The aim of this thesis is to explain the change in the debate about police accountability in Britain that took place in the 1980s. In seeking such an explanation in the reinvention of police accountability over this period, a four dimensional analysis of accountability is presented. This is used to examine, in turn, the history of police governance in London, the debates about police accountability that took place in the 1980s, and the implications of the growing influence of community policing that culminated in the introduction by the Metropolitan Police of a new style of ‘sector policing’. A series of questions about whether and how police accountability was reinvented in the 1980s are posed, and the implications of the reconceptualisation that took place are assessed in their historical and theoretical contexts. Use is also made of empirical data drawn from a study of the implementation of sector policing on an inner city police area in North London. It is argued that far-reaching changes took place in the conceptualisation of police accountability during the 1980s on all four of the dimensions identified, and that this reinvention of the relationship between police and people made policing in London neither more democratic nor more consensual.

The spin^c-invariants for a compact smooth simply-connected oriented four-manifold, as defined by Pidstrigach and Tyurin, are studied in this thesis. Unlike the Donaldson polynomial invariants, they are defined by cutting down the moduli space M' of '1-instantons', which is the subspace of the moduli space M of anti-self-dual connections parametrizing coupled (spin^c) Dirac operators with non-trivial kernel. Our main goal is to study the relationship between these spin^c-invariants and the Donaldson polynomial invariants. The 'jumping subset' M' defined a cohomology class P of M which is given by the generalised Porteous formula. When the index l of the coupled Dirac operator is 1, the two smooth invariants are the same by definition. When l = 0 (or when M is compact), the spin^c-invariants are expressable as a Donaldson polynomial evaluating the 'Porteous class' P. Our main results concern the first two non-trivial cases l = -1 and -2, when the generalised Porteous formula can not be applied directly. Using cut-and-paste arguments to the moduli space M, we show that for the former case the spin^c-invariants and the contracted Donaldson invariants differ by a correction term. It is the number of points in the immediate lower stratum of the Uhlenbeck compactification times a universal 'linking invariant' on S⁴, which is obtained by computing an example (the K3 surface). The case when l = -2 and dimM = 8 is a parametrized version of the l = -1 situation and the correction term, which involves the same 'linking invariant', is obtained from a suitable obstruction theory.

国立情報学研究所で電子化したコンテンツを使用している。

Thesis (Ph. D. - Hydrology and Water Resources)--University of Arizona. / Includes bibliographical references.

Thesis (M.A.)--The University of North Carolina at Greensboro, 2008. / Directed by Paul Duvall; submitted to the Dept. of Mathematical Sciences. Title from PDF t.p. (viewed Aug. 26, 2009). Includes bibliographical references (p. 38).

Thesis (M Arch)--Montana State University--Bozeman, 2010. / Typescript. Chairperson, Graduate Committee: Ralph Johnson. Includes bibliographical references (leaves 104-106).

Thesis (Ph.D.)--McMaster University, 2003. / Advisor: Ian Hambleton. Includes bibliographical references (leaves 109-112). Also available via World Wide Web.

Έγινε λήψη σήματος μέσω πιεζοκρυστάλλων και έπειτα το σήμα επεξεργάστηκε κατάλληλα μέσω του αναπτυξιακού περιβάλλοντος και έγινε διάγνωση για την κατάσταση λειτουργίας της μηχανής. / We took a signal with piezoelectrics and we processed the signal through a program and we mwde a diagnosis about the functionality of the four cycle machine.

abstract: John Harbison is one of the most prominent composers of the twentieth and twenty-first centuries. He has made major contributions in all areas of classical music, including operas, symphonies, chamber music, choral works, and vocal pieces.Among his vast output is 'Four Songs of Solitude,' his only composition (to date) for solo violin. Though the piece is beautiful and reflective in nature, its inherent technical and musical difficulties present challenges to violinists preparing the piece. There is no published edition of 'Four Songs of Solitude' that includes bowings and fingerings, and violinists used to practicing and performing the études and repertoire of the eighteenth and nineteenth centuries may have difficulty determining how to successfully navigate the music. This paper examines the piece in detail, providing an analytic description of the music and suggestions for practice. An interview with the composer yielded many insights into the structural and harmonic events of the songs, and the composer's interpretive suggestions are given alongside technical suggestions by the author. The solo violin has a centuries-long legacy, and some of the most performed repertoire exists in the medium. 'Four Songs of Solitude' is a demanding set of pieces that stands out in late twentieth-century violin music. Providing information about the piece directly from the composer and suggestions for practice and performance increases the accessibility of the work for violinists seeking to bring it to the concert stage. / Dissertation/Thesis / D.M.A. Music 2012

Este trabalho parte da afinidade que encontramos entre aspectos da pesquisa psicanalítica e da aprendizagem por projetos para lançar nossa questão: em que essas duas metodologias, concernentes a campos diferentes – psicanálise e educação –, convergem ou em que divergem? Seria uma relação de homologia? A fim de realizar essa análise, estamos posicionando-nos desde a pesquisa psicanalítica. Portanto, é nela que buscamos nosso método e nosso instrumento de análise, a saber, o matema dos quatro discursos. No que diz respeito à pesquisa psicanalítica, buscamos nossos fragmentos em textos de Lacan e Freud. Esses fragmentos são articulados às diretrizes teóricas da aprendizagem por projeto, e a uma situação prática de nossa pesquisa: uma oficina de programação de computadores ocorrida em uma escola pública de Porto Alegre. Com essa articulação, percorremos nossa análise, delimitando pontos que aproximam ou afastam essas duas metodologias. / This work starts since the affinity that we found between features of the psychoanalytic research and the learning projects in order to launch our question: considering these two methodologies, concerning different fields – psychoanalysis and education –, at what points do they converge or diverge? It would be a homology? In order to realize this analysis, we are positioning ourselves since the psychoanalytic research. Thus, there we get our method and our analysis tool, that is, the matema of four discourses. As regards psychoanalytic research, we get our fragments in texts written by Lacan and Freud. These fragments are articulated on the theoretical guidelines of learning project, and on a practical situation of our research: a workshop of computer programming for children, which has occurred in a public school in Porto Alegre. After that, we go through our analysis, delimiting points that bring these methodologies closer or further each other.