Thesis (Ph.D.)--Bowling Green State University, 2005. / Document formatted into pages; contains ix, 139 p. Includes bibliographical references.

Thesis (Ph.D.)--University of Iowa, 2006. / Supervisors: Bruce Gronbeck, Meenakshi Gigi Durham. Includes bibliographical references (leaves 123-131).

Thesis (Ph.D.)--University of Iowa, 2006. / Supervisors: Dhananjay Nayakankuppam, Baba Shiv. Includes bibliographical references (leaves 57-61).

Tout au long de notre carrière d’enseignante, nous avons constaté un désintérêt imperceptible mais réel pour la pédagogie. Lorsque nous avons commencé celle-ci, dans les années 1970, apparaissait la notion de « dyslexie ». Au fil des ans, le vocabulaire s’est peu à peu diversifié et son impact s’est renforcé : « dyslexie », « dysphasie », « dyspraxie », « hyperactivité »… Ces termes modèlent maintenant les plaintes des parents et sont peu à peu passés dans le discours habituel pour désigner les difficultés de l’enfant. Le résultat est qu’ils stigmatisent celles-ci en termes de trouble et de dysfonctionnement. De plus, les revendications de certaines associations de parents d’enfants autistes pour une prise en charge pédagogique de ceux-ci nous interrogent sur leur conception qui nous apparaît très éloignée d’une approche éthique. Ces constats nous incitent à poser la question de l’existence d’un acte pédagogique, acte au sens lacanien du terme.Nous avançons, en cette fin de thèse, qu’il ne peut y avoir d’acte pédagogique qu’à travers une pédagogie de l’offre, de l’évènement et de la création, basée sur le désir et la rencontre, très éloignée d’une pédagogie basée sur diagnostics et recommandations. Celle-ci implique, en effet, la mise en place d’évaluations aboutissant à la croyance de plus en plus affirmée de la non-ambigüité de la langue, annihilant l’énigme de l’interprétation. Celle-ci nous permet d’ouvrir cette recherche vers ce qui nous apparaît fondamental dans le futur proche de l’apprendre chez l’enfant : Les enjeux politiques de la transmission. / Throughout my career as a teacher, I noticed an almost imperceptible but real decline in interest for the pedagogy. When I began my career, in the 70s, the notion of “dyslexia” appeared. Over the years, the vocabulary diversified bit by bit and the impact of the terms was reinforced continuously: « dyslexia », « dysphasia », « dyspraxia »… Today terms like this are part of the parents’ vocabulary to describe the difficulties of the child. As a result they stigmatize those learning difficulties into medical terms as “disorder” and “dysfunction”. Furthermore, the demands of some associations of parents with autistic children for a pedagogical coverage of these interrogate us about their conception which seems to us very remote from an ethical approach. All these descriptions motivated me to put forward the question if a pedagogical act is still possible in the original Lacanian sense.At the end of my thesis I postulate that there can’t be an other way of living pedagogy, than the way of living it by the act of offering and the event and the creation. Those three have to be based on a pedagogy of desire and encounter instead of a pedagogy of diagnoses and recommendations. A pedagogy of diagnoses and recommendations would end up in the implementation of evaluations which would lead to the conclusion of a no-ambiguity of language and this would take away the idea of interpretation.I end up my research by what seams fundamental to me concerning the child’s learning in the near future: the political effort of the transmission.

xi, 578 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Rational deterrence theory posits that deterrence is more likely to be successful when a state credibly communicates to its adversary that it has both the capability and intent to retaliate against threats. Yet, second-generation nuclear states, which often exist in severe security environments, have largely adopted postures of nuclear ambiguity where they do not acknowledge their nuclear weapons capabilities or the circumstances under which they would use them. To date, research has been insufficiently comparative. While some existing research offers explanations for the ambiguous nuclear postures of individual countries, it does not permit us to draw inferences across cases and assess relative explanatory power. Through comparison, both within and across cases, this project develops a more general explanation of why nuclear states choose ambiguity over a visible deterrence posture. To this end, this project analyzes the nuclear postures of three countries: Israel, India, and Pakistan. Using process tracing and the congruence procedure methodology, I assess the relative validity of existing explanations for each case and then compare these findings across the three cases. This research suggests that regional security environments, characterized by disparities in power, create strong incentives for states to acquire nuclear weapons capabilities for deterrence as well as to retain an ambiguous posture. In particular, an ambiguous posture enables regional states to avoid the costs and dangers of competitive nuclear development vis-à-vis their adversaries. The three cases also suggest that patron state pressures for non-proliferation, which combine threats and incentives, are another important constraint on the nuclear posture of second-generation nuclear states. Other variables--such as the international non-proliferation regime, domestic political interests, and the personal moral reservations of some state leaders--play some role to varying degrees in individual cases. However, these effects are limited both within the broad history of individual cases as well as in cross-case comparison of the three states. Understanding these constraints is helpful for evaluating the efficacy of policy tools designed to prevent the spread of nuclear weapons as well as how to manage crises and conflicts between regional nuclear-armed states. / Committee in charge: Lars Skalnes, Chairperson, Political Science; Jane Kellett Cramer, Member, Political Science; Ronald Mitchell, Member, Political Science; Shaul Cohen, Outside Member, Geography

abstract: Healthcare operations have enjoyed reduced costs, improved patient safety, and innovation in healthcare policy over a huge variety of applications by tackling prob- lems via the creation and optimization of descriptive mathematical models to guide decision-making. Despite these accomplishments, models are stylized representations of real-world applications, reliant on accurate estimations from historical data to jus- tify their underlying assumptions. To protect against unreliable estimations which can adversely affect the decisions generated from applications dependent on fully- realized models, techniques that are robust against misspecications are utilized while still making use of incoming data for learning. Hence, new robust techniques are ap- plied that (1) allow for the decision-maker to express a spectrum of pessimism against model uncertainties while (2) still utilizing incoming data for learning. Two main ap- plications are investigated with respect to these goals, the first being a percentile optimization technique with respect to a multi-class queueing system for application in hospital Emergency Departments. The second studies the use of robust forecasting techniques in improving developing countries’ vaccine supply chains via (1) an inno- vative outside of cold chain policy and (2) a district-managed approach to inventory control. Both of these research application areas utilize data-driven approaches that feature learning and pessimism-controlled robustness. / Dissertation/Thesis / Doctoral Dissertation Industrial Engineering 2018

Made available in DSpace on 2015-05-14T12:11:50Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 949476 bytes, checksum: a13820fb3f17f067691e49478b5cdf8d (MD5) Previous issue date: 2005-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper discusses an understanding of the idea of ambiguity present in the minds of men in Renaissance beginnings of modernity. Such an interpretation developed a reflection on the concept of ambiguity by referring to how men perceive relations individual / community during this historical period. A reference fundamental analysis of these relationships developed in this study will consider how men understood the logic of self-determination in a destination which would only accentuate the unfolding of modernity. This discussion has sought to build on a heuristic approach between the classical and Renaissance culture, justifying the fact that the Renaissance was placed as representatives of a culture that had perished. With this attitude could think as men of the Renaissance welcomed the values of classical culture. / O presente trabalho discute uma compreensão da ideia de ambigüidade presente nas mentalidades dos homens renascentistas nos começos da modernidade. Tal interpretação desenvolveu uma reflexão sobre o conceito de ambigüidade fazendo referência à maneira como os homens percebiam as relações indivíduo/comunidade durante tal período histórico. Uma referência fundamental de análise dessas relações desenvolvidas nesse estudo foi pensar á maneira como os homens compreendiam o destino numa lógica de autodeterminação que só iria se acentuar com o desenrolar da modernidade. Essa discussão procurou se construir a partir de uma atitude heurística entre a cultura clássica e a renascentista, justificando o fato de que os renascentistas se colocavam como representantes de uma cultura que havia perecido. Com esta atitude foi possível pensar como os homens do Renascimento recepcionaram os valores da cultura clássica.

Orientador: Letícia Marcondes Rezende / Banca: Marília Blundi Onofre / Banca: Maria Isabel de Moura Brito / Banca: Luzmara Curcino Ferreira / Banca: Marina Célia Mendonça / Resumo: Nossa pesquisa se insere no âmbito das discussões acerca da significação linguística com aporte especial da Teoria das Operações Predicativas e Enunciativas (TOPE), a qual tem como égide os pensamentos do linguista francês Antoine Culioli. Entre nossas escolhas, a primeira e principal foi termos elegido a ambiguidade da linguagem o foco de investigação, sobretudo a constituição do sentido. Outrossim, a tese demonstra que há uma força dinâmica (a linguagem e toda sua atividade constitutiva) que torna a enunciação um espaço movediço e hibrido em que sentido, referência, valor, significado não assumem materialidade num ambiente que não articule, fundamentalmente, léxico e gramática. De modo que a atribuição de sentido lexical depende do movimento gramatical e a atribuição de sentido na gramática depende do deslocamento do léxico. Para a realização de nossa meta, a pesquisa subdividiu-se em dez seções em que se discute (nem sempre harmonicamente) a ciência semântica (pressupostos clássicos, conceitos, categorizações e expansões) sob a ótica da produção linguística (as operações constitutivas do enunciado como: modalização, aspectualidade, quantificação, localização, etc.) e gera uma tensão fecunda em toda predicação que é a própria maravilha da linguagem. Tudo isso nos permitiu pensar numa contribuição efetiva ao ensino de língua, sobretudo porque o trabalho focado na indeterminação da linguagem coloca o sujeito (e toda sua atividade) no centro da questão, o que faz com que se concilie e articule desenvolvimento subjetivo e ensino formal e, como isso, se desenvolva a capacidade de autorregulação e de processamento de informações. Nossa investigação, em suma, nos deu material para constatar que a ambiguidade, além de ser inerente à linguagem e além de estabelecer uma zona fronteiriça... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Our research is inserted in the scope of the discussions about meaning with special support of the Theory of Predicative and Enunciative Operations mainly represented by the French linguist Antoine Culioli. We have made lots of choices, and the first and most important was to elect language ambiguity as our focus of investigation, mainly the constitution of meaning. Otherwise, this thesis demonstrates there is a dynamic power (that is, language and all its constitutive activity) that makes enunciation a mobile and hybrid space in which one meaning, reference, value don't assume materiality without the articulation between lexicon and grammar. In this way, lexical meaning depends on the grammatical movement and grammatical meaning depends on lexical movement. In order to carry out our goal, the research was shared in ten sections that discusses (not always in a harmonic way) semantics (classic issues, concepts, categorizations and expansions) under the view of the linguistic production (constitutive operations of utterance like: modal values, aspect, quantification, localization, etc.) and generates rentable tension in the predication, which one is the wonder of language. All of it allowed us to think of an effective contribution to language teaching, especially because a work focused on language indetermination sets subject (and all his activity) in the center of the matter, what makes one combine and articulate subjective development and formal teaching and one develop the capacity of self balance and information processing. In summary, our investigation gave us material to conclude ambiguity, besides being inherent to language and besides establishing a boundary between intra and extra linguistics, reinforces the emergency of a model of analysis that prove one may only consider meaning which is, by the way... (Complete abstract click electronic access below) / Doutor

Master of Science / Department of Psychological Sciences / Mark A. Barnett / The present study is an extension of our prior work (Jones et al., 2016) and explored two specific goals. The primary goal examined the predictive ability of target-specific, rejection-relevant individual difference measures on participants’ anticipated emotional and behavioral responses to ambiguous social situations involving specific potential rejectors (i.e., significant others, friends, acquaintances). The secondary goal explored differences in participants’ anticipated emotional and behavioral responses to perceived rejection by the same potential rejectors. Concerning the primary goal, correlations revealed that previous experience with and/or sensitivity to being rejected by any individual is associated with heightened anticipated emotional responses which, in turn, is associated with different anticipated behavioral responses. However, path analyses revealed that the target-specific, rejection-relevant individual difference variables used in the current study were uniquely predictive of participants’ anticipated responses to ambiguous social situations involving similar potential rejectors, but only for those who read about potentially being rejected by a friend (results of the path analyses for those who read about potential rejection by significant others or acquaintances were uninterpretable). Concerning the secondary goal, analyses revealed that the intensity of the emotional responses as well as the type of behavioral response were dependent on the role of the potential rejector. Taken together, the present findings provide insight into the individual differences associated with our tendency to feel and behave as if we have been rejected within ambiguous social situations and help to shed additional light on the dyadic nature of interpersonal rejection.

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