In this thesis, I have explored the different approaches towards proving Artin's `primitive root' conjecture unconditionally and the elliptic curve analogue of the same. This conjecture was posed by E. Artin in the year 1927, and it still remains an open problem. In 1967, C. Hooley proved the conjecture based on the assumption of the generalized Riemann hypothesis. Thereafter, the mathematicians tried to get rid of the assumption and it seemed quite a daunting task. In 1983, the pioneering attempt was made by R. Gupta and M. Ram Murty, who proved unconditionally that there exists a specific set of 13 distinct numbers such that for at least one of them, the conjecture is true. Along the same line, using sieve theory, D. R. Heath-Brown reduced this set down to 3 distinct primes in the year 1986. This is the best unconditional result we have so far. In the first part of this thesis, we will review the sieve theoretic approach taken by Gupta-Murty and Heath-Brown. The second half of the thesis will deal with the elliptic curve analogue of the Artin's conjecture, which is also known as the Lang-Trotter conjecture. Lang and Trotter proposed the elliptic curve analogue in 1977, including the higher rank version, and also proceeded to set up the mathematical formulation to prove the same. The analogue conjecture was proved by Gupta and Murty in the year 1986, assuming the generalized Riemann hypothesis, for curves with complex multiplication. They also proved the higher rank version of the same. We will discuss their proof in details, involving the sieve theoretic approach in the elliptic curve setup. Finally, I will conclude the thesis with a refinement proposed by Gupta and Murty to find out a finite set of points on the curve such that at least one satisfies the conjecture.

In this thesis, I have explored the different approaches towards proving Artin's `primitive root' conjecture unconditionally and the elliptic curve analogue of the same. This conjecture was posed by E. Artin in the year 1927, and it still remains an open problem. In 1967, C. Hooley proved the conjecture based on the assumption of the generalized Riemann hypothesis. Thereafter, the mathematicians tried to get rid of the assumption and it seemed quite a daunting task. In 1983, the pioneering attempt was made by R. Gupta and M. Ram Murty, who proved unconditionally that there exists a specific set of 13 distinct numbers such that for at least one of them, the conjecture is true. Along the same line, using sieve theory, D. R. Heath-Brown reduced this set down to 3 distinct primes in the year 1986. This is the best unconditional result we have so far. In the first part of this thesis, we will review the sieve theoretic approach taken by Gupta-Murty and Heath-Brown. The second half of the thesis will deal with the elliptic curve analogue of the Artin's conjecture, which is also known as the Lang-Trotter conjecture. Lang and Trotter proposed the elliptic curve analogue in 1977, including the higher rank version, and also proceeded to set up the mathematical formulation to prove the same. The analogue conjecture was proved by Gupta and Murty in the year 1986, assuming the generalized Riemann hypothesis, for curves with complex multiplication. They also proved the higher rank version of the same. We will discuss their proof in details, involving the sieve theoretic approach in the elliptic curve setup. Finally, I will conclude the thesis with a refinement proposed by Gupta and Murty to find out a finite set of points on the curve such that at least one satisfies the conjecture.

O Brasil é um dos países mais violentos do mundo, e essa realidade se reflete no ambiente escolar. O problema da violência na escola induz nos agentes de educação comportamentos que se contrapõem às metas de melhoria da qualidade do ensino. Por isso, a violência na escola é um dos candidatos a determinante da baixa qualidade educacional encontrada no Brasil. Este trabalho investiga se existe relação entre violência na escola e proficiência dos alunos no Brasil nos anos de 2003, 2005, 2007, 2009, 2011 e 2013. Os resultados das regressões lineares e das regressões quantílicas incondicionais indicam que a ocorrência de um tipo de evento violento adicional está associada a uma redução na proficiência. Eles indicam também que há heterogeneidade na resposta dos alunos à violência na escola: a violência na escola parece afetar mais os alunos da quarta série, os alunos que se encontram na mediana da distribuição das notas e os alunos com melhor condição socioeconômica. Além disso, a violência na escola parece afetar mais a proficiência em Matemática em comparação com a proficiência em Língua Portuguesa, e a violência contra o professor tem efeitos tão ou mais deletérios que a violência entre os alunos. / Brazil is one of the most violent countries in the world, and this reality is part of the school environment. The problem of school violence hinders any possible progress in improving the quality of education. Indeed, school violence is a key element in explaining the low educational quality in Brazil. This research investigates the relationship between school violence and student achievement in Brazil in the years of 2003, 2005, 2007, 2009, 2011 and 2013. The results of linear regressions and unconditional quantile regressions analysis show that an occurrence of an additional kind of violent event is associated with a reduction on student achievement. They also show that there is a high degree of heterogeneity in student responses to school violence: the school violence seems to affect more 4th graders, the students that are in the median of the distribution of the grades and the students with the best socioeconomic conditions. Moreover, school violence seems to affect more grades in Math than Portuguese, and the violence against teachers has effects as or more deleterious than the violence between students.

Le syndrome de l’imposteur peut être source d’une grande souffrance. Soixante-deux à 70% de la population peuvent être amenés à douter, ne serait-ce qu’une fois, de la légitimité de leur statut. Ces questionnements s’orientent sur l’impression de tromper les autres, sur les attributions de sa situation et sur la peur de voir son incompétence mise à jour. Malgré sa prévalence, peu d’études s’intéressent au caractère pathologique de ce syndrome, et encore moins à chercher des outils d’accompagnement adaptés. Les objectifs de ce travail étaient de valider un outil d’évaluation en français, et d’améliorer la compréhension de la dimension cognitive de ce syndrome.L’étude 1 est une étude quantitative menée auprès de 549 participants. Elle propose la validation du concept du syndrome de l’imposteur et la réalité d’un syndrome pouvant être pathologique. Les résultats démontrent différents profils d’imposteurs pour lesquels les comorbidités et leur vécu se révèlent différents.L’étude 2 est une étude quantitative menée auprès de 1597 participants. Elle a permis la validation de la Clance Impostor Phenomenon Scale (CIPS) dans sa version francophone. Les résultats démontrent des bonnes qualités psychométriques du questionnaire. L’étude 3 est une étude quantitative menée auprès de 694 participants. Elle évalue les manifestations anxieuses inhérentes au syndrome de l’imposteur. Les analyses rendent compte de profils d’imposteurs différents. L’établissement d’un modèle d’émergence de ce syndrome a été suggéré afin d’interroger sa présence lors des périodes de grand stress de la vie. L’étude 4 est une étude quantitative menée auprès de 873 participants. Elle est axée sur l’intégration de l’acceptation inconditionnelle de soi comme outil pertinent de prise en charge des imposteurs. Elle propose de plus un profil cognitif de ces personnes au regard de la représentation de l’échec, des attitudes dysfonctionnelles et d’une faible acceptation inconditionnelle de soi. / The impostor phenomenon can represent a significant distress source. The literature suggests that 60-70% of the population questions their legitimacy at least once in their lives. These doubts focus on feelings of inadequacy or fraud, poor success attribution, and the fear of being exposed as an impostor. Few studies have explored the pathological aspects of the impostor phenomenon despite its prevalence. Moreover, to our knowledge too little research has been conducted to design adequate management tools. The research carried out for this thesis seeks to validate existing impostor phenomenon measures, the Clance Impostor Phenomenon Scale (CIPS), as well as better understand cognitive dimensions related to this syndrome.Study 1 was a quantitative study carried out on a sample of 549 participants. This study deals with the validation of the independent concept of impostor phenomenon as well as potential pathological aspects related to it. Results showed different impostor profiles both in intensity and impacts of this syndrome.Study 2 was a quantitative study carried out on 1,597-strong sample. The main objective was to validate an existing impostor phenomenon scale (CIPS) in French. The results demonstrated good psychometric validity for the French version.Study 3 was a quantitative study carried out on a sample of 694 participants. This study examined anxiety manifestations linked to the impostor phenomenon. The results demonstrated different profiles of impostors. A model was developed to help understand the manifestation of this syndrome during periods of severe stress and change.Study 4 was a quantitative study carried out on a sample of 873 participants. This study focused on unconditional self-acceptance as a useful method of appropriate therapeutic management linked to the impostor phenomenon. A cognitive profile of impostors was developed that helps account for irrational beliefs about failure, dysfunctional attitudes, and low unconditional self-acceptance.

O Brasil é um dos países mais violentos do mundo, e essa realidade se reflete no ambiente escolar. O problema da violência na escola induz nos agentes de educação comportamentos que se contrapõem às metas de melhoria da qualidade do ensino. Por isso, a violência na escola é um dos candidatos a determinante da baixa qualidade educacional encontrada no Brasil. Este trabalho investiga se existe relação entre violência na escola e proficiência dos alunos no Brasil nos anos de 2003, 2005, 2007, 2009, 2011 e 2013. Os resultados das regressões lineares e das regressões quantílicas incondicionais indicam que a ocorrência de um tipo de evento violento adicional está associada a uma redução na proficiência. Eles indicam também que há heterogeneidade na resposta dos alunos à violência na escola: a violência na escola parece afetar mais os alunos da quarta série, os alunos que se encontram na mediana da distribuição das notas e os alunos com melhor condição socioeconômica. Além disso, a violência na escola parece afetar mais a proficiência em Matemática em comparação com a proficiência em Língua Portuguesa, e a violência contra o professor tem efeitos tão ou mais deletérios que a violência entre os alunos. / Brazil is one of the most violent countries in the world, and this reality is part of the school environment. The problem of school violence hinders any possible progress in improving the quality of education. Indeed, school violence is a key element in explaining the low educational quality in Brazil. This research investigates the relationship between school violence and student achievement in Brazil in the years of 2003, 2005, 2007, 2009, 2011 and 2013. The results of linear regressions and unconditional quantile regressions analysis show that an occurrence of an additional kind of violent event is associated with a reduction on student achievement. They also show that there is a high degree of heterogeneity in student responses to school violence: the school violence seems to affect more 4th graders, the students that are in the median of the distribution of the grades and the students with the best socioeconomic conditions. Moreover, school violence seems to affect more grades in Math than Portuguese, and the violence against teachers has effects as or more deleterious than the violence between students.

This dissertation has three chapters studying accounting conservatism in the property-liability (P&L) insurance industry. There are two types of accounting conservatism – ex-ante (unconditional) conservatism and ex-post (conditional) conservatism. The former means that firms over-report liabilities initially, before more detailed information becomes available. The latter means that firms respond to this new information asymmetrically by recognizing expected losses more quickly than expected gains. My analysis throughout the dissertation focuses on the loss reserve accruals since it is the most significant accruals on the balance sheet. One benefit of studying the P&L insurance industry is that we have specific and detailed information regarding the development of loss reserve accruals over time. Chapter 1 is an executive summary of the next two chapters, highlighting the key results, the policy implications, and the contributions of the dissertation. Chapter 2 studies the two types of accounting conservatism and explore three research questions: (1) whether ex-ante and ex-post conservatism prevails in the P&L insurance industry; (2) what the relations are between ex-post conservatism and other managerial incentives including ex-ante conservatism; and (3) how much the opportunity cost is for being conservative. I study all U.S. domiciled P&L insurance companies from 1996 to 2012 and follow the previous literature to measure accounting conservatism in Chapter 2. I find that both types of accounting conservatism prevail in the insurance industry. Besides, the back-of-the-envelope estimates based on the industry average insurer indicate that their opportunity costs are trivial compared to the amounts of net income and total assets. Chapter 2 also shows that the practices of ex-ante and ex-post conservatism exhibit a nonlinear, U-shape relationship. This finding supports the view that the two types of conservatism can be compliments because they can serve for different purposes. Ex-ante conservatism is mainly used to create a cushion against future unexpected losses, whereas ex-post conservatism can reduce informational frictions. In Chapter 3, I develop a new method of assessing conditional conservatism using more detailed data from the insurance industry. I look at how conditional conservatism affects insolvency risk and the financial strength rating of P&L insurance companies. I also investigate how a change to accounting rules affects conditional conservatism. The new method of measuring conditional conservatism is based on the concavity of the loss development curve. I study all U.S. domiciled P&L insurance companies from 1995 to 2015 and find that the greater the degree of conditional conservatism, the lower is insolvency probability, and the better is the financial strength rating, with other things being constant. The result indicates that regulators and rating agencies do reward insurers that voluntarily utilize conditional conservatism accounting strategy. Moreover, I find that the level of conditional conservatism is reduced after the enactment of the Model Audit Rule (MAR). MAR, like the Sarbanes-Oxley Act Section 404, increased board oversight of internal risk management. The result suggests that complying with additional disclosure requirements provides a “safe harbor” for insurance companies so that they have fewer incentives to be conditionally conservative. / Business Administration/Risk Management and Insurance

Yes / The development of students’ mathematics skills in higher education is often the topic of professional debate in learning development circles. Less prevalent are discussions taking place around the interpersonal dynamics that occur during one-to-one (tutorial) sessions. This case study explores these dynamics. It arose from the continuing professional development activities of an adviser (learning developer) at a UK university. As a result of recording one-to-one mathematics sessions it was found that the adviser was unconsciously competent and that, although she was adept at identifying her areas for development, she struggled to articulate the considerable strengths of her practice. We wanted to find a way of describing, analysing and evaluating her competence, and alighted upon the person-centred approach. The aim of this paper, therefore, is to present the synthesis of maths skills practice with this approach in the hope of stimulating further research and professional conversation in the learning development community. The report offers novel idiographic findings through the application of person-centred theory to one practitioner’s experience of delivering maths skills development. We conclude by suggesting that focusing on the relationship between adviser and student can help to create conditions conducive to successful one-to-one education.

This thesis aims to contribute towards a better understanding of the optimal coordination of monetary and fiscal policy in complex economic environments. We analyze the characteristics of optimal dynamics in an economy in which neither prices nor wages adjust instantaneously and lump-sum taxes are unavailable as a source of government finance. We then propose that monetary and fiscal policy should be coordinated to satisfy a pair of simple `specific targeting rules', a rule for inflation and a rule for the growth of real wages. We show that such simple rule-based conduct of policy can do remarkably well in replicating the dynamics of the economy under optimal policy following a given shock. We study optimal policy coordination in the context of an economy where a constant proportion of agents lacks access to the asset market. We find that the optimal economy moves along an analogue of a conventional inflation-output variance frontier in response to a government spending shock, as the population share of non-Ricardian agents rises. The optimal output response rises, while inflation volatility subsides. There is little evidence that increased government spending would crowd in private consumption in the optimal economy. We investigate the optimal properties and wider implications of a macroeconomic policy framework aimed at meeting an unconditional debt target. We show that the best stationary policy in terms of an unconditional welfare measure is characterized by highly persistent debt dynamics, less history-dependence in the conduct of policy, less reliance on debt finance and more short-term volatility following a government spending shock compared with the non-stationary `timelessly optimal' plan.

La musique est essentiellement inexpressive : elle est incapable d’exprimer quoi que ce soit (même les émotions humaines). Cette sorte de langage — l’articulation de sons dans le temps — est auto-signifiant et ne renvoie qu’à lui-même : la musique s’exprime elle-même. C’est en cela qu’elle s’apparente avec le réel, qui manque lui aussi de signification et est par là tautologique. L’écoute musicale est donc une écoute non-interprétative ; écouter la musique c’est faire attention à la musique et non à ce qu’elle est supposée véhiculer. C’est, en ce sens, une forme d’attention au réel. Aimer la musique, à son tour, c’est apprendre à faire une écoute de cette espèce. Ce que l’on apprend à aimer, c’est l’objet musical tel qu’il est, sans songer à changer la moindre virgule. Et c’est dans cette approbation inconditionnelle de l’objet que réside la joie musicale, que nous pouvons étendre à notre tour à l’approbation inconditionnelle de tous les objet qui conforment le réel, comme nous invite à faire la philosophie tragique. Nous pourrions dire que la musique est l’art tragique par excellence. / Music is essentially inexpressive: music is unable of expressing anything (not even human emotions). This kind of language — sound’s articulation on time — is self-signifying. It doesn’t refer to anything but to itself: music expresses itself. In this, music is like reality, which is insignificant as well, and therefore tautological. Musical hearing is then a non-interpreting hearing; to hear music is to pay attention to music and not to that which is supposed to be transported by it. It is, in this perspective, a sort of attention to reality. To love music, therefore, is a form of learning to hear this way. The object that we love is the musical object as it is; we don’t even dream to change one single comma. It is in this unconditional approbation of the object where musical joy takes place; and we think it’s possible to spread this approbation to all objects that conform reality. That is what tragic philosophy invites us to do. Music, we could say, is the tragic art par excellence.