This thesis explores Gregory Abbott's Remlack Too, particularly in its fusion of surrealism and postmodernism. It addresses the ways in which Remlack Too highlights the artist's experience with sleep apnea, but acknowledges that this is only one level of understanding the painting. Other layers are realized through a study of surrealism and postmodernism. This research analyzes the ways in which surrealism and postmodernism work together, including through their lack of style, fluidity in definition, incorporation of semiotics, distrust in science, reliance on psychoanalysis, and especially through postmodernism's appropriating of earlier artistic movements. This thesis reviews the previously overlooked elements of postmodernism in Abbott's oeuvre. By exploring some of the binary pairs found in Remlack Too, such as life and death, sleep and wake, and logic and irrational, Abbott reveals his hopes for a more open-minded and accepting society.

Torsion pairs were introduced by Dickson in 1966 as a generalization of the concept of torsion abelian group to arbitrary abelian categories. Using torsion pairs, we can divide complex abelian categories in smaller parts which are easier to understand. In this thesis we discuss torsion pairs in the category of modules over a finite-dimensional algebra, in particular we explore the relation between torsion pairs in the category of all modules and torsion pairs in the category of finite-dimensional modules. In the second chapter of the thesis, we present the analogue of a classical theorem of Auslander in the context of τ-tilting theory: for a finite-dimensional algebra the number of torsion pairs in the category of finite-dimensional modules is finite if and only if every brick over such algebra is finite- dimensional. In the third chapter, we revisit the Ingalls-Thomas correspondences between torsion pairs and wide subcategories in the context of large torsion pairs. We provide a nice description of the resulting wide subcategories and show that all such subcategories are coreflective. In the final chapter, we describe mutation of cosilting modules in terms of an operation on the Ziegler spectrum of the algebra.

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Software testing is important, but judging whether a set of software tests is effective is difficult. This problem also appears in the classroom as educators more frequently include software testing activities in programming assignments. The most common measures used to assess student-written software tests are coverage criteria—tracking how much of the student’s code (in terms of statements, or branches) is exercised by the corresponding tests. However, coverage criteria have limitations and sometimes overestimate the true quality of the tests. This dissertation investigates alternative measures of test quality based on how many defects the tests can detect either from code written by other students—all-pairs execution—or from artificially injected changes—mutation analysis. We also investigate a new potential measure called checked code coverage that calculates coverage from the dynamic backward slices of test oracles, i.e. all statements that contribute to the checked result of any test. Adoption of these alternative approaches in automated classroom grading systems require overcoming a number of technical challenges. This research addresses these challenges and experimentally compares different methods in terms of how well they predict defect-detection capabilities of student-written tests when run against over 36,500 known, authentic, human-written errors. For data collection, we use CS2 assignments and evaluate students’ tests with 10 different measures—all-pairs execution, mutation testing with four different sets of mutation operators, checked code coverage, and four coverage criteria. Experimental results encompassing 1,971,073 test runs show that all-pairs execution is the most accurate predictor of the underlying defect-detection capability of a test suite. The second best predictor is mutation analysis with the statement deletion operator. Further, no strong correlation was found between defect-detection capability and coverage measures. / Ph. D.

The study of the process of speciation is instrumental to understanding the species diversity observed today. Diverging populations are intriguing, because speciation has not reached an endpoint, yet the process that may eventually lead to distinct species can be studied. Systems that contain many putative species and/or parallel divergences, such as many species flocks and species pairs, are extraordinary examples of divergence and therefore are critical to the understanding of the speciation process. A "miniature" species flock of pupfish (Cyprinodon variegatus) discovered in lakes on San Salvador Island, Bahamas has evolved in less than 6 000 years, and is, therefore, important to the study of the pace of evolutionary processes. The San Salvador Island pupfish flock is composed of a normal form, which resembles coastal C. variegatus, and bulldog and bozo morphs, which diverge ecologically and morphologically from the normal morph. In Chapter 1, I sequenced the mtDNA control region and used haplotype frequency analyses to assess the level of differentiation between sympatric normals and bulldogs sampled from Osprey Lake and Little Lake on San Salvador Island. The bozo morph was too rare to include in the study. I also included samples of normals that occur in lakes without bulldog and bozo morphs to assess any differences between lakes on the island. All haplotype frequency comparisons for sympatric normals and bulldogs were highly significant, which suggests these morphs are distinct populations in sympatry and, therefore, have characteristics of biological species. Further, an estimation of Time for Speciation supports geological data that suggest this fauna is very young (6 000 years). The San Salvador Island pupfish species flock is, therefore, the youngest known species flock and presents an important model system for the study of how morphological and ecological divergence can promote speciation in Cyprinodon. In Chapter 2, I first compared the San Salvador Island pupfishes to other Bahamian C. variegatus populations to assess the level of inter- and intra-island pupfish population differentiation in the Bahamas. The mtDNA control region was sequenced for bulldogs and normals from San Salvador Island and normals sampled from New Providence and Exuma Islands. San Salvador Island bulldogs were found to be distinct from all normal populations sampled, and comparisons of shared haplotypes suggest they originated on San Salvador Island rather than any of the other islands sampled. This was intriguing, because a "bulldog-like" morph has recently been observed in a lake on New Providence Island, which suggests parallel divergences may be occurring throughout the Bahamas. I also sequenced the mtDNA cytochrome b gene to assess the phylogeography of C. variegatus. Populations were sampled from the Bahamas and the east coast of North America, and the results suggest the Bahamas were only recently colonized by the Southern coastal lineage of C. variegatus. A distinct Northern lineage of C. variegatus, which may warrant species designation, was also supported by the cytochrome b data. Overall, the results supported a San Salvador Island origin for the Little Lake and Osprey Lake bulldog morphs, and also suggest the Bahamian C. variegatus populations are very young. / Master of Science

Parmi les situations qui peuvent miner le climat scolaire et nuire à l’apprentissage, l’intimidation et la victimisation s’avèrent des plus préoccupantes. Mais quelle est l’ampleur de celles-ci et comment se fait-il que certains jeunes s’en sortent mieux que d’autres et se montrent résilients? Dans ce contexte, les objectifs de cette étude sont: 1) de dresser un portrait de l’intimidation et de la victimisation; 2) d’examiner les qualités métriques du Resilience Scale for Adolescentes (READ); et 3) d’analyser la relation entre victimisation, résilience et adaptation. Au total, 165 élèves de 4ème et 5ème secondaire ont participé à l’étude en remplissant un sondage sur l’intimidation, la victimisation, la résilience et divers sujets apparentés. Parallèlement, leurs parents ont rempli une mesure de résilience. Les résultats montrent que 23 % des jeunes ont adopté des conduites intimidantes dans les deux derniers mois, alors que 31 % se déclarent victimes d’intimidation. Qui plus est, 44 % des jeunes rapportent des conduites intimidantes à un moment de leur parcours scolaire et 61 % s’en disent victimes. Pour ce qui est du READ, les résultats indiquent une structure factorielle stable, des indices de cohérence interne variant de ,64 à ,91 et des corrélations positives avec des mesures d’estime de soi, de soutien social, d’attitudes envers l’école et de résilience parentale. Finalement, une analyse de régression hiérarchique montre que la victimisation vécue et les facteurs de résilience expliquent 44 % de la variance de l’adaptation scolaire, les facteurs de résilience contribuant davantage au modèle prédictif (26 %) que la victimisation vécue (18 %). Cette étude met en lumière l’ampleur de la violence dans le contexte scolaire et comment les facteurs de résilience peuvent agir en tant que facteur de protection et pour maintenir une adaptation positive. Prôner le développement des facteurs de résilience s’avère une avenue intéressante pour outiller les jeunes face à l’adversité.

Cette étude porte sur les conditions et circonstances d’organisation de la formation à distance (FAD) offerte par l’Université virtuelle du Sénégal (UVS), dans un environnement de pays en développement d’Afrique subsaharienne et dans un contexte scientifique encourageant l’émergence de recherches explorant la réduction des distances en FAD par la proximité. Trois objectifs spécifiques (OS) sont visés : d’une part, identifier les facteurs de proximité objective, inhérents à la conception (OS 1.1) et à la mise en œuvre (OS 1.2) du dispositif pédagogique de l’UVS ; d’autre part, relever les facteurs de proximité subjective, contenus dans l’expérience étudiante (OS2). En raison des interférences complexes que l’environnement exerce sur les conditions et circonstances d’organisation de la formation, notre analyse s’inspire de l’approche systémique pour explorer les composantes qui révéleraient les facteurs qui favorisent la proximité entre le dispositif pédagogique de l’UVS et les apprenants. Cela justifie aussi le choix de l’approche qualitative d’étude de trois (3) cas de cours, pris comme des unités du dispositif pédagogique institutionnel et sélectionnés à l’issue d’un processus de recrutement fondé sur un souci de variabilité. Offerts au premier semestre de leur programme, ces cours appartiennent à trois domaines différents (technologie, sciences juridiques et sciences sociales) et engagent, chacun, dans notre étude trois types de participants principaux (un enseignant, un tuteur et deux étudiants), sans compter la vingtaine de participants secondaires. La combinaison de cette diversité de sources avec une pluralité d’outils de collecte et d’analyse des données constitue le socle méthodologique mobilisé pour atteindre la rigueur et la scientificité requises en étude de cas. L’étude fait ressortir que l’UVS s’inscrit dans un mode de gestion plutôt industrielle, qui standardise la conception des cours, en raison de la rapide croissance de ses effectifs étudiants, du défaut de ressources et du devoir de proposer des enseignements à ses étudiants. Dans un tel écosystème, la configuration du dispositif pédagogique global varie selon l’angle d’observation : officiellement comodale adaptée, implicitement hybride et formellement distancielle. Fondés particulièrement sur le niveau formel, les résultats montrent que la diffusion des trois cas de cours s’appuie sur les mêmes composantes et vise pareillement la transmission du savoir. Par conséquent, cette organisation industrielle accorde la décision pédagogique, non pas à l’enseignant, mais aux personnels non-pédagogiques. Ces constats globaux déteignent particulièrement sur les résultats liés à l’OS 1.1, qui indiquent trois faits majeurs. D’abord, il y a un certain décalage entre les intentions pédagogiques des enseignants-concepteurs et les versions finales de leurs cours, surtout à propos de la spatialisation des activités de formation. Ensuite, le dispositif met l’accent sur l’enseignement à travers des activités et outils qui visent une proximité a-spatiale de ressources. Enfin, la médiatisation véhicule exclusivement les préoccupations cognitives du dispositif et ignore la proximité a-spatiale de coordination, qui aurait dû passer par les dimensions immatérielles d’accompagnement et de médiation. Les résultats concernant l’OS 1.2 précisent la tendance à l’uniformisation : les cas de cours se déroulent sous la forme d’activités distancielles synchrones, animées par des tuteurs qui enseignent plus qu’ils ne soutiennent. Du fait d’un tel tutorat, perpétuant la proximité spatiale numérique et excluant celle physique, nos analyses démontrent une nette réduction des facteurs de proximité objective prévue à la conception. Aussi, le tutorat contribue-t-il plutôt à renforcer la transmission du savoir grâce à la proximité par les ressources, réduisant les apports socio-affectifs de proximité de coordination de la part du dispositif formel. Enfin, en termes de proximité subjective (OS 2), les résultats convergent vers une expérience étudiante relativement positive, dont le cadre d’expression privilégié se situe entre les espaces physique et numérique d’activités non formelles. Particulièrement autodéterminée, l’expérience étudiante est ancrée dans des pratiques socio-culturelles conditionnées par le mode de vie communautaire du milieu et la distance de la formation. Le vécu des étudiants s’alimente largement de composantes externes à leur cours, relevant à la fois de l’écosystème de l’UVS, de leurs caractéristiques personnelles et des effets de leur communauté d’apprentissage. C’est ainsi que les dispositifs pédagogiques de cours observés acquièrent des dimensions qui, bien que non-formelles, les rendent hybrides et centrés sur l’apprenant, grâce à la collaboration des pairs apprenants. / This study focuses on the conditions and circumstances of the organization of distance learning (DL) offered by the Virtual University of Senegal (UVS), in an environment of developing countries in sub-Saharan Africa and in a scientific context that encourages the emergence of research exploring the reduction of distances in DL through proximity. Three specific objectives (SO) are targeted: on the one hand, to identify the factors of objective proximity, inherent to the design (SO 1.1) and implementation (SO 1.2) of the UVS pedagogical system; on the other hand, to identify the factors of subjective proximity, contained in the student experience (SO 2). Because of the complex interferences that the environment exerts on the conditions and circumstances in which training is organized, our analysis draws on the systemic approach to explore the components that would reveal the factors that promote proximity between the UVS pedagogical system and the learners. This also justifies the choice of the qualitative approach of studying three (3) case studies, taken as units of the institutional pedagogical system and selected at the end of a recruitment process based on a concern for variability. Offered in the first semester of their program, these courses belong to three different fields (technology, legal sciences and social sciences) and each involves three types of primary participants in our study (one teacher, one tutor and two students), in addition to the twenty or so secondary participants. The combination of this diversity of sources with a plurality of data collection and analysis tools constitutes the methodological base mobilized to achieve the rigor and scientificity required in a case study. The study shows that the UVS is part of a rather industrial management mode, which standardizes course design, due to the rapid growth of its student population, the lack of resources and the duty to offer courses to its students. In such an ecosystem, the configuration of the overall teaching system varies according to the angle of observation: officially co-modal adapted, implicitly hybrid and formally distant. Based particularly on the formal level, the results show that the dissemination of the three cases of courses is based on the same components and aims at the same time at the transmission of knowledge. Consequently, this industrial organization grants the pedagogical decision, not to the teacher, but to the non-pedagogical staff. These overall findings are particularly evident in the results for SO 1.1, which indicate three major facts. First, there is a certain discrepancy between the pedagogical intentions of teacher-designers and the final versions of their courses, especially with regard to the spatialization of training activities. Secondly, the system emphasizes teaching through activities and tools that aim at a-spatial proximity of resources. Finally, the mediatization exclusively conveys the cognitive concerns of the device and ignores the a-spatial proximity of coordination, which should have gone through the immaterial dimensions of accompaniment and mediation. The results concerning SO 1.2 specify the tendency towards uniformity: the cases of courses take place in the form of synchronous distanced activities, led by tutors who teach more than they support. As a result of such tutoring, perpetuating digital spatial proximity and excluding the physical one, our analyses show a clear reduction in the factors of objective proximity foreseen at the design stage. Thus, tutoring contributes instead to reinforcing the transmission of knowledge thanks to the proximity of resources, reducing the socio-affective contributions of proximity of coordination by the formal system. Finally, in terms of subjective proximity (SO 2), the results converge towards a relatively positive student experience, whose privileged framework of expression is located between the physical and digital spaces of non-formal activities. Particularly self-determined, the student experience is rooted in socio-cultural practices conditioned by the community lifestyle of the environment and the distance of the training. The students' experience is largely fuelled by components external to their course, relating to the UVS ecosystem, their personal characteristics and the effects of their learning community. This is how the pedagogical devices of observed courses acquire dimensions that, although non-formal, make them hybrid and learner-centered, thanks to the collaboration of peer learners.

Dans ce mémoire, nous nous intéressons aux choix d'inscription à l'université et à un programme STEM (Science, Technology, Engineering & Mathematics) des étudiants américains, un sujet politiquement chaud dans ce pays depuis au moins 20 ans. Nous nous intéressons à l'importance que l'environnement social prend dans ces décisions chez les adolescents en estimant les effets de pairs au sein des réseaux d'amitiés. Pour ce faire, nous faisons usage d'un modèle linéaire en probabilité dont nous estimons les paramètres à l'aide de la méthode instrumentale du moindre carré à deux étapes et des données de la National Longitudinal Study of Adolescent to Adult Health. Pour contourner les problèmes d'identification classiques rencontrés lors d'analyses des effets de pairs, nous faisons appel aux méthodes récemment développées dans Bramoullé et collab. (2009), König et collab. (2019) et Boucher et Bramoullé (2020). Nous étudions finalement la présence des effets de pairs, ainsi que leur niveau quantitatif, en régressant d'abord sur la totalité de l'échantillon, puis sur les hommes et les femmes le composant distinctement. Les résultats obtenus à l'aide des réseaux d'amitié évacués de l'autosélection ne nous permettent pas de conclure que les effets de pairs sont significatifs dans les décisions d'inscription à l'université et à un champ d'études STEM. Cependant, les résultats obtenus à partir des réseaux d'amitié bruts sont significatifs pour la décision d'inscription à l'université, les effets de pairs étant estimés à 1,8 point de pourcentage en moyenne et 2,6 points de pourcentage chez les femmes. Ces résultats nous informent que le processus d'évacuation de l'autosélection se fait potentiellement au détriment de l'efficacité de nos estimateurs et ne nous permettent pas de rejeter définitivement la significativité des effets de pairs dans la décision d'inscription à l'université. / In this thesis, we take a look at the choices of attending College and a STEM (Science, Technology, Engineering & Mathematics) field program, these subjects having been a hot topic in this country for at least 20 years. We take an interest in the importance the social environment of teenagers takes in their decision process to enroll in College and in a STEM field. To do so, we use a linear-in-probability model that we estimate using the instrumental method of the Two-Stage Least Square and data from the National Longitudinal Study of Adolescent to Adult Health. To bypass the classical identification problems arising when we try to estimate peer effects, we mobilize the recent econometric methods developed in Bramoullé et collab. (2009), König et collab. (2019) and Boucher et Bramoullé (2020). We finally study the presence of peer effects, as well as their quantitative level, by regressing on the entire sample first, then on the men and women composing it separately. The results obtained with friendship networks evacuated from self-selection are unconclusive, not allowing us to infer that the social environment is important for the decisions to enroll in College and in a STEM field. However, the results obtained with the raw friendship networks are significant, telling us that peer effects are important in the decision to attend College. These effects are estimated to 1,8 percentage point and reach 2,6 percentage points for women. These mixed results tell us that correcting self-selection in the friendship networks potentially affects the efficiency of our estimators negatively and do not allow us to reject the presence of peer effects in the decision to enroll in College definitively.