Texte remanié de: Th. Ph. D., 1995. / Bibliogr. p. 159-165.

The present dissertation presents an examination of the Carrollian logic through the reconstruction of its syllogistic theory. Lewis Carroll was one of the main responsible for the dissemination of logic during the nineteenth century, but most of his logical writings remained unknown until a posthumous publication of 1977. The reconstruction of the Carrollian syllogistic theory was based on the comparison of the two books on author's logic, "The Game of Logic" and "Symbolic Logic". The analysis of the Carrollian syllogistics starts from a study of the historical context of development of the logic and the developments of syllogistics previous to the contribution of the author. Situated in the historical period of algebraical logic, Carrollian syllogistics is characterized as a conservative extension of the Aristotelian syllogistics, the main innovation is the use of negative terms and the introduction of a diagrammatic method suitable for the representation of negative terms. The diagrammatic method of the Carrollian syllogistics presents advances in relation to the methods of Euler and Venn. The use of negative terms also requires a redefinition of the notion of syllogism, simplifying and expanding the amount of arguments amenable to logical treatment. Carroll does not use four, but only three categorical propositions in his syllogistic, with interpretation of existential presuppositions congruent with a syntactic-existential reading. Carrollian syllogistics uses some techniques found in the work of algebraists of logic and also made the same confusions between notions of "class" and "member" that were common in the period. Convinced of the social utility of logic and dedicated to popularize it, Carroll priorized a creation of new didactics for the teaching of logic in his works, where he can include his diagrammatic method of solving syllogisms. Carroll made only scant considerations of his conception of logic. Based on the small considerations found throughout the study and on the constant claim of the social utility of logic, it is suggested that Carroll is close to the so-called pragmatic position, which considers a logic as an instrument of regulation of discourse. / A presente dissertação apresenta um exame da lógica carrolliana através da reconstrução de sua teoria silogística. Lewis Carroll foi um dos principais responsáveis pela divulgação da lógica durante o século XIX, mas grande parte de seus escritos lógicos permaneceram desconhecidos até uma publicação póstuma de 1977 e ainda são objeto de poucos estudos. A reconstrução da teoria silogística carrolliana se deu pelo cotejamento dos dois livros sobre lógica do autor, a saber, “The Game of Logic” e “Symbolic Logic”. A análise da silogistica carrolliana parte de um estudo do contexto histórico de desenvolvimento da lógica no qual as obras se situam e dos desenvolvimentos da silogística anteriores ao aporte do autor. Situado no período histórico da álgebra da lógica, a silogística carrolliana caracteriza-se como uma extensão conservativa da silogística aristotélica, cuja principal inovação consiste no uso de termos negativos e na introdução de um método diagramático de resolução de silogismos adequado à representação destes termos. O método diagramático da silogística carrolliana apresenta avanços em relação aos métodos de Euler e Venn. O uso de termos negativos também exigiu do autor uma redefinição da noção de silogismo, simplificando-a e expandido a quantidade de argumentos passíveis de tratamento lógico. Carroll não utiliza quatro, mas apenas três proposições categóricas em sua silogística; com uma interpretação dos pressupostos existenciais congruente com a leitura sintático-existencial. A silogística carrolliana utiliza algumas técnicas similares àquelas encontradas no trabalho de algebristas da lógica que lhe foram contemporâneos e, enquanto um lógico de seu tempo, também cometeu as mesmas confusões entre as noções de “classe” e “membro” que eram comuns no período. Convicto da utilidade social da lógica e dedicado a popularizá-la, Carroll priorizou a criação de novas didáticas para o ensino da lógica em seus trabalhos, onde pode-se incluir o seu método diagramático de resolução de silogismos, originalmente apresentado como um jogo de peças. Carroll fez apenas escassas considerações acerca de sua concepção de lógica. Baseado nas pequenas considerações encontradas ao longo do estudo e na constante reivindicação da utilidade social da lógica, sugere-se que Carroll estaria próximo da posição atualmente chamada de pragmática, que considera a lógica como um instrumento de regulamentação do discurso.

Cette thèse étudie les récits de voyage dans l’imaginaire et les croisements entre divers contes et histoires, des éléments de plus en plus présents dans la littérature pour la jeunesse comme au cinéma. Quoiqu’il semble récent, ce type de récits existe, en fait, depuis longtemps. En nous intéressant à un corpus qui traverse différentes époques, nous cherchons à voir comment se construisent ces textes qui, comme dans Alice au pays des merveilles dont ils s’inspirent, transportent le personnage et le lecteur dans un monde merveilleux. Notre corpus se compose d’Alice au pays des merveilles (1865) et De l’autre côté du miroir (1871) de Lewis Carroll, de Sur les ailes de l’Oiseau bleu : l’envolée féerique et Une Révolte au pays des fées (1936) de Marie-Claire Dalevuy, de La bibliothécaire (1995) de Gudule et de l’album Il était une fois au pays des contes (2009) de Delphine Godard et Claire Degans. En observant les jeux de référence entre l’histoire principale et les fictions antérieures, nous examinons les liens entre les mondes fictionnels qui surgissent dans l’aventure et entre les différents textes évoqués (transfictionnalité et intertextualité). Nous nous intéressons également aux objectifs visés par ces textes qui proposent une initiation à la littérature et à la lecture littéraire.

This thesis investigates the importance banks, and bankers had with the development of the Denton County Texas from the 1870s until the beginning of the Second World War. Specifically, their role in the formation of both private and public infrastructure as well as the facilitation towards a more diverse economy. Key elements of bank development are outlined in the study including private, national, and state bank operations.

No description available.

In March of 1992, Marion Goldwasser, a teacher at Carroll County High School in Virginia, came under fire for her use of the book, The Floatplane Notebooks, in her classroom. A local preacher and several parents objected to six pages which contained sexual content. Over the next three months, residents throughout Southwest Virginia entered into a debate over the merits of the book, and more broadly the purpose of education. This debate roughly divided into three camps with different perspectives not just on how to proceed, but on the very nature of the controversy itself. These camps were those who felt the controversy was primarily about the censoring of books, those who were primarily concerned with the proper procedure by which the book should be reviewed, and those who saw the book as a moral affront to religious, Christian values. These disputes remained intractable throughout the controversy reflecting underlying disagreements about the ethical role of state power, the public nature of public schools, and the connection between power and knowledge. By understanding these underlying intellectual causes for the intractability of censorship disputes, historians can engage other academics and the public on this important issue. Engagement can take multiple forms, including writing in handbooks designed to help educators deal with such controversies, writing amici curiae briefs on relevant First Amendment cases, and encouraging a broader and more lucid public discussion on censorship and free speech. / Master of Arts / Marion Goldwasser was a high school teacher in Carroll County, Virginia in 1992. That year, she taught a book called The Floatplane Notebooks in her classroom. A parent and a local preacher objected to her use of the book because they did not like its sexual references. They demanded that the book never be used again and that the school board fire Goldwasser. The teacher, the preacher, the school board, and the community debated what to do for four months. Finally, Superintendent Oliver McBride ended the controversy by compromising and allowing the book to be used for advanced senior classes but not junior classes. This controversy matters because it tells us something about censorship controversies in general. They have been going on for a long time and are likely to continue. People disagree about when the government should get involved. They disagree about why we have public schools. They disagree on who should make decisions for the classroom and how the media talks about censorship. Historians need to understand this. When they do, they can help the public become more informed on the issue of censorship.

This thesis is a community study that centers on the Carroll County Courtroom Shootout of 1912. The shootout provides an opportunity to examine the dynamics of a small Appalachian community by looking at the years leading up to 1912. This study focuses on issues of causality, including a series of intense political feuds, land disputes, and general hostilities between certain members of the court administration and members of a particular family within the county. This thesis adds to revisionist histories on Appalachia and serves as a corrective to views of the region as monolithic, isolated, and impoverished. By placing the Hillsville Shootout in a historical framework for the first time, one can explain and deconstruct some of the myths surrounding the Carroll County tragedy and more generally Appalachia itself. / Master of Arts

Manganese is a metal of strategic importance which is vital to the steel industry. In the production of steel, the two main uses of manganese are as a deoxidizer and as an alloying constituent. Approximately 13 pounds of manganese are used for each ton of steel, and for this use alone, the requirement of the United States in 1956 will approach two million tons of ferromanganese ore. In 1954, the United States imported over 90 percent of its manganese requirements and if these sources become unavailable, this nation will be dependent to a great extent upon abundant low-grade ores. A sample of the head ore from the Betty Baker Mine, Great Gossan Lead, Carroll County, Virginia, analyzed 0.82 percent acid soluble manganese. An analysis of the tailings from flotation of this complex sulfide ore revealed a total manganese content of approximately three percent of which two-thirds is acid soluble. The remaining one percent is in the form of a silicate-aluminate gangue which is acid insoluble. Mechanical methods such as froth flotation, sink float, and magnetic separation have not been too effective in upgrading the ore from Carroll County. Chemical procedures, such as roasting, leaching, and electrodeposition, were thought to offer a better means for the recovery of manganese from the beneficiated ore or tailings. It was the purpose of this investigation to evaluate procedures for chemically converting the manganese compounds in the tailings, from bulk sulfide flotation of the Carroll County ore, to soluble salts from which the manganese could be recovered electrolytically. / Master of Science

No description available.

The works of Lewis Carroll show an abiding interest on the part of the author in the relationship between education, language and authority. In particular, the Alices are the story of a young girl who must learn to deal with a variety of characters in dream-worlds where the power of language reigns. It is therefore necessary for Alice to learn how language is used for authoritarian purposes and to discover ways of defending herself against it. It is the purpose of this thesis to investigate, in many cases for the first time, the ways in which Alice is able to find "spaces" in language where authority breaks down, places where the fundamental nature of language is unable to support authoritarian use. In this way, "space" will become both a metaphor and a figurative model for Alice's growing knowledge of and resistance to authority.