The central topic of the thesis is the relationship between logic and the cognitive psychology of reasoning. This topic is treated in large part through a detailed examination of the recent work of P. N. Johnson-Laird, who has elaborated a widely-read and influential theory in the field. The thesis is divided into two parts, of which the first is a more general and philosophical coverage of some of the most central issues to be faced in relating psychology to logic, while the second draws upon this as introductory material for a critique of Johnson-Laird's `Mental Model' theory, particularly as it applies to syllogistic reasoning. An approach similar to Johnson-Laird's is taken to cognitive psychology, which centrally involves the notion of computation. On this view, a cognitive model presupposes an algorithm which can be seen as specifying the behaviour of a system in ideal conditions. Such behaviour is closely related to the notion of `competence' in reasoning, and this in turn is often described in terms of logic. Insofar as a logic is taken to specify the competence of reasoners in some domain, it forms a set of conditions on the 'input-output' behaviour of the system, to be accounted for by the algorithm. Cognitive models, however, must also be subjected to empirical test, and indeed are commonly built in a highly empirical manner. A strain can therefore develop between the empirical and the logical pressures on a theory of reasoning. Cognitive theories thus become entangled in a web of recently much-discussed issues concerning the rationality of human reasoners and the justification of a logic as a normative system. There has been an increased interest in the view that logic is subject to revision and development, in which there is a recognised place for the influence of psychological investigation. It is held, in this thesis, that logic and psychology are revealed by these considerations to be interdetermining in interesting ways, under the general a priori requirement that people are in an important and particular sense rational. Johnson-Laird's theory is a paradigm case of the sort of cognitive theory dealt with here. It is especially significant in view of the strong claims he makes about its relation to logic, and the role the latter plays in its justification and in its interpretation. The theory is claimed to be revealing about fundamental issues in semantics, and the nature of rationality. These claims are examined in detail, and several crucial ones refuted. Johnson- Laird's models are found to be wanting in the level of empirical support provided, and in their ability to found the considerable structure of explanation they are required to bear. They fail, most importantly, to be distinguishable from certain other kinds of models, at a level of theory where the putative differences are critical. The conclusion to be drawn is that the difficulties in this field are not yet properly appreciated. Psychological explantion requires a complexity which is hard to reconcile with the clarity and simplicity required for logical insights.

A Biologia Molecular e a Biotecnologia e seus conceitos subjacentes estão inseridos no currículo escolar da educação básica e têm estado presentes na vida cotidiana dos estudantes, envolvendo a análise e tomada de decisão sobre aspectos éticos relacionados à produção e aplicação do conhecimento científico e tecnológico. As explicações de alguns fenômenos e processos relacionados a estes temas estão quase sempre no nível molecular e atômico, que é descrito e explicado com modelos conceituais e físicos, ou até mesmo imagens. À luz da Teoria dos Modelos Mentais de Johnson-Laird, as pessoas raciocinam através de modelos mentais, podendo utilizar outras formas de representações mentais como proposições e imagens. Nesse contexto propôs-se diagnosticar entre treze alunos dos cursos de Licenciatura em Ciências Exatas (LCE) e Bacharelado em Ciências Físicas e Biomoleculares (CFBio), ambos cursos da Universidade de São Paulo, quais as representações mentais que esses alunos possuíam sobre o tema proteínas, bem como a contribuição de uma sequência didática utilizando modelos táteis para o ensino e aprendizagem da estrutura e função de proteínas. Para tal, realizamos (a) uma entrevista com os alunos dos cursos mencionados (pré-teste), (b) dois cursos com duração de três dias para cada turma (LCE e CFBio) e (c) uma entrevista com os mesmos alunos transcorrida uma semana após a realização de cada curso (pós-teste). Os dados obtidos foram de três tipos: registros escritos (desenhos e/ ou esquemas); um ou mais modelos táteis montados com materiais de baixo custo; áudio e imagens oriundos das filmagens das entrevistas. Os registros escritos e os modelos táteis de cada aluno foram fotografados e os áudios das entrevistas transcritos, gerando um documento individual que possibilitou uma análise de conteúdo, permitindo a divisão da amostra em duas categorias: alunos modelizadores e não modelizadores, cada uma com subcategorias próprias. A detecção das representações mentais que os alunos possuíam antes e após o curso sinalizou que a contribuição da sequência didática aplicada no curso para o ensino/aprendizagem do tema proteínas foi positiva, promovendo o aumento do número de alunos modelizadores e possibilitando aos mesmos o aumento do nível de complexidade e sofisticação em suas representações externas (modelos táteis e desenhos) e a evolução e esclarecimento de conceitos antes não compreendidos. / The Molecular Biology and Biotechnology and its underlying concepts are embedded in the curriculum of basic education and have been present in the daily life of students, involving the analysis and decision making about ethical issues related to the production and application of scientific and technological knowledge. The explanations of some phenomena and processes related to these themes are almost always in atomic and molecular level, which is described and explained with physical and conceptual models, or even images. In light of the mental models theory of Johnson-Laird, people reason through mental models and may use other forms of mental representations as propositions and images. In this context we proposed diagnose mental representations that students in higher education had on the subject proteins, as well as the contribution of a didactic sequence using tactile models for teaching and learning the structure and function of proteins. Thirteen students of two undergraduation courses Teacher education course in Exact Sciences (LCE) and Bachelor in Biomolecular and Physical Sciences (CFBio) - participated of this research. The tools used for data collection were: (a) an interview with the students of the courses mentioned (pre-test), (b) two courses lasting three days for each group (CFBio and LCE) and (c) an interview with the same students made one week after completion of each course (post-test). The data were of three kinds: written records (drawings and/or diagrams), one or more tactile models assembled with low cost materials, audio and pictures from the filming of the interviews. Written records and tactile models of each student were photographed and audio interviews transcribed, generating an individual document that provided a content analysis, allowing the classification of students in two categories: modellers and non-modellers, each one with its own subcategories. The detection of mental representations that students had before and after the course indicated that the contribution of the didactic sequence for the teaching/learning of the subject proteins was positive, increasing the number of students modellers and enables them (a) increase the level of complexity and sophistication in their external representations (drawings and tactile models) and (b) the development and clarification of concepts not previously understood.

A Biologia Molecular e a Biotecnologia e seus conceitos subjacentes estão inseridos no currículo escolar da educação básica e têm estado presentes na vida cotidiana dos estudantes, envolvendo a análise e tomada de decisão sobre aspectos éticos relacionados à produção e aplicação do conhecimento científico e tecnológico. As explicações de alguns fenômenos e processos relacionados a estes temas estão quase sempre no nível molecular e atômico, que é descrito e explicado com modelos conceituais e físicos, ou até mesmo imagens. À luz da Teoria dos Modelos Mentais de Johnson-Laird, as pessoas raciocinam através de modelos mentais, podendo utilizar outras formas de representações mentais como proposições e imagens. Nesse contexto propôs-se diagnosticar entre treze alunos dos cursos de Licenciatura em Ciências Exatas (LCE) e Bacharelado em Ciências Físicas e Biomoleculares (CFBio), ambos cursos da Universidade de São Paulo, quais as representações mentais que esses alunos possuíam sobre o tema proteínas, bem como a contribuição de uma sequência didática utilizando modelos táteis para o ensino e aprendizagem da estrutura e função de proteínas. Para tal, realizamos (a) uma entrevista com os alunos dos cursos mencionados (pré-teste), (b) dois cursos com duração de três dias para cada turma (LCE e CFBio) e (c) uma entrevista com os mesmos alunos transcorrida uma semana após a realização de cada curso (pós-teste). Os dados obtidos foram de três tipos: registros escritos (desenhos e/ ou esquemas); um ou mais modelos táteis montados com materiais de baixo custo; áudio e imagens oriundos das filmagens das entrevistas. Os registros escritos e os modelos táteis de cada aluno foram fotografados e os áudios das entrevistas transcritos, gerando um documento individual que possibilitou uma análise de conteúdo, permitindo a divisão da amostra em duas categorias: alunos modelizadores e não modelizadores, cada uma com subcategorias próprias. A detecção das representações mentais que os alunos possuíam antes e após o curso sinalizou que a contribuição da sequência didática aplicada no curso para o ensino/aprendizagem do tema proteínas foi positiva, promovendo o aumento do número de alunos modelizadores e possibilitando aos mesmos o aumento do nível de complexidade e sofisticação em suas representações externas (modelos táteis e desenhos) e a evolução e esclarecimento de conceitos antes não compreendidos. / The Molecular Biology and Biotechnology and its underlying concepts are embedded in the curriculum of basic education and have been present in the daily life of students, involving the analysis and decision making about ethical issues related to the production and application of scientific and technological knowledge. The explanations of some phenomena and processes related to these themes are almost always in atomic and molecular level, which is described and explained with physical and conceptual models, or even images. In light of the mental models theory of Johnson-Laird, people reason through mental models and may use other forms of mental representations as propositions and images. In this context we proposed diagnose mental representations that students in higher education had on the subject proteins, as well as the contribution of a didactic sequence using tactile models for teaching and learning the structure and function of proteins. Thirteen students of two undergraduation courses Teacher education course in Exact Sciences (LCE) and Bachelor in Biomolecular and Physical Sciences (CFBio) - participated of this research. The tools used for data collection were: (a) an interview with the students of the courses mentioned (pre-test), (b) two courses lasting three days for each group (CFBio and LCE) and (c) an interview with the same students made one week after completion of each course (post-test). The data were of three kinds: written records (drawings and/or diagrams), one or more tactile models assembled with low cost materials, audio and pictures from the filming of the interviews. Written records and tactile models of each student were photographed and audio interviews transcribed, generating an individual document that provided a content analysis, allowing the classification of students in two categories: modellers and non-modellers, each one with its own subcategories. The detection of mental representations that students had before and after the course indicated that the contribution of the didactic sequence for the teaching/learning of the subject proteins was positive, increasing the number of students modellers and enables them (a) increase the level of complexity and sophistication in their external representations (drawings and tactile models) and (b) the development and clarification of concepts not previously understood.

Thesis--University of Bombay. / Bibliography: p. [155]-163.

Thesis (M.A.)--Ohio University, November, 2008. / Title from PDF t.p. Includes bibliographical references.

The Laird rams, built from 1862-1865, reflected concepts of naval power in transition from the broadside of multiple guns, to the rotating turret with only a few very heavy pieces of ordnance. These two ironclads were experiments built around the two new offensive concepts for armoured warships at that time: the ram and the turret. These sister armourclads were a collection of innovative designs and compromises packed into smaller spaces. A result of the design leap forward was they suffered from too much, too soon, in too limited a hull area. The turret ships were designed and built rapidly for a Confederate Navy desperate for effective warships. As a result of this urgency, the pair of twin turreted armoured rams began as experimental warships and continued in that mode for the next thirty five years. They were armoured ships built in secrecy, then floated on the Mersey under the gaze of international scrutiny and suddenly purchased by Britain to avoid a war with the United States. Once purchased, they were largely forgotten. Historians rarely mention these two sister ironclads and if mentioned at all, they are given short shrift. Built with funds obtained in part through the Confederate Erlanger loan, these ironclads were constructed at Lairds shipyard in Birkenhead and represented an advanced concept of ironclad construction through new proposals involving turrets, the ram, heavy guns and tripod masts on an armoured ship, as advocated by Captain Cowper Coles, R.N. They proved too much of a leap in one design but when their roles caught up to the revised designs, the ships were modified to meet new requirements. After several mission and design changes they then performed to standard. This belated success occurred when the concept of the ideal armoured warship was in flux throughout the middle Victorian years.

No description available.

This thesis conveys the history of reproductive politics in Oregon through the life of Dr. Jessie Laird Brodie (1898-1990). Brodie was a key figure in this history from the 1930's until the 1970's, mainly through the establishment of family planning programs through social and medical channels in Oregon and throughout Latin America. Oregon's reproductive legislation walked a fine line between conservatism and progressivism, but in general supported reproductive healthcare as a whole in comparison to the rest of the United States and Latin America. The state passed controversial contraceptive legislation in 1935 that benefited public health, but also passed eugenic laws, specifically a 1938 marriage bill, that attempted to limit specific population's reproductive control. By the time family planning was solidly rooted in the national and international sociopolitical discourse in the 1960's, due to the advent of the "pill," population control rhetoric, and the Griswold v. Connecticut (1965) Supreme Court decision, eugenic laws were virtually obsolete. Portland's history suggests that leaders in local reproductive politics sought to appeal to a diverse clientele but were restricted to the confines of federal funding mandates, specifically the war on poverty, that were fueled by postwar liberalism in an increasingly global age. The first chapter concentrates on the history of women's health and reproduction in Oregon prior to the 1960's. Dr. Jessie Laird Brodie's experiences with families in poverty during medical school in the 1920's disheartened her and motivated her to seek ways for these women to efficiently and affordably access birth control information. In response to public health concerns, she helped get positive contraception legislation passed in Oregon in the 1930's that set guidelines and restrictions for manufacture of contraceptives. This law was the first of its kind in the country and set a precedent for other states to follow. Brodie also supported a marriage bill in the 1930's that mandated premarital syphilis and psychological testing, in the hopes that it would lead couples to seek contraceptive, or "hygienic," advice from their physicians as efforts to establish a birth control clinic had failed up to this point. The second chapter focuses on Brodie's continued involvement in Oregon in the 1940's and 1950's, a period marked by a high tide of pronatalism in the U.S., and how she took Oregon's vision for women to a national and international level. Locally, she was involved with the E.C. Brown Trust, an organization dedicated to sex education, and was the President for the Pacific Northwest Conference on Family Relations, a group focused on the postwar family adjustments of higher divorce rates and juvenile delinquency. In 1947, Brodie was one of the founding members of the Pan-American Medical Women's Alliance, an organization created to provide a professional arena for women physicians throughout the Americas to discuss problems specific to women and children. Involvement with these groups helped her gain recognition nationally and in the late 1950's she served as President, and then Executive Director, of the American Medical Women's Association. Lastly, the third chapter looks at the establishment and growth of Planned Parenthood Association of Oregon (PPAO) in the 1960's under Brodie's leadership and her foray into the international establishment of family planning programs through the Boston-based Pathfinder Fund, an organization whose mission involved bringing effective reproductive healthcare to developing countries. Brodie acted as Executive Director for PPAO, where she was able to use her medical expertise and connections to bring the new organization credibility and respect throughout Oregon that they lacked before her involvement because the board was mainly comprised of a younger generation on the brink of second-wave feminism and the sexual revolution. In her career with Pathfinder she assessed the needs for family planning in Latin American and Caribbean countries and facilitated the establishment of programs in the region, largely in cooperation with the U.S. federal government and the Population Council. The conclusion offers a brief history of Dr. Brodie's continued involvement in the local and international communities beyond 1975 and the awards she received highlighting her career in the battle for effective healthcare for all women. In short, this thesis argues that legal and rights-based contestations that were prevalent in other regions of the U.S. and throughout the world were not characteristic of Oregon, allowing Brodie and PPAO to bring birth control to the state with relatively limited opposition.

No description available.

En janvier 1969, lorsque Melvin Laird devient secrétaire à la Défense, son département doit faire face à la guerre du Vietnam. Il se retrouve avec un poste en crise de crédibilité, un département qui draine une grande partie du budget national et un puissant mécontentement populaire qui exige que les choses changent. Laird est devant un défi de taille. Alors que la seule option réellement mise de l'avant par le gouvernement Nixon est celle des négociations entreprises à Paris avec le Nord Vietnam, Laird réussit à influencer Nixon afin que soit appliqué en parallèle un nouveau programme qu'il nomme la vietnamisation. Ce programme vise à assurer le retrait des troupes américaines du Vietnam, indépendamment des résultats des négociations, en équipant et en formant les forces sud-vietnamiennes pour qu'elles prennent en charge la poursuite des combats. Afin d'assurer la pérennité de l'État sud-vietnamien après le départ des États-Unis, ce programme est aussi doublé d'objectifs civils (politiques, économiques et sociaux). L'historiographie de cette époque laisse généralement de côté l'apport du secrétaire à la Défense dans les évènements entourant la fin de la guerre du Vietnam. Elle concentre plutôt son attention sur les négociations de Paris en soulignant l'influence et l'importance qu'eut Henri Kissinger sur leur conclusion bienheureuse en 1973. Grâce aux nombreuses monographies sur le sujet, aux mémoires publiés par les politiciens, conseillers et militaires de l'époque, mais surtout grâce aux archives personnelles de Melvin Laird lui-même, nous nous proposons de démontrer la grande influence qu'eut Laird sur le président Nixon et sur les évènements ayant mené à la fin de la guerre du Vietnam. En passant en revue son long parcours professionnel, débutant au Sénat du Wisconsin en 1946, nous avons voulu faire ressortir l'évolution de sa pensée et de ses positions politiques, ainsi que retracer les liens qu'il a entretenus avec Richard Nixon au cours des deux décennies précédents leur arrivée au pouvoir. Ensuite, nous nous sommes concentrés sur l'année 1969, alors qu'en tant que secrétaire à la Défense, Laird travaille avec acharnement pour que soit mise en place la vietnamisation. Nous avons constaté le rôle déterminant qu'a tenu ce programme dans le retrait des troupes américaines du Vietnam, réalisant concrètement le désengagement américain, pendant que les négociations de Paris demeuraient dans l'impasse. Ce programme, qui fut institué comme la nouvelle stratégie des États-Unis au Vietnam, a permis de satisfaire une partie de l'opinion publique américaine, donnant le temps nécessaire au président et à Kissinger de poursuivre les négociations. La vietnamisation a donné au Sud Vietnam la force requise pour tenir tête au Nord Vietnam. De cette résistance ont découlé les accords de Paris ayant mené à la fin de la guerre, permettant ainsi aux États-Unis de tourner la page. Grâce à cette étude, il a été possible de cerner l'influence à long terme de la vietnamisation sur l'histoire américaine. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Melvin Laird, guerre du Vietnam, vietnamisation, Richard Nixon, Doctrine Nixon.