Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 272-284). Available also in a digital version from Dissertation Abstracts.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 1995. / Includes bibliographical references (leaves 142-147).

Thesis (M.A.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 107-108). Also available in print.

Originally presented as the author's thesis, Munich. / Bibliography: p. 267-271.

Thesis (M.S. in Operations Research)--Naval Postgraduate School, March 1980. / Thesis Advisor(s): Neil, Douglas. Second Reader: Moroney, William. "March 1980." Description based on title screen as viewed on May 25, 2010. DTIC Descriptor(s): Data Displays, Man Machine Systems, Cockpits, Performance (Human), Reaction Time, Pilots, Analysis Of Variance, Theses, Coding, Colors, Errors, Symbols, Cathode Ray Tube Screens, Color Vision, Alphanumeric Displays DTIC Identifier(s): Color Coding. Author(s) subject terms: Coding Techniques, Symbols,Colors, Reaction Time, Performance, Errors, Alphanumerics. Includes bibliographical references (p. 65-66). Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1988. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 192-198).

by Michael B. McIllrath. / Bibliography: leaves 47-52. / Prepared under grant DOT/TSC 849. Originally presented as the author's thesis, (B.S.) in the M.I.T. Dept. of Electrical Engineering and Computer Science, 1976.

Submitted by SIMONE APARECIDA DA COSTA SADER null (simonesader@gmail.com) on 2018-03-23T19:37:55Z No. of bitstreams: 1 dissertacao completa.pdf: 17620832 bytes, checksum: b1fc1b6874c57b7c8cf68619de682010 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-03-26T13:26:22Z (GMT) No. of bitstreams: 1 sader_sac_me_rcla.pdf: 17578741 bytes, checksum: 0fa01601076b939f31d0b3703b2b900a (MD5) / Made available in DSpace on 2018-03-26T13:26:22Z (GMT). No. of bitstreams: 1 sader_sac_me_rcla.pdf: 17578741 bytes, checksum: 0fa01601076b939f31d0b3703b2b900a (MD5) Previous issue date: 2018-02-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nesse trabalho, dizemos e mostramos, por um caminho “desestruturalizado”, quer dizer, um caminho não linear pelos padrões da Academia, que a escola é uma farsa! Bebemos na fonte de Deleuze (1988), que apresenta a palavra aprender como verbo, ou seja, como a ação na qual o indivíduo toma para si o conhecimento. Para uma aproximação do processo de pensar e de aprender a Matemática Escolar foram utilizados cartografias e mapas narrativos. Elaborados a partir da imersão de seis meses dentro de uma escola estadual, no interior paulista, pudemos observar uma turma do segundo ano do Ensino Médio onde alguns alunos utilizam o YouTube e WhatsApp para tirar dúvidas de Matemática. Outro ponto que levantamos foram quais práticas e táticas que a professora utilizava dentro de sala de aula. Outra prática encontrada na escola consistia na ausência de alunos às sextas-feiras. Observamos também que era “natural” ter mapa de sala de aula e o uso do uniforme. Pudemos observar que não foi somente Matemática que os alunos aprenderam nessa classe. Aprendiam “normas”, “regras”, “classificações” e “subjetivações”. Apresentamos práticas de insurreições ao poder instituído. Para descrever os movimentos descritos acima foram realizadas entrevistas com oito alunos e dados do nosso diário de campo. / In this work, we say and show, by a "de-structured" way, that is, a non-linear path by Academy standards, that school is a farce! We drink from the source of Deleuze (1988), who presents the word learn as verb, that is, as the action in which the individual takes the knowledge for himself. Cartographies and narrative maps were used to approximate the process of thinking and learning in School Mathematics. Elaborated from the immersion of six months within a state school in the inland of São Paulo, we could observe a second year high school class where some students use YouTube and WhatsApp to ask questions about Mathematics. Another point that we raised was what practices and tactics the teacher used within the classroom. Another practice found at the school was the absence of students on Fridays. We also noted that it was "natural" to have a classroom map and the use of a uniform. We could observe that it was not only math that students learned in this class. They learned "rules", "regulations", "classifications" and "subjectivation". We present practices of insurrections to the instituted power. To describe the movements described above we conducted interviews with eight students and data from our field diary. / CAPES: 1560853 / CAPES: 1468073

This studies purpose is to analyse the representation of media in the television series Mr. Robot as well as to analyse the representation of the prominent conglomerate called E-Corp that is central to the narrative of the series.  Theories used in the study is mainly concerned with mapping out the semiotic signs as well as using theories of representation by Stuart Hall to further understand the meanings behind the signs that are distinguished in the analysis. Foucault theory about panopticons is implemented when looking at surveillance from E-Corp as well as Jones theory about techno- and grunge-economies.  The results of the study show that media is often represented as lying or being shallow. According to the series it’s easy to get stuck in a simulation of reality where you can’t tell the difference between what’s real and what’s hyperreal. The representation of the corporation shows little about the regular employee but emphasizes that those in charge often are bad or simply manipulative people.

A adolescência é a fase de maior vulnerabilidade para início de uso de drogas devido a várias características peculiares dessa idade. Processos psicobiológicos presentes na transição entre a infância e a fase adulta fazem com que esses indivíduos passem por crises e lutos, apresentando um conjunto de sintomas nomeados de “Síndrome da Adolescência Normal”. Além disso, a imaturidade de estruturas cerebrais responsáveis pelo sistema de recompensa, pela tomada de decisão e pelas reações emocionais também contribui diretamente para comportamentos de risco. O uso de drogas nesse período pode causar alterações permanentes nas funções de execução e de controle de impulsos, bem como a continuidade do uso no futuro. Dessa forma, seu uso precisa ser identificado e tratado precocemente. A internet disponibiliza listas de comportamentos indicativos de uso de drogas na adolescência voltadas para pais que buscam identificar este uso. Contudo, sabe-se do teor duvidoso e equivocado que as informações na internet apresentam. Dessa forma, este estudo buscou comparar o grau de similaridade/discordância entre as listas, encontradas na internet, de comportamentos dos adolescentes que sugerem uso de drogas versus as características da própria adolescência. A busca das listas na internet se deu pelo Google Chrome e pelo site de pesquisa Google. As palavras utilizadas no campo da busca foram sinais, uso, drogas e adolescentes, sendo que o termo “OR” foi aplicado na palavra adolescente, devido à sua variação. Apenas sites brasileiros e em língua portuguesa que apresentavam a palavra adolescente (ou similares) foram selecionados. Sites que especificavam os sinais de acordo com a droga consumida foram excluídos, bem como aqueles repetidos. Em relação à análise dos dados, categorias foram criadas a fim de agrupar variáveis correspondentes presente nas listas. Optou-se pelo corte de 50% em relação à frequência para realizar análise das categorias com maior e menor frequência. Foram analisadas 38 listas, e 18 categorias foram criadas. 10 categorias tiveram frequência maior que 50%. Nenhuma categoria apresentou frequência igual a 100%. Um número expressivo de variáveis foi identificado nas categorias. Diversas categorias mostram correlação com as características da adolescência, com o uso de drogas ou com outras alterações, não sendo possível concluir uso de drogas apenas pelos sinais apresentados nas listas. Poucas categorias indicam efetivamente uso de 11 drogas, sendo elas comuns a todas as idades. Além disso, grande parte dessas categorias pertencem ao grupo com frequência menor que 50%. Dessa forma, as listas provocam dúvidas no leitor, o que pode induzir a conclusões equivocadas. Isso reforça a necessidade de revisão do conteúdo disponibilizado na internet, bem como a importância de um profissional especializado para identificar a presença ou não de algum problema. / Adolescence is the most vulnerable phase to initiate drug use, due to the many characteristics that are peculiar to this age. Psychobiological processes present in the transition between childhood and adulthood cause these individuals to go through crisis and mourning, leading them to present a set of symptoms that is known as “Normal Adolescence Syndrome”. Moreover, the immaturity of brain structures responsible for the reward system, decision making and emotional reactions also contribute directly to risky behaviors. Drug use in this period can cause permanent alterations to the executive functions and impulse control, as well as with continuity of use in the future. As such, its use must be identified and approached prematurely. The internet provides lists of behaviors that are indicative of adolescent drug use - made for parents who seek to identify its use. However, the amount of doubtful and mistaken content in the internet is well-known. In light of this, this study sought to compare the degree of similarity/disagreement between the lists found in the internet, about teenage behaviors that suggest drug use versus the characteristics of adolescence itself. The search for the lists on the internet was done through Google Chrome and Google search engine. Terms used were signs, use, drugs and adolescents; the term “OR” was applied to the word adolescent, given its variation. Only Brazilian websites and in Portuguese language that presented the word teenager (or similar) were selected. Websites that specified the signs according to the drug consumed were excluded, as well as repetitions. With regard to data analysis, categories were created in order to group corresponding variables present in the lists. We defined a50% percentile of frequency to make an analysis of the categories with highest and lowest frequency. 38 lists were analyzed and 18 categories were created. 10 categories had frequency above 50%. No categories presented frequency equal to 100%. An expressive number of variables were identified in the categories. Various categories show correlation between adolescence characteristics, and drug use or other alterations, not being able to make conclusions about drug use based only on the signs presented in the lists. Few categories effectively indicate drug use, and they are common to all ages. Furthermore, a big part of these categories belong to the group with a frequency below 50%. In this regard, the lists raise questions for their users, which can lead to mistaken 13 conclusions. This reinforces the need to review the content made available in the internet, as well as the importance of a specialized professional to identify whether or not a problem is present.