The work of Marshall McLuhan has often been reduced to the form of catchphrases and "McLuhanisms," such as the "global village" and "the medium is the message" in the field of communication. Though these phrases capture an aspect of his thought, the scholarly understanding of McLuhan's vision remains incomplete, even within the specialized area of Media Ecology, of which McLuhan is recognized as the intellectual father. Throughout his corpus, McLuhan makes reference to the classical and medieval trivium, which was the basis for education throughout Western history until the Renaissance. Indeed, he developed a history of the trivium up to the Renaissance in order to understand the works of Thomas Nashe. At the end of his life, he worked to synthesize his views on technology, media, and communication, and the arts of the trivium-- grammar, logic, and rhetoric--which were essential to these works. Consequently, this project details the connection between the classical and medieval trivium and McLuhan's tetrad, which was the heuristic tool that advanced as New Science for the twentieth and twenty first centuries. By detailing this connection, the tetrad is a tool that advances a neo-Medieval theory of communication. In its essence, the neo-Medieval communication theory is attentive to the linguistic essence of the cosmos, is attentive to the transformative nature of understanding, and unifies the human person within a perceptual and poetic understanding of the world. / McAnulty College and Graduate School of Liberal Arts / Communication and Rhetorical Studies / PhD / Dissertation

Un des plus illustres penseurs de l’Espagne du XVIe siècle, Francisco Sánchez de las Brozas (1523-1600) n’a pourtant pas fait l’objet de travaux qui englobent la totalité de sa production et resituent sa pensée dans l’histoire des idées de son époque. Professeur de grec et de rhétorique à l’université de Salamanque, il publie sur des sujets aussi variés que la grammaire, l’astronomie, la poésie ou la dialectique. Nous nous proposons de comprendre son oeuvre comme étant structurée par deux questions fondamentales. D’une part, Sanctius repense les trois arts du trivium pour donner une importance nouvelle à la dialectique et en faire un véritable art de penser. D’autre part, il développe diverses interrogations liées au concept de méthode pour apprendre, raisonner, transmettre les disciplines ; en somme, pour diriger l’esprit. Sánchez de las Brozas se donne et revendique une série de critères qui rendent possible la rigueur de la pensée : il pense la méthode. La méthode est celle qu’il applique lui-même à ses démonstrations pour leur donner légitimité, validité et acuité. Mais elle est aussi ce concept qui exprime une volonté de pouvoir organiser les disciplines et rationnaliser. Nous nous proposons donc de l’envisager à la fois comme un enseignant, un penseur, un humaniste mais aussi comme un intellectuel impliqué dans la diffusion de ses idées. En comprenant Sanctius parmi les penseurs de la méthode du XVIe siècle, nous inscrivons notre travail dans un courant de l’histoire des idées qui entend démontrer l’importance de l’humanisme philosophique du XVIe siècle dans la construction de paradigmes fondamentaux de la pensée du XVIIe siècle. / One of the most famous and acclaimed thinker of sixteenth-century Spain, Francisco Sánchez de las Brozas, Sanctius (1523-1600), has never been properly studied in a research work that would embrace his complete production and understand it in the History of ideas of his time. A teacher of rhetoric and Greek at the university of Salamanca, he published in a great variety of fields such as grammar, astronomy, poetry or logic. We offer to understand his works as structured by two main axes. First of all, Sanctius produces an important reflection on the three arts of the trivium in which he gives a specific emphasis on logic and turns it into a true art of thinking. Also, he develops several reflections around the concept of method to learn, reason and transmit the disciplines. To do so, he uses several intellectual criteria to ensure the accuracy of thinking: he is a thinker of method. Method is what he himself applies in all his demonstrations to give them legitimacy, validity and accuracy. But it is also a concept that expresses a will to organize and rationalize the disciplines. We thus aim at contemplating him at the same time as the teacher, the thinker, the humanist and the intellectual engaged in making his ideas be heard. By understanding Sanctius as a thinker of method, we follow a path set in History of ideas that aims at highlighting the importance of sixteenth-century philosophical humanism in the construction of fundamental paradigms of seventeenth-century thought.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-08T10:39:55Z No. of bitstreams: 2 Dissertação - Mônica Marra de Oliveira Santos - 2018.pdf: 8360709 bytes, checksum: a7fd3e1b018af71c659390ba68a16e5c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-08T10:50:53Z (GMT) No. of bitstreams: 2 Dissertação - Mônica Marra de Oliveira Santos - 2018.pdf: 8360709 bytes, checksum: a7fd3e1b018af71c659390ba68a16e5c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-08T10:50:53Z (GMT). No. of bitstreams: 2 Dissertação - Mônica Marra de Oliveira Santos - 2018.pdf: 8360709 bytes, checksum: a7fd3e1b018af71c659390ba68a16e5c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-23 / Outro / The purpose of this research is the understanding and contribution of the trivium proposed by D'Ambrosio in order to awaken a rethinking of the curriculum of Mathematics of Youth and Adult Education (EJA), from the perspective of the Ethnomathematics Program. The sobering question of this research is: in what way does the trivium proposed by D'Ambrosio, from the perspective of the Ethnomathematics Program, meet the current formative needs of the EJA? In order to answer such question, the profile of the student of the EJA was investigated of the Polivalente Tributário Henrique Silva School, presenting a rapid insertion of the historicity of the EJA in Brazil, as well as its struggles and achievements. This research presents a chronological and critical analysis of the history of the Ethnomathematics Program, its studies and its applications, as well as an in depth investigation of the aspects of the trivium proposed by D'Ambrosio: literacy, materacy and tecnoracy. To reach the objectives of the research, pedagogical interventions were made in the room of the 1st semester of the EJA High School of a state college, in the city of Goiânia. Regarding the methodology, it is an ethnographic research, whose concern is directed to the holistic and dialectical analysis of the EJA culture and the teaching of Mathematics. Data construction instruments were used: audio recordings of the pedagogical interventions and questionnaires for the Mathematics teacher and the students of the studied college. In this context, the Ethnomathematics Program was designed to teach in the transdisciplinarity scenario, with feasibility and critical use of communicative, analytical and material instruments of the sociocultural context, stimulating the apprehension of complex reality through the articulation of the elements and phenomena that pass between, beyond and across disciplines. / Procuraram-se, com esta pesquisa, a compreensão e contribuição do trivium proposto por D’Ambrosio no intuito de se despertar um repensar sobre o currículo de Matemática da Educação de Jovens e Adultos (EJA), na perspectiva do Programa Etnomatemática. A questão suleadora desta pesquisa é: de que forma o trivium proposto por D’Ambrosio, na perspectiva do Programa Etnomatemática, pode suprir as necessidades formativas atuais da EJA? Para se responder tal questão, investigou-se o perfil do aluno da EJA do Colégio Polivalente Tributário Henrique Silva, apresentando-se uma rápida inserção da historicidade da EJA no Brasil, bem como sua lutas e conquistas. Constam nesta pesquisa uma análise cronológica e crítica da história do Programa Etnomatemática, seus estudos e suas aplicações, bem como uma investigação aprofundada das vertentes do trivium proposto por D’Ambrosio: literacia, materacia e tecnoracia. Para se alcançarem os objetivos da pesquisa, foram feitas intervenções pedagógicas na sala do 1º semestre do Ensino Médio da EJA de um colégio estadual, na cidade de Goiânia. Com relação à metodologia, trata-se de uma pesquisa etnográfica, cuja preocupação se direciona à análise holística e dialética da cultura da EJA e do ensino de Matemática. Utilizaram-se como instrumentos de construção dos dados: gravações de áudios das intervenções pedagógicas e questionários para o docente de Matemática e os discentes do colégio pesquisado. Dessarte, buscou-se, nos fundamentos do Programa Etnomatemática, um ensino no cenário da transdisciplinaridade, com viabilização e uso crítico de instrumentos comunicativos, analíticos e materiais do contexto sociocultural, estimulando a apreensão da realidade complexa pela articulação dos elementos e fenômenos que passam entre, além e através das disciplinas.

The overall aim of this dissertation is to explore the connections between rhetoric and civic and moral education. In the Latin schools (trivial schools, cathedral schools, and gymnasiums) in eighteenth-century Sweden, rhetoric still had a prominent position. In examining school rhetoric under the Swedish School Act of 1724, the study takes on rhetoric education in the broad sense, asking questions about teaching design and content, and about which texts were read and written. In addition to this, the dissertation discusses the moral content of the education as well as the function of the texts and exercises of rhetoric education in character and identity formation. The study also demonstrates the practices of rhetoric in schools and gymnasiums. Everyday classroom activities as well as ceremonies and festivities are treated as arenas for the display of erudition, asking questions about eloquence as a possible catalyst for the raising of schoolboys into men and citizens. Drawing from curriculum history, the investigation focuses on the content of the education. The analytical framework regards educational content as multilayered, ranging from conceptual content to content related to school subjects, syllabi and educational programmes, and further to socialisation content. Therefore a number of theoretical and methodological perspectives have to be employed in order to analyse a multitude of sources: from textbooks and records from schools to written curricula. The curriculum history foundation is therefore supplemented by theoretical inspiration from among other things the sociology of education and the sociology of literature, from the history of rhetoric and from gender history. The concept of virtue is given a special role in the construction of civic ideals and masculinities, two important aspects of an erudite identity cultivated in the early modern Latin schools. The dissertation shows that during the long period of time that the Swedish School Act of 1724 was effective – a total of 83 years, until 1807 – school rhetoric changed very little, and the changes that took place did so only slowly. A number of factors explain this rigidity. The same textbook, Elementa rhetorica by Gerardus Johannis Vossius, was used used in Swedish schools throughout the entire period studied. A shortage of textbooks led to older copies being used, and to a manual reproduction of textbooks and educational content.A canon or publica materies of classical, especially Latin, texts connected the branches of the trivium. It also worked as a common resource, read throughout the school: from fables and the short texts of compendia used in the first forms of the trivial schools to the philosophical and literary works used in the gymnasiums. The proximity between school rhetoric and the exemplary classical texts offers a further explanatory factor for the slow changes of 18th century rhetoric education. The rhetoric education in schools and gymnasiums appears as one of the most distinct illustrations of the early modern Swedish school's twofold objective to transmit knowledge and instill virtue. The rhetorical pedagogical programme was not just about the arts and crafts of linguistic ornaments. School rhetoric had an even larger aim, combining knowledge and virtue into the training of an orator. Through the reading of the exemplary texts and the moral lessons taught by them, and through pupils' own co-creation and rhetorical (re)production, a classical, medieval, Renaissance and Reformation legacy was passed on. In this legacy, the aim was virtuous eloquence. The learned world in and around schools and gymnasiums can be considered a premodern or early modern public sphere, filled with rhetorical ceremonials as a display of erudition and scholarly status. At the school level rhetoric was a representative resource that could justify the position of the scholarly community and the clergy, demonstrate the standing of the school and the church site in the city, and distinguish the learned from members of other social groups.

No description available.

With continuing research into quantum computing, current public key cryptographic algorithms such as RSA and ECC will become insecure. These algorithms are based on the difficulty of integer factorization or discrete logarithm problems, which are difficult to solve on classical computers but become easy with quantum computers. Because of this threat, government and industry are investigating new public key standards, based on mathematical assumptions that remain secure under quantum computing. This paper investigates methods of improving the area and performance of one of the proposed algorithms for key exchanges, "NewHope." We describe a pipelined FPGA implementation of NewHope512cpa which dramatically increases the throughput for a similar design area. Our pipelined encryption implementation achieves 652.2 Mbps and a 0.088 Mbps/LUT throughput-to-area (TPA) ratio, which are the best known results to date, and achieves an energy efficiency of 0.94 nJ/bit. This represents TPA and energy efficiency improvements of 10.05× and 8.58×, respectively, over a non-pipelined approach. Additionally, we investigate replacing the large SHAKE XOF (hash) function with a lightweight Trivium based PRNG, which reduces the area by 32% and improves energy efficiency by 30% for the pipelined encryption implementation, and which could be considered for future cipher specifications. / Master of Science / Cryptography is prevalent in almost every aspect of our lives. It is used to protect communication, banking information, and online transactions. Current cryptographic protections are built specifically upon public key encryption, which allows two people who have never communicated before to setup a secure communication channel. However, due to the nature of current cryptographic algorithms, the development of quantum computers will make it possible to break the algorithms that secure our communications. Because of this threat, new algorithms based on principles that stand up to quantum computing are being investigated to find a suitable alternative to secure our systems. These algorithms will need to be efficient in order to keep up with the demands of the ever growing internet. This paper investigates four hardware implementations of a proposed quantum-secure algorithm to explore ways to make designs more efficient. The improvements are valuable for high throughput applications, such as a server which must handle a large number of connections at once.

Algebraic attacks constitute an effective class of cryptanalytic attacks which have come up recently. In algebraic attacks, the relations between the input, output and the key are expressed as a system of equations and then solved for the key. The main idea is in obtaining a system of equations which is solvable using reasonable amount of resources. The new approaches proposed in this work and experimental studies on the existing algebraic attacks on stream ciphers will be presented. In the first attack on filter generator, the input-output relations are expressed in conjunctive normal form. The system of equations is then solved using modified Zakrevskij technique. This was one of the earliest algebraic attacks on the nonlinear filter generator. In the second attack, we relaxed the constraint on algebraic attack that the entire system description be known and the output sequence extension problem where the filter function is unknown is considered. We modeled the problem as a multivariate interpolation problem and solved it. An advantage of this approach is that it can be adapted to work for noisy output sequences where as the existing algebraic attacks expect the output sequence to be error free. Adding memory to filter/combiner function increases the degree of system of equations and finding low degree equations in this case is computeintensive. The method for computing low degree relations for combiners with memory was applied to the combiner in E0 stream cipher. We found that the relation given in literature [Armknecht and Krause] was incorrect. We obtained the correct equation and verified its correctness. A time-data size trade off attack for clock controlled filter generator was developed. The time complexity and the data requirements are in between the two approaches used in literature. A recent development of algebraic attacks - the Cube attack was studied. Cube attack on variants of Trivium were proposed by Dinur and Shamir where linear equations in key bits were obtained by combining equations for output bit for same key and a set of Initialization Vectors (IVs). We investigated the effectiveness of the cube attack on Trivium. We showed that the linear equations obtained were not general and hence the attack succeeds only for some specific values of IVs. A reason for the equations not being general is given and a modification to the linear equation finding step suggested.

No description available.