Thesis (Ph. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Beverly S. Rich (chair), Michael Marsalli, Edward S. Mooney. Includes bibliographical references (leaves 89-124) and abstract. Also available in print.

Αναλύεται ο μηχανισμός της παλαιωνυμίας στη Ν.Ε. σε τρία θεματικά πεδία: σημασιολογική ανάλυση, μορφολογική ανάλυση και πώς η συντόμευση παλαιωνυμικών εκφράσεων αποτελεί δείκτη της μετάβασης ενός παλαιωνυμικού όρου από το ειδικό στο γενικό λεξιλόγιο. Επιπλέον, εξετάζεται η προέλευση των παλαιωνυμικών όρων στη Ν.Ε. / In this paper, I present a lexicological approach of retronymy in Modern Greek in three thematic domains: semantic domain, morphological domain and how abbreviation of retronymic expressions signals transfer from special to general vocabulary. Emphasis is given to the process through which English retronyms are imported into Greek.

Thesis (MSc (Industrial Engineering))--Stellenbosch University, 2010. / Please refer to full text to view abstract.

This research is an application of the Capabilities Approach to a southern educational context, aiming to answer how children’s capabilities differ across different types of schooling (public, private and religious) in Pakistan. While conventional research on education in the country dwells on aspects like economic returns to education or qualitative differences in public and private provision, a broader perspective addressing the institutionalization of a tier-ed education structure and its consequences for school-going children remains missing. The current study is an incubation of the same perspective; it asks: how do primary school going children’s educational capabilities differ across different types of schooling in Pakistan?, and by re-framing the question of education equality as a capabilities one, sheds light on appropriate ways of conceptualizing and measuring educational capabilities in a developing country context. Since the use of capabilities with respect to Pakistan’s school diversity is an innovative research area, it justifies the choice of a mixed-methods research design. The qualitative phase comprises focus groups with children and their parents aimed at balancing universal lists of educational capabilities with local insights. The quantitative phase involves a capabilities questionnaire for children built using both theoretical and local valuations as well as a household survey to obtain richer information on each child participant. Qualitative findings for the study reflect on contextualized dimensions of theoretically relevant educational capabilities as well as two new capability categories – Religion and Values and Etiquettes – valued by participants. Quantitative findings for the study discuss (i) differences in children’s educational capabilities across school types in Pakistan, and (ii) the individual, family and household factors potentially explaining such variation. Together, the two sets of findings highlight the complexities in development and evaluation of educational capabilities amidst school diversity in Pakistan and reveal important conclusions for the country’s education policy planning and development.

This thesis investigates the relationship between ecosystem services and human well-being through a case study in Cornwall, UK. The study examines how aspects of the economic and socio-cultural environment interact and influence participants’ constructs of well-being, as well as mediate, through mechanisms of access, their ability to benefit from ecosystem services. The research design is informed by Sen’s capability approach as well as insights from literatures on access theory, human well-being, and ecosystem services. While Sen’s approach potentially offers a novel means to explore the ecosystem services and well-being relationship, it is currently underutilised in this research context. Adopting an in-depth qualitative research approach, data collection took place over 21 months with the same cohort of participants, who face various types of socio-economic disadvantage. Focus groups, life history interviews, photo elicitation, and semi-structured interviews were used to (a) elicit local constructs of well-being, (b) explore the role of ecosystem services for well-being, and (c) identify mechanisms of access that mediate participants’ ability to benefit from valued ecosystem services. The analysis shows that capabilities are interlinked and multidimensional. Therefore, existing socio-economic constraints have important implications for capability formation, and also lead to a series of trade-offs in converting capabilities into well-being. The findings deliver new insights into existing conceptualizations of the ecosystem services and well-being relationship, highlighting the role of cultural practices as sources of well-being, and identifying cultural ecosystem services as an overarching theme rather than a discrete service type. Four types of access mechanisms emerge from the data, including psychological mechanisms, demonstrating that physical distance is an insufficient indicator of exposure to ecosystem services. The thesis concludes by suggesting that developing a capability theory for ecosystem services could aid disaggregated analyses and deliver more nuanced insights into the complex links between ecosystem services and well-being, by shifting the focus from outcomes to opportunities and the processes that contribute to particular outcomes.

Redefinování role učitele použitím divadelních dílen založených na psychosomatickém přístupu v komunitě bez divadelního povědomí umožnilo účastníkům ocenit a prozkoumat své vlastní kreativní schopnosti, vedlo k rozšíření jejich kreativity a uvědomění si své tělesnosti a zodpovědnosti za tvorbu bezpečného a plodného prostředí k učení. Tato dizertační práce analyzovala mezinárodní experiment, který testoval trénink šestičlenného týmu z Katedry autorské tvorby a pedagogiky a nabídl možnost aplikace psychosomatického přístupu.

Guided imagery, a therapeutic technique in which a healer directs an individual to visualize a scene or sensations, has existed for millennia and is often used within healthcare settings today. A small, though growing number of studies among clinical samples demonstrate that guided imagery produces positive effects such as decreased pain and anxiety. Few studies have dismantled this intervention in order to isolate its active ingredients, and even fewer studies have determined for whom this intervention works. The current study sought to address these gaps in the literature by examining the effects of guided imagery on mood and anxiety among a college sample. The effects of a single session of non-directive guided imagery were examined through a repeated measures, pre-test post-test design with three experimental conditions. Multivariate analysis of data from 107 adults showed that following a distress induction, guided imagery significantly decreased anxiety and negative affect. However, guided imagery did not produce significantly greater changes in mood and anxiety than quiet rest or attention control conditions as hypothesized. Individual difference variables hypothesized as moderators (trait absorption, imagery vividness, imagery control) did not predict outcome; however, self-reported engagement in the experimental conditions predicted magnitude of change in outcome. The discussion outlines potential reasons for these unique findings as well as clinical implications and future directions for research.

Morphology and ultrastructure of 25 oscillatorian strains was examined and phylogenetic analysis of 16S rDNA oscillatorian sequences was conducted. Genera Phormidium and Oscillatoria were shown to be polyphyletic. Although morphologically similar strains are found in different branches of the phylogenetic tree, considerable correlation between molecular, ultrastructural and some morphological and ecological traits was detected in several lineages.

abstract: Most existing security decisions for both defending and attacking are made based on some deterministic approaches that only give binary answers. Even though these approaches can achieve low false positive rate for decision making, they have high false negative rates due to the lack of accommodations to new attack methods and defense techniques. In this dissertation, I study how to discover and use patterns with uncertainty and randomness to counter security challenges. By extracting and modeling patterns in security events, I am able to handle previously unknown security events with quantified confidence, rather than simply making binary decisions. In particular, I cope with the following four real-world security challenges by modeling and analyzing with pattern-based approaches: 1) How to detect and attribute previously unknown shellcode? I propose instruction sequence abstraction that extracts coarse-grained patterns from an instruction sequence and use Markov chain-based model and support vector machines to detect and attribute shellcode; 2) How to safely mitigate routing attacks in mobile ad hoc networks? I identify routing table change patterns caused by attacks, propose an extended Dempster-Shafer theory to measure the risk of such changes, and use a risk-aware response mechanism to mitigate routing attacks; 3) How to model, understand, and guess human-chosen picture passwords? I analyze collected human-chosen picture passwords, propose selection function that models patterns in password selection, and design two algorithms to optimize password guessing paths; and 4) How to identify influential figures and events in underground social networks? I analyze collected underground social network data, identify user interaction patterns, and propose a suite of measures for systematically discovering and mining adversarial evidence. By solving these four problems, I demonstrate that discovering and using patterns could help deal with challenges in computer security, network security, human-computer interaction security, and social network security. / Dissertation/Thesis / Doctoral Dissertation Computer Science 2014

Doctor Educationis / This study examined the three education poverty alleviation policies in relation to learners’ capabilities and was grounded in the Capability Approach as a conceptual framework pioneered by the economist and philosopher, Amartya Sen. The study posits the view that the policies investigated and evaluated are essential in terms of contributing to the well-being of learners, particularly those living in poverty, as well as offering opportunities for every child, irrespective of social and/or economic background. The theoretical framework which conceptualise the dimensions of poverty, re-imagines the South African case. A local investigation was undertaken to understand the poverty dynamics in the Quintile 1 schools in the Frances Baard District of the Northern Cape Province. The empirical research was done using a mixed methodology within the pragmatic paradigm. The investigations were based on and informed by the policies and the components of the Capability Approach. An investigation into the extent and processes of the implementation of these policies, and their impact on poverty alleviation in the schools, was considered necessary in order to provide information on the successes and limitations encountered in the implementation processes. A framework is proposed including capabilities for the effective implementation of the educational poverty alleviation policies namely autonomy, knowledge and accountability.