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1
Scherer, Philipp Georg David [Verfasser], and M. [Akademischer Betreuer] Geimer. "Methodik zur Bewertung der Energieeffizienz von mobilen Arbeitsmaschinen / Philipp Georg David Scherer ; Betreuer: M. Geimer." Karlsruhe : KIT-Bibliothek, 2017. http://d-nb.info/1126036919/34.
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Scherer, Philipp [Verfasser], and M. [Akademischer Betreuer] Geimer. "Methodik zur Bewertung der Energieeffizienz von mobilen Arbeitsmaschinen / Philipp Georg David Scherer ; Betreuer: M. Geimer." Karlsruhe : KIT-Bibliothek, 2017. http://d-nb.info/1126036919/34.
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David, Scherer Daniel [Verfasser], Holger [Akademischer Betreuer] Gies, Christian [Akademischer Betreuer] Fischer, and Lorenz [Akademischer Betreuer] Bartosch. "Low-dimensional chiral physics : gross-neveu universality and magnetic catalysis / Scherer Daniel David. Gutachter: Holger Gies ; Christian Fischer ; Lorenz Bartosch." Jena : Thüringer Universitäts- und Landesbibliothek Jena, 2012. http://d-nb.info/1027707483/34.
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Stover, Matthew W. "A case study of the impact of a high school advisory program on student behaviors and relationships /." Program adopted at the high school under study: David Evelo et al., Keeping Kids in School: Using Check & Connect for Dropout Prevention, 2009. http://ici.umn.edu/checkandconnect/KeepingKidsInSchool.pdf.
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Thesis (Ed. D.) -- Gardner-Webb University, 2009."A dissertation submitted to the Gardner-Webb University School of Education in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 91-95).
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Schopf, Olea Demian. "Máquinas de coser : máquinas lógicas, autómatas poéticos y lenguaje natural en las artes mediales contemporáneas." Tesis, Universidad de Chile, 2014. http://repositorio.uchile.cl/handle/2250/134334.
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Magíster en artes con mención en artes visualesEl objeto de esta tesis son dos obras de arte que generan textos de modo mecánico. Se trata de Poetry Machine (2001) del escritor, filósofo, programador y artista alemán David Link (1971), y de Máquina de Coser (2009), obra de mi propia autoría. El propósito de este trabajo es contextualizar ambos trabajos en una generalidad mayor, dada, primeramente, por un género: la generación algorítmica de textos y la concepción de los respectivos mecanismos generativos. De esta manera, la tesis intenta poner en relación tres cuestiones elementales: máquinas lógicas (más bien simples), autómatas escritores –o ‘poéticos’, si así se quiere– y lenguaje natural. En ese espíritu, la introducción constituye un esbozo de toda la tesis y una descripción abreviada de la misma. El primer capítulo es una pequeña introducción a la historia de los generadores de texto desde la aparición de los primeros computadores electrónicos. Ese capítulo se concentra, principalmente, en sistemas de combinaciones basados en elementos predefinidos. El segundo capítulo examina un experimento de Inteligencia Artificial –ELIZA (1966)–, que conjuga elementos predefinidos con variables exógenas. Ese análisis se basa –en gran parte– en un examen efectuado a dicho programa por David Link en su libro Poesiemaschinen / Maschinenpoesie. Las figuras utilizadas en esa explicación –al igual que las que explican la aplicación Romance Writer (1977) en el I capítulo– provienen de ese libro. Igualmente, se examina, en ese capítulo, la obra Máquina Cóndor (2006) –también de mi autoría–, y la implementación de un procedimiento, que cita a la obra Bartleby el escribiente (1853) de Herman Melville –(1819-1891)–, en Máquina de Coser. El tercer capítulo esboza algunas reflexiones sobre la Poetry Machine, intentando conjugar su afán de novedad con algunos pensamientos de Peter Bürger (1936) en su Teoría de la Vanguardia (1974) y de Theodor W. Adorno (1903-1969) en su Teoría Estética (1970), que recién se terminan de constituir en la conclusión. El cuarto capítulo es una exposición de una comparación entre la Máquina Universal de Turing (1936), de Alan M. Turing (1912-1954) y los conceptos de devenir, existencia, ser y nada en la Ciencia de la Lógica (1816), de Georg Wilhelm Friedrich Hegel (1770-1831). El autor de ese cotejo es, también, David Link. Mi aporte consiste en vincular dicho cotejo con un argumento de John Searle (1932) –The Chinese Room (1980)– acerca de la imposibilidad de comprensión de lenguaje en una máquina, y en plantear, desde ahí, otro experimento mental de mi propia autoría. En el quinto capítulo se esboza un prototipo de lenguaje primitivo y su relación con la noción de algoritmo, principalmente a partir de algunas consideraciones de Umberto Eco (1932) en su Tratado General de Semiótica (1976) y un ejemplo dado por Ludwig Wittgenstein (1889-1951) al comienzo de sus Investigaciones Filosóficas (1958). Ese capítulo termina con una proposición acerca de la noción de physical computing –invertida en computing the physical– encarnada en un máquina musical programable proveniente del mundo musulmán del Siglo IX, y la posible materialización de tal concepto en una obra imaginaria del Siglo XXI. En el sexto capítulo se exponen, con más detalle, algunas reflexiones del mismo Wittgenstein sobre la forma lógica del lenguaje en relación al lenguaje natural, y los abismos que separan lo lógicamente perfecto y el lenguaje natural. El séptimo capítulo examina la crítica de Saul A. Kripke (1940) a lo que llama teoría de cúmulos de descripciones definidas (con el propósito de comprender mejor los dos objetos de la tesis). La conclusión intenta conjugar lo esbozado en esos siete capítulos a la luz de las reflexiones de Jean-François Lyotard (1924-1998) sobre la categoría estética de lo sublime y su relación con la vanguardia y con la posmodernidad. Esta conjugación final se encamina hacia una mejor comprensión de las dos obras en debate. Se adjuntan las fichas técnicas de Poetry Machine y Máquina de Coser en un anexo. Se recomienda leerlas para una comprensión más cabal de toda la tesis. Lo mismo rige para las notas al pie de página, que durante todo el texto –pero especialmente en el II capítulo, la conclusión y en la ficha técnica de Máquina de Coser– y, en ocasiones, también en el III y IV capítulo, constituyen un escrito paralelo que se acopla al texto principal. Sin dicho engranaje, en esas partes, el texto principal resulta incomprensible. Insoslayable –redundante incluso– agregar que esta tesis carece de pretensiones epistemológicas –o de la intención de ser un estudio doctoral que aporte algo de manera consistente a la filosofía analítica–. Es una tesis en filosofía con mención en estética y teoría del arte; y ante todo es un texto de artista. Así quisiera que fuera leída
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Scheer, David [Verfasser], Lars [Akademischer Betreuer] Tönges, Lars [Gutachter] Tönges, and Bernhard [Gutachter] Reuss. "Differenzierung der Pharmakotherapie mit Fasudil und Riluzol im SOD1-G93A Mausmodell der Amyotrophen Lateralsklerose / David Scheer ; Gutachter: Lars Tönges, Bernhard Reuss ; Betreuer: Lars Tönges." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2018. http://d-nb.info/1173420630/34.
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Scherf, David Verfasser], and Brigitte [Akademischer Betreuer] [Oetker. "Kultur Kunst Kupfer : die Relevanz von Kupfer in Kultur und Kunst – mit besonderem Fokus auf die Zeit ab 1945 / David Scherf. Betreuer: Brigitte Oetker." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2015. http://d-nb.info/1073970280/34.
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Scherf, David [Verfasser], and Brigitte [Akademischer Betreuer] Oetker. "Kultur Kunst Kupfer : die Relevanz von Kupfer in Kultur und Kunst – mit besonderem Fokus auf die Zeit ab 1945 / David Scherf. Betreuer: Brigitte Oetker." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2015. http://d-nb.info/1073970280/34.
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Chan, David Tai Wai. "David versus Goliath : challenges of recruiting and retaining key talent in entrepreneurial, high-technology settings." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/105017.
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Sánchez, de la Peña David Verfasser], Carsten [Akademischer Betreuer] [Honerkamp, and Michael M. [Akademischer Betreuer] Scherer. "Competing orders in honeycomb Hubbard models with nonlocal Coulomb interactions : a functional renormalization group approach / David Sánchez de la Peña ; Carsten Honerkamp, Michael M. Scherer." Aachen : Universitätsbibliothek der RWTH Aachen, 2018. http://d-nb.info/1191901653/34.
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Sánchez, de la Peña David [Verfasser], Carsten [Akademischer Betreuer] Honerkamp, and Michael M. [Akademischer Betreuer] Scherer. "Competing orders in honeycomb Hubbard models with nonlocal Coulomb interactions : a functional renormalization group approach / David Sánchez de la Peña ; Carsten Honerkamp, Michael M. Scherer." Aachen : Universitätsbibliothek der RWTH Aachen, 2018. http://d-nb.info/1191901653/34.
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Nieuwoudt, Hercules David. "Beskouings oor onderrig : implikasies vir die didaktiese skoling van wiskundeonderwyser / Hercules David Nieuwoudt." Thesis, Potchefstroom University for Christian Higher Education, 1998. http://hdl.handle.net/10394/126.
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Views of teaching: implications for the didactic training of mathematics
teachers. School mathematics teaching is an essential learning area in South
African schools. Owing to persistent traditional positivist-based views and
approaches, it still suffers from a variety of teaching-learning problems. Various
national attempts have already been made to develop an effective teaching-learning
program for school mathematics. Prominent researchers reveal that the failure of
teaching-learning programmes often have to be attributed to the lack of an underlying
grounded didactic theory. Therefore this study focused on the development of a
grounded teaching-theoretical framework for school mathematics teaching.
A further problem regarding school mathematics is that its teaching and learning
traditionally are viewed from a narrow school subject disciplinary perspective.
Therefore this study departed from a general didactic-theoretical perspective,
creating the opportunity to approach and solve problems from a wider angle. A
constructivist-based post-positivist view of effective teaching was developed, before
entering the field of school mathematics. In this way an integrated ontologicalcontextual
view of teaching was developed in terms of six identified ontological
essential features, and their contextual coherence, namely: intention, teacher,
leamer, interaction, content and context. Contrary to traditional positivist views, no
causal relationship between teaching and learning was imposed, and teaching was
not qualified in terms of learning products. Instead, teaching was characterised and
qualified on ontological grounds, departing from the phenomenon itself. In this way
the limitations of positivist process-product views of teaching could be identified,
explained and overcome. Alternatively, a dynamic integrated view of teaching as a
human act, directed at the facilitation of relevant and meaningful learning, was
grounded and developed.
Based on this general ontological-contextually based view, a specific ontologicalcontextual
view of effective school mathematics teaching was grounded and
developed. To this end a variety of prominent contemporary views of and approaches
to school mathematics, and its teaching and learning, needed to be analysed in a
critical way. According to this analysis school mathematics, and its teaching and
learning should be viewed and approached from a constructivist-based dynamic
change-and-grow perspective as human acts. In addition, it could have been proved
that the perspective concerned can facilitate the treatment and solving of the currently experienced teaching-learning problems. This requires the reconsideration,
from a similar perspective, of the current school mathematics curriculum, as well as
the preservice didactic training of mathematics teachers.
Specific implications of the developed ontological-contextual view of effective school
mathematics teaching were identified, and practically tested in the corresponding
preservice didactic training situation in the North West Province. Based on this an
integrated model for the training concerned was formulated. It was found that the
current training largely contributed to the continuation of traditional views of and
approaches to school mathematics teaching, and its essential features. From the
developed integrated ontological-contextual perspective definitive proposals
regarding the transformation of school mathematics teaching and the corresponding
didactic training were made and motivated. Further areas for investigation and
development, resulting from this study, were identified, as well.
This study aimed at investigating, and revealing for further exploration, the specific
and broadening interaction between the general teaching and subject didactical fields
and research, particularly in the two contexts of effective school mathematics
teaching and the corresponding preservice didactical training. A particular attempt
was made to accomplish this in a grounded and integrated way, to the benefit of both
fields.Thesis (PhD)--PU for CHE, 1998.
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Wright, C. David (Carl David). "Issues affecting the decision to incorporate new technology in a vehicle program dc by C. David Wright." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13406.
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Quinn, Timothy David. "The implementation dynamics of continuous improvement throughout the corporate hierarchy based on lean six sigma at DTE energy by Timothy David Quinn." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/68695.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2011.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 409-412).
This dissertation comprises a case study and formal simulation model of DTE Energy's Lean Six Sigma continuous-improvement (CI) program from its inception in 1998 through the end of 2009. The case history is based on qualitative fieldwork involving interviews, direct observation, and collection of company documents and records. DTE Energy is one of the top 20 largest electricity and natural gas utilities in the U.S. It adopted CI from its automotive industrial customers in southeast Michigan. During the 12-year period I studied, DTE Energy's CI initiative was stressed by three organizational crises. Typical of other companies' CI initiatives, DTE Energy's success with CI was variable, prompting experiments and revisions to its CI training and methods, to its tactics for garnering managers' attention and support, and to its methods for orchestrating improvement work. Several leaders of the CI initiative were graduates of MIT's Leaders for Manufacturing program and were heavily influenced by research on the Toyota Production System (TPS) by Steven Spear (e.g., Spear and Bowen 1999) and Jeffrey Liker (e.g., Liker 2004). About halfway through this history, DTE Energy added Six Sigma tools and practices to its CI initiative, creating a Lean Six Sigma program. I formulated a System Dynamics (SD) simulation model based on this case study. In this dissertation, I elaborate and extend previous work in the SD literature on the implementation dynamics of CI initiatives, especially Sterman and colleagues' (1997) model of the Total Quality Management (TQM) program at Analog Devices. My model represents explicitly the corporate hierarchy, which I divided into three levels: senior executives, middle managers, and front-line employees. I also examined the interactions between front-line employees engaging in their own Lean-style CI activities and Six Sigma Black Belts doing CI projects. Based on my simulation analysis, I find that managers' and Black Belts' support and coaching required by front-line employees is usually chronically inadequate. I also find that Black Belts or industrial engineers, as full-time experts for process redesign and improvement, are crucial to the growth and long-term sustainability of a company's CI initiative.
Ph.D.
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Denney, Wright Lauren Ann. "A Conductor's Insight Into Performance and Interpretive Issues in Give Us This Day by David Maslanka." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/395.
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The purpose of this essay is to provide performance and interpretive background and suggestions for David Maslanka's Give Us This Day. This essay serves as the first significant research document on the work and is intended as a source for musicians seeking information about the work. The essay includes a biography of David Maslanka, as well as descriptions of the history and commissioning of Give Us This Day, its compositional process, and its performance and interpretive issues. Information was accumulated through interviews with David Maslanka, Gary D. Green, director of bands at the University of Miami, and the consortium head, Eric Weirather.
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Tull, Carole Elaine Braden. "Influence of a SACS review of one previously unaccredited, urban middle school a qualitative and quantitative analysis /." Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007p/tull.pdf.
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Branam, Amy C. "Literature and killers : three novels as motives for murder." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1221281.
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When Mark David Chapman assassinated John Lennon in December of 1980, he explained that he had to kill him in order to promote the reading of J. D. Salinger's novel, The Catcher in the Rye. Chapman's belief that he could become Salinger's protagonist, Holden Caulfield, is the genesis for this research. The concept that a person could identify with a novel or character in a novel to such an extent that he or she would commit murder is an extraordinary allegation.In order to further explore this accusation, this research focuses on three novels: Alexandre Dumas, pere's The Count of Monte Cristo, J. D. Salinger's The Catcher in the Rye, and Stephen King's Rage. Michael Sullivan, Mark David Chapman, John Hinckley, and Scott Pennington read one of these literary works before committing, or attempting to commit, murder.This project traces the cognitive processes of these men in an effort to understand why reading a specific novel lead to a murder. By delving into the minds of these murderers, it can be determined if the novel itself is a motive, an impetus, for the crime, or a scapegoat.Department of English
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Riegel, Marcus L. "An analytical and historical examination of six works for middle level wind band: Bells of freedom (grade 1) by David Gillingham, Rising star (grade 1) by Samuel R. Hazo, Achilles’ wrath (grade 2) by Sean O’Laughlin, Kenya contrasts (grade 2.5) by William Himes, On the wings of swallows (grade 3) by Michael Sweeney, and Old churches (grade 3) by Michael Colgrass." Kansas State University, 2008. http://hdl.handle.net/2097/1130.
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Master of MusicDepartment of Music
Frank C. Tracz
The following document is research and analysis from the comprehensive examination question based on the Graduate Conducting Recital of Marcus L. Riegel. The recital, performed by the Chapman Middle School Sixth, Seventh, and Eighth Grade Bands, was given in the District Gymnasium at the Spring Arts Concert on April 22, 2008 at 7:00 pm. The repertoire included but was not exclusive to Bells of Freedom by David Gillingham, Rising Star by Samuel R. Hazo, Achilles’ Wrath by Sean O’Loughlin, Kenya Contrasts by William Himes, On the Wings of Swallows by Michael Sweeney, and Old Churches by Michael Colgrass. This document contains theoretical and historical analysis- and outlines the procedures of planning and performing the graduate conducting recital.
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Whitehead, Kevin Douglas. "An Analysis of the Teaching Aids Provided for Sunday School Teachers in The Church of Jesus Christ of Latter-day Saints." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2034.
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Teaching is, and always has been, important in the work of The Church of Jesus Christ of Latter-day Saints. As one of the auxiliaries of the Church, the Sunday School has made an ongoing effort to provide effective teaching aids for its teachers in order to improve instruction in the Church. This work documents and examines change in principles of gospel teaching over the course of a century. By comparing teaching aids provided for Gospel Doctrine teachers in different time periods with guidelines found in the scriptures and words of modern prophets this work seeks to increase understanding of themes and fundamentals of inspired teaching in the Church.
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Vieira, Cleide Teresinha. "Jogo como estratégia de aprendizagem pela interação familiar: a apreensão de conhecimentos científicos considerando o ensino de ciências naturais." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2888.
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Acompanha: Caderno pedagógico: Jogos pedagógicos como estratégia de aprendizagem promovida pela interação entre a família e a escolaEsta dissertação apresenta uma pesquisa que envolve a escola, os educandos e famílias. As atividades enquadram-se na modalidade de jogos pedagógicos utilizados no primeiro momento em ambiente escolar e, posteriormente, em ambiente familiar. A investigação está organizada com reflexões acerca dos seguintes assuntos: jogos pedagógicos, envolvimento familiar no contexto escolar; ensino de Ciências Naturais nos anos Iniciais. O objetivo da pesquisa é propor uma estratégia de ensino com a interação família por meio de uso de jogos pedagógicos com conteúdos de Ciências. As atividades foram desenvolvidas em uma instituição pública com duas turmas do 3º ano do Ensino Fundamental I, envolvendo o educando e pelo menos um familiar. O trabalho inicia com uma oficina de jogos para os familiares em que se fez uma reflexão sobre os benefícios dessa prática. Foram utilizados jogos pedagógicos em sala de aula para que os educandos se habituassem a formar equipes, seguir regras e organizar-se para esse tipo de trabalho no ambiente escolar e familiar. A partir de avaliação diagnóstica foi observado o nível de leitura e escrita dos educandos, a qual orientou a construção das atividades sobre o conteúdo “Estados físicos da água e seus ciclos na natureza” da disciplina de Ciências Naturais. Essa prática serviu de base para a organização de um caderno pedagógico sobre o uso de “jogos pedagógicos como estratégia de aprendizagem promovida pela interação entre a família e a escola”. Os resultados do estudo apontam que os conteúdos do ensino de Ciências Naturais, o jogo pedagógico e o envolvimento familiar podem ser grandes aliados para uma aprendizagem significativa.
This dissertation presents a research that involves the school, the students and the families. The activities are part of the pedagogical games modality, used in the first moment in a scholar environment and later, in the family environment. The investigation is organized with reflections about the following subjects: pedagogical games, familiar involvement in the scholar context, the teaching of Natural Science in the first years of Elementary School. The objective of this research is propose a strategy of teaching with the family interaction using pedagogical games With Science content. The activities were developed in a public institution with two classes from the third year of Elementary School, involving the student and at least one family member. The work begins with a class about games for the family, where it is made a reflection about the benefits of this practice. Pedagogical games were used in the classroom so that the students got used to make teams, follow rules and get organized for this kind of work in the scholar and familiar environment. From the diagnosed evaluation was observed the level of reading and writing of the students, which orientated the construction of the activities about the content “Physical States of the Water and its cycles in the Nature” from the subject Natural Science. This practice served as a foundation for the organization of a pedagogical notebook about the use of “Pedagogical Games as strategies of learning promoted by the interaction between the family and the school.” The results of the study point that the contents of the subject Natural Science, pedagogical games and the familiar involvement may be of great benefit in the process of learning and teaching.
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James, Sally Jane. "Teachers’ experiences of change : a case study analysis of a school-based intervention in rural Kwazulu-Natal." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013118.
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The research presented in this thesis is a case study analysis of the school-based intervention initiated by the David Rattray Foundation [DRF]. David Rattray, a South African historian well known for his contribution to the 1879-1896 Anglo-Zulu War heritage, was murdered in January 2007. In response to his untimely death, the DRF was established by family and friends with the hope of improving education within the Umzinyathi rural municipal district of KwaZulu-Natal. This study consisted of three phases: Phase I (May-December 2011); Phase II (January-December 2012), and Phase III (December 2012-October 2013). During Phase I, the focus was on describing the broader context in which the case is located. It resulted in a narrative account of the emergence of the DRF as a non-governmental organisation [NGO] working towards change within the local rural school community. During Phase II the focus shifted from the broader socio-political and economic context to the human dimension which included teachers, principals, volunteer workers and a district official working in the schools. During Phase II the approach to change adopted by the DRF was critically analysed in relation to models of change described in the literature. Teachers’ experiences of change were also examined. Phase III was a synthesis of the findings from the first two research phases. By drawing on systems and complexity theory perspectives, insights were gained enabling a deep understanding of the DRF’s school-based intervention as a whole. This research is a qualitative study that seeks to understand individual teachers’ experiences and participation in a process of change that reaches beyond the individual and his/her immediate context. The adoption of a realist ontology (Maxwell, 2012) and application of an explanatory heuristic based on the critical realist philosophy of Bhaskar (1979, 1980, 2011) enabled the layered analysis and in-depth interpretation that characterises the study. The findings of the study reveal a complex and ongoing process of change within a rural school context. The results illuminate the efficacy of a collaborative partnership between civil society (the DRF), the local community, under the leadership of a tribal authority, and the local government (KwaZulu-Natal Provincial Department of Education). It also reveals how teachers within this particular context do not have a strong voice in the change process and hence participate only superficially in the school-based intervention. It is probable that the constraining mechanisms revealed through this research are not exclusive to this particular case study, but are common across the South African rural school context. The main contention of this thesis is that these mechanisms need further interrogation in order to enable further change and permit the active participation of teachers in the process.While the study illuminates many of the tensions and problems faced by the schools and the community in which they are located, it also highlights the achievements and selfless attitude of many people working towards change and improvement within the schools. This case study thus provides an example to all South Africans of what can be achieved with commitment and effort.
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Vice, President Research Office of the. "Newswire." Office of the Vice President Research, The University of British Columbia, 2008. http://hdl.handle.net/2429/2661.
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UBC's research community recently received a significant boost in financial support for five research hubs that will join the Centre for Brain Health as newly appointed national Centres of Excellence for Commercialization and Research (CECR).
Two UBC economics professors were recognized with separate Bank of Canada awards: the Research Fellowship 2008 and the Governor's Award.
UBC's Brain Research Centre has recevied $25 million from the Province of BC to establish a new facility focused on translational brain research.
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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
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Sammut, Elvira. "'Sugared Placebos'? The effects of satire and farce in the plays of David Williamson." 2008. http://eprints.vu.edu.au/1417/1/sammut.pdf.
Full textAbstract:
This thesis focuses on the fact that although David Williamson’s popular appeal is attested to by his continuing commercial success in a career of over thirty-five years, a consistent stream of adverse criticism has nevertheless been levelled at his work on the basis of perceived superficiality and glibness. The term 'sugared placebos' was employed to describe the truncation of characterisation and treatment of ideas in Williamson’s work (Fitzpatrick 'Styles of Love: New Directions in David Williamson' 416). In examining and explaining the presence of satire and farce in his plays, this thesis interrogated the nature of both satire and farce to establish the accuracy of the term ‘sugared placebos’ when applied to Williamson’s work, and suggests that instead what is produced is a valuable curative. The thesis involved examining the concept of superficiality as a basis of criticism in a postmodern world and sought to connect this perceived superficiality with the presence of satire and farce in Williamson’s work. The naturalist text of Henrik Ibsen’s Ghosts was evaluated to establish the validity of stereotypes and genre-blending in a foundational naturalistic text. Using Ghosts as a paradigm against which to compare Williamson’s work, it was established that through a confluence of satire, farce, and irony Williamson creates his unique interpretation of “naturalism” by reflecting the patterns of behaviour of certain individuals in social situations. The study found that like Ibsen before him, Williamson also contends that individuals are strongly conditioned by their society and the enduring and universal emotions they carry from their deep past are endemic of all cultures at all times. A further outcome from the study revealed that far from being 'superficial' Williamson’s use of satire and farce renders his naturalism ironic, while at the same time providing a deep and profound social commentary. In addition, it was found that Williamson’s characters, although robustly Australian and located in the history of their times have, become iconic representations of universal verities that present audiences with deeper truths about their humanity.
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Govender, Mogandren. "An investigation of school improvement : a case study of David Rattray foundation partner schools in rural KwaZulu-Natal." Thesis, 2013. http://hdl.handle.net/10413/10813.
Full textAbstract:
Schools within South Africa are not performing as they should be due to a variety of issues
within the school system. It is for this reason that there has been an increased interest in the
field of school improvement. This research study is an articulation of a case for school
improvement. In the Rorke‟s Drift / Isandlwana area of KwaZulu-Natal the David Rattray
Foundation (DRF) implements school improvement projects at partner schools within the
area with an aim to bring about school improvement.
This qualitative study entailed the researcher conducting semi-structured interviews, a
document analysis, non-participant observation with the use of a checklist, a preference
analysis, and Participatory Action Research (PAR) to formulate a case study of the David
Rattray Foundation (DRF). There were three main themes that emerged from the data of this
research, namely (a) school improvement, (b) partnerships and (c) wider system issues.
Within this study the researcher identified a shift from a charismatic approach to school
improvement to one that is more systematic and business like on the part of the foundation.
An interesting approach to whole school improvement is articulated by the manner in which
the foundation operates. With the complexity of the school system, the researcher has
identified that the DRF uses business principles to counter the problems that arise with the
implementation of school improvement interventions, thus within this study the researcher
presents a business model of school improvement.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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"The role of prediction in economics: plausibility of testing economic theory, with special reference to Ricardian equivalence." Chinese University of Hong Kong, 1994. http://library.cuhk.edu.hk/record=b5887229.
Full textAbstract:
by Man Ka Kit.Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.
Includes bibliographical references (leaves 67-76).
ABSTRACT --- p.3
INTRODUCTION --- p.4
Chapter PART I --- WHAT IS PREDICTION? --- p.7
Chapter 1.1 --- Structure of Scientific Explanation： Covering-Law Model --- p.8
Chapter 1.2 --- Prediction and Theory choice --- p.10
Chapter 1.3 --- Prediction and Economic Methodology --- p.11
Chapter 1.4 --- Conventional Wisdom --- p.12
Chapter 1.41 --- Friedman's Methodology --- p.12
Chapter 1.42 --- The Impact of Popper --- p.14
Chapter 1.5 --- Unconventional Wisdom --- p.16
Chapter 1.51 --- KUHN AND LAKATOS --- p.16
Chapter 1.52 --- FEYERABEND THE ANARCHIST --- p.17
Chapter 1.6 --- Conclusion for Part I --- p.18
Chapter PART II --- MACROECONOMIC CONTROVERSY --- p.20
Chapter 2.1 --- "lucas' Critique, the New Classical and the New Keynesian" --- p.20
Chapter 2.2 --- The Role of Stabilization Policy --- p.22
Chapter 2.3 --- Effectiveness of Monetary Policy --- p.24
Chapter 2.4 --- effectiveness of fiscal policy --- p.25
Chapter 2.5 --- Conclusion for Part II --- p.26
Chapter PART III --- TESTING RICARDIAN EQUIVALENCE --- p.28
Chapter 3.1 --- ricardian equivalence versus keynesian theory --- p.29
Chapter 3:2 --- (unrealistic) assumptions behind ricardian proposition --- p.31
Chapter 3.21 --- "INEFINTIE horizon, altruism, and intergeneration transfer" --- p.31
Chapter 3.22 --- IMPERFECT CAPITAL MARKET --- p.34
Chapter 3 23 --- DISTORTIONARY TAX --- p.35
Chapter 3.24 --- "BOUNDED rationality, PERFECT FORESIGHT, AND RATIONAL EXPECTATIONS" --- p.36
Chapter 3.3 --- Empirical Evidence --- p.37
Chapter 3.31 --- CONSUMPTION FUNCTION STUDIES --- p.38
Chapter 3 32 --- INTEREST RATE STUDIES --- p.43
Chapter 3.4 --- technical problems： (unrealistic) assumptions behind the econometric models --- p.45
Chapter 3.41 --- Specification and Data Generation Process --- p.45
Chapter 3 42 --- IDENTIFICATION PROBLEM --- p.48
Chapter 3 43 --- staggerjng of (NOT-well-established) hypotheses --- p.49
Chapter 3.44 --- PROXIES FOR unobservables --- p.50
Chapter 3.5 --- Conclusion for Part III --- p.51
Chapter PART IV --- CONCLUSION --- p.53
Chapter 4.1 --- Duhem-Quine Thesis --- p.53
Chapter 4.2 --- The Austrians and Subjectivism --- p.55
Chapter 4.3 --- hausman --- p.57
Chapter 4.4 --- Friedman and Popper Revisited --- p.58
Chapter 4.5 --- The Role of Prediction --- p.61
EPILOGUE --- p.62
Ricardian Equivalence Vs Approximate Equivalence： Some Reflections --- p.62
Truth and Invariance --- p.63
"Certitude, Simplicity, and Irrationality" --- p.65
REFERENCES --- p.67
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Zábojová, Lenka. "Problematika překládání divadelních her se zaměřením na školní divadlo. Komentovaný překlad souboru dramat Davida Llorenteho Los árboles dormidos." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-335903.
Full textAbstract:
This work consists of three parts: the translation theory of drama and the specifics of school theatre, the translation of a play by David Llorente, Los árboles dormidos, and a commentary discussing the translation. The theoretical part focuses on problems and characteristics of translations of this genre. The commentary to the translation includes a translation analysis, a discussion of the translation problems and their solutions, and a typology of translation shifts. Keywords: Recipient, paradox, obsolescence of translation, scenic notes, school theatre, amateur theatre, translation analysis, translation shifts.
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Bragg, Abigail Nicole. "The Eugenic Origins of Indiana's Muscatatuck Colony: 1920-2005." Thesis, 2020. http://hdl.handle.net/1805/24083.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)This thesis examines the widely unknown history and origins of Muscatatuck Colony, located in Butlerville, Indiana. The national eugenics movement impacted the United States politically, medically, legally, and socially. While the United States established mental institutions prior to the eugenics movement, many institutions, including ones in Indiana, were founded as eugenic tools to advance the agenda of achieving a “purer” society. Muscatatuck was one such state institution founded during this national movement. I explore various elements that made the national eugenics movement effective, how Indiana helped advance the movement, and how all these elements impacted Muscatatuck’s founding. I investigate the language used to describe people that were considered “mentally inferior,” specifically who the “feeble-minded” were and how Americans were grouped into this category. I research commonly held beliefs by eugenicists of this time-period, eugenic methods implemented, and how these discussions and actions led to the establishment of Muscatatuck in 1920. Muscatatuck Colony, though a byproduct of the national eugenics movement, outlived this scientific effort. Toward the mid and late twentieth century, Muscatatuck leadership executed institutional change to best reflect American society’s evolving thoughts on mental health and how best to treat people with mental disabilities. Muscatatuck Colony reveals a complicated narrative of how best to treat or care for people within these institutions, a complex narrative that many mental institutions share.
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
Full textAbstract:
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.