Many insurance and finance activities involve multiple risks. Dependence structures between different risks play an important role in both theoretical models and practical applications. However, stochastic and actuarial models with dependence are very challenging research topics. In most literature, only special dependence structures have been considered. However, most existing special dependence structures can be integrated into more-general contexts. This thesis is motivated by the desire to develop more-general dependence structures and to consider their applications. This thesis systematically studies different dependence notions and explores their applications in the fields of insurance and finance. It contributes to the current literature in the following three main respects. First, it introduces some dependence notions to actuarial science and initiates a new approach to studying optimal reinsurance problems. Second, it proposes new notions of dependence and provides a general context for the studies of optimal allocation problems in insurance and finance. Third, it builds the connections between copulas and the proposed dependence notions, thus enabling the constructions of the proposed dependence structures and enhancing their applicability in practice. The results derived in the thesis not only unify and generalize the existing studies of optimization problems in insurance and finance, but also admit promising applications in other fields, such as operations research and risk management.

This report is a summary and a discussion of several studies, that havebeen carried out within the SYO-project (syo=educational and vocationalguidance). The SYO-project, financed by the National Board of Education,has two major sources of information concerning the description andanalyses of (1) the content of syo and (2) different persons' conceptionsand notions of education, work, and choice of education and profession.The aim of this work is to investigate pupils in grade 7-9 regardingtheir actual choices and the particular conditions, that could influencethose choices e.g. the importance of the family and the syo. In theframework for conducting this study, some assumptions are made aboutthe role of school and syo. The pupils' choices and the conditions underwhich they occur, are examined from a societal, educational andindividual perspective. Furthermore, a model is developed to illustratehow pupils' conceptions and notions are formed. Both extensive andintensive studies have been executed, using parents, pupils, teachers andcounsellors. The data have been collected primarily from individualinterviews and questionnaires. The results have been published in sevenreports, nos. 4-10 in Pedagogiska rapporter/Educational reports.Department of Education, University of Umeå (in Swedish). The resultsdemonstrate, that the pupils choices of education and profession arestrongly related to sex and social class. Only their choices of educationseem to be stable. However, when they change, the differences betweensex and social class tend to be even larger. The influences from parentsand school coincides so as to support the pupils* conceptions and notionsof education, work, and educational and vocational choices, which arebased on an individual perspective. In contrast, there can also be a breakin the ideological transmission, such that, for example, the pupils1conceptions of work may reflect more of the parents' influences thanthe schools1. Different conditions of importance for the work of syo, inaccordance with official goals, are not fulfilled. Thus, the integrationof syo does not exist. For example, the number of pupils seems too largeand the expectations of teachers and other persons in the school,concerning syo, are quite different from those of the counsellors. Finally,a few limitations and the principal results of the work are discussedalong with suggestions for further research. The results concern, interalia, the socially based differences in knowledge between parents andpupils. These differences mean, in essence, that a basic condition forrational choice is not fulfilled. Furthermore, the role of syo as a sortingmechanism in the process of social reproduction is deemphasized. Instead,its legitimizing function appears as more important. / digitalisering@umu

The purpose of this study is to examine the process of stabilization and/or change in university students' notions of content and transmission and acquisition of knowledge. The subjects, 25 students of engineering, economics, medicine, and psychology, were interviewed at the beginning and the end of their training period. The main result of the study is that the students of psychology, both at the beginning and the end of their training, manifest the greatest variation in notions of content and in the transmission and acquisition of knowledge. They express five qualitatively different notions at these two points of time. Furthermore, practically all students of psychology develop a repertory of notions in the course of their training. This means that the students simultaneously express more than one notion of the content of their education. Initially, the students of economics express three different notions of content and of the transmission and acquisition of knowledge. Towards the end of their training, they have developed a fourth notion. Slightly more than half of the students of economics acquire a repertory of notions of the content of economics in the course of their training. Initially, the students of medicine express three notions of medicine. Towards the end of their training they express only two different types of notions of the content of medicine. Few students of medicine develop an individual repertory of notions. Initially, the students of engineering express three different notions of engineering. Towards the end of their training they express four qualitatively different notions. Some students develop a repertory of notions of enginee­ring in the course of their training. From the point of view of content, the students' notions vary between social and individual explanations and definitions of their respective subjects. The changes in the students' notions are analysed on the basis of the curriculum code of each programme. The programmes of medicine and engineering are dominated by a collected code whereas the programmes of economics and psychology are dominated by an integrated code. / digitalisering@umu

Many insurance and finance activities involve multiple risks. Dependence structures between different risks play an important role in both theoretical models and practical applications. However, stochastic and actuarial models with dependence are very challenging research topics. In most literature, only special dependence structures have been considered. However, most existing special dependence structures can be integrated into more-general contexts. This thesis is motivated by the desire to develop more-general dependence structures and to consider their applications. This thesis systematically studies different dependence notions and explores their applications in the fields of insurance and finance. It contributes to the current literature in the following three main respects. First, it introduces some dependence notions to actuarial science and initiates a new approach to studying optimal reinsurance problems. Second, it proposes new notions of dependence and provides a general context for the studies of optimal allocation problems in insurance and finance. Third, it builds the connections between copulas and the proposed dependence notions, thus enabling the constructions of the proposed dependence structures and enhancing their applicability in practice. The results derived in the thesis not only unify and generalize the existing studies of optimization problems in insurance and finance, but also admit promising applications in other fields, such as operations research and risk management.

Thesis (Ph.D.) -- University of Western Sydney, 2002. / "Thesis submitted for the award of Doctor of Philosophy, University of Western Sydney, 2002" Bibliography: p. [273]-[280].

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No. of bitstreams: 1 vilela_tr_me_rcla.pdf: 11825379 bytes, checksum: 23c99babd61e5d722d1321dfae08407f (MD5) Previous issue date: 2016-08-30 / O presente trabalho relata e discute a tentativa de um projeto de formação de professores em horário de Aula de Trabalho Pedagógico Coletivo (ATPC). O projeto foi realizado com 42 professores de duas escolas da rede pública de ensino do município de Itanhaém – SP, a saber: uma escola urbana, de porte médio, localizada no centro da cidade e uma pequena escola rural. Foram envolvidos neste projeto 29 professores dos anos finais do ensino fundamental (6º a 9º ano) na escola urbana e 13 professores entre os anos iniciais e finais do ensino fundamental (1º ao 9º ano) na escola rural. Os trabalhos junto aos professores foram desenvolvidos durante o ano de 2014 entre os meses de março e agosto, mensalmente, em cada uma das escolas envolvidas. Contou-se também com uma palestra concedida pelo Professor Antonio Camargo (Depto. de Ecologia – UNESP/Rio Claro) e uma “saída a campo” por alguns rios da Bacia Hidrográfica do Rio Itanhaém, no mês de setembro. A escola rural contou com novo encontro no mês de novembro do referido ano e na escola urbana foram realizadas três entrevistas semiestruturadas com três professores ao final do projeto. Outros dados foram coletados ao longo dos encontros através de vídeos, áudios, textos produzidos pelos sujeitos, anotações em caderno de campo, e um questionário aplicado aos docentes da escola urbana. O referido curso possuía como temática a Bacia Hidrográfica do Rio Itanhaém, contudo pretendia, mais do que fornecer conhecimentos prontos, promover um levantamento daquilo que trazem estes professores a respeito das suas próprias vivências, histórias e conhecimentos; procurando assim, contribuir para a construção coletiva do significado destes conhecimentos. Neste trabalho são apresentadas reflexões a respeito da relação dos professores com o ambiente local e sobre como os mesmos compreendem a “ciência”, dialogando-as com os obstáculos encontrados na efetivação de processos de formação continuada em horário de trabalho dos professores. Aponta-se também para as possibilidades e desafios da construção de propostas coletivas inseridas no ambiente escolar. A perspectiva teórico-metodológica utilizada esteve baseada na Pesquisa Participante de Brandão (1999), e como auxílio metodológico de exploração, orientou-se pelo Paradigma Indiciário de Ginzburg (2012). Os dados sugerem que a constante rotatividade dos professores em diferentes cidades e escolas provoca uma fragmentação relacionada ao espaço que se apresenta como obstáculo para trabalhos relacionados à iniciativa para atuações locais. Além disso, sugerem que estes professores percebem a “ciência” como conhecimentos prontos, não levando em consideração seus processos e meios de construção, assim como mistificam o papel da universidade. Contudo os dados também revelam o anseio destes professores por melhores condições de trabalho e maiores espaços coletivos e de diálogo dentro da escola, que sob contextos específicos, poderiam vir a ser disparadores de atuações coletivas. Por fim, a escola como local de formação foi percebida neste caso, ainda como uma instância que cede pouco espaço-tempo ao diálogo, necessitando ser repensada sob diversos aspectos, desde a política externa que a organiza até sua gestão interna, a qual deve pautar-se em atividades mais coletivas e politicamente situadas. / This paper describes and discusses the trial of a teacher training project in Pedagogic Collective Work during Class hours (PCWC). The project was carried out with 42 teachers from two schools in the public school system in the city of Itanhaém - SP, namely an urban school, mid-size, located in the city center and a small rural school. Twenty nine teachers from the final years of elementary school (6th to 9th grade) teaching at the urban schools and 13 teachers from the initial years and the end of primary school (1st to 9th grade) in rural school were involved in this project. The work with the teachers was developed during 2014 from March to August, monthly, in each of the schools involved. It also counted with a lecture given by Professor Antonio Camargo (Department of Ecology. - UNESP / Rio Claro) and an “output field” to visit some rivers of the River Basin Itanhaém, in September. We had another meeting in the rural school in November of that year and we have had three semi-structured interviews with three teachers at the end of the project in urban school. Other records were collected during the meetings through videos, audios, texts produced by the subjects, notes in a diary, and a questionnaire applied to the teachers of urban school. This course had as its theme the Itanhaém River Basin, however intended, more than ready to provide knowledge, promote a survey of what these teachers bring about their own experiences, stories and knowledge; thus seeking to contribute to the collective construction of the meaning of this knowledge. This research presents reflections on the relationship between teachers and the local environment and how they understand "science", dealing with the obstacles they found in the execution of continuing education processes during working hours. It also points out the possibilities and challenges of building collective proposals in the school environment. The theoretical and methodological approach was based on the “Pesquisa Participante” of Brandão (1999). The “Paradigma Indiciário” of Ginzburg (2012) was also used as a methodological aid exploration. The results suggest that the constant rotativity of the teachers who work in different cities and schools causes a fragmentation related to the space and this fact appears to be an obstacle for works related to the initiative for local approaches. Also, they suggest that these teachers consider "science" as ready knowledge, not taking into account the processes to produce science, as well as mystify the role of the university. By the other hand, it also shows the desire of these teachers for better working conditions, better collective spaces and the possibilities of improving the dialogue within the school. Considering specific contexts, they could become triggers of collective performances. Finally, results show that teachers do not feel the school as a place of training and perceive it as a local with little room for dialoguing. The school as a place of continuing education of teachers needs to be rethought in several aspects, such as foreign policy that organizes and internal management of school. These instances should have their focus on collective and politically situated school activities.

Este trabalho aborda aspectos básicos do cálculo de probabilidades em espaço finito de probabilidade, aplicados a eventos como lançamentos de moedas, jogos de pôquer, loterias, problemas de nascimento de crianças e problemas com urnas, e tem como objetivo principal exibir, em cada fenômeno aleatório, o espaço finito de probabilidade que é o modelo probabilístico do fenômeno. Em cada exemplo de aplicação, foram definidos os espaços amostrais e a função de probabilidade correspondente, além do evento cuja probabilidade é a resposta do problema apresentado. A visualização concreta do espaço dos eventos associado a um processo aleatório facilita a compreensão do cálculo de probabilidades. / This dissertation approaches basic aspects of the probability calculus in finite probability space, applied to events such as coins tosses, poker matches, lotteries, birth problems and problems with voting machines, and it aims at displaying in each random phenomenon, the finite probability space which is the probability model of the phenomenon. In each working example, the sample spaces and their corresponding probability function have been defined, besides the event whose probability is the response of the problem presented. The concrete visualization of the space of events associated with a random process facilitates the understanding of the probability calculus.

Turbine - investigates Notion(s) of Home(s) from three perspectives; the individual, the collective and in relation to a neighbourhood. This is done through the eyes of a fictional collective called The Turbine, situated in Hjorthagen, Stockholm. The fictional collective is based on an NGO called Kombo, currently working for a collective house for all ages to be built within the Stockholm area.

The user data in social media platforms is an excellent source of information that is beneficial for both commercial and scientific purposes. However, recent times has seen that the user data is not always used for good, which has led to higher demands on user privacy. With accurate statistical research data being just as important as the privacy of the user data, the relevance of differential privacy has increased. Differential privacy allows user data to be accessible under certain privacy conditions at the cost of accuracy in query results, which is caused by noise. The noise is based on a tuneable constant ε and the global sensitivity of a query. The query sensitivity is defined as the greatest possible difference in query result between the queried database and a neighboring database. Where the neighboring database is defined to differ by one record in a tabular database, there are multiple neighborhood notions for edge-labeled graphs. This thesis considers the notions of edge neighborhood, node neighborhood, QL-edge neighborhood and QL-outedges neighborhood. To study these notions, a framework was developed in Java to function as a query mechanism for a graph database. ArangoDB was used as a storage for graphs, which was generated by parsing data sets in the RDF format as well as through a graph synthesizer in the developed framework. Querying a database in the framework is done with Apache TinkerPop, and a Laplace distribution is used when generating noise for the query results. The framework was used to study the privacy and utility trade-off of different histogram queries on a number of data sets, while employing the different notions of neighborhood in edge-labeled graphs. The level of privacy is determined by the value on ε, and the utility is defined as a measurement based on the L1-distance between the true and noisy result. In the general case, the notions of edge neighborhood and QL-edge neighborhood are the better alternatives in terms of privacy and utility. Although, there are indications that node neighborhood and QL-outedges neighborhood are considerable options for larger graphs, where the level of privacy for edge neighborhood and QL-edge neighborhood appears to be negligible based on utility measurements.

Studiens syfte är att lyfta förskollärares föreställningar om musik som mål och medel, hur de undervisar i musik och vilka förutsättningar de anser är betydelsefulla för att bedriva musikundervisning som ett mål. Studien berör didaktiska tillämpningar av musikundervisning i förskolekontext. Metoden utgår från en kvalitativ ansats och data är insamlad genom intervjuer och observationer för att sedan analyseras utifrån ett utvecklingspedagogiskt perspektiv och Lindströms modell om estetiska lärandeformer. I studien deltar fyra förskollärare från tre olika förskolor med barn i åldrarna 1-5 år. Resultatet visar att förskollärarnas föreställningar om musik i förskolan är starkt förknippade med glädje såväl som ett eget ämnesinnehåll. Det musikdidaktiska innehållet i förskollärarutbildningen framhävs som otillräckligt och bidragande till förskollärarnas avsaknad av trygghet och kompetens i att undervisa musik som mål och medel. Studiens slutsats är att kompetens inom ämnet musik och stöd från kollegor är faktorer som förskollärare betonar som viktiga förutsättningar för att bedriva musikundervisning i förskolan.