In this thesis Hannah Arendt’s theories of science and technology are applied in an ethnographic study of engineering ethics. Seeking to gain further understanding of Arendt’s thoughts, her concepts of The Archimedean Point and Earth Alienation is applied in interviews with engineering students in Sweden’s Uppsala University. The purpose directing this study is thus twofold, it is an attempt to anthropologize Arendt’s thoughts of science and technology, and to further understand engineering’s ethical engagement. The study identifies a dynamic where engineering students create dichotomous mentalities. One mentality is engineering’s demand of a desubjectified instrumental rationality in inherent contradiction to an ethical consciousness, this mentality can be identified as Arendt’s Archimedean Point. In conflict to this mentality lies the intersubjectivity of a socio-politically engaged student concerned with engineering’s ability to create evil. This study makes the claim that Uppsala University’s student traditions and culture encourage the second mentality and forms an important resource for ethical engagement among students.

Ce travail comporte essentiellement deux conclusions. D'une part nous déterminons une minoration de la hauteur de Faltings d'une variété abélienne quelconque sur un corps de nombres faisant intervenir de nouveaux invariants non archimédiens. Il s'agit de la première partie de ce travail dans lequel nous introduisons systématiquement ces invariants. Ils sont liés à la géométrie non archimédienne aux places de mauvaise réduction des variétés abéliennes.Dans une deuxième partie nous donnons une évaluation approximative de ces invariants nous permettant d'établir une minoration de la hauteur de Faltings faisant intervenir le nombre de composantes de la fibre spéciale du modèle de Néron des variétés abéliennes aux places de mauvaise réduction.On déduit de ces estimations un corollaire qui fournit une borne sur le cardinal du groupe des points rationnels de torsion des variétés abéliennes faisant essentiellement intervenir la hauteur de Faltings. Cette borne est jusqu'à présent la meilleure connue. / This thesis leads essentially to two conclusions. On the one hand we determine a lower bound for the Faltings height of abelian varieties over number fields in which enter new non-archimedean invariants. It consists in the first part of this work in which we introduce systematically this invariants. They are directly linked to the non-archimedean geometry of abelian varities at places of bad reduction.In a second part we provides an approximative evaluation of this invariants which leads to a lower bound on the Faltings heights in terms of the number of components of the special fiber of the Néron model of abelian varieties at places of bad reduction.We deduce from this estimates a corollary that provides an upper bound on the cardinality of the group of rational torsion points of abelian varieties essentially in terms of the Falting height. This bound is the best bound known till now.

It is of great importance to find an analytical copula that will represent the empirical lower tail dependence. In this study, the pairwise empirical copula are estimated using data of the S&P 500 stocks during the period 2007-2010.Different optimization methods and measures of dependence have been used to fit Gaussian, t and Clayton copula to the empirical copulas, in order to represent the empirical lower tail dependence. These different measures of dependence and optimization methods with their restrictions, point at different analytical copulas being optimal. In this study the t copula with 5 degrees of freedom is giving the most fulfilling result, when it comes to representing lower tail dependence. The t copula with 5 degrees of freedom gives the best representation of empirical lower tail dependence, whether one uses the 'Empirical maximum likelihood estimator', or 'Equal Ƭ' as an approach.

Étudier l'émergence de savoirs lors de situations didactiques non finalisées par un savoir préfabriqué et pré-pensé nécessite un bouleversement des points de vue, aussi bien épistémologique que didactique. C'est pourquoi, pour l'étude de situations didactiques pour lesquelles le problème est l'essence, nous développons une nouvelle approche historique et repensons des outils pour les analyses didactiques. Nous proposons alors, pour un problème particulier, l'exploration des pavages archimédiens du plan, une enquête historique centrée sur l'activité du savant cherchant et sur l'influence de la relation aux objets dans la recherche. De ce point de vue, l'étude des travaux de Johannes Kepler à la recherche d'une harmonie du monde est particulièrement instructive. Nous proposons également, pour l'analyse des savoirs émergents en situation didactique, une utilisation d'outils liés à la sémiotique qui permet de mettre en évidence la dynamique de l'évolution des objets mathématiques. Nous pouvons finalement conclure quant à la possibilité de construire et mettre en œuvre des ≪ Situations Didactiques de Recherche de Problème ≫ assurant l'engagement du sujet dans la recherche, l'émergence et le développement d'objets mathématiques, la genèse de savoirs. L'étude nous conforte dans la nécessité d'une approche pragmatique des situations et la pertinence d'un regard différent sur les savoirs à l'école / The study of the emergence of knowledges in teaching situations not finalized by a prefabricated and pre-thought knowledge requires an upheaval of point of view, epistemological as well as didactic. For the study of learning situations in which the problem is the essence, we develop a new historical approach and we rethink the tools for didactic analyzes. We propose, then, for a particular problem, exploration of Archimedean tilings of the plane, a historical inquiry centered on the activity of the scientist in the process of research and on the influence of the relationship with objects. From this perspective, the study of Johannes Kepler’s work in search of a world harmony is particularly instructive. We also propose, for the analysis of the emerging knowledge in teaching situations, to use tools related to semiotics, which allows to highlight the dynamic of evolution of mathematical objects. We can finally conclude on the opportunity to build and implement “Didactic Situations of Problem Solving”, which ensure the commitment of the subject in the research, the emergence and development of mathematical objects, the genesis of knowledges. The study reinforces the necessity of a pragmatic approach of situations and the relevance of a different look at the knowledge at school

Eine Quantengruppe ist eine nichtkommutative und nichtkokommutative Hopfalgebra. In dieser Arbeit konstruieren wir eine Deformation der lokalkonvexen Hopfalgebra der lokalanalytischen Funktionen auf GL(2,O), wobei O hier der Bewertungsring einer endlichen Erweiterung der p-adischen Zahlen ist. Wir zeigen, dass diese Deformation eine nichtkommutative, nichtkokommutative lokalkonvexe Hopfalgebra, also eine p-adische Quantengruppe, ist. Unser Hauptresultat ist, dass das starke Dual dieser Deformation eine Fréchet-Stein Algebra ist. Dies bedeutet, dass das starke Dual ein projektiver Limes von noetherschen Banachalgebren unter rechtsflachen Übergangsabbildungen ist. Im kommutativen Fall wurde dies von P. Schneider und J. Teitelbaum gezeigt. Unser Beweis im nichtkommutativen Fall benutzt Ideen von M. Emerton, der einen alternativen Beweis im kommutativen Fall gefunden hat. Für unseren Beweis beschreiben wir gewisse Vervollständigungen der quanten-einhüllenden Algebra und benutzen die Technik der partiell dividierten Potenzen. Eine wichtige Klasse lokalanalytischer Darstellungen von GL(2,K) wird mithilfe globaler Schnitte von Linienbündeln auf der p-adischen oberen Halbebene konstruiert. Wir konstruieren ein nichtkommutatives Analogon der p-adischen oberen Halbebene, von dem wir erwarten, dass es interessante Darstellungen unserer p-adischen Quantengruppe induziert. Die wichtigsten Hilfsmittel der Konstruktion sind die Maninsche Quantenebene, der Bruhat-Tits Baum für PGL(2,K) und die Theorie der algebraischen Mikrolokalisierung. / A quantum group is a noncommutative noncocommutative Hopf algebra. In this thesis we deform the locally convex Hopf algebra of locally analytic functions on GL(2,O), where O is the valuation ring of a finite extension of the p-adic numbers. We show that this deformation is a noncommutative noncocommutative locally convex Hopf algebra, i.e. a p-adic quantum group. Our main result is that the strong dual of our deformation is a Fréchet Stein algebra, i.e. a projective limit of Noetherian Banach algebras with right flat transition maps. This was shown in the commutative case by P. Schneider and J. Teitelbaum. For our proof in the noncommutative case we use ideas of M. Emerton, who gave an alternative proof of the Fréchet Stein property in the commutative case. For the proof we describe completions of the quantum enveloping algebra and use partial divided powers. An important class of locally analytic representations of GL(2,K) is constructed from global sections of line bundles on the p-adic upper half plane. We construct a noncommutative analogue of an affine version of the p-adic upper half plane which we expect to give rise to interesting representations of our p-adic quantum group. We construct this space by using the Manin quantum plane, the Bruhat-Tits tree for PGL(2,K) and the theory of algebraic microlocalization.

Made available in DSpace on 2016-04-27T16:58:50Z (GMT). No. of bitstreams: 1 CLARICE SILVA FERNANDES.pdf: 4561573 bytes, checksum: ba0987189e80f3641e21eee16b790509 (MD5) Previous issue date: 2008-12-18 / Secretaria da Educação do Estado de São Paulo / In this dissertation, we re boarding referencial questions about the teacher s performance to incorporate the Information and Comunication Technologies (ICT) in his lessons, as well as the possibilities and dificulties that come of this tecnologies. In this sense, our objective was to investigate what are the contributions that can happen in practice teaching of teachers who build and implement WebQuests, or even to analyze and select WebQuest already available on the Internet to apply it with the students. We had also intended to available the contruction and the implementation of the WebQuest: Football and the Mathematic whose which has been applied to students in second grade of high school, in a school located in the metropolitan region of the São Paulo. The present investigation here was developed based on the comparison of constructionist theory with the instructional, even though we have emphasized the constructionist theory of learning. Also, we inspired in the cooperative learning and in the teacher s performance in the cooperative atmosphere, in the learning objectives, in the Bloom s Taxonomy and in the use of the the Information and Comunication Technologies (ICT), in the education. Accentuating the importance of the mediation pedagogical and of the teacher s performance to use these technological resources. Based in the done study, we believe that, by using these technologies in the classroom, the teacher takes the role of mediator, asviser and facilitator of the student s learning. We can conclude that the WebQuest activity favored the construction of the student s knowledge about the Archimedean Solid and allowed the event of the mediation pedagogical / Nesta dissertação, abordam-se questões referentes ao papel que o professor desempenha ao incorporar as Tecnologias de Informação e Comunicação (TIC) em suas aulas, assim como as possibilidades e as dificuldades oriundas destas tecnologias. Neste sentido, o objetivo foi investigar quais as contribuições que podem acontecer na prática pedagógica dos professores que constroem e aplicam WebQuests, ou mesmo que analisam e selecionam WebQuests já disponíveis na internet para aplicá-la com os alunos. Constituiu-se também como objetivo analisar a construção e a aplicação da WebQuest: Bola de futebol e a Matemática a alunos da segunda série do Ensino Médio, em uma escola da Grande São Paulo. A investigação aqui apresentada foi desenvolvida tendo por base a comparação da teoria construcionista com a instrucionista, embora se tenha enfatizado a teoria de aprendizagem construcionista. Além disso, buscou-se inspiração na aprendizagem cooperativa e no papel do professor no ambiente cooperativo e nos objetivos educacionais; na Taxonomia de Bloom; e no uso das tecnologias de informação e comunicação (TIC) na educação, destacando-se a importância da mediação pedagógica e do papel que o professor desempenha ao utilizar tais recursos tecnológicos. Com base no estudo realizado, acredita-se que, ao utilizar essas tecnologias em sala de aula, o professor assume o papel de mediador, orientador e facilitador da aprendizagem do aluno. Pode-se concluir que a atividade WebQuest favoreceu a construção do conhecimento dos alunos sobre os sólidos arquimedianos e possibilitou que acontecesse a mediação pedagógica

Made available in DSpace on 2016-04-27T16:58:50Z (GMT). No. of bitstreams: 1 ELEN GOMES LEITE SANTIAGO DA SILVA.pdf: 6593196 bytes, checksum: d141853a76b9c54c71e895f7ce06b693 (MD5) Previous issue date: 2008-12-18 / Secretaria da Educação do Estado de São Paulo / This research work aims to investigate how the WebQuest Methods can collaborate in the development of Mathematic contents together with the high school students, using as basis the resources available on the Internet, featuring an activity of research and development. The WebQuest Method was developed by Bernie Dodge, professor of the University of San Diego in 1995. The WebQuest entitled "What a football ball has to do with mathematics?" has as central theme related to the shape of a football ball with the Archimedean Solid, part of the Geometry that is very little studied in the high school. This WebQuest activity has been apllied in a class of 32 students of the third year of a public school in São Paulo. Then it has applied to two classes of the second grade, with 20 students each, in a private school, also in São Paulo. Analyzing the conception and application of the WebQuest, the purpose was verifing whether this activity has some benefit in relation to the student learning confronting with the traditional way of presenting the same content (expository classes with blackboard and chalk).The support of this research, was performed connecting the spontaneous knowledge and scientific knowledge, once that the football ball is known by the most people. It also uses the concepts of how to do and understanding and collaborative work. From the analysis of the final products of the proposed tasks in the WebQuest and the answers to a questionnaire offered to students it can be concluded that knowledge can be built from the research made on the Internet, like this contributing to the development of contents of mathematics. It may be observed also in terms of motivation and interest, a considerable growth on the part of students, to achievement of studies on subjects of Mathematics using this feature (Internet), particularly the collaborative work developed by them / Este trabalho de pesquisa tem como objetivo investigar como a metodologia WebQuest pode colaborar para o desenvolvimento de conteúdos de Matemática junto a alunos do Ensino Médio, usando como base os recursos disponíveis na Internet, caracterizando uma atividade de pesquisa e elaboração. A metodologia WebQuest foi elaborada por Bernie Dodge, professor da Universidade de San Diego, em 1995. A WebQuest intitulada Bola de futebol tem a ver com a Matemática? tem como tema central relacionar o modelo de uma bola de futebol com os Sólidos Arquimedianos, parte da Geometria que é muito pouco estudada nas séries do Ensino Médio. Esta atividade WebQuest foi aplicada inicialmente em uma turma de 32 alunos do terceiro ano de uma escola da rede pública de São Paulo. Em seguida, foi aplicada para duas turmas do segundo ano do Ensino Médio, compostas de 20 alunos cada, de uma escola da rede particular, também em São Paulo. Ao analisar a concepção e aplicação da WebQuest, objetivou-se verificar se esta atividade apresenta algum benefício em relação ao aprendizado dos alunos confrontando com a forma tradicional de apresentação do mesmo conteúdo (aulas expositivas com lousa e giz). A fundamentação deste trabalho foi efetuada relacionando o conhecimento espontâneo e o conhecimento científico, uma vez que bola de futebol é de conhecimento da maioria das pessoas. Também utiliza os conceitos do fazer e do compreender e do trabalho colaborativo. A partir da análise feita dos produtos finais das tarefas propostas na WebQuest e das respostas a um questionário proposto aos alunos pode-se concluir que o conhecimento pode ser construído a partir da pesquisa realizada na Internet, colaborando assim para o desenvolvimento de conteúdos da Matemática. Pode-se notar também em termos de motivação e interesse, um crescimento considerável por parte dos alunos, para a realização de estudos sobre temas da Matemática utilizando-se desse recurso (Internet), em especial pelo trabalho colaborativo desenvolvido por eles

Made available in DSpace on 2016-04-27T16:59:04Z (GMT). No. of bitstreams: 1 Talita Carvalho Silva de Almeida.pdf: 3837664 bytes, checksum: 6aa928cfc78fbe58633dd69e12c49ccc (MD5) Previous issue date: 2010-04-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to revisit the mathematical object Archimedean Solids through their constructions on the environment of Dynamic Geometry Cabri 3D. Thus, the research question was: Can the mathematical object Solids Archimedean be rescued as the object of education for the Basic School using the environment as habitat Dynamic Geometry Cabri 3D? To investigate processes of construction for these solid, we resort to a bibliographic developed based on material already prepared, consisting of books and scientific articles. The theoretical framework was based on the Theory of Didactic Transposition to promote the relationship between the epistemological analysis and didactic analysis, while identifying characteristics that determine the survival of the Archimedean Solids mathematical object as the object of education, and the theory of Register of Representation Semiotics of Duval (1995), to identify and analyze the register mobilized for the construction of solid as well as highlight treatments and conversions made. The methodological choice for literature contributed to the achievement of the desired goal, since it allowed us to find a mathematical procedure performed by Renaissance to obtain Archimedean from cut edges of Platonic solids. The analysis of the constructions helped us realize that the only figural treatments are not sufficient for the construction of the Archimedean solids in Cabri 3D, it is necessary to mobilize a record discursive support for the cut-off points on Platonic solids can be found. Accordingly, we find that Cabri 3D was confirmed as a habitat for the study of Archimedean Solids, because recognized as an object all the knowledge that determine the existence of mathematical object as an object of education / O presente trabalho tem como objetivo revisitar o objeto matemático Sólidos Arquimedianos por meio de suas construções no ambiente de Geometria Dinâmica Cabri 3D. Assim, a pergunta de pesquisa foi: o objeto matemático Sólidos Arquimedianos pode ser resgatado como objeto de ensino para a Escola Básica, utilizando como habitat o ambiente de Geometria Dinâmica Cabri 3D? Para investigar processos de construção para esses sólidos, recorremos a um estudo bibliográfico desenvolvido com base em material já elaborado, constituídos principalmente de livros e artigos científicos. O referencial teórico baseou-se na Transposição Didática e na Problemática Ecológica de Yves Chevallard (1991), para promover a articulação entre a análise epistemológica e a análise didática, além de apontar características outras que determinam a sobrevivência do objeto matemático Sólidos Arquimedianos enquanto objeto de ensino, e na teoria dos Registros de Representação Semiótica de Duval (1995), para identificar e analisar quais os registros mobilizados para a construção desses sólidos, bem como evidenciar os tratamentos e conversões efetuados. A escolha metodológica pela pesquisa bibliográfica contribuiu para o alcance do objetivo desejado, visto que nos permitiu encontrar um procedimento matemático realizado por renascentistas para a obtenção de arquimedianos a partir de cortes nas arestas de sólidos platônicos. As análises das construções realizadas ajudaram a perceber que os tratamentos apenas figurais não são suficientes para a construção dos Sólidos Arquimedianos no Cabri 3D, faz-se necessário mobilizar um registro discursivo suporte para que os pontos de corte em sólidos platônicos possam ser encontrados. Nesse sentido, constatamos que o Cabri 3D se confirmou como um habitat para o estudo dos Sólidos Arquimedianos, na medida em reconheceu como objeto todos os saberes que determinam a existência desse objeto matemático enquanto objeto de ensino

<p>The main result in this thesis is the generalisation of Bergman's diamond lemma for ring theory to power series rings. This generalisation makes it possible to treat problems in which there arise infinite descending chains. Several results in the literature are shown to be special cases of this diamond lemma and examples are given of interesting problems which could not previously be treated. One of these examples provides a general construction of a normed skew field in which a custom commutation relation holds.</p><p>There is also a general result on the structure of totally ordered semigroups, demonstrating that all semigroups with an archimedean element has a (up to a scaling factor) unique order-preserving homomorphism to the real numbers. This helps analyse the concept of filtered structure. It is shown that whereas filtered structures can be used to induce pretty much any zero-dimensional linear topology, a real-valued norm suffices for the definition of those topologies that have a reasonable relation to the multiplication operation.</p><p>The thesis also contains elementary results on degree (as of polynomials) functions, norms on algebras (in particular ultranorms), (Birkhoff) orthogonality in modules, and construction of semigroup partial orders from ditto quasiorders.</p>

The main result in this thesis is the generalisation of Bergman's diamond lemma for ring theory to power series rings. This generalisation makes it possible to treat problems in which there arise infinite descending chains. Several results in the literature are shown to be special cases of this diamond lemma and examples are given of interesting problems which could not previously be treated. One of these examples provides a general construction of a normed skew field in which a custom commutation relation holds. There is also a general result on the structure of totally ordered semigroups, demonstrating that all semigroups with an archimedean element has a (up to a scaling factor) unique order-preserving homomorphism to the real numbers. This helps analyse the concept of filtered structure. It is shown that whereas filtered structures can be used to induce pretty much any zero-dimensional linear topology, a real-valued norm suffices for the definition of those topologies that have a reasonable relation to the multiplication operation. The thesis also contains elementary results on degree (as of polynomials) functions, norms on algebras (in particular ultranorms), (Birkhoff) orthogonality in modules, and construction of semigroup partial orders from ditto quasiorders.