Thesis (M.A.)--Ohio University, November, 2004. / Title from PDF t.p. Includes bibliographical references (p.87-88)

Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (p. 207-220). Also available online.

This is a thesis about our basic moral equality as human beings: its meaning, its justification and its implications for our society. It offers the fundamental principles of how we are obligated to live together in a Society of Equals. Its major conclusions are as follows. First, whilst there is more than one meaning to the claim that 'we are one another's basic moral equals', the most important meaning for political philosophy is that each individual has Equal Authority. More specifically, each individual has fundamental authority over herself, and herself alone. Secondly, the justification of this fundamental authority over ourselves lies in our common limitation: we are all fallible. Further, we are not merely all fallible in the sense that any one of our beliefs could be false, but also in the sense that we have no non-circular way of judging the reliability of any of our beliefs. This aspect of our natural epistemic position justifies our equal, fundamental, practical authority over ourselves alone. Finally, the most important implication of this justification is that each individual's most basic reason for action is to promote not merely her own, but each and every individual's compliance with her fundamental authority over herself. It follows that each individual has decisive reason to constrain her own compliance with her own fundamental authority over herself, where necessary, to allow the equal promotion of someone else's compliance with her fundamental authority over herself. This principle is called 'Equal Respect'. Upon this principle of Equal Respect arises an architectonic System of Right, and correlative duties, that is called Equal Sovereignty. Under this system, our rights and duties with respect to one another are distributed in accordance with a hypothetical auction and insurance scheme to ensure that each individual is truly sovereign over their own equal share of the world.

Meiosis is a specialized form of cell division in sexually reproducing eukaryotes. Crossovers are physical connections formed between homologous chromosomes during meiosis; these connections help ensure normal segregation of homologous chromosomes at meiosis I. However, the yeast Saccharomyces cerevisiae and other eukaryotes can still segregate homologs properly even in the absence of some crossovers. This is due to a backup mechanism known as distributive segregation, which correctly segregates non-crossover chromosomes at a higher rate than if segregation were completely random. To study distributive segregation, we have generated diploid yeast with one homeologous chromosome pair consisting of a Saccharomyces cerevisiae chromosome V and a Saccharomyces carlsbergensis chromosome V. This pair of chromosomes rarely recombine resulting in crossing over occurring in less than 3% of meiosis. Appropriate segregation of this chromosome pair during meiosis will depend on distributive segregation; we can then assess the possible roles of candidate proteins in distributive segregation through determination of the effect of mutation on segregation of this chromosome pair. Our work has focused on the roles of three proteins, Ndj1, Tid1, and Spo16. These three proteins affect meiosis in many ways, including the efficiency of crossover regulation and the overall timing of meiosis, but their roles during distributive segregation are not fully known. A comparison of spore viability among WT, ndj1, and tid1 strains reveals an elevated incidence of 2-spore-viable tetrads (suggestive of chromosome nondisjunction) in ndj1, but not tid1; these results suggest that the Ndj1 protein, but not the Tid1 protein, plays some role in distributive segregation. spo16 strains seem to also show elevated levels of 2-spore-viable tetrads, but due to a lack of data no deductions can be made about the role of Spo16 in distributive segregation.

<p> In this thesis, we study the concept of injectivity in equational classes of (universal) algebras and in particular we are concerned with congruence distributive equational classes that have enough injectives. We show that every reasonable equationally complete congruence distributive equational class has enough injectives and we describe them completely. We then examine what equational subclasses of Lattices, Heyting algebras, and pseudo-complemented lattices have enough injectives.</p> / Thesis / Doctor of Philosophy (PhD)

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This study explored the convergence between attributional egotism and felt injustice, and the consequences of these two constructs on subsequent reward allocations. Drawing from the work of Crosby (1984), Heider (1958), and Snyder, Stephan and Rosenfield (1978), it was contended that individuals who felt that they are victims of injustice use causal inferences similar to those characteristically employed for ego defense. This hypothesis was evaluated in an experimental paradigm which induced feelings of injustice and attributional egotism. Undergraduate participants (N=153) were provided with one of three descriptions of an experimental task. They were told that the task was used to assess the cognitive abilities of high school sophomores (a low prestige referent), college juniors (a high prestige referent), or merely that it was a standardized achievement test (control). Following this expectancy manipulation, subjects were given implicit success or failure feedback by being given an easy or difficult 30-minute task. When the 30-minutes had elapsed, subjects were asked to imagine that they were to provide feedback in the form of rewards to hypothetical students who had completed the same test the subject had just taken. Following the reward allocation exercise, subjects provided causal accounts for their performance and responded to a number of measures designed to assess their perceptions of the test and self-affect. Analyses revealed that the manipulations were successful, but that the attributional egotism and deprivation induction were of modest magnitude. Allocation policies across the six different conditions varied, in some cases supporting predictions, in others not. These findings support the contention that attributional defensiveness and deprivation are similar, but surprisingly show that enhancement biases and relative gratification can operate simultaneously. Discussion centered on the explanation of these findings and the implications for future research in this area. / Master of Science

The Problem. The study was made to provide a basis for distributive education curriculums at the high school, post high school, and adult levels. Purposes. The purposes of the study were: (1) to construct educational objectives that should assure the development of technical competencies needed by distributive workers in the selling area of the general merchandise category of distribution; (2) to classify the identified educational objectives into the cognitive and affective domains; and (3) to construct illustrations of specific objectives in order to provide a basis for constructing test items and to suggest evaluation devices. Procedure. Educational objectives were constructed for the competencies in the research study, "A Competency Pattern Approach to Curriculum Construction in Distributive Teacher Education," identified as those needed by distributive workers in the selling area of the general merchandise category of distribution. The writer then classified the educational objectives into one of the six broad categories of the cognitive domain or one of four broad categories of the affective domain. Illustrations of specific objectives, based on selected educational objectives, that would provide a basis for constructing test items and suggesting evaluation devices were also constructed. An illustrative test item or an evaluation device was proposed for each of the specific objectives. Conclusions. Two conclusions were drawn from this research study: (1) the educational objectives based on competencies needed by workers in the selling area of the general merchandise category of distribution are usable in curriculum guides; (2) the classification of educational objectives for the selling area according to levels of complexity or degrees of internalization makes possible the incorporation of the objectives into the various levels of instruction in the distributive education curriculum. / M.S.