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Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 66-67.

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Η παρούσα εργασία αντιπροσωπεύει μία απόπειρα για συστηματική μελέτη και εξέταση του μεταφυσικού - οντολογικού ζητήματος το οποίο αναφέρεται στην ύπαρξη των Ιδεών ως μεταφυσικών πραγματικοτήτων, οι οποίες μέσω της εμμενούς παρουσίας τους στον φυσικό, αισθητό κόσμο αποτελούν τρόπον τινά την οντολογική προύπόθεση του αισθητού κόσμου. / Proclus refers to platonic ideas as the paradigmatic forms of Parmenides, which with their immanence, affect the sensible natural world.

The present work examined subjects' performance on eight types of four word analogy problems. Two critical dimensions distinguish among these analogy types: specificity and inclusiveness. Whole-part analogies such as hand : palm as foot : sole (read hand is to palm as foot is to sole) are specific because the association appearing in the two word pairs consist of spatial/functional relationships which are highly similar to each other. In contrast, analogies such as car : wheel as boat : mast are nonspecific because they use whole-part associations which are less similar to each other. Analogies are inclusive if they use relatively direct associations, as in the whole-part association illustrated by car : wheel. In contrast, noninclusive analogies require additional inferences between words, as illustrated in the part-part association bumper: wheel, which requires the object car to be inferred. Responses from undergraduate university subjects show that both inclusive and specific analogy problems were solved more quickly than their noninclusive and nonspecific counterparts, respectively. Experiment 1 illustrated these specificity and inclusiveness effects both in a recognition (multiple choice) paradigm, and a recall paradigm where subjects spoke their own answer choices aloud. Subsequent experiments were performed to examine the role of the association types and the role of word attributes in subjects' processing of these analogy problems. Experiment 2 attempted to prime subjects with the association type used in each block of analogy problems, but showed a very modest effect on solution latencies. In Experiment 3 reordering the words within analogy problems unexpectedly increased the latencies for many problems, apparently because different words appeared in the third word positions within them. Experiments 4 and 5 focussed directly on the study of specificity. Experiment 4 showed that the processing benefit found for specific analogies is due to the close match of word attributes between word pairs, not due to the attributes of the particular words used. Experiment 5 manipulated the taxonomic similarity of the subject matter addressed by the two pairs of words, and found that the use of word pairs from more taxonomically distant subject areas increased solution latencies for some analogy types. Experiment 6 required subjects to group analogy problems into categories they defined. This procedure validated six of the eight analogy types used in this thesis; the specificity distinction was not evident among the groups of problems formed by subjects. The discussion of these results supports a theoretical model of problem solving four word analogies which incorporates a stage-like, componential processing for nonspecific types, and a faster, more automatic processing for specific types. The discussions of empirical and theoretical work in this thesis also focussed more widely on its relevance to more practical uses of analogies in problem solving.

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AN INTERDISCIPLINARY APPROACH IN THE ART EDUCATION CURRICULUM By Terri L. Suraco Under the Direction of Melody Milbrandt ABSTRACT This study investigates how interdisciplinary lessons are taught in an art education classroom. The teaching strategies used are: Integrated models, the use of "Big Ideas" (Jacobs, 1989, 2003), the use of constructivist methods (Freedman, 2003; Brooks and Brooks, 1999; Milbrandt, 2004), and the use of essential question inquiry (Erickson, 1998; Mallery, 2000) and teacher collaboration (Jacobs, 2005; Erickson, 1998; NAEA, 2005). I am the only participant in an autoethnographical study. In the Literature Review: Why arts integration is important is explored. Positives and negatives of teaching integrated disciplines are addressed. I include four units from my interdisciplinary curriculum in art education and observations with teaching reflections from the units taught in elementary and middle school. The models that are described are: Parallel Disciplines, Multidisciplinary, Interdisciplinary, and Integrated (Jacobs, 1989, 2005: Mallery, 2000;). The study results reveal how interdisciplinary teaching can be implemented in an art education classroom. IDEX WORDS: Thesis, Interdisciplinary, Integrated, Art Education, Big Ideas

This qualitative thesis analyses the development of Marxian thought on riots and revolution in the works of Slavoj Žižek and Alain Badiou. Due to the structural limitations of this essay, the research has been limited to a comparison between Karl Marx’s The Eighteenth Brumaire of Louis Bonaparte and a selection of Žižek and Badiou’s works. Furthermore, the scope of the essay focuses on two material events; the coup d’état of Louis Bonaparte and the England riots of 2011. The comparison was concretised through the usage of Ludvig Beckman’s model for idea analysis and the method of ideal types. This study demonstrated how the modern theorists remain loyal to Marx’s basic analysis of society and concepts such as alienation and exploitation. However, the deterministic and eschatological aspects of Marx’s philosophy have been abandoned for a less ineluctable history, and resonate more towards the Hegelian notion of an open history. This study has also elucidated and cemented the vital importance of the material circumstances in a historical materialist study; moreover, it has revealed the necessity for the modern theorists to reinvent and radicalise a number of Marx’s original concepts for the modern world. Žižek and Badiou also contest Marx’s insistence on the requisite nature of violent revolution, and promote the politics of subtraction as an alternative.

The purpose of the thesis is to develop a General Technique (GT) for use by investigators as a template to help devise investigation programs applying sustainable development ideas (SDIs) to presenting-issues, in order to create ideas for sustainable development actions (SDAs). SDIs are the ‘ideals’, of behaviour for relations amongst people (people-matters) and between people and the environment of the planet (planet-matters) having ancient origins yet being constantly reinterpreted. SDAs are actions that synergistically deliver SDIs in both people-matters and planet-matters concomitantly. The GT was devised in a learning cycle involving theory development and practical experience. The theory of the GT uses a systems-thinking approach to set out the blocks of information necessary to apply SDIs to a presenting issue. The mental model used in the GT is based on the concepts that people are dependent on the planet and that every individual and their actions count. The GT has a Preliminary Step and four Tasks. / The Preliminary Step establishes the relationships between the roles of stakeholders and the presenting-issue using a ‘4-group-stakeholder theory’;; group 1 are agents/individuals, groups 2 and 3 are organisations that operate in planet-matters and people-matters respectively, and group 4 are the general public/future generations. Everybody has group 1 and 4 roles and employed people play roles 2 and 3. Task 1 investigates the actions and agents that are fundamental in the presenting issue.Task 2 investigates the agents’; motivations to take up opportunities in both people and planet-matters. Motivations are based on the agents’; desire to satisfy the fundamental human needs (FHNs) of their family. Task 3 investigates: (a) the opportunities in people-matters and planet-matters, using a theory that posits that critical resources and critical arrangements are required for the delivery of FHNs in the very long-term. (b) The involvement stakeholders’; groups have in these opportunities.Task 4 reviews: (a) the success of groups 1 and 4 stakeholders in getting their FHNs met in the long-term and how successful stakeholder groups 3 and 4 are in helping them and why. (b) The maintenance of critical resources compared to the level needed to maintain all life forms and life system on the planet. (For complete abstract open document)

Thesis (PH. D.) University of Michigan, 1913. / eContent provider-neutral record in process. Description based on print version record.