Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-09-19T13:14:21Z No. of bitstreams: 2 Dissertacao Hermogenes Hebert Pereira Oliveira.pdf: 452221 bytes, checksum: b2469cc663d70c03f4dcf9dbea202fb2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-09-19T13:19:45Z (GMT) No. of bitstreams: 2 Dissertacao Hermogenes Hebert Pereira Oliveira.pdf: 452221 bytes, checksum: b2469cc663d70c03f4dcf9dbea202fb2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-19T13:19:45Z (GMT). No. of bitstreams: 2 Dissertacao Hermogenes Hebert Pereira Oliveira.pdf: 452221 bytes, checksum: b2469cc663d70c03f4dcf9dbea202fb2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-02-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Proof-theoretic Semantics provides a new approach to the semantics of logical constants. It has compelling philosophical motivations which are rooted deeply in the philosophy of language and the philosophy of mathematics. We investigate this new approach of logical semantics and its perspective on logical validity in the light of its own philosophical aspirations, especially as represented by the work of Dummett (1991). Among our findings, we single out the validity of Peirce’s rule with respect to a justification procedure based on the introduction rules for the propositional logical constants. This is an undesirable outcome since Peirce’s rule is not considered to be constructively acceptable. On the other hand, we also establish the invalidity of the same inference rule with respect to a justification procedure based on the elimination rules for the propositional logical constants. We comment on the implications of this scenario to Dummett’s philosophical programme and to proof-theoretic semantics in general. / As semânticas construtivas oferecem uma nova abordagem semântica para as constantes lógicas. Essas semânticas gozam de fortes motivações filosóficas advindas da filosofia da linguagem e da filosofia da matemática. Nós investigamos essa nova abordagem semântica da lógica e sua concepção de validade lógica sob a luz de suas próprias aspirações filosóficas, em especial aquelas representadas pelo trabalho de Dummett (1991). Dentre nossos resultados, destacamos a validade da Regra de Peirce em relação ao procedimento justificatório baseado nas regras de introdução para as constantes lógicas proposicionais. Essa é uma situação indesejável, pois a Regra de Peirce não é considerada aceitável de um ponto de vista construtivo. Por outro lado, verificamos que o procedimento justificatório baseado nas regras de eliminação atesta a invalidade dessa mesma regra. Tecemos alguns comentários a respeito das consequências desse cenário para o projeto filosófico de Dummett e para as semânticas construtivas em geral.

The master thesis deals with elements of logical thinking of children aged 5 to 6, which means the přes-school age. The main goal is to finf out the conditions under which the pre-school children are able to apply elements of logical thinking when solving exercises of the zebra type using the manipulation method. Next goal is to investigate on which of the characteristics of the task depends the success of its solution. The partial hypotheses focus on whether children aged 5 to 6 can successfully solve at least half of the assigned tasks, whether they are able to solve them individually and, last but not least, explore zebra formation after experience from the previous graduated six series. The theoretical part focus on the areas of development that the zebra solution of the pre.school child relies on: motor development, thinkig development, logical and prelogic thinking and the possibility of solving activities. The practical part contains scenarios compiled from draduated tasks that will be solved by three groups of four children. It also contains a series of tasks solved individually by children. In the end, neww groups will be built on the succes rate of previous activities, which will prove the ability to develop tasks from previous experience. In addition to the direct observation method,...

Logical pluralism from historical perspective - Abstract The plurality of logics is understood as a challenge to seek a deeper understanding of the na- ture and import of logic. Two basic approaches to demarcation of logic are considered, the model-theoretic and the proof-theoretic one. Investigation of the history which led to these two appraoches identifies the postion of logic in Kant's epistemology as crucial for the devel- opment. An analogical development from Kant's conception of geometry to the plurality of geometric theories leads to a holistic view both of geometry and of logic. It furthermore proves essential to understand the pragmatic import of logic. Given the problems tied to the attempts to demarcate logic, inferentialism and logical expressivism are arrived at as jointly provid- ing the most appropriate account. These approaches are developed into a conception which stresses, in line with the historical perspective of the work, the ability of logic to develop.

The topic of the thesis focuses on the management of projects funded by the EU. In the first part I provide basic information about possibility of withdrawing funds from the EU. I describe operational programmes, funding opportunities and the process of withdrawing finances. I focus on the classification of different types of projects to be financed. The second part focuses on project management itself. I will analyze the project management methodology approved by European Commission for projects funded by the EU -- the logical framework approach. I will analyze whether the logical framework approach covers all phases of the project life cycle defined by the EU. I propose some methods that can be used in practice for different types of project with usage of well-known standard for project management -- PMBOK. The last part includes a case study -- analysis of project "Revitalization of village center in Drnava". Applying the logical framework methodology I will design a logical framework matrix for the village, which is one of the obligatory documents needed for the subsidiary applicants.

This dissertation is intended to serve as a thorough examination of a particular debate between Lho pa Thugs rje dpal and Rong ston Shakya rgyal mtshan (1367-1449). According to the colophon of this medieval Tibetan debate record, which also appears to be the only currently surviving medieval Tibetan debate record in Tibetan literature, this debate took place in Sa skya and was recorded by both debaters' disciples without bias. The date of this debate was sometime between 1388 and 1393 during Rong ston's first visit to the Gtsang area.

Malgré sa condamnation post-positiviste et sa réception négative par la gauche, l’empirisme logique regagne en intérêt. Cette thèse est une contribution à la littérature émergente du «Cercle de Vienne de gauche» (CVG). Autour de Neurath et quelques autres personnalités de l’aile gauche du Cercle (Carnap, Frank, Hahn, Zilsel), nous proposons de repenser la relation de l’empirisme logique avec le marxisme. Ces deux courants se rejoignent dans leur défense d’une «conception scientifique du monde» et leur sécularisme radical. Les critiques communistes et néo-marxistes (l’École de Francfort, l’épistémologie féministe) adressées à l’empirisme logique sont recensées et leur pertinence questionnée à travers les données de l’historiographie du CVG. La politique de l’empirisme logique est examinée à travers les textes économiques de Neurath et son œuvre d’infographiste. Son engagement pour l’économie socialiste planifiée et ses efforts en graphisme pour la popularisation des méthodes quantitatives (la méthode Isotype pour la visualisation des statistiques sociales) sont présentés en vue d’une évaluation politique du CVG, ainsi que les connexions de l’empirisme logique avec le mouvement pour une langue auxiliaire internationale. / Despite logical empiricism’s dismissal by ambient postpositivism in academia as well as by the Far Left, a growing interest in its previously unknown socialist origins has resulted in a new topic in the history of philosophy of science : «Left Vienna Circle» (LVC). This thesis dedicated to LVC studies aims to clarify the politics of European logical empiricism. A presentation of its major critics from the Left (from communist parties to neo-Marxist trends like Frankfurt School and feminist epistemology) is followed by more recent arguments about its socialist politics. The «scientific world conceptions» of logical empiricism and Marxism will be compared through the work of Neurath and some other representatives of LVC (Carnap, Frank, Zilsel, Hahn). Alongside the connections of logical empiricism to the movement for an international auxiliary language, Neurath’s economical writings and his efforts to popularize quantitative methods in social sciences (the Isotype method of visual statistics) will be presented in an attempt to evaluate the politics of logical empiricism.

Supaplex is a single player video-game released at the beginning of the 90's which known as a challenging puzzle game developed for MS-DOS and Amiga. Although Supaplex did not get an intense interest and did not become a "POP" icon like PacMan or Super Mario or Sonic during the 90's, it was quite popular among people who like puzzle games such as Boulder Dash. This paper aims to revive this nostalgic video-game and show if Supaplex help to improve the development of logical thinking in primary school children. This paper examines how can Supaplex effect on primary school children's way of developing problem-solving techniques. Moreover, this case study examines primary school children's playing habits at their own homes. The paper is based on an ethnographic case study in which I collaborated with a Turkish family to let their children play Supaplex at their home as a spare-time activity approximately five-month long period. During this five-month period, I went to their home and played Supaplex with the triplets.

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American Public Administration (PA) theory and practices have lacked adequately articulated or formalized normative foundations since the formal founding of the American State. Discussions regarding how PA theory derives from individual and collective critical reflection on practices (praxiology) and how that knowledge can inform future actions (praxis) virtually have been absent in all organizations. The recognition of the political legitimacy of PA has been lacking. The placing of a viable and critical social theory that posits conscious, responsible, and committed human practices within the context of the administration of the American Constitutional State, a politically narrow context, has been lacking as well. This dissertation establishes the works of social theorists Orion White, Jr., Michael Harmon, Robert Denhardt and Bayard Catron as the foundation for understanding how individuals do and can contribute to the collective administration of the complex state, including how they operate daily in organizations they join, critique and are capable of changing. These scholars understand the dynamics of human being and present discussions of human actions and practices that are capable of tackling the challenges associated with administering the American State. The work of John Rohr has established the other missing links—the constitutional legitimacy of PA and the clarification of constitutional values to which American administrative actions and knowledge must adhere. This dissertation asserts that it is the placing of human theory and action within the distinctly American theory and practices of the State that constitutes the solid normative foundations for American PA Praxis and Praxiology that constitutes a viable and formal founding of American Public Administration in word and deed. / Ph. D.

The present research aims to evaluate the extent of deaf children’s delay in mathematics, identifying the moderators of this delay and determine the longitudinal predictors of their mathematical achievement. For five decades, studies have reported that deaf children lag behind their hearing peers in mathematics (Gottardis, Nunes and Lunt, 2011). Background factors such as age, degree of hearing loss, presence of cochlear implant and types of educational provision were previously hypothesised to be moderators of the extent of this delay but, up to now, they have not been tested. Pagliaro (2010) argued that number knowledge, working memory and degree of hearing loss could be possible causes of deaf children’s difficulties in mathematics but no clear conclusions were reached. The present investigation aims to provide insight into the causes of deaf children’s delay in mathematics. The survey study addressed the first aim of the present study. The maths test of the Performance Indicators for Primary School (PIPS) was used as outcome measure. Factors related to deaf children (degree of hearing loss, age, years in education, presence of cochlear implant, gender, causes of deafness) and background factors (highest maternal education, language used at home, type of educational provision) were assessed as possible predictors and moderators of the extent of deaf children’s delay in mathematics. The overall extent of deaf children’s delay in mathematics was of -1.76 SDs. The older the children get and the more years they spend in special schools for the deaf or in units for hearing impaired, the wider is their gap in mathematics achievement compared with their hearing peers. It is, therefore, necessary to intervene in their mathematical learning in the early years of schooling in order to create pathways for improvement. The second aim of the present study was addressed through a longitudinal design. Logical-mathematical reasoning, working memory and counting ability were chosen as predictors of deaf children’s mathematical attainment on the basis of theoretical framework, evidence from longitudinal studies and from the analysis of the difficulties that deaf children have in these factors compared with hearing peers. Hierarchical regression analyses were used to assess the independence of the contributions of logical-mathematical reasoning, working memory and counting ability to the prediction of deaf children’s mathematical achievement measured through the PIPS. Age, years in education, type of educational provision and non-verbal intelligence were used as controls. Counting ability and working memory did make independent contributions to the prediction of deaf children’s mathematical success but logical mathematical reasoning was by far the strongest predictor. When the predictors were entered in the model, none of the control variables predicted significantly deaf children’s mathematical achievement. This study makes several empirical contributions. First, it established age, years in education and types of educational provision as moderators of the extent of deaf children’s delay in mathematics. Second, it determined the plausibility of a causal link between logical-mathematical reasoning, counting ability, working memory and deaf children’s mathematical achievement. The implication is that schools must explicitly plan to improve deaf children’s mathematical reasoning, counting ability and working memory when they are in kindergarten and in the first years of school in order to help the children’s mathematical development.