This thesis investigates the nature of macroeconomic changes by focussing on the monetary policy changes in Turkey between 1990Q1-2011Q4 and assesses the variability of the economy via impulse response functions obtained from VAR analyses. The period of the analyses is characterized with changes of the definitions of monetary aggregates in 2002 and 2007. In order to have consistent monetary series, the new and old series are constructed according to new and old definitions and then analyses are carried out with each type of series and comparisons are given among the monetary series.

Thesis (M.G.S.)--Miami University, Dept. of Sociology and Gerontology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 48-50).

FERREIRA, Francicleber Martins. Modelos minimais e hierarquia de expressividade. 2007. 109 f. : Dissertação (mestrado) - Universidade Federal do Ceará, Centro de Ciências, Departamento de Computação, Fortaleza-CE, 2007. / Submitted by guaracy araujo (guaraa3355@gmail.com) on 2016-06-29T18:55:46Z No. of bitstreams: 1 2007_dis_fmferreira.pdf: 752533 bytes, checksum: 98c57917ae2bd6af5de38f25d9ce7c39 (MD5) / Approved for entry into archive by guaracy araujo (guaraa3355@gmail.com) on 2016-06-29T18:56:33Z (GMT) No. of bitstreams: 1 2007_dis_fmferreira.pdf: 752533 bytes, checksum: 98c57917ae2bd6af5de38f25d9ce7c39 (MD5) / Made available in DSpace on 2016-06-29T18:56:33Z (GMT). No. of bitstreams: 1 2007_dis_fmferreira.pdf: 752533 bytes, checksum: 98c57917ae2bd6af5de38f25d9ce7c39 (MD5) Previous issue date: 2007 / Neste trabalho, o conceito de Modelo Minimal e seu uso na semântica de certas lógicas são estudados. Nós analisamos o poder expressivo de diversas lógicas que usam o conceito de Modelo Minimal para definir sua relação de satisfação. Os principais teoremas estudados foram o Teorema de Löwenheim-Skolem e o Teorema de Definibilidade de Beth. No Capítulo 1, nós damos algumas motivações e revisamos alguns conceitos básicos de Lógica. No Capítulo 2, nos estudamos a Lógica de Menor Ponto Fixo|LFP. Nós exibimos uma prova de que o Teorema de Beth não vale para LFP. Nós usamos teorias infinitas para provar isso. Utilizando um resultado de Hodkinson para L!!1!, nós mostramos que o Teorema de Beth continua não valendo mesmo para teorias finitas de LFP. Nós continuamos estudando problemas de definibilidade para LFP e demonstramos que, para tipos especiais de definições implícitas formadas por Sistemas Recursivos, que funcionam como definições recursivas em determinados contextos, existe uma definição explícita. Nós promavos ainda que o Teorema de LÄowenheim-Skolem Descendente vale para qualquer conjunto de fórmulas de LFP, independentemente de sua cardinalidade. No Capítulo 3, a Circunscrição de McCarthy e as Teorias Circunscritivas Aninhadas de Lifschitz, uma generalização da primeira. Nós abordamos o poder expressivo de Circunscrição e a falha do Teorema de LÄowenheim-Skolem Descendente. Nós também investigamos questões de definibilidade no contexto de Circunscrição. Nós encerramos esse capítulo mostrando que as Teorias Circunscritivas Aninhadas possuem poder expressivo comparável com o da Lógica de Segunda-Ordem. No Capítulo 4, nós estendemos uma lógica criada por van Benthem dando origem a duas outras lógicas, a saber, U-MIN e I-MIN. Nós provamos que ambas são equivalentes entre si em poder expressivo e daí em diante chamamos U-MIN de MIN. Nós introduzimos a Lógica Si-MIN de minimalização simultânea e provamos que Si-MIN é equivalente a U-MIN e I-MIN e também à Lógica de Segunda-Ordem. Nós então propomos o fragmento MIN¢ de MIN, cujo poder expressivo situa-se entre o da Lógica de Segunda-Ordem e o de LFP. No Capítulo 5, nós reunimos nossas conclusões e apontamos trabalhos futuros.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Neste trabalho, o conceito de Modelo Minimal e seu uso na semÃntica de certas lÃgicas sÃo estudados. NÃs analisamos o poder expressivo de diversas lÃgicas que usam o conceito de Modelo Minimal para definir sua relaÃÃo de satisfaÃÃo. Os principais teoremas estudados foram o Teorema de LÃwenheim-Skolem e o Teorema de Definibilidade de Beth. No CapÃtulo 1, nÃs damos algumas motivaÃÃes e revisamos alguns conceitos bÃsicos de LÃgica. No CapÃtulo 2, nos estudamos a LÃgica de Menor Ponto Fixo|LFP. NÃs exibimos uma prova de que o Teorema de Beth nÃo vale para LFP. NÃs usamos teorias infinitas para provar isso. Utilizando um resultado de Hodkinson para L!!1!, nÃs mostramos que o Teorema de Beth continua nÃo valendo mesmo para teorias finitas de LFP. NÃs continuamos estudando problemas de definibilidade para LFP e demonstramos que, para tipos especiais de definiÃÃes implÃcitas formadas por Sistemas Recursivos, que funcionam como definiÃÃes recursivas em determinados contextos, existe uma definiÃÃo explÃcita. NÃs promavos ainda que o Teorema de LÃowenheim-Skolem Descendente vale para qualquer conjunto de fÃrmulas de LFP, independentemente de sua cardinalidade. No CapÃtulo 3, a CircunscriÃÃo de McCarthy e as Teorias Circunscritivas Aninhadas de Lifschitz, uma generalizaÃÃo da primeira. NÃs abordamos o poder expressivo de CircunscriÃÃo e a falha do Teorema de LÃowenheim-Skolem Descendente. NÃs tambÃm investigamos questÃes de definibilidade no contexto de CircunscriÃÃo. NÃs encerramos esse capÃtulo mostrando que as Teorias Circunscritivas Aninhadas possuem poder expressivo comparÃvel com o da LÃgica de Segunda-Ordem. No CapÃtulo 4, nÃs estendemos uma lÃgica criada por van Benthem dando origem a duas outras lÃgicas, a saber, U-MIN e I-MIN. NÃs provamos que ambas sÃo equivalentes entre si em poder expressivo e daà em diante chamamos U-MIN de MIN. NÃs introduzimos a LÃgica Si-MIN de minimalizaÃÃo simultÃnea e provamos que Si-MIN à equivalente a U-MIN e I-MIN e tambÃm à LÃgica de Segunda-Ordem. NÃs entÃo propomos o fragmento MIN de MIN, cujo poder expressivo situa-se entre o da LÃgica de Segunda-Ordem e o de LFP. No CapÃtulo 5, nÃs reunimos nossas conclusÃes e apontamos trabalhos futuros.

When reading a text, it is common to get stuck on unfamiliar words that are difficult to understand in the local context. In these cases, we use dictionaries or similar online resources to find the general meaning of the word. However, maintaining a handwritten dictionary is highly resource demanding as the language is constantly developing, and using generative language models for producing definitions could therefore be a more efficient option. To explore this possibility, this thesis performs an online survey to examine if GPT could be useful for defining words. It also investigates how well the Swedish language model GPT-SW3 (3.5 b) define words compared to the model text-davinci-003, and how prompts should be formatted when defining words with these models. The results indicate that text-davinci-003 generates high quality definitions, and according to students t-test, the definitions received significantly higher ratings from participants than definitions taken from Svensk ordbok (SO). Furthermore, the results showed that GPT-SW3 (3.5 b) received the lowest ratings, indicating that it takes more investment to keep up with the big models developed by OpenAI. Regarding prompt formatting, the most appropriate prompt format for defining words is highly dependent on the model, and the results showed that text- davinci-003 performed well using zero-shot, while GPT-SW3 (3.5 b) required a few shot setting. Considering both the high quality of the definitions generated by text-davinci-003, and the practical advantages with generating definitions automatically, GPT could be a useful method for defining words.

This licentiate thesis consist of two separate research papers which concern two tangential topics – that of semantic information and that of information security. Both topics are approached by similar methods, i.e. with a concern about conceptual and definitional issues. In Paper I – concerning the concept of information, and a semantic conception thereof – the conceptual, and definitional, issues focus on one property, that of truthfulness. It is argued – against the veridicality thesis – that semantic information need not be truthful. In Paper II – concerning information security – it is argued that the current leading definitions (so-called ‘CIA’ definitions, which define information as secure if, and only if, the properties of confidentiality, integrity, and availability are retained) suffer from both actual and possible counter-examples, and lack an appropriate conceptual sense. On the basis of this criticism a new kind of definitions is proposed and argued for. / <p>QC 20161220</p> / SECURIT

BACKGROUND: Ontologies play a major role in life sciences, enabling a number of applications, from new data integration to knowledge verification. SNOMED CT is a large medical ontology that is formally defined so that it ensures global consistency and support of complex reasoning tasks. Most biomedical ontologies and taxonomies on the other hand define concepts only textually, without the use of logic. Here, we investigate how to automatically generate formal concept definitions from textual ones. We develop a method that uses machine learning in combination with several types of lexical and semantic features and outputs formal definitions that follow the structure of SNOMED CT concept definitions. RESULTS: We evaluate our method on three benchmarks and test both the underlying relation extraction component as well as the overall quality of output concept definitions. In addition, we provide an analysis on the following aspects: (1) How do definitions mined from the Web and literature differ from the ones mined from manually created definitions, e.g., MeSH? (2) How do different feature representations, e.g., the restrictions of relations' domain and range, impact on the generated definition quality?, (3) How do different machine learning algorithms compare to each other for the task of formal definition generation?, and, (4) What is the influence of the learning data size to the task? We discuss all of these settings in detail and show that the suggested approach can achieve success rates of over 90%. In addition, the results show that the choice of corpora, lexical features, learning algorithm and data size do not impact the performance as strongly as semantic types do. Semantic types limit the domain and range of a predicted relation, and as long as relations' domain and range pairs do not overlap, this information is most valuable in formalizing textual definitions. CONCLUSIONS: The analysis presented in this manuscript implies that automated methods can provide a valuable contribution to the formalization of biomedical knowledge, thus paving the way for future applications that go beyond retrieval and into complex reasoning. The method is implemented and accessible to the public from: https://github.com/alifahsyamsiyah/learningDL.

Master of Science / Department of Horticulture, Forestry, and Recreation Resources / Candice A. Shoemaker / Educational opportunities in horticultural therapy at colleges and universities are currently experiencing a minimal level as compared to the time of their development in the early 1970’s. While there is an education decline in horticultural therapy, there is a rebirth of interest in this therapeutic modality taking place within the medical profession. Due to the lack of availability of university introductory-level horticultural therapy courses throughout the United States, it is important to ascertain what topics are needed for inclusion in an introductory course. A survey was sent to 13 horticultural therapy practitioners, 11 university instructors, and 8 students. Overall, responses of practitioners and professors were varied in their opinions. The one topic of importance in which they agreed was horticultural therapy definitions, as definitions for horticultural therapy, horticultural therapist, and horticultural therapy programs. A majority of horticultural therapy practitioners indicated that horticultural therapy history and theories are important topics for an introductory horticultural therapy course. A majority of the professors reported that horticultural therapy settings are a somewhat important topic. Topics of interest to students who had taken an introduction to horticultural therapy course included interaction with special populations (for example, elders, children, patients in physical rehabilitation), the use of adaptive gardening techniques and tools, and measuring the benefits of horticultural therapy. Topics of interest about which students wanted to learn more were ways in which to help each population through planned activities and how to reach horticultural therapy goals planned for patients and clients. Results of a literature search was conducted in which sources of information indicated that there have been declines in educational opportunities over time and a lack of growth in these opportunities. Based on the survey results and literature review, an introductory horticultural therapy course was developed. An introduction-type course is one that briefly introduces most, if not all, topics that will be studied in depth in more advanced courses. It should be designed in such a way that interests students and encourages them to continue their studies in the program. At the same time, the concerns and interests of the practitioners and professors need to be considered in the design of the course. As a result, the course was planned and includes the topics that are of interest to the participants in the surveys. The topics include horticultural therapy history, theories, definitions, program types, client/patient groups, settings, and the people-plant relationship.

The main problem posed in this thesis is an epistemological one to do with what counts as knowledge in the organisation/management and management accounting areas of scholarship. This question arose regarding discrepancies between an original text, Burns and Stalker's The Management of Innovation (1961, 1966, 1994), and longstanding representations in the mainstream literature. The discrepancies were between the largely objectivist representations focussing on the relationship between organisation structure and environmental contingency, while omitting subjectivist factors and organisational processes, also significant in Burns and Stalker's analysis. The analysis in this thesis is concerned with two main questions: the similarities and differences between The Management of Innovation and mainstream representations; and explanations for these, particularly for the differences. The analytical framework is critical realist theory underpinned by an Hegelian dialectical methodology, looking at phenomena from different perspectives with inconsistencies addressed by a more holistic analysis. This thesis is based on a non-linear, multi-angled approach, which examines each of the two questions from different perspectives through two dialectical circles. A detailed analysis of Burns and Stalker's work and mainstream representations enabled clarity regarding the different foci in the two sets of texts. The absenting of human factors and organisational processes in much mainstream scholarship was found to extend beyond representations of Burns and Stalker's work to orthodox scholarship more widely, despite strong and persistent critiques from within the field. The dialectical opposition constructed between objectivist and subjectivist factors was investigated further and linked to attitudes regarding the commensurability of different approaches in the social sciences, particularly in the organisation/management and management accounting fields. It is suggested that this opposition is based on a particular view of science and scientific method. A broader interpretation however shows that science is also influenced by researchers' subjectivities. This has led to an argument for the complementary, more holistic approaches already present in the field becoming more widespread in the interests of more sustainable and emancipatory knowledge.

Syftet med denna studie är att undersöka, beskriva och analysera musiklärares syn på sitt arbete med gruppdynamik i ensembleundervisning inom olika musikgenrer. Metoden som har använts för att uppnå detta är kvalitativa intervjuer enligt hermeneutisk metod samt analyser. Analyserna utgår från teoretiska perspektiv hämtade från Lewin, Forsyth och Blumer och används för att definiera informanternas syn på ensembler samt beskriva hur olika faktorer påverkar varandra när det gäller dynamik i grupper. Resultatet handlar om hur informanterna definierar grupperna de leder och därigenom vad de anser skapar en grupp. Det handlar även om vilken energi som finns i en grupp, hur informanterna går till väga för att fånga gruppen i stunden samt varför de anser det vara viktigt och hur gruppers sammansättning påverkar gruppdynamiken och lärandesituationen. Sammanfattningen av analysen genom Lewins formel gav bland annat att energin i grupper har en framträdande roll för informanterna, till exempel hur någon(-s) energi påverkar annan(-s) energi. Lärare och elevers dagsform gör att de påverkar på olika sätt samt är olika mycket mottagliga, och att det aldrig går att förutse hur en grupplektion kommer att bli. Analysen genom Lewins formel visar också i informanternas svar att ensemblen är beroende av sammansättningen av elever, vilka elever som kom just den dagen, och vad de varit med om. Lärarens jobb är att kunna hantera situationen i stunden och vara beredd på föränderligheten. / The purpose of this study is to explore, describe and analyze the views of music teachers and their work with group dynamics in student ensembles in various musical genres. The applied method in this study is qualitative interviews according to phenomenological methodology and analysis. The theoretical perspectives are taken from Lewin, Forsyth and Blumer, and are used to define the perspectives of the informants regarding ensembles and how they affect each other regarding group dynamics. The result appertains to how the informants define the groups they are leading, and thus what they consider creates a group. It is also about the energy contained in a group, how the informants are capturing the group at a particular moment and why they believe this is important and how the make-up of a group affects the group dynamics and the learning situation. The summary of the analysis by Lewin's formula states that the energy of the groups have a prominent role for the informants, such as how some/someone’s energy affects another/another’s energy. The emotional state of teachers and students make an impact in different ways and are also affected in various ways, and that it is impossible to predict how a group lesson will be. The analysis by Lewin's formula related to the result also indicates that the ensemble depends on the composition of students. Which students who came that day, and in which mental state they are. The teacher's duty is to handle the situation at hand, and be prepared for the unexpected.