This dissertation examines the role and position of Jewish women in the Near East between 200 BCE - 200 CE. This was a very important period in Jewish legal and cultural history. The redaction of the Mishnah, the oldest extant body of Jewish law, was completed at approximately the end of the time under review, and was to have a lasting influence on the Jewish people. No society exists in a vacuum. During these years the Jews lived within the GraecoRoman Empire and this reflected on their attitudes towards women. To appreciate this it has been necessary to go back in time to the Hebrew Bible and to trace any attitudinal changes which occurred over the centuries. Although the Mishnah has been regarded as the terminus ad quem of this investigation, brief mention is also made of prevailing attitudes affecting women in present day Jewish society. / Biblical and Ancient Studies / M.A. (Judaica)

A tese de doutorado Formação Continuada de Professores: da abstração reflexionante à tomada de consciência tem como objetivo analisar o processo de tomada de consciência de professores, em formação continuada, e as possíveis transformações que ocorrem, a partir dele, no fazer pedagógico. O referencial metodológico utilizado é o da pesquisa qualitativa e participante. A coleta de dados ocorreu a partir de um grupo de estudos organizado especialmente para este fim, com professores de uma escola estadual de uma cidade do interior do Rio Grande do Sul. O estudo desse fenômeno grupal organizou-se a partir de três dimensões de análise: Processo de abstração: possibilidades de compreensão, criação e recriação de novas coordenações de ações na formação continuada de professores; Da ação à conceituação e da conceituação à ação: os caminhos percorridos na formação continuada de professores rumo ao processo de tomada de consciência; Teoria, questionamentos, trocas de experiências e de idéias. A principal fonte teórica desse trabalho foram os estudos de Jean Piaget sobre os processos de tomada de consciência e de abstração reflexionante. Os resultados dessa pesquisa apontam para a tomada de consciência que acontece, na formação continuada de professores, devido a alguns aspectos que se inter-relacionam: Primeiro, o planejamento dos estudos embasou-se na discussão das dificuldades, necessidades e experiências dos professores participantes; segundo, o indispensável estudo teórico num processo de formação continuada; terceiro, o trabalho coletivo dos participantes como desencadeador do processo de tomada de consciência. Constatou-se ao final da pesquisa que a transformação do fazer pedagógico acontece processual e lentamente na estrita dependência da tomada de consciência. / The doctorate thesis The continued formation of teachers: from reflecting abstraction to attainment of consciousness has as objective to analyze the teachers’ process of attainment of consciousness, in continued formation and the possible transformations that occur, starting from it, in the pedagogical realization. In this research it is used, as methodological reference the qualitative and participating research. The data collecting occurred with a study group specially organized for this purpose with teachers of a state school from Rio Grande do Sul countryside. The study of this group phenomenon was structured through three analyses dimensions: Abstraction Process: possibilities of comprehension, creation and re-creation of new coordination of actions in the continued formation of teachers; From action to conception and from conception to action: the way gone trough in the continued formation of teachers in the direction of the process of becoming conscious; Theory, questioning and exchange of experience and ideas. The main theoretical source of this work was Jean Piaget’s studies about attainment of consciousness and reflecting abstraction. The results of this research indicate that the attainment of consciousness, in the continued formation of teachers, occurs because of some aspects that are interrelated: First, the studies planning had as basis the discussion of the difficulties, necessities and experiences of the participating teachers: second, the essential theoretical studies in a process of continued formation; third, the participants collective work as an activator the process of attainment of consciousness. By the end of this research, it was verified that the transformation of the pedagogical realization occurs through procedures and slowly and in straight dependency of the attainment of consciousness. / La tesis doctoral Formación Continuada de Profesores: de la abstracción reflexionante a la toma de conciencia tiene como objetivo analizar el proceso de toma de conciencia de profesores, en formación continuada, y las posibles transformaciones que ocurren, a partir de él, en el hacer pedagógico. En este trabajo el referencial metodológico utilizado es la investigación cualitativa y participante. La recolección de los datos ocurrió a partir de un grupo de estudios organizado especialmente para esta finalidad, con profesores de una escuela estatal de una ciudad del interior de Rio Grande do Sul. El estudio de ese fenómeno grupal fue organizado a partir de tres dimensiones de análisis - Proceso de abstracción: posibilidades de comprensión, creación y recreación de nuevas coordinaciones de acciones en la formación continuada de profesores; De la acción a la conceptualización y de la conceptualización a la acción: los caminos recorridos en la formación continuada de profesores rumbo al proceso de toma de conciencia; Teoría, cuestionamientos e intercambio de experiencias e ideas. La principal fuente teórica de este trabajo fueron los estudios de Jean Piaget sobre los procesos de toma de conciencia y de abstracción reflexionante. Los resultados de esta investigación apuntan para la toma de conciencia que se dá en la formación continuada de profesores, debido a algunos aspectos que se interrelacionan: Primero, la planificación de los estudios tuvo como base las dificultades, necesidades y experiencias de los profesores participantes; segundo, el indispensable estudio teórico en un proceso de formación continuada; tercero, el trabajo colectivo de los participantes como factor desencadenante del proceso de toma de conciencia. Se constató al término de la investigación que la transformación del hacer pedagógico acontece de manera procesal y lenta en la estricta dependencia de la toma de conciencia.

A tese de doutorado Formação Continuada de Professores: da abstração reflexionante à tomada de consciência tem como objetivo analisar o processo de tomada de consciência de professores, em formação continuada, e as possíveis transformações que ocorrem, a partir dele, no fazer pedagógico. O referencial metodológico utilizado é o da pesquisa qualitativa e participante. A coleta de dados ocorreu a partir de um grupo de estudos organizado especialmente para este fim, com professores de uma escola estadual de uma cidade do interior do Rio Grande do Sul. O estudo desse fenômeno grupal organizou-se a partir de três dimensões de análise: Processo de abstração: possibilidades de compreensão, criação e recriação de novas coordenações de ações na formação continuada de professores; Da ação à conceituação e da conceituação à ação: os caminhos percorridos na formação continuada de professores rumo ao processo de tomada de consciência; Teoria, questionamentos, trocas de experiências e de idéias. A principal fonte teórica desse trabalho foram os estudos de Jean Piaget sobre os processos de tomada de consciência e de abstração reflexionante. Os resultados dessa pesquisa apontam para a tomada de consciência que acontece, na formação continuada de professores, devido a alguns aspectos que se inter-relacionam: Primeiro, o planejamento dos estudos embasou-se na discussão das dificuldades, necessidades e experiências dos professores participantes; segundo, o indispensável estudo teórico num processo de formação continuada; terceiro, o trabalho coletivo dos participantes como desencadeador do processo de tomada de consciência. Constatou-se ao final da pesquisa que a transformação do fazer pedagógico acontece processual e lentamente na estrita dependência da tomada de consciência. / The doctorate thesis The continued formation of teachers: from reflecting abstraction to attainment of consciousness has as objective to analyze the teachers’ process of attainment of consciousness, in continued formation and the possible transformations that occur, starting from it, in the pedagogical realization. In this research it is used, as methodological reference the qualitative and participating research. The data collecting occurred with a study group specially organized for this purpose with teachers of a state school from Rio Grande do Sul countryside. The study of this group phenomenon was structured through three analyses dimensions: Abstraction Process: possibilities of comprehension, creation and re-creation of new coordination of actions in the continued formation of teachers; From action to conception and from conception to action: the way gone trough in the continued formation of teachers in the direction of the process of becoming conscious; Theory, questioning and exchange of experience and ideas. The main theoretical source of this work was Jean Piaget’s studies about attainment of consciousness and reflecting abstraction. The results of this research indicate that the attainment of consciousness, in the continued formation of teachers, occurs because of some aspects that are interrelated: First, the studies planning had as basis the discussion of the difficulties, necessities and experiences of the participating teachers: second, the essential theoretical studies in a process of continued formation; third, the participants collective work as an activator the process of attainment of consciousness. By the end of this research, it was verified that the transformation of the pedagogical realization occurs through procedures and slowly and in straight dependency of the attainment of consciousness. / La tesis doctoral Formación Continuada de Profesores: de la abstracción reflexionante a la toma de conciencia tiene como objetivo analizar el proceso de toma de conciencia de profesores, en formación continuada, y las posibles transformaciones que ocurren, a partir de él, en el hacer pedagógico. En este trabajo el referencial metodológico utilizado es la investigación cualitativa y participante. La recolección de los datos ocurrió a partir de un grupo de estudios organizado especialmente para esta finalidad, con profesores de una escuela estatal de una ciudad del interior de Rio Grande do Sul. El estudio de ese fenómeno grupal fue organizado a partir de tres dimensiones de análisis - Proceso de abstracción: posibilidades de comprensión, creación y recreación de nuevas coordinaciones de acciones en la formación continuada de profesores; De la acción a la conceptualización y de la conceptualización a la acción: los caminos recorridos en la formación continuada de profesores rumbo al proceso de toma de conciencia; Teoría, cuestionamientos e intercambio de experiencias e ideas. La principal fuente teórica de este trabajo fueron los estudios de Jean Piaget sobre los procesos de toma de conciencia y de abstracción reflexionante. Los resultados de esta investigación apuntan para la toma de conciencia que se dá en la formación continuada de profesores, debido a algunos aspectos que se interrelacionan: Primero, la planificación de los estudios tuvo como base las dificultades, necesidades y experiencias de los profesores participantes; segundo, el indispensable estudio teórico en un proceso de formación continuada; tercero, el trabajo colectivo de los participantes como factor desencadenante del proceso de toma de conciencia. Se constató al término de la investigación que la transformación del hacer pedagógico acontece de manera procesal y lenta en la estricta dependencia de la toma de conciencia.

A tese de doutorado Formação Continuada de Professores: da abstração reflexionante à tomada de consciência tem como objetivo analisar o processo de tomada de consciência de professores, em formação continuada, e as possíveis transformações que ocorrem, a partir dele, no fazer pedagógico. O referencial metodológico utilizado é o da pesquisa qualitativa e participante. A coleta de dados ocorreu a partir de um grupo de estudos organizado especialmente para este fim, com professores de uma escola estadual de uma cidade do interior do Rio Grande do Sul. O estudo desse fenômeno grupal organizou-se a partir de três dimensões de análise: Processo de abstração: possibilidades de compreensão, criação e recriação de novas coordenações de ações na formação continuada de professores; Da ação à conceituação e da conceituação à ação: os caminhos percorridos na formação continuada de professores rumo ao processo de tomada de consciência; Teoria, questionamentos, trocas de experiências e de idéias. A principal fonte teórica desse trabalho foram os estudos de Jean Piaget sobre os processos de tomada de consciência e de abstração reflexionante. Os resultados dessa pesquisa apontam para a tomada de consciência que acontece, na formação continuada de professores, devido a alguns aspectos que se inter-relacionam: Primeiro, o planejamento dos estudos embasou-se na discussão das dificuldades, necessidades e experiências dos professores participantes; segundo, o indispensável estudo teórico num processo de formação continuada; terceiro, o trabalho coletivo dos participantes como desencadeador do processo de tomada de consciência. Constatou-se ao final da pesquisa que a transformação do fazer pedagógico acontece processual e lentamente na estrita dependência da tomada de consciência. / The doctorate thesis The continued formation of teachers: from reflecting abstraction to attainment of consciousness has as objective to analyze the teachers’ process of attainment of consciousness, in continued formation and the possible transformations that occur, starting from it, in the pedagogical realization. In this research it is used, as methodological reference the qualitative and participating research. The data collecting occurred with a study group specially organized for this purpose with teachers of a state school from Rio Grande do Sul countryside. The study of this group phenomenon was structured through three analyses dimensions: Abstraction Process: possibilities of comprehension, creation and re-creation of new coordination of actions in the continued formation of teachers; From action to conception and from conception to action: the way gone trough in the continued formation of teachers in the direction of the process of becoming conscious; Theory, questioning and exchange of experience and ideas. The main theoretical source of this work was Jean Piaget’s studies about attainment of consciousness and reflecting abstraction. The results of this research indicate that the attainment of consciousness, in the continued formation of teachers, occurs because of some aspects that are interrelated: First, the studies planning had as basis the discussion of the difficulties, necessities and experiences of the participating teachers: second, the essential theoretical studies in a process of continued formation; third, the participants collective work as an activator the process of attainment of consciousness. By the end of this research, it was verified that the transformation of the pedagogical realization occurs through procedures and slowly and in straight dependency of the attainment of consciousness. / La tesis doctoral Formación Continuada de Profesores: de la abstracción reflexionante a la toma de conciencia tiene como objetivo analizar el proceso de toma de conciencia de profesores, en formación continuada, y las posibles transformaciones que ocurren, a partir de él, en el hacer pedagógico. En este trabajo el referencial metodológico utilizado es la investigación cualitativa y participante. La recolección de los datos ocurrió a partir de un grupo de estudios organizado especialmente para esta finalidad, con profesores de una escuela estatal de una ciudad del interior de Rio Grande do Sul. El estudio de ese fenómeno grupal fue organizado a partir de tres dimensiones de análisis - Proceso de abstracción: posibilidades de comprensión, creación y recreación de nuevas coordinaciones de acciones en la formación continuada de profesores; De la acción a la conceptualización y de la conceptualización a la acción: los caminos recorridos en la formación continuada de profesores rumbo al proceso de toma de conciencia; Teoría, cuestionamientos e intercambio de experiencias e ideas. La principal fuente teórica de este trabajo fueron los estudios de Jean Piaget sobre los procesos de toma de conciencia y de abstracción reflexionante. Los resultados de esta investigación apuntan para la toma de conciencia que se dá en la formación continuada de profesores, debido a algunos aspectos que se interrelacionan: Primero, la planificación de los estudios tuvo como base las dificultades, necesidades y experiencias de los profesores participantes; segundo, el indispensable estudio teórico en un proceso de formación continuada; tercero, el trabajo colectivo de los participantes como factor desencadenante del proceso de toma de conciencia. Se constató al término de la investigación que la transformación del hacer pedagógico acontece de manera procesal y lenta en la estricta dependencia de la toma de conciencia.

This dissertation examines the role and position of Jewish women in the Near East between 200 BCE - 200 CE. This was a very important period in Jewish legal and cultural history. The redaction of the Mishnah, the oldest extant body of Jewish law, was completed at approximately the end of the time under review, and was to have a lasting influence on the Jewish people. No society exists in a vacuum. During these years the Jews lived within the GraecoRoman Empire and this reflected on their attitudes towards women. To appreciate this it has been necessary to go back in time to the Hebrew Bible and to trace any attitudinal changes which occurred over the centuries. Although the Mishnah has been regarded as the terminus ad quem of this investigation, brief mention is also made of prevailing attitudes affecting women in present day Jewish society. / Biblical and Ancient Studies / M.A. (Judaica)

The degradation of astronomical images caused by atmospheric turbulence will be much more severe in the next generation of terrestrial telescopes and its compensation will require deformable mirrors with up to tens-of-thousands of actuators.<p>Current designs for these correctors consist of scaling up the proven technologies of flexible optical plates deformed under the out-of-plane action of linear actuators. This approach will lead to an exponential growth of cost with the number of actuators, and in very complex mechanisms.<p><p>This thesis proposes a new concept of optical correction which is modular, robust, lightweight and low-cost and is based on the bimorph in-plane actuation.<p><p>The adaptive mirror consists of segmented identical hexagonal bimorph mirrors allowing to indefinitely increase the degree of correction while maintaining the first mechanical resonance at the level of a single segment and showing an increase in price only proportional to the number of segments.<p><p>Each bimorph segment can be mass-produced by simply screen-printing an array of thin piezoelectric patches onto a silicon wafer resulting in very compact and lightweight modules<p>and at a price essentially independent from the number of actuators.<p><p>The controlled deformation of a screen-printed bimorph mirror was experimentally achieved with meaningful optical shapes and appropriate amplitudes; its capability for compensating turbulence was evaluated numerically. The generation of continuous surfaces<p>by an assembly of these mirrors was numerically simulated and a demonstrator of concept consisting of 3 segments was constructed. / Doctorat en Sciences de l'ingénieur / info:eu-repo/semantics/nonPublished

Der vorliegende Beitrag stellt die Konzeption und Erprobung eines Lehrkonzeptes für die Reflexionsarbeit in pädagogischen Handlungsfeldern vor. Um den Erfolg des Seminars und das Erreichen der Lernziele zu gewährleisten, wurden die Studierenden zu einer größtenteils interaktiven Erarbeitung des Lernstoffes sowie zur Aufarbeitung eigener Denk- und Handlungsmuster motiviert und angeleitet. Neben der Entwicklung einer reflexiven Haltung war das Ziel zudem, den Teilnehmenden ein Bewusstsein für die Chancen und „Risiken“ der Selbst- und Fremdreflexion in der pädagogischen Praxis zu vermitteln.

<p>    </p> <p>In order to advance next-generation communication systems, it is critical to enhance the state-of-the-art communication architectures, such as device-to-device (D2D), multiple- input multiple-output (MIMO), and intelligent reflecting surface (IRS), in terms of achieving high data rate, low latency, and high energy efficiency. In the first part of this dissertation, we address joint learning and optimization methodologies on cutting-edge network archi- tectures. First, we consider D2D networks equipped with MIMO systems. In particular, we address the problem of minimizing the network overhead in D2D networks, defined as the sum of time and energy required for processing tasks at devices, through the design for MIMO beamforming and communication/computation resource allocation. Second, we address IRS-assisted communication systems. Specifically, we study an adaptive IRS control scheme considering realistic IRS reflection behavior and channel environments, and propose a novel adaptive codebook-based limited feedback protocol and learning-based solutions for codebook updates. </p> <p><br></p> <p>Furthermore, in order for revolutionary innovations to emerge for future generations of communications, it is crucial to explore and address fundamental, long-standing open problems for communications, such as the design of practical codes for a variety of important channel models. In the later part of this dissertation, we study the design of practical codes for feedback-enabled communication channels, i.e., feedback codes. The existing feedback codes, which have been developed over the past six decades, have been demonstrated to be vulnerable to high forward/feedback noises, due to the non-triviality of the design of feedback codes. We propose a novel recurrent neural network (RNN) autoencoder-based architecture to mitigate the susceptibility to high channel noises by incorporating domain knowledge into the design of the deep learning architecture. Using this architecture, we suggest a new class of non-linear feedback codes that increase robustness to forward/feedback noise in additive White Gaussian noise (AWGN) channels with feedback. </p>

This was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between districts that followed the research-based implementation model and districts that did not. Two stated purposes of the Marzano causal teacher evaluation system were to improve the accuracy of teacher performance ratings and to improve the accuracy of feedback provided to teachers. Variation in implementation may possibly occur among school districts. To date no research has been conducted to analyze how variations in implementation may relate to teacher performance ratings. The purpose of this study was to provide data to support best-practice in the implementation of the Marzano causal teacher evaluation system and to guide instructional leaders on the implementation of this evaluation system. The researcher also sought to ensure the Marzano causal teacher evaluation system provides both accurate teacher feedback and accurate teacher evaluations. Data was collected from the Florida Department of Education published reports and information. School district implementation plans were gathered from state submitted documentation. Implementation plans were analyzed and read. Data was collected on a data collection sheet and then analyzed in SPSS using a crosstab Chi square test to determine if a statistically significant relationships existed between districts that followed the research-based implementation model and districts that did not. It was determined that implementation of the Marzano causal evaluation system varies widely. In six out of the seven implementation variables, it was determined that there were statistically significant relationships in teacher evaluation scores between districts that followed the research-based implementation variables and districts that did not. Further research should include validity and reliability studies on the Marzano causal evaluation system. Research should continue to analyze different ways in which the Marzano causal evaluation system is implemented, and what relationship there is between implementation and teacher performance ratings. Research should be conducted to analyze the effectiveness of feedback provided to teachers through the Marzano causal teacher evaluation system. This research indicates that the Marzano causal teacher evaluation system should be used following research based best-practice and how it is intended to be used. The research in this study shows that when implementation variables are altered in the Marzano causal teacher evaluation system, teacher performance ratings may become inaccurate. Based on misunderstandings of the Marzano causal evaluation system, it is recommended school leaders receive additional training on the understanding and implementation of the Marzano casual teacher evaluation system.

This study explores the operations of Sesotho masculinity: its dominant ideas and practices and their effects on Basotho women and men and this latter‟s resistance to a gender-ethical consciousness gaining momentum in Lesotho. It challenges a deep running belief among the Basotho that being born male necessarily means being born into a superior social position and status that is naturally and divinely sanctioned. It investigates how the dominant postcolonial discourse called sekoele (a return to the traditions of the ancestors) and the Christian churches‟ discourses of the “true”/“authentic” Christian life, framed by the classical biblical and confessional dogmatic traditions, actually support and sustain this belief and so reinforce the imbalance of power in favour of men in the order of gender relations in Lesotho. On the contrary, through the principles of the contextual theologies of liberating praxis, social construction theory, a narrative approach to therapy, gender-ethical consciousness and participatory approach, the study argues that masculinity and ways of being and thinking about men are socially constructed through historical and cultural processes and practices. It is in these processes and practices that Basotho men have been and continue to be advantaged and privileged over women. This study has challenged this situation by tracing the existence of alternative, more ethical ways of being and thinking about men in those historical and cultural processes and practices; ways which are more open to women and children and their wellbeing in the everyday life interactions. In this way, the study argues for a gender-ethical consciousness, which, in particular, invites Basotho men to engage in a reflection on their participation in a culture and practices which oppress the other, especially women and children. It invites Basotho men to accountability and responsibility. In this sense a gender-ethical consciousness is understood as watershed of masculinity in Lesotho. The participation of a group of Basotho men who offered to reflect on their relationship with the dominant masculinities, demonstrates how Basotho men are struggling to transform yet they fill us with the hope that change is possible. / Humanities Social Sciences and Theology / D. Th. (Practical Theology with specialisation in Pastoral Therapy)