Thesis (M.S.P.H.)--University of Michigan, 1933.

Thesis (M.S.P.H.)--University of Michigan, 1933.

Thesis (M.S.P.H.)--University of Michigan, 1940.

Thesis (M.S.P.H.)--University of Michigan, 1940.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 73-74).

A common problem in life testing is assessing whether two survival distributions are identical. Sequential procedures based on the Mantel-Haenszel statistic (Muenz, Green and Byar, 1977), the Wilcoxon statistic (Davis, 1978) and the Savage statistic (Koziol and Petkau, 1978) have been proposed for testing the equality of two survival distributions. These procedures, and their fixed point censoring counterparts, are numerically compared on the basis of power under Lehmann alternatives and expected proportion sampled. Among the sequential procedures, those based on the Wilcoxon and Savage statistics seem preferable to that based on the Mantel-Haenszel statistic. Early decision rules are introduced and shown to be of value if used in conjunction with either the sequential or fixed point censoring procedures. Finite sample corrections to the asymptotic critical values of the sequential procedure proposed by Koziol and Petkau are presented. / Science, Faculty of / Mathematics, Department of / Graduate

Thesis (M.S.P.H.)--University of Michigan, 1945.

Thesis (M.S.P.H.)--University of Michigan, 1945.

Tesis para optar al grado de Magíster en Análisis Económico / En las últimas décadas, ha habido un creciente interés científico en el estudio del bienestar subjetivo. En la literatura especializada, se ha comprendido el bienestar subjetivo como integrado por tres factores: por un lado, (1) los afectos positivos y (2) los afectos negativos, los cuales corresponden a la dimensión emocional del bienestar subjetivo; y por el otro lado, (3) la satisfacción con la vida como totalidad, la que corresponde a la dimensión cognitiva, evaluativa, del mismo. En las últimas décadas, se ha desarrollado fuerte evidencia de la relativa independencia de los afectos positivos y negativos en tanto dimensión afectiva – emocional del bienestar, lo que se expresa en factores asociados distintos en uno y otro caso. Sin embargo, ello no ha tenido un correlato de la misma magnitud en la investigación de la dimensión cognitiva del bienestar subjetivo. En este paper, se analiza los factores asociados a los polos positivo y negativo de la dimensión cognitiva del bienestar subjetivo medida a través de la Escala de Satisfacción Vital. Como base de datos, se utiliza la encuesta CASEN 2011, información del Sistema Nacional de Información Municipal y del Instituto Nacional de Estadísticas para variables regionales. Se concluye que existe evidencia en el caso chileno para sostener que los factores asociados a la satisfacción y a la insatisfacción con la vida son distintos, y que los factores asociados a la primera dicen mayor relación con la esfera privada de la vida de las personas, mientras que los factores asociados a la segunda dicen mayor relación con la condiciones objetivas que enfrentan las personas. Tal evidencia permite sugerir que la minimización de la insatisfacción resulta un mejor objetivo de política pública que la maximización de la satisfacción con la vida.

ABSTRACT Learning through epiphanies, especially those not born out of dire crises, can be exciting, hugely satisfying, and life-validating ways to augment the significance of a lesson. In a moment of clarity, they have the ability to transform knowledge into wisdom, to provide a sense of interconnectedness within the grander scheme, and to contribute instant resolutions to persistent dilemmas seemingly irresolvable by less extraordinary means. This study involves a hermeneutic phenomenological investigation of epiphanies as they occur in lived experience. Its primary goal was to address the question, “What does it mean to have an epiphany?” Using data collected from 16 first-person, retroactive accounts of the experience, an analysis strategy using six spectra of contrasting dimensions was used to highlight the importance of the interplay between various characteristics of epiphanies. A significant finding of the study is that there is no such thing as an archetypical epiphany. Nevertheless, we can still recognize the phenomenon as a coherent entity mainly because there is agreement about many of its characteristics in the moment that it happens. Having an epiphany involves inductively rearranging patterns of deductively organized information with personally, and sometimes universally significant results. These may include dramatic shifts of perspectives, impulses that lead us to action on important matters, and occasionally whole-scale transformations of identity. Enhancing formal education settings to facilitate the experience can renew one’s passion for learning by making lessons more personally meaningful. In order to reap the benefits of the experience, we must hold space for the creative and introspective pursuits that allow them to happen. However, a challenge for facilitators of epiphanies involves learning how to direct the result of an epiphany to an intended outcome, such as a curricular goal. / Thesis (Master, Education) -- Queen's University, 2009-09-16 08:21:56.269