北韓問題是二十世紀延續至今卻始終未能解決的複雜議題，這是因為牽涉的因素眾多：南北韓、周邊國家以及國際的考量使「維持現狀」與「模糊」政策成為處理北韓問題可以接受的模式。但事實上，吾人必須認知到在此議題上，最重要的主角仍是北韓與美國，但顯然雙方各有盤算而不能或不願直接解決。因此本文旨在探討2001至2011年美國對北韓之政策，且嘗試在現今相關領域的多數美國立場中，盡可能尋求以相對公允、同理心的角度分析問題，而非美國觀點的一言堂。本文以法國戰略學家薄富爾(André Beaufre)之「行動戰略」(Strategy of Action) 理論作為研究途徑，輔以大量相關數據資料及專著，用意在於平衡地討論美國戰略並批判其中好壞。 本文認為，小布希與歐巴馬政府對北韓政策目標一致，但戰略有所不同。受制於北韓核報復攻擊、中東戰事、經濟與他國因素，美國難以動武直取北韓，因此必須從軍事外的選項著手。筆者從軍事、政治、經濟與外交面向，以政治診斷(political diagnosis)及戰略診斷(strategic diagnosis)探討兩屆政府對北韓之行動方案。小布希和歐巴馬政府在戰略應用上符合薄富爾的觀點，但在架構面上卻有缺失，最終由於無法促使中國相助，以及自身立場的謬誤，導致兩屆政府北韓政策之失誤。 / The North Korea issue remains unresolved, and the only acceptable options for the neighbor countries are the status quo policy and the policy of deliberate ambiguity. However, it has to be acknowledged that the most important roles are North Korea and the U.S., and it is obvious they have different plans in their minds. The main idea of this thesis is to study the U.S. Policy toward North Korea (2001-2011), and present unbiased points of view instead of only the U.S. aspect. This thesis uses the Strategy of Action of André Beaufre, a French Strategist, as the research method, to analyze data and studies to fairly find out the pros and cons of the U.S. Policy toward North Korea. This thesis shows that the George W. Bush administration and the Obama administration share the same goals but different strategies toward North Korea. The U.S. have difficulty in using military action since it tries to avoid North Korea taking nuclear retaliation, and the war in the middle east and the sinking economy also limit the ability of the U.S. government. This thesis analyzes the U.S. policy toward North Korea from the aspects of military power, politics, economy and diplomacy, and it uses political diagnosis and strategic diagnosis as the approaches to examine the action plans of both Bush and Obama administrations. The research shows that the actions plans match the point of view of André Beaufre strategically, but the flaws of the plan structure, the failure to have China take a stance against North Korea and the illogicalness of the government position finally led the U.S. policy toward North Korea to a frustrated end.

Advertisers invest substantial amounts of money in advertising and need to know whether these investments pay off. Given that advertising generally has both short-term and long-term effects and that the behavioral effects of advertising are influenced by numerous other factors, intermediate measures are needed that gauge the mental effects of advertising in the target audience. This thesis explores three broad issues in the measurement of intermediate advertising effectiveness: The relationship between different intermediate measures, the ability of advertising pretest measures to predict the outcome of advertising campaigns, and how measures of certain constructs should be operationalized. These issues were investigated in two empirical studies. The main result from the two studies is that measurement of advertising effectiveness requires multiple measures that are analyzed simultaneously. The results also indicate that some commonly used intermediate measures are not correctly understood and are, therefore, sometimes used for the wrong purposes. This thesis discusses the implications of these and other findings for academics and practitioners. / Diss. Stockholm : Handelshögsk.

The present study sought to examine Asian American college stress and school satisfaction for Claremont Colleges students. Participants completed a survey which will include four measures: Attitudes Toward Professional Help-Seeking (Halgin, Weaver, Edell & Spencer, 1987), modified Social Support Scale (Duran, Oetzel, Lucero, Jiang, Novins, Manson, & Beals, 2005), College Student Stress Scale (Feldt, 2008), the School Satisfaction Scale (Butler, 2007), and questions about the participant’s involvement in race-based, and non-race-based organizations and mentoring programs. Asian Americans are unsupported because of their academic performance and thus receive less institutional support (Kiang & Lee, 1993). The stigma of mental health problems is significantly and negatively related to attitudes toward professional help seeking in the Asian American community (Masuda & Boone, 2011). Race-based organizations and mentoring programs facilitate adjustment to college through providing a community and ways to explore one’s identity (Kim, Goto, Bai, Kim, & Wong, 2001; Museus, 2008). It was expected that attitudes toward help seeking and support would be significantly different between Asian Americans and Whites. It was expected that involvement in ethnic-/race-based organizations and mentor programs would mediate the relationship between demographics and satisfaction, support and stress. Results revealed significantly different attitudes toward help seeking between Asian Americans and Whites. Involvement in race-based organization and mentoring program predicted school satisfaction. Involvement in a race-based mentoring program predicted stress. Implications of this study are discussed in relation to literature, clinicians, and on-campus support services.

Among philosophers of the emotions, it is common to view emotional content as purely descriptive – that is, belief-like or perception-like. I argue that this is a mistake. The intentionality of the emotions cannot be understood in isolation from their motivational character, and emotional content is also inherently directive – that is, desire-like. This view’s strength is its ability to explain a class of emotional behaviors that I argue, the common view fails to explain adequately. I claim that it is already implicit in leading theories of emotion elicitation in cognitive psychology – “appraisal theories.” The result is a deeper understanding of emotional intentionality. Employing Peter Goldie’s “Feeling Theory” of the emotions as an example of the common view, I suggest that emotional feelings, too, should be understood on this model: emotional feelings toward items in the world cannot be disentangled from felt motivation.

The main purpose of this study was to compare the effectiveness of instructions one based on conceptual change approach and the other based on traditional chemistry instruction on tenth grade high school students&amp / #8217 / understanding of solubility equilibrium concept. In addition, students&amp / #8217 / attitudes toward chemistry as a school subject and toward conceptual change texts were investigated. Moreover, students&amp / #8217 / science process skills were also investigated. 125 tenth grade students from four classes of a chemistry course taught by three teachers in Kocatepe Mimar Kemal High School in 2004-2005 spring semesters were enrolled in the study. Quasi-experimental research design where intact groups were randomly assigned to experimental and control groups, was applied since it was difficult to arrange students randomly to experimental and control groups. Students in experimental group instructed by conceptual change approach in which conceptual change texts were used. On the other hand, in control group students were instructed by traditionally designed chemistry instruction. Solution concept test was administered as a pre test before the study to all groups. In addition, science process skill test and attitude scale toward chemistry as a school subject were also administered to students before the study. Solubility equilibrium concept test was administered as a post test to all groups. Moreover, each group also received attitude scale toward chemistry after the treatment and the students in experimental group also received attitude scale toward conceptual change texts after the treatment. The hypotheses were tested by using correlation analysis, t-test, ANOVA and analysis of covariance (ANCOVA). The results indicated that instruction based on conceptual change approach caused significantly better acquisition of concepts related to solubility equilibrium than the traditionally designed chemistry instruction. In addition, no significant difference was found between experimental group and control group students with respect to attitudes toward chemistry as a school subject. However, significant mean difference was found between male and female students with respect to both their attitudes toward chemistry and their attitudes toward CCTs. Moreover, no relationship was obtained between attitudes toward CCTs and understanding of solubility equilibrium concept. In addition, students&amp / #8217 / science process skills and prior achievements were strong predictor of understanding of concepts related to solubility equilibrium. On the other hand, no significant effect of interaction between gender difference and treatment with respect to both students&amp / #8217 / understanding of solubility equilibrium concept and their attitudes toward chemistry as a school subject was found. Results obtained revealed that students have several misconceptions that hinder learning, related to solubility equilibrium concept. Therefore, it is important to find ways for remediation of those misconceptions. Therefore, the effectiveness of instruction based on CCA in which CCTs were used in this study on remediation of misconceptions and enhancing understanding of solubility equilibrium concept compared to instruction based on traditional methods was investigated and instruction based on CCA was found more effective.

The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students&amp / #8217 / understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Gen&ccedil / Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Gen&ccedil / Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&amp / #8217 / science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&amp / #8217 / science process skills had no greater contribution to their success.

The aim of the present study was to investigate the relationship between attribution related to acquisition of managerial position by women, attitudes toward women managers, sexism and sex differences. 201 workers from various positions in various firms participated in the present study. Findings indicated that male participants exhibited more negative attitudes toward women managers than did female participants. Participants who were high on hostile sexism revealed more negative attitudes toward women managers than participants who were low on hostile sexism. Additional analysis further revealed that unique contributions of sex and HS were found as predictive factors to explain the reason of both negative and positive attitudes toward women managers. Also, findings indicated that the main effects of sex difference and positive attitude toward women managers on ability and effort attributions were not found significant. However, there were significant main effects of sex difference and negative attitude toward women managers on task difficulty and luck attributions. That is to say, men attributed women managers&amp / #8217 / success more to task difficulty, whereas women attributed women managers&amp / #8217 / success more to luck than men. In addition, participants who were high on negative attitudes toward women managers attributed women managers&amp / #8217 / success more to task difficulty than participants who were low on negative attitudes toward women managers. The major contributions of this thesis were (1) investigating the relationship between hostile sexism, sex difference and negative attitude toward women managers / (2) comparing the effects of sex difference and hostile sexism on positive and negative attitudes toward women managers and (3) showing the effects of sex difference, negative and positive attitudes toward women managers on four attributional explanations about women managers&amp / #8217 / success (ability, effort, task difficulty and luck).

ABSTRACT THE EFFECT OF EXPLICIT METHOD OF PROBLEM SOLVING ACCOMPANIED WITH ANALOGIES ON UNDERSTANDING OF MOLE CONCEPT &Uuml / NL&Uuml / , Yal&ccedil / in M.S., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. &Ouml / mer GEBAN September 2006, 56 pages The aim of this thesis was to analyse the effectiveness of explicit method of problem solving accompanied with analogy instruction over traditionally designed chemistry introduction on understanding of mole concept and attitude toward chemistry as a school subject. Participants for this research consisted of 53 students at ninth grade level from two classes taught by the same teacher in Atat&uuml / rk Anadolu Lycee. The study was carried out during the second semester in the 2004-2005 school year. During the treatment, students in the experimental group were instructed with explicit method of problem solving accompanied with analogies. Students in the control group studied only with traditionally designed chemistry instruction. Both groups were administered Mole Concept Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. To analyse the data, statistical techniques paired samples t-test and independent samples t-test were used in this study. Statistical analyses were carried out by using the SPSS 10.0. Results of the study showed that explicit method of problem solving accompanied with analogy instruction caused a significantly better acquisition of scientific conception related to mole concept but produced no significant positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.

This study aimed to determine the effects of drama based learning on seventh grade students&rsquo / achievement (angles and polygons, circle and cylinder), attitudes and thinking levels in geometry compared to the cooperative learning. The study was conducted on four seventh grade classes from two public elementary schools in the same district in the 2006-2007 academic year, lasting seven and a half week (30 lesson hours). The data were collected through angles and polygons (APA) / and circle and cylinder achievement (CCA) tests, the van Hiele geometric thinking level test (POSTVHL), geometry attitude scale (PRE-POSTGAS). The quantitative analyses were carried out by using Multivariate Analysis of Variance (MANOVA). The results showed that drama based learning had a significant effect on students&rsquo / angles and polygons achievement, circle and cylinder achievement, van Hiele geometric thinking level compared to the cooperative learning. However, attitude findings regarding the attitudes revealed that there is not a significant difference according to the geometry attitudes of drama group and cooperative group after treatment. Both the two instructional methods supported active participation, created cooperative working environment, included daily life examples and gave the chance to classroom communication. On the other hand, drama group students&rsquo / significantly better performance was attributable to the make belief plays and improvisations of daily life examples included in drama activities.

The purpose of this study was to compare Turkey and the European Union (EU) regarding aspects (use, self-confidence and attitude) of students&rsquo / information and communication technologies (ICT), the relationships between ICT aspects and mathematical and problem solving literacy performances, and to understand education policy makers&rsquo / perceptions on ICT in Turkey. A multimethod (quantitative and qualitative) research design was used in this study. Country groups &ndash / an EU member group, a new EU member group and Turkey- were formed on the basis of the status of a country in the EU, and that of having ICT data in the Programme for International Student Assessment (PISA) 2003. This study has three focuses. The first focus of the present study was to examine similarities and differences in ICT use, self-confidence in ICT and attitudes toward computers in students from Turkey and the EU. The sample of this focus was those students from the EU member group (N=56,610), the new EU member group (N=24,834) and Turkey (N=3,231) who participated in the PISA 2003. Multivariate analysis of covariance - controlling students&rsquo / economic, social and cultural status (ESCS) and attitudes toward computers- and univariate analysis of covariance -controlling ESCS- were conducted to see whether students&rsquo / ICT aspects differ across country groups. The first focus of the present study indicated that Turkish students have lower self-confidence in using computer and the Internet and they use the Internet less frequently than students in the EU. Contrary to this, the findings of this focus revealed that Turkish students have relatively more positive attitudes toward computers and they use program/software more frequently than do students in the EU. The second focus of the present study was to model the relationships among ICT factors and mathematical and problem solving literacy performances of Turkish and the EU students. The sample of this focus was those students from the EU member group (N=57,787), the new EU member group (N=25,359) and Turkey (N=3,590) who participated in the PISA 2003. The proposed path analytic models were separately tested for each country group. The second focus revealed that students&rsquo / socioeconomic and cultural status and selfconfidence in routine computer tasks have positive and medium level relationships with their mathematical and problem solving literacy performances, for all country groups. Furthermore, students&rsquo / self-confidence in Internet tasks had a positive and low level relationship with these performances for all country groups. On the other hand, it was found that students&rsquo / frequency of computer and Internet use and their self-confidence in high-level computer tasks have generally negative and small relationships with these literacy performances in all country groups. The third focus aimed to investigate education policy makers&rsquo / perceptions of the ICT policy making and implementation process in Turkey, and their evaluations of the findings of the quantitative phase of this study. The participants of this focus consisted of seven education policy makers from the Ministry of National Education and universities in Turkey. The data, collected with interviews, were content-analyzed by coding data, identifying, and relating the categories and sub-categories, that is, open, axial and selective coding were conducted respectively. In the third focus of the present study, participants specified the primary issues of ICT policy making and the implementing process in Turkey and made suggestions on these issues. Participants frequently related the findings of the quantitative phase of this study to the economic, social and cultural status of students.