Au May Lan Alma Mary Gerardina. / "August 2000." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (p. 68-73). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Criar um novo corpo, produzi-lo e in-carná-lo – dotá-lo de consistência intensa e conceitual, de carne, ossos e fluídos. Lugares de uma jornada empreendida via uma nova cartografia, uma vez que a qualidade de um corpo que não se limita ao que se toma pela realidade. Procura por veículos que auxiliem a passagem da carne a um novo corpo, já que esta é uma tarefa que demanda um trabalho individual, onde se empreende uma jornada sob o pretexto do desejo, uma peregrinação para a Personagem Conceitual, O Peregrino, que o discursa . Difícil encaixar em discursos e palavras de ordem, a produção do Corpo In-carnato passa pelo conceito. E a fundamentação do pensar passa pela produção dos próprios conceitos e suas especificidades, num colóquio entre tantos correspondentes inventados, cujo texto se fabula num formato epistolar como maneira de deixar os rastros do caminho e sua pesquisa aparentes. Neste trajeto, acompanham autores da Diferença como Deleuze, Guattari, Nietzsche, assim como o alimento das artes, atuante na liberação de novos corpos e humores que nutre, uma vez que tais corpos estarão sempre e plenamente ligados à vida. Seus liames afetam, esgotam e sucedem novos agenciamentos possíveis. E se o corpo é o plano de imanência por excelência, a vida e suas diferenças serão os possíveis da filosofia. Uma vida que se quer vivida passa por caminhos, rotas e lugares, Mas também pelo vazio, cujo esgotamento lhe retornará em novos corpos e espaços compossíveis. / Create a new body, prodcuting and in-carnate it – giving it the intense and conceptual consistence, with flesh, bones and fluids. Places of a journey made trough a new cartography, once the quality of a body it’s not limitated from what is taken as reality. It searches for vehicles that may help the passage from the flesh to the new body, since it is a duty wich demands an individual work, where a journey is made over the forces of the desire, a peregrination to the Conceptual Personage, The Pilgrim, whose discurse it. Hard to incase in speeches and words of order, the production of the In-carnato body passes through the concept. And the embasement from this way of thinking passes trhough the concepts and it’s especifications themselves, in a dialogue between many invented correspondents, whose the text fabulate it self at an epistolar shape, as a way to allow the tracks from the path and the reserach maight be visible. In this passage, authors from the Diference’s Philosophy walk with him, as Deleuze, Guattari, Nietzsche, just like the art’s food, acting on the liberation of new bodies and humors that it nourishes, once these bodies will be always conected to life. Its lines afects, deplete and succeed new possible experiences. And, if the body is the Imanence Plane par exellence, the life and its diferences will be the possibles from the philosophy. A life wich is desired lived well passes trough ways, pahts and places. But also trough the emptiness, where the depleting will return in new compossible bodies and spaces.

The study called for the identification of a group of underachievers at the eleventh and tenth grade levels.

A journey into the past century of genetics history reveals transformations of the concept of the gene through notions of discrete units that obeyed Mendelian laws to the modem bewildering gene concept. We can no longer say that a gene is a sequence of DNA that continuously and uniquely codes for a particular protein - it is the phenotype that defines the gene, rather than the other way around. Research into learning in genetics has largely focussed on issues such as problem solving and the process of meiosis. The central concept of the gene, however, has had little attention. How do students learn about the concept of the gene during an introductory high school genetics course? Is it possible to justify an analogy between the historical development of the concept of the gene and student learning? Can student learning about the gene be described as conceptual change and what are the factors that might influence this process? These are the issues that are addressed in this thesis.The general purpose of this study was to investigate Year 10 students' learning about the concept of the gene. The theoretical framework is embedded in the personal and social paradigms of constructivism and a multidimensional interpretive framework for conceptual change was utilised, enabling the data to be interpreted from ontological, epistemological and social/affective perspectives.A total of eight classroom sites were used to collect data as a series of linked case studies. Data from three of these cases were used to investigate Year 10 student learning about the concept of the gene and one of the cases was used to make an in-depth examination of individual student learning and conceptual change. The larger series of eight cases was drawn upon to provide data to support assertions made about the factors influencing conceptual change. Methods of data collection included classroom ++ / observations, student interviews, teacher interviews, student work-sheets and classroom quizzes. Traditional notions of research rigour were side-stepped for different standards that better suit the paradigm of naturalistic or constructivist inquiry. Credibility, transferability, dependability and confirmability were enhanced by a thorough system of triangulation at the data source and collection level and at the data interpretation level for each of the research questions. Theory triangulation also was utilised through the multidimensional framework for conceptual change. In addition, methodology and case studies with a thick description that allow the readers to proceed on their own tracking and interpretation process are provided.The results of the research reported in this thesis are examined from several different perspectives. From an ontological perspective, Year 10 student learning about the concept of the gene is described by a proposed learning pathway that consists of four ontologically distinct models. The majority of the students in the classes, however, did not progress the entire length of the pathway, rather they completed their introductory genetics course with an "active particle gene" conception. This is the second model in the pathway. In other words, few students were found to have a modern conception of the gene.From an epistemological perspective of conceptual change, six students' post instruction conceptions of genes were classified as being intelligible, plausible or fruitful to the learner. For example, at the end of the genetics course, Alastair had an active particle gene" conception that he viewed as intelligible and plausible and Douglas had a "productive sequence of instructions gene" conception that was intelligible, plausible and fruitful. The student learning investigated in this study was described as conceptual change of the ++ / weaker kind that proceeded in an evolutionary manner because the new conceptions involved detailed explanations of the gene concept and were reconciled with old conceptions.A social/affective perspective revealed information about how the teaching approach and student interest in genetics influenced the process of conceptual change. Lack of student interest in submicroscopic explanatory phenomena and algorithmic approaches to problem solving were found to inhibit learning about the gene concept. The nature of the content was another perspective used to examine conceptual change. The process aspects of genetics content were said by teachers to be difficult to teach, and students found it difficult to link together ideas taught in genetics such as the double helix structure of DNA, the genetic code, protein synthesis and phenotypic expression. The different levels of representation in genetics content confused students; for example, Anna was unable to differentiate between submicroscopic DNA structure and symbolic representations of the genetic code such as the letters A, T, C and G.Implications from the study are that for students to construct a better understanding of the concept of the gene, teachers and curriculum writers should use the gene as a central organising concept in genetics courses and explicitly encourage students to build links with other genetics concepts. Improvements need to be made in the way that teachers teach genetics processes so that students are actively involved in thinking about the processes, especially by making the connections between the structure and function of genes. In addition, students need to be involved in learning strategies that will help to raise the status of sophisticated models of genes in their cognitive structures.Having the multidimensional framework for conceptual change as the interpretive framework and utilising ++ / different perspectives of conceptual change enabled triangulation of the theoretical interpretations of the data. This can be likened to creating a three dimensional picture of a learning situation rather than the equivalent of a linear, or two dimensional representation of a complex three dimensional phenomenon. A major implication for conceptual change research from this study is that the multidimensional framework has the potential to enable researchers and teachers to better understand the process of conceptual change in many fields. The thesis concludes with a discussion of the limitations of the study and future directions for research.

This project explores the basic tenets of abstract expressionism and is considered in relation to the idea of the sublime, limitlessness and the formless. In this research I am interested in investigating the progression from two-dimensional non-representational painting, through experimentation with light mediating materials to projection of the painting via the medium of film. Light is used to intensify the image with a view to expand the viewer’s awareness and understanding of the sublime. The research seeks to find ways that allow the viewer to explore the feeling of uncertainty and the sensation of wonderment. Through an ephemeral spaciousness that has no boundaries, the spectator is encouraged through contemplation to transform their experiences of the finite in order to approach the infinite and the sublime.

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--School of Education and Dept. of Sociology. University of Missouri--Kansas City, 2007. / "A dissertation in education and sociology." Advisor: Malcolm Linville. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Dec. 20, 2007. Includes bibliographical references (leaves 267-283). Online version of the print edition.

The purpose of this descriptive case study analysis was to provide portraits of the methods college students used to solve probability problems and the factors that supported or impeded their success prior to and after two-week instruction on probability. Fourteen-question Pre- and Post-Instructional Task-Based Questionnaires provided verbal data of nine participants enrolled in a college finite mathematics course while solving problems containing simple, compound, independent, and dependent probabilistic events. Overall, the general method modeled by the more successful students consisted of the student reading the entire problem, including the question; breaking down the problem into sections, analyzing each section separately; using the context of the question to reason a solution; and checking the final answer. However, this ideal method was not always successful. While some less successful students tried to use this approach when solving their problems, their inability to work with percents and fractions, to organize and analyze data within their own representation (Venn diagram, tree diagram, table, or formula), and to relate the process of solving word problems to the context of the problem hindered their success solving the problem. In addition, the more successful student exhibited the discipline to attend the class, to try their homework problems throughout the section on probability, and to seek outside help when they did not understand a problem. However, students did try alternate unsuccessful methods when attempting to solve probability problems. While one student provided answers to the problems based on his personal experience with the situation, other students sought key words within the problem to prompt them to use a correct representation or formula, without evidence of the student trying to interpret the problem. While most students recognized dependent events, they encountered difficulty stating the probability of a dependent event due to their weakness in basic counting principles to find the size of the sample space. For those students who had not encountered probability problems before the first questionnaire, some students were able to make connections between probability and percent. Finally, other inexperienced students encountered difficulty interpreting the terminology associated with the problems, solving the problem based on their own interpretations. / Graduation date: 2003

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 115-121).

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Political Science. / Typescript. Includes bibliographical references (leaves 257-269). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99140