Thesis (M.A. in Astronomy)--University of California, Berkeley, Dec. 1909.

Inaug.-diss.--Heidelberg. / Lebenslauf.

Akademisk afhandling - Upsala.

Thesis (M.S.)--Georgia State University, 2007. / Title from file title page. Todd Henry, committee chair; David Wingert, Harold McAlister, committee members. Electronic text (156 p. : ill.) : digital, PDF file. Description based on contents viewed June 3, 2008. Includes bibliographical references (p. 92-97).

Proefschrift--Rijksuniversiteit te Groningen. / In English. Thesis statement in Dutch.

No description available.

[Abstract]The point of this thesis is to undertake a critical engagement with the art and life debate. This debate involves, in particular, the question of the location of art. Does art belong to an autonomous field removed from ‘everyday life’, or is art located amongst the objects and daily activities of our lives? Contributors to this debate usually defend one or the other position; either defending autonomy or arguing that art is, or at least should be, part of life. The debate is located through three historical points: the avant-gardes of the early 20th Century Europe; the neo-avant-garde of North America in the 1950s – 1970s; and American formalist art and criticism of the 1930s – 1970s. The thesis then engages the debate through more recent examples of art where the binary art/life is again the principal issue. Minimalism, Installation art, Site-specific art and Wall Painting are examined in the context of the ‘end’ of modernist painting. The argument presented by the thesis will be informed by a recently emerging theoretical frame which engages the reception of Kantian and Hegelian forms of aesthetic judgment. This critical context includes the Slovenian philosopher, Slavoj Zizek; the Marxist-Hegelian theory of the German critic, Peter Burger, and the U.S. formalist critic, Clement Greenberg. The positions held by these theorists and critics will be examined through examples of art from both the modern period and more contemporary works. Through this context, the thesis positions the art and life debate within a structural analysis, arguing that art, including objects of ordinary life understood as art, occupy places within an art structure. The thesis argues that the choice between art and life is not so much a positive choice of one or the other, but rather a choice between one and the same thing seen differently; that is, the one thing seen in parallax.

Thesis (M.S.)--Georgia State University, 2007. / Title from file title page. Todd J. Henry, committee chair; Douglas R. Gies, Harold A. McAlister, committee members. Electronic text (110 p. : ill.) : digital, PDF file. Description based on contents viewed May 2, 2008. Includes bibliographical references (p. 66-69).

Esse trabalho objetiva motivar os professores que ensinam trigonometria, no ensino médio, propondo formas e propostas de ensino que facilitem o desenvolvimento da capacidade dos alunos em dominar as funções trigonométricas de tal forma, que eles possam fazer uso desse conhecimento para a resolução de problemas da vida cotidiana. O ensino de trigonometria, como vem sendo ministrado, não é, geralmente, apreciado por grande parte dos alunos os quais, muitas vezes, sofrem com a exigência de memorização de uma quantidade de informações sem nenhuma aplicabilidade prática em seu dia a dia. A proposta, aqui apresentada, fundamenta-se na libertação da metodologia de fixação de definições e fórmulas, sem relação entre fato e conceito bem como das maneiras de resolução de exercícios mecânicos, evitando a obrigatoriedade de memorização forçada de algoritmos. Este trabalho foi realizado em duas etapas complementares: uma teórica e outra experimental. Na parte teórica, trouxemos as definições das funções trigonométricas; as definições das medidas dos ângulos, tanto em graus como em radianos, com o objetivo de mostrar e explicar as razões da existência das duas unidades de medidas de ângulos e as diferenças e formas mais vantajosas que cada uma delas apresenta na representação de uma função trigonométrica. Na parte experimental, foi feita uma aplicação prática dos conceitos estudados, como o cálculo de distâncias inacessíveis, utilizando o método Paralaxe. Nessa etapa, fizemos uma simulação de situações reais presentes no dia a dia de todos a partir da semelhança de triângulos. Em seguida, mostramos situações em que se pode utilizar a trigonometria de forma prática e contextualizada. Para tanto, contamos com a participação de alguns alunos da ONG Pedra Bruta - Lapidando Talentos. As atividades realizadas são de simples aplicação e mostraram um resultado significativo, pois otimizaram o processo ensino aprendizagem e extrapolaram os limites da sala de aula já que a metodologia usada para a construção do conhecimento não se restringiu apenas à lousa, ao giz, caderno e ao espaço da sala de aula. A abordagem dada trouxe uma prática capaz de ressignificar o conteúdo aos discentes, deixando mais envolvente o ensino de trigonometria, pois, embora haja muita literatura sobre o assunto, não há um detalhamento de descrições e interpretações de práticas de ensino voltadas à contextualização. Portanto, foi realizado um passo a passo de como desenvolver situações de aprendizagem, fazendo uso de recursos simples e de baixo custo. / This paper aims at motivating teachers who teach Trigonometry in high school by suggesting ways and teaching proposals that can make it easier to lead the students into developing their abilities so as to master trigonometric functions in order to make use of such knowledge for solving everyday life problems. The teaching of Trigonometry as it has been done is not generally enjoyable for the most part of the students who resent the demands of memorization of a volume of information which can hardly find any practical applicability day to day. The suggestion presented in this thesis is based on freeing one from such a methodology that requires memorizing definitions and formulas without correlating fact and concept and from employing mechanical solving of exercises and by doing so avoid mandatory memorizing of algorithms. This work has been done in two complementary phases: a theoretical and an experimental one. Within the theoretical part we have brought in the definitions of trigonometric functions; the definitions of measurement of angles both in degrees and radians in order to demonstrate and explain the reason for the existence of two different measurement units for angles as well as the differences and the more advantageous forms each of them presents for the representation of a trigonometric function. In the experimental part a practical application of the concepts studied was done such as the calculation of inaccessible distances using the Parallax method. In this phase we have done a simulation of common real life situations using the similarity of triangles. After we showed situations in which one can make practical and contextualized use of Trigonometry. For such we invited some students from the NGO Pedra Dura - LapidandoTalentos. The activities done are easily applicable and showed significant results when they optimized the teaching and learning process and extrapolated the classroom limits once the methodology used for the building of knowledge was not restricted to a board, a piece of chalk, a notebook and the classroom.The approach given has brought forward a practice capable of bringing new meaning to contents for the students by making the teaching of Trigonometry more involving because, although there is extensive literature about this subject there is not a detailed description or interpretation of teaching practices aimed at such contextualization. A step by step was thus built on how to develop situated learning sequences making use of simple and low cost resources.

Weakly electric fish use of a self-generated electric field to probe their environment, this behaviour is known as electrolocation. This study investigated two aspects of electrolocation in two species of knifefish (Apteronotus leptorhynchus and Eigenmannia virescens). First, we characterized the ability to track moving objects and found that tracking performance did not differ among speeds tested in either species. Second, we characterized a motion-related cue for distance perception, similar to visual parallax, for which rapidly moving objects would be perceived as closer than slowly moving objects. During tracking experiments, the fish remained centered between the moving objects. We hypothesized that the fish use electrosensory parallax to perform this centering behaviour. Thus, we predicted that if one object moved slightly slower than the other, the fish would perceive the slower-moving object as farther away, and would move towards the slower object to remain “centered.” Indeed, our results supported our hypothesis with E. virescens moving towards the slower object to an extent that increased with the relative decrease in speed.