Thesis (Ph.D.)--York University, 2004. Graduate Programme in Mathematics and Statistics. / Typescript. Includes bibliographical references (leaves 160-165). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99262

Thesis (M.S.)--Ohio University, November, 1994. / Title from PDF t.p.

Thesis (M.S.)--Georgia Southern University, 2008. / "A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Steven Damelin. ETD. Includes bibliographical references (p. 41-42)

Thesis--Bonn. Thesis statement on added t.p. / Includes bibliographical references (p. 53-57).

¡@¡@¡@¡@¡@¡@¡@¡@¡@¡@Abstract ¡@¡@In 1997 when Hong kong was returned to mainland China, one state - two systems was promoted. Politics was governed by basic laws. But on economic aspect, it was not until the promotion of CEPA that the economic development was apparently led by the Government, which is completely different from Hong Kong's free marketing trade. Such is the focus of all. The treaty signed between China and Hong kong came into effect in January, 2004. The content mainly includes in three areas -tax -relief on trade products, the import of service trade and investment coporation. CEPA has been carried out for the passed two years, and Hong kong's economic has since climbing upward along side with the tide of the world. To the Taiwanese bussinessmen this has become an increased investment competition stress for them in mainland China. And in turn it might affect Taiwan's economic status. So the influence is profound. ¡@¡@This article first tries to understand the related theories of regional economic integration. Focusing on the present stage after China and Hong Kong signed the treaty CEPA, to observed the operation of the allotment of political strategy between the Central government, localities and Hong Kong. To further understand through refering to all the problems and observation analysis done by experts. To practically understanding the practice of political strategy allotment and the interaction between various regions. With an attempt of analysing the value of political strategies which could in turn benefit analysis study on the adjustment of various trade strtegies. Analysing each and every factor that might cause the future economic development of Hong Kong and Taiwan which includes Govrnments setting of political strategies, international factor and China factor. Try to totally comprehend the role plays by Hong Kong and its interaction with other regional and international economic and trade On the other hand , it is to merge this article's diverse analysis on the impact of CEPA against Taiwan. And to suggest countermeasures in regards to the development of such situation. So as to enhance our competitiveness and to avoid the risk of being cornered. ¡@¡@This context intents to grant the basic introduction of regional economic integration to those who are concerned with China - Hong Kong's CEPA. It also serives as a reference to broaden the sight of business administraters. Last but not least, your comments are most appreciated. Key words¡GCEPA ¡BTheory of integration,regional economic integration,Pan Pearl River Delta¡]PPRD¡^

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (p. 145-158).

Neste trabalho apresentamos uma investigação desenvolvida ao longo de três anos em cursos introdutórios de Física da Universidade Federal do Rio Grande. O objetivo foi minimizar a dicotomia observada entre teoria e laboratório. A estratégia de ensino utilizada nas disciplinas de Física Geral para Engenharia fez uso do Vê de Gowin, um dispositivo heurístico capaz de explicitar como se dá o processo de produção do conhecimento científico. A construção de diagramas Vê foi utilizada para auxiliar na compreensão de textos nas aulas teóricas e como alternativa aos tradicionais relatórios nas aulas experimentais. A professora também fez uso dos Vês para organizar o ensino, em especial das aulas de laboratório. Alicerçados na teoria da aprendizagem significativa de Ausubel e Novak e nas teorias de ensino de Gowin e Moreira, e fundamentados em algumas idéias-chave de epistemólogos e filósofos da ciência contemporâneos, procuramos estimular uma integração entre teoria e experimentação, buscando contribuir para uma compreensão mais efetiva dos conceitos físicos e das concepções epistemológicas veiculadas nas aulas de Física. Na pesquisa, optamos por uma metodologia interpretativa, de imersão, mas também fizemos uso de vários dados quantitativos, procurando indícios da validade da estratégia. Os resultados mostraram que a eficácia do instrumento, para promover a desejada integração, depende da atuação decidida do professor. Indicaram também que as concepções dos estudantes sobre a ciência, o cientista e o modo como se dá a construção do conhecimento, ensinadas muitas vezes de forma implícita em aula, são persistentes e capazes de interferir na aprendizagem de teorias físicas. / In this paper, we presents a research carried out over three years in Physics introductory courses at Federal University of Rio Grande. The aim of the present study was to minimize the observed dichotomy between theory and lab. The teaching strategy in General Physics disciplines for Engineering has made use of Gowin's Vee, a heuristic device able to explain the process of scientific knowledge production. The construction of Vee diagrams was used to assist understanding of texts in theory classes and as an alternative to traditional reports in the experimental classes. The teacher also made use of it to organize the education, especially for laboratory classes. We based our work on the theory of Ausubel and Novak's meaningful learning and on Gowin and Moreira's theories of teaching and we also grounded it on some key ideas of contemporary epistemology and philosophy of science. We want to promote theory-experiment integration, seeking to contribute to a more effective comprehension of physical concepts and epistemological conceptions expressed in Physics classes. In research, we opted for an interpretative methodology, but we also made use of several quantitative data, looking for evidence of strategy's validity. The results showed that the effectiveness of the instrument performance to promote the desired integration depends on the teacher's decisive role. They also indicated that the students conceptions about science, the scientist and how the knowledge construction is made, that are taught many times implicitly in class, are persistent and can interfere in the physical theories learning.

Neste trabalho apresentamos uma investigação desenvolvida ao longo de três anos em cursos introdutórios de Física da Universidade Federal do Rio Grande. O objetivo foi minimizar a dicotomia observada entre teoria e laboratório. A estratégia de ensino utilizada nas disciplinas de Física Geral para Engenharia fez uso do Vê de Gowin, um dispositivo heurístico capaz de explicitar como se dá o processo de produção do conhecimento científico. A construção de diagramas Vê foi utilizada para auxiliar na compreensão de textos nas aulas teóricas e como alternativa aos tradicionais relatórios nas aulas experimentais. A professora também fez uso dos Vês para organizar o ensino, em especial das aulas de laboratório. Alicerçados na teoria da aprendizagem significativa de Ausubel e Novak e nas teorias de ensino de Gowin e Moreira, e fundamentados em algumas idéias-chave de epistemólogos e filósofos da ciência contemporâneos, procuramos estimular uma integração entre teoria e experimentação, buscando contribuir para uma compreensão mais efetiva dos conceitos físicos e das concepções epistemológicas veiculadas nas aulas de Física. Na pesquisa, optamos por uma metodologia interpretativa, de imersão, mas também fizemos uso de vários dados quantitativos, procurando indícios da validade da estratégia. Os resultados mostraram que a eficácia do instrumento, para promover a desejada integração, depende da atuação decidida do professor. Indicaram também que as concepções dos estudantes sobre a ciência, o cientista e o modo como se dá a construção do conhecimento, ensinadas muitas vezes de forma implícita em aula, são persistentes e capazes de interferir na aprendizagem de teorias físicas. / In this paper, we presents a research carried out over three years in Physics introductory courses at Federal University of Rio Grande. The aim of the present study was to minimize the observed dichotomy between theory and lab. The teaching strategy in General Physics disciplines for Engineering has made use of Gowin's Vee, a heuristic device able to explain the process of scientific knowledge production. The construction of Vee diagrams was used to assist understanding of texts in theory classes and as an alternative to traditional reports in the experimental classes. The teacher also made use of it to organize the education, especially for laboratory classes. We based our work on the theory of Ausubel and Novak's meaningful learning and on Gowin and Moreira's theories of teaching and we also grounded it on some key ideas of contemporary epistemology and philosophy of science. We want to promote theory-experiment integration, seeking to contribute to a more effective comprehension of physical concepts and epistemological conceptions expressed in Physics classes. In research, we opted for an interpretative methodology, but we also made use of several quantitative data, looking for evidence of strategy's validity. The results showed that the effectiveness of the instrument performance to promote the desired integration depends on the teacher's decisive role. They also indicated that the students conceptions about science, the scientist and how the knowledge construction is made, that are taught many times implicitly in class, are persistent and can interfere in the physical theories learning.

Neste trabalho apresentamos uma investigação desenvolvida ao longo de três anos em cursos introdutórios de Física da Universidade Federal do Rio Grande. O objetivo foi minimizar a dicotomia observada entre teoria e laboratório. A estratégia de ensino utilizada nas disciplinas de Física Geral para Engenharia fez uso do Vê de Gowin, um dispositivo heurístico capaz de explicitar como se dá o processo de produção do conhecimento científico. A construção de diagramas Vê foi utilizada para auxiliar na compreensão de textos nas aulas teóricas e como alternativa aos tradicionais relatórios nas aulas experimentais. A professora também fez uso dos Vês para organizar o ensino, em especial das aulas de laboratório. Alicerçados na teoria da aprendizagem significativa de Ausubel e Novak e nas teorias de ensino de Gowin e Moreira, e fundamentados em algumas idéias-chave de epistemólogos e filósofos da ciência contemporâneos, procuramos estimular uma integração entre teoria e experimentação, buscando contribuir para uma compreensão mais efetiva dos conceitos físicos e das concepções epistemológicas veiculadas nas aulas de Física. Na pesquisa, optamos por uma metodologia interpretativa, de imersão, mas também fizemos uso de vários dados quantitativos, procurando indícios da validade da estratégia. Os resultados mostraram que a eficácia do instrumento, para promover a desejada integração, depende da atuação decidida do professor. Indicaram também que as concepções dos estudantes sobre a ciência, o cientista e o modo como se dá a construção do conhecimento, ensinadas muitas vezes de forma implícita em aula, são persistentes e capazes de interferir na aprendizagem de teorias físicas. / In this paper, we presents a research carried out over three years in Physics introductory courses at Federal University of Rio Grande. The aim of the present study was to minimize the observed dichotomy between theory and lab. The teaching strategy in General Physics disciplines for Engineering has made use of Gowin's Vee, a heuristic device able to explain the process of scientific knowledge production. The construction of Vee diagrams was used to assist understanding of texts in theory classes and as an alternative to traditional reports in the experimental classes. The teacher also made use of it to organize the education, especially for laboratory classes. We based our work on the theory of Ausubel and Novak's meaningful learning and on Gowin and Moreira's theories of teaching and we also grounded it on some key ideas of contemporary epistemology and philosophy of science. We want to promote theory-experiment integration, seeking to contribute to a more effective comprehension of physical concepts and epistemological conceptions expressed in Physics classes. In research, we opted for an interpretative methodology, but we also made use of several quantitative data, looking for evidence of strategy's validity. The results showed that the effectiveness of the instrument performance to promote the desired integration depends on the teacher's decisive role. They also indicated that the students conceptions about science, the scientist and how the knowledge construction is made, that are taught many times implicitly in class, are persistent and can interfere in the physical theories learning.

This dissertation is a case study of the EuroMed Partnership (EMP). It aims to examine the complex political, economic and social interrelationships in the EMP, and their impact on regional security in the Euro-Mediterranean region. The main thesis proposed here is that regional integration is taking place to the point of a regional security complex being established among EMP-member countries. This would contrast with the Middle East Regional Security Complex suggested by Buzan and Waever (2003). The dynamics observed reflect realist concerns with security among members. They also display neo-liberal integration approaches as well as the regional reciprocal (re-)constructions of structure, interests, and identities as suggested in the constructivist literature. A triangulated mix of qualitative research methods is utilized with primary data from elite interviews, as well as from official publications of member governments and institutes. Secondary data from analyses by other researchers provide comparison data for this dissertation. It will contribute to a framework for understanding the shifting security environment in the Euro-Mediterranean region from 1995 to the present in terms of regional integration, peacemaking and peacekeeping.