Diss. (sammanfattning) Uppsala : Uppsala universitet, 2006. / Härtill 4 uppsatser.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Abstract. Includes bibliographical references (leaves 139-143). Also available via the Internet.

Thesis (M.B.A.)--University of Hong Kong, 1991.

Thesis (M.P.A.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 138-141).

Thesis (M.S.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains viii, 61 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 59-61).

Thesis (M.P.A.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 138-141). Also available in print.

Thesis (M.S. in Civil Engineering)--Purdue University, 2006. / "August 2006." Description based on title screen as viewed on June 9, 2010. DTIC Descriptor(s): Decision Making, Construction, Game Theory, Procurement, Models, Facilities, Standards, Selection. DTIC Identifier(s): Construction Projects, Utility Theory, Thresholds, Frameworks, Procurement Criteria, Project Delivery, Procurement Methods, DB (Design-Build), DBB (Design-Bid-Build) Includes bibliographical references (leaves 31-32). Also available in print.

Thesis (Ph. D.)--Washington State University, December 2007. / Includes bibliographical references (p. 72-74).

For over a decade, we have heard alarming statements about the spread of cyber weapons from senior policymakers and experts. Yet, the dynamics of cyber proliferation are still under-studied and under-theorized. This study offers a theoretical and empirical account of what causes the spread and restraint of cyber weapons and argues that the world is not at the brink of mass cyber proliferation. Whilst almost forty states are exploring and pursuing the development of cyber weapons, I indicate that only few have so far acquired a meaningful capability. This is due both to supply and demand factors. On the supply-side, most states have a latent capacity to develop relatively simple offensive cyber capabilities, but are unable to develop sophisticated cyber weapons. Moreover, the incentives for knowledge transfer and thus exporting offensive cyber capabilities between states are weak. On the demand-side, I show that national security considerations do not provide the best explanation of variance. Instead, domestic politics and prestige considerations are paramount. Moreover, and unlike nuclear proliferation, I argue that it is not the possession of cyber weapons but the intention of possession signalled through visible initiatives which matters. Ultimately, I note that cyber weapons can have strategic value - but only under certain conditions.

A surge of interest has emerged across the US in high-quality early childhood education programs that prepare children for success in school and later years. In particular, attention has been focused on the kindergarten year as having important consequences for a child’s acquisition of knowledge and skills that determine later school success. However, children begin kindergarten with a diverse array of skills and experiences, including many who have not been enrolled in any preschool programs outside the home environment. State kindergarten entry assessments can provide baseline information to help teachers target instruction and assist in meeting child learning benchmarks. In fall of 2013, school districts in Oregon began administering the Oregon Kindergarten Assessment (OKA) to all entering kindergarten students. Administered within the first six weeks of school, the OKA includes measures in early literacy, early math, and approaches to learning. This study explored student performance on the OKA as well as its utility as perceived by Oregon kindergarten teachers. Specifically, the following questions were asked: (1) Are there significant differences in children’s performance on the OKA based on demographic characteristics? (2) What is the performance of children previously receiving Early Childhood Special Education on the OKA? and (3) What is the utility of the OKA, as evaluated by kindergarten teachers? Data collected by the Oregon Department of Education were used, as well as data from kindergarten teacher interviews. Results of the study reinforce what is known about the opportunity gap among young children prior to entering kindergarten, as well as provide insight on how the intended purposes of the OKA are being met. Findings may assist administrators, teachers, parents, and policy makers in understanding current use of the OKA as well as assisting with future steps to modify curriculum, instructional methodology, teacher training, and transition practices.