Ziel dieser Arbeit war es herauszufinden ob und wenn ja, welche ordnungs- und wirtschaftlichen Alternativen im Zuge der Wiedervereinigung Deutschlands existierten. Die erste Frage ist mit einem klaren ja zu beantworten. Einige der möglichen Alternativen wurden in Abschnitt 4 vorgestellt, weitere sind denkbar. Warum sie sich nicht durchsetzten ist im Einzelnen schwer zu sagen. Politische Entscheidungen werden in einem Spannungsfeld konkurrierender Interessen, äußerer Zwänge und machtpolitischer Überlegungen getroffen. Gegen einige Alternativen, wie z.B. Alternative 2 sprachen die äußeren Umstände, die drohende massive Migration von Ost nach West. Für andere Alternativen, wie z.B. Alternative 4 gab es wohl zu wenig Fürsprecher. Einige dieser aufgezeigten Wege erscheinen vom heutigen Standpunkt aus betrachtet die besseren Alternativen zu sein. Zweierlei sollte man bei solchen Überlegungen nie vergessen. Erstens, dass es ungleich schwerer ist, Fehler zu vermeiden als bereits gemachte Fehler zu erkennen. Und zweitens, welche enormen menschlichen, politischen und finanziellen Leistungen im Zuge der Deutschen Einheit erbracht wurden und auch heute noch erbracht werden. Auf das Erreichte können wir stolz sein.

Was wäre, wenn es die Kontinentalsperre nicht gegeben hatte? Die Beantwortung dieser Frage setzt eine Beschäftigung mit den Konsequenzen der Blockade auf die wirtschaftliche Entwicklung der betroffenen Länder voraus. Desweiteren ist die Suche nach einem möglichen Alternativszenario notwendig, um einen Vergleich zwischen realem und kontrafaktischem Verlauf ziehen zu können. Diese Arbeit betrachtet zunächst die unterschiedliche Entwicklung der Textilindustrien in England und dem deutschsprachigen Raum. Die Auseinandersetzung mit dem Zustand vor, während und nach der Blockade leitet in die kontrafaktischen Überlegungen über. Hierbei wird ein Vorschlag entwickelt, wie ein solches kontingentes Alternativszenario aussehen könnte. Die in dieser Arbeit angestellten Überlegungen sollen einen Beitrag dazu leisten, die Bedeutung der Kontinentalsperre für die europaische Wirtschaftsgeschichte einschätzen zu können ...

<p>This study explores the development of an engineering praxis as a result of a cooperation between an engineering company and the programme KTH <i>Advanced Programme in Reflective Practice</i> of the research area of Skill and technology at the Royal Institute of Technology (KTH) in Stockholm.</p><p>The dialogue seminar method has been used and taken as a starting point for the dialogue in groups of engineers. Using the writings of René Descartes, Ludwik Fleck, Einar Már Gudmundsson and Fridtjof Nansen the study begins to formulate an approach – Maximum Complexity – to the skill of problem-solving.</p><p>The approach has been presented previously in a short form in<i> Dialogue,</i> <i>Skill and Tacit Knowledege</i> edited by Bo Göranzon, Maria Hammarén and Richard Ennals.</p>

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1999. / Abstract. Includes bibliographical references (leaves 192-194).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2001. / Abstract. Includes bibliographical references (leaves 209-211).

Thesis (D. Min.)--Trinity International University, 2002. / Abstract. Includes bibliographical references (leaves 236-238).

With the increase of first-year initiatives throughout postsecondary education around the world, student affairs personnel are becoming more involved with the programs and strategies of the First-Year Experience. This report focuses on the First-Year Seminar (FYS), one of various strategies that could be used as a part of an institution’s First-Year Experience. Student affairs personnel are increasingly being asked to instruct and take part of an FYS course. In this endeavor, these individuals sometimes lack the background and knowledge to begin the process for planning, developing, and teaching such a course. This report provides theoretical foundations, case studies, and descriptions of general considerations for future development of a FYS course by student affairs personnel. / text

February 2003 was the inauguration of the Foundations of Excellence project with an open invitation to chief academic officers at approximately 900 of both the American Association of State Colleges and Universities (AASCU) and the Council for Independent Colleges (CIC) member institutions. The Policy Center on the First Year of College, under the direction of the Executive Director, John N. Gardner, invited the various campuses to develop standards and guidelines for the first year, which were termed as Foundational Dimensions or simply Dimensions. As a result, over 200 member institutions agreed to participate in the project by establishing campus-wide task forces to look at the initial list of six Dimensions developed by the Policy Center and Penn State research partners. These Dimensions were designed to be essential characteristics of institutional effectiveness in promoting the learning and success of every first-year student. This is a case study of one of the founding institutions of the Foundations of Excellence endeavor, Public State University (PSU). In particular, this study utilizes the Foundations of Excellence Dimensions Statements as a basis to assess Public State University’s first-year experience collaboration efforts. Furthermore, this research is specifically grounded in the 2nd Dimensions Statement of the Foundations of Excellence, looking at what the Public State University first-year experience program looks like through academic affairs and student affairs collaborative partnerships. This study specifically examines PSU’s established partnerships within the First Year Orientation and Advising Committee (FYOAC) and the University College Advisory Council (UCAC) and determines what participants mean by collaboration. Through the use of a rubric, the analysis of the data resulted in a significant finding in reference to collaboration literature. The findings indicated that the literature on academic and student affairs collaboration should include information on institutional culture and investigate whether the underpinnings of institutional culture are actually social systems that are inextricably tied to their external environments, which in turn have a direct impact on foundational benchmarks on collaboration for First-Year Experience programs. Implications of this study’s results are addressed, limitations of this study are discussed, and recommendations for future research are given.

This study investigated: i) whether Indonesian students transfer their Indonesian (L1) schema, rhetorical structures, and cultural conventions when engaged in seminars in English (L2) in Indonesian academic contexts; ii) whether Australian students transfer their Australian English (L1) schema, rhetorical structures, and cultural conventions when engaged in seminar presentations in Indonesian (L2) in Australian academic contexts; iii) the extent to which and in what ways the respective schema, rhetorical structures, and cultural conventions differ; iv) the functions of discourse markers in these seminars; and v) the use of signposts in presentations.The analysis of the schema, the rhetorical structures, and cultural conventions is limited to: i) the overall schema of a seminar; ii) the major components of a presentation; iii) the exchange structure of the question and answer sessions; iv) the rhetorical structure of presentation introductions; iv) the rhetorical structure of questions; and v) the rhetorical structure of answers.The data were obtained from tape and video recordings of four groups of student seminars as presented below.1. Indonesian students' seminars conducted in Indonesian in Indonesian academic settings.2. Indonesian students' seminars conducted in English in Indonesian academic settings.3. Australian students' seminars conducted in English in Australian academic settings.4. Australian students' seminars conducted in Indonesian in Australian academic settings.The Indonesian students' seminars in Indonesian and in English were held at the IKIP (Higher Institution for Teacher Training) Padang, West Sumatra, Indonesia. The Australian students' seminars in English were held at Curtin University of Technology, Australia. The Australian students' seminars in Indonesian were held at Curtin University of Technology and Murdoch University, Australia. The ++ / seminars were part of students' course assignments. The topics of the seminars were social and educational issues. The age of the students ranged from 20 to 30 years old.A total of 67 seminars comprised the data. The findings have shown that:(i) Indonesian students transfer their Ll schema, rhetorical structures, and cultural conventions when engaging in seminars conducted in English in Indonesian academic settings.(ii) Australian students transfer their Ll schema, rhetorical structures, and cultural conventions when engaging in seminars conducted in Indonesian in Australian academic settings.(iii) Indonesian students' schema, rhetorical structures, and cultural conventions in seminars conducted in Indonesian differ from the Australian students' schema, rhetorical structures, and cultural conventions in seminars conducted in English.(iv) The equivalent discourse markers across the four groups have the same functions.(v) Indonesian students used more signposts in their presentations in English than the rest of the groups.The report of the study is presented in nine sections as shown below.Section A presents the introduction, review of the related literature, and methodology. Section B presents findings of the Indonesian data in Indonesian.Section C presents findings of the Australian data in English.Section D compares the findings of the Indonesian data in Indonesian and the Australian data in English.Section E presents the findings of the Indonesian data in English.Section F compares the findings between: i) the Indonesian data in Indonesian and the Indonesian data in English; and ii) the Indonesian data in English and the Australian data in English.Section G presents the findings of the Australian data in Indonesian.Section H compares the findings between: i) the Australian data in English and the Australian data in Indonesian; and ii) the Australian data in ++ / Indonesian and the Indonesian data in Indonesian.Section I presents conclusions, implications, and recommendations for further study.

Thesis (D. Min.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 290-292).