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Dissertations / Theses on the topic 'Action explanation'
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1
Zilhao, Antonio Jose Teiga. "Action, explanation and rationality." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288024.
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Stout, Rowland. "The teleological explanation of action." Thesis, University of Oxford, 1991. http://ora.ox.ac.uk/objects/uuid:0f9add24-82bb-4777-b2c4-669262f2015b.
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A different analytical approach to that of the standard causal theory to the explanation of action is proposed. It is argued that the most basic kind of explanation of action is teleological explanation in terms of external reasons. what this amounts to is that an action is the result of a causal process which adapts its results to whatever is objectively practically rational. Explanation in terms of psychological states depends on being able to make this externalist sort of explanation. Central to this account is a theory of causal explanation which depends on the notion of a causal process. A causal process is a real entity distinct from an event. A phenomenon is causally explained when a description of the phenomenon is determined by a theoretical structure which represents how a process which results in the phenomenon works. In teleological explanation, the theoretical structure is that of practical rationality. It is argued that this must be regarded as objective practical rationality. Only purposeful activity can be explained in this way. An account of evolutionary function is provided to show why. it differs from this. This account of teleological explanation, because it does not involve internal mental states, may be used to show how we attribute such states. An agent is essentially a teleological machine. Accounts of perception, beliefs and intentions are provided based on this.
3
TAMURA, Hitoshi. ""Will" and "Ishi" : Explanation of Action in Cross-Cultural Perspectives." School of Letters, Nagoya University, 2011. http://hdl.handle.net/2237/14562.
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Alvarez, Maria. "Some questions about the ontology and explanation of intentional action." Thesis, Birkbeck (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484171.
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Haddock, Adrian James. "The place of action : a non-causal account of action and its explanation by reasons." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275894.
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Liljenberg, Anders. "Customer-geared competition : a socio-Austrian explanation of Tertius Gaudens." Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics (Ekonomiska forskningsinstitutet vid Handelshögsk.) (EFI), 2001. http://www.hhs.se/efi/summary/552.htm.
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McNiff, Jean Eudora. "An explanation for an individual's educational development through the dialectic of action research." Thesis, University of Bath, 1989. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252956.
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Huang, Hua. "Inducible Nitric Oxide Synthase inhibits macrophage migration,a potential explanation for iNOS's proatherosclerotic action." Diss., Ludwig-Maximilians-Universität München, 2014. http://nbn-resolving.de/urn:nbn:de:bvb:19-165079.
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Macrophage-derived foam cells play a critical role in all stages of atherosclerosis, from the earliest discernable lesions to complex plaques. oxLDL is thought to be a main trigger for endothelial release of pro-inflammatory cytokines, subsequently causing transmigration of the monocytes into the vessel wall. Moreover, formation of macrophage-derived foam cells is mainly induced by oxLDL. Deposition of macrophage-derived foam cells in the lesions is induced by oxLDL uptake, as this uptake causes migratory arrest of the cells. Therefore, reversion of migratory arrest of macrophage-derived foam cells might enable these cells to leave the plaques resulting in reduction of plaque sizes.
Our results show that iNOS participates in the mechanisms of oxLDL induced inhibition of macrophage-derived foam cell migration. Inhibition of iNOS expression completely reversed oxLDL mediated migratory arrest of macrophage-derived foam cells. Inhibition of iNOS was associated with enhanced phosphorylation of focal adhesion kinase (FAK) and subseqent actin polymerization. Furthermore, the p-FAK triggered increase in actin polymerization is dependent on iNOS mediated increased oxidative stress. Our results suggest that iNOS may be an interesting target gene to reverse the process of atherosclerosis.
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Haar, D. H. "Formalised modelling of action theory in the explanation of crime for prediction, deduction and intervention." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599815.
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This dissertation proposes an original approach to theory of action in psychological and sociological criminology, i.e. to theory explaining the causation of human wilful behaviour at great abstraction through the information processing conducted by each individual human agent. It is argued that the model presented in this dissertation, the so-called Minimal Model of Action, is more theoretically comprehensive than prior familiar approaches originating in various related fields, in particular through its integration of both rational and habitual aspects of behaviour in a unified causal argument. Secondly, it is argued that the model is more methodologically appealing than previous approaches due to its formalisation through conventional mathematics. The proposed model is brought to bear on more concrete behavioural data and criminological problems in three separate chapters so as to scrutinise its validity and tractability from three methodologically different angles. An experimental chapter shows that empirical responses to computer-based scenario tasks frequently display behaviour patterns, especially forms of habituation, which the Minimal Model of Action in its simulated implementations and unlike previous models manages to explain and predict. In the following chapter, it is mainly shown through mathematical deduction both in continuation of and in juxtaposition to prior economic reasoning in which ways “optimum law enforcement” levels are systematically overestimated (and sometimes underestimated) under a variety of conditions when over-rationalised conceptions of the individual offender are employed. Finally, a chapter on aggregate levels of small-scale public corruption employs the general model to simulate a typical criminal phenomenon to the explanation of which economic and broader social conceptions of human agency equally should contribute.
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Huang, Hua [Verfasser], and Ulrich [Akademischer Betreuer] Hoffmann. "Inducible Nitric Oxide Synthase inhibits macrophage migration,a potential explanation for iNOS's proatherosclerotic action / Hua Huang. Betreuer: Ulrich Hoffmann." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2014. http://d-nb.info/1047762056/34.
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Ford, William Andrew. "Whose explanation? Which context? : a narrative theological study of the rationale for divine action in the Exodus plagues narrative." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/1773/.
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The story of the Exodus from Egypt is a foundational part of the Old Testament, which is also problematic for many readers in respect of the portrayal of YHWH and his actions. This is especially the case in the `plagues narrative' in Exodus 7-11 with the series of plagues sent upon Egypt, and the hardening of Pharaoh's heart. Many studies have investigated this passage in historical critical terms, or by abstracting the theological issues therein. In contrast, this dissertation carries out a narrative theological study of the final form of the narrative, considering the issues as they arise in context. It concentrates upon the rationales given for YHWH's actions in the text, offering a detailed exegesis and interpretation of the important speech in Ex. 9: 13-19, followed by a comparative investigation of Ex. 10: 1-2 which offers a rather different rationale. These rationales come in the form of interactions between YHWH and humans. Thus particular attention is paid to the messages'a ddresseesa nd to their functions in context. The thesis is proposed that YHWH's messages or `explanations' are targeted at the recipient, responding to their prior words or actions, and seeking a response from them in turn. Reading the wider plagues narrative in this light, we see that as the humans react, so YHWH responds in word and deed. The encounters between YHWH and Pharaoh progress from the initial ambiguities of YHWH's demands and signs that can be copied, through to the final responses of Pharaoh and YHWH. More widely in the Old Testament the exodus story is often used in the context of Israel's response to YHWH, and the study concludes with an examination of the story of the ark in 1 Sam. 4-7, where similar issues arise to those found in the plagues narrative.
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Barton-Crosby, Jennifer Louise. "Situational action theory and intimate partner violence : an exploration of morality as the underlying mechanism in the explanation of violent crime." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277871.
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Despite the criminal nature of intimate partner violence, scholars infrequently apply general theories of crime to understanding its causes (Dixon, Archer, & Graham-Kevan, 2012). Indeed, some scholars reject the notion that the causes of intimate partner violence align with the causes of general crime and violence (Dobash, Dobash, Wilson, & Daly, 1992). A second area of contention is whether male and female violence can be explained within the same theoretical framework (Dutton & Nicholls, 2005). In this thesis I argue that as a type of criminal behaviour, understanding the causes of intimate partner violence from a criminological perspective is a valid and necessary research endeavour. Further, guided by the principles of the theoretical framework of this thesis, I submit that both male and female intimate partner violence can be explained within the same general theory of crime. This thesis applies situational action theory, a general theory of crime that places morality at the centre of its explanatory framework, to the understanding and explanation of intimate partner violence. This thesis concentrates on the roles of personal morality and provocation in intimate partner violence perpetration. Partner conflict is defined as the experience of provocation, while friction sensitivity and low partner cohesion are included as key factors leading to partner conflict. Specifically, this thesis examines whether the strength of personal morality influences whether individuals respond to provocation with violence against a partner. To address the aims of the research, this thesis uses data from the Peterborough Adolescent and Young Adult Development Study, a study designed to test situational action theory. Participants are a representative sample of males and females between 24 and 25 years of age. Path analyses using a multiple-group method revealed that high friction sensitivity and low partner cohesion contributed to increased partner violence perpetration by influencing the level of partner conflict. Morality had a significant moderating effect on the path between partner conflict and partner violence perpetration. Namely, individuals with weak morality, and who frequently engaged in partner conflict, were significantly more likely to perpetrate acts of partner violence than individuals with strong morality who engaged in frequent conflict with a partner. These findings were replicated across males and females. The findings of this research illustrate the importance of morality in the explanation of partner violence, and provide evidence that both male and female partner violence can be explained within the framework of situational action theory.
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Blomberg, Stathopoulos Alexander C. "Acting and understanding." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/8417.
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This thesis concerns the question of what it is for a subject to act. It answers this question in three steps. The first step is taken by arguing that any satisfactory answer must build on the idea that an action is something predicable of the acting subject. The second step is taken by arguing in support of an answer which does build on this idea, and does so by introducing the idea that acting is doing something which is an exercise of a particular kind of disposition on the part of the acting subject. The third step is taken by arguing that the disposition in question must be of a kind which is exercised in conditions in which the acting subject thinks they are acting. From this vantage point the thesis develops many further commitments: That action is constitutively subject to a mode of explanation that mentions the kind of disposition just mentioned; that any case of acting requires a veridical representation of a means by which the action is performed; and that a problem about the underspecified nature of desire ascriptions can be solved by appeal to the conceptual materials made available by these investigations. The thesis finally develops several objections to the account it gives, both substantive and methodological, and explains why these objections ought to be rejected.
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Costa, Estela, and University of Lethbridge Faculty of Arts and Science. "Modulation of the immune system in the mammalian intestine as an alternate explanation for the action of antimicrobial growth promoters / Estela Costa." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Biological Sciences, c2010, 2010. http://hdl.handle.net/10133/2627.
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The novel hypothesis that antimicrobial growth promoters (AGP) function by
modulating the mammalian immune system was tested. Sampling methods to
characterize the mucosa-associated microbiota of the murine intestine by terminal
restriction fragment length polymorphism (T-RFLP) analysis indicated that direct plug
extraction was superior to wash methods. Using T-RFLP analysis, non-therapeutic
administration of chlortetracycline (CTC) and sulfamethazine to beef cattle did not affect
the composition of bacterial communities associated with intestinal mucosa and in
digesta, with exception of those associated with mucosa of the proximal jejunum.
Similarly, oral administration of non-therapeutic concentrations of CTC did not affect the
mucosa-associated microbiota of the murine intestine. Oral administration of nontherapeutic
concentrations of CTC prevented weight loss, reduced pathologic changes,
modulated transcription levels of inflammatory cytokines in C. rodentium-infected mice,
and did not consistently affect the colonic microbiota. These findings support the
hypothesis that AGP primarily function by modulating the intestinal immune system.xiv, 160 leaves ; 29 cm
15
Nekondo, Linus Vaakohambo. "Exploring a genre-based pedagogy in the teaching of writing explanation texts in a Grade 11 ESL classroom: an action research case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/41603.
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This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
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Rodrigues, Gilberto César Lopes [UNESP]. "Relação informacional: uma alternativa ao paradigma causal na explicação da ação." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/91758.
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Tradicionalmente a ação é explicada na Filosofia por meio de teorias que a consideram como o efeito de uma ou várias causas (DAVIDSON, 1968, 1980). Embora o princípio da causalidade mecânica – entendida como causa eficiente − seja satisfatório para explicar uma gama de eventos físicos, ele se mostra insuficiente na explicação da ação, conforme ressaltam filósofos, tais como von Wright (1973), Dretske (1981, 1988, 1995), Juarrero (1999), Emmeche (2006, 2007), Gonzalez (2005, 2006, 2007) e Üexküll (1982). No âmbito humano, por exemplo, esses filósofos indicam limites e problemas relativos à tentativa de explicar a ação como o resultado de uma sequencia de causas eficientes. Neste sentido, o objetivo da presente dissertação é analisar e discutir problemas centrais da filosofia da ação, em especial: (i) a distinção entre movimento e ação; (ii) limites da causalidade na explicação da ação; (iii) alcance da abordagem informacional da ação; (iv) a pertinência da concepção pragmática de informação genuína na explicação da ação significativa. No que diz respeito ao problema (i), focalizamos o papel da intenção presente na ação que a distingue de movimento. No que diz respeito ao problema (ii), examinamos em que medida seria válido o pressuposto segundo o qual uma teoria é explicativa quando descreve as causas mecânicas envolvidas na ação. Nossa hipótese central é a de que as explicações da ação não deveriam se limitar à relação causal mecânica, porque a ação, além do elemento causal, comporta uma intermediação sígnica que não se reduz ao plano diádico da ação-reação. Seguindo as trilhas de filósofos estudiosos da teoria da informação, argumentamos, na discussão do problema (iii), que a explicação da ação extrapola o domínio causal diádico e incorpora um patamar que inclui a manipulação de informação...
Action is traditionally explained in philosophy by means of theories that consider it to be the effect of one or several causes (DAVIDSON, 1968, 1980). Although the principle of mechanical causality – understood as efficient cause – may be sufficient to explain a range of physical events, it has been found to be inadequate to explain action, as pointed out by philosophers including von Wright (1973), Dretske (1981, 1988, 1995), Juarrero (1999), Emmeche (2006, 2007), Gonzalez (2005, 2006, 2007) and Üexküll (1982). In the human domain, for example, these philosophers indicate the existence of limits and difficulties related to the attempt to explain action as the result of a sequence of efficient causes. Hence, the objective of the present work is to analyze and discuss central problems of the philosophy of action, especially: (i) the distinction between movement and action; (ii) limits of causality in the explanation of action; (iii) extent of the informational approach to action; (iv) relevance of the pragmatic conception of genuine information in explanation of meaning action. Concerning problem (i), we focus on the role of intention, which is present in action and distinguishes it from movement. To address problem (ii), we examine the validity of the presupposition according to which a theory is explanatory when it describes the mechanical causes involved in action. Our central hypothesis is that explanations of action should not be limited to the mechanical causal relationship, because action, besides the causal element, also depends on an intermediation driven by signs that cannot be reduced to the dyadic plane of action-reaction. Following the line taken by earlier philosophers, in discussion of problem (iii), we argue that the explanation of action must extend beyond the dyadic causal domain and incorporate a level that includes the manipulation of meaningful information. In ... (Complete abstract click electronic access below)
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Muramatsu, Roberta. "Emotions in action : an inquiry into the explanation of decision-making in the real economic world = Emoties in actie : op zoek naar de verklaring van besluitvorming in the échte economische wereld /." Rotterdam : Rotterdam : Erasmus Universiteit ; Erasmus University [Host], 2006. http://hdl.handle.net/1765/8107.
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Martin, Laurence. "S'entraîner à expliquer une procédure instrumentale : ethnographie multisituée d'un projet filmique mené avec des aides à domicile engagées dans une formation en français langue étrangère." Thesis, Montpellier 3, 2020. http://www.theses.fr/2020MON30023.
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Cette recherche porte sur des activités fortement multimodales constituantes d’un projet vidéo mené en collaboration avec des aides à domicile, dans le contexte de la formation linguistique des adultes. Ces activités centrées sur l’explication de procédures sont réalisées dans diverses situations, faiblement ou fortement instrumentées (oral spontané en groupe, simulation, tournage face caméra) et participent au processus d’appropriation de la langue en plaçant l’apprenant dans un rôle d’expert. Des observations participantes, menées dans une approche ethnographique, soutenues par des enregistrements audiovisuels, ont permis de rassembler un corpus que nous avons organisé en deux collections principales. Nos analyses qui s’appuient sur ces données, s’intéressent à la dynamique des actions et des interactions situées et multisenrorielles (actions verbales, gestes, manipulation des objets, disposition des corps, déplacements), développées par les participantes dans ces situations. Elles interrogent les notions goffmaniennes de cadre, de position, d’engagement et de réitération. Cette approche écologique de l’activité humaine, assez récente en science du langage, met en évidence la multimodalité des ressources déployées lors de ces activités didactiques, ainsi que leur articulation à l’environnement dans sa dimension sociale et matérielleThis research examines highly multimodal activities constituting a video project conducted in collaboration with home helpers, in the context of adult language training. The activities under study focus on explaining procedures carried out in various situations, weakly or heavily instrumented (spontaneous group oral, simulation, camera-facing shooting) and participate in the process of appropriation of the foreign language by placing the learner in an expert role. Participant observations in an ethnographic approach, supported by audiovisual recordings of these activities, brought together a corpus that we organized into two main collections. They are based primarily on these data. They deal with the dynamics of multi-sensory, situated actions and interactions (verbal actions, gestures, object manipulations, body placements, movements), as they were developed by the participants. They also discuss the Goffmanian notions of framework, position, commitment and reiteration. This ecological approach to human activity, relatively recent in language science, highlights the multimodality of the resources deployed in those educational situations, and shows their connection with the environment in its social and material dimensions
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Nance, Ian Thomas. "Intentional Actions: Explanation and Epistemology." UNIVERSITY OF CALIFORNIA, SANTA BARBARA, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3482014.
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Rawstorne, Patrick. "A systematic analysis of the theory of reasoned action, the theory of planned behaviour and the technology acceptance model when applied to the prediction and explanation of information systems use in mandatory usage contexts." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060815.154410/index.html.
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Rodrigues, Gilberto César Lopes. "Relação informacional : uma alternativa ao paradigma causal na explicação da ação /." Marília : [s.n.], 2009. http://hdl.handle.net/11449/91758.
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Orientador: Maria Eunice Quilici GonzalezBanca: Osvaldo Frota Pessoa Júnior
Banca: Alfredo Pereira Júnior
Resumo: Tradicionalmente a ação é explicada na Filosofia por meio de teorias que a consideram como o efeito de uma ou várias causas (DAVIDSON, 1968, 1980). Embora o princípio da causalidade mecânica - entendida como causa eficiente − seja satisfatório para explicar uma gama de eventos físicos, ele se mostra insuficiente na explicação da ação, conforme ressaltam filósofos, tais como von Wright (1973), Dretske (1981, 1988, 1995), Juarrero (1999), Emmeche (2006, 2007), Gonzalez (2005, 2006, 2007) e Üexküll (1982). No âmbito humano, por exemplo, esses filósofos indicam limites e problemas relativos à tentativa de explicar a ação como o resultado de uma sequencia de causas eficientes. Neste sentido, o objetivo da presente dissertação é analisar e discutir problemas centrais da filosofia da ação, em especial: (i) a distinção entre movimento e ação; (ii) limites da causalidade na explicação da ação; (iii) alcance da abordagem informacional da ação; (iv) a pertinência da concepção pragmática de informação genuína na explicação da ação significativa. No que diz respeito ao problema (i), focalizamos o papel da intenção presente na ação que a distingue de movimento. No que diz respeito ao problema (ii), examinamos em que medida seria válido o pressuposto segundo o qual uma teoria é explicativa quando descreve as causas mecânicas envolvidas na ação. Nossa hipótese central é a de que as explicações da ação não deveriam se limitar à relação causal mecânica, porque a ação, além do elemento causal, comporta uma intermediação sígnica que não se reduz ao plano diádico da ação-reação. Seguindo as trilhas de filósofos estudiosos da teoria da informação, argumentamos, na discussão do problema (iii), que a explicação da ação extrapola o domínio causal diádico e incorpora um patamar que inclui a manipulação de informação ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Action is traditionally explained in philosophy by means of theories that consider it to be the effect of one or several causes (DAVIDSON, 1968, 1980). Although the principle of mechanical causality - understood as efficient cause - may be sufficient to explain a range of physical events, it has been found to be inadequate to explain action, as pointed out by philosophers including von Wright (1973), Dretske (1981, 1988, 1995), Juarrero (1999), Emmeche (2006, 2007), Gonzalez (2005, 2006, 2007) and Üexküll (1982). In the human domain, for example, these philosophers indicate the existence of limits and difficulties related to the attempt to explain action as the result of a sequence of efficient causes. Hence, the objective of the present work is to analyze and discuss central problems of the philosophy of action, especially: (i) the distinction between movement and action; (ii) limits of causality in the explanation of action; (iii) extent of the informational approach to action; (iv) relevance of the pragmatic conception of genuine information in explanation of meaning action. Concerning problem (i), we focus on the role of intention, which is present in action and distinguishes it from movement. To address problem (ii), we examine the validity of the presupposition according to which a theory is explanatory when it describes the mechanical causes involved in action. Our central hypothesis is that explanations of action should not be limited to the mechanical causal relationship, because action, besides the causal element, also depends on an intermediation driven by signs that cannot be reduced to the dyadic plane of action-reaction. Following the line taken by earlier philosophers, in discussion of problem (iii), we argue that the explanation of action must extend beyond the dyadic causal domain and incorporate a level that includes the manipulation of meaningful information. In ... (Complete abstract click electronic access below)
Mestre
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Shubat, Abdul-Hakim. "Rationale Rekonstruktion und empirische Realität." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2011. http://dx.doi.org/10.18452/16331.
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Man kann die allgemeinen Probleme, denen Weber sich in seinen kulturwissenschaftlichen Studien gewidmet hat, in zwei Hauptprobleme zusammenfassen: das erste liegt im Verhältnis zwischen kulturwissenschaftlichen Allgemeinbegriffen einerseits sowie empirischer Realität d. h. je individuellen historischen Ereignissen und sozialen Handlungen andererseits; das zweite bezieht sich auf die Trennlinie zwischen Werturteilen und wissenschaftlicher Erkenntnis beziehungsweise auf die Unterscheidung zwischen dem „Seinsollenden“ und dem „Seienden“. Zur Lösung der ersten Problematik schlägt Weber seinen Ansatz des „idealtypischen Vorgehens“ vor, zur Lösung der zweiten sein Konzept der „Werturteilsfreiheit“ oder „wertfrei“ der Kulturwissenschaften. Wir haben uns in unserer Arbeit vorrangig auf die erste Problematik konzentriert, ohne jedoch deren Zusammenhang mit der zweiten außer Acht zu lassen. Hier kommt die Frage: Inwieweit ist Webers „idealtypische Begriffsbildung“ tauglich als eine rationale Rekonstruktion der empirischen Realität? Im Sinne Weber ist der „Idealtypus“ wohl die einzige Möglichkeit, kulturwissenschaftlich zu forschen. Somit entsteht zwangsläufig das Problem, dass das kulturwissenschaftliche Erkenntnisobjekt nur auf eine idealtypische Weise zugänglich ist. So gesehen wäre es unmöglich, die Kulturwissenschaften als Wirklichkeitswissenschaften zu bezeichnen. Daher sollte man auch weiterhin über alternative kulturwissenschaftliche Erklärungsmodelle nachdenken. Zu denken wäre hier etwa an Hempels DN-Erklärung, Drays rationale Erklärung, von Wrights praktischen Syllogismus, Schwemmers rational- rekonstruktive Erklärung sowie verschiedene Modelle weiterer moderner Autoren, die einen wichtigen Anteil an der Diskussion der Frage nach einer gangbaren kulturwissenschaftlichen Methode für die Erklärung von Handlungen hatten. Die Frage selbst wird unseres Erachtens jedoch auch der künftigen Kulturwissenschaft erhalten bleiben und sich mit der Entwicklung der Kulturwissenschaften selbst weiterentwickeln.The general problems Weber addresses in his cultural studies can be summarised as two main problems. The first one is located in the relationship between cultural general terms on the one hand as well as empirical reality, i. e. based on historical events and social action on the other hand; the second one refers to the parting line between value judgements and scientific knowledge which is to say to the differentiation between “what should be” and “what is”. Weber proposes his approach of the “ideal-typical action” in order to solve the first problem; to solve the second problem he proposes his concept of “freedom from value judgements” or “value-free” cultural studies. In our work we are primarily focusing on the first problem without losing sight of its relationship with the second problem. So here comes the question: to what degree is Weber’s “ideal-typical concept formation” suitable as a rational reconstruction of empirical reality? In Weber’s sense, the “ideal type” is arguably the only possibility of conducting research in a cultural-scientific context. In this way the problem inevitably arises that the scientific object of cultural studies can only be accessed through an ideal-typical approach. If we looked at it that way, it would be impossible to consider cultural studies as real life science. For this reason we should continue thinking about alternative explanatory models concerning cultural studies. Perhaps here Hempel’s D-N explanation comes to mind, Dray’s rational explanation, von Wright’s practical syllogisms, Schwemmer’s rational-reconstructive explanation as well as different models of other authors who played an important role in the discussion of the question of a practicable method in cultural studies concerning the explanation of action. As far as we are concerned the question itself will continue to be explored in future cultural studies and with the further development of cultural studies continue developing itself.
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Leggett, Janice Audrey. "Working with violent clients : staff explanations and actions." Thesis, City University London, 2004. http://openaccess.city.ac.uk/8442/.
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The series of studies presented in this thesis test an attribution-emotion behaviour model of helping versus violent retaliation (after Weiner, 1995) in professional groups at high risk of encountering violence in the workplace. Weiner's model predicts that staff who perceive violent incidents as within the control of the client will be more likely to experience anger and demonstrate a retaliatory response. Conversely, staff perceiving causes as uncontrollable by the client are more likely to feel sympathetic and exhibit helping behaviour. Emotional responses are seen to mediate between attributions and behavioural responses. A direct link between attributions of control and behaviour is also proposed. These predictions are tested in relation to violent incidents encountered by nursing staff working with detained patients in a psychiatric secure unit, and police firearms officers' in shoot-don't shoot training scenarios. Previous research investigating healthcare staff s perceptions of the causes of challenging patient behaviour reports mixed support for Weiner's (1995) model. Such research could be criticized for its' almost total reliance on the use of hypothetical scenarios, questionnaire methods, and lack of attention to the potential influence of client gender. The studies presented here are unique in that they not only assess spontaneous attributions and reported emotions of staff concerning their management of actual violent incidents, but also take gender into account. An initial pilot was followed by three studies, the first two of these included samples of healthcare staff working with detained patients in a secure unit, whilst the third examined firearms officers in training. The Leeds Attributional Coding System (LACS) was used to code 1) attributions made by healthcare staff in documentation concerning physical restraint of patients, 2) verbatim transcripts of interviews concerning real violent incidents in which heafficare staff had been involved, and 3) firearms officer debriefing interviews following simulated shoot-don't shoot scenarios. The findings from the first two studies suggest that different cognitive processes operate dependent on the gender of the client. In terms of the model tested, the proposed direct association between attributions of control and behaviour was supported, but for males only. Thus, where males were concerned, perceiving the client to have high control was associated with retaliation, and perceiving them to have low control was associated with helping. The role of emotion as a mediator was not supported for males or females. Some further support for the direct relationship between attributions of control and behaviour was found in the third study; police firearms officers' perceptions of high control for suspect were associated with increased frequency of shooting. It is concluded that attributions for client behaviour should be investigated in context, with consideration given to gender. Attributional models of helping/retaliation cannot be applied rigidly across different groups; it is necessary to consider the nature of the population and the circumstances under consideration. Possible explanations of the gender differences found are discussed.
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Stuart, Allison A. Prinz Jesse J. "Because I felt like it an explanation of arational [sic]actions /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2575.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Oct. 5, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Philosophy." Discipline: Philosophy; Department/School: Philosophy.
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Rienks, Jennifer. "Collective action in response to aids : exploring explanations for collective action and investigating the effects of participation /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2005. http://uclibs.org/PID/11984.
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Watson, Rosemary Ann. "Reasons as causes of action : a non-Humean account of the causal status of action : explanations in terms of reasons." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/56135/.
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Ali, N. T., Abubakar S. Hussaini, Raed A. Abd-Alhameed, Mark B. Child, Jonathan Rodriguez, Neil J. McEwan, and E. A. El-Khazmi. "Explanation of DC/RF Loci for Active Patch Antennas." Springer for the ICST, 2010. http://hdl.handle.net/10454/4483.
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YesA characteristic loop locus of dc power versus RF output power was observed as the frequency was varied around the optimum point of an operational active antenna. A new technique was introduced into the simulation, plotting the dependence of parameters such as supply current, efficiency or output power on internal impedance as seen by the naked transistor. It is now clear that the loop was formed as a consequence of the interaction of the transistor packaging elements with the patch impedances.
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Jones, Rebecca L. "Development of seventh grade pre-algebra students' mathematical problem solving through written explanations and justifications." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002180.
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Rebello, J. P. "Unconscious reasons : the explanation of human actions and the idea of an unconscious mind." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375984.
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Gatrell, Miles Miles. "I have no process: a detailed and required explanation of my process." Thesis, University of Iowa, 2018. https://ir.uiowa.edu/etd/6107.
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This is William Miles' Gatrell's relatively short diatribe about the inherent flaws in theatre academia followed by an examination of how fear stifles art. It concludes with a cliffhanger.
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Keilman, Thomas. "Experiencing Science in Action: The Use of Exhibition Techniques in Guided Tours to a Scientific Laboratory." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1160.
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The current paper presents a study conducted at CERN, Switzerland, to investigate visitors' and tour guides' use and appreciation of existing panels at visit itinerary points. The results were used to develop a set of recommendations for constructing optimal panels to assist the guides' explanation.
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Matta, Corrado. "A Field of Veiled Continuities : Studies in the Methodology and Theory of Educational Research." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140475.
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Empirical educational research enjoys a methodological and theoretical debate that is characterized by a number of unresolved and lively debated controversies. This compilation thesis is an attempt to contribute to this debate using the toolbox of philosophy of science. The thesis consists of an introductory chapter and four essays. In the introductory chapter I identify three methodological and theoretical controversies that are discussed within the field of educational research. These are: 1) the controversy concerning the scientific status of educational research; 2) the controversy between cognitive and sociocultural theories of learning; and, 3) the controversy between realist and constructionist interpretations of theories of learning. I provide in the essays a critical assessment of the claims behind each of these controversies, and argue for an alternative reconstruction of these issues. In Essay I, I criticize a view about the interpretation of human action, labeled in the text as interpretivism. This view posits a sharp separation between the natural and social sciences, to the effect that the methods of the latter cannot be applied to the former. The first controversy seems to rest on this position. As I argue, the arguments in support of interpretivism are contradicted by actual research practice. I conclude that the interpretivistic claims lack support and that the general separation claim appears as problematic. A further debate has fueled the first controversy, that is, the supposed distinction between qualitative and quantitative methods. In Essay II, I argue against this distinction. More specifically, I discuss the concept of empirical support in the context of qualitative methods (for short, qualitative support). I provide arguments that although there are two specific and non-trivial properties of qualitative support, there is no methodological separation between quantitative and qualitative methods concerning empirical support. Considered together, the first two essays indicate two points of methodological continuity between educational research and other scientific practices (such as the natural sciences). I therefore conclude that the controversy concerning the scientific status of educational research rests in large part on unjustified claims. Essay III focuses on the second controversy. In this article I argue that Suárez’ inferential approach to the concept of scientific representation can be used as an account of scientific representation in learning, regardless of whether learning is understood as a cognitive or social phenomenon. The third controversy is discussed in Essay IV. Here, I discuss some ontological aspects of the framework of the actor-network theory. Reflecting on the use of this framework in the research field of Networked Learning, I argue that the assumption of an ontology of relations provides the solution for two puzzles about the ontology of networks. The relevance of my argument for the third controversy is that it suggests a point of connection between constructionist and realist interpretations of the ontology of learning. The last two essays suggest two points of continuities between theoretical frameworks that have been and still are argued to be incompatible.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Manuscript.
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Cavalcanti, Bianor Scelza. "The "Equalizer" Administration: Managerial Strategies in the Public Sector." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/26644.
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The purpose of this dissertation is to understand the managerial â actionâ of public administrators in the management of their organizations within the brazilian context.
It seeks to understand the relationships between managers and formal management mechanisms by exploring the complementary nature of the effective managerial action in the face of structural deficiencies and flaws, considering the possibility of overcoming the structuralism-subjectivism dichotomy present in the construction of the Theory of Organizations.
Initially, the study provides a review of the literature on organizational design. It highlights the â goodness of fitâ proposition on strategic choice issues concerning the main organizational variables design and organizational goal attainment. It also calls special attention to the emerging interest of designing theorists on interpretivist aproachs to the matter, such that of Karl Weick.
A review of the the administrative reforms in Brazil is made from the perspective of the main stream organizational design conceptual framework. It highlights the complex dynamics of a constant search for differenciation and flexibilization subject to patherns of advances and reversals, due to the centrality, streng and pervasiveness of the bureaucratic model. It is concluded that in no single given moment, a public manager and his team, may count on a formal organizational design wich attends the â congruencyâ criteria, devised by organizational design conceptual frameworks, to explain organizational results in different environmental sets. Although this conclusion may explain failure at the public sector, it can not provide understanding on the many instances of significative success attained by government operations in spite of inadequate formal administrative structures. This point calls for a better understanding from the interpretivist aproach, on how public administrators, strongly associated with good organizational results, engage into transformative action, in order to superate administrative structures flaws and disfuncional cultural patherns of conduct, structurally present and constantly reproduced, in vigorous develloping countries, such as Brazil.
The dissertation transcribes the testimony of four outstanding public administrators, doing a deep incursion in the managerial real world of public administration, as subjectivelly defined by them and transformed by their engagement into action.Through the thematic version of the Oral History methodology, full segments of the complete enterviews are
cathegorized into the thirty two managerial strategies captured wich are presented on a recathegorized manner under eight main strategies: (1) Interchanging Frames of Reference; (2) Exploring the Formal Limits; (3) Playing the Bureaucracy Game; (4) Inducing the Inclusion of Others (5)Promoting Internal Cohesion; (6) Creating Shields against Transgressions; (7) Overcoming Internal Restrictions; (8) Letting the Structures Blossom. Each one of these eight blocks of strategies presented, deserves further reflexive interpretation by the author, on the light of the interpretivist aproach to organizational design.
A final effort is made, now on theory building, for improuving understanding on the matter. In order to find a significant meaning underlining all the strategies extracted from the â practical constiounessâ of the enterviweers as revealed in their report, the author resort to a methafor. This methafor helps to: (1) better describe and understand a not adequately treated phenomenon, namely, good results under inadequate structural social and organizational conditions; (2) reveal the logic and the meaning underlining all the strategies adopted to generate results under these unfaithfull conditions; (3) name, accordingly to the nature of the managerial transformative social action envolved, an open ended class of managerial interventions of a pragmatic sort driven by an ethics of results much common to good managers, that is, the concept of â managerial equalizationâ ; and (4) give back to public administrators, represented by the enterviwees, to be incorporated in their â discursive counciousnessâ , something the most effective and experienced public managers already have as tacit knowledge built in their â practical counsciousnessâ , and so, help the education and development of new talents.Ph. D.
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Gonzalez, Ariel. "The Incompatibility of Freedom of the Will and Anthropological Physicalism." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1591.
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Many contemporary naturalistic philosophers have taken it for granted that a robust theory of free will, one which would afford us with an agency substantial enough to render us morally
responsible for our actions, is itself not conceptually compatible with the philosophical theory of naturalism. I attempt to account for why it is that free will (in its most substantial form)
cannot be plausibly located within a naturalistic understanding of the world. I consider the issues surrounding an acceptance of a robust theory of free will within a naturalistic framework.
Timothy O’Connor’s reconciliatory effort in maintaining both a scientifically naturalist understanding of the human person and a full-blooded theory of agent-causal libertarian free
will is considered. I conclude that Timothy O’Connor’s reconciliatory model cannot be maintained and I reference several conceptual difficulties surrounding the reconciliation of
agent-causal libertarian properties with physical properties that haunt the naturalistic libertarian.B.A.
Bachelors
Philosophy
Arts and Humanities
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Bittle, Shannan Leigh. "Mentoring relationships A mentoring in action explanation of a state resident teacher program /." 2008. http://digital.library.okstate.edu/etd/umi-okstate-2887.pdf.
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Kreines, James. "Hegel on mind, action and social life : the theory of Geist as a theory of explanation /." 2001. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3019939.
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Huang, Man-ting, and 黃蔓婷. "The action research of self-explanation learning strategies by elementary school fourth graders in main ideas construction." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/77356803686359188937.
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碩士國立臺南大學
教育學系課程與教學碩士班
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The purpose of this research is to study the process of self-explanation learning strategies used by elementary school fourth graders in idea construction and to understand their reflections of the strategies. The self-explanation process is considered to include development process, cognition process and metacognition. To fulfill the object of the research, the researcher devises steps of self-explanation leaning strategies used by elementary school fourth graders in idea construction, conducting an action research of the learning strategies. The research lasts ten weeks. In the first third week, the schoolchildren received training of the strategies and in the next seven weeks they were asked to apply the learning strategies in idea construction. After the data analysis, the following conclusions are abtained: Ⅰ、The process of idea construction by schoolchildren consists of incubation period, development period and maturity period. Ⅱ、There are four steps of the application of self-explanation learning strategies in idea construction. (A) The reception of outer information, the aquisition of knowledge and problem solving interact with one other. (B) Through repetitive reading of the portrayal of the problem representaton and through review of the exmaples, less problems will arise. (C) Encoded knowledge forms problem schema. Question guiding helps to generate rules. (D) Through reflections of the question answering process, the schoolchildren are able to transform the problem schema into specific skill of field. Ⅲ、The metacognition implications of the self-explanation learning strategies in idea construction are as following: (A) Implication for metacognitive knowledge: The schoolchildren are able to detect their extent of understanding of the articles and performance of idea construction. (B) Implication for metacognitive skill: (1) Through question guiding to detect the inferential rule formation, the schoolchildren can have a better understanding of the structure of the articles. (2) The schoolchildren are equipped with the specific skills in some field of idea construction and are capable of the determining the timing to apply them. (3) After evaluation of difficulty level, the drafts writing can reduce the difficulty in idea construction. (4) Metaperception: The schoolchildren are aware of their aquired ability from the activies, the changes they have undergone and their trouble spots. Ⅳ、The shoolchildren have positive opinion of self-explanation learning strategies in idea construction, thinking self-explanation may be difficullt in the early stages but they can significantly increase their ability to read, to think and to write. At last, based on the conclusion, the research raises some concrete suggestions as to future implementation and future research of self-explanation learning strategies in idea construction.
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Cho, Yen-Yu, and 卓宴榆. "An Action Research Using Science Readinga and Writing Instruction to Improve Metacognitive and Scientific Explanation Abilities of 7th-Grade Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ypx8f8.
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碩士國立彰化師範大學
科學教育研究所
106
This study aims to investigate how science reading and writing improved junior high school students’ metacognitive ability and scientific explanation ability through the study sheets braided by the researcher. The lessons used the OK4R reading strategy and group discussions, and students had to complete the study sheets. This action research involved 28 seventh graders, and lasted for ten weeks with two action cycles. The research involved both qualitative and quantitative methods. On the one hand, Metacognition Awareness Inventory was used as a quantitative tool to examine students’ metacognition improvement before, during, and after science reading instruction. To examine this development, the researcher used data from the questionnaire to process SPSS t-tests and repeated measures analysis. For analyzing scientific explanation ability which was based on students’ writing, the researcher score the students’ performance including the claim part, evidence part, and conclusion part. Each part was scored 0 to 2 points, with a maximum of 6 points. The items were further divided into high, medium and low difficulty items. Repeated measures analyses were conducted to understand the students’ scientific explanation ability across items of different difficulty. On the other hand, this research collected qualitative materials such as research group discussion records, classroom observation videos, study sheets, teacher’s reflection journals, and interviews. These qualitative data further assisted to explain the quantitative evidence. The results showed that after science reading and writing instruction, students’ ability of metacognition was significantly improved. (i.e. ability to narrate, to organize information and to evaluate their learning process). Besides, their ability to construct scientific explanations was enhanced as well, especially in eliciting evidence and proposing conclusions. Results from repeated measures analysis revealed that students improved remarkably on proposing evidence and conclusion in lower difficulty items, while they perform relatively stable when confronting medium and high difficulty items. At last, this research provided suggestions on research, teaching, and activity designs for researchers and educators who may be interested in this topic.
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Vicente, Catarina Gonçalves Simões Nicolau. "Machine Learning Algorithms – Application on Big Data to Predict Retention Actions Needs." Master's thesis, 2020. http://hdl.handle.net/10362/103843.
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The use of Machine Learning techniques is increasingly commonplace in multiple practical
applications. Nowadays, the results of the application of these techniques are already
routinely influencing our life and day-to-day tasks. Suggestions of videos to visualize;
which route to take to a destination; facial recognition in biometric and security systems;
all are practical examples of the advances made in this area.
Many Machine Learning models are black box, given the complexity of the problems
addressed and their algorithmic nature and, sometimes, do not offer a perception of their
decision-making processes or are not directly interpretable when it comes to the reasons
that originate their forecasts and results.
The use of Explanatory Methods highlights patterns in the data, allowing a more
assertive interpretation of results. Thus, this dissertation intends to develop a prototype
that combines Machine Learning techniques with Explanatory Methods in order to improve
the evaluation and validation of indicators, making the process of obtaining results
by the algorithm and how it is affected more consistent and assertive. From a commercial
point of view, based on the results of the models applied to the data, the consequent definition
or reengineering of strategies obtains better operational results and the continuous
improvement of indicators.
With this prototype I intend to demonstrate that, from a practical point of view, obtaining
representative indicators of customer permanence/loyalty in an organization,
applying Machine Learning techniques on real data, and using explanatory methods,
once the influence and weight of the characteristics are interpreted from the data on the
model/s, it will be possible to redefine and fine-tune operational strategies.
Specifically, as a practical case of this dissertation, it is expected that corporate systems
such as Customer Relationship Management systems can benefit from the results
of this dissertation through the application of Machine Learning techniques and the
interpretation of Explanatory Methods.
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Wable, Lisa Jo. "Design of a website and signaling map template acting as a database interface and providing a visual explanation of cellular signaling networks and their operative components." 2004. http://edissertations.library.swmed.edu/pdf/WableL123004/WableLisa.pdf.
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