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Thesis (M.S.)--University of Michigan, 1996. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1995.

Thesis (M.F.A.)--University of Wisconsin--Madison, 1985. / Typescript. eContent provider-neutral record in process. Description based on print version record. Bibliography leaves 169-175.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. Includes bibliography.

Thesis (M.S.)--University of Michigan, 1995.

Conceptions of geography and learning geography have been studied through recording the experiences of a group of secondary school pupils over a threeyear period. This group formed part of the first cohort to experience Key Stage 3 Geography in the National Curriculum. The study is set within the context of Geography in the National Curriculum and the formulation and issues arising from this are discussed. A review of recent research in geographical education is presented to indicate how this study adds to current thought and practice. The study sought evidence to answer two specific questions: 1. What is geography? 2. What is learning geography? The study is set in a secondary school in Kent where the researcher has taught for sixteen years. Evidence was obtained from two classes of pupils, these were taught geography by the researcher for the whole period of Key Stage 3 1991- 1994. Data was obtained through applying a range of methods. The study was conducted in the phenomenographic tradition, seeking qualitatively different ways in which pupils understood the phenomena of geography and learning geography, and describing the "structural" and "referential" aspects of each. Categories of description of the distinctly different ways in which the phenomena are understood have been identified, presented and discussed. The categories are illustrated by quotes from individual pupils. These form the results of the study. The results of the study shed light on the ways in which pupils understand aspects of geography and learning geography as developed in the context of Geography in the National Curriculum. The longitudinal perspective adopted illuminates how these understandings change over time. A discussion is presented which clarifies the main features of the conceptions discovered. This is followed by a consideration as to how the results of the research could be applied by teachers to their understanding of geography, the pupils they teach, and in planning learning experiences. The thesis concludes by drawing together the contextual setting of the research, methodology and key findings. It suggests reasons that may have influenced the findings before considering their utility and avenues for further research.

The primary objective of this dissertation is to build theoretical argument around architectural experience and place making in the urban realm. How we experience architectural space in a society dominated by media, is to be questioned. The research topic, “architecture as urban stage”, investigates the production of media within the space of the city. This methodology is divided into sub questions which respond on urban- and architectural levels. On urban scale the discourse explores the notions of embedded media technologies in the built environment. A sense of arrival is celebrated at the historic eastern gateway into the heart of the inner city, cultural district and urban campus. In relation to this, the question is raised whether media can contribute towards a more vibrant, productive and meaningful urban space – compared to existing spaces in the city? Can technology extend the reach of architecture, establishing a more flexible urban realm during; e.g. "during different times of day; adjusting to different activities and social events? How can public space in the city create a sense of awareness, social participation and consciousness towards the production of media? Will this generate a spirit of city and campus activities, enabling the individual to express his unique identity and being in the city? Architecture as urban stage explores the combination of architectural experience with the integration of urban campus into the urban fabric. This will ensure a diverse event of activity and socio-cultural expression within the space of the city; an urban classroom for all to share. Copyright / Dissertation (MArch(Prof))--University of Pretoria, 2010. / Architecture / unrestricted

This thesis presents the results of a study of printed material concerning the use of a foreign language-English dialect for the stage, gathering its information from printed sources, old and new, that are available to help the director of a dialect play.

This thesis work focuses on the study and improvement of single-stage power factor correction techniques. The generalized structures of the present pulse-width-modulation (PWM) integrated single-stage power factor correction (PFC) converters are presented. The typical PFC cells in the single-stage PFC converter are identified. After that, the necessary PFC condition is derived and verified to understand the principle of the single-stage PFC converters. As an example, the continuous current mode (CCM) current source single-stage PFC converter is studied. The circuit intuitions and design consideration of this converter are presented. Also, an improved current source single-stage PFC converter with a low-frequency auxiliary switch is proposed to overcome the problem of the previous converter. Experimental verification shows the improvement is effective. To evaluate single-stage PFC technique, a comparison study between the current source single-stage and the boost two-stage PFC converters is done in this thesis. It shows that for universal line application, due to the wide bus-capacitor voltage range, single-stage PFC converters have higher component ratings than two-stage PFC converters. This limits the application of single-stage PFC converter. Therefore, an interesting future work will be how to reduce the bus voltage range of single-stage PFC converters. / Master of Science