No description available.

京都大学 / 新制・課程博士 / 博士(理学) / 甲第23680号 / 理博第4770号 / 新制||理||1683(附属図書館) / 京都大学大学院理学研究科数学・数理解析専攻 / (主査)教授 平岡 裕章, 教授 泉 正己, 教授 坂上 貴之 / 学位規則第4条第1項該当 / Doctor of Science / Kyoto University / DFAM

<p>Using semi-structured interviews, this research brings to light the lived experiences of thirteen people participating in adult literacy programs. Despite the popularization of situated approaches to literacy in pedagogical models and practice in the field of adult basic education, few studies have emphasized the role of identity in shaping the educational experience and its effects. Symbolic interactionism offers a theoretical map from which to examine the varied experiences of adult literacy learners.</p> <p>Gaining insight into learners’ negotiation of a literate identity yields a nuanced appreciation for how the experience takes shape as part of the broader processes that adults undertake as they seek access to the literate world. Three distinct pathways were identified in learners’ reasons for signing up for, and participating in, the literacy programs: the role fulfillment pathway, the personal betterment pathway and the instrumental pathway. Acquiring a literate identity had differing effects for learners on each pathway either by allowing them to fulfill socially desirable roles through status passage, by acquiring a more positive self-concept, or by acquiring the knowledge and skill to independently accomplish specific tasks.</p> <p>Introducing identity change to the literature on the effect of adult education offers a twofold benefit. First, identity change can motivate adults’ investments in education and, more so than earnings as instrumental models predict, reflects the actual experience of adult learners. Second, identity change may be a mechanism through which education has its diverse effects on a variety outcomes.</p> <p>Though one might assume that those with higher educational and employment goals benefit the most from literacy programs, it appears to be the opposite: those who seem the least likely to pursue education derive the greatest benefit – a finding akin to studies of broader educational effects. Implications for future research of the mechanisms by which these effects manifest themselves as well as considerations for policy development in adult literacy are discussed.</p> / Master of Arts (MA)

Yes / The essay revisits the puzzle of the ‘passage’ of time in relation to EPR-type measurements and asks what philosophical consequences can be drawn from them. Some argue that the lack of invariance of temporal order in the measurement of a space-like related EPR pair, under relativistic motion, casts serious doubts on the ‘reality’ of the lapse of time. Others argue that certain features of quantum mechanics establish a tensed theory of time – understood here as Possibilism or the growing block universe. The paper analyzes the employment of frame-invariant entropic clocks in a relativistic setting and argues that tenselessness does not imply timelessness. But this conclusion does not support a tensed theory of time, which requires a preferred foliation. It is argued that the only reliable inference from the EPR example and the use of entropic clocks is an inference not just to a Leibnizian order of the succession of events but a frame-invariant order according to some selected clocks.

The growing need for increased performance from gas turbines has fueled the drive to raise turbine inlet temperatures. This results in high thermal stresses especially along the first stage nozzle guide vane cascade as the hot combustion products exiting modern day gas turbine combustors generally reach temperatures that could endanger the structural stability of these vanes and greatly reduce the vane life. The highest heat transfer coefficients in the vane passage occurs near the endwall, particularly in the leading edge-endwall junction where vortical flows cause the flow of hotter fluid in the mainstream to mix with relatively lower temperature boundary layer fluid. This work documents the computational investigation of air injection at the end wall through a cylindrical hole placed upstream of the nozzle guide vane leading edge-end wall junction. The effect of the secondary jet on the formation of the leading edge horseshoe vortex and the consequent formation of the passage vortex has been studied. For the computations, the Reynolds averaged Navier–Stokes (RANS) equations were solved with the commercial software ANSYS Fluent using the SST k-ω model. Total pressure loss coefficient and kinetic energy loss Coefficient contour plots at the exit of the cascade to estimate the effect of the endwall fluid injection on loss profiles at the vane cascade exit. Swirling strength contours were plotted at several axial chord locations in order to track the path of the passage vortex in and downstream of the vane cascade. Two different hole-positions (located at 1 hole diameter and 2 hole diameters from the leading edge) along a plane parallel to the incident flow were considered in order to study the effect of the hole position with respect to the vane leading edge-endwall junction. Three different streamwise hole inclination angles with respect to the mainstream flow direction were studied to identify the best angle for the injection of fluid through the endwall. This angle was combined with five different compound angles (0°, 30°, 45°, 60° and 90°) in order to study the effect of varying the compound angle on the leading edge vortex and the passage vortex. Each of the above studies were conducted at two different injected fluid-to-mainstream mass flow ratios (0.5% and 1%) in order to study the effect of varying injected flow rate on the formation of the leading edge vortex and the vane passage vortex. From the results it was observed that suitable selection of the secondary injection mass flow rate, injection angle and hole-position caused an absence of the leading edge horseshoe vortex and delayed migration of the passage vortex across the guide vane passage. Heat Transfer studies were also conducted to observe the absence/weakening of the leading edge vortex and the delayed pitch-wise movement of the passage vortex. / Master of Science

This thesis is a study of a primary passage and progression from light to dark. A secondary passage considers possibilities of a broader connection to context and a clear definition of entrance into the archive. Typologically, this thesis examines the archive as a room within a room. / Master of Architecture

For the last century, automobiles and the roads they require have been a dominant force shaping the modern American landscape. An unrivaled interstate highway system connects major metropolitan areas and is the basis of our transportation infrastructure. Unfortunately, many roadways were not planned or designed with wildlife in mind. As long linear features in the landscape, interstates can function as landscape barriers and cause significant impacts to adjacent wildlife populations. While an aggressive transportation system is being carried out, researchers have only marginally demonstrated the relationships between roadways and wildlife. In such cases, twinned interstate roadways have proven to be the greatest obstacle for wildlife resources. By incorporating ecological design theory into highway planning and design, the transportation community has an opportunity to reassess the short comings of existing highway infrastructure and improve functions of wildlife passage and landscape connectivity. Through system level approaches and analysis applied within an eco-region context, practical solutions can be developed. The following document provides a process for landscape level analysis, wildlife passage structure design and implementation for future planned interstates projects. As a collaborative effort among professionals, we can work towards improving interstate highway systems and retain the relationships occurring within the landscape. The following I-81 design and planning project offers an exceptional opportunity to reassess the inadequacies of the existing interstate infrastructure in terms of landscape connectivity, wildlife resources and public safety, and demonstrate how system level design approaches can give our roadways new shape and form. / Master of Landscape Architecture

Le passage à la vie adulte (PVA) est vécu différemment par différentes populations de jeunes. Si pour certains la dépendance prolongée envers la famille traduit la possibilité de profiter d'un soutien facilitant la négociation du passage vers la vie adulte et l'acquisition progressive de l'autonomie, d'autres jeunes privés de ces formes de soutien, se retrouvent à risque d'exclusion sociale durable. La durée du PVA est relativement courte pour ces jeunes qui sont amenés à assumer prématurément des responsabilités d'adulte. Cette thèse vise à comprendre l'expérience du PVA de personnes ayant fait l'objet d'une mesure de placement en milieu de vie substitut jusqu'à la majorité et plus spécifiquement, à distinguer des modèles de trajectoires de PVA. La collecte de données s'est déroulée auprès de 18 personnes âgées entre 18 et 37 ans. Deux outils de collecte de données ont été utilisés : la photographie, permettant aux participants de mettre en scène leurs propres représentations de la vie adulte, et l'entrevue semi-dirigée, de faire le récit de leur PVA. Les résultats indiquent qu'un point tournant est à l'origine du PVA; cet événement comprend une dimension à la fois relationnelle et intentionnelle. Devenir adulte est exprimé à la fois en termes de réussite individuelle, c'est-à-dire le regard que l'on porte sur soi-même, et en termes de réussite sociale, soit le regard que la société porte sur soi en référence aux normes sociales. La modélisation des données dans une perspective de théorisation ancrée a mené à l'identification de trois trajectoires de PVA : une trajectoire d'appartenance, une trajectoire d'intégration et une trajectoire d'appropriation. Chacune de ces trajectoires permet de « lire » le PVA selon que l'accent est mis sur le rapport à soi, aux autres, à la société.

Le passage à l’âge adulte, à partir de la seconde modernité qui commence dans les années 1960, voit émerger toutes sortes de nouvelles pratiques par lesquelles les adolescents accèdent à la vie adulte. Par contre, les jeunes ne se sont jamais sentis aussi seuls, délaissés et abandonnés par leurs aînés. Ils doivent dorénavant prendre l’initiative, lorsque le temps est venu, de découvrir toutes les grandes questions de l’existence humaine. Ce mémoire porte sur la série jeune 13 Reasons Why réalisé par Brian Yorkey en 2017. Nous avons choisi cette série parce qu’elle aborde un nombre incroyable de thèmes initiatiques propres à la culture jeune. Ce sont des thèmes très importants dans le processus de passage à l’âge adulte des jeunes d’aujourd’hui. Les thèmes initiatiques présents dans cette série leur permettent d’approfondir leur compréhension des rapports qu’ils ont avec eux-mêmes, autrui et le monde. Nous avons utilisé une approche socio-anthropologique pour analyser la série jeune 13 Reasons Why. Cette approche nous a fourni des concepts clés pour mettre en lumière la richesse des thèmes initiatiques de cette série. Ceux-ci pourront être utilisés pour l’enseignement de cours pour le niveau secondaire du Programme Éthique et culture religieuse (ÉCR).

Thèse ou mémoire avec insertion d'articles. / Depuis quelques décennies, il est possible de remarquer un intérêt auprès de la communauté scientifique à l'égard des adolescents qui ont commis un crime sexuel. Bien que cet intérêt ait permis d'accroître les connaissances à l'égard de cette population d'adolescents, les travaux antérieurs sont principalement guidés par des orientations théoriques qui génèrent un portrait limité d'un phénomène complexe. Notamment, les expériences de vie, les besoins et les caractéristiques développementales de ces adolescents ont souvent été négligés par le passé, de même que l'évolution de leurs comportements problématiques et/ou délinquants tout au long de leur vie, à savoir lorsqu'ils avancent en âge et passent d'une période développementale à une autre. C'est donc à la lumière d'une perspective développementale que la présente thèse de doctorat vise à documenter les parcours de vie des adolescents qui ont commis un crime sexuel ou qui ont manifesté des comportements sexuels problématiques, à savoir de leur enfance jusqu'à l'âge adulte. Les résultats obtenus contribuent ainsi à une compréhension plus exhaustive et globale de ce phénomène, en soulignant plus particulièrement que cette forme de délinquance ou de comportements problématiques de nature sexuelle à l'adolescence constitue généralement une manifestation associée à d'autres difficultés comportementales ou expériences d'adversité. Les principaux constats sont discutés en termes de retombées pratiques et théoriques, notamment en ce qui a trait à l'importance qui devrait être accordée aux interventions qui misent sur la réhabilitation de ces adolescents afin de leur donner les outils nécessaires au bon déroulement de leur développement et à leur transition d'une période d'âge à une autre. / For several decades now, there is an increasing interest from the scientific community toward adolescents who have perpetrated a sex offense. While this interest has allowed to acquire better knowledge about this population, pas studies were mainly guided by theoretical orientations that provide a limited portrait concerning a complex phenomenon. In particular, the life experiences, needs, and developmental characteristics of these adolescents have often been neglected in the past, as well as the evolution of their problematic and/or offending behaviors throughout their lives, especially as they age and transition from one developmental period to another. Thus, in the light of a developmental perspective, the present doctoral research aims to document the life histories and trajectories of adolescents who have perpetrated a sexual offense or exhibited problematic sexual behaviors, from childhood to adulthood. The results contribute to a more comprehensive and global understanding of this phenomenon, emphasizing in particular that this form of offending or problematic behaviors in adolescence generally occurs in association with other behavioral difficulties or experiences of adversity. The main findings are discussed in terms of practical and theoretical implications, especially concerning the importance that should be given to interventions focusing on the rehabilitation and the developmental needs of these adolescents to provide them with the necessary tools for a positive unfolding of their development and their transition from one age period to another.