Le domaine des protocoles tolérants aux pannes étudie quelles tâches concurrentes sont résolubles dans différents modèles de calcul avec pannes. Des outils mathématiques basés sur la topologie combinatoire ont été développés depuis les années 1990 pour aborder ces questions. Dans ce cadre, la tâche que l’on veut résoudre, et le protocole auquel on fait appel, sont modélisés par des complexes simpliciaux chromatiques. On définit qu’un protocole résout une tâche lorsqu’il existe une certaine application simpliciale entre ces complexes.Dans cette thèse, on étudie ces méthodes géométriques du point de vue de la sémantique. Le premier objectif est de fonder cette définition abstraite de résolution d’une tâche sur une autre plus concrète, basée sur des entrelacements de traces d’exécution. On examine diverses notions de spécifications pour les objets concurrents, afin de définir un cadre général pour la résolution de tâches par des objets partagés. On montre ensuite comment extraire de ce cadre la définition topologique de résolubilité de tâches.Dans la deuxième partie de la thèse, on prouve que les complexes simpliciaux chromatiques peuvent être utilisés pour évaluer des formules de logique épistémique. Cela permet d’interpréter les preuves topologiques d’impossibilité en fonction de la quantité de connaissances à acquérir pour résoudre une tâche.Enfin, on présente quelques liens préliminaires avec la sémantique dirigée pour les programmes concurrents. On montre comment la subdivision chromatique d’un simplexe peut être retrouvée en considérant des notions combinatoires de chemins dirigés. / The field of fault-tolerant protocols studies which concurrent tasks are solvable in various computational models where processes may crash. To answer these questions, powerful mathematical tools based on combinatorial topology have been developed since the 1990’s. In this approach, the task that we want to solve, and the protocol that we use to solve it, are both modeled using chromatic simplicial complexes. By definition, a protocol solves a task when there exists a particular simplicial map between those complexes.In this thesis we study these geometric methods from the point of view of semantics. Our first goal is to ground this abstract definition of task solvability on a more concrete one, based on interleavings of execution traces. We investigate various notions of specification for concurrent objects, in order to define a general setting for solving concurrent tasks using shared objects. We then show how the topological definition of task solvability can be derived from it.In the second part of the thesis, we show that chromatic simplicial complexes can actually be used to interpret epistemic logic formulas. This allows us to understand the topological proofs of task unsolvability in terms of the amount of knowledge that the processes should acquire in order to solve a task.Finally, we present a few preliminary links with the directed space semantics for concurrent programs. We show how chromatic subdivisions of a simplex can be recovered by considering combinatorial notions of directed paths.

Moral vagueness is encountered when the alethic value of some moral statement containing a moral predicate is deemed to be vague. One such statement could be “abortion in week 22 is permissible”. Given the metaethical framework of moral realism, there are three standard approaches to understanding the ontology of such vagueness. The semantic approach states that the vagueness is due to our language not being able to adequately refer to the moral reality. The ontic approach states that the vagueness is an intrinsic feature of the moral reality, and as such it will always persist. The epistemic approach states that the vagueness is due to subjects not being able to know the moral reality. In effect, there are things about morality we cannot know, because of our epistemic disposition. In this thesis, I investigate arguments in favor of all three approaches and find that of the three, the epistemic approach – here named moral epistemicism – has the best chances of succeeding. / Moralisk vaghet uppstår när sanningsvärdet av ett moraliskt uttalande, innehållandes ett moraliskt predikat, anses vara vagt. Ett sådant uttalande kan vara "abort i vecka 22 är tillåtet". Givet moralisk realism som metaetiskt ramverk finns det tre vedertagna tillvägagångssätt för att förstå ontologin hos en sådan vaghet. Det semantiska tillvägagångssättet hävdar att vagheten beror på att vårat språk inte kan referera till den moraliska verkligheten på ett adekvat sätt. Det ontiska tillvägagångssättet hävdar att vagheten är en inneboende egenskap hos den moraliska verkligheten, det är verkligheten själv som är vag. Det epistemiska tillvägagångssättet hävdar att vagheten beror på att vi som subjekt inte kan veta allt om den moraliska verkligheten. Det finns moraliska sanningar som vi inte kan veta på grund av vår epistemiska disposition. I denna avhandling undersöker jag argument till förmån för alla tre tillvägagångssätt och finner att det epistemiska tillvägagångssättet – här benämnd moralisk epistemicism – har störst chans att lyckas.

Segregation is an acknowledged issue in Sweden. The aim of this study was to examine the trust towards the social services among adolescents living in segregated areas in Gävle. Previous research shows the importance of trust to achieve a good work alliance and a good outcome. Four focus group discussions including 19 adolescents were held with representation from three segregated areas in Gävle. The empirical material has been analyzed on the bases of social constructivism and epistemic trust. The results show a lack of trust towards the social services and instead the adolescents put their trust in rumors, friends and family. The results also show a desire from the adolescents of more open relationships with the social workers as well as a wish for a trust creating work and spreading of information from the social services. The study thereby shows a flaw and a development area for the social services. / Segregation är ett uppmärksammat problem i Sverige. Syftet med denna studie var att undersöka hur tilliten till socialtjänsten upplevs bland ungdomar i segregerade bostadsområden i Gävle kommun. Forskning visar på vikten av tillit för att uppnå en god arbetsallians och ett gott resultat. Fyra fokusgruppsdiskussioner med sammanlagt 19 ungdomar har genomförts med representanter från tre av Gävles segregerade områden. Det empiriska materialet har analyserats utifrån socialkonstruktivistisk teori samt epistemisk tillit. Resultaten visar en bristande tillit till socialtjänsten och att ungdomar istället litar på rykten, vänner och familj. Resultaten visar även en önskan från ungdomarnas sida om öppnare relationer med fältarbetare och socialsekreterare samt en önskan om ett tillitsskapande arbete och informationsspridning från socialtjänstens sida. Studien lyfter därmed fram en brist och ett utvecklingsområde för socialtjänsten.

This thesis examines a set of three utterance particles—ge3, laak3, and lo1—in Hong Kong Cantonese in terms of evidentiality, epistemic modality, and mirativity. Cantonese utterance particles have long been studied; however, close investigation of evidentiality and mirativity on a small set of particles is relatively rare. Previous accounts claim that ge3 and laak3 convey certainty. On the other hand, linguists also claim that the use of the utterance particle lo1 assumes a high level of knowledge from a hearer. This thesis has two main purposes: to untangle the differences between the utterance particles ge3 and laak3 in terms of epistemic modality and evidentiality and to reveal the mirative meanings of the utterance particle lo1. I postulate that the utterance particle ge3 conveys both epistemic modality and evidentiality. For epistemic modality, ge3 concerns a speaker’s knowledge. The evidential meaning—access to prior knowledge—is realized through implicature. This pragmatic reading is highly context dependent. In contrast, the utterance particle laak3 conveys only epistemic modality which concerns a state of affairs and signifies a change of state. Lastly, this study also reveals that the utterance particle lo1 has mirative values of sudden realization and counterexpectation under certain conversational contexts.

Nuclear Security research is an established subdiscipline in security studies. According to some authors is this field of research currently split into two groups of scientists - the "political scientists" and "historians" - who employ widely different approaches to research of the subject and communicate with each other on a minimal basis. This master thesis uses tools of bibliometric citational analysis to validate the existence of this gap on the level of academic citations. The author analyses this phenomenon on the dataset based on the data from the database Scopus. Results of the research bring new insights into the citational structure of set subdiscipline, which shows that the presumed gap between two supposedly not communicating groups does not appear on the level citations.

Cognitive epistemic systems are reasoning structures that promote an individual's categorization of group members through processes known as cognitive epistemic essentialist entitativity (EEE). The propensity of these processes to become stagnant is known to lead to stereotyping and prejudiced behaviors when individuals are presented with ambiguous information about outgroup members. Educational materials about the contributions, cultural patterns, and social customs of ethnic and cultural groups can reduce stereotyping and prejudiced behaviors. However, whether being presented this material through multicultural psychosocial education in a formal setting is an effective strategy to influence the malleability of EEE processes has not been addressed as a means to shift xenophobic and prejudice discourse. The purpose of this quasi-experimental study was to determine whether malleability of EEE processes resulted from the presentation of multicultural psychosocial educational material in a college classroom. The epistemic need for closure theory, intergroup contact theory, and essentialist theory of race provided the framework for the study. The Essentialist Entitativity Scale was used to compare the malleability of EEE processes of 67 college students who completed an 8-week course based on multicultural psychosocial educational material and 67 college students who did not. An ANCOVA analysis of pre- and posttest data revealed that students who received the culturally rich educational material reported significantly greater malleability of EEE processes than those who did not. Findings may be used to inform educators, educational leaders, and social activists about the malleability of EEE processes, and may provide a strategy to reduce racism, stereotyping, xenophobia, and prejudice.

CHARLES UNIVERSITY FACULTY OF SOCIAL SCIENCES Institute of Political Studies Department of security studies Nuclear Security Studies Scholarship: A Social Network Analysis Master's thesis Author: Kryštof Kučmáš Study programme: Security Studies Supervisor: PhDr. Michal Smetana, Ph.D. Year of the defence: 2020 Declaration 1. I hereby declare that I have compiled this thesis using the listed literature and resources only. 2. I hereby declare that my thesis has not been used to gain any other academic title. 3. I fully agree to my work being used for study and scientific purposes. In Prague on 5. 1. Kryštof Kučmáš References KUČMÁŠ, Kryštof. Nuclear Security Studies Scholarship: A Social Network Analysis. Praha, 2020. Master's thesis (Mgr.) Charles University, Faculty of Social Sciences, Institute of Political Science. Department of Security Studies. Supervisor PhDr. Michal Smetana, Ph.D. Length of the thesis: 46382 char Abstract The nuclear security scholarship is as influential as varied. The thesis Nuclear Security Studies Scholarship: A Social Network Analysis tries to provide a different angle of literature analysis. Author compiled a high amount of citational data in the field of nuclear security studies and then analyzed it with the tools provided by Social Network Analysis and Citational Analysis....

In this work, we are interested in expressing and studying certain formal properties of multi-agent games. In particular, we are interested in the case in which a team of agents with imperfect information is playing against the environment. This is modeled by a non-deterministic game, where the agents can only partially distinguish its states, to varying degrees. We will study these games under the lens of the multi-agent knowledge-based subset construction (MKBSC), which, when applied to a game, reduces the degree of imperfect information the agents have. An appropriate language to express interesting and complex properties in these type of games is the epistemic μ-calculus, an extension of classicepistemic logic with a recursive operator. We define two semantics forthis language, one corresponding to a global view of the game, and onecorresponding to a local one. We state a claim relating these two semantics,while proving an analogous statement for epistemic logic. / I detta arbete är vi intresserade av att uttrycka och studera vissa formellaegenskaper hos spel med flera agenter. Särskilt intresserade är vi av falletdär ett lag av agenter med ofullständig information samarbetar mot miljön.Detta modelleras av ett icke-deterministiskt spel, där agenterna endast delviskan särskilja dess tillstånd, i varierande grad. Vi kommer att studera dessa isammanhanget av den kunskapsbaserade multiagent-konstruktionen (MKBSC),som när den tillämpas på ett spel minskar graden av ofullständig informationagenterna har.Ett lämpligt språk för att uttrycka intressanta och komplexa egenskaper idenna typ av spel är den epistemiska μ-kalkylen, en utvidgning av klassiskepistemisk logik genom en rekursiv operator. Vi definierar två semantikerför detta språk, ett som motsvarar ett globalt perspektiv på spelet, och ettmotsvarande ett lokalt perspektiv. Vi formulerar ett påstående som rör dessatvå semantiker för μ-kalkylen, och bevisar ett analogt påstående för epistemisklogik.

This licentiate thesis examines mathematical activities in a preschool. More precisely, the aim is to create knowledge of how mathematical activities emerge and are constructed in children's interactions with each other and with their teachers. The empirical material consists of video recordings and field notes collected through participant observations during a six-month period in two preschool units for children 3-5 years old. Theoretically the study is based on an ethnomethodological (EM) and conversation analytic (CA) perspective. Video recordings were analyzed using conversation analytic methods, involving a close and detailed analysis of sources in situated mathematical activities. Through the use of an EM and CA perspective this study contributes with new theoretical and methodological approaches to research on mathematical activities in preschools. In the close analysis of children's actions in interaction, an active child with ideas, interests, and commitment emerges, a child who uses a variety of communicative resources when participating in mathematical activities. Whether it is the children or the teachers who initiate the activity the children are actively involved in the construction of the mathematical content. Geometric shapes and concepts as well as different aspects of children's number sense are a couple of the mathematical topics covered in the study. In the activities the childrens display knowledge of math verbally as well as with their bodies, something that is analyzed by using the concept of epistemic stance. The preschool teachers sometimes used occasions when children display specific knowledge as an educational resource for other children's learning. The study also shows that children as well as their teachers follow each other's initiatives in the activities. This means that children change and enlarge the mathematical content within the activities and that the teachers follow the children's initiative. Through this reciprocity the mathematical content of the activity is maintained.

S’inscrivant en épistémologie sociale, ce projet souhaite comprendre l’ignorance comme un phénomène actif dans la production de connaissance et non comme sa simple absence. Se détachant des théories traditionnelles d’épistémologie comprenant l’ignorance comme un état passif, comme antinomie de la connaissance, ce mémoire à l’ambition de comprendre l’ignorance comme un phénomène multifactoriel soit comme une pratique se situant à l’intersection entre le social, le structurel et l’épistémique. Précisément, l’objectif de ce mémoire est de démontrer que, présentes sous plusieurs formes, les pratiques d’ignorances ont des ramifications concrètes sur plusieurs aspects de nos vies telles que nos interactions sociales, notre univers intellectuel et notre partage de connaissances. Se basant sur un cadre critique, sollicitant des écrits issus des études féministes, décoloniales et intersectionnelles, la visée majeure de ce projet est de démontrer la possibilité de considérer l’ignorance comme un élément clef de la production et du maintien d’injustices sociales. Par exemple, le rôle de l’ignorance quant à certaines formes de racisme et de sexisme tels l’incapacité à être considéré comme un individu pouvant produire des connaissances légitimes ou le refus, non fondé, de comprendre certains individus issus des groupes marginalisés comme égaux sur le plan social et épistémique. Accorder un rôle déterminant à l’ignorance permettra d’amener une meilleure compréhension de la persistance de certaines formes d’injustices sociales en rendant compte de leur nature abstraite et parfois difficile à saisir. Nous analyserons l’ignorance en termes sociaux et en relation aux vices épistémiques ce qui rendra compte de la systématicité de certaines actions sexistes ou racistes et permettra de comprendre plus clairement les mécanismes soutenant le maintien de ces inégalités. Avec ceci, nous tenterons de rendre compte du type de vice épistémique que constitue l’ignorance, c’est-à-dire le type de traits de caractère, d’attitudes, ou de manières de penser qui nuit à l’accessibilité de la connaissance. Cette approche permet de souligner le fait que l’ignorance n’est pas la même chose que l’erreur et qu’elle peut être durable et activement maintenue. / Framed within social epistemology, this project aims to understand ignorance as an active phenomenon in the production of knowledge rather than simply its absence. Departing from traditional theories of epistemology that view ignorance as a passive state and as the antinomy of knowledge, this paper aspires to comprehend ignorance as a multifactorial phenomenon, situated at the intersection of the social, structural, and epistemic. Specifically, the objective of this paper is to demonstrate that, present in various forms, practices of ignorance have concrete ramifications on various aspects of our lives, such as our social interactions, intellectual universe, and sharing of knowledge. Drawing on a critical framework, and utilizing writings from feminist, decolonial, and intersectional studies, the main goal of this project is to demonstrate the possibility of considering ignorance as a key element in the production and maintenance of social injustices. For example, the role of ignorance in certain forms of racism and sexism, such as the inability to be considered as an individual capable of producing legitimate knowledge or the unfounded refusal to understand certain individuals from marginalized groups as equals on the social and epistemic level. Assigning a determining role to ignorance will lead to a better understanding of the persistence of certain forms of social injustices by accounting for their abstract and sometimes difficult-to-grasp nature. We will analyze ignorance in social terms and in relation to epistemic vices, which will account for the systematicity of certain sexist or racist actions and enable a clearer understanding of the mechanisms that support the maintenance of these inequalities. In doing so, we will attempt to account for the type of epistemic vice that ignorance constitutes, that is, the type of character traits, attitudes, or ways of thinking that hinder the accessibility of knowledge. This approach highlights the fact that ignorance is not the same as error and that it can be durable and actively maintained.