Thesis (PH. D.) - University of Michigan, 1942. / Two articles reprinted from the Journal of applied physics, v. 14, no. 11, Nov. 1943 and v. 15, no. 5, May, 1944. Bibliographical footnotes.

Thesis (doctoral)--Ludwig Maximilians-Universität zu München, 1979.

Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 67-71). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 221-257).

Thesis (Ed.D.) -- Central Connecticut State University, 2006 / Thesis advisor: Timothy Craine "... in partial fulfillment of the requirements for the degree of Doctor of Education, Department of Educational Leadership." Includes bibliographical references (leaves 79-81) Also available via the World Wide Web

Dental calculus is a complex biological material that has been found to provide significant evidence of past population diet, health and habitual activity. It is composed of mineral phases, trace elements, organic species and can have inclusions such as starch granules and microfossils incorporated into its structure. This composition has been found to vary among individuals, although the reasons for this are poorly understood. Despite this, there is a wealth of knowledge that can be gained from analysing this biomineral, especially from archaeological remains. In past populations, the variables that affect composition, such as pharmaceuticals and diet are reduced compared to modern populations. As such the reliance on clinical studies that have investigated dental calculus from modern individuals, may be flawed when considering past populations. The focus of this study was to provide insight about the variation in physical characterisation and composition of archaeological dental calculus. Despite there being an abundance of archaeological dental calculus research, this is the first large scale compositional study of specimens from three separate past populations. In addition, this research is the first study to adopt a non-destructive to destructive approach to archaeological dental calculus analysis. As well, it is the first application of nanocomputed tomography to dental calculus from past populations. Consequently, this study demonstrates the first evidence of accumulation layering that has been detected using non- estructive nano-computed tomography. Furthermore, this research has identified three types of layering in archaeological dental calculus. Due to these findings, it is expected that this research will impact the future of dental calculus analysis, especially when considering dental calculus as a method of mapping an individual’s health, diet or lifestyle in the weeks or months prior to death. The overall results of this thesis demonstrate that some aspects of the morphological, mineralogical and elemental analysis of archaeological dental calculus are inconsistent with clinical literature. The results have also shown that there are some differences between the dental calculus from different archaeological populations which can be related to post-mortem burial conditions.

Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-12-02Bitstream added on 2014-06-13T20:52:41Z : No. of bitstreams: 1 milani_r_me_rcla.pdf: 1880971 bytes, checksum: c5aefe82a6705b93203db1231c86ca0f (MD5) / O presente estudo trata de uma pesquisa na área de ensino e aprendizagem de Cálculo. Foi realizado um experimento de ensino com um grupo de alunos da graduação em Física, da UNESP de Rio Claro, que estavam cursando a disciplina de Cálculo pela abordagem tradicional do conceito de limite. Durante seis encontros, tópicos de Cálculo foram trabalhados segundo a abordagem infinitesimal, com o auxílio da ferramenta zoom do software Corel Draw. As concepções espontâneas infinitesimais dos alunos foram legitimadas e, a partir delas, o estudo nessa nova abordagem foi desenvolvido. As relações entre as concepções evocadas pelos alunos e suas impressões sobre o trabalho realizado são analisadas aqui. Os alunos apresentaram um novo conhecimento que consiste em um amálgama entre os conceitos de limite e infinitésimo, indicando a superação do obstáculo infinitesimal presente nos cursos de Cálculo para alunos de Física, cujo objetivo é trabalhar com as concepções espontâneas dos alunos e com os conceitos, de modo a aplicá-los em diversas áreas do conhecimento, sem formalizá-los. / This study is a research on learning and teaching of Calculus. A teaching experiment was realized with a group of physics students who were attending a Calculus course according to the traditional approach of limits at UNESP, Rio Claro. During six meetings, topics of Calculus were worked according to the infinitesimal approach, with the support of the Corel Draw zoom. First the students spontaneous conceptions on infinitesimals were legitimized and then the study in this new approach was developed. The relations between students evoked conceptions and their impressions about the work done in the meetings are analyzed. The students presented a new knowledge consisting in an amalgam of limit and infinitesimal number concepts, indicating the overcoming of the infinitesimal obstacle that emerges in Calculus courses for physics students, where students spontaneous conceptions are taken up and mathematical concepts are developed informally, aiming at their application to various areas of knowledge.

The results of a qualitative analysis of 170 precalculus students' interpretations of mathematical variables, constituted the foundation for a teaching intervention in a precalculus course at the University of Victoria. Some serious misconceptions of variables were identified. The possible effects of the intervention were investigated in a retrospective analysis of students' mathematics course grades. Students' interpretations of variables were extrapolated from their written explanations of answers to three algebra questions and from interview responses (N = 17). The subjects seldom interpreted variables as representing generalized sets of numbers or as co-variants. Their interpretations of variables were context-dependent, and generally inappropriate. In simplifications and equation solving most subjects appeared to use arbitrary rules to manipulate non-numeric symbols. When forced to consider numerical interpretations many described the variables as single numbers occurring in different instances. Some subjects appeared to substitute instances of variable use for the generalized number interpretation of variables, and patterns across instances for variable change. The interpretation of the variable as a single value in multiple instances can account for responses ranging from denial that variables change values to apparently correct descriptions of variable change. Some students interpreted letters as concrete objects or as units. The intervention, which was incorporated into the researcher's precalculus course lectures, consisted of making explicit the contextual interpretations of mathematical variables as single, generalized, or co-varying numbers, and of expressions as actions or as variable objects. Student response to the intervention content was very positive. The effect of the intervention was investigated quantitatively using log-linear models of the distributions of students' precalculus grades and, more important, their subsequent calculus grades. The models controlled for student changes over time, for instructor effects, and for differences in class composition based on students' year classifications. For students continuing to calculus there was a possible association between the intervention and better calculus grades (N = 166, p = 0.0008) but the confound of year standing prevented conclusions being drawn for their precalculus grades. For the subjects who did not continue on to calculus ( N = 524), there was no association between grade distributions and the experimental and control groups. / Graduate

A general approach to the treatment of electrical machine systems is developed. Tensor concepts are adopted; however, metrical ideas are avoided in favour of Hamilton's Principle. Using Lie derivatives and choosing a holonomic reference system, the equations resulting are general, and thus apply to any physical system of machines. These equations are Faraday's Law for the electrical portion and a gradient equation for the mechanical portion. Transformation characteristics, which are found to be of two independent types, called the v-type and the i-type,are investigated. This leads to tensor character and invariance properties associated with the transformations. The equations of small oscillation, which are based on the general equations of motion obtained in the thesis, are derived for any physical system. In the final chapter two examples of application are given; the power selsyn system, and the synchronous machine. / Applied Science, Faculty of / Electrical and Computer Engineering, Department of / Graduate

In the classical calculus of variations, the Hamilton - Jacobi theory leads, under general hypotheses, to sufficient conditions for a local minimum. The optimal control problem as well has its own Hamilton -Jacobi approach to sufficient conditions for optimality. In this thesis we extend this approach to the differential inclusion problem; a general, nonconvex, nondifferentiable control problem. In particular, the familiar Hamilton - Jacobi equation is generalized and a corresponding necessary condition (chapter 2) is obtained. The sufficiency condition (chapter 3) is derived and an example is presented where it is shown how this result may lead to considerable simplification. Finally, we show (chapter 4) how the classical theory of canonical transformations may be brought to bear on certain Hamiltonian inclusions associated with the differential inclusion problem. Our main tool will be the generalized gradient, a set valued derivative for Lipschitz functions which reduces to the subdifferential of convex analysis in the convex case and the familiar derivative in the C¹ case. / Science, Faculty of / Mathematics, Department of / Graduate