Cette thèse est consacrée à l'étude ab initio des structures électroniques des molécules diatomiques polaires YN, YS, ZrN, et ZrS. Cette étude est motivé par le manque d’informations dans la littérature sur la structure électronique de ces molécules, alors qu’elles ont clairement été identifiées dans le spectre de certaines étoiles. Des calculs théoriques sont ainsi nécessaire puisqu’ils peuvent fournir d'importantes informations quant aux propriétés des états électroniques fondamentaux et excités qui ne sont pas accessibles expérimentalement. Dans ce travail les calculs ab initio ont été effectués par la méthode du champ auto-cohérent de l'espace actif complet (CASSCF), suivie par l'interaction de configuration multiréférence (MRSDCI). La correction de Davidson, notée (MRSDCI+ Q), a ensuite été appliquée pour rendre compte de clusters ou agrégats quadruples non liés. Les calculs ont été effectués selon deux schémas. Dans le premier les effets spin-orbite ont été négligés alors que dans le second les effets spin orbite ont été inclus par la méthode des potentiels de noyau efficaces. Tous les calculs ont été effectués en utilisant le programme de calcul de chimie physique MOLPRO et en tirant parti de l’interface graphique Gabedit. Les courbes d'énergie potentielle ont été construites et des constantes spectroscopiques calculées, ainsi que les moments dipolaires électriques permanent, les champs électriques moléculaires intenses et les structures énergétiques de vibration-rotation. Nous avons détecté dans la molécule ZrS plusieurs niveaux vibrationnels dégénérés ceux-ci peuvent être utilisés pour rechercher les variantes possibles de la constante de structure fine α etdu rapport de masse μ de l’electron par rapport au proton dans trois étoiles de type S, du nomde Rand, les RCas, et χCyg. La comparaison des données expérimentales et théoriques pour la plupart des constantes calculées a montré une bonne précision pour nos prédictions avec une différence relative (en pourcentage) qui varie entre 0,1% et 10%. Ces résultats devraient ainsi mener à des études expérimentales plus poussées pour ces molécules. / This dissertation is dedicated to the ab initio study of the electronic structures of the polardiatomic molecules YN, YS, ZrN, and ZrS. The identification of these molecules in the spectraof stars as well as the lack in literature on the electronic structures of these molecules motivatedthe present study. Theoretical calculations are useful in this respect since they can provideimportant data for the properties of the ground and excited electronic states that are not availablefrom experimental means. In the present work the ab initio calculations were performed at thecomplete active space self-consistent field method (CASSCF) followed by multireference singleand double configuration interaction method (MRSDCI). The Davidson correction noted as(MRSDCI+Q) was then invoked in order to account for unlinked quadruple clusters. Thecalculations were performed on two stages in the first spin orbit effects were neglected while inthe second type of calculations spin orbit effects were included by the method of effective corepotentials. All of the calculations were done by using the computational physical chemistryprogram MOLPRO and by taking advantage of the graphical user interface Gabedit. In thepresent work potential energy curves were constructed and spectroscopic constants computed,along with permanent electric dipole moments, internal molecular electric fields, and vibrationalrotationalenergy structures. We detected in the ZrS molecule several degenerate vibrationalenergy levels which can be used to search for possible variations of the fine structure constant αand the electron to proton mass ratio μ in three S-type stars, named Rand, RCas, and χCyg. Acomparison with experimental and theoretical data for most of the calculated constantsdemonstrated a good accuracy for our predictions giving a percentage relative difference thatranged between 0.1% and 10%. Finally, we expect that the results of the present work shouldinvoke further experimental investigations for these molecules.

This dissertation argues that music is always ideological. For this thesis two lines of argument are given. The first states that music is always ideological because it requires verbal discourses about itself. The second line of argument states that music is always ideological because it influences the listener affectively. That language is necessary for talk about music is trivial. The point is rather that talk about music is necessary for auditive behaviour to turn into complex cultural artefacts. Without language humans would have no more music than birds, whales or duetting apes. At the other extreme, musical experiences are affective in nature. To have a musical experience is to experience an affective unfolding through time. Affect (as distinguished from the emotions) refers to the amodal properties of perception-such as intensity, shape, rhythm-and lies at the heart of human communication. With its roots in early mother-infant interaction, affective communication is inherently social. Together with discourses about music, the affective properties of musical experiences makes music into an extremely subtle, and thereby efficient, ideological manipulator in various types of social contexts. Finally, the theoretical conclusions reached will be exemplified by introducing a virtual listener, the various facets of whose listening experiences are captured by different analytical methods and listening reports as applied to some of the "serious" music by Frank Zappa. Central for the explanation of these listening experiences are the "passions," that is, the affects, moods and emotions that the music evokes in the listener, or that the listener takes the music to express. / <p>The attached fulltext is a revised version of the original thesis.</p>

Many methods for computing eigenvalues of a large sparse matrix involve shift-invert transformations which require the solution of a shifted linear system at each step. This thesis deals with shift-invert iterative techniques for solving eigenvalue problems where the arising linear systems are solved inexactly using a second iterative technique. This approach leads to an inner-outer type algorithm. We provide convergence results for the outer iterative eigenvalue computation as well as techniques for efficient inner solves. In particular eigenvalue computations using inexact inverse iteration, the Jacobi-Davidson method without subspace expansion and the shift-invert Arnoldi method as a subspace method are investigated in detail. A general convergence result for inexact inverse iteration for the non-Hermitian generalised eigenvalue problem is given, using only minimal assumptions. This convergence result is obtained in two different ways; on the one hand, we use an equivalence result between inexact inverse iteration applied to the generalised eigenproblem and modified Newton's method; on the other hand, a splitting method is used which generalises the idea of orthogonal decomposition. Both approaches also include an analysis for the convergence theory of a version of inexact Jacobi-Davidson method, where equivalences between Newton's method, inverse iteration and the Jacobi-Davidson method are exploited. To improve the efficiency of the inner iterative solves we introduce a new tuning strategy which can be applied to any standard preconditioner. We give a detailed analysis on this new preconditioning idea and show how the number of iterations for the inner iterative method and hence the total number of iterations can be reduced significantly by the application of this tuning strategy. The analysis of the tuned preconditioner is carried out for both Hermitian and non-Hermitian eigenproblems. We show how the preconditioner can be implemented efficiently and illustrate its performance using various numerical examples. An equivalence result between the preconditioned simplified Jacobi-Davidson method and inexact inverse iteration with the tuned preconditioner is given. Finally, we discuss the shift-invert Arnoldi method both in the standard and restarted fashion. First, existing relaxation strategies for the outer iterative solves are extended to implicitly restarted Arnoldi's method. Second, we apply the idea of tuning the preconditioner to the inner iterative solve. As for inexact inverse iteration the tuned preconditioner for inexact Arnoldi's method is shown to provide significant savings in the number of inner solves. The theory in this thesis is supported by many numerical examples.

Zugl.: Canberra, Univ., Diss.

Orientador: Rogério Pereira de Andrade / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia / Made available in DSpace on 2018-08-25T08:23:43Z (GMT). No. of bitstreams: 1 Nascimento_PedroHenrique_M.pdf: 1343329 bytes, checksum: cacd0c4e0f520e75d5c910358ba0be42 (MD5) Previous issue date: 2014 / Resumo: Este trabalho examina os principais pontos de divergência entre os economistas Milton Friedman e Paul Davidson no que se refere ao papel da moeda, assim como a condução de suas políticas monetárias. O ponto de partida para essa análise é o fascinante debate de ideias entre os autores ocorrido no início da década de 1970 sobre o arcabouço teórico desenvolvido por Friedman, o qual prometia sepultar de uma vez por todas qualquer conflito entre economistas clássicos e "keynesianos". Embora o objetivo do monetarista tenha sido eliminar essas divergências, estas ficaram ainda mais evidentes a partir do debate direto entre os autores, deixando claro que o consenso entre eles nos moldes apresentados pelo debate não seria possível. Nesse sentido, o trabalho propõe um método alternativo para solucionar essa "disputa", ao apresentar o argumento de Sheila Dow, o qual sugere que as diferenças entre os economistas são resultado de suas também distintas posições metodológicas, as quais trazem implícitas as diferentes "visões de mundo" dos autores. Essas diferenças metodológicas são, portanto, a chave para compreender como Friedman e Davidson puderam atingir resultados tão contrastantes sobre dinheiro e política monetária / Abstract: This paper examines the main points of divergence between the economists Milton Friedman and Paul Davidson regarding the role of the money, as well as the conduct of their monetary policies. The starting point for this analysis is the fascinating debate of ideas among authors occurred at the beginning of the 1970s on the theoretical framework developed by Friedman, which promised bury once and for all any conflict between economists and classic "Keynesian". Although the objective of monetary policy has been to eliminate these differences, these were even more evident from the direct discussion between the authors, making it clear that the consensus between them in the manner presented by debate would not be possible. In this sense, the paper proposes an alternative method to resolve this "dispute", presenting the argument of Sheila Dow, which suggests that the differences between the economists are the result of their also distinct methodological positions, which brings the implied different "world views" of authors. These methodological differences are, therefore, the key to understanding how Friedman and Davidson could achieve results so contrasting on money and monetary policy / Mestrado / Teoria Economica / Mestre em Ciências Econômicas

This thesis discusses the central ideas that surround Michael Dummett's claim that there is an incompatibility between a truth-conditional conception of meaning and a minimalist conception of truth. These ideas are brought into relation to the work of John McDowell and Donald Davidson, as all three philosophers can be better understood by locating them within Dummett's dialectic regarding the incompatibility. Dummett's argument crucially depends upon the assumption that a meaning-theory should be full-blooded in nature, against McDowell's insistence that a meaning-theory can only ever be modest. The main contention of this thesis is that neither Dummett nor McDowell is successful in establishing their strong contentions regarding the form that a meaning-theory should take. McDowell only wants to provide trivial answers to questions about the constitutive nature of the meanings and competency of particular items in a language. Dummett, on the other hand, wants to provide a reductive account of the central concepts that concern the philosophy of language. What this thesis will argue is that once both of these claims have been rejected, the position Dummett and McDowell jointly dictate is in fact the position that we should read Davidson as occupying, who lies in a conceptual space between the extremes of maximal full-bloodedness and modesty. This is an understanding of Davidson that is contrary to how McDowell reads him, who has been an influential commentator of Davidson. How Davidson should actually be interpreted is achieved by understanding how he has the resources to avoid Dummett's claim of an incompatibility between a truth-conditional conception of meaning and a minimalist conception of truth.

Large scale linear time invariant (LTI) systems arise in many physical and technical fields. An approximation, e.g. with model order reduction techniques, of this large systems is crucial for a cost efficient simulation. In this thesis we focus on a model order reduction method based on modal approximation, where the LTI system is projected onto the left and right eigenspaces corresponding to the dominant poles of the system. These dominant poles are related to the most dominant parts of the residue expansion of the transfer function and usually form a small subset of the eigenvalues of the system matrices. The computation of this dominant poles can be a formidable task, since they can lie anywhere inside the spectrum and the corresponding left eigenvectors have to be approximated as well. We investigate the subspace accelerated dominant pole algorithm and the two-sided and alternating Jacobi-Davidson method for this modal truncation approach. These methods can be seen as subspace accelerated versions of certain Rayleigh quotient iterations. Several strategies that admit an efficient computation of several dominant poles of single-input single-output LTI systems are examined. Since dominant poles can lie in the interior of the spectrum, we discuss also harmonic subspace extraction approaches which might improve the convergence of the methods. Extentions of the modal approximation approach and the applied eigenvalue solvers to multi-input multi-output are also examined. The discussed eigenvalue algorithms and the model order reduction approach will be tested for several practically relevant LTI systems.

Teacher attrition is a state and local concern. Teachers leaving the profession before they reach the age of retirement is costly to school divisions, hinders school achievement, and negatively affects student success. Studies of teacher attrition and retention state teachers are leaving the workforce and pointing to adverse working conditions of teaching in the schools as the main stressor. Increasing teacher resilience may be a pathway to increasing teacher retention in schools. The negative factors associated with teaching in high poverty elementary public schools present challenges that are driving away teachers in their beginning years as well as those with the most experience. Currently, resilience studies have taken on a profession oriented lens. Teacher resilience is how teachers overcome personal and job related challenges to become more resilient and therefore more equipped to manage stress associated with teaching in today's schools. This study uses a survey and the Connor-Davidson Resilience Scale-25 to measure and compare the resilience of two groups of elementary teachers in Southwest Virginia. Teachers from high poverty (≥90%) and lower poverty (≤50%) elementary public schools were identified by their levels of Free and Reduced Price Lunch and qualification for the Community Eligibility Provision. The CD-RISC-25 resulted in statistically insignificant differences between the mean resilience scores between the two groups of teachers, however, the interviews with ten elementary school principals described and delineated the differences between the challenges faced by teachers in high poverty schools compared to teachers in lower poverty schools. / Doctor of Education / The number of teachers leaving the profession before reaching the age of retirement is a state and national concern. The cycle of replacing teachers who leave the classroom is costly to school divisions, negatively influences teachers' working conditions, functions as a barrier to consistent student achievement, and hinders the overall success of the school. Studies of the conditions influencing teachers who leave the profession indicate adverse working conditions as the primary concern. The negative factors associated with teaching in high poverty elementary public schools places additional stress and a litany of challenges for teachers to overcome before they are able to start the instructional day as well as maintain a status quo in the classroom. Currently resilience studies are taking on a profession oriented lens. Teacher resilience results from their capacity to overcome personal and job related challenges to become more resilient and therefore more equipped to manage stress associated with teaching in today's schools. Teachers have a complex set of internal systems (parent, spouse, daughter/son, sibling) interacting within a highly stressful professional environment ( high poverty elementary schools) using multiple skill sets (instruction, behavior management, record keeping, and counseling) at varying degrees of expertise (beginning teacher, experienced teacher, and master teacher). This study investigates the resilience of two groups of teachers working in Southwest Virginia public elementary schools. The first group of teachers were from high poverty elementary schools while the second group of teachers were from lower poverty elementary schools. A survey and the Connor-Davidson Resilience Scale-25 (CD-RISC-25) measured individual teachers' resilience for comparisons between the two groups of teachers. Findings showed there were no statistically significant differences between the resilience of teachers in high poverty elementary schools and lower poverty elementary schools. In addition, there were no statistically significant relationships between teacher resilience, teachers choosing to remain in the profession, and teachers deciding to leave the profession. In contrast to the survey and CD-RISC- the differences between these two groups of teachers derived from the interviews with ten elementary school principals. The comments provided an in-depth perspective to the challenges of working in a high poverty elementary school as compared to a lower poverty elementary school. Understanding the role of resilience in Southwest Virginia teachers in both the high poverty and lower elementary schools may add to plausible policies, workable practices, and engaging professional development dedicated to increasing teachers' abilities to withstand the stressors associated with teaching in a public or private school.

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This thesis has two aims. The first is to assess the cogency of the three most influential theories of intention – namely those of Elizabeth Anscombe, Donald Davidson and Michael Bratman. I identify five requirements that a convincing account of intention must fulfil, and then assess each of these theories in light of these five requirements. In the course of this analysis, I demonstrate that, while each of these theories contributes to our understanding of intention, none of them meet all the specified requirements. This leads to the second aim of this thesis, which is to develop an account of intention capable of overcoming the problems inherent in the foregoing theories of intention and hence fulfilling the specified requirements. This account is built around the definition of intention as a complex mental entity, consisting of two components: a revisable pro-attitude and a belief that the agent will try to fulfil this pro-attitude. It must further be possible for the agent to reflexively reconstruct the belief component without external information. I begin by setting out the five requirements for a convincing account of intention. In each case, I explain why it is necessary for a theory of intention to meet the relevant requirement, and elaborate on what is needed for an account of intention to fulfil this requirement. The five requirements for a convincing account of intention are: 1) It must explain the unity of the three seemingly irreconcilable uses of intention; 2) it must explain the epistemic requirements for intention; 3) it must clarify the relationship between intention and motivation, intention and causes, and intention and reasons; 4) it must explain the relationship between intention and practical reasoning, and 5) it must clarify the relationship between intention and moral responsibility. Together, these five requirements form the yardstick against which I evaluate the different theories of intention. With this yardstick in mind, I am then able to assess each of the influential theories of intention developed by Anscombe, Davidson, and Bratman. In each case, I examine how the relevant theory of intention fares in meeting each of the five requirements. This analysis shows that, while each theory provides a number of important insights, none of them succeeds in meeting all five requirements. Such analysis further enables me to identify the specific difficulties that have stymied the attempts of all three thinkers to develop a convincing account of intention. Having identified the strengths and weaknesses of the three preceding accounts of intention, I then try to work out an alternative account of intention that would not fall prey to the same complications. Following the same modus operandi as before, I evaluate my proposed account against the five requirements for a convincing theory of intention. In each case, I show that my account not only succeeds in meeting the specified criterion, but also, crucially, that it is able to overcome the difficulties that have plagued previous attempts to fulfil this criterion. I conclude that, while this account is not necessarily conclusive, it does meet the conditions for a convincing account of intention and thereby casts some light into the conceptual darkness surrounding intention that Anscombe identified more than half a century ago. / AFRIKAANSE OPSOMMING: Hierdie tesis het twee oogmerke. Die eerste is om die oortuigingskrag van die drie mees invloedryke teorieë van intensie te beoordeel – naamlik die van Elizabeth Anscombe, Donald Davidson en Michael Bratman. Ek identifiseer vyf vereistes waaraan ‘n oortuigende verklaring van intensie moet voldoen en beoordeel dan elk van hierdie teorieë aan die hand van hierdie vyf vereistes. In die loop van hierdie analise wys ek dat, alhoewel elkeen van hierdie teorieë tot ons verstaan van intensie bydra, geeneen aan al die gespesifiseerde vereistes voldoen nie. Dit lei tot die tweede oogmerk van die tesis, wat die ontwikkeling van ‘n teorie van intensie behels wat daartoe in staat is om die probleme wat inherent aan die voorgenoemde teorieë is, te oorkom en wat dus aan die gespesifiseerde vereistes voldoen. Hierdie teorie berus op die definisie van intensie as ‘n komplekse mentale entiteit wat uit twee komponente bestaan: ‘n wysigbare pro-houding en ‘n oortuiging dat die agent hierdie pro-houding sal probeer vervul. Dit moet verder ook vir die agent moontlik wees om die oortuigingskomponent refleksief te rekonstrueer sonder eksterne inligting. Ek begin deur die vyf vereistes vir ‘n oortuigende verklaring van intensie uiteen te sit. In elke geval verduidelik ek hoekom dit nodig is vir ‘n teorie van intensie om aan die relevante vereiste te voldoen en werk ek uit wat nodig is vir ‘n verklaring van intensie om aan hierdie vereiste te voldoen. Die vyf vereistes vir ‘n oortuigende verklaring van intensie is: 1) Dit moet die ooreenstemming tussen die drie skynbaar onversoenbare gebruike van intensie verduidelik; 2) dit moet die epistemiese vereistes vir intensie verduidelik; 3) dit moet die verhouding tussen intensie en motivering, intensie en oorsake, en intensie en redes verhelder; 4) dit moet die verhouding tussen intensie en praktiese redenering verhelder; en 5) dit moet die verhouding tussen intensie en morele verantwoordelikheid verhelder. Gesamentlik vorm hierdie vyf vereistes die maatstaf waarvolgens ek die verskillende teorieë van intensie evalueer. Met hierdie maatstaf in gedagte is ek dan in staat daartoe om elkeen van die invloedryke teorieë van intensie, wat ontwikkel is deur Anscombe, Davidson en Bratman, te beoordeel. In elke geval ondersoek ek hoe die relevante teorie van intensie vaar in die voldoening aan elkeen van hierdie vyf vereistes. Hierdie analise wys dat, alhoewel elke teorie ‘n aantal belangrike insigte bied, geen van hul daarin slaag om aan al vyf vereistes te voldoen nie. So ‘n analise stel my verder in staat om die spesifieke probleme te identifiseer waardeur die pogings van al drie denkers om ‘n oortuigende verklaring van intensie te ontwikkel, gestuit is. Nadat ek die sterk en swakpunte van die drie voorafgaande verklarings van intensie geïdentifiseer het, probeer ek dan om ‘n alternatiewe teorie van intensie uit te werk wat nie aan hierdie selfde komplikasies onderhewig is nie. Deur dieselfde modus operandi as voorheen te volg, evalueer ek my voorgestelde verklaring aan die hand van die vyf vereistes vir ‘n oortuigende teorie van intensie. In elke geval wys ek dat my verklaring nie bloot daaraan slaag om aan die gespesifiseerde kriterium te voldoen nie, maar ook, van deurslaggewende belang, dat dit in staat daartoe is om die probleme te oorkom waardeur vorige pogings om die kriterium te vervul, geteister is. Ek kom tot die gevolgtrekking dat, alhoewel hierdie teorie nie noodwendig afdoende is nie, dit wel die voorwaardes vir ‘n oortuigende verklaring van intensie vervul en hierdeur lig werp op die konseptuele duisternis waarin intensie gehul is en wat meer as ‘n halfeeu gelede deur Anscombe geïdentifiseer is.

Nashville, Tennessee, is known as the Athens of the South because of its reputation as a center of learning. The city’s commitment to education goes back to the days of its founding as a village on the extreme Western frontier of the United States. In 1785, five years after Nashville was first settled, Davidson Academy, an advanced classical school, was established. At the same time, numerous private schools operated in the Nashville area, providing many of the region’s children with a basic education. During the first quarter of the nineteenth century Nashville moved closer to becoming a major educational center. In 1806 Davidson Academy was rechartered as Cumberland College. Financial problems forced Cumberland College to suspend operation in 1816, but it reopened in 1825 and was rechartered as the University of Nashville the following year. In 1817 the Nashville Female Academy, which by 1860 was the largest and one of the most renowned schools for females in the nation, opened. Other private schools served Nashville as well; most were simple grammar schools that taught the basics, but some advanced schools operated as well. During the 1820s and 1830s, there were some efforts to establish state supported schools for the poor, but they failed because many poor parents refused to send their children to these “pauper’s schools,” as the state supported schools were commonly called. By 1850 Nashville’s educational landscape was on the verge of change. Financial difficulties forced the University of Nashville to close in 1850, but in 1855 it resumed operation after merging with the Western Military Institute and flourished until the Civil War. During the 1850s, the Medical Department of the University of Nashville and Shelby Medical College opened. Both schools enjoyed great success, and by 1860 Nashville was second only to Philadelphia as a center of medical learning. Also, during the 1850s Nashville established a successful system of public schools for all the city’s children. However, the Civil War would interrupt the city’s progress in education. Despite Nashville’s prominence in education, no comprehensive study of the city’s antebellum educational development exists. Based on several primary sources, most of which are available in the Tennessee State Library and Archives, and numerous secondary sources dealing with antebellum Nashville, this thesis represents an attempt to describe antebellum Nashville’s educational development.