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Dissertations / Theses on the topic 'Higher'
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Yung, Man-sing. "Education and the labour market : the implications of higher education expansion in Hong Kong in the 1990s /." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18916107.
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Williams, Kristen K. "From aspirations to access the role of place in the facilitators of and barriers to postsecondary education attendance /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/833.
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Hordern, James. "Higher education and higher skills : exploring the policy implementation process." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17492/.
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The argument made by the Leitch report and subsequent government policy documents is that an improved supply of skills is central to national economic progress in the face of increasing competition amongst nation states for business investment. Over the period 2005-9 higher education institutions in England were encouraged by government departments and HEFCE to engage with an emerging higher skills policy, and commit to building their capacity to develop and deliver workforce development provision in collaboration with employers and Sector Skills Councils. This thesis explores the implementation of this policy with the aim of developing an analytical framework that can be used to explain processes of implementation in this specific policy environment, at the interface of ‘skills’ and ‘higher education’. The approach to implementation recognises the importance of interpreting the structural character of the policy environment, the influence of the prevailing norms of the higher education sector, and the manner in which processes at the ‘street level’ interpret and adapt policy to institutional context. The analytical process takes account of the insights of sociological institutionalism, Matland’s ambiguity-conflict model and the focus on belief and coalition formation in the Advocacy Coalition Framework, and makes use of a range of documentary and interview material. The approach is deliberately sceptical about the possibility of the development of an overarching implementation model, and instead focuses on the characterisation of key factors that are likely to influence the implementation process and outcomes in this specific policy environment. To that end, the analysis produced can find use as an insight into the process of policy implementation in higher education in the U.K., and provide an indication of how similar policies may be re(formed) in future contexts.
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Krishnaswami, Neelakantan R. "Verifying Higher-Order Imperative Programs with Higher-Order Separation Logic." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/164.
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In this thesis I show is that it is possible to give modular correctness proofs of interesting higher-order imperative programs using higher-order separation logic.
To do this, I develop a model higher-order imperative programming language, and develop a program logic for it. I demonstrate the power of my program logic by verifying a series of examples. This includes both realistic patterns of higher-order imperative programming such as the subject-observer pattern, as well as examples demonstrating the use of higher-order logic to reason modularly about highly aliased data structures such as the union-find disjoint set algorithm.
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Cárdenas, Franqui. "Higher gap morasses." [S.l.] : [s.n.], 2005. http://deposit.ddb.de/cgi-bin/dokserv?idn=976715112.
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Schroeder, Marc A. "Higher-order Charity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24697.pdf.
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Hijano, Cubelos Eliot. "Higher spin gravity." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110694.
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In this thesis we study higher spin theories in three dimensional gravity with a negative cosmological constant based on the gauge group SL(N,R)xSL(N,R). First we introduce the topic of semi-classical gravity in three dimensional anti de Sitter space andits conjectured duality with a two dimensional conformal field theory. We study black hole solutions for the case of N=3 characterized by their holonomies around the non-contractible cycles of space-time. The black hole solutions are shown to be gauge equivalent to a BTZ black hole which is charged under a set of U(1) Chern-Simons fields. Nevertheless, depending on the choice of embedding of the gravitational gauge group, the space-time geometry may be non-trivial. We also investigate in detail the physical sensibility of non principal embeddings of the gravitational SL(2,R) in SL(N,R) and we conclude that theonly embedding with a positive definite spectrum is the principal one.Cette thèse s'intéresse aux théories gravitationnelles couplées à des spins entiers avec une constante cosmologiquenégative, dont l'origine provient de l'étude du groupe de jauge sl_N. La gravitation dans l'espace tridimensionnel anti de Sitter est d'abord décrite de manière semi-classique et la dualité avec la théorie conforme de champs en deux dimensions est ensuite présentée. L'exposition des solutions de la théorie N=3 permet la caractérisation des trous noirs par les propriétés des holonomies autour de boucles non-contractiles. L'invariance de jauge rapproche alors ces solutions aux trous noirs BTZ avec une charge d'un champ Chern-Simons. Néanmoins, la géometrie de l'espace-temps dépend du plongement des symétries gravitationnelles SL(2,R) dans le groupe de jauge SL(N,R). Le spectre des solutions est calculé pour tous ces plongements, et la condition de positivité exclut alors tous les cas sauf le plongement principal.
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Chang, Chi-Ming. "Higher Spin Holography." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11392.
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This dissertation splits into two distinct halves. The first half is devoted to the study of the holography of higher spin gauge theory in AdS$_3$. We present a conjecture that the holographic dual of $W_N$ minimal model in a 't Hooft-like large $N$ limit is an unusual ``semi-local" higher spin gauge theory on AdS$_3\times $S$^1$. At each point on the S$^1$ lives a copy of three-dimensional Vasiliev theory, that contains an infinite tower of higher spin gauge fields coupled to a single massive complex scalar propagating in AdS$_3$. The Vasiliev theories at different points on the S$^1$ are correlated only through the AdS$_3$ boundary conditions on the massive scalars. All but one single tower of higher spin symmetries are broken by the boundary conditions. This conjecture is checked by comparing tree-level two- and three-point functions, and also one-loop partition functions on both side of the duality. The second half focuses on the holography of higher spin gauge theory in AdS$_4$. We demonstrate that a supersymmetric and parity violating version of Vasiliev's higher spin gauge theory in AdS$_4$ admits boundary conditions that preserve ${\cal N}=0,1,2,3,4$ or $6$ supersymmetries. In particular, we argue that the Vasiliev theory with $U(M)$ Chan-Paton and ${\cal N}=6$ boundary condition is holographically dual to the 2+1 dimensional $U(N)_k\times U(M)_{-k}$ ABJ theory in the limit of large $N,k$ and finite $M$. In this system all bulk higher spin fields transform in the adjoint of the $U(M)$ gauge group, whose bulk t'Hooft coupling is $\frac{M}{N}$. Our picture suggests that the supersymmetric Vasiliev theory can be obtained as a limit of type IIA string theory in AdS$_4\times \mathbb{CP}^3$, and that the non-Abelian Vasiliev theory at strong bulk 't Hooft coupling smoothly turn into a string field theory. The fundamental string is a singlet bound state of Vasiliev's higher spin particles held together by $U(M)$ gauge interactions.Physics
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Kibby, Helen R. "Higher Sites 101." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1337199.
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Higher Sites has been designed as a fully functioning business. The appendix of this creative project paper includes Higher Sites' full business plan. The business plan includes projected revenue and profit for the next three years.Higher Sites 101 is a two-part DVD set designed to familiarize new Higher Sites employees with the company. Disc I explains the services that Higher Sites offers to adoptive parents. It also walks the viewer through the process of creating adoption videos using the Higher Sites method. Example videos are included. Disc II is a data DVD that includes full-screen QuickTime movies. The movies demonstrate to the viewer how to perform specific tasks in Final Cut Pro, iDVD and DVD Studio Pro. It is necessary for the viewer to watch these QuickTime movies on a monitor that is 21 inches or larger.Department of Telecommunications
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Thompson, Alison. "The Higher Learning." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1452180306.
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Cárdenas, Franqui. "Higher gap morasses." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät I, 2005. http://dx.doi.org/10.18452/15323.
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Velleman beweist die Konsistenz der Existenz vereinfachte Gap 2 Moraste (ein Begriff gleichwertig zu den ursprünglichen Morasten, geschafft von Jensen). Wir haben einen noch einfachen Begriff des vereinfachten Morastes in der Dissertation vorgeschlagen, Details aufgefüllt und wesentlich auch einen verschiedenen Beweis des Satzes erfunden und zwar in beide Stufe des Forcingverfahrens. Wir benötigen auch keine Squarefunktionereihenfolge (die ganz Kohärenzvoraussetzung fehlt aber ist linear und konfinal) sondern ein ``erratendes'' Verfahren für Sequenze, das nicht fest ist und nicht die ganze Kohärenzbedigung erfüllt wie bei Velleman. Wir hoffen, wir haben so eingelegt die Basis für einen zukunftigen Beweis des allgemeines Falls n in ZFC.Velleman proved the consistency of the existence of simplified gap 2 morasses (equivalent to the concrete morasses defined by Jensen) using a two stage forcing. We give an essentially different proof of the same result and fill up some details from Velleman's paper which were not clear or imcomplete. In fact the proof uses a simpler definition of simplified gap 2 morasses. We have also eliminated the use of square-like sequences in the second stage, employing a ``guessing'' procedure for sequences which are not fixed and do not satisfy full coherence requirement. With these steps we hope to have laid the foundation for a future proof of gap n morasses in ZFC.
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Wallbridge, James. "Higher Tannaka duality." Toulouse 3, 2011. http://thesesups.ups-tlse.fr/1440/.
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Dans cette thèse, nous prouvons un théorème de dualité de Tannaka pour les (infini, 1)-catégories. La dualité classique de Tannaka est une dualité entre certains groupes et catégories monoïdales munies d'une structure particulière. La dualité de Tannaka supérieure renvoie, elle, à une dualité entre certains champs en groupes dérivés et certaines (infini, 1)-catégories monoïdales munies d'une structure particulière. Cette dualité supérieure est définie sur les anneaux dérivés et englobe la théorie de dualité classique. Nous comparons la dualité de Tannaka supérieure à la théorie de dualité de Tannaka classique et portons une attention particulière à la dualité de Tannaka sur les corps. Dans ce dernier cas, cette théorie a une relation étroite avec la théorie des types d'homotopie schématique de Toën. Nous décrivons également trois applications de la théorie : les complexes parfaits, les motifs et leur analogue non-commutatif dû à KontsevichIn this thesis we prove a Tannaka duality theorem for (infini, 1)-categories. Classical Tannaka duality is a duality between certain groups and certain monoidal categories endowed with particular structure. Higher Tannaka duality refers to a duality between certain derived group stacks and certain monoidal (infini, 1)-categories endowed with particular structure. This higher duality theorem is defined over derived rings and subsumes the classical statement. We compare the higher Tannaka duality to the classical theory and pay particular attention to higher Tannaka duality over fields. In the later case this theory has a close relationship with the theory of schematic homotopy types of Toën. We also describe three applications of our theory : perfect complexes and that of both motives and its non-commutative analogue due to Kontsevich
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Mertova, Patricie. "Quality in higher education: stories of English and Czech academics and higher education leaders." Monash University. Faculty of Law, 2008. http://arrow.monash.edu.au/hdl/1959.1/53585.
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The subject of quality has been a pervasive issue on the agenda in higher education around the world for more than a decade. A greater focus on quality in higher education resulted from a range of competing factors, among the most prominent were: political control over higher education (exerted particularly by national governments), the growth in the number of students in higher education (including general changes in the student population and their expectations) and financial control on the part of national governments (frequently related to the previous two factors). Quality monitoring has become a mechanism for governments worldwide to tackle these competing factors. However, at the same time, it can be argued that it was frequently employed to disguise the dominant focus on accountability in higher education rather than on enhancement. Many of the quality assurance models and systems applied to higher education originated in the business and manufacturing sectors. They have often been found unsuitable or only partially suitable for the higher education sector, because they largely disregarded the nature of higher education and its employees, in particular the academics. It may be argued that the quality movement has driven higher education more towards greater uniformity, which may be detrimental to what was understood as the “real” quality in higher education. For instance, innovation was regarded as an important aspect of academic work. Nevertheless, the present quality development drive seems to be working against the nature of academic work. Given this background, it is alarming that the academic voice seems to have had little impact to date on the development of quality systems in higher education. Therefore, the present thesis attempted to investigate the academic voice concerning higher education quality. Overall, this thesis had two main objectives. First, based on the analysis of stories of academics and higher education leaders, the thesis endeavoured to construct a framework of significant quality issues for the potential use in future policy development in higher education in the two countries investigated in this research (the Czech Republic and England), and prospectively in other higher education systems around the world. In particular, it aimed to introduce more human-centred measures into the area of higher education quality. Second, in terms of developing a methodology, the thesis attempted to illustrate the way in which a critical event narrative inquiry study of heterogeneous and complex environments, such as higher education, could be undertaken. Employing such a critical event narrative inquiry approach, the researcher endeavoured to highlight important aspects of higher education quality, which have been largely overlooked in the area, and thus assist the improvement of the practice of quality development in higher education. The study utilised face-to-face interviews with academics and higher education leaders concerning their perceptions of the issue of higher education quality. The researcher anticipated that eliciting of “critical events” through interviews with individuals involved in the area of quality in higher education (academics and higher education leaders) would uncover some important aspects in higher education quality which would not be revealed using other more traditional empirical methods of inquiry, particularly quantitative research methods. To investigate the area of higher education quality, the researcher elected to look into the English and Czech higher education systems. The choice of the English higher education system was influenced by the knowledge that England, and more generally the UK, was among the first countries in the world, and certainly the first in Europe, to introduce a formal quality assurance system into higher education. Australia followed this trend soon after it was introduced in the UK. The researcher elected the Czech higher education system, as a culturally different educational system, distinctive from the Anglo-Saxon educational tradition, and which is uniquely placed on the divide between Western and Eastern Europe. In this respect, the critical event narrative inquiry method was proposed as a suitable method for the investigation of significant aspects of cultural difference. Employing the critical event narrative inquiry method, the researcher uncovered a number of significant issues. Some of these issues were identified by English and Czech academics and higher education leaders as not featuring strongly in their countries’ current higher education quality enhancement practices, and yet they were regarded as important by the academics. Some of the issues uncovered in this research, on the other hand, were highlighted as impacting negatively on the quality enhancement processes in their respective higher education systems. There were a number of issues which were identified as common to both the English and Czech higher education systems. These issues might have been an indication of potential wider relevance of such trends among a broader range of higher education systems worldwide. This thesis proposed a framework for a human-centred approach to quality enhancement in higher education based on issues which were common to both English and Czech higher education systems. This framework featured: • Regard for the academic voice in higher education quality policy development; • Attention to human-centred aspects of higher education quality; • Need for a collegial approach and reflection on the purposes of quality evaluation processes; • Equal value afforded to teaching and research; and • Focus on innovation and change. There were also some culture-specific issues uncovered, particularly in relation to the Czech higher education system. These culture-specific issues may be relevant to certain common trends and features in other higher education systems in Central and Eastern European regions. In this respect, the thesis proposed a framework for a human-centred approach to quality enhancement with regard to culture-specific issues. The framework focused specifically on Czech higher education and may be of potential relevance to other Central and Eastern European higher education systems. This framework included: • The significance of transparency in educational processes; • The need for a fundamental change in the style of pedagogy in higher education institutions; to focus more on thinking processes and reasoning; • The need for a more systematic move towards a student-centred approach across the whole higher education system; • The need to address the factor of pressure on Czech academics to publish mainly in English in order to receive international recognition; and • The need for education of Czech academic staff to enable a broader and better understanding of the concept of higher education quality in the context of the Czech higher education system. Investigation of the academic voice in English higher education did not reveal any culture-specific issues. In other words, the English academics and higher education leaders did not identify any issues in higher education quality that were distinctively different from the general issues highlighted also by Czech academics and higher education leaders. Some of the issues pointed out in the English context occurred on a more advanced level due to the different historical, political and socio-economic context of the UK higher education. It appears that quality in higher education is here to stay. As such, it is essential for the future of higher education that quality enhancement be based on education-focused approaches. Overall, this thesis proposed a human-centred approach to quality enhancement as one way of attaining educational focus.
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Johnston, Iain Mark. "In the wrong class : a comparative analysis of the British Labour Party's political discourse of higher education and social class with the Barlow, Robbins and Dearing reports /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190525.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 186-201). Also available for download via the World Wide Web; free to University of Oregon users.
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Franklin, Kathryn K. "Exploring the Congruency Between Student Satisfaction and Institutional Effectiveness in Higher Education." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2679.
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Because of the increasing emphasis on the accountability of higher education, constituents of the academy have searched for reliable and valid measures of institutional effectiveness. One measure of institutional effectiveness, gaining in popularity with accountability proponents, has been the assessment of overall student satisfaction. To build a link between student satisfaction and institutional effectiveness, past researchers have made the assumption that a relationship exists between these two constructs. This assumption has been grounded in a further supposition that a congruency exists between the criteria used by students to determine satisfaction and the criteria used by higher education administrators to evaluate institutional effectiveness. However, neither the assumption of relationship nor supposition of congruency have been established in empirical research. Utilizing a qualitative research design, 8 focus group sessions were conducted with 94 undergraduate students who attended on-campus, day classes at a southern, comprehensive, regional university during the fall semester, 1995. Four focus group sessions were conducted with 24 administrators in the internal dominant coalition of the same university. An interview was held with the university president. Content analysis was used to analyze the data from each focus group session. Data from the undergraduate student sample were reduced into 7 attitude patterns. Each attitude pattern included student discussions on different aspects of the college experience important to overall student satisfaction with the academy. Furthermore, the data were analyzed for attitude pattern differences based on grade cohort and demographics. Several important differences in student satisfaction attitudes were reported. The data collected from the administrator sample were reduced into 5 attitude patterns. Each attitude pattern included administrator discussions on important variables in the evaluation of institutional effectiveness. Student satisfaction and institutional effectiveness criteria were gleaned from these attitude patterns. (All attitude patterns are reported in detail.) Twenty-one student criteria for determining overall satisfaction were grouped into 5 criteria categories: (a) career aspirations; (b) personal development and growth; (c) education; (d) characteristics of the ideal university; and (e) accomplishment. Twelve administrator criteria for evaluating institutional effectiveness were collapsed into 3 categories: (a) inputs, (b) operations, and (c) outcomes. Based on the findings of this study, a congruency was found between the criteria students use to determine overall student satisfaction and the criteria administrators use to evaluate institutional effectiveness. Recommendations were made for the improvement of student satisfaction assessment and the utilization of satisfaction assessment results in defining institutional effectiveness.
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Boothe, Barbara. "Linking assessment, strategic planning, and budget planning." Lynchburg, Va. : Liberty University, 2002. http://digitalcommons.liberty.edu.
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Williams, Nashira. "Why Black Collegiate Women Volunteer: A Perspective on Meaning Making through Service with the Community." FIU Digital Commons, 2019. https://digitalcommons.fiu.edu/etd/3964.
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Studies explain that participating in community service enhances relationships, positively contributes to one’s purpose, and provides life satisfaction with a specific focus on retention and degree attainment for those enrolled in college (Corporation for National and Community Service, 2007). The simultaneous increase of Black women attending colleges as universities increase outreach to drive community engagement does not align with the shift in the research of civic engagement that excludes the activity of young Black people and is counterintuitive to the historical underpinnings of political and educational transformations in the United States (e.g., Civil Rights Movement) (Hewins-Maroney, 2008).
The purpose of this study is to gain a better understanding of why current Black undergraduate women volunteer in their communities and how they perceive these volunteer experiences reflect on understanding themselves as Black women. Qualitative inquiry was used to explore the similarities and differences of how Black women make meaning of their experiences and understand themselves.
The 11 Black undergraduate women who participated revealed eight themes that contributed to their reason for serving their communities. Overwhelmingly, the participants felt a drive, usually before college, that motivated them to serve their communities to impact themselves and others in transformative ways. Their work in the community was not without hardships or barriers, but overcoming those barriers were also motivating to the participants to recognize their privilege and continue to serve. The university’s role is something the participants were critical about as they had little connection to the university related to volunteering except for the marketing of service opportunities but contributed that to their peers.
As the institutionalization of service-learning and volunteerism in higher education has become a strategy to increase retention, the findings from the present study add to the limited research of volunteer engagement of diverse populations. The participants shared their criticism of volunteering within the university as well as the community broadly, and they confirm that intentional outreach and educational spaces should be dedicated to ensuring that the community work of students of all backgrounds is valued and that these students be given opportunities to engage in meaningful volunteer work.
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Paoloni, Lorenzo. "On higher-derivative operators in supersymmetric theories." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2022. http://amslaurea.unibo.it/25119/.
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The occurrence of higher-derivative terms both in classical and in quantum theories can be problematic. In case of impossibility of eliminating them by performing an integration by parts they give rise, in fact, to multiple problems, like extra unphysical degrees of freedom, negative unbounded energies and pathological negative norm states called ghosts. The possibility of curing them comes from a procedure developed by Jaén, Llosa and Molina in a classical Hamiltonian framework. It is applied when these terms are introduced as perturbative corrections to a healthy leading order theory multiplied by a perturbative expansion parameter. We first review this method from the classical point of view, then generalize it for Field Theories and finally apply it to SUSY. It's indeed in the latter context that one has always had difficulties in treating certain operators, those whose explicit field expansions contained unusual terms, like second (or higher) derivatives of a dynamical field or derivatives of an auxiliary one.\par
As we'll show, the approach developed is able to cure these unmanageable and unjustifiable extra degrees of freedom, paving the way for the construction of a new range of supersymmetric theories.
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Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.
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Thesis (MEd)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.
AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.
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Oktik, Nurgun. "Restructuring Turkish higher education : the 1981 Higher Education Law and its effects." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1037/.
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Van, Delinder Kurt William. "Higher statistical uncertainty with small pixel sizes gives higher gamma pass rates." Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10193739.
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Monte Carlo (MC) based dose calculation methods trade-off accuracy at the expense of computational time, which is, correlated to the user input values of statistical uncertainty and pixel spacing (1). It was first hinted by low et. al. that noise generated within either the calculated or measured plan distributions can affect the result of the plan verification by method of ‘Gamma Index Analysis’(GI) (2). The purpose of this research experiment is to investigate a possible correlation between added noise from increasing MC statistical uncertainty and increasing the odds of a plan passing the GI verification criteria. For this research experiment, we calculated 10 head and neck radiation therapy treatment plans using the MC dose calculation method within Monaco TPS. We varied the statistical uncertainty values from 5%, 3%, 1% and 0.25% and varied the voxel size values from 3mm, 2mm and 1mm. The treatment plans were then administered on an Elekta Versa linear accelerator and measured using Mapcheck dose measurement device. Each plan was evaluated for clinical pass/fail using the GI Analysis with criteria 3%/3mm and 2%/2mm. For 1 mm voxel size, 3%/3mm GI, there was an increase in average gamma pass rates from 98.91% calculated at 0.5% statistical uncertainty to 99.61% calculated at 5% statistical uncertainty. For 1 mm voxel size, 2%/2mm GI, there was an increase in average gamma pass rates from 97.02% calculated at 0.5% statistical uncertainty to 98.80% calculated at 5% statistical uncertainty. At 2 mm and 3 mm voxel sizes, there was not a clear demonstrable increase in average gamma pass rates. The experimental results conclude that the user must be careful when selecting a statistical uncertainty prior to performing a MC dose calculation. The input of a high statistical uncertainty does not lead to more points failing the GI, but paradoxically, can increase the chances that the evaluated radiation therapy plan will pass the acceptance evaluation.
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Beskow, Cecilia. "Towards a higher efficiency." Doctoral thesis, KTH, Machine Design, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-2938.
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Ozonder, Sener. "Viable Higher Derivative Theories." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608468/index.pdf.
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In this thesis, higher derivative theories are investigated. Ostrogradskian instability of higher derivative theories is examined both at the classical and quantum levels.
It is shown that avoiding the instability in nondegenerate higher derivative theories is impossible. Moreover, the degenerate model of relativistic particle with a curvature
term is studied as a viable higher derivative theory.
Most of the work we present here is not original. We give a review of the literature and compile various detached works that already exist.
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Sultana, Nikolai. "Higher-order proof translation." Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/247345.
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The case for interfacing logic tools together has been made countless times in the literature, but it is still an important research question. There are various logics and respective tools for carrying out formal developments, but practitioners still lament the difficulty of reliably exchanging mathematical data between tools. Writing proof-translation tools is hard. The problem has both a theoretical side (to ensure that the translation is adequate) and a practical side (to ensure that the translation is feasible and usable). Moreover, the source and target proof formats might be less documented than desired (or even necessary), and this adds a dash of reverse-engineering to what should be a system integration task. This dissertation studies proof translation for higher-order logic. We will look at the qualitative benefits of locating the translation close to the source (where the proof is generated), the target (where the proof is consumed), and in between (as an independent tool from the proof producer and consumer). Two ideas are proposed to alleviate the difficulty of building proof translation tools. The first is a proof translation framework that is structured as a compiler. Its target is specified as an abstract machine, which captures the essential features of its implementations. This framework is designed to be performant and extensible. Second, we study proof transformations that convert refutation proofs from a broad class of consistency-preserving calculi (such as those used by many proof-finding tools) into proofs in validity-preserving calculi (the kind used by many proof-checking tools). The basic method is very simple, and involves applying a single transformation uniformly to all of the source calculi's inferences, rather than applying ad hoc (rule specific) inference interpretations.
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Drew, Simon. "Dyscalculia in higher education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21472.
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This research study provides an insight into the experiences of dyscalculic students in higher education (HE). It explores the nature of dyscalculia from the student perspective, adopting a theoretical framework of the social model of disability combined with socio-cultural theory. This study was not aimed at understanding the neurological reasons for dyscalculia, but focussed on the social effects of being dyscalculic and how society can help support dyscalculic students within an HE context. The study s primary data collection method was 14 semi-structured interviews with officially identified dyscalculic students who were currently, or had been recently, studying in higher education in the UK. A participant selection method was utilised using a network of national learning support practitioners due to the limited number of participants available. A secondary data collection method involved reflective learning support sessions with two students. Data were collected across four research areas: the identification process, HE mathematics, learning support and categorisations of dyscalculia. A fifth area of fitness to practise could not be examined in any depth due to the lack of relevant participants, but the emerging data clearly pinpointed this as a significant area of political importance and identified a need for further research. A framework of five categories of dyscalculic HE student was used for data analysis. Participants who aligned with these categories tended to describe differing experiences or coping behaviours within each of the research areas. The main findings of the study were the importance of learning support practitioners in tackling mathematical anxiety, the categorisations of dyscalculic higher education students, the differing learning styles of dyscalculic and dyslexic students, and the emergence of four under-researched dyscalculic characteristics: iconicity, time perception, comprehension of the existence of numbers that are not whole and dyscalculic students understanding of non-cardinal numbers.
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Abolghasem, Hossein. "Higher-dimensional vacuum cosmologies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0028/NQ36547.pdf.
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Magoula, Angeliki-Elen Myers Christopher S. "Cost in higher education." Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FMagoula%5FMBA.pdf.
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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, June 2007."Advisor(s): Euske, Kenneth ; Gates, Bill. "June 2007." "MBA professional report"--Cover. Description based on title screen as viewed on August 15, 2007. Includes bibliographical references (p. 65-67). Also available in print.
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Jacobs, Denise Anne. "Multiwavelets in higher dimensions." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28780.
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Sharp, Richard William. "Higher-level hardware synthesis." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619747.
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Harvey, Benjamin Manson. "Laccases in higher plants." Thesis, University of Canterbury. Biochemistry, 1997. http://hdl.handle.net/10092/6546.
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The optimum method of screening for laccase in higher plant leaves was ascertained, and the method used to screen a number of plants. Four fruits from trees of the genus Prunus were also screened for laccase. A novel laccase substrate, 4-hydroxyindole, was used as the assay substrate alongside other traditional laccase substrates. Laccase was identified in most of the species studied. 4-Hydroxyindole appears to be a universal laccase substrate. However, most of the higher plant laccases identified did not oxidise syringaldazine, a common substrate for fungal laccases. Yield of laccase was found to be significantly increased by treatment with cell wall degrading enzymes, particularly Ultrazyme-100 for leaves, and Rapidase® Press for fruit. This observation may have important implications in the study of lignification. The identities of all the enzymes isolated were verified as laccases by inhibitor tests. CTAB was found to inhibit all the laccases studied. Also, a novel laccase inhibitor, N-hydroxyglycine, was studied, and found to only inhibit a small proportion of the laccases studied. The type of inhibition in fruit laccases was identified as non competitive.
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Beacham, Annabel R. "Studies on higher sugars." Thesis, University of Oxford, 1994. http://ora.ox.ac.uk/objects/uuid:a392cc72-9ff2-43cf-a9c4-38f16df261ff.
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This thesis describes the synthesis of three novel seven carbon bicyclic mimics of α-L-fucose, and of two new pyrrolidine amino sugars. 2,7-Anhydro- l-deoxy-β-L-gulo-heptulopyranose and l,2,7-trideoxy-2,7-imino-β- L-gulo-heptulopyranose were both synthesised from L-gulono-l,4-lactone. The addition of one equivalent of methyllithium to the diacetonide of L-gulono-1,4- lactone gave a keto-sugar, l-deoxy-3,4;6,7-di-0-isopropylidene-β-L-gulo- heptulofuranose. The anomeric configuration of this compound was determined by equilibrium nOe measurements. Hydrolysis in aqueous trifluoroacetic acid caused simultaneous deprotection, isomerisation and dehydration to yield 2,7-anhydro-l-deoxy-β-L-guloheptulopyranose, a highly stable, rigid bicyclic system. The structure of the bicyclic system was confirmed by X-ray crystallographic studies on a crystalline derivative. The introduction of nitrogen at C-6 of L-gulono-l,4-lactone was achieved via the azide displacement of the known bromide, 6-bromo-6-deoxy-2,3-0- isopropylidene-L-gulono-l,4-lactone. Protection of the C-5 hydroxyl group as its silyl ether was followed by the addition of one equivalent of methyllithium to the carbonyl group to give a keto-sugar, 7-azido-6-(0-tert-butyldimethylsilyl-l,7- dideoxy-3,4-0-isopropylidene-β-L-gulo-heptulofuranose. Removal of the protecting groups followed by reduction of the azide functionality gave the bicyclic hemiaminal, l,2,7-trideoxy-2,7-imino-β-L-gulo-heptulopyranose, a stable but hygroscopic solid. A third bicyclic system, 2,7-anhydro-l,2,6-trideoxy-2,6-imino-β-L-gulo- heptulopyranose, was synthesised from diacetone-D-mannose via the known ketosugar, 6-azido-7-0-tert-butyldimethylsilyl-l,6-dideoxy-3,4-0-isopropylidene-β- L-gulo-heptulofuranose. Removal of the protecting groups from this keto-sugar, followed by reduction of the azide functionality, gave the target system. Analysis of the NMR spectra showed that this existed as an equilibrium mixture of the closed, bicyclic hemiaminal form and the monocyclic imine form, with the bicyclic form predominating in all solvents investigated. The sodium borohydride reduction of l-deoxy-3,4;6,7-di-0-isopropylidene-β-L-gulo-heptulofuranose gave a single product, the heptitol 7-deoxy-l,2;4,5-di-0-isopropylidene- L-glycero-D-gluco-heptitol. This was converted into two novel pyrrolidine amino sugars, l,2,5-trideoxy-2,5-imino-L-glycero-L-allo-heplitol and l,2,5-trideoxy-2,5-imino-L-allitol. The two free hydroxyl groups in the heptitol were converted into leaving groups and one was then displaced selectively with sodium azide. Reduction of the azide functionality gave an amine which cyclised onto the remaining leaving group to form the pyrrolidine framework. Complete deprotection of this product gave l,2,5-trideoxy-2,5-imino-L-glycero-L-allo- heptitol, the structure of which was confirmed by X-ray crystallographic studies on a crystalline derivative. Removal of the primary acetonide from the cyclisation product and subsequent periodate cleavage gave an aldehyde which was then reduced to an alcohol. Deprotection then gave the second pyrrolidine amino sugar l,2,5-trideoxy-2,5-imino-L-allitol. The effect of all five target compounds on eleven human liver glycosidase enzymes was investigated, and these results are also reported.
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Kummer, Christian. "Wikis in higher education." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-138370.
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For many years universities communicated generic graduate attributes (e.g. global citizenship) their students have acquired after studying. Graduate attributes are skills and competencies that are relevant for both employability and other aspects of life (Barrie, 2004). Over the past years and due to the Bologna Process, the focus on competencies has also found its way into universities' curricula. As a consequence, curricula were adapted in order to convey students both in-depth knowledge of a particular area as well as generic competences (Bologna Working Group on Qualifications Framework, 2005, Appendix 8). For example, students with a Master's degree should be able to “communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously” (p. 196). This shift has been supported by the demand of the labour market for students that have achieved social and personal competencies, in addition to in-depth knowledge (Heidenreich, 2011).
On course level, this placed emphasis on collaborative learning, which had led to “greater autonomy for the learner, but also to greater emphasis on active learning, with creation, communication and participation” (Downes, 2005). The shift to collaborative learning has been supported by existing learning theories and models (Brown et al., 1989; Lave and Wenger, 1991; Vygotsky, 1978), which could explain the educational advantages. For example, collaborative learning has proved to promote critical thinking and communications skills (Johnson and Johnson, 1994; Laal and Ghodsi, 2012). As Haythornthwaite (2006) advocates: “collaborative learning holds the promise of active construction of knowledge, enhanced problem articulation, and benefits exploring and sharing information and knowledge gained from peer-to-peer communication” (p. 10). The term collaboration defies clear definition (Dillenbourg, 1999). In this article, cooperation is seen as the division of labour in tasks, which allows group members to work independently, whereas collaboration needs continuous synchronisation and coordination of labour (Dillenbourg et al., 1996; Haythornthwaite, 2006). Therefore, cooperation allows students to subdivide task assignments, work relatively independent, and to piece the results together to one final product. In contrast, collaboration is seen as a synchronous and coordinated effort of all students to accomplish their task assignment resulting in a final product where “no single hand is visible” (Haythornthwaite, 2006, p. 12).
Due to the debate about digital natives (Prensky, 2001) and “students' heavy use of technology” in private life (Luo, 2010, p. 32), teachers have started to explore possible applications of modern technology in teaching and learning. Especially wikis have become popular and gained reasonable attention in higher education. Wikis have been used to support collaborative learning (e.g. Cress and Kimmerle, 2008), collaborative writing (e.g. Naismith et al., 2011), and student engagement (e.g. Neumann and Hood, 2009). A wiki is a “freely expandable collection of interlinked Web ‘pages’, a hypertext system for storing and modifying information - a database, where each page is easily editable by any user” (Leuf and Cunningham, 2001, p. 14; italics in original). Thereby, wikis enable the collaborative construction of knowledge (Alexander, 2006).
With the intention to take advantage of the benefits connected with collaborative learning, this doctoral thesis focuses on the facilitation of collaboration in wikis to leverage collaborative learning.
The doctoral thesis was founded on a constructivist understanding of reality. The research is associated with three different research areas: adoption of IT, computer-supported collaborative learning, and learning analytics. After reviewing existing literature, three focal points were identified that correspond to the research gaps in these research areas: factors influencing students' use of wikis, assessment of collaborative learning, and monitoring of collaboration. The aims of this doctoral thesis were (1) to investigate students' intentions to adopt and barriers to use wikis in higher education, (2) to develop and evaluate a method for assessing computer-supported collaborative learning, and (3) to map educational objectives onto learning-related data in order to establish indicators for collaboration. Based on the research aims, four studies were carried out. Each study raised unique research questions that has been addressed by different methods. Thereby, this doctoral thesis presents findings covering the complete process of the use of wikis to support collaboration and thus provides a holistic view on the use of wikis in higher education.
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Magoula, Angeliki-Elen, and Christopher S. Myers. "Cost in higher education." Monterey California. Naval Postgraduate School, 2007. http://hdl.handle.net/10945/10222.
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MBA Professional ReportState and Federal legislature require that standard data on education-related expenditures be provided by universities and colleges in order to standardize methodology and accountability used nationwide by institutions of higher education. The aim is to review existing cost criteria and procedures for determining costs. Accounting structures vary by institution, and by school. This variability across schools makes decision making a difficult task. The objective of this research is to look into the cost structure used presently by two institutions of higher education, namely the Naval Postgraduate School (NPS) and California State University of Monterey Bay (CSUMB). The financial data that determines the consistency of the cost metrics in the decision making process of these institutions is considered. An analysis of the cost information used to make and support decisions is presented. The variety of the cost structures within the researched institutions is analyzed and compared, in order to identify the factors that generate the differences. The research concluded that both institutions should continue to develop the cost structure to have a comparative view across schools for more efficient planning and the tracing and updating of estimates.
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Klein, Florian. "Additive higher representation theory." Thesis, University of Oxford, 2014. https://ora.ox.ac.uk/objects/uuid:b6af63fb-09f6-458b-ac48-01ede93e462f.
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This thesis is devoted to the study of higher representation theory as introduced in [Rou4]. As this theory is in its early days, it is essential to seek out modules that can rightfully be named building blocks and allow one to express as much of the structure of arbitrary modules as possible in their terms. We contribute towards this undertaking in the case of additive higher representation theory. Inspiration is drawn from Soergel bimodules which categorify the Hecke algebra. We introduce functorially cyclic modules as well as (strongly) universal cell modules. Examples include the minimal categorifications of [Rou4]. Properties of such modules are discussed and universal properties in terms of representable 2-functors are established. This leads to constructions and classifications in terms of split Frobenius objects, using a new variant of the Barr-Beck theorem for additive categories. Furthermore, we encounter a new class of modules so called coinvariant modules which arise from automorphism group actions. We also construct canonical cofiltrations and demonstrate why the Jordan-Hölder theory of [Rou4] does not readily generalise. Throughout, we comment on the succession [MaMi1]-[MaMi5] that tackles the same questions, however arrives at different conclusions. As applications, we first show that the 2-category of singular Soergel bimodules of [Wi2] arises naturally within the additive higher representation theory of Soergel bimodules. Second, we establish (weak) equivalences between certain associated universal cell modules together with a categorification of cell module homomorphisms of the Hecke algebra. Third, we show that singular Soergel bimodules constructed with a faithful representation categorify the Schur algebroid, generalising the main result of [Li]. Fourth given a group and a subgroup, we recover the additive monoidal category of representations of the subgroup from the corresponding category for the group without invoking Tannakian formalism.
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Haugseng, Rune. "Weakly enriched higher categories." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82438.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Mathematics, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 189-190).
The goal of this thesis is to begin to lay the foundations for a theory of enriched [infinity]categories. We introduce a definition of such objects, based on a non-symmetric version of Lurie's theory of [infinity]-operads. Our first main result is a construction of the correct homotopy theory of enriched [infinity]-categories as a localization of an "algebraic" homotopy theory defined using [infinity]-operads; this is joint work with David Gepner. We then prove some comparison results: When a monoidal [infinity]-category arises from a nice monoidal model category we show that the associated homotopy theory of enriched [infinity]-categories is equivalent to the homotopy theory induced by the model category of enriched categories; when the monoidal structure is the Cartesian product we also show that this is equivalent to the homotopy theory of enriched Segal categories. Moreover, we prove that the homotopy theory of ([infinity], n)-categories enriched in spaces, obtained by iterating our enrichment procedure, is equivalent to that of n-fold complete Segal spaces. We also introduce notions of natural transformations and correspondences in the setting of enriched [infinity]-categories, and use these to construct (co,2)-categories of enriched cocategories, functors, and natural transformations, and double co-categories of enriched [infinity]-categories, functors, and correspondences. Finally, we briefly discuss a non-iterative definition of enriched ([infinity], n)-categories, based on a version of [infinity]-operads over Joyal's categories On, and define what should be the correct [infinity]-category of these.
by Rune Haugseng.
Ph.D.
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Shah, Jay (Jay Hungfai Gautam). "Parametrized higher category theory." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112894.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Mathematics, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (page 99).
We develop foundations for the category theory of [infinity]-categories parametrized by a base occategory. Our main contribution is a theory of parametrized homotopy limits and colimits, which recovers and extends the Dotto-Moi theory of G-colimits for G a finite group when the base is chosen to be the orbit category of G. We apply this theory to show that the G-[infinity]-category of G-spaces is freely generated under G-colimits by the contractible G-space, thereby affirming a conjecture of Mike Hill.
by Jay Shah.
Ph. D.
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Jia, Y. "Higher order mutation testing." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1401264/.
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Mutation testing is a fault-based software testing technique that has been studied widely for over three decades. To date, work in this field has focused largely on first order mutants because it is believed that higher order mutation testing is too computationally expensive to be practical. This thesis argues that some higher order mutants are potentially better able to simulate real world faults and to reveal insights into programming bugs than the restricted class of first order mutants. This thesis proposes a higher order mutation testing paradigm which combines valuable higher order mutants and non-trivial first order mutants together for mutation testing. To overcome the exponential increase in the number of higher order mutants a search process that seeks fit mutants (both first and higher order) from the space of all possible mutants is proposed. A fault-based higher order mutant classification scheme is introduced. Based on different types of fault interactions, this approach classifies higher order mutants into four categories: expected, worsening, fault masking and fault shifting. A search-based approach is then proposed for locating subsuming and strongly subsuming higher order mutants. These mutants are a subset of fault mask and fault shift classes of higher order mutants that are more difficult to kill than their constituent first order mutants. Finally, a hybrid test data generation approach is introduced, which combines the dynamic symbolic execution and search based software testing approaches to generate strongly adequate test data to kill first and higher order mutants.
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Marques, Fernandes Oliveira Goncalo. "Monopoles in higher dimensions." Thesis, Imperial College London, 2014. http://hdl.handle.net/10044/1/23570.
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The Bogomolnyi equation is a PDE for a connection and a Higgs field on a bundle over a 3 dimensional Riemannian manifold. Possible extensions of this PDE to higher dimensions preserving the ellipticity modulo gauge transformations require some extra structure, which is available both in 6 dimensional Calabi-Yau manifolds and 7 dimensional G2 manifolds. These extensions are known as higher dimensional monopole equations and Donaldson and Segal proposed that 'counting' solutions (monopoles) may give invariants of certain noncompact Calabi-Yau or G2 manifolds. In this thesis this possibility is investigated and examples of monopoles are constructed on certain Calabi-Yau and G2 manifolds. Moreover, this thesis also develops a Fredholm setup and a moduli theory for monopoles on asymptotically conical manifolds.
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Ma, Wen-Jie. "Higher-Point Conformal Blocks." Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/70384.
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La théorie conforme des champs (en anglais, CFT) joue un rôle central dans la physique théorique moderne. L’étude des CFT débouche sur une compréhension profonde de la théorie des cordes et de la physique de la matière condensée. Dans une CFT, les fonctions de corrélation sont des ingrédients essentiels pour le calcul des observables physiques. En raison de l’existence du développement en produit d’opérateurs (OPE), les fonctions de corrélation conformes peuvent être séparées en parties dynamiques, qui constituent les coefficients de l’OPE ainsi que les dimensions conformes, et en parties cinématiques, appelées les blocs conformes, qui sont complètement fixées par la symétrie conforme. Depuis que le bootstrap conforme a été ravivé en 2008, plusieurs techniques ont été développées pour calculer les blocs conformes à quatre points au cours de la dernière décennie. Contrairement aux blocs à quatre points, les blocs conformes à plus de quatre points, qui sont notoirement difficiles à calculer, n’ont pas encore été étudiés en détail, bien que ces derniers soient utiles pour la mise en œuvre du bootstrap conforme à plusieurs points, tout comme pour l’étude des diagrammes de Witten dans l’espace AdS. Dans cette thèse, en utilisant l’OPE de l’espace de plongement, nous obtenons des expressions pour les blocs conformes scalaires à M points avec des échanges scalaires dans la configuration en peigne, et pour les ceux qui ont six et sept points avec des échanges scalaires dans les configurations en flocon de neige et en flocon de neige étendu. De plus, nous proposons un ensemble de règles de type Feynman pour écrire directement une forme explicite pour tout bloc conforme global en une et deux dimensions. En nous basant sur l’OPE de l’espace de position, nous prouvons les règles de type Feynman par construction. Enfin, après avoir discuté des propriétés de symétrie des blocs conformes, nous développons une méthode systématique pour écrire les équations du bootstrap pour les fonctions de corrélation à plusieurs points.Conformal field theories (CFTs) play a central role in modern theoretical physics. The study of CFTs leads to a deep understanding of both string theory and condensed matter physics. In a CFT, correlation functions are essential ingredients for the computation of physical observables. Due to the existence of the operator product expansion (OPE), conformal correlation functions can be separated into their dynamical parts, which constitute of the OPE coefficients as well as the conformal dimensions, and their kinematic parts, dubbed the conformal blocks, which are completely fixed by conformal symmetry. Since the conformal bootstrap was revived in 2008, several techniques have been developed to compute the four-point conformal blocks during the last decade. In contrast to the four-point blocks, conformal blocks with more than four points, which are notoriously difficult to compute, have not been studied in great detail, although these higher-point conformal blocks are useful for the implementation of higher-point conformal bootstrap as well as the study of AdS Witten diagrams. In this thesis, by using the embedding space OPE, we obtain expressions for the scalar M-point conformal blocks with scalar exchanges in the comb configuration as well as scalar six-and seven-point conformal blocks with scalar exchanges in the snowflake and extended snowflake configurations. Moreover, we propose a set of Feynman-like rules to directly write down an explicit form for any global conformal block in one and two dimensions. Based on the position space OPE, we prove the Feynman-like rules by construction. Finally, after discussing the symmetry properties of the conformal blocks, we develop a systematical way to write down the bootstrap equations for higher-point correlation functions.
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Monin, Benoît. "Higher computability and randomnes." Paris 7, 2014. http://www.theses.fr/2014PA077182.
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Dans cette thèse, nous traitons principalement des notions d'aléatoirité d'ordre supérieur, notamment les notions de Delta ^1_1-aléatoirité, de Pi^1_1-Martin-Löf aléatoirité, de Pi^1_1- aléatoirité faible, et de Pi^1_1-aléatoirité, en mettant plus particulièrement l'accent sur cette dernière notion : la Pi^1_1-aléatoirité. L'étude de ces notions d'aléatoirité soulève plusieurs problématiques. Nous essayons notamment de comprendre les similarités et les différences entre toutes ces notions, mais aussi entre ces notions et les notions d'aléatoirités classiques, largement étudiées ces quinze dernières années. Une différence importante entre les notions de calculabilité/aléatoirité d'ordre supérieur et les notions de calculabilité/aléatoirité classique est de nature topologique. Aussi nous avons concentré nos efforts sur trois des phénomènes à travers lesquels cette différence s'exprime : Dans la notion de calcul, dans la notion d'aléatoire relatif, et dans la notion d'approchabilité. Nous soulignons également les liens étroits entre la notion d'aléatoirité et celle de généricité, que l'on peut considérer comme une version catégorique (au sens de Baire) d'aléatoirité. Pour cette raison, nous étudions aussi la catégoricité effective d'ordre supérieur et nous mettons en avant les différences et similarités qu'elle présente avec la notion d'aléatoiritéWe mainly deal with higher randomness notions, that is, Delta^1_1-randomnes, Pi^1_1-Martin-Löf randomness, weak-Pi^1_1-randomness and especially Pi^1_1-randomness. We also try to understand the similarities and differences between all those higher randomness notions, but also between the classical randomness notions and the higher ones. One important difference between the notions of higher computability/randomness and their classical counterparts, is of topological nature. Also we have concentrated our efforts on three different concepts for which this topological difference arises : The notion of computation, the notion of relativization of randomness and the notion of approximation. We also emphasize the tight connection between randomness and the genercity notions, as we can consider the latter as a categorical version (in the sense of Baire) of randomness. For this reason we also study higher effective categoricity and we point out the differences and similarities higher categoricity shares with higher randomness
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Gorlatova, O. "Higher education in Germany." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16664.
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Dovhopol, H. "Internationalization of higher education." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16677.
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Dovhopol, H. "Trends in higher education." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18525.
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Yuan, Allen Ph D. Massachusetts Institute of Technology. "On the higher Frobenius." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/126941.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Mathematics, May, 2020Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 107-110).
Given a homotopy invariant of a space, one can ask how much of the space can be recovered from that invariant. This question was first addressed in work of Quillen and Sullivan on rational homotopy theory in the 1960's and in work of Dwyer-Hopkins and Mandell on p-adic homotopy theory in the 1990's. In this thesis, we describe a way to unify these ideas and recover a space in its entirety, rather than up to an approximation. The approach is centered around the study of the higher Frobenius map. First defined by Nikolaus and Scholze, the higher Frobenius map generalizes to E[subscript infinity]-ring spectra the classical Frobenius endomorphism for rings in characteristic p. Our main result is that there is an action of the circle group on (a certain subcategory of) p-complete [subscript infinity]-rings whose monodromy is the higher Frobenius. Using this circle action, we give a fully faithful model for a simply connected finite complex X in terms of Frobenius-fixed [subscript infinity]-rings.
by Allen Yuan.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Mathematics
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Kekana, Lizzy Mpho. "Oligomerization of higher olefins." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10905.
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Includes abstract.Includes bibliographical references.
A series of new substituted cyclopentadienyl ligands and their chromium complexes were successfully synthesised and characterised using a wide range of analytical and spectroscopic techniques such as NMR, mass spectrometry, elemental analysis and melting points.The ligands were then tested for the oligomerization of ethylene and 1-hexene. The chromium complexes were tested for the oligomerization of 1-hexene.
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Smith, Shannon Tucker. "Megatrends in Higher Education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9028/.
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Utilizing the theory of John Naisbitt's 1982 Megatrends, this study identifies eight trends for the future of higher education using content analysis of generalized print media reports for three bell-wether states. For the period of 2001-2005, generalized reporting for three newspapers, the Los Angeles Times from Los Angeles, CA, the Miami Herald from Miami, FL, and the Denver Post from Denver, CO, included over four thousand articles and covered 21 primary topics and over 200 secondary topics. Eight trends emerge from the content analysis. Trend 1, from the ivory tower to the public domain, identifies increasingly critical public scrutiny of higher education standards and curricula. Fight or flight, Trend 2, reveals more consistent no-tolerance policies for student behavior. Trend 3, scholar to celebrity, reveals an increasingly public role for university presidents. Academic freedom to academic flexibility, Trend 4, identifies a tightening of academic freedom policies for university staff and faculty. Trend 5, pay now, learn later, focuses on increased popularity of pre-paid and tax free plans for saving college tuition. Fraternity party to fraternity accountability, Trend 6, identifies increased scrutiny of Greek organizations and Greek life within the university environment. Trend 7, tenure to temporary, reflects the growing trend of hiring more part-time faculty rather than hiring faculty for tenure track positions or full-time instructor jobs. Lastly, campus to cyberspace, Trend 8, identifies the continued success of online instruction at the university level.
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Komljenovič, Janja. "Making higher education markets." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702882.
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Smith, Shannon Tucker Fulton-Calkins Patsy. "Megatrends in higher education." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9028.
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Quinn, Lynn. "Teaching in higher education." Routledge, 2014. http://hdl.handle.net/10962/66557.
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publisher versionAs Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.
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Chang, Kai-Chin. "Investigation of higher fullerenes." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät I, 2013. http://dx.doi.org/10.18452/16700.
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Trifluoromethylierung von Mischungen hoeherer Fullerene mit CF3I wurde in Ampullen bei 400-420 Grad Celsius und 500-600 Grad Celsius durchgefuehrt. Die Produktmischungen wurden mittels mehrstufiger HPLC getrennt. In mehreren Versuchen konnten aus den isolierten HPLC-Fraktionen Kristalle fuer die Roentgenstrukturanalyse gewonnen werden. Die folgenden Strukturen der CF3-Derivate der Fullerene C84, C86 und C88 wurden bestimmt: 1 Isomer von C84(4)(CF3)12, C84(11)(CF3)10, C84(11)(CF3)12, C84(11)(CF3)16, C84(16)(CF3)8, C84(16)(CF3)14, C84(18)(CF3)10, C84(18)(CF3)12, C84(22)(CF3)20, C84(23)(CF3)8, C84(22)(CF3)10, C84(22)(CF3)12, C84(22)(CF3)18, C86(17)(CF3)10, C86(17)(CF3)16, C88(33)(CF3)16, C88(33)(CF3)18 und C88(33)(CF3)20. 2 Isomere von C84(22)(CF3)12, C84(22)(CF3)14 und C84(23)(CF3)14. 3 Isomere von C84(11)(CF3)14. 4 Isomere von C84(22)(CF3)16. Die Additionsmuster der Strukturen wurden diskutiert. Die experimentell nachgewiesenen Strukturen wurden mit berechneten Modellstrukturen verglichen. Dabei wurde auch die Stabilitaet der experimentellen Strukturen vorausgesagt. Zusaetzlich wurden die moeglichen Reaktionspfade fuer die Bildung hoeherer Derivate ausgehend von niedrigen Derivaten diskutiert. Sie zeigen, dass die Regioselektivitaet der Addition vom Kaefigisomer abhaengig ist. Die Reaktionspfade von vier Fullerenkaefigen werden in dieser Arbeit vorgestellt. C84(11)(CF3)10 --> C84(11)(CF3)16 C84(22)(CF3)2 --> C84(22)(CF3)20 C84(23)(CF3)10 --> C84(23)(CF3)18 C86(17)(CF3)10 --> C86(17)(CF3)16Trifluoromethylation of higher fullerene mixtures with CF3I was performed in ampoules at 400 to 420 degree Celsius and 500 to 600 degree Celsius. The obtained product mixtures were separated by multistep HPLC. Subsequent crystal growth and X-ray diffraction measurements allowed for structural characterization of the CF3 derivatives of fullerenes C84, C86 and C88 listed as the following. 1 isomer of C84(4)(CF3)12, C84(11)(CF3)10, C84(11)(CF3)12, C84(11)(CF3)16, C84(16)(CF3)8, C84(16)(CF3)14, C84(18)(CF3)10, C84(18)(CF3)12, C84(22)(CF3)20, C84(23)(CF3)8, C84(22)(CF3)10, C84(22)(CF3)12, C84(22)(CF3)18, C86(17)(CF3)10, C86(17)(CF3)16, C88(33)(CF3)16, C88(33)(CF3)18 and C88(33)(CF3)20. 2 isomers of C84(22)(CF3)12, C84(22)(CF3)14 and C84(23)(CF3)14. 3 isomers of C84(11)(CF3)14. 4 isomers of C84(22)(CF3)16. The molecular structures of isolated isomers were discussed in terms of their addition patterns and relative formation energies. DFT calculations were used to predict stable molecular structures of the CF3 derivatives. Calculated model structures have been compared with the experimental ones. In addition, the reaction pathways from the lower derivatives to higher ones of selected compounds were predicted. The pathways indicate the regioselectivity of additions depending on the fullerene cage isomer. Reaction pathways are presented for four fullerene cages in this work. C84(11)(CF3)10 --> C84(11)(CF3)16 C84(22)(CF3)2 --> C84(22)(CF3)20 C84(23)(CF3)10 --> C84(23)(CF3)18 C86(17)(CF3)10 --> C86(17)(CF3)16