Abstract dialectical frameworks (ADFs) have recently been proposed as a versatile generalization of Dung's abstract argumentation frameworks (AFs). In this paper, we present a comprehensive analysis of the computational complexity of ADFs. Our results show that while ADFs are one level up in the polynomial hierarchy compared to AFs, there is a useful subclass of ADFs which is as complex as AFs while arguably offering more modeling capacities. As a technical vehicle, we employ the approximation fixpoint theory of Denecker, Marek and Truszczyński, thus showing that it is also a useful tool for complexity analysis of operator-based semantics.

This thesis highlights the significance of social reproduction of labour in analysing poverty through historical materialist perspective and explores two related sets of arguments. First, poverty is the &#039 / absolute general law&#039 / of the process of pauperization of labour under global accumulation movements of capital. Second, the question of poverty is subjected to the class struggle between historical tendency of labour, which is to collectivize its own reproduction conditions, and that of capital, which is to make it commodity produced and consumed in the parameters of market production. The concept of class struggle thus carries an analytical priority to explore the dynamic nature and the structure of poverty. The findings, based on the critical ethnographic research carried out in the squatter settlement district named &Ccedil / &ouml / pl&uuml / k in Ankara, indicate that the main tendency of the degradation process of labour is to constitute the conditions of common class experience in the labour market, even though it advocates the fractionation in the sphere of production. Moreover, in terms of the perpetual struggle for collectivising their social reproduction, squatter settlements, gecekondus, also seem to be a sphere of common class experience rather than a heterogeneous sociality. The overall findings, therefore, indicate that the current dynamics of poverty rise as a situation in which the whole working-class is in a defensive position to capital.

This thesis explores the implications of a critical realist perspective for the field of education. Areas of consonance and divergence between two traditions of critical realism which have previously not referenced each other are outlined. It is argued that both theological critical realism and “Bhaskarian” critical realism are consonant in terms of their base tenets, and support the concept of a postfoundational, dialectical, stratified and alethic model of truth.The implications of this model and the potential of other critical realist doctrines for education are then examined. It is argued that the combination of critical realism’s epistemological relativism and ontological realism allows it to steer a course between the extremes of other dominant positions, which are ultimately susceptible to either the foundationalism of positivism, or the regression of idealism.It is suggested that critical realism is uniquely positioned to provide an antidote to the problems besetting contemporary educational research – especially in instances where modern and postmodern influences are involved in a recalcitrant, self-sustaining conflict. The postfoundationalist doctrines of critical realism enable it to appropriate deconstructionist research methods, but deploy them from within a realist framework. The implications of a critical realist perspective also go beyond educational research, indicating a conception of education as an emancipatory enterprise. By virtue of its evolutionary, stratified model of human rationality, critical realism raises significant challenges to dominant views of pedagogy and praxis in education. Given its concern with absenting constraints upon human freedom, it is claimed that critical realism reveals the real task of education as facilitating the emergent rationality of students towards emancipation. In light of this emancipatory mission, the possible contribution of critical realism to the field of education is too significant to ignore.

This thesis explores the implications of a critical realist perspective for the field of education. Areas of consonance and divergence between two traditions of critical realism which have previously not referenced each other are outlined. It is argued that both theological critical realism and “Bhaskarian” critical realism are consonant in terms of their base tenets, and support the concept of a postfoundational, dialectical, stratified and alethic model of truth.The implications of this model and the potential of other critical realist doctrines for education are then examined. It is argued that the combination of critical realism’s epistemological relativism and ontological realism allows it to steer a course between the extremes of other dominant positions, which are ultimately susceptible to either the foundationalism of positivism, or the regression of idealism.It is suggested that critical realism is uniquely positioned to provide an antidote to the problems besetting contemporary educational research – especially in instances where modern and postmodern influences are involved in a recalcitrant, self-sustaining conflict. The postfoundationalist doctrines of critical realism enable it to appropriate deconstructionist research methods, but deploy them from within a realist framework. The implications of a critical realist perspective also go beyond educational research, indicating a conception of education as an emancipatory enterprise. By virtue of its evolutionary, stratified model of human rationality, critical realism raises significant challenges to dominant views of pedagogy and praxis in education. Given its concern with absenting constraints upon human freedom, it is claimed that critical realism reveals the real task of education as facilitating the emergent rationality of students towards emancipation. In light of this emancipatory mission, the possible contribution of critical realism to the field of education is too significant to ignore.

Doctor of Health Science / The public mental health setting wherein clinicians work with clients diagnosed with borderline personality disorder (BPD) provides a continual challenge for clinicians. For many decades a pervasive therapeutic pessimism has surrounded any discussions of attempts to work with clients with BPD with this population being viewed as ‘too difficult’ and ‘impossible to work with’. This pessimism and the ensuing counter therapeutic responses have been well documented in the psychiatric literature. The development of treatments such as dialectical behaviour therapy (DBT), a cognitive-behavioural therapy, for BPD has provided a basis for therapy for which there is increasing evidence of successful outcomes. Despite this evidence, the pervasive pessimism has been slow to lift. A limited literature explores attempts to positively influence clinician responses to this clientele. Within the public mental health service in which this research is based, DBT is well-established as a therapeutic modality. In the course of providing training, consultation and supervision for parts of this service, anecdotal evidence emerged suggesting that the impact of practising as a DBT therapist was greater than anticipated and DBT may provide a tool for facilitating a positive change in clinician responses. Given that this perception is not described in the literature it was appropriate to begin research in this area employing a qualitative methodology. This research explored the experience and impact upon mental health clinicians in a public mental health service undertaking training in DBT and practicing as DBT therapists. In-depth, semi structured interviews were conducted in July 2005 with clinicians practising as DBT therapists. Data analysis revealed a marked shift in perspective from ‘management to treatment’. Participants described positive professional and personal impacts of training and practising as DBT therapists. An enhanced capacity for self-awareness and ‘living life to the full’ was described by a number of participants. This initial research suggests that the practice of DBT by clinicians can generate a positive shift in both personal and professional identities that translates into a more optimistic and humanistic approach to clients diagnosed with BPD. Such a change may represent a significant challenge to the prevailing mental health discourse and practice

Research Doctorate - Doctor of Philosophy (Clinical Psychology) / Overgeneral autobiographical memory is thought to be a clinically meaningful phenomenon which is related to affect regulation, problem solving ability, and treatment outcome in clinical populations (see J. M. G. Williams et al., 2007, for review). Individuals with Borderline Personality Disorder (BPD) are thought to be particularly prone to developing an overgeneral style of memory due to their temperamental difficulties in controlling affect (J. M. G. Williams, 1996). However, research in this population has so far yielded inconsistent findings. In a series of three studies, this thesis addresses the question whether overgeneral memory is associated with BPD, as well as exploring the relationship between memory specificity, affect regulation, problem solving ability, and response to treatment in this population. Findings indicate that individuals with BPD display reduced autobiographical specificity relative to controls, however, this appears to be a reflection of differences in cognitive ability as IQ and education mediated the association between specificity and diagnosis. Reduced specificity was not associated with Borderline traits in a non-clinical sample. Results failed to confirm the hypothesis that autobiographical memory specificity would be related to affect regulation in individuals with BPD, although there was some indication that memory specificity is associated with reduced rates of deliberate self-harm. Specificity was related to problem solving performance in individuals with BPD, although this relationship did not extend to self-reported problem solving ability. Memory specificity also appeared to change significantly over the course of treatment in a year-long Dialectical Behavior Therapy program, however, there was little indication that change in memory specificity was associated with the observed improvement in symptomatology, affect regulation or problem solving ability. Lastly, an experimental study with university students found no relationship between memory specificity and affect dysregulation, although low specific students reported greater reductions in positive affect following a negative event than individuals with a specific style of autobiographical recall. The assimilation model is considered as a framework for conceptualising these results.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 102-108).

Thesis (Th. M.)--Trinity Evangelical Divinity School, 1994. / Abstract. Includes bibliographical references (leaves 118-127).

Το παρόν πόνημα αποτελεί μια προσπάθεια καταγραφής του λεξικού του Φιλωτίτικου ιδιώματος της Νάξου. Επιπλέον είναι εμπλουτισμένο με εισαγωγή που περιγράφει τη διάλεκτο σε όλα τα επίπεδα ανάλυσης της γλώσσας (μορφολογία, σύνταξη, φωνολογία, λεξικό). / This assignment constitutes an attempt of recording the dialectical lexicon of Filoti, a village of the island of Naxos. In addition, it has an introduction that describes the dialect in all level of linguistics (morphology, syntax, phonology, lexicon).

Ce travail propose une analyse de l’idéalisme absolu, de l’humanisme et de du matérialisme dialectique à travers les pensées respectives de Hegel, Feuerbach et Marx. Il s’agit pour nous d’étudier ici trois doctrines philosophiques qui se suivent chro- logiquement en montrant notamment comment s’est opéré le passage de l’idéalisme absolu de Hegel à l’humanisme philosophique de Feuerbach qui fera l’objet d’une critique assez sévère de la part de Marx qui par la même occasion le rejette après l’avoir intégré comme un moment dans l’élaboration de sa conception matérialiste du monde.Souvent présenté comme un penseur de second plan, dont le seul mérite est d’avoir amorcé les principes d’une critique de la pensée de Hegel dont il n’est jamais parvenu à se départir en tant qu’ancien disciple, Feuerbach occupe dans l’histoire de la philosophie une place pour le moins inconfortable. En effet, face à l’impérialisme marxien et hégélien (deux monuments de la philosophie), la pensée de Feuerbach est souvent présentée comme secondaire par les marxistes. C’est pourquoi l’un des objectifs de ce présent travail est d’étudier la pensée de Feuerbach pour ce qu’elle est et non à travers les grilles d’une lecture marxiste. / This work proposes an analysis of the absolute idealism, the humanism and the dialectical materialism through the respective thoughts of Hegel, Feuerbach and Marx. It is a question for us of studying here three philosophic doctrines which follow each other chro - logically by showing in particular how took place the passage of the idealism absolved from Hegel in the philosophic humanism of Feuerbach which will be the object of a rather severe criticism on behalf of Marx who at the same time rejects him(it) having integrated(joined) him(it) as moment into the elaboration of its materialistic conception(design) of the word.