The purpose of this work is to introduce the subject of Epimeleia (care) as the necessary and fundamental premise of educational endeavours. The focus of these endeavours is not directed toward any fixed point but instead, driven by attention to and delight in the process. The outcome of this human experience in becoming, is absent of any goal, beyond that of a life well-led. Abstract Educators remain the most instrumental force toward the develop of the next generation of people, who will in turn be representative of the era to come. Rediscovering the fundamental purpose of the Educator is paramount toward a world of authenticity, fulfillment, and truth. Since the time of Socrates, care for the soul of mankind has been the course toward enlightenment. Through Anamnesis we emerge as we uncover the truth that was hidden. Over the millennia however, education has lost its way and become a means of control and manipulation. Teaching is predicated on the answer not the question. The world has become one of certainty and absolutism. The Educational Industrial complex is manufacturing people as tools toward their own end. Teachers are products of an Economic Zeitgeist that has designed the very foundations of their worldview. They have embraced the false logic of the scientific society however, there is hope....

This thesis considers the classification of physical states in a simplified gearbox using acoustical data and simple time domain signal shape characterisation techniques allied to a basic feedforward multi-layer perceptron neural network. A novel extension to the signal coding scheme (TES), involving the application of energy based shape descriptors, was developed. This sought specifically to improve the techniques suitability to the identification of mechanical states and was evaluated against the more traditional minima based TES descriptors. The application of learning based identification techniques offers potential advantages over more traditional programmed techniques both in terms of greater noise immunity and in the reduced requirement for highly skilled operators. The practical advantages accrued by using these networks are studied together with some of the problems associated in their use within safety critical monitoring systems.Practical trials were used as a means of developing the TES conversion mechanism and were used to evaluate the requirements of the neural networks being used to classify the data. These assessed the effects upon performance of the acquisition and digital signal processing phases as well as the subsequent training requirements of networks used for accurate condition classification. Both random data selection and more operator intensive performance based selection processes were evaluated for training. Some rudimentary studies were performed on the internal architectural configuration of the neural networks in order to quantify its influence on the classification process, specifically its effect upon fault resolution enhancement.The techniques have proved to be successful in separating several unique physical states without the necessity for complex state definitions to be identified in advance. Both the computational demands and the practical constraints arising from the use of these techniques fall within the bounds of a realisable system.

Thesis (M.Sc.)(Computer Science)--University of Pretoria, 2006. / Includes summary. Includes bibliographical references (leaves 151-152). Available on the Internet via the World Wide Web.

Thesis (Ph.D.) - Carleton University, 2007. / Includes bibliographical references (p. 257-265). Also available in electronic format on the Internet.

Doctor of Philosophy / Secondary Education / Jacqueline D. Spears / The purpose of this study was to examine secondary-level social science teachers’ reported implicit beliefs about intelligence as measured by Dweck’s Theories of Intelligence Survey, and teachers’ levels of efficacy as measured by Gibson and Dembo’s Teacher Efficacy Survey, in relation to their students’ perception of goal orientation in the classroom as measured by Midgley’s PALS Survey in the classroom. In addition, this study examined the relationship of students’ gender and self-perceptions of ability to self reported classroom goal orientation. Participants in this study were high school social science teachers teaching in 17 schools in northeast Kansas (N = 63), and their students enrolled in social science classes (N = 1,214). The survey instruments were administered during the Spring 2006 semester during regularly scheduled courses. Data were analyzed using Pearson product-moment correlations, multiple regression, and other statistical techniques. A statistical level of p < .05 was used for all tests conducted. Five statistical tests were conducted. Three of the statistical tests utilized the Pearson product moment correlation: (1) correlation between teachers’ implicit theories of intelligence and self-efficacy, (2) correlation between teachers’ implicit theories of intelligence and students’ perception of goal orientation in the classroom, (3) correlation between teachers’ self-efficacy and students’ perception of the classroom goal orientation. Two statistical tests utilized multiple regression analysis: (1) regression analysis examining teachers’ implicit theories of intelligence and teachers’ self-efficacy as a predictor of students’ perception of the classroom goal orientation, and (5) regression analysis examining students’ gender and rating of ability as predictors of students’ perceptions of goal orientation in the classroom. A positive correlation was found between teachers’ theories of intelligence and self-efficacy. A statistical significance was also found for the relationship between teachers’ self-efficacy and their students’ perceptions of the classroom goal orientation based on teachers’ theories of intelligence or self-efficacy. Statistical significance was not found for students’ ability rating, as a predictor of their perception of the classroom goal orientation. Statistical significance was found for gender as a predictor of students’ perception of the classroom goal orientation, however, practical significance is questionable. Several suggestions for additional research and improvement in practice with regard to teachers’ belief systems and student goal structures were offered. This research provides additional data for teachers and school leaders in helping them understand the role of teachers’ belief systems in fostering student achievement.

Primary teachers in the United States accept responsibility for teaching children how to read, and the instruction they provide results in reading proficiency for approximately 37% of students. Although researchers have established a relationship between teacher-related factors and students' performance in reading, they have not yet been able to identify the combination of teacher characteristics that best predicts teachers' intention to provide evidence-based reading instruction. The purpose of this study was to examine the relationships among teacher knowledge, teacher beliefs, and intention to provide evidence-based reading instruction using a conceptual framework that integrated the theory of planned behavior with the implicit theory of intelligence. An online survey was used to gather data from a convenience sample of 37 primary teachers in the United States to examine characteristics effective reading teachers have in common. The results of multiple regression analysis indicated different patterns for different groups of readers. For beginning readers, teachers' behavioral beliefs was the only significant predictor of intention to provide evidence-based reading instruction. For struggling readers, teacher knowledge of reading disabilities was the only significant predictor of intention. This study provided additional evidence of deficits in teachers' knowledge of basic language concepts and reading disabilities. Identifying teacher characteristics that influence students' reading proficiency outcomes may inform efforts to improve professional development and teacher preparation programs to better support and prepare teachers to ensure successful reading outcomes for all children.

This study is an investigation of the correlation between Grade 9 students’ self-theories of their intelligence and their tendency for intellectual engagement. Individuals have been shown to self-identify, with respect to their self-theories of intelligence as either entity theorists (who think of their own intelligence as fixed and fairly unchangeable), or incremental theorists (who think of their intelligence as malleable and able to be increased over time). Previous research has shown that individuals have a strong tendency to self-select one or the other of these theoretical frameworks. This study examined the correlation of this identification with individuals’ tendency to become intellectually engaged in their learning. Other demographic factors were also explored. A moderate correlation between students’ self-theory of their intelligence and their tendency for intellectual engagement was demonstrated. In this study, female students showed a higher proportion of an incremental self-theory of intelligence than males. Implications for educational leadership and classroom planning and instruction were explored

Thesis (PhD(Psychology))-University of Pretoria, 2007. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Main reason of this study is to set forth the internal paradox of the basic approach of the artificial intelligence in the medical field to by discussing on the theoretical and application levels and to suggest solutions in theory and practice against that. In order to rule out the internal paradox in the medical decision support systematic, a new medical model is suggested and based on this, concepts such as disease, health, etiology, diagnosis and treatment are questioned. Meanwhile, with the current scientific data, a simple application sample based on how a decision making system which was set up by fuzzy logic and which is based on the perception of human as a complex adaptive system has been explained. Finally, results of the research about accuracy and validity of this application, current improvements based on the current model and the location on the artificial intelligence theory is discussed.

Thesis (M.Sc. (Hons.)) -- University of Western Sydney, 2001. / "A thesis submitted for the degree of Master of Science (Honours) - Computing and Information Technology at University of Western Sydney" Bibliography : leaves 93-98.