1. the life, significance, and philosophy of clemens timpler, 1563/4-1624 (germany)

Subject: Modern literature; American studies; Canadian literature; Information Technology; American literature; British and Irish literature

Classification: 0298: Modern literature; 0323: American studies; 0352: Canadian literature; 0489: Information Technology; 0591: American literature; 0593: British and Irish literature

Identifier / keyword: Language, literature and linguistics Social sciences Applied sciences Cyberculture Doctorow, Cory Gibson, William Nanotechnology Postcyberpunk Posthuman Rucker, Rudy Science fiction Singularity Stephenson, Neal Sterling, Bruce Stross, Charles Technoculture Transhumanism

Title: Singularities: Technoculture, transhumanism, and science fiction in the 21 st century

Number of pages: 312

Publication year: 2010

Degree date: 2010

School code: 0096

Source: DAI-A 73/11(E), Dissertation Abstracts International

Place of publication: Ann Arbor

Country of publication: United States

ISBN: 9781267462435

Advisor: Landon, Brooks

Committee member: Depew, David; Fox, Claire; Glass, Loren; Rigal, Laura

University/institution: The University of Iowa

Department: English

University location: United States -- Iowa

Degree: Ph.D.

Source type: Dissertations & Theses

Language: English

Document type: Dissertation/Thesis

Dissertation/thesis number: 3516668

ProQuest document ID: 1030148034

Document URL: http://pitt.idm.oclc.org/login?url=http://search.proquest.com/docview/1030148034?accountid=14709

Copyright: Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.

Database: ProQuest Dissertations & Theses Global

____________________________________________________________

Document 15 of 50

Tracing beliefs and behaviors of a participant in a longitudinal study for the development of mathematical ideas and reasoning: A case study

Author: Steffero, Maria

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Abstract: This research provides an analysis of the relationship between a student‘s beliefs and mathematical behaviors over a seventeen-year period. Romina, the student of focus in this case study, was among the original participants in a longitudinal study which explored how students build mathematical ideas when working collaboratively on problem-solving tasks with as little outside intervention as possible (Maher, 2005). A qualitative, phenomenological approach was taken in analyzing videotape recordings from the Rutgers-Kenilworth longitudinal study between February 6, 1992 and July 15, 2009 in the Robert B. Davis Institute of Learning archive, along with student work, questionnaires, and researcher field notes. To better understand the development of math ideas by tracing her knowing and sense-making, the research examined four sessions of Romina‘s problem-solving behavior in terms of justification, representation, and collaboration from fourth through twelfth grades. In addition, this study explored her mathematical beliefs based upon five interviews from high school, college, and her post-graduate career concerning her views about the knowledge, conditions, and processes of mathematical learning. Addressing a documented need in the literature for investigation of the interplay between personal epistemology and mathematical reasoning over time, this study contributes to a larger body of work considering how social interaction, teacher questioning, and task design affect a student's cognitive growth. The research suggests that Romina constructed mathematical ideas by building relationships among concepts and produced justifications through continuously evolving personal representations that promoted mathematical understanding. Further, the findings provide evidence that Romina engaged in a range of collaborative behaviors in which she questioned others' ideas, found teacher-researcher interaction a catalyst to her thinking, worked through frustration, and moved fluidly among many roles within the group – facilitator, manager, communicator, and secretary. Simultaneously, the data suggest she developed three very "healthy" mathematical beliefs involving the active construction of conceptual knowledge, learning environments that built "comfortable" collaborative relationships while engaging in complex tasks over long periods of time, and, finally, a learning process of "group thinking" where personally relevant problems were shared, questioned, and argued. Through systematic examination of the relationship between Romina's beliefs and problem-solving behaviors, the results of this study imply specific instructional interventions that support the development of mathematical ideas and reasoning from elementary grades through college and into the workplace.

Links: http://RT4RF9QN2Y.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQuest+Dissertations+%26+Theses+Global&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft.genre=dissertations+%26+theses&rft.jtitle=&rft.atitle=&rft.au=Steffero%2C+Maria&rft.aulast=Steffero&rft.aufirst=Maria&rft.date=2010-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=9781124102146&rft.btitle=&rft.title=Tracing+beliefs+and+behaviors+of+a+participant+in+a+longitudinal+study+for+the+development+of+mathematical+ideas+and+reasoning%3A+A+case+study&rft.issn=&rft_id=info:doi/

http://RT4RF9QN2Y.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQuest+Dissertations+%26+Theses+Global&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft.genre=dissertations+%26+theses&rft.jtitle=&rft.atitle=&rft.au=Steffero%2C+Maria&rft.aulast=Steffero&rft.aufirst=Maria&rft.date=2010-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=9781124102146&rft.btitle=&rft.title=Tracing+beliefs+and+behaviors+of+a+participant+in+a+longitudinal+study+for+the+development+of+mathematical+ideas+and+reasoning%3A+A+case+study&rft.issn=&rft_id=info:doi/

Subject: Mathematics education; Behavior; Case studies; Problem solving

Classification: 0280: Mathematics education

Identifier / keyword: Education Beliefs Case study Epistemology Longitudinal study Math education Mathematical ideas Reasoning

Title: Tracing beliefs and behaviors of a participant in a longitudinal study for the development of mathematical ideas and reasoning: A case study

Number of pages: 723

Publication year: 2010

Degree date: 2010

School code: 0190

Source: DAI-A 71/08, Dissertation Abstracts International

Place of publication: Ann Arbor

Country of publication: United States

ISBN: 9781124102146

Advisor: Maher, Carolyn A.

University/institution: Rutgers The State University of New Jersey - New Brunswick

Department: Graduate School of Education

University location: United States -- New Jersey

Degree: Ed.D.

Source type: Dissertations & Theses

Language: English

Document type: Dissertation/Thesis

Dissertation/thesis number: 3412294

ProQuest document ID: 741008782

Document URL: http://pitt.idm.oclc.org/login?url=http://search.proquest.com/docview/741008782?accountid=14709

Copyright: Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.

Database: ProQuest Dissertations & Theses Global

____________________________________________________________

Document 16 of 50

Science writing heurisitc: A writing-to-learn strategy and its effect on student's science achievement, science self-efficacy, and scientific epistemological view

Author: Caukin, Nancy S.

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Abstract: The purpose of this mixed-methods study was to determine if employing the writing-to-learn strategy known as a “Science Writing Heuristic” would positively effect students’ science achievement, science self-efficacy, and scientific epistemological view. The publications Science for All American, Blueprints for Reform: Project 2061 (AAAS, 1990; 1998) and National Science Education Standards (NRC 1996) strongly encourage science education that is student-centered, inquiry-based, active rather than passive, increases students’ science literacy, and moves students towards a constructivist view of science. The capacity to learn, reason, problem solve, think critically and construct new knowledge can potentially be experienced through writing (Irmscher, 1979; Klein, 1999; Applebee, 1984). Science Writing Heuristic (SWH) is a tool for designing science experiences that move away from “cookbook” experiences and allows students to design experiences based on their own ideas and questions. This non-traditional classroom strategy focuses on claims that students make based on evidence, compares those claims with their peers and compares those claims with the established science community. Students engage in reflection, meaning making based on their experiences, and demonstrate those understandings in multiple ways (Hand, 2004; Keys et al, 1999, Poock, nd.). This study involved secondary honors chemistry students in a rural prek-12 school in Middle Tennessee. There were n = 23 students in the group and n = 8 in the control group. Both groups participated in a five-week study of gases. The treatment group received the instructional strategy known as Science Writing Heuristic and the control group received traditional teacher-centered science instruction. The quantitative results showed that females in the treatment group outscored their male counterparts by 11% on the science achievement portion of the study and the males in the control group had a more constructivist scientific epistemological view after the study than the males in the treatment group. Two representative students, one male and one female, were chosen to participate in a case study for the qualitative portion of the study. Results of the case study showed that these students constructed meaning and enhanced their understanding of how gases behave, had a neutral (male) or positive (female) perception of how employing Science Writing Heuristic helped them to learn, had a favorable experience that positively influenced their self-confidence in science, and increased their scientific literacy as they engaged in science as scientist do.

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Subject: Science education; Curriculum development; Writing instruction; Academic achievement; Epistemology; Heuristic

Classification: 0714: Science education; 0727: Curriculum development

Identifier / keyword: Education Science achievement Science literacy Science writing heuristic Scientific epistemological view Self-efficacy Writing-to-learn

Title: Science writing heurisitc: A writing-to-learn strategy and its effect on student's science achievement, science self-efficacy, and scientific epistemological view

Number of pages: 221

Publication year: 2010

Degree date: 2010

School code: 0840

Source: DAI-A 72/03, Dissertation Abstracts International

Place of publication: Ann Arbor

Country of publication: United States

ISBN: 9781124436173

Advisor: Hunter, John M.

Committee member: Christian, Beth; Elder, Eleni; Williams, Celeste

University/institution: Tennessee State University

Department: Teaching & Learning

University location: United States -- Tennessee

Degree: Ed.D.

Source type: Dissertations & Theses

Language: English

Document type: Dissertation/Thesis

Dissertation/thesis number: 3439048

ProQuest document ID: 849758991

Document URL: http://pitt.idm.oclc.org/login?url=http://search.proquest.com/docview/849758991?accountid=14709

Copyright: Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.

Database: ProQuest Dissertations & Theses Global

____________________________________________________________

Document 17 of 50

Literature in the age of mathematics: Gender and the multiplicity of modernity

Author: Brubaker, Anne M.

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Abstract: This dissertation investigates mathematics as a multivalent metaphor in twentieth-century fiction and theory and as a powerful cultural force integral to the development of competing modernist paradigms. Though it appears that writers such as Ezra Pound, T.S. Eliot, and Wyndham Lewis deploy mathematical metaphors to reinforce the qualities of abstraction, objectivity, and detachment typically associated with modernist writing, I argue instead that mathematics offers early-twentieth-century writers a new lexicon for describing and explaining subjective experience. Particularly for a diverse range of modern women writers, including, for example, Edna Ferber, Charlotte Perkins Gilman, H.D., Mina Loy, and Gertrude Stein, mathematics enables an alternative mode of self-expression through which to communicate their political, professional, and sexual desires. I trace the emergence of mathematics as a means to construct new models of gender and racial identity as well as to channel emotional expression into a more culturally authoritative form. Thus, rather than a context-free, gender-neutral domain, mathematics plays an integral role in cultural formations of identity and difference within an emerging technoscientific society. As a whole, my project approaches scientific developments not as mere context to the rise of literary modernism; instead, I show how modernist modes of writing arise in conjunction with and in some cases in dialogue with developments in applied and theoretical mathematics. Bringing together these seemingly distinct fields of knowledge sheds new light on the interrelationship of science and subjectivity as it unfolds within literary modernism.

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Subject: Modern language; American literature

Classification: 0291: Modern language; 0591: American literature

Identifier / keyword: Language, literature and linguistics Doolittle, Hilda Early 20th-century American women writers Ferber, Edna Gender Gilman, Charlotte Perkins H.D. Loy, Mina Mathematics Modernism Stein, Gertrude Subjectivity

Title: Literature in the age of mathematics: Gender and the multiplicity of modernity

Number of pages: 205

Publication year: 2011

Degree date: 2011

School code: 0090

Source: DAI-A 73/01, Dissertation Abstracts International

Place of publication: Ann Arbor

Country of publication: United States

ISBN: 9781124976983

Advisor: Markley, Robert

Committee member: Hawhee, Debra; Rothberg, Michael

University/institution: University of Illinois at Urbana-Champaign

Department: English

University location: United States -- Illinois

Degree: Ph.D.

Source type: Dissertations & Theses

Language: English

Document type: Dissertation/Thesis

Dissertation/thesis number: 3479389

ProQuest document ID: 901242803

Document URL: http://pitt.idm.oclc.org/login?url=http://search.proquest.com/docview/901242803?accountid=14709

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Database: ProQuest Dissertations & Theses Global

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Document 18 of 50

A Newton-Krylov Solution to the Coupled Neutronics-Porous Medium Equations

Author: Ward, Andrew M.

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Abstract: The solution of the coupled field equations for nuclear reactor analysis has typically been performed by solving separately the individual field equations and transferring information between fields. This has generally been referred to as operating splitting and has been applied to a wide range of reactor steady-state and transient problems. Although this approach has generally been successful, it has been computationally inefficient and imposed some limitations on the range of problems considered. The research here investigated fully implicit methods which do not split the coupled field operators and the solution of the coupled equations using Neutron-Krylov methods. The focus of the work here was on the solution of the coupled neutron and temperature/fluid field equations for the specific application to the high temperature gas reactor. The solution of the neutron field equations was restricted to the steady-state multi-group neutron diffusion equations and the temperature fluid solution for the gas reactor involved the solution of the solid energy, fluid energy, and the single phase mass-momentum equations. In the research performed here, several Newton-Krylov solution approaches have been employed to improve the behavior and performance of the coupled neutronics / porous medium equations as implemented in the PARCS/AGREE code system. The Exact and Inexact Newton's method were employed first, using an analytical Jacobian, followed by a finite difference based Jacobian, and lastly a Jacobian-Free method was employed for the thermal-fluids. Results in the thermal fluids indicate that the Exact Newton's method outperformed the other methods, including the current operator split solution. Finite difference Jacobian and Jacobian-Free were slighty slower than the current solution, though fewer outer iterations were required. In the coupled solution, the exact Newton method performed the best. The finite difference Jacobian with optimized perturbation integrated into the GMRES solve also performed very well, which represented the best iterative solution to the coupled problem. Future analysis will consider the transient problem.

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Subject: Canadian literature

Classification: 0352: Canadian literature

Identifier / keyword: Language, literature and linguistics Coupled field equations Neutronics-Porous medium equations Newton-Krylov solution Nuclear reactors

Title: A Newton-Krylov Solution to the Coupled Neutronics-Porous Medium Equations

Number of pages: 158

Publication year: 2012

Degree date: 2012

School code: 0127

Source: DAI-A 73/11(E), Dissertation Abstracts International

Place of publication: Ann Arbor

Country of publication: United States

ISBN: 9781267466204

Advisor: Downar, Thomas J.; Seker, Volkan

University/institution: University of Michigan

University location: United States -- Michigan

Degree: Ph.D.

Source type: Dissertations & Theses

Language: English

Document type: Dissertation/Thesis

Dissertation/thesis number: 3519747

ProQuest document ID: 1027917461

Document URL: http://pitt.idm.oclc.org/login?url=http://search.proquest.com/docview/1027917461?accountid=14709

Copyright: Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.

Database: ProQuest Dissertations & Theses Global

____________________________________________________________

Document 19 of 50

Calculative cinema: Technologies of speed, scale, and explication

Author: Stine, Kyle Joseph

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Abstract: In recent years, as digital technologies have swept across the motion picture industry, scholars have seen the need to rethink what cinema means today and whether it continues at all. Studies typically resolve this crisis in one of two ways: by proclaiming the "end of cinema" or by showing how new technologies satisfy the continued demands for narrative and photorealism. What has largely escaped consideration is how the history of cinema itself might be rethought, and more specifically how the "digital revolution" might be seen to open up a new perspective on the history and trajectory of cinematic technologies. Calculative Cinema explores how cinema was calculative from the very beginning, with celluloid film being used in areas that had no pretensions toward narrative or photorealistic representation such as scientific imaging, data storage, and early analog computing. The project starts from a belief that any history of cinema appropriate to our present situation must be a history of new proportions, in terms of both timeline and scope. For this reason, it draws broadly from different disciplinary perspectives, including media theory, the history and theory of technology, art history, and developments in scientific imaging and computation. It seeks to relate philosophical investigations, avant- garde art practices, and modern historiography to the development of cinematic technologies, and does this by tracing seemingly outlying cases in the history of physics, cybernetics, and sound reproduction in order to locate the technical tendency common to these fields and its characteristic folding between picturing and measurement, cinema and calculation, cinematics and kinematics. Taking this expanded view of its technological base the dissertation then reflects back on the pervasive sense of cinema as an interface commensurate with human experience, in this way recontextualizing discourses on the death of cinema as symptomatic of a new cultural relation to cinematic technologies.