Thesis (Ph. D.)--Indiana University, 2005. / Includes bibliographical references (leaves 69-76). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Indiana University, 2005. / Includes bibliographical references (leaves 69-76).

Thesis (M.S.)--University of Tennessee, Knoxville, 2004. / Title from PDF t.p. (viewed Jan. 13, 2005). Thesis advisor: E. Grady Bogue. Vita. Includes bibliographical references (p. 81-85).

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Patricia Monoson, George Padavil (co-chairs), Ronald Halinski, Larry McNeal. Includes bibliographical references (leaves 85-94) and abstract. Also available in print.

Les applications informatiques sont de plus en plus présentes dans nos vies. Pour les applications critiques (médecine, transport, . . .), les conséquences d’une erreur informatique ont un coût inacceptable, que ce soit sur le plan humain ou financier. Une des méthodes pour éviter la présence d’erreurs dans les programmes est la vérification déductive. Celle-ci s’applique à des programmes écrits dans des langages de haut-niveau transformés, par des compilateurs, en programmes écrits en langage machine. Les compilateurs doivent être corrects pour ne pas propager d’erreurs au langage machine. Depuis 2005, les processeurs multi-coeurs se sont répandus dans l’ensemble des systèmes informatiques. Ces architectures nécessitent des compilateurs et des preuves de correction adaptées. Notre contribution est l’extension modulaire d’un compilateur vérifié pour un langage parallèle ciblant des architectures parallèles multi-coeurs. Les spécifications des langages (et leurs sémantiques opérationnelles) présents aux divers niveaux du compilateur ainsi que les preuves de la correction du compilateur sont paramétrées par des modules spécifiant des éléments de parallélisme tels qu’un modèle mémoire faible et des notions de synchronisation et d’ordonnancement entre processus légers. Ce travail ouvre la voie à la conception d’un compilateur certifié pour des langages parallèles de haut-niveau tels que les langages à squelettes algorithmiques. / Nowadays, we are using an increasing number of computer applications. Errors in critical applications (medicine, transport, . . .) may carry serious health or financial issues. Avoiding errors in programs is a challenge and may be achieved by deductive verification. Deductive verification applies to program written in a high-level languages, which are transformed into machine language by compilers. These compilers must be correct to ensure the nonpropagation of errors to machine code. Since 2005, multicore processors have spread in all electronic devices. So, these architectures need adapted compilers and proofs of correctness. Our work is the modular extension of a verified compiler for parallel languages targeting multicore architectures. Specifications of these languages (and their operational semantics) needed at all levels of the compiler and proofs of correctness of this compiler are parameterized by modules specifying elements of parallelism such as a relaxed memory model and notions of synchronization and scheduling between threads. This work is the first step in the conception of a certified compiler for high-level parallel languages such as algorithmic skeletons.

Technological advancements have allowed the design of more realistic virtual characters, for example, in-game development; meanwhile, researchers argue that more realism is not always suitable. As an explorative pilot study, this thesis investigates the uncanny among human-like agents and intelligent systems with human-like attributes. The thesis focuses on the uncanny theories to understand whether Mori's Uncanny Valley (UV) or Tinwell's Uncanny wall (UW) is more suitable when designing with a user-centred approach. The study facilitated two remote focus group workshops consisting of seven participants to understand the participant's expectations, needs and desires of existing and future AI technology. The participants consisted of two target groups, gamers and non-gamers, in order to understand if exposure to AI leads to adoptability of the technology. The participants described their perspectives and needs of existing AI assistants, and their preferences of human-like cross modality such as voice and avatar for future assistants. The research activities resulted in insights and four themes: rejection of existing assistant technology, productivity and task management, expectations of future AI assistants and balancing human-likeness. Findings show that participants reject existing assistant technologies, as old tangible habits, social norms, and incompatibility prevent the adoption of existing assistant technology. While both gamers and non-gamers seek a balance between generic robotics and pure human likeness, none of the participants fully adopted the idea of human likeness as it generates uncanny feelings.

Four case studies of graduate assistant (GA) teachers were completed to examine the impact of a teaching induction program on GA teaching, planning, and content selection. Data collection methods included interviews, field notes, videotape records, and questionnaires. Based on a qualitative data analysis, each GA's unique perspective about the effective teaching of their subject and a lack of follow-up teaching support provided by faculty supervisors, appeared to influence teaching toward a "pedagogy of contentment." That is, the four GAs did not consistently teach as the induction program suggested, rather they appeared content with their own teaching without considering the need for improvement. It was expected that the induction program would inspire a "pedagogy of dissonance" or dissatisfaction with teaching. That is, the GAs would have been encouraged to ask questions about teaching, experiment with various teaching methods, and seek support from faculty supervisors. Instead, the GAs reported contentment centered on their belief that they already knew the different strategies, methods, and routines of how their particular subject was supposed to be taught. These beliefs about the effective teaching of their subject appeared to be the most powerful influence on their teaching. The influence of the induction program, designed to encourage the use of an effective teaching model endorsed by the department, was minimal. It was the goal of the induction program that all GAs, with help from faculty supervisors, would consistently incorporate some of the teaching strategies suggested. Instead, the GAs in this study appeared to dismiss a majority of the effective teaching model as incompatible with their own perspectives. While a teaching induction program suggesting effective teaching strategies may be necessary to enhance GA teaching, it appears not to be adequate alone. The GAs in this study did not consistently use the department's suggested model of effective teaching, in part, due to their reliance on their own perspective about effective teaching and a lack of follow-up teaching support provided by faculty supervisors. / Ed. D.

The purpose of this study was to (1) ascertain the perceptions of teachers using volunteer aids and (2) to investigate the effect use of volunteer aids have on student achievement when comparing anticipated achievement with actual academic achievement. The population for this study included the teachers at Sahuarita Elementary School and students from both Sahuarita Elementary School and Sopori Elementary School in the Sahuarita Unified School District No. 30 system at Sahuarita, Arizona. From these groups, all teachers at Sahuarita Elementary School were used in the sample study and one class from each grade level, two to five, from each school was selected to be representative of the total grade level. Faculty members from Sahuarita Elementary School were given an opinion questionnaire constructed to indicate teacher effectiveness as a result of using volunteer aides. The teachers from Sopori elementary School were not given the opinion questionnaire because they did not utilize the services of volunteer aides. The Volunteer Aide Teacher Opinion Questionnaire was validated by using Aiken's Index of Content Validity and the information gathered on it was analyzed by a simple tally method. The mean scores of teacher responses were graphically illustrated on a profile chart. Classrooms of students were selected, one from each grade level, two to five, and were administered the Short Form Test of Academic Aptitude and the California Achievement Test at both Sahuarita Elementary School and at Sopori Elementary School. From the data collected, linear regressions utilizing residuals were graphically constructed for each class of students in the control and experimental groups. Significant levels of student achievement were noted based on analysis of variance of potential vs. performance. Intelligence Quotient (I.Q.), sex and ethnic background were investigated to determine cause and effect relationships and for future investigative research.

Graduate teaching assistants (GTAs) face the unknown as they negotiate their multiple roles and identities within the graduate school and classroom setting as teachers, students, and researchers. The purpose of this study is to identify the role that institutionalized socialization, social support, and behavioral observation and modeling play for GTAs as they navigate their way through the organizational socialization process. Interviews with twenty two current and former graduate teaching assistants from a Communication department at a large, southeastern university (GSU) were conducted and analyzed. Findings indicate that institutionalized socialization, which exists at both the graduate school and departmental level, serves to both reduce and create uncertainty and anxiety for GTAs based on messages communicated and also serves the purpose of relationship formation. In examining the social support aspect, findings indicate that the socialization process is facilitated for GTAs through House‘s (1981) four categories of emotional, instrumental, informational, and appraisal support. Finally, behavioral observation aids in the socialization process for GTAs. Observation is used by GTAs to obtain information about teaching behaviors, specifically what they should and should not do in the GSU classroom. Observation also highlighted both positive and negative aspects of the departmental culture and helped GTAs to understand how things work in the department. Implications, limitations, ideas for what can be done to improve the process for GTAs, and areas for future research are also discussed.

Esta pesquisa emergiu de vivências práticas que geraram questionamentos a respeito da possibilidade que profissionais de enfermagem têm de conciliar cuidados de dimensões diversas. A história da enfermagem registra uma concentração em atividades tecnicistas, porém, acredita-se que o cuidado é uma atividade profissional complexa e ampliada envolvendo conciliações técnicas e subjetivas, entendido neste trabalho como cuidado continuum. Optou-se por uma pesquisa qualitativa, utilizando a técnica de grupo focal com o objetivo de descrever e analisar como os auxiliares de enfermagem enfrentam os aspectos emocionais das pessoas hospitalizadas, sendo o local de estudo o Hospital Abreu Sodré, no município de São Paulo. A análise de conteúdo, método utilizado para descrever os resultados, evidenciou uma dificuldade neste cuidado. Os relatos destacam a compreensão e a necessidade do cuidado ampliado, porém, fatores sociais, econômicos e pessoais que envolvem estes profissionais, quase o tornam inatingível. Estes fatores estão relacionados às exigências do mercado de trabalho, à necessidade de cumprir protocolos em um curto espaço de tempo, reforçando certa característica robotizada do cuidador. Os sujeitos da pesquisa consideraram o número reduzido de profissionais; excesso de tarefas; falta de tempo; baixos salários; dificuldade de manejo com a questão subjetiva; estresse físico e mental e outros como fatores impeditivos para a efetivação do cuidado continuum. O indicativo resultante da pesquisa é a criação de serviços de apoio, onde os profissionais de enfermagem poderão verbalizar seus sentimentos e “se sentirem mais leves", viabilizando uma outra modalidade de cuidado às pessoas hospitalizadas e seus acompanhantes / This research has come from practical living which generated questions about the possibility nursing professionals have to conciliate caring in many dimensions. Nursing history registers a concentration in technical activities; however, caring is believed to be a complex and enlarged professional activity involving technical and subjective conciliations, understood in this paper as continuum care. It was opted for a qualitative research, using the focus group technique under the objective of describing and analyzing how the nursing assistants face the hospitalized people emotional aspects and this study takes place in Abreu Sodré Hospital, in São Paulo. The contents analysis, method used to describe the results, has shown a difficulty in this caring. Reports show up comprehension and necessity of enlarged caring, however, social, economical and personal facts which involve these professionals, make it almost impossible to be reached. These factors are related to the working market and the necessity of caring out protocols in shortened time, reinforcing a kind of robotized characteristic to the person in charge of caring. The participants of the research have considered the shortened number of professional; excess of tasks; lack of time; low wages; difficulties on handling the subjective matters; physical and mental stress and others as inhibitive factors to put continuum care into effect. The research indicative resultant is the creation of supporting services, where nursing professionals can verbalize their feelings and “feel lighter", making another caring modality available to the hospitalized people and their chaperones