Cette thèse présente un modèle résilient pour piloter un avion basé sur une logique non monotone. Ce modèle est capable de gérer des solutions à partir d’informations incomplètes, contradictoires et des exceptions. C’est un problème très connu en Intelligence Artificial, qui est étudié depuis plus de 40 ans. Pour ce faire, nous utilisons la logique des défauts pour formaliser la situation et trouver des conclusions possibles. Grâce à cette logique, nous pouvons transformer les règles de pilotage en défauts. Ensuite, lorsque nous calculons les solutions, plusieurs options peuvent en résulter. À ce stade, il existe un critère de décision opportuniste pour choisir la meilleure solution. Le contrôle du système se fait via la propriété de résilience. Nous redéfinissons cette propriété comme l’intégration de la logique non monotone dans le modèle de Minsky. En conséquence, il est démontré que le modèle de résilience proposé pourrait être généralisé aux systèmes intégrant une connaissance du monde contenant des situations, des objectifs et des actions. Enfin, nous présentons les résultats expérimentaux et la conclusion de la thèse en discutant des perspectives et des défis pour les orientations futures. Différentes applications dans d’autres domaines sont prises en compte pour l’intérêt du comportement du modèle. / This thesis presents a resilient model to pilot an aircraft based on a non-monotonic logic. This model is capable of handling solutions from incomplete, contradictory information and exceptions. This is a very well known problem in Artificial Intelligence, which has been studied for more than 40 years. To do this, we use default logic to formalise the situation and find possible conclusions. Thanks to this logic we can transform the piloting rules to defaults. Then, when we calculate the solutions, several options could result. At this point an opportunistic decision criteria takes place to choose the better solution. The control of the system is done via the property of resilence, we redefine this property as the integration of the non-monotonic logic in the Minsky’s model. As a result, it is shown that the proposed resilient model could be generalised to systems that incorporate a knowledge of the world that contains situations, objectives and actions. Finally, we present the experimental results and conclusion of the thesis discussing the prospects and challenges that exist for future directions. Different applications in other fields are taken into account for the interest of the model’s behavior.

The overall objective of the research presented in this dissertation is to establish ways in which the Red Scare and Cold War eras impacted social studies education in Georgia from the 1930s through the 1960s. My position is that the decision by the Communist Party’s international leadership to support African Americans in the southern United States through legal defense and the organization of sharecroppers’ unions impacted white segregationists’ interpretation of subversive activity as being inclusive of racially liberal ideas. Social studies education in Georgia was affected by the policies and curriculum decisions made in the context of Red Scare and Cold War influences. An analysis of the historiography of communism in the United States reflects the changing tenor of uncertainty and fear that gripped Americans when it came to radical ideas contrary to the democratic capitalist tradition. Historians tend to agree that the Party’s efforts in the African American community had minimal impact. However, the calibration used by scholars to measure “impact” should be adjusted to look beyond changes in Communist membership numbers and whether the lives of blacks in the South improved. My focus in this study is the peripheral impact the efforts of the Communist Party had on southern white segregationists who began to equate racially liberal actions with subversive activity. Chapters in this dissertation focus on the formation of the Communist Party’s Black Belt Self-Determination Thesis and how it was carried out in the American South, national efforts to combat communist infiltration through loyalty oaths and textbook reviews, and the evolution of civic and democratic education initiatives in social studies. Georgia’s scandalous episode of the early 1940s involving Eugene Talmadge’s manipulation of the state’s educational system is presented as an example of how the concepts of subversion and racial liberalism were equated in an effort to maintain segregation in the state. These chapters provide evidence of the Red Scare and Cold War eras’ impact on social studies education in Georgia from the 1930s through the 1960s.

This study explores text and music relations in Canadian composer Violet Archer’s “The Twenty-Third Psalm” by analysing the text of Psalm 23, Fibonacci numbers, melodic contours, motives, and the role of the accompaniment. The text focuses on David’s faith in God and his acceptance of God as his shepherd on earth. The four other approaches allow us to examine the work on three different structural levels: background through Fibonacci numbers, middleground through melodic contour analysis, and foreground through motivic analysis and the role of the accompaniment. The measure numbers that align with Fibonacci numbers overlap with some of the melodic contour phrases, which are demarcated by rests, as well as with the most important moments at the surface level, such as the emphasis on the word “death” through recurring and symbolic motives. The piano accompaniment further supports these moments in the text.

This study explores text and music relations in Canadian composer Violet Archer’s “The Twenty-Third Psalm” by analysing the text of Psalm 23, Fibonacci numbers, melodic contours, motives, and the role of the accompaniment. The text focuses on David’s faith in God and his acceptance of God as his shepherd on earth. The four other approaches allow us to examine the work on three different structural levels: background through Fibonacci numbers, middleground through melodic contour analysis, and foreground through motivic analysis and the role of the accompaniment. The measure numbers that align with Fibonacci numbers overlap with some of the melodic contour phrases, which are demarcated by rests, as well as with the most important moments at the surface level, such as the emphasis on the word “death” through recurring and symbolic motives. The piano accompaniment further supports these moments in the text.

This study explores text and music relations in Canadian composer Violet Archer’s “The Twenty-Third Psalm” by analysing the text of Psalm 23, Fibonacci numbers, melodic contours, motives, and the role of the accompaniment. The text focuses on David’s faith in God and his acceptance of God as his shepherd on earth. The four other approaches allow us to examine the work on three different structural levels: background through Fibonacci numbers, middleground through melodic contour analysis, and foreground through motivic analysis and the role of the accompaniment. The measure numbers that align with Fibonacci numbers overlap with some of the melodic contour phrases, which are demarcated by rests, as well as with the most important moments at the surface level, such as the emphasis on the word “death” through recurring and symbolic motives. The piano accompaniment further supports these moments in the text.

Max Reger was a prolific composer on the threshold of modernism. The style of his extensive musical output was polarizing among his contemporaries. A criticism of Reger's music is its complex and dense musical structure. Despite writing tonal music, Reger often pushes the boundaries of tonality so far that all sense of formal organization is seemingly imperceptible. In this dissertation, I offer what I observed to be a new way of discerning Reger's motivic relationships and formal structures within and between movements. There are three primary tools and methods I incorporated to make these observations: Schoenberg's developing variation; melodic contour analysis as discussed by Elizabeth West-Marvin and Diana Deutsch; and Janet Schmalfeldt's motivic cyclicism stemming from internal themes. In this dissertation I examine five different musical works by Reger: D minor Piano Quartet, Clarinet Quintet, Piano Concerto, String Quartet, op. 121 and E minor Piano Trio, op. 102. My analysis shows how Reger relies on melodic contours of his motives to connect musical moments across entire movements and entire works with multiple movements. These motives are developed and often mark structurally significant moments providing the organization often perceived as missing in Reger's music.

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The Principles of War have long been debated about their relevance and usefulness within the military context. Some theorists think that the Principles of War are laws that should be followed to achieve success in battle, while others see them more as guidelines. The principles have also been discussed on which level and type of warfare they should apply on, furthermore which types of principles to include. A theorist that has published a revised set of nine principles is Marvin Pokrant (2021), these Principles of War aim to be relevant across all levels and types of warfare. They are also one of the most contemporary sets of principles and has not yet been tested. Therefore, are the purpose of this study to both contribute to the overall research about the principles of war and more specifically if Pokrant’s (2021) set of principles has any explanatory value about success in modern military operations. The result of this study shows that this set of principles has explanatory value about the success in modern military operations. This is because the successful case had eight out of nine principles present, while the unsuccessful case only had two.

This study explores the topic of music theory pedagogy in conjunction with the Kodály concept of music education and its North-American adaptation by Lois Choksy. It investigates the compatibility of the Kodály Method with post-secondary instruction in tonal harmony, using a theoretical framework derived from Kodály’s methodology and implemented as a teaching strategy for the dominant-seventh chord. The customary presentation of this concept is authenticated with an empirical case study involving four university professors. Subsequently, Kodály’s four-step instructional process informs a comparative analysis of five university-level textbooks that evaluates the sequential placement of V7, examines the procedure by which it is presented, and considers the inclusion of correlated musical excerpts. Although divergent from traditional approaches to tonal harmony, Kodály’s principles and practices are pedagogically effective. By progressing from concrete to abstract, preceding symbolization with extensive musical experience, conceptual understandings are not only intellectualized, but are developed and internalized.

This study explores the topic of music theory pedagogy in conjunction with the Kodály concept of music education and its North-American adaptation by Lois Choksy. It investigates the compatibility of the Kodály Method with post-secondary instruction in tonal harmony, using a theoretical framework derived from Kodály’s methodology and implemented as a teaching strategy for the dominant-seventh chord. The customary presentation of this concept is authenticated with an empirical case study involving four university professors. Subsequently, Kodály’s four-step instructional process informs a comparative analysis of five university-level textbooks that evaluates the sequential placement of V7, examines the procedure by which it is presented, and considers the inclusion of correlated musical excerpts. Although divergent from traditional approaches to tonal harmony, Kodály’s principles and practices are pedagogically effective. By progressing from concrete to abstract, preceding symbolization with extensive musical experience, conceptual understandings are not only intellectualized, but are developed and internalized.