The research of the neutron induced Single Event Effect (SEE) at aircraft altitudes or at ground level are very important since the neutron radiation is able to cause serious errors or damages on electronic components and system. TheWeapons Neutron Research (WNR) facility at Los Alamos Neutron Science Center (LANSCE), and ANITA (Atmospheric-like Neutrons from thIck TArget) facility at The Svedberg Laboratory (TSL) both provide spallation neutron source for radiation testing of electronic components. A local beam monitoring system was successfully developed by S. Platt and L. Zhang in the University of Central Lancashire for measuring neutron dosimetry during accelerated SEE testing of electronic devices with using silicon photodiode. However, such silicon photodiode is sensitive to gamma-ray as well. For above reasons, characterization of neutron and gamma fields at spallation neutron sources used for accelerated SEE testing has become the purpose of this work. Monte Carlo calculation of radiation fields at spallation neutron source was used to characterize neutron and gamma energy spectra for accelerated single event effect testing. Geant4 (GEometry ANd Tracking version 4) toolkit, using Monte Carlo method, was used to simulate a preliminary model of spallation neutron source at LANSCE (ICE House, WNR) and TSL (ANITA) for understanding physical mechanisms of neutron and gamma interactions with matter. At first, two preliminary spallation neutron sources on basis of WNR (ICE House) and ANITA facilities were modeled with using two intra-nuclear cascade models (bertini, binary) provided by Geant4 reference physics lists. The result of neutron spectrum with binary INC model agrees well with LANSCE measurement data and independent calculation results in each case. In this computation, gamma dose rates at WNR and ANITA were calculated, and gamma dose rate from the simulation is consistent with the ANITA measurement results. The results of photon energy spectra with using Geant4 toolkit presents a continuum between 0.1MeV and 10MeV, and the annihilation peak at 0.5MeV. However, calculation results of neutron spectrum at ANITA facility with using binary INC model match ANITA measurements less well in absolute neutron yield above 20MeV, which is likely due to the missing geometry components in preliminary spallation neutron source simulation. A more complex model of ANITA facility was constructed with adding bending magnet, shielding components, detector system, and collimator, which makes modelling as realistically as possible. The discrepancy in absolute neutron yield between simulation results and measurements data has improved at Standard User Position (SUP) of ANITA facility, in contrast with the preliminary modelling of ANITA neutron source. At the same time, a new position referred as Close User Position (CUP) was investigated in order to compare with ANITA measurement informed by Monte Carlo N-Particle eXtended (MCNPX) simulation results. The neutron spatial distribution, radius effect for neutrons, neutron beam profiles, and time of flight spectra were calculated at the SUP and CUP positions for different collimator apertures of 3 cm, 10.2 cm, and 30 cm, respectively. A comparison of simulated neutron beam profiles folded with 238U (n, f) cross-section with ANITA measurements at the SUP and CUP-TOF positions was used for validating improved ANITA neutron source modelling. The neutron beam profiles in the horizontal direction were predicted with using Geant4, which filled the gap of geometrical limitation at ANITA facility for accelerated single event effect testing. It is the first time to predict gamma dose rate at the SUP and CUP positions for 3 cm, 10.2 cm, and 30 cm collimators with using Geant4 modelling of ANITA neutron source. In addition, the gamma dose rate at the SUP position is consistent with ANITA measurement data. Finally, the gamma yield, photon spatial distribution, dose rate against energy are considered for gamma field at the SUP and CUP positions, which have contributed to understand and analyse gamma interactions with matter.

Preterm birth and the premature infant have been predominately studied from clinical perspectives. The experiences of parenting a preterm child and the experiences of staff directly involved in the care of preterm infants have been studied much less. Additionally, less is known about the meaning of experiences around the preterm infant’s discharge from the neonatal unit and life at home thereafter. This study addresses these gaps identified in research and aims to generate a deeper understanding of the meanings, and lived experiences of NICU-to-home transition from multiple perspectives: mothers and fathers, and neonatal staff. This is a Heideggerian hermeneutic phenomenological study of the experiences of Maltese parents of preterm infants and, of neonatal staff of NICU-to-home transition. Using purposive sampling, open interviews were conducted with 9 mother-father dyads of preterm infants and 12 neonatal staff that included midwives, nurses and doctors working on the only neonatal unit in Malta. A modified vignette technique based on the parents’ interviews was used to stimulate reflective talk with the staff. A longitudinal design was adopted for data collection from the parents: at 1 month, 3 months and 6 months after discharge of their baby from the unit. The research process including analysis of the data was guided by van Manen (1990). The parents’ experiences of NICU-to-home transition are represented through four main themes: ‘Shadowed by fading clouds of uncertainty’, ‘Reaching out’, ‘Watching vigilantly’ and ‘Living the new family’. In addition, three main themes emerged from the staff data: ‘Acknowledging good practice’, ‘Realising limits’ and ‘Awakening to needed improvements in care’. Findings indicate that, in the longer term in the home setting, parents translated their parenting approaches through the norms of neonatal unit routines and practices. Staff findings revealed that care focuses primarily on producing technically prepared parents in infant care which arises out of their sense of responsibility towards the babies’ wellbeing that extends to after being discharged from the neonatal unit. A further in-depth interpretation and synthesis of the findings was undertaken drawing on the philosophy of Heidegger (1962). This revealed ‘oscillating realities’ between parents’ and staff experiences, particularly in the degree to which they endeavoured to solicitude which ‘leaped in’ or ‘leaped ahead’, and the extent to which technocratic ways of Being permeated their relationships to each other and to the babies. Implications of the findings and suggestions for further research are presented.

by Hung Suet Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 124-129). / Abstract also in Chinese. / Abstract --- p.2 / 撮要 --- p.3 / Table of Content --- p.4 / Abbreviation --- p.6 / Introduction --- p.7 / Chapter A. --- The obvious answer to the who-question --- p.8 / Chapter B. --- The structure of this Thesis --- p.13 / Chapter Chapter I --- "The Question of ""Who"" and the Question of Being" --- p.19 / Chapter A. --- Introduction --- p.19 / Chapter B. --- The Question of Being and Dasein's Understanding of Being --- p.22 / Chapter 1. --- The clarification of the structure of the Question --- p.22 / Chapter 2. --- The circularity of the question --- p.27 / Chapter C. --- Dasein's understanding of Being as its essential characteristic --- p.30 / Chapter 1. --- The preliminary indication of the meaning of Dasein --- p.30 / Chapter 2. --- The analytic of Dasein as distinguished from Anthropology --- p.36 / Chapter D. --- The question of who of Dasein --- p.43 / Chapter E. --- Conclusion --- p.49 / Chapter Chapter II --- "Confronting Descartes´ةand Kant's ""I am´ح" --- p.52 / Chapter A. --- Introduction --- p.52 / Chapter B. --- The Criticism on the Cartesian Ego --- p.54 / Chapter 1. --- Indeterminacy of the sum --- p.57 / Chapter 2. --- Indeterminacy of substantiality --- p.60 / Chapter C. --- The Criticism on the Kantian Cogito --- p.62 / Chapter 1. --- The Paralogism of Pure Reason --- p.64 / Chapter 2. --- The fall back to the indeterminacy of substance --- p.67 / Chapter 3. --- Kant's return to the res cogitans --- p.70 / Chapter D. --- Conclusion --- p.78 / Chapter Chapter III --- "The everyday ""I""一so close yet far away" --- p.81 / Chapter A. --- Introduction --- p.81 / Chapter B. --- Dasein's everyday work-world --- p.83 / Chapter 1. --- "The Heideggerian concept of the ""world""" --- p.85 / Chapter 2. --- The ontico-existentiell explication of Dasein's work-world --- p.87 / Chapter 3. --- The ontologico-existential explanation of worldhood --- p.89 / Chapter 4. --- The work-world and the lack of privilege of Dasein's I-here --- p.93 / Chapter C. --- Dasein's everyday with-world --- p.97 / Chapter 1. --- The primacy of Dasein over the encountering of Other --- p.99 / Chapter 2. --- Dasein's everyday Being-I and the Others --- p.102 / Chapter D. --- Ponclusion --- p.107 / Conclusion --- p.111 / Bibliography --- p.124

Cette thèse propose une investigation sur la manière dont les sujets se constituent dans la psychanalyse à partir des discours de vérité qu’ils tiennent sur eux-mêmes. Nous basant sur la pensée de Michel Foucault, nous avons défini pour notre recherche deux orientations méthodologiques : (1) le premier axe consiste à étudier comment les discours de vérité d’une époque déterminent des modalités d’être pour des sujets ; (2) un second axe vise à analyser comment le sujet se constitue par les discours de vérité qu’il énonce à son sujet. Nous émettons l’hypothèse que les différentes modalités de rapport entre le sujet et la vérité procèdent d’une formation historique et que pour comprendre comment la pratique du dire vrai sur soi dans la psychanalyse implique un certain mode de constitution du sujet, il est nécessaire de passer par une analyse de cette pratique d’un point de vue généalogique. Dans la première partie du travail, nous considérons comment certains discours et pratiques porteurs de rapports de pouvoir dans la modernité ont formulés des vérités sur le sujet : l’élaboration d’une anthropologie avec la formation des sciences humaines ; la production d’une science du sujet à partir d’une histoire de la sexualité. Dans la deuxième partie, nous orientons notre recherche sur l’histoire des relations entre le sujet et la vérité à partir de la problématique du gouvernement. Cheminant avec Foucault le long de ses lectures successives de la tragédie Œdipe Roi de Sophocle, nous identifions un lien significatif entre des anciennes pratiques de vérité et des formes de subjectivité, au point que l’établissement de la justice exige que la vérité puisse être dite sous la forme d’un « je ». Mais si celui qui dit la vérité en première personne dans Œdipe est différent de celui qui dit la vérité dans les premiers siècles du christianisme, alors il importe de définir au moyen de quelles techniques et pratiques de vérité le christianisme a introduit une rupture dans l’histoire de la subjectivité entre les anciens modes d’être sujet et ceux qui constituent la généalogie du sujet moderne. Suivant l’hypothèse de Foucault, nous identifions dans cette rupture la formation d’une herméneutique de soi. Dans la troisième partie, nous abordons l’exigence de formulation d’un énoncé de vérité dans l'histoire de la psychiatrie et ses conséquences dans la constitution de la psychanalyse. Le dire vrai sur soi de la psychanalyse doit prendre en compte l’élaboration d’une théorie du sujet qui, en contestant la pensée anthropologique, s’insère dans une science de la sexualité. Le dire vrai sur soi de la psychanalyse pose à nouveau le problème des rapports entre le sujet et la vérité au sein d’une herméneutique de soi, dans la mesure où le sujet de la psychanalyse se constitue dans un rapport étroit à la vérité qui passe nécessairement par le langage, par l’expérience de la finitude et par l’autre. Notre recherche se clôt sur la proposition d’une alternative à ce modèle de subjectivité avec une analyse de la pratique de la parrêsia dans l’Antiquité, pratique qui se déploie à travers une esthétique de l’existence selon les dimensions d’une éthique et d’une politique de soi. / This thesis proposes an investigation on the constitution of subjects in psychoanalysis through discourses of truth. Based on the studies developed by Michel Foucault, we define two methodological orientations for our research: (1) the first one consists in analyzing how the discourses of truth of a historical period determine modalities of being for the subjects; (2) and the second aims to examine how the subject is constituted by the discourses of truth that he tells about himself. Our hypothesis is that the different modalities of relationship between subject and truth have a historical formation and that it is necessary to analyze its genealogy in order to understand how the practice of truth-telling about oneself in psychoanalysis implies a certain constitution of the subjects. In the first part, we consider how some discourses and practices involving power relations in modernity have formulated truths about the subject: the development of an anthropology with the formation of the human sciences; the production of a science of the subject from a history of sexuality. In the second part, we orient our research towards a history of the relationship between subject and truth, considering the problematic of the government. Based on Foucault’s studies on the tragedy Oedipus the King by Sophocles, we identify a significant link between practices of truth in Antiquity and forms of subjectivity; for the establishment of justice, the truth needed to be said by an “I”. But if the first person who tells the truth in Oedipus is different from the first person who tells the truth in the first centuries of Christianity, it would be necessary to define from what techniques and practices of truth Christianity has promoted a rupture in the history of subjectivity between the ways of being subject in Antiquity and those that constitute a genealogy of the modern subject. Following Foucault’s hypothesis, we see in this rupture the establishment of a hermeneutics of the self. In the third part, we discuss the requirement to formulate statements of truth in the history of psychiatry and its consequences for the constitution of psychoanalysis. Truth-telling about oneself in psychoanalysis must consider the elaboration of a theory of the subject that, contesting the anthropological thought, participates in a science of sexuality. Truth-telling about oneself in psychoanalysis relocates the problem of the relationship between subject and truth into the hermeneutics of the self, and this insofar as the psychoanalytic subject is constituted by a close relationship with the truth that necessarily passes through language, the experience of finitude and the other. Finally, we present an alternative to this model of subjectivity through the characterization of the practice of parrhêsia in Antiquity, which encompasses an aesthetic of existence related to an ethics and a politics of the self.

acase@tulane.edu

Teaching a subject requires a teacher to understand its language, epistemology and traditions, and how these characteristics govern what is appropriate for teaching and learning. This research examines how teachers' experiences of mathematics and science subject cultures, including traditions of practice, beliefs, and basic assumptions, influence their secondary school mathematics and science teaching. Six teachers from two secondary schools were interviewed and their classroom practice observed over a period of eighteen months. The research involved observing and video recording teachers' mathematics and science lessons, then interviewing them about their practice, their views of school mathematics and science, and how they see themselves in relation to these subjects. Four themes emerged which highlight similarities and differences between the subject cultures of mathematics and science: the nature of curriculum organisation across the two subjects; the role of learning experientially through hands-on experiences; the translation of 'relevance' as a school culture imperative into teachers' conceptions of, and practices in, the subject; and the role of aesthetic understanding in how teachers experience, situate themselves within, and negotiate boundaries between the two subject cultures. Significant cultural and individual differences were found in what teachers considered to be at the core of their subject teaching. Cultural differences make the subject identifiably mathematics or science. In mathematics, supporting students to move through sequentially organised curriculum content, and the importance placed on mathematics in the school curriculum, led to a Pedagogy of Support. In science, the more topic-based curriculum, and an imperative to foster student interest in science, led to a Pedagogy of Engagement. A school culture imperative to link the subject matter to students' lives was translated differently in mathematics and science. Individual differences between teachers resulted in a diversity of practices across and within the two schools, particularly with respect to how teachers related practical work to theory. The two schools' different approaches to open-ended problem solving resulted in varying degrees of latitude for teachers to move away from traditional teaching modes. In addition, whether or not teachers had stories to tell that related the subject matter to students' lives influenced their approach to making the subject relevant. Teachers' passions, coherence in their understanding of content and pedagogy, and their identity, were shown to be integral to the way they positioned themselves in relation to the subject, and in shaping their confidence and competence. Teachers experienced different traditions within the subject cultures. Some traditions perpetuated practices that might be considered 'outdated'. Emerging traditions challenged current practices through innovation and new ways of thinking about teaching and learning. Local traditions developed within the school as expectations for practice. Teachers experienced these different traditions in the process of moving forward from basic assumptions that they saw as characterising the subject, while translating school culture imperatives, and as they developed a sense of self in relation to the subject. The significance of this research lies in its contribution to improved understanding of the demands associated with subject teaching. Findings relating to the demands associated with negotiating subject boundaries have implications for the support of teachers who are teaching 'out-of-field'. In addition, teachers' experiences of the demands associated with translating school culture imperatives into their subject teaching raise questions about the usefulness of generic descriptions of pedagogy. These findings indicate that teacher and school change processes can be informed by describing subject and individual pedagogies.

This thesis has examined several of the most recent advances in the theory of ideology. These have developed in the wake of the seminal work of the French Marxist philosopher, Louis Althusser. They have attempted to continue the insights found in Althusser's attack on empiricist epistemoloqy and in his theory of the formation of human subjectivity. The central argument of this thesis is that the theory of ideology, in terms of the "constitution of the subject", is a valuable breakthrough which allows the concept of ideology to be extended beyond its traditional (class) parameters. However, the anti-empiricist epistemology which has removed the object (ie. the material referent) from the theory of ideology, has been a regressive step since it has rendered the whole enterprise idealist. The standpoint of: this thesis is a materialist one which forcefully maintains that the real world is directly implicated in the knowledge produced by social practices. Therefore, the theory of ideology must include a concept of representations of that real world if it is to be fully materialist. This thesis does not explicitly present a materialist theory of ideology. Instead, it examines the theoretical principles of these recent advances and shows how they ultimately degenerate into idealism at crucial points. The thesis then employs some of my empirical interview material and proceeds to show that the concrete application of these theoretical principles also leads to idealist research practices. The thesis concludes by suggesting that there is, nevertheless, something of value in these recent advances which a materialist research practice can incorporate.

<p>Syftet med denna undersökning var att studera vilka förutsättningar tjejer och killar har i matematikundervisningen på gymnasiet utifrån lärarens agerande och attityder. För att undersöka detta observerades fyra matematiklärare på ett gymnasium under totalt femton lektioner och därefter intervjuades lärarna. Min observationsstudie visade att lärarna inte behandlade eleverna olika under genomgångarna, men att tjejerna hade mest lärarkontakt under lektionernas räkneövningar. Dessutom hade tjejerna generellt längre samtal och fler samtal med ett matematiskt innehåll jämfört med killarna. De flesta av lärar-elev-interaktionerna startade eleverna själva, men tjejerna inledde fler lärarinteraktioner än killarna. Däremot gav lärarna själva fler initiativ till killarna än vad de gav till tjejerna. När det gäller lärarnas attityder och tankar visade intervjuerna att den generella bilden av en tjej är en flitig och lydig elev som når goda studieresultat, medan beskrivningen av en kille ger en klurig och halvsmart elev som är lat och inte bryr sig så mycket. Eleverna har således väldigt olika roller och förväntningar på sig utifrån deras kön. Vidare vill lärarna gärna beskriva matematikämnet som könsneutralt, men de ser ändå en viss koppling till en manlig tradition. Lärarna har ambitionen att behandla alla lika och att ge tjejer och killar samma förutsättningar, men samtidigt är de osäkra och inte helt medvetna om sitt agerande.</p>

<p>Syftet med denna undersökning var att ta reda på om det sker en utveckling av problemlösningsförmågan under gymnasieåren. För att uppnå detta syfte genomfördes studier av de elevlösningar som framkommit när elever vid NV-programmets åk 1 och åk 3 fått i uppgift att lösa två problemuppgifter. Eleverna fick lösa dessa uppgifter i grupper om två. Elevgruppernas lösningar analyserades och kategoriserades in i några på förhand definierade metoder och strategier som kan användas vid problemlösning. För att hjälpa till vid denna klassificering genomfördes även observationer och uppföljande intervjuer med två grupper. De grupper som observerades var inte medvetna om att det var just de jag observerade. Data från observationerna och intervjuerna fördes systematiskt ner för att sedan bearbetas och sammanfattas. Något som var till stor hjälp vid klassificeringen av elevlösningarna var de observationer och intervjuer som genomfördes. En viktig slutsats som dras är att skillnaderna inte verkar ligga mellan årskurserna utan hellre är kopplat till elevgruppernas betyg.</p>

<p>Syftet med denna undersökning är att studera det laborativa materialet vid namn Cuisenairestavar. Hur ska Cuisenairestavar användas enligt beskrivning i litteraturen? Hur används Cuisenairestavar i undervisningen? Hur förhåller sig det tänkta bruket från det faktiska bruket av dem i skolan? Jag har genomfört en fallstudie med litteraturstudier samt kvalitativa intervjuer. Data från referenskällorna har tematiserats, tolkats och jämförts. Resultatet av fallstudien har synliggjort att Cuisenairestavarna bör användas som ett relationsmaterial för att skapa förståelse för matematiska relationer och samband. I den jämförande studien framgick att lärarna till stor del använde Cuisenairestavarna enligt det tänkta bruket, men med egna tillämpningar. Anmärkningsvärda skillnader som ifrågasätts i en avslutande diskussion är samtalets betydelse, en lärares avvikelse i användandet samt användandet av materialet som ett relationsmaterial. Slutsatsen av studien är att de intervjuade lärarna inte använder materialet till sin fulla potential.</p>