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This study was designed to compare the effects of exposure to two different sets of soluble discrimination problems, an easy set composed of only two- and three-dimensional problems and a more difficult set composed of problems ranging from two to seven dimensions, both immediately after training and at a 10-day posttreatment follow-up. The subjects were 32 depressed male inmates of a federal correctional institution. It was hypothesized that as a result of meeting and mastering progressively more difficult problems, the group given progressively more difficult problems would show a greater reduction in depression and a greater enhancement of performance on a variety of cognitive measures, both immediately after treatment and at the 10-day posttreatment follow-up. The results failed to support these hypotheses. Depression scores decreased significantly from pretreatment to posttreatment, but did so equally for the two groups. One of the cognitive measures, the WAIS Digit-Symbol subtest, showed significant improvements from pretreatment to posttreatment, but did equally for the two groups. Significant relationships were found between the subjects' performances on the cognitive tasks, and measures of their tendencies to attribute successes and failures to stable or unstable factors. Unexpected significant positive relationships were found between depression and performance on the cognitive tasks. The differential effect of the prison environment upon people differing in their intelligence was discussed as a possible explanation of these findings.

Försvarsmakten verkar i en föränderlig miljö. Detta ställer krav på en flexibel organisation som lär av hur omgivningens förändrade karaktär påverkar verksamheten. Detta bör även återspeglas i hur utveckling av utbildning inom Försvarsmakten går till. Erfarenheter kan ses som en del av den speglade förändringen av den miljö som verksamheten bedrivs i. I marinen har man utvecklat Marinens systematiska erfarenhetshantering som beskriver hur dragna erfarenheter skall omsättas i förändrad verksamhet. Syftet med uppsatsen är att utreda förekomsten av dokumenterade rutiner för hur erfarenheter från verksamheten tas till vara i utvecklingen av specialistofficersutbildningen. Syftet är också att utreda vilka förutsättningar som finns för att få de som studerar på specialistofficersutbildningen att arbeta med erfarenheter. Detta har utretts genom en kvalitativ dataanalys av de dokument som beskriver specialistofficersutbildningen och marinens systematiska erfarenhetshantering. Empirin i studien har granskats med hjälp av Peter. M Senge organisationsteori om att skapa en lärande organisation genom systemtänkande. Slutsatserna är att ett ramverk för hur erfarenheter skall omsättas i utveckling av utbildningen återfinns. Erfarenhetshantering och utbildning beskrivs i många av dokumenten som enskilda företeelser som kan härledas till bristande systemtänkande. Specialistofficersutbildningen och erfarenhetshanteringen har ett antal kontaktytor som innebär goda förutsättningar att implementera erfarenhetshantering i verksamheten.

This thesis aims to investigate the nature of ideologies of language, and specifically to understand what kinds of linguistic, social, political and historical factors impact upon and inform ideologies of standardisation. I consider the particular case of the Spanish language, and examine how public debates in Spain’s press constitute discursive sites in which the ideologies of language authorities are evidenced. There are few studies which identify and critique the social actors in Spanish standardisation, and this thesis is a contribution to addressing that absence. By adopting a Critical Discourse Analysis approach , I seek to relate the microstructures of texts from two of Spain’s best-selling daily newspapers (El País and ABC) to the socio-political macrostructures in which press discourse is produced, and in which hegemonic ideologies underpin debates about Spanish. The press is a crucial vehicle of transmission in which language ideologies are staked out, and the large data corpus allows me to identify recurring aspects of discourse which become ‘naturalised’ and form ‘common sense’ beliefs about Spanish, its role, its authorities, and the practices of those who ‘guard’ the language. The principal guardian of Spanish, the Real Academia Española (RAE), is the particular focus of this thesis. I interrogate RAE discourse and shed light on this institution’s role in producing and maintaining a ‘standard’ Spanish in the contemporary context. Discourses of language unity and community are central, as are themes which form a vision of Spanish on an international scale. I argue that the RAE’s discourse serves to reinforce its authority and leadership in standardisation. I further argue that this centralisation of linguistic authority is occurring simultaneously with a rescaling and expansion of standardisation practices which go beyond the nation-state paradigm in pursuit of a ‘total Spanish’ guided by ‘panhispanic norms’. The role of other elite institutions in the panhispanic language policy is also legitimised in press discourse, with important social, cultural and commercial implications for not just Spain, but the entire Spanish-speaking world.

Learning from one’s experience is crucial for success. If a companylearns to share knowledge in an effective way their mistakes will befewer and could lead to more productive ways of working, largerprofits and increased competitiveness.The purpose of this study has been to investigate formal andinformal knowledge management within a consultant firm’s projectbusiness, as well as investigating how far the various sorts ofknowledge travel through the organisation. The purpose has also beento develop an understanding for what encourages knowledge sharing inan organisation with several national offices distributed over largegeographical areas.This abductive study has been designed as a case-study at aconsultancy firm were the authors have done qualitative research byconducting both formal and informal interviews and observations, aswell as studied the company’s governing documents. The studyattempt to show to what degree the consultants follow their formalknowledge management, like the governing documents and for whatreasons do they follow or not follow their knowledge managementroutines. Factors which seems to promote or inhibit both formal andinformal knowledge sharing for the employees, as well as factors forknowledge sharing between the different regions in Sweden have beenpicked out. By doing so, potential improvements for the organisations“local” knowledge management routines have been defined. The aimhas also been to find ways to improve organisations knowledgefeedback with focus on the knowledge sharing between differentgeographic locations.Our research findings seem to both align with and oppose previousresearch. Often knowledge sharing is not done when a project istoo similar to another project, which is the opposite to previousresearch and that the common notion of “knowledge is power” doesnot seem to be a factor that hinders the knowledge shared in thestudied organisation. It is concluded that the company needs a datalibrary to be able to easily share knowledge across the regions anddevelop both institutional and organisational factors. They also need toclean up their governing documents and operation managementsystem and make sure to have both carrots and sticks when it comesto managing both formal and informal knowledge.

A number of researchers have shown that ear recognition is a viable alternative to more common biometrics such as fingerprint, face and iris because the ear is relatively stable over time, the ear is non-invasive to capture, the ear is expressionless, and both the ear’s geometry and shape have significant variation among individuals. Researchers have used different approaches to enhance ear recognition. Some researchers have improved upon existing algorithms, some have developed algorithms from scratch to assist with recognizing individuals by ears, and some researchers have taken algorithms tried and tested for another purpose, i.e., face recognition, and applied them to ear recognition. These approaches have resulted in a number of state-of-the-art effective methods to identify individuals by ears. However, most ear recognition research has been done using ear images that were captured in an ideal setting: ear images have near perfect lighting for image quality, ears are in the same position for each subject, and ears are without earrings, hair occlusions, or anything else that could block viewing of the entire ear. In order for ear recognition to be practical, current approaches must be improved. Ear recognition must move beyond ideal settings and demonstrate effectiveness in an unconstrained environment reflective of real world conditions. Ear recognition approaches must be scalable to handle large groups of people. And, ear recognition should demonstrate effectiveness across a diverse population. This dissertation advances ear recognition from ideal settings to real world settings. We devised an ear recognition framework that outperformed state-of-the-art recognition approaches using the most challenging sets of publicly available ear images and the most voluminous set of unconstrained ear images that we are aware of. We developed a Convolutional Neural Network-based solution for ear normalization and description, we designed a two-stage landmark detector, and we fused learned and handcrafted descriptors. Using our framework, we identified some individuals that are wearing earrings and that have other occlusions, such as hair. The results suggest that our framework can be a gateway for identification of individuals in real world conditions.

The relationship between learned helplessness (Seligman, 1975) and dependence on the judgment of others, as measured by an Asch-type conformity task, was investigated. Relevant constructs were reviewed: helplessness, locus of control, depression, self-esteem, dependency, and Campbell's (1961) epistemological weighting hypothesis. It was reasoned that experience with uncontrollable outcomes would not only result in learned helplessness, but also subjects' confidence in their own ability to control outcomes would be undermined so that they would rely heavily on the judgments of others as opposed to their own. Anxiety, psychological reactance, frustration, anger, or some combination of these resulting in a facilitation of performance was offered as a possible explanation for the unexpected results. Most plausible was that subjects' resulting performance deficits may have represented loss of initiative to control social reinforcers. It this is so, the deficits seen in helplessness experiments should be greater when test tasks involving social reinforcers are utilized. Further research is needed to clarify the interrelationship of helplessness, depression, and conformity/anti-conformity.

86 teachers from Lima Metropolitana trained by PLANCAD were assessed with the Self Perception Profile for Adult~ (Messer y Harter, 1986) and with a Learned Helplessness Scale (Macassi, 1988). Correlations between the different domains from Self Concept (SC), Learned Helplessness (LH) and sorne social-demographic variables were analyzed. The result~ showed that the LH exhibits significan! and inverse correlations with sorne domains of SC such a~: lntelligence, Job Competence (JC). Sociability, Adequate Provider (AP), Physical Appearance (PA), lntimate Relationships (IR), Academic Achievement (AA) and the Job Satisfaction Degree. They also showed significan! correlations between the variable age and two domains of SC: Sociability and IR; between Career Satisfaction and the SC domains of Sociability, AP, JC and IR; also between Job Satisfaction and the SC domains of lntelligence, Household Management, JC, AP, PA and IR. Finally significan! correlations were showed between Academic Achievement with the domain of Sociability. The results also showed significan! Differences between the punctuation obtained from the variables of sex, the institutions. / Se evaluó a ochenta y seis maestros de Lima capacitados por el PLAN CAD con el Perfil de Autopercepción para Adultos (Messer y Harter, 1986) y con la Escala de Desesperanza Aprendida (Macassi, 1988). Se analizó las correlaciones entre los distintos dominios del autoconcepto (AC), la desesperanza aprendida (DA) y algunas variables sociodemográfica. Los resultados mostraron que la DA presenta correlaciones significativa~ e inversas con los dominios del AC de inteligencia, competencia laboral (CL), sociabilidad, adecuación como proveedor de apoyo (APA), apariencia física (AF) y relaciones cercanas (RC); así como con el rendimiento académico y grado de satisfacción con el trabajo. Se presentaron correlaciones significativas de la edad con los dominios del AC de sociabilidad y RC; satisfacción con la carrera, con los dominios del AC de sociabilidad, APA, CL y RC; satisfacción con el trabajo, con los dominios del AC de inteligencia, administración del hogar, CL, APA, AF y RC; y el rendimiento académico, con el dominio de sociabilidad. Asimismo, se presentaron diferencias significativas entre los puntajes obtenidos según sexo, institución en la que terminaron sus estudios y si han recibido o no otra capacitaciones.

O desamparo aprendido (DA) corresponde à dificuldade de aprendizagem operante em função de exposição prévia a choques incontroláveis. Esse efeito vem sendo proposto como modelo animal de depressão e também defendido por alguns pesquisadores como modelo animal para o transtorno de estresse pós-traumático (TEPT). O objetivo do presente trabalho foi examinar a ativação dos genes c-fos e egr-1 em áreas do encéfalo de ratos submetidos ao tratamento que induz o desamparo aprendido, priorizando estruturas consideradas funcionalmente importantes para os distúrbios de aprendizagem, como a amígdala (AMI), o hipocampo (HIP) e o córtex pré-frontal medial (CPFm). Considerado importante para o desenvolvimento do desamparo aprendido por alguns autores, o núcleo septal lateral (NSL) também foi analisado. No estudo, ratos machos Wistar adultos, sujeitos do grupo Incontrolável (INC), após período de adaptação ao ambiente laboratorial, receberam 60 choques inescapáveis de 1,0 mA, 10 segundos de duração, ministrados nas patas a intervalos médios de 1 minuto. Após 24 horas, estes animais e os controles ingênuos (ING), que não receberam choques no tratamento, foram submetidos à contingência de fuga. Critérios de aprendizagem previamente estabelecidos foram aplicados para selecionar os animais do grupo ING que aprenderam, e para separar os sujeitos do grupo INC nos subgrupos dos animais que não aprenderam (DES) e dos que aprenderam normalmente (NDE). Grupos controle sem adaptação e sem choque (BIO), ou com adaptação e sem choque (ADA), também foram manipulados. Após o teste de aprendizagem, os animais foram anestesiados, perfundidos, e seus encéfalos extraídos. Os cortes dos encéfalos foram tratados para imunoperoxidase para revelar as proteínas Fos e Egr-1. Os resultados evidenciaram características distintas de expressão dos genes c-fos e egr-1 nas diferentes estruturas. Foi observado um aumento na imunorreatividade para Fos nas áreas CA1 do HIP e CPFm para o grupo ING, e uma redução do marcador Fos no CPFm do grupo DES se comparado ao grupo NDE. Um aumento na imunorreatividade para Egr-1 foi evidenciado no giro denteado (GD) do HIP do grupo DES em relação a todos os grupos, à exceção do grupo ING. Na região central da AMI o aumento para Egr- 1 ocorreu no grupo DES em relação ao grupo ING, e na região basolateral, entre o grupo DES e os grupos BIO e ING. Os coeficientes de correlação de Pearson mostraram covariação entre os dados das duas regiões da AMI e entre os dados do GD para Egr-1 e NSL para Fos e Egr-1. Também foi evidenciada uma maior correlação entre os dados dos dois marcadores no grupo DES, seguido do NDE e do ING, nesta sequência. Os dados indicam que circuitos neurais relacionados à aprendizagem e memória estão envolvidos no desenvolvimento do desamparo aprendido / The learned helplessness (LH) phenomenon corresponds to difficulties in operant learning as a result of previous exposure to uncontrollable shocks. This effect has been suggested as an animal model of depression and posttraumatic stress disorder (PTSD). The purpose of this work was to examine the activation of c-fos and egr-1 genes in brain areas of rats exposed to treatment which induces the LH behavior, especially in some structures recognized as functionally important to learning disorders, such as the amygdala (AMI), the hippocampus (HIP), and the medial prefrontal cortex (mPFC). Cited as important to LH development the lateral septal nucleus (LSN) was also examined. In the experiment, adult male Wistar rats from the uncontrollable group (INC), after a 3-day exposure to the experimental conditions, received 60 inescapable 1.0 mA footshocks lasting 10 seconds each, applied at an average interval of 1.0 minute. After 24 hours, these animals and the naive controls (ING), which did not receive footshocks during treatment, were tested in a shuttlebox. Previously established criteria were applied to select the ING animals that learned the escape response, and also to sort the INC animals into nonlearning (DES) and learning (NDE) subgroups according to their performance during the escape test. Subjects not exposed to adaptation or footshocks (BIO), and subjects adapted but not exposed to footshocks (ADA) were also manipulated. All animals received anesthesia and after transcardiac perfusion had their brains removed, sectioned and immunohistochemically treated to reveal Fos and Egr-1 proteins. The results showed distinct attributes for c-fos and egr-1 gene expression in the brain structures examined. Data analysis revealed significantly higher Fos immunoreactivity in the HIP CA1 and mPFC in the ING group than in the other groups. A decrease was detected in Fos-positive nuclei in the DES group mPFC compared with the NDE group. An increase in the Egr-1 positive nuclei was found in the HIP dentate gyrus (DG) in the DES group compared with all the groups, except the ING group. An increment in Egr-1 imunoreactivity was also detected in the central AMI in the DES group in relation to ING group, and in the basolateral AMI in the DES group against the BIO and ING groups. Pearsons correlation test indicated covariation between data from central and basolateral AMI regions. A high correlation coefficient was found between data from DG for Egr-1 and from NSL for both Fos and Egr-1. A high correlation was observed between the two markers for the DES group, followed by the NDE and ING groups, in that sequence. The results suggest that the neural circuits underlying memory and learning are implicated in the development of the LH effect

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-10T12:39:56Z No. of bitstreams: 1 alessandravianadepaiva.pdf: 626517 bytes, checksum: 1397bbace306cc900e9a26bcec074c4b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-11T15:51:40Z (GMT) No. of bitstreams: 1 alessandravianadepaiva.pdf: 626517 bytes, checksum: 1397bbace306cc900e9a26bcec074c4b (MD5) / Made available in DSpace on 2016-10-11T15:51:40Z (GMT). No. of bitstreams: 1 alessandravianadepaiva.pdf: 626517 bytes, checksum: 1397bbace306cc900e9a26bcec074c4b (MD5) Previous issue date: 2009-08-28 / O presente trabalho tem por intenção abordar o Espiritismo brasileiro como uma doutrina tal e qual a doutrina originada na França, ou seja, com sua característica tripla de ciência, filosofia e religião, sem que haja o entendimento de que no Brasil o aspecto religioso tenha tomado maiores proporções em detrimento do aspecto científico. Esse estudo vai tentar perceber que ao chegar ao Brasil, no século XIX, a Doutrina Espírita certamente foi influenciada pela formação cultural do país e que o aspecto religioso, de fato, recebeu um maior destaque, o que não significou, necessariamente, um afastamento de sua formação original francesa. O trabalho se deterá com maior afinco a uma característica significativa do espiritismo que é a forte valorização do estudo, o que nos mostra que seu lado científico está, assim como os outros, a todo instante presente no universo espírita. A intenção é perceber que no Espiritismo os aspectos de ciência, filosofia e religião coexistem de maneira complementar uma vez que seu sistema ritual é formado pelo estudo, caridade e mediunidade. No estudo destaca-se a intelectualidade dessa religião, a valorização da investigação racional e da pesquisa experimental. Na caridade o destaque é ao caráter cristão e, na mediunidade destaca-se a relação entre homens e espíritos. Esses pólos estão interligados já que a mediunidade engloba também a caridade e o estudo. O estudo e a caridade, por sua vez, como formas de relação com o mundo espiritual são também mediunidade. Tudo isso nos mostra que essa tríade (ciência, filosofia e religião) se apresenta, efetivamente, como o fio condutor da doutrina de Allan Kardec também aqui no Brasil. / The present work has for intention to approach the Brazilian Spiritualism as a doctrine such and which the doctrine originated in France, that is, with its triple characteristic of science, philosophy and religion, without it has the agreement by that in Brazil the religious aspect has taken bigger ratios in detriment of the scientific aspect. This study it goes to try to perceive that when arriving at Brazil, in century XIX, the Spiritualist Doctrine certainly was influenced by the cultural formation of the country and that the religious aspect, in fact, received a bigger prominence, what it didn’t mean, necessarily, a removal of its French original formation. The work will be lingered with bigger tenacity to a significant characteristic of the spiritualism that is the strong valuation of the study, what in the sample that its scientific side is, as well as the others, the all present instant in the espírita universe. The intention is to perceive that in the Spiritualism the aspects of science, philosophy and religion coexist in complementary way a time that its ritual system is formed by the study, charity and mediumship. In the study it is distinguished intellectuality of this religion, the valuation of the rational inquiry and the experimental research. In the charity the prominence is to Christian character e, in the mediunidade it is distinguished relation between men and spirit. These polar regions are linked since the mediumship includes also the charity and the study. The study and the charity, in turn, as forms of relation with the world spiritual are also mediumship. Everything this in the sample that this triad (science, philosophy and religion) if presents, effectively, as the conducting wire of the doctrine of Allan Kardec also here in Brazil.