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Tilak, Shantanu Amod. "Alternative lifeworlds on the Internet: Habermas and democratic distance education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587177594821112.
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Gorouhi, Hadi. "Novel fatigue analysis of old metallic bridges through the theory of critical distances (TCD)." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/845859/.
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Majority of the railway bridges built in the UK and around the world before the middle of 20th century are of riveted type made of wrought iron or old mild steel. Many of these bridges are approaching their useful design life. Despite their old age, many are still in operation. In-service fatigue cracking and failure in the riveted double-angle connections in such bridges, especially in the rivets and outstanding leg of the angles, had been reported in the past. These connections are one of the most fatigue-prone details found in riveted railway bridges. Fatigue assessment of riveted details is generally based on a global life assessment, such as the S-N approach. The S-N approach involves the challenge of selecting an appropriate detail classification on an S-N basis as well as defining a nominal stress, free from stress raiser effects. By contrast, local stress methods, such as the Theory of Critical Distances (TCD), which directly considers the effect of stress raisers and loading conditions through finite element analysis, may provide a more favourable option for fatigue evaluation since it avoids the need for S-N classification and nominal stress calculation. In this thesis, the fatigue life prediction capability of the TCD and the S-N methods when applied to riveted bridge details was investigated through finite element analysis of simple and complex riveted details focusing on stringer-to-floor-beam connections. The fatigue life predictions of both the TCD and the traditional S-N methods were compared with the experimental data. Thus, a database of static and fatigue tests available in the literature on structural wrought iron and mild steel riveted details and connections was created. The choice of the suitable modelling techniques for the finite element analysis of the riveted details was verified using a benchmark study on a riveted single lap joint. The critical length vs. number of cycles to failure relationship, L vs. Nf, necessary for fatigue analysis based on the TCD was calibrated for structural wrought-iron material obtained from a real bridge. Fatigue assessment of the investigated riveted details was performed based on both the TCD and the S-N methods to quantify the differences. The results of this study showed that the TCD was successful in predicting fatigue life with the predictions falling within the constant amplitude scatter bands of the experimental data. In the single lap joint, the TCD method accurately estimated the average rivet clamping force values developed in the rivets of the specimens experimentally investigated. In the butt joints, the results of the TCD method was found to conformed well with the experimental research in the literature by predicting higher rivet clamping forces in the specimens with longer grip length. The novel formalisations of the TCD effectively predicted the fatigue life of full-scale riveted built-up girders with the results in the medium- and high-cycle always falling inside the CA scatter bands of the experimental data. The accuracy of the TCD method in estimating the rivet clamping forces present in the rivets of the investigated girders was found to be very high. The TCD was highly accurate when used to estimate the fatigue life of different components of the stringer-to-floor-beam connection subjected to four-point bending with the predictions falling in the scatter of the available experimental data. The hotspot locations identified by the TCD method were consistent with the results of the experimental study. By contrast, the predictions of the S-N method were very nonconservative in the case of the stringer-to-floor-beam connections (up to a factor of 2900). In general, the S-N method predictions were found to be sensitive to the choice of the detail classification. In the case of the stringer-to-floor-beam connection, Modified Class B resulted in the most nonconservative results (up to a factor of 10) when compared with the results of the other S-N classifications. The findings of this thesis may provide the bridge owners and authorities with a safe and effective alternative method in determining the remaining fatigue life of such bridge details.
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Louks, Richard. "Developing the 'Theory of Critical Distances' for practical integrity assessment of real-life structural components." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14352/.
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This PhD thesis details the research conducted to answer three questions in the field of fracture and fatigue engineering. The opening chapters provide fracture and fatigue background theory as well as a more comprehensive review of the Theory of Critical Distances (TCD), a theory proven to be successful in the assessment of components containing stress concentration features. Chapter 4 details an engineering approach based on the TCD for the static assessment of engineering components containing stress concentrators made of brittle, quasi-brittle and ductile materials; and loaded by any combination of static forces. To validate the method, 1744 experimental data was taken from technical literature is provided in Annex A. Each data was modelled using FE software, the extracted stress data was then post-processed using this reformulation of the TCD. The results obtained were compared to the commonly used Hot-Spot Stress-Method, across the same set of data there was an order of magnitude improvement in accuracy, the TCD Point Method giving an average error less than 30% whilst the HSSM gave an average error greater than 300%. Chapter 5 is concerned with the use of the linear-elastic TCD to assess notched metallic components in the high-cycle fatigue regime at elevated temperatures. Full details of two experimental programmes are provided, notched samples of a low carbon steel C45 and an aluminium alloy A319 T7 was tested, the results are provided in Annex C. Additional experimental data was taken from technical literature to further validate the method. The results showed that the approach was highly accurate with errors falling within ±20%. The 6th Chapter gives account of a study into the combined use of the TCD and the Modified Wöhler Curve Method (MWCM) to accurately and efficiently assess metal engineering components IV containing complex 3D stress raisers experiencing complex load histories that resulted in fatigue failures in the medium- and high-cycle fatigue regime. The method is based on critical plane theory which assumes that fatigue cracks initiate on the material plane experiencing the maximum shear stress amplitude. The method was proven to be successful independent of the stress raiser geometry and the complexity of the load history, typically returning errors of ±20%. Chapters 4-6 each have their individual conclusions and suggestions for further work, chapter 7 gives a summary of the conclusions and chapter 8 provides some suggestions for further work.
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Leidermark, Daniel. "Crystal plasticity and crack initiation in a single-crystal nickel-base superalloy : Modelling, evaluation and appliations." Doctoral thesis, Linköpings universitet, Hållfasthetslära, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-72093.
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In this dissertation the work done in the projects KME-410/502 will be presented.The overall objective in these projects is to evaluate and develop tools for designingagainst fatigue in single-crystal nickel-base superalloys in gas turbines. Experimentshave been done on single-crystal nickel-base superalloy specimens in order toinvestigate the mechanical and fatigue behaviour of the material. The constitutivebehaviour has been modelled and veried by FE-simulations of the experiments.Furthermore, the microstructural degradation during long-time ageing has been investigatedwith respect to the material's yield limit. The eect has been includedin the constitutive model by lowering the resulting yield limit. Moreover, the fatiguecrack initiation of a component has been analysed and modelled by using acritical plane approach in combination with a critical distance method. Finally, asan application, the derived single-crystal model was applied to all the individualgrains in a coarse grained specimen to predict the dispersion in fatigue crack initiationlife depending on random grain distributions. This thesis is divided into three parts. In the rst part the theoretical framework,based upon continuum mechanics, crystal plasticity, the critical plane approachand the critical distance method, is derived. This framework is then used in thesecond part, which consists of six included papers. Finally, in the third part, detailsof the used numerical procedures are presented.
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Yin, Taixiang. "On the use of the Theory of Critical Distances to design notched metallic components against dynamic loading." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/16464/.
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The Theory of Critical Distances (TCD) is a well-known design method allowing the strength of notched/crack components to be estimated accurately by directly post-processing the entire linear elastic stress fields damaging the material in the vicinity of the stress raisers being designed. By taking full advantage of the TCD’s unique features, in this thesis, the TCD is reformulated to make it suitable for predicting the strength of notched metallic materials subjected to dynamic loading by post-processing both linear elastic and elastoplastic stress distributions. The accuracy and reliability of the proposed reformulation of the linear elastic TCD were checked against a number of experimental results generated by testing, under different loading/strain/displacement rates, notched cylindrical samples of aluminium alloy 6063-T5, titanium alloy Ti–6Al–4V, aluminium alloy AlMg6, and an AlMn alloy. To further validate the proposed design method also different data sets taken from the literature were considered. Such an extensive validation exercise allowed us to prove that the proposed reformulation of the TCD is successful in predicting the dynamic strength of notched metallic materials falling within an error interval of ±20%. Such a high level of accuracy is certainly remarkable, especially in light of the fact that it was reached without the need for explicitly modelling the stress vs. strain dynamic behaviour of the investigated ductile metals. Additionally, the FEM with Simplified-Johnson Cook elastoplastic material model was used to predict the dynamic strength of notched metallic material falling within an error interval of ±20%. Moreover, the elastoplastic TCD was also provided to be capable of predicting the dynamic strength of notched metallic materials falling within an error interval of ±6%.
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Bagni, Cristian. "Formalisation of a novel finite element design method based on the combined use of gradient elasticity and the Theory of Critical Distances." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/17118/.
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The present research work is dedicated to the development, implementation and validation of a unified finite element methodology based on the combination of gradient elasticity and the Theory of Critical Distances, for the static and high-cycle fatigue assessment of notched engineering components. The proposed methodology, developed for plane, axisymmetric and three-dimensional problems, takes full advantage of both the TCD's accuracy in estimating static and high-cycle fatigue strength of notched components and of the computational efficiency of gradient elasticity in determining non-local stress fields whose distribution fully depends on the value of the adopted length scale parameter. In particular, the developed methodology, due to the ability of gradient elasticity to smooth stress fields in the vicinity of notch tips, has the great advantage of allowing accurate and reliable static and fatigue assessments of notched components by directly considering the relevant gradient-enriched stresses at the hot-spot on the surface of the component, in contrast to existing conventional approaches that require the knowledge of the failure location into the material a priori. This advantage, together with the fact that the proposed methodology can be easily implemented in commercial finite element software, makes the developed methodology a powerful and easy-to-use tool for the static and fatigue design/assessment of notched components. The developed methodology is accompanied by an accurate investigation of the best integration rules to be used as well as a comprehensive convergence study both in absence and presence of cracks, leading to a practical guideline on optimum element size. The proposed gradient-enriched methodology has been validated against a large number of problems involving notched components subject to both static and fatigue loading, covering a wide range of materials, geometries and loading conditions, clearly showing its accuracy and versatility. The developed gradient-enriched methodology has also been extended to the study of the dynamic behaviour of visco-elastic materials subject to vibration.
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Birochi, Renê. "Uma abordagem crítica para a educação a distância orientada para as microfinanças." reponame:Repositório Institucional do FGV, 2011. http://hdl.handle.net/10438/8189.
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As investigações sobre as práticas educacionais a distância e os respectivos usos de mídias para esse fim remontam aos estudos por correspondência do século XIX. A educação a distância (EAD), mediada pelas tecnologias de informação e comunicação (TICs), é um fenômeno recente, característico da sociedade pós-industrial, que utiliza grande diversidade de recursos, processos e meios para promover a educação. Historicamente, a área de EAD apresenta escassez de estudos teóricos sobre os fundamentos de suas práticas. A sua literatura também revela ausência, quase completa, de abordagens baseadas nas tradições do pensamento crítico, como, por exemplo, a teoria da estruturação (GIDDENS, 1984) ou a pedagogia crítica (FREIRE, 1987). Tendo isso em vista, procurou-se realizar uma revisão dessas abordagens orientando-as à EAD. Essa revisão teve como objetivo contribuir com os debates sobre os fundamentos teóricos da EAD, iniciados em 1960, visando ampliar os limites de suas práticas – já que atualmente, ainda predominam mecanismos típicos da sociedade industrial, como por exemplo, a replicação em massa de conteúdos educacionais. Para atender a esse objetivo, este trabalho de tese realizou um exame das principais teorias da EAD e se concentrou em encontrar uma fundação teórica comum, expressa por alguns conceitos essenciais. Esses conceitos que emergiram das análises foram re-interpretados por meio da influência das tradições do pensamento crítico, provenientes dos domínios da filosofia, sociologia, educação e comunicação. Esse processo parcimonioso de revisão conceitual da EAD foi enriquecido pela inclusão de dois eixos adicionais de investigação: a educação de adultos e a educação financeira. Ao final dessa revisão foi constituído um quadro teórico que funcionou como um núcleo central deste estudo. Esse núcleo sofreu influências e alterações substantivas de informações provenientes do campo empírico de investigação. O campo empírico representou a oportunidade de investigar o objeto principal desta tese, orientado para compreender como um programa de EAD deve ser constituído para atuar como um instrumento de emancipação socioeconômica de microempresários pobres, usuários de serviços microfinanceiros. Para atender esse objetivo, foi realizado um estudo de caso instrumental utilizando-se procedimentos metodológicos de pesquisa qualitativa. O município de Autazes, no Estado do Amazonas, foi escolhido para ser estudado, pois sofreu um expressivo crescimento socioeconômico recente, ocorrido após a instalação de pontos de acesso a serviços financeiros, com uso de mediação tecnológica. Esse crescimento resultou em desenvolvimento econômico, associado ao agravamento de tensões sociais, dentre as quais, o endividamento financeiro da população. O município integra, também, uma rede pública de ensino na modalidade a distância, provida pelo governo do Estado, que tem sido objeto de destacados prêmios internacionais. Como resultado deste trabalho de tese, foi possível consolidar as contribuições teóricas e empíricas em um quadro teórico final, que tem como objetivo orientar a elaboração de novas teorias de EAD críticas. Da mesma forma, foi proposto um modelo inédito para a EAD crítica, voltado para a prática dessa modalidade de educação.
Investigations on distance education practices, and the respective uses of media for this application, hark back to correspondence courses of the 19th Century. Distance education (DE) mediated by information and communication technologies (ICTs) is a recent development characterized by a post-industrial society which exploits a broad array of resources, processes and media to promote education. Historically, the DE domain has been the subject of scant theoretical studies investigating the framework underlying DE practices. The literature also reveals an almost total absence of approaches based on the traditions of critical thinking, such as the theory of structuration (GIDDENS, 1984) and critical pedagogy (FREIRE, 1987). Against this background, an analytical review of these approaches was carried out, relating them to DE. The aim of this review was to contribute to the discussion on the theoretical foundations of DE, first established in 1960, in a bid to broaden the scope of DE practices. Indeed, mechanisms typical of an industrial society still predominate in DE, such as mass replication of educational content. In order to address this issue, an examination of the core theories of DE was conducted seeking to identify a common theoretical framework, underpinned by a few seminal concepts. The concepts which emerged in the analysis were reinterpreted in the context of critical traditions, drawn from the disciplines of philosophy, sociology, education and communication. This parsimonious process of conceptual review of DE was enriched by the inclusion of two additional lines of investigation: adult education and financial education. The review process culminated in the devising of a theoretical framework which served as the central core of this investigation. The framework underwent major influences and substantive changes, stemming from the empirical field of investigation. The empirical field represented an opportunity to investigate the main focus of this thesis, namely, to elucidate how DE programs should be structured in order to act as instruments of socioeconomic emancipation of business owners that are, in turn, users of microfinancial services. In order to address this theme, an instrumental case study was performed based on qualitative research methods and procedures. The municipality of Autazes in the state of Amazonas was elected as the target of this study, given its recent significant socioeconomic growth following installation of points of access to financial services enabled by ICTs. This growth led to economic development together with worsened social tensions, including increased indebtedness of the population. The municipality also boasts a distancebased public education network provided by the government of the state of Amazonas, an initiative which has garnered several recognized international awards. The theoretical and empirical contributions of this study have been consolidated into a final theoretical framework which may serve as a basis for devising new critical theories in DE. Finally, a new model of critical DE was proposed, aimed specifically at the practice of this mode of education.
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Goodsett, Mandi. "Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical Thinking." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1526048546211971.
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Damas, Helton Luiz Gonçalves. "Tecnologia educacional e possibilidades construtivistas a partir da percepção dos alunos sobre os processos de aprendizagem no curso superior a distância de tecnologia em gestão de turismo CEFET-RJ / CEDERJ." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/1106.
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Previous issue date: 2013-02-21This paper aims to analyze how students from Course of Technology in Tourism Management evaluates the operating platform moodle seeking to prove the relationship between education and technology in accordance with the Critical Theory of Technology from Feenberg. Andrew Feenberg is one of the pioneers of distance education to create a course based on this modality in the 1980s and since then studies the distance education with relation of social studies of science and technology and his research is based on technological constructivism. Thus, the state government of Rio de Janeiro in 2000 created the CEDERJ - Center for Distance Higher Education in Rio de Janeiro - a consortium of six public universities of Rio de Janeiro. Among the courses offered by CEDERJ, can highlight the Course of Technology in Tourism Management, administered by the Federal Center for Technological Education Celso Suckow da Fonseca (CEFET / RJ). Since it is the first half of the course students have difficulties in dealing with learning technologies, and relevant to assess the perceptions that they have on the learning processes and to analyze the possibilities of student participation in the building of moodle platform, molding according to the interests of all actors involved in the course - the governing, teachers and students. As methodology, the work is a case study based on qualitative and quantitative research, data obtained through a questionnaire on line targeted at students from the five centers of the course. After interpretation and data analysis it became clear what was the perception that students have about the learning processes of the course. As a result, we can verify that students have sense evaluative notes relevant to achieving satisfactory with respect to the learning process in which they are inserted and they can constitute social agents capable of modifying educational technology.
O presente trabalho tem o intuito de analisar como os alunos do Curso Superior de Tecnologia em Gestão de Turismo avaliam o funcionamento da plataforma moodle, buscando evidenciar a relação existente entre educação e tecnologia de acordo com a Teoria Crítica da Tecnologia de Feenberg. Andrew Feenberg é considerado um dos precursores da educação a distância (EAD) por criar um curso baseado nessa modalidade na década de 1980 e desde então estuda a EAD a luz dos estudos sociais da ciência e da tecnologia (ESCT), fundamentando suas pesquisas conforme os conceitos estabelecidos pelo construtivismo tecnológico. Assim, o governo do Estado do Rio de Janeiro criou no ano 2000 o CEDERJ Centro de Educação Superior a Distância do Rio de Janeiro um consórcio formado por seis universidades públicas do Rio de Janeiro. Dentre os cursos oferecidos pelo CEDERJ, pode-se destacar o Curso Superior de Tecnologia em Gestão de Turismo, administrado pelo Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (CEFET/RJ). Por se tratar do primeiro semestre do curso os alunos apresentam dificuldades em lidar com as tecnologias de ensino, sendo relevante avaliar as percepções que os mesmos possuem sobre os processos de aprendizagem e analisar as possibilidades de participação dos estudantes na construção da plataforma moodle, moldando-a conforme os interesses de todos os atores sociais envolvidos no curso corpo diretivo, docentes e discentes. Como metodologia, o trabalho consiste em um estudo de caso baseado na pesquisa qualiquantitativa, obtendo dados por meio da aplicação de um questionário on line dirigido aos alunos dos cinco polos do curso. Após a interpretação e análise dos dados foi possível evidenciar qual era a percepção que os alunos têm sobre os processos de aprendizagem do curso. Como resultado, pôde-se verificar que os estudantes possuem senso avaliativo satisfatório, conseguindo fazer apontamentos relevantes com relação ao processo de aprendizagem no qual se encontram inseridos e que eles podem se constituir em agentes sociais capazes de modificar a tecnologia educacional.
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Batista, Ana Carla Schiavinato. "A (não)diretividade pedagógica na educação a distância." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2659.
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Previous issue date: 2013-03-04Financiadora de Estudos e Projetos
This search presents a subject that is on top of the currently education scenario, the Distance Education. This new education mode that comes as a promess to breaking barriers of timing and space, still have many things to say about their real consequences regarding education of the individual. Thus arises the importance of this research which aims investigating issues related to pedagogical directivity/non-directivity in UAB-UFSCar with a target of analysis the Philosophy of Education into the Pedagogy graduate. However it should be noted that the goal is not handle the data in order to make categorical statements, i.e, do not say if the pedagogical relations in UAB-UFSCar are directives or non-directives but trying think about such relations and how it occurs at the enviroment of learning to propose new thoughts. The main theoretical framework to be used will be the Critical Theory of Society that supported the analyzes and reflections made in the course of the four chapters of the dissertation.
A presente dissertação trata de um tema que está em pauta no cenário educativo atual, a Educação a Distância (EAD). Esta nova modalidade de ensino, que vem com a promessa de romper barreiras de tempo e espaço, ainda tem muito a nos dizer sobre suas reais consequências no que se refere à formação do indivíduo. Por isso se dá a importância deste trabalho, que objetivou investigar questões referentes a diretividade/não-diretividade pedagógica na UAB-UFSCar, tendo como objeto de análise a disciplina de Filosofia da Educação do curso de Licenciatura em Pedagogia. No entanto, vale salientar que o objetivo não foi tratar os dados com a finalidade de realizar afirmações categóricas, ou seja, não pretendemos dizer se as relações pedagógicas na UAB-UFSCar são ou não diretivas, mas sim buscamos pensar sobre tais relações e sobre como elas ocorrem no ambiente de aprendizagem, com o intuito de propor novas reflexões. O referencial teórico principal utilizado foi a teoria Crítica da Sociedade, que subsidiou as análises e reflexões feitas no decorrer dos quatro capítulos da dissertação.
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Garcia, Luiz Miguel Martins. "A colaboração crítica na formação de professor para atuar na EAD." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/13760.
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Previous issue date: 2015-07-31Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This study aimed at critically understanding the construction of a teacher training practice between the researcher-teacher and a teacher of a BA distance course in Management. It is based on the following questions: What are the knowledge production modes in the teacher's practice with learners in the forums? How do the teacher-student relations observed in the forums permeate the reflective sessions between teacher and researcher? What are the distance relations established among participants? Which results are revealed? How do the distance relations between the direct participants (teacher and researcher) and the indirect participants (teacher and students) affect the concept and define distance knowledge production? What defines distance education? The theoretical and methodological bases of the work arise from the Dialectical and Historical Materialism (MARX, 1845-46/2007) which considers research as a movement from the practice, real world, to the theory, ideal world. It also considered that the relations between the subjects occur in dialectical movements motivated by a need and mediated by instruments; Socio-Historical Theory (VYGOTSKY, 1935/1998), which inserts language as a genuine instrument in human relations and discusses learning and development from the perspective of the ZPD; Activity Theory (LEONTIEV, 1972); Language in critical-collaborative relations (MAGALHÃES, 2012); Argumentation (LIBERALI e FUGA, 2012; MAGALHÃES, NININ e LESSA, 2014); Critical teacher education (LIBERALI, 2006); Interactive approaches to Distance Education (VALENTE, 2003a); Transactional distance (MOORE, 1993/2002). The results demonstrated the impossibility of knowledge production in teacher and students relationship in the QeA forums, as the preference was given to the use of the Message tool, which provides private relations (student-teacher) instead of collective forums (teacher-student and student-student). Therefore, these non-existent relations in the forums influenced and transformed the perspective of the relations between teacher and researcher in reflective sessions, becoming a locus of critical teacher education in Distance Education contexts. As far as the relations of distance between the participants are concerned, they showed that the knowledge production occurs in a transmissive approach, from the perspective of virtualization of the traditional school and with the teacher centralizing the actions and distributing "knowledge". This research showed that the concept of distance needs to be thoroughly rethought in the current scenario as the technological resources which have characterized Distance Education so far deconstructing its spatiotemporal foundations more and more. Besides, it allowed the construction of a critical-collaborative practice between researcher and teacher enabling questioning, negotiating and reframing the sense of Distance Education. At the end of the meetings, the teacher considers that the priority is not to discuss the new digital technologies as well as their possibilities, but to deepen the pedagogical discussion in critical perspective in order to know how to use the available tools in each context better
Este trabalho teve como objetivo compreender criticamente a construção de uma prática de formação de professores que se deu à distância entre um professor pesquisador e um professor de curso superior de Administração na modalidade de Educação a Distância. Partiu das seguintes questões: Quais os modos de produção de conhecimento na prática do professor com os alunos nos fóruns? Como as relações professor-aluno observadas nos fóruns permeiam as sessões reflexivas entre professor e pesquisador? Quais são as relações de distância estabelecidas entre os participantes? Que resultados são revelados? Como as relações de distância estabelecidas entre os participantes diretos (professor e pesquisador) e indiretos (professor e alunos) afetam o conceito e definem produção de conhecimento à distância? O que define a educação à distância? As bases teórico-metodológicas do trabalho são oriundas do Materialismo Histórico-Dialético (MARX, 1845-46/2007), que considera a investigação como um movimento que parte da prática, do mundo real, para a teoria, o mundo idealizado. Considerou ainda que as relações entre os sujeitos ocorrem em movimentos dialéticos motivados por uma necessidade e mediadas por instrumentos; com base na Teoria Sócio-Histórica (VYGOTSKY, 1935/1998), que insere a linguagem como instrumento por excelência nas relações humanas e discute aprendizagem e desenvolvimento a partir da perspectiva da ZPD; na Teoria da Atividade (LEONTIEV, 1972); na percepção da linguagem nas relações colaborativo-críticas (MAGALHÃES, 2012); da Argumentação (LIBERALI e FUGA, 2012; MAGALHÃES, NININ e LESSA, 2014); da formação crítica de educadores (LIBERALI, 2006); das abordagens interativas da EAD (VALENTE, 2003a); e da Distância Transacional (MOORE, 1993/2002). Os resultados demonstraram a impossibilidade da produção de conhecimento na relação entre professor e alunos nos fóruns de dúvidas, pois a preferência foi pelo uso da ferramenta "Mensagem", que proporciona relações privadas (aluno-professor) e não coletivas como os fóruns (professor-aluno e aluno-aluno). Dessa forma, essas relações inexistentes nos fóruns influenciaram e transformaram a perspectiva da relação professor-pesquisador nas sessões reflexivas, tornando-as um locus de formação crítica de docente para atuação na EAD. Já as relações de distância entre os participantes evidenciaram que a produção de conhecimento ocorre de forma transmissiva, na perspectiva da virtualização da escola tradicional e com o professor centralizando as ações e distribuindo o conhecimento . Esta pesquisa evidenciou que o conceito de distância precisa ser profundamente repensado na EAD atual, dado que os recursos tecnológicos cada vez mais desconstroem os fundamentos espaço-temporal que a caracterizaram até agora. Além disso, permitiu a construção de uma prática crítico-colaborativa entre pesquisador e professor, capaz de questionar, negociar e ressignificar o sentido de educação a distância. O professor considera que, ao término dos encontros, a prioridade não é discutir as novas tecnologias digitais e suas possibilidades e, sim, aprofundar a discussão pedagógica na perspectiva crítica para saber como melhor utilizar as ferramentas de que se dispõe em cada contexto
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Honken, Annette Marie. "Mapping distance one neighborhoods within knot distance graphs." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1852.
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A knot is an embedding of S1 in three-dimensional space. Generally, it can be thought of as a knotted piece of string with the ends glued together. When we project a knot into the plane, we can create a knot diagram in which we specify which portion of the string lies on top at each place that the string crosses itself. To perform a crossing change on a knot, one can imagine cutting one portion of the string at a crossing, allowing another portion of the string to pass through, and then gluing the cleaved ends back together. We define the distance between two knots, K1 and K2, to be the minimum number of crossing changes one must perform on either K1 or K2 to obtain the other knot.
Circular DNA can become knotted during biological processes such as recombination and replication. We can model knotted DNA with a mathematical knot. Type II topoisomerases are the enzymes tasked with keeping DNA unknotted, and they act on double-stranded circular DNA by breaking the backbone of the DNA, allowing another segment of DNA to pass through, and then re-sealing the break. Thus, performing a crossing change on a knot models the action of this protein. Specifically, studying knots of distance one can help us better understand how the action of a type II topisomerase on double-stranded circular DNA can alter DNA topology.
We create a knot distance graph by letting the set of vertices be rational knots with up to and including thirteen crossings and by placing an edge between two vertices if the two knots corresponding to those vertices are of distance one. A neighborhood of a vertex, v, in a graph is the set of vertices with which v is adjacent via an edge. Using graph theoretical and topological tools, we examine graphs of knot distances and define a mapping between distance one neighborhoods. Additionally, this idea can also be examined and visualized as performing Dehn surgery on the double branched cover of a knot.
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Burkart, Patrick. "Critical distance : politics between the Habermasian dualisms." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69566.
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This thesis explores Jurgen Habermas's dualist, system and action methodology of the social sciences as a continuation of Frankfurt School critical theory. It also interprets it as a reworking of this tradition. First, it lays out the criteria and models Habermas uses for a theory of rational modern progress, and relates these ideals to his empirical political theory of practice in the public sphere (Chapter One). Then, it looks for positivisms and objectivisms in the project that threaten its critical function (Chapter Two). Finally, it illustrates these positivisms at work in Habermas's dualist theory of new social movements (Chapter Three). Habermas's dialogue with new social movement theory illuminates some hidden instrumentalisms in his critical theory of society.
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Brogliato, Marcelo Salhab. "Understanding the critical distance in sparse distributed memory." reponame:Repositório Institucional do FGV, 2012. http://hdl.handle.net/10438/13095.
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Modelos de tomada de decisão necessitam refletir os aspectos da psi- cologia humana. Com este objetivo, este trabalho é baseado na Sparse Distributed Memory (SDM), um modelo psicologicamente e neuro- cientificamente plausível da memória humana, publicado por Pentti Kanerva, em 1988. O modelo de Kanerva possui um ponto crítico: um item de memória aquém deste ponto é rapidamente encontrado, e items além do ponto crítico não o são. Kanerva calculou este ponto para um caso especial com um seleto conjunto de parâmetros (fixos). Neste trabalho estendemos o conhecimento deste ponto crítico, através de simulações computacionais, e analisamos o comportamento desta 'Critical Distance' sob diferentes cenários: em diferentes dimensões; em diferentes números de items armazenados na memória; e em diferentes números de armazenamento do item. Também é derivada uma função que, quando minimizada, determina o valor da 'Critical Distance' de acordo com o estado da memória. Um objetivo secundário do trabalho é apresentar a SDM de forma simples e intuitiva para que pesquisadores de outras áreas possam imaginar como ela pode ajudá-los a entender e a resolver seus problemas.
Models of decision-making need to reflect human psychology. Towards this end, this work is based on Sparse Distributed Memory (SDM), a psychologically and neuroscientifically plausible model of human memory, published by Pentti Kanerva in 1988. Kanerva‘s model of memory holds a critical point: prior to this point, a previously stored item can be easily retrieved; but beyond this point an item cannot be retrieved. Kanerva has methodically calculated this point for a particu- lar set of (fixed) parameters. Here we extend this knowledge, through computational simulations, in which we analyzed this critical point behavior under several scenarios: in several dimensions, in number of stored items in memory, and in number of times the item has been rehearsed. We also derive a function that, when minimized, determines the value of critical distance according to the state of the memory. A secondary goal is to present the SDM in a simple and intuitive way in order that researchers of other areas can think how SDM can help them to understand and solve their problems.
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Hionis, Jerry Jr. "Non-Parasitic Warlords and Geographical Distance." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216545.
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EconomicsPh.D.
This dissertation presents an extension of the warlord competition models found in Skaperdas (2002) and Konrad and Skaperdas (2012). I consider two non-parasitic warlords located on a line. Each warlord allocates resources for the extraction of natural resources, the production of goods and services, and conflict with the opposing warlord. Within the symmetric rates of seizure model, I use three different forms of the contest success function, a primary tool in the conflict theory literature, in my analysis. I show that the warlord closer to the point of conflict will invest less into the hiring of warriors and more into the production of goods and services, yet wins a larger proportion of total goods and services produced within the economy. Under certain conditions, the placement of the point of conflict at the midpoint between the two warlords maximizes the total resources toward war and minimizes total production. Under the asymmetric rates of seizure model, I find that the warlord closer to the point of conflict invests more in warfare and less in production; that is, results that counter what is found in the symmetric model.
Temple University--Theses
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Pugh, Michael C. "Peacekeeping and Critical Theory." Routledge, 2004. http://hdl.handle.net/10454/4033.
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noA deconstruction of the role of peace support operations suggests that they sustain a particular order of world politics that privileges the rich and powerful states in their efforts to control or isolate unruly parts of the world. As a management device it has grown in significance as the strategic imperatives of the post-industrialized, capitalist world have neutered the universal pretensions of the United Nations. Drawing on the work of Robert Cox and Mark Duffield, this essay adopts a critical theory perspective to argue that peace support operations serve a narrow, problem-solving purpose - to doctor the dysfunctions of the global political economy within a framework of liberal imperialism. Two dynamics in world politics might be exploited to mobilize a counter-hegemonic transformation in global governance. First, a radical change in the global trade system and its problematic institutions will create opportunities to emancipate the weak from economic hegemony. Second, future network wars are likely to require increasingly subtle and flexible teams, similar to disaster relief experts, to supply preventive action, economic aid and civilian protection. This might only be achieved by releasing peace support operations from the state-centric control system, and making them answerable to more transparent, more democratic and accountable multinational institutions.
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Akdenizli, Dilek. "Critical Theory, Deliberative Democracy And International Relations Theory." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606881/index.pdf.
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In the 20th century, Critical Theory has been very influential on every discipline of social sciences including international relations. According to Critical IR Theory, traditional theories are problem solving and try to explain repetition and recurrence, rather than changehowever, the main subject matter of an IR theory should be the change itself. The idea of change is also constitutive of Habermasian political thought. Jü
rgen Habermas, as a critical theorist, has developed the model of Deliberative Democracy to provoke a change in the political life of the Western countries towards a more ethical politics. According to Habermas, such a change will eliminate the legitimacy crisis occurred in Western democracies. Therefore, Habermas aims at strengthening the moral basis of democratic understanding in order to make masses participate actively in decision making processes. According to him, rational consensus must be at the centre of democracy, and it can be reached, only if every part of the deliberation has the opportunity to express their arguments equally. Once the idea of rational consensus becomes a regulative rule of democracy, it is possible to change the nature of politics, including international politics
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Chao, Ruey-Ming. "The Critical Distance-Learning Metrics for Student Needs and Satisfaction." NSUWorks, 1999. http://nsuworks.nova.edu/gscis_etd/448.
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Many people in educational institutions, governmental departments, and training organizations are searching for innovative methods to provide quality education for training students. Under the system of traditional education, educators have tried hard to find innovative and effective means to overcome some educational problems. Students are unable to attend classes due to some situational barriers such as time, transportation, and location. As for institutional barriers, some schools do not have adequate professional curriculums and proficient instructors to reach educational goals. In that case, it is necessary for these schools to hire facu1ty from the advanced educational institutions overseas such as American and English universities.
Many educational workers are considering the use of technology-based distance learning system to meet those needs. By using the following five computer technologies delivery tools: 1) ISDN-based videoconferencing, 2) the compressed video/audio recording, 3) the Internet, 4) the World-Wide Web, and 5) the electronic mail, a multimedia distance education system will be established between countries throughout the world. All of the constructional phases of a combined distance learning system are highly interactive; each has an impact on the others. Likewise, information of target students' feedback obtained from an evaluation phase will have a direct influence on how future iterations of the distance learning media are designed and carried out.
Based on an existing experimental combined computer-technology distance learning system between the College of Pharmacy of NSU, Florida and the National Defense Medical College, Taiwan, the goal of the research is developing a set of quantitative metric to evaluate the distance learning system. A fifty-five-item questionnaire had been filled out by all target students. The contribution of this evaluation is not only to elicit reactions from target students for systems satisfaction levels and educational delivery problems, but to give the researcher critical strengths or weaknesses on the useful and appropriate guidelines for future distance learning system refining.
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Duncan, John C. "Nature, history and critical theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/NQ33530.pdf.
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Elliott, Carole. "Critical theory and management education." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423984.
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Marriott, Stephen Charles. "Critical theory : reason and dialectic." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/2823/.
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Whilst Hegel's influence upon the Frankfurt School's reconstruction of Marx has not gone unnoticed, this influence has never really been adequately theorised. In particular, the question of how the Frankfurt School understood the relation between Hegel's method and Marx's materialism has received very little systematic attention. The present study is a response to this situation: it presents the Frankfurt Marxist tradition as a significant although by no means uncritical contribution to the theory of historical materialism. Moreover, that contribution is shown to derive from some of the central concepts of Hegel's philosophy. Thus in opposition to those commentators, Marxists and non-Marxists alike, who have tended to view Frankfurt Marxism as an exercise in eclectic revisionism, I argue that the work of Horkheimer and his colleagues constitutes an attempt to restate and defend, on the basis of an immanent critique of Hegel's idealism, the fundamental principles of Marx's historical materialism. Accordingly, the central chapters of this thesis are devoted to a close examination of the way in which members of the Frankfurt School, building on the work of Lukács and Korsch, sought to appropriate Hegel's subject-object dialectic on behalf of materialism. In the course of this investigation the following themes come to prominence: the relation between Hegel's social philosophy and a critical theory of society; Horkheimer's project of multi-disciplinary materialism; the methodological significance of the category of totality; materialism as the preponderance of the object; the possibility and nature of a Freud-Marx synthesis; the concept of a critical as opposed to a traditional scientific theory of society. Taken together these themes constitute the basic problematic of the Frankfurt Marxist tradition. The intention of this study is to demonstrate the importance of that problematic for the further development of the materialist theory of history and society.
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Devenney, Mark. "Critical theory and radical democracy." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284602.
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Downey, John William. "Aesthetics, critical theory, and cinema." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260587.
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Nunez, Iskra. "Critical realist activity theory (CRAT)." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020004/.
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This thesis develops a theoretical-interpretive scheme, a Critical Realist Activity Theory (CRAT). It is argued that learning is a passage through the dialectic, the logic of emancipation and for self-emancipation. The structure of CRAT follows the 1M-5A Bhaskarian dialectical schema to show how the theories of Collaborative Learning, Cooperative Learning, Supplemental Instruction, and Activity Theory (AT) function in a pluralist sense to account for the main critical realist categories of reality — 1M: learning as product (non-identity), 2E: learning as process (negativity), 3L: learning as process-in-product (totality), 4D: learning as product-in-process (transformative agency), and 5A: learning as emancipatory intentionality (reflexivity). In particular, CRAT engages the basic tenets of Critical Realism to provide a philosophical foundation and simultaneously, a resolution to various dualisms that AT suffers from. An immanent critique of AT, as a method of argumentation, is particularly effective for this purpose since it involves taking a theory and its claims about the world and using them to show that the theory is inconsistent with itself. Then CRAT goes on to show, at the level of omissive critique, that a key element that is absent from the historical development of the activity-theoretical approach and explains its dualisms is the omission of a critique of empiricism, i.e., a critique of Humean philosophy. Thereafter, CRAT goes on from the immanent and omissive critiques, a step further with an explanatory critique as a means by which to reincorporate the absent element in AT in order to reclaim and strengthen our perception of emancipatory human praxis. The result from cementing this tradition in a critical realist philosophy is a move through dialectical learning.
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Renaud, Michelle Carleton University Dissertation Sociology and Anthropology. "Critical theory, utopia and feminism." Ottawa, 1995.
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Hostettler, Nicholas D. "A critical theory of Eurocentrism." Thesis, SOAS, University of London, 2008. http://eprints.soas.ac.uk/28831/.
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Conventional accounts of Eurocentrism tend not to recognise their own Eurocentricity. Critical theory mitigates this lack of historical reflexivity by disclosing the deep structures of Eurocentrism in the modern tradition of political and social theory and in the forms of modern social relations and social formation. 'Eurocentrism' tends to express negative judgements about the world and its representation from the perspective of civil sociality and its sense of commutative justice, and to point to distorted distributions of modem goods. That perspective is treated here as the ideologeme which provides the conceptual framework of the Eurocentric, 'Modem Imaginary'. This ideologeme it establishes the forms of civil sociality as transhistorical, universals. It also operates as an empirico-transcendent doublet, generating the tradition's contradictory and antinomial categorical structure. The Eurocentric nature of this contradictory structure is disclosed in terms of the critical realist conception of anthropic irrealism. A similar work of categorical transformation discloses the Eurocentric forms of the modem world system. Concretely, Eurocentrism emerges through the competitive universalisation of European (and neo-European) states; their tendencies towards the institution of transnational hegemony; and projects for the Europeanisation and/or functional subordination of the non-European. In terms of abstract social relations, Eurocentric universalisation tends to the creation of global social totalities mediated by the really abstract relations of civil society. A general account of the contradictions between the abstract and concrete dimensions of Europic social formation is provided with an interpretation of Marx's Capital in terms of real irrealism. Also, the epistemic and sociological critiques of Eurocentrism are drawn together as internally related dimensions of the Europic Problematic: the combined and uneven dialectical universalisation of the categories and forms of civil sociality. The implications for critical theory, meanwhile, are that it comes to be understood as critical-theoretical anti-Eurocentrism in contrast to the theoretical-Eurocentrism of traditional theory.
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Madrazo, Acebes Virginia. "Análisis, desarrollo y aplicación de la teoría de las distancias críticas en la evaluación en rotura de componentes estructurales." Doctoral thesis, Universidad de Cantabria, 2013. http://hdl.handle.net/10803/110732.
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En este trabajo se valida la TDC en dos materiales con comportamiento elástico–lineal en estado fisurado: el polímero PMMA y la aleación Al7075-T651. La validación se ha realizado sobre probetas de fractura y se han establecido rangos de validez de la TDC en régimen elástico-lineal.
Igualmente, se demuestra la aplicabilidad de la TDC para la evaluación en rotura de componentes con cualquier concentrador de tensiones (entalla en U, entalla en V, taladro circular, etc) y para cargas de distinta naturaleza (tracción vs. Flexión).
Además, se plantea y valida un modelo de evaluación de la integridad estructural de componentes con entallas que combina la TDC con los Diagramas de Fallo, extendiendo el rango de aplicación de la TDC a situaciones con comportamiento elastoplástico.
Finalmente, el análisis se completa con un detallado estudio mediante microscopía electrónica de barrido de los micromecanismos de fractura de las probetas analizadas.This study validates the TDC in two materials with linear elastic behavior in cracked conditions: polymer PMMA and alloy AL7075-T651. The validation has been performed on fracture specimens and validity ranges of the TDC in linear elastic regime have been established. Similarly, it is demonstrated the applicability of the TDC for evaluation of components containing any kind of stress riser (e.g., U-notch, V-notch, hole circular, etc.) and subjected to loads of different nature (tensile vs. bending). In addition, a model for the structural integrity assessment of notched components is presented and validated, combining the TDC with Failure Assessment Diagram. This extends the vailidity range of the TDC to situations with elastic-plastic behaviour. Finally, the analysis is completed with a detailed study by scanning electron microscopy of the fracture micromechanisms of the samples being analysed.
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Zushi, Mihoko. "Long-distance dependencies." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28974.
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This thesis proposes a modification of Chomsky's (1992) theory of locality to deal with restructuring phenomena which allow an apparent violation of the locality condition on certain local processes. Various restructuring phenomena including long-distance NP movement exemplified by long-distance Object Preposing (Chapter 2) and long-distance head movement exemplified by clitic climbing (Chapter 3) are examined cross linguistically. Long-distance anaphora (Chapter 4) are also examined based on the view the locality on various types of anaphor-antecedent relationships follow from the theory of movement.It is argued that the peculiar behavior of restructuring constructions in terms of locality follows from the lexical properties of restructuring verbs that allows a defective Tense to occur in the complement clause. The following effects result: (i) Case checking within the embedded clause becomes impossible; (ii) the defective Tense triggers incorporation of the infinitive verb into the matrix verb. As a result, the embedded element that requires Case is forced to raise into the matrix clause as a last resort operation, hence motivation long-distance movement.
In order to reconcile long-distance movement with the economy principle which requires chain links to be minimal, this thesis refines Chomsky's (1992) theory of locality. The proposed hypothesis claims that the locality condition on certain operations such as NP movement and head movement follows from the economy principle in such a way that an element can move to the closest position in which its morphological requirement can be satisfied. This notion of the shortest movement is further clarified in that the domain in which the shortest movement requirement is satisfied can be extended if there is an appropriate linked chain formed by head movement. The proposed system not only provides principled account for the phenomena of restructuring, but also has some important implications for the notion of economy of derivation.
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Parker, M. J. "Mean values and distance functions in potential theory." Thesis, University of Liverpool, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382068.
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Warwick, Jane. "Selecting tuning parameters in minimum distance estimators." n.p, 2001. http://ethos.bl.uk/.
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O'Hanlon, P. A. "A critical evaluation of kantian themes in habermas's critical theory." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517049.
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Parsons, Linda Ann. "Facilitating critical thinking and reflection in distance education, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ53635.pdf.
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Firth, Rhiannon. "Critical utopian citizenship : theory and practice." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11222/.
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This project seeks to bring a critical utopian methodology to bear upon the institution of citizenship in the hope of imagining a theoretical formulation that could encourage active, anti-hierarchical, participatory and empowering practices. The critical utopian approach disrupts conventional disciplinary boundaries, and allows theories and practices that would not normally be associated with citizenship to be brought into dialogue with the concept in thought and imagination, as part of a strategic intervention. This produces a perspective that is simultaneously estranging and creative, deconstructive and experimental. The body of the work considers three themes in particular: territory, authority and rights, which are frequently posited as foundational for politics and citizenship, and proceeds to deconstruct their dominant formulations by imagining an infinitely critical utopian ‘outside’. Diverse bodies of theory including post-structuralism, anarchism, post-structural and post-left anarchisms, ecology, critical geography and feminism are drawn upon to articulate critical utopias of space without territory, decision-making without authority and ethics without rights. The project then brings another ‘outside’ into dialogue with the theory: practices in what are termed ‘autonomous utopian communities’; including intentional communities, autonomous social centres, housing co-operatives and eco-villages. The aim of the project is to use a dialogue between critically resistant theories and practices to expose the obscured normative and indeed utopian foundations of many dominant theories of citizenship, and to consider the ethical and practical effects of hegemonic and truth-claiming discourses. The project also posits something different: a contingent and open-ended critical utopian citizenship that favours perspectival multiplicity, process over closure, and contingency over certainty, that can be engaged in by citizens and non-citizens in everyday life.
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Hassell, Sweatman Catherine Zoe Wollaston. "Critical point theory applied to bundles." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/10947.
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This study was motivated by the observation that most smooth bundles do not admit a smooth function that is Morse when restricted to every fibre. The complexity c of a critical point of a smooth map is measured by an appropriate codimension of its germ. The subset of smooth maps from a bundle to a manifold with complexity on fibres not exceeding c is studied. Bounds for c are established such that this subset is open and dense in the set of all smooth maps, where sets of smooth maps are always given the Whitney C∞ topology. The bounds are calculated in terms of the dimensions of the base space, the fibre and the manifold into which the bundle is mapped and are proved using the theory of finite germs and a suitable adaptation of the Thom Transversality Theorem. Recent work of Vasil'ev is used to investigate real-valued functions on compact principal S1-bundles. The existence is established of a function with complexity on fibres no more than roughly half of the minimum value for c for the open and dense subsets mentioned above. For certain bundles with fibre of dimension one, the set of smooth real-valued functions that are Morse when restricted to every fibre is shown to be C0 dense but not, in general, C1 dense. For all n-sphere bundles over the circle the set is shown to be C0 dense. The homotopy type of the space of smooth Morse functions on the circle is derived. Arnold's determination of the fundamental group of the generalised Morse functions on the circle is included.
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Hutchinson, Joanna. "Random matrix theory and critical phenomena." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682358.
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Critical phenomena relate to the behaviour of systems as a phase transition is approached. They are believed to be universal, in that the behaviour of a large class of different systems fits the same description. The aim of this thesis is to establish universality of critical phenomena for both one-dimensional quantum and two-dimensional classical systems with the use of random matrix theory. The central focus of this work is a general class of quantum spin chains which are quadratic in Fermi operators and have been exactly solved under certain symmetry constraints. We compute the critical properties of this general class of systems, and obtain expressions for various correlators as well as the dynamic and correlation length critical exponent, which we calculate explicitly for specific parameter restrictions. This provides us with a demonstration of how symmetries of the system dictate the critical behaviour. We then exploit mappings between quantum and classical systems enabling us to transport these results into the classical regime by obtaining a class of two-dimensional classical systems whose critical properties are related to those of the quantum system. In particular we make use of two types of equivalence; one type is established by commuting the quantum Hamiltonian with the transfer matrix of a classical system, and the other using the Trotter-Suzuki mapping.
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Kolbas, E. Dean. "Critical theory and the literary canon." Boulder, CO : Westview Press, 2001. http://hdl.handle.net/2027/heb.07706.
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Kovacevic, Filip. "Liberating Oedipus? : psychoanalysis as critical theory /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074417.
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Lee, Sara Isabel. "Power Distance in Mormon Culture." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4413.
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Religion consists of humanity's beliefs, cultural systems, and worldviews of existence (Geertz, 1973). Its function is not merely a system of symbols that people act according to, but also the establishment of powerful, pervasive motivations in the society. This study intends to analyze the connection of religion and culture by using one of Hofstede's cultural dimensions, power distance (the extent of how power is accepted and expected to be distributed in the society). In this analysis, the researcher investigated the PDI (Power Distance Index) within the Utah Mormon culture. Researcher also compared the PDI scoring of Utah Mormon culture to the general US culture, as well as the PDI in Catholicism and Protestantism culture. The results showed that the unique Mormon cultural region in Utah has the lowest PDI in comparison to the US national culture and that of general Protestant and Catholic communities. This outcome is contrary to the general characterization of power in Utah Mormon culture. The result of this study raised more questions than answers. Although several factors and characteristics that contribute to the low PDI in Utah Mormon society, as well as its implications have been analyzed, the researcher found that this contradiction of the PDI scoring is related to Hofstede's original work. This study is challenging Hofstede's way in treating culture and its components as homogenous. Thus, each fragment of culture needs to be investigated as a separate entity. The study of power distance in Utah Mormon culture indicates how a society can understand its own characteristics and how it can communicate more effectively with other societies with different backgrounds or different PDI based on these characteristics. This study can educate people concerning how Mormons interact and perhaps might even, to a certain extent, at least, explain the conflicts in the society itself. Additionally, the results of this research can be a new contribution to the literature for this field and can further the research in verifying the characteristics of a given society.
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Broadfoot, Stuart Graham. "Long distance entanglement distribution." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:e7039911-f16b-4f49-8aab-8bb30ae97daa.
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Developments in the interdisciplinary field of quantum information open up previously impossible abilities in the realms of information processing and communication. Quantum entanglement has emerged as one property of quantum systems that acts as a resource for quantum information processing and, in particular, enables teleportation and secure cryptography. Therefore, the creation of entangled resources is of key importance for the application of these technologies. Despite a great deal of research the efficient creation of entanglement over long distances is limited by inevitable noise. This problem can be overcome by creating entanglement between nodes in a network and then performing operations to distribute the entanglement over a long distance. This thesis contributes to the field of entanglement distribution within such quantum networks. Entanglement distribution has been extensively studied for one-dimensional networks resulting in "quantum repeater" protocols. However, little work has been done on higher dimensional networks. In these networks a fundamentally different scaling, called "long distance entanglement distribution", can appear between the resources and the distance separating the systems to be entangled. I reveal protocols that enable long distance entanglement distribution for quantum networks composed of mixed state and give a few limitations to the capabilities of entanglement distribution. To aid in the implementation of all entanglement distribution protocols I finish by introducing a new system, composed of an optical nanofibre coupled to a carbon nanotube, that may enable new forms of photo-detectors and quantum memories.
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Hilgenberg, Cheryl S. Kennedy Larry DeWitt. "Distance education perceptions of satisfaction and critical thinking opportunities among graduate students /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803724.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 2, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Barbara Nourie, William Tolone. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.
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Yamamoto, Yuji, Hiroo Suzuki, Keiko Yokoyama, Koji Kadota, Akifumi Kijima, and Motoki Okumura. "A Critical Interpersonal Distance Switches between Two Coordination Modes in Kendo Matches." PLOS ONE, 2012. http://hdl.handle.net/2237/17184.
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Dougall, Rhiannon. "Critical exponents, the spectrum of group extended transfer operators and Kazhdan distance." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/95546/.
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Wu, Qiong. "Distance two labeling of some products of graphs." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1487.
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Ivani-Chalian, Christine. "A critical analysis of disability through processes of open learning." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241953.
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Dunbar, Anthony W. "Critical race information theory applying a CRITical race lens to information studies /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779835191&sid=16&Fmt=2&clientId=48051&RQT=309&VName=PQD.
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Mantle, Deborah J. "Critical green political theory and international relations theory : compatability or conflict?" Thesis, Keele University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301163.
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Berg, Neil D. "The influence of representational processes on the numerical distance effect." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1217879079.
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Hadfield, Colin. "Towards a grounded theory of critical viewing." Faculty of Education, 2005. http://ro.uow.edu.au/theses/439.
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This thesis is a report on a study in viewing which details the construction of a grounded theory about ‘a pedagogy for critical viewing’. For this to happen a framework of visual language was developed for critical viewing and was provided to the participating teachers and students in the study. The visual framework was then applied to classes selected from the middle years of schooling. This involved an investigation into the implementation of the framework of visual language for the purposes of critical viewing. This then provided the data for constructing ‘a pedagogy for critical viewing’ that has been grounded in the viewing practices of Year 5-8 classrooms. The grounded theory focused on the conditions necessary for critical viewing to take place. These were the knowledges and experiences in critical viewing the students needed to have in order to view visual texts analytically and critically.
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Rechner, Christopher D. "Discursive infections, a critical theory of virus." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq21139.pdf.
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Connell, Matt F. "The psychoanalytic dimension of Adorno's critical theory." Thesis, Nottingham Trent University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387533.
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