students' Security. Applying Factor Analysis to the ratings of the total population for the 'problems' questionnaire showed no sufficiently strong structure of problems (patterns). Further analysis using commonsense categories showed that most problem areas were of great concern to the majority of student teachers and beginning teachers and these concerns were stable across stages, except for Students' Social/Emotional Security which showed consistently decreased concern over successive stages. When males and females were studied separately, the patterns of change were different, and diverse changes ii were found for the various (single-sex) institutes. Variables such as Background (Urban/Rural), Institutes attended, Primary School Location, Job Location for beginning teachers, seemed to be dominated to a large extent by sex differences. Males mainly expressed higher concern about job rewards, females about their own ability to cope with the tasks of classroom teaching. Variables such as Age within Stages, and Stage of Joining Institutes, did not appear to have influence upon students and beginning teachers' problems. The results of the 'Beliefs' questionnaire were analysed similarly and showed patterns of results which did not correspond with the 'Problems' results in a way which could allow the concerns to be explained by the belief s. The initial exploratory case study sample was followed longitudinally by interviews. This approach showed different patterns of increasing concerns on entry to teaching. Possible explanations for the different patterns are discussed. Interviews with a sample of institutes' lecturers suggest an awareness by the majority of lecturers of some of the common problems expressed by student teachers. iii The substantive findings and methodological issues are discussed in relation to the literature (e. g. Fuller, Gibson, Lacey ... ). Some suggestions for improving teacher education in The Yemen are offered.

No description available.

Between 1914 and 1919, Germans and Austrians experienced previously unimaginable sociopolitical transformations: four years of war, military defeat, the collapse of the Hohenzollern and Habsburg monarchies, the creation of democratic republics, and the redrawing of the map of Central Europe. Through an analysis of new state symbols and the staging of political and cultural celebrations, this dissertation explores the multiple and conflicting ways in which Germans and Austrians sought to reconceptualize the relationships between nation, state and politics in the wake of the First World War. Whereas the political right argued that democracy was a foreign imposition, supporters of democracy in both countries went to great lengths to refute these claims. In particular, German and Austrian republicans endeavored to link their fledgling democracies to the established tradition of großdeutsch nationalism – the idea that a German nation-state should include Austria – in an attempt to legitimize their embattled republics. By using nineteenth-century großdeutsch symbols and showing continued support for an Anschluss (political union) even after the Entente forbade it, republicans hoped to create a transborder German national community that would be compatible with a democratic body politic. As a project that investigates the entangled and comparative histories of Germany and Austria, this dissertation makes three contributions to the study of German nationalism and modern Central European history. First, in revealing the pervasiveness of großdeutsch ideas and symbols at this time, I point to the necessity of looking at both Germany and Austria when considering topics such as the redefinition of national identity and the creation of democracy in post-World War I Central Europe. Second, it highlights the need to move beyond the binary categorizations of civic and ethnic nationalisms, which place German nationalism in the latter category. As the republicans’ use of großdeutsch nationalism demonstrates, the creation of a transborder German community was not simply the work of the extreme political right. Third, it contributes to recent scholarship which seeks to move past the entrenched question of why interwar German and Austrian democracies failed. Instead of simply viewing the two republics as failures, it investigates the ways in which citizens engaged with the new form of government, as well as the prospects for the success of democracy in the wake of military defeat. In drawing attention to the differences between the German and Austrian experiments with democracy, this dissertation points to the relative strengths of the Weimar Republic when compared to the First Austrian Republic.

Thesis (MPA.(Economic and Management Sciences))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Diss. Linköping : Linköpings universitet, 2008.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 109-113). Also available via the Internet.

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 141-150). Also available in electronic format on the Internet.