subject:(Moral Failure)

University of Utah

1. Reyes, Gustavo Adolfo. The use of brokered deposits and its relation to bank failure: the case of industrial banks.

Degree: MS, Economics, 2013, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2358/rec/2711

► As a result of the Great Recession of 2007-2009, the financial services industry came under intense government scrutiny that resulted in the Dodd–Frank Wall Street… (more)

Subjects/Keywords: Bank Failure; Brokered Deposits; Call Reports; FDIC; Industrial Banks; Moral Hazard

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APA (6^th Edition):

Reyes, G. A. (2013). The use of brokered deposits and its relation to bank failure: the case of industrial banks. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2358/rec/2711

Chicago Manual of Style (16^th Edition):

Reyes, Gustavo Adolfo. “The use of brokered deposits and its relation to bank failure: the case of industrial banks.” 2013. Masters Thesis, University of Utah. Accessed January 20, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2358/rec/2711.

MLA Handbook (7^th Edition):

Reyes, Gustavo Adolfo. “The use of brokered deposits and its relation to bank failure: the case of industrial banks.” 2013. Web. 20 Jan 2021.

Vancouver:

Reyes GA. The use of brokered deposits and its relation to bank failure: the case of industrial banks. [Internet] [Masters thesis]. University of Utah; 2013. [cited 2021 Jan 20]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2358/rec/2711.

Council of Science Editors:

Reyes GA. The use of brokered deposits and its relation to bank failure: the case of industrial banks. [Masters Thesis]. University of Utah; 2013. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2358/rec/2711

University of Houston

2. Mooney, Curtis Calvin. From Moral to Immoral Treatment: The Failure to Fund the Treatment of the Seriously Mentally Ill in Texas and the Nation, 1860 to 2018.

Degree: PhD, History, 2019, University of Houston

URL: http://hdl.handle.net/10657/5632

► This study presents a case study of the treatment of serious mental illness in one state, Texas, and its largest city and county, Houston, and… (more)

▼ This study presents a case study of the treatment of serious mental illness in one state, Texas, and its largest city and county, Houston, and Harris County. It also examines critical factors leading to the federal government's involvement in the treatment of severe mental illness from the 1960s through the early 1980s. This new role for the federal government inaugurated a massive deinstitutionalization movement fueled by new federal funding streams and federal court decisions that dramatically altered the treatment of severe mental illness in the United States. Across the country, states released patients from psychiatric hospitals often to highly inappropriate facilities or the streets. The new federally funded community mental health centers focused on treating new, less ill patients from the community rather than treating those exiting the state hospitals. The number of state hospital beds dropped from a high of 550,000 in 1955 to less than 40,000 today. The result has been the criminalization of mental illness resulting in the imprisonment of over 350,000 severely mentally ill citizens, and the recognition that the largest mental health facility in every state is the largest county or city's jail. While other studies have chronicled this history on the national level, this fast-growing state and local community show the fate of the mentally ill who need more services than medication and counseling. For those lacking appropriate treatment, their illness often causes them to commit crimes leading to their arrest and jail. From its history of moral treatment in asylums that removed the mentally ill from jails, Texas and the nation have moved to the immoral treatment of jailing and imprisoning the mentally ill for the illnesses they cannot control. The failure of Texas and the nation to fund appropriate systems for the treatment of mental illness in the wealthiest nation and one of its wealthiest states points to the dramatic need for change in our health care system. Advisors/Committee Members: Decker, Hannah S. (advisor), Schafer, James A., Jr. (committee member), Young, Nancy B. (committee member), Clark, Jennifer H. (committee member).

Subjects/Keywords: Deinstitutionalization; Criminalization of mental illness; Moral treatment; Failure; Funding; Treatments; Texas; Houston; Harris County

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APA (6^th Edition):

Mooney, C. C. (2019). From Moral to Immoral Treatment: The Failure to Fund the Treatment of the Seriously Mentally Ill in Texas and the Nation, 1860 to 2018. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5632

Chicago Manual of Style (16^th Edition):

Mooney, Curtis Calvin. “From Moral to Immoral Treatment: The Failure to Fund the Treatment of the Seriously Mentally Ill in Texas and the Nation, 1860 to 2018.” 2019. Doctoral Dissertation, University of Houston. Accessed January 20, 2021. http://hdl.handle.net/10657/5632.

MLA Handbook (7^th Edition):

Mooney, Curtis Calvin. “From Moral to Immoral Treatment: The Failure to Fund the Treatment of the Seriously Mentally Ill in Texas and the Nation, 1860 to 2018.” 2019. Web. 20 Jan 2021.

Vancouver:

Mooney CC. From Moral to Immoral Treatment: The Failure to Fund the Treatment of the Seriously Mentally Ill in Texas and the Nation, 1860 to 2018. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10657/5632.

Council of Science Editors:

Mooney CC. From Moral to Immoral Treatment: The Failure to Fund the Treatment of the Seriously Mentally Ill in Texas and the Nation, 1860 to 2018. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5632

Liberty University

3. Charles, Adely Thelus. Modern-Day Korahites in Crisis: Causes and Consequences of Moral Failure in Worship Leaders.

Degree: 2020, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/2774

► In the Bible and throughout the history of Christianity, examples of moral failure in ministry leadership demonstrate a negative impact on the leader's family, congregations,… (more)

Subjects/Keywords: Moral Failure; Worship Leader; Dark Side of Leadership; Pride; Accountability; Mentor; Liturgy and Worship; Music

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APA (6^th Edition):

Charles, A. T. (2020). Modern-Day Korahites in Crisis: Causes and Consequences of Moral Failure in Worship Leaders. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2774

Chicago Manual of Style (16^th Edition):

Charles, Adely Thelus. “Modern-Day Korahites in Crisis: Causes and Consequences of Moral Failure in Worship Leaders.” 2020. Doctoral Dissertation, Liberty University. Accessed January 20, 2021. https://digitalcommons.liberty.edu/doctoral/2774.

MLA Handbook (7^th Edition):

Charles, Adely Thelus. “Modern-Day Korahites in Crisis: Causes and Consequences of Moral Failure in Worship Leaders.” 2020. Web. 20 Jan 2021.

Vancouver:

Charles AT. Modern-Day Korahites in Crisis: Causes and Consequences of Moral Failure in Worship Leaders. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2021 Jan 20]. Available from: https://digitalcommons.liberty.edu/doctoral/2774.

Council of Science Editors:

Charles AT. Modern-Day Korahites in Crisis: Causes and Consequences of Moral Failure in Worship Leaders. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2774

4. Glaser, Jacqueline. Les effets d’une activité de remédiation cognitive groupale sur les difficultés d’apprentissage liées au développement moral : Os efeitos de uma intervenção de remediação cognitiva grupal sobre as dificuldades de aprendizagem ligadas ao desenvolvimento moral.

Degree: Docteur es, Psychologie, 2011, Université Lumière – Lyon II

URL: http://www.theses.fr/2011LYO20076

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Nous travaillons sur la remédiation cognitive engagée avec des enfants en échec scolaire du fait de problèmes liés au développement moral. La recherche se réfère… (more)

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Nous travaillons sur la remédiation cognitive engagée avec des enfants en échec scolaire du fait de problèmes liés au développement moral. La recherche se réfère à Piaget, mais pas seulement, dans la mesure où elle s’appuie sur des travaux soit inspirés des recherches de cet auteur, soit sur d’autres perspectives complémentaires des précédentes. L’objectif a été d’établir une façon de travailler favorisant des vécus de coopération et promouvant des situations facilitant l’autonomie des enfants. L’activité de remédiation a duré 6 mois, 21 enfants de 3 écoles de Lyon y ont participé en petits groupes. Une passation pour l’évaluation des domaines cognitif, moral et psycho-affectif est intervenue avant et après la remédiation. Un entretien avec les parents et une fiche d’observation remplie par les enseignants complètent la recherche, qui vise au diagnostic, à la prévention et à la remédiation de l’échec scolaire.

We are working on the cognitive remediation involving children in school failure due to an impediment linked to their moral development. The research refers to Piaget, but not only, in so far as it is based on works inspired either from researchs of this author, either from other prospects complementary to the preceding one’s. The aim is to set up a way of working propitiating actual experiences of cooperation and promoting conditions allowing children autonomy. The remediation activity lasted 6 months, and 21 children of 3 schools in Lyon participated in small groups. A passation to evaluate the cognitive, moral and psychoaffective fields took place before and after the remediation. An interview with the parents and an observation form completed by the teachers finish off the research which aims the diagnosis, the prevention and the remediation of the learning disabilities.

Este trabalho trata da remediação cognitiva de crianças em fracasso escolar por problèmas ligados ao desenvolvimento moral. A pesquisa se refere à Piaget, mas não somente, uma vez que se apoia também em trabalhos inspirados de pesquisas desse autor e outras perspectivas complementarias. O objetivo é de estabelecer uma maneira de trabalhar favorecendo a vivência da cooperação e promovendo situações que facilitam a autonomia das crianças. A atividade de remediação durou 6 meses, 21 crianças de 3 escolas da cidade de Lyon participaram em pequenos grupos. Uma testagem avaliou as crianças antes e depois da remediação nos dominios cognitivo, moral et psico-afetivo. Uma entrevista com os pais e uma ficha prenchida pelos professores complementam a pesquisa que pretende abranger o diagnostico, a prevenção e a remediação das dificuldades de aprendizagem.

Advisors/Committee Members: Besse, Jean-Marie (thesis director).

Subjects/Keywords: Enfant; Développement moral; Échec scolaire; Difficulté d’apprentissage; Remédiation cognitive; Children; Moral development; School failure; Learning disabilities; Cognitive remediation; Criança; Desenvolvimento moral; Fracasso escolar; Dificuldade de aprendizagem; Remediação cognitiva

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APA (6^th Edition):

Glaser, J. (2011). Les effets d’une activité de remédiation cognitive groupale sur les difficultés d’apprentissage liées au développement moral : Os efeitos de uma intervenção de remediação cognitiva grupal sobre as dificuldades de aprendizagem ligadas ao desenvolvimento moral. (Doctoral Dissertation). Université Lumière – Lyon II. Retrieved from http://www.theses.fr/2011LYO20076

Chicago Manual of Style (16^th Edition):

Glaser, Jacqueline. “Les effets d’une activité de remédiation cognitive groupale sur les difficultés d’apprentissage liées au développement moral : Os efeitos de uma intervenção de remediação cognitiva grupal sobre as dificuldades de aprendizagem ligadas ao desenvolvimento moral.” 2011. Doctoral Dissertation, Université Lumière – Lyon II. Accessed January 20, 2021. http://www.theses.fr/2011LYO20076.

MLA Handbook (7^th Edition):

Glaser, Jacqueline. “Les effets d’une activité de remédiation cognitive groupale sur les difficultés d’apprentissage liées au développement moral : Os efeitos de uma intervenção de remediação cognitiva grupal sobre as dificuldades de aprendizagem ligadas ao desenvolvimento moral.” 2011. Web. 20 Jan 2021.

Vancouver:

Glaser J. Les effets d’une activité de remédiation cognitive groupale sur les difficultés d’apprentissage liées au développement moral : Os efeitos de uma intervenção de remediação cognitiva grupal sobre as dificuldades de aprendizagem ligadas ao desenvolvimento moral. [Internet] [Doctoral dissertation]. Université Lumière – Lyon II; 2011. [cited 2021 Jan 20]. Available from: http://www.theses.fr/2011LYO20076.

Council of Science Editors:

Glaser J. Les effets d’une activité de remédiation cognitive groupale sur les difficultés d’apprentissage liées au développement moral : Os efeitos de uma intervenção de remediação cognitiva grupal sobre as dificuldades de aprendizagem ligadas ao desenvolvimento moral. [Doctoral Dissertation]. Université Lumière – Lyon II; 2011. Available from: http://www.theses.fr/2011LYO20076

5. Dick, David Gordon. Ethics and the Possibility of Failure: Getting it Right about Getting it Wrong.

Degree: PhD, Philosophy, 2009, University of Michigan

URL: http://hdl.handle.net/2027.42/63687

► Entire moral philosophies have been rejected for ruling out the possibility of failure. This “fallibility constraint” (also sometimes called the “error constraint”) cannot be justified… (more)

Subjects/Keywords: Ethics; Error; Failure; Freedom; Moral Responsibility; Rules; Philosophy; Humanities

…Unbreakable Rules 1 Chapter 2. Moral Responsibility and the Possibilities of Failure 33 Chapter… …any knowledge of who I was. As a moral philosopher, I find little more noble than the kind… …be compelling and applicable to moral philosophy. What implications this will have for… …restricted only to ethics, but since I have come to this problem through moral philosophy I would… …like to motivate it here with a brief sketch that comes from moral philosophy. This comes…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dick, D. G. (2009). Ethics and the Possibility of Failure: Getting it Right about Getting it Wrong. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/63687

Chicago Manual of Style (16^th Edition):

Dick, David Gordon. “Ethics and the Possibility of Failure: Getting it Right about Getting it Wrong.” 2009. Doctoral Dissertation, University of Michigan. Accessed January 20, 2021. http://hdl.handle.net/2027.42/63687.

MLA Handbook (7^th Edition):

Dick, David Gordon. “Ethics and the Possibility of Failure: Getting it Right about Getting it Wrong.” 2009. Web. 20 Jan 2021.

Vancouver:

Dick DG. Ethics and the Possibility of Failure: Getting it Right about Getting it Wrong. [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/2027.42/63687.

Council of Science Editors:

Dick DG. Ethics and the Possibility of Failure: Getting it Right about Getting it Wrong. [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/63687

6. Tam, Karen. Examining Productive Failure Instruction in Dental Ethics .

Degree: 2017, University of Arizona

URL: http://hdl.handle.net/10150/624532

► These three papers examine "productive failure" as a viable learning design to improve problem solving skills using open-ended problems. Productive failure, a teaching method, is… (more)

▼ These three papers examine "productive failure" as a viable learning design to improve problem solving skills using open-ended problems. Productive failure, a teaching method, is based on the premise of unsuccessful learning performance in solving for complex problems with little to no support while yielding productive learning for subsequent problems. Kapur (2008) argues that hidden efficacies of learning exist in failure in which learners potentially learn through experimentation from their exploration and struggle in solving complex problems in a way that learners must first try and solve complex, novel problems on their own, but ultimately will fail to reach a solution. We have limited understanding if this type of design would be effective on complex problems with multiple solutions since previous studies on productive failure focused on problems with a canonical solution. In the three papers, I examine the extent to which students learn how to solve moral dilemmas in productive failure (PF) compared to lecture and practice (LP) and to what extent instruction in PF helps students learn skills in transferable problem solving. One paper describes a pilot study that was conducted with 21 second-year dental hygiene students. In the randomized-controlled study, analysis did not show significant differences on moral reasoning (p = .06) and transfer of knowledge (p = .58) between PF and LP instructional method. However, the effect size on students' posttest scores was high (d = .76) which as a result of the educational intervention, suggests that PF students demonstrated acquisition of new thinking and approached the complex problem in a more sophisticated moral way of thinking. To replicate these findings, the results from the pilot study were used to make adjustments in instructional and research design for a full-scale study. The second study on 77 second-year dental hygiene students from four dental hygiene programs further shows that PF students gained a deeper conceptual understanding and were better prepared for subsequent problems. PF students, I found, demonstrated greater shifts from simplistic thinking to post conventional thinking compared to LP students. Although PF students performed similarly when compared to LP students on their posttest scores in the moral responses, LP students scored lower than their pretest problem and the difference between pretest and posttest scores in LP School had a moderate effect in a negative direction (d= -.64). Findings in both studies suggest that productive failure design has the potential to help students reach a deeper conceptual understanding when they 1) analyze their own failure; 2) use the learned concept to build upon their own prior knowledge; and 3) repair existing mental models to successfully solve complex problems. As such, continued exploration of various instructional approaches like productive failure is still needed as alternatives to lecture and practice for developing problem solving skills. Advisors/Committee Members: Marx, Ronald (advisor), Marx, Ronald (committeemember), Lopez, Francesa (committeemember), Legg-Burross, Heidi (committeemember).

Subjects/Keywords: dental hygiene ethics; instructional design; productive failure; solving moral dilemmas; transfer of knowledge

…153 PRODUCTIVE FAILURE 9 LIST OF FIGURES PAGE FIGURE 4.1 Patterns of Shifts in Moral… …FAILURE 13 CHAPTER ONE: INTRODUCTION Developing problem solving skills, specifically moral… …moral dilemmas. In this dissertation, I take up this aim by examining “productive failure” as… …productive failure as teaching method for dental hygiene students solving moral dilemmas. I also… …prepared to meet the challenges of moral dilemmas in the profession. PRODUCTIVE FAILURE 20…

3 more images…

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APA (6^th Edition):

Tam, K. (2017). Examining Productive Failure Instruction in Dental Ethics . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624532

Chicago Manual of Style (16^th Edition):

Tam, Karen. “Examining Productive Failure Instruction in Dental Ethics .” 2017. Doctoral Dissertation, University of Arizona. Accessed January 20, 2021. http://hdl.handle.net/10150/624532.

MLA Handbook (7^th Edition):

Tam, Karen. “Examining Productive Failure Instruction in Dental Ethics .” 2017. Web. 20 Jan 2021.

Vancouver:

Tam K. Examining Productive Failure Instruction in Dental Ethics . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10150/624532.

Council of Science Editors:

Tam K. Examining Productive Failure Instruction in Dental Ethics . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624532

7. Jandiroba, Luiz Carlos. Poder, saber, verdane na produção de "situação de fracasso : um estudo do cotidiano escolar no ensino noturno.

Degree: Mémoire, Programmes d'études de cycles supérieurs en éducation (maîtrise, DESS et programmes courts), 2004, Université du Québec à Chicoutimi

URL: http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QCU/TC-QCU-550.pdf ; http://constellation.uqac.ca/550/1/24587738.pdf

► L'étude découle de l'expérience pédagogique du chercheur qui enseigne dans une école nocturne et qui est préoccupé des difficultés qui touchent les élèves par rapport… (more)

▼ L'étude découle de l'expérience pédagogique du chercheur qui enseigne dans une école nocturne et qui est préoccupé des difficultés qui touchent les élèves par rapport aux contenus scolaires. Les réflexions du chercheur mettent en évidence que les rapports sociaux établi entre les enseignants et les élèves en situation d'échec sont chargés de manifestations de pouvoir, surtout parce que les savoirs et les pouvoirs se déroulent de façon inégale en contexte scolaire. Cette compréhension s'est appuyée dans la conclusion que le problème invitateur de cette recherche, a consisté en le fait que l'école a l'habitude de socialiser la connaissance en prenant pour supposition l'égalité des conditions de vie des élèves. Ce fait termine pour produire des situations d'échec qui sont une retombée des rapports caché par les paroles de la vérité et du pouvoir. Cette recherche a comme objectif plus large, comprendre les conditions de production d'échec scolaire chez les élèves qui font leurs études dans la tranche nocturne d'une école de la Ville de Serrinha, Bahia, au Brésil. Il y a la préoccupation de comprendre l'interaction de la triade "pouvoir/savoir/vérité", les enjeux qu'y se déroulent, principalement les stratégies et les implications de cette interaction. La construction théorique s'est appuie dans les oeuvres de Foucault (1979), (199!), (1999); Chariot (2000), (2001), (2002); Certeau (1994); Martinets (2000) et Lefebvre (1968). La pensée des auteurs cites a aidé a mettre en relief la situation d?échec et d'autres questions indispensables à la compréhension de l'objet de l'étude. L'option méthodologique a consisté en l'approche qualitative sous la perspective ethnographique. Nous avons utilisé comme méthode principale l'étude du cas, bien que l'observation directe articulée avec l'entrevue intensive, complétée à travers les inventaires de la connaissance et les inventaires de l'entraînement pédagogique. L'analyse de l'information a été basée sur le paradigme de l'herméneutique de la profondeur en prenant en considération la triangulation des données obtenues à travers de plusieurs outils de recherche. On peut dégager l'existence de stratégies de pouvoir: les enseignants utilisent ces stratégies pour cacher les situations d'échec et les élèves construisent leurs stratégies de justification ou négation de l'échec. Cette situation peut contribuer pour créer le renforcement de l'exclusion, en garantissant de façon paradoxale l'accès et la permanence des étudiants dans l'école, mais en consacrant une nouvelle forme d'exclusion par rapport à l'appropriation des savoirs qui circulent dans l'école. Cette étude apporte une significative contribution à la société brésilienne contemporaine par rapport au rôle sociale de l'école. LES MOTS - CLEF: École; Élève de L'Ecole Nocturne; Échec Scolaire; Pouvoir. Advisors/Committee Members: Rodrigues dos Santos, Stella (advisor), Anadon, Marta (advisor).

Subjects/Keywords: Échec scolaire; Élèves des cours du soir. – Aspect moral – Brésil – Salvador; School failure; Evening and continuation school students – Moral and ethical aspects – Brazil – Salvador; THESE; ELEVE; ENSEIGNANT; POUVOIR; ECHEC; SAVOIR; VERITE; RENFORCEMENT; EXCLUSION; ECOLE; SOIR; CONTENU; SCOLAIRE

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APA (6^th Edition):

Jandiroba, L. C. (2004). Poder, saber, verdane na produção de "situação de fracasso : um estudo do cotidiano escolar no ensino noturno. (Thesis). Université du Québec à Chicoutimi. Retrieved from http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QCU/TC-QCU-550.pdf ; http://constellation.uqac.ca/550/1/24587738.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jandiroba, Luiz Carlos. “Poder, saber, verdane na produção de "situação de fracasso : um estudo do cotidiano escolar no ensino noturno.” 2004. Thesis, Université du Québec à Chicoutimi. Accessed January 20, 2021. http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QCU/TC-QCU-550.pdf ; http://constellation.uqac.ca/550/1/24587738.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jandiroba, Luiz Carlos. “Poder, saber, verdane na produção de "situação de fracasso : um estudo do cotidiano escolar no ensino noturno.” 2004. Web. 20 Jan 2021.

Vancouver:

Jandiroba LC. Poder, saber, verdane na produção de "situação de fracasso : um estudo do cotidiano escolar no ensino noturno. [Internet] [Thesis]. Université du Québec à Chicoutimi; 2004. [cited 2021 Jan 20]. Available from: http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QCU/TC-QCU-550.pdf ; http://constellation.uqac.ca/550/1/24587738.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jandiroba LC. Poder, saber, verdane na produção de "situação de fracasso : um estudo do cotidiano escolar no ensino noturno. [Thesis]. Université du Québec à Chicoutimi; 2004. Available from: http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QCU/TC-QCU-550.pdf ; http://constellation.uqac.ca/550/1/24587738.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Kontali, Athina. Η συμμετοχή του Ελληνορθόδοξου κλήρου στα επαναστατικά κινήματα της Τουρκοκρατίας: 1453-1821.

Degree: 2011, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

URL: http://hdl.handle.net/10442/hedi/26884

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This doctoral dissertation presents the liberal and resistant morale that was demonstrated by a significant part of the Greek orthodox clergy participating with various ways… (more)

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This doctoral dissertation presents the liberal and resistant morale that was demonstrated by a significant part of the Greek orthodox clergy participating with various ways in the uprising movements of the Christian population (Genos) during the Ottoman rule. Particular emphasis is given in the effort of the subordinated to expel the conquerors. The skeptical position of the Ecumenical Patriarchate is designated in regards to unorganized and superficial revolutionary movements, reservation which is supported by the Sacred Canons. Names of clergymen with significant volvement or involvement in revolutionary movements are outlined with chronological order. A brief biographical history is cited for each, their active participation and the positive or negative evaluation of their offer. The real cause of the failure of the revolutionary movements are indicated, where they were due mainly to the absence of coordination and organization and also in their local and confined character.

Η διδακτορική διατριβή μας πραγματεύεται το αντιστασιακό και φιλελεύθερο φρόνημα που απέδειξε ένα σημαντικό μέρος του ελληνορθόδοξου κλήρου συμμετέχοντας με κάθε τρόπο στα επαναστατικά κινήματα του Γένους κατά την Τουρκοκρατία. Παρουσιάζεται η πολιτική, κοινωνική και εκκλησιαστική κατάσταση του Ελληνισμού και δίνεται έμφαση στην προσπάθεια των υποδούλων να απομακρύνουν τους κατακτητές. Αναδεικνύεται η επιφυλακτική στάση του Οικουμενικού Πατριαρχείου απέναντι σε ανοργάνωτες και επιπόλαιες επαναστατικές κινήσεις η οποία τεκμηριώνεται με βάση τους Ιερούς Κανόνες. Αναφέρονται κατά χρονολογική σειρά ονόματα κληρικών με άμεση και έμμεση συμμετοχή σε αντιστασιακές κινήσεις. Ακόμη, παρατίθενται σύντομα βιογραφικά τους στοιχεία, η παρουσίαση της συμμετοχής τους και τέλος η εκτίμηση (αρνητική ή θετική) των ενεργειών τους. Αναφέρεται ακόμη ο αντιστασιακός χαρακτήρας της θυσίας των Νεομαρτύρων-Ιερομαρτύρων και Εθνομαρτύρων. Διερευνώνται επίσης, τα μεταξύ τους κοινά σημεία και διαφορές. Καταγράφεται ακόμη, η συμβολή των μοναστηριών και των Νεομαρτύρων μοναχών στην απελευθερωτική δράση του Γένους. Τέλος, επισημαίνοντας τα πραγματικά αίτια της αποτυχίας των επαναστατικών κινημάτων (1453-1821).

Subjects/Keywords: Ελληνορθόδοξος κλήρος; Οθωμανοκρατία; Επαναστατικά κινήματα; Φιλελεύθερο φρόνημα του Γένους; Οικουμενικό Πατριαρχείο; Νεομάρτυρες και εθνομάρτυρες; Ποιμένουσα εκκλησία σε διαρκή αντίσταση; Αποτυχία των επαναστατικών κινημάτων του Έθνους; Greek Orthodox glergy; Ottoman rule; Revolutionary movements; Liberal moral of the christian population; Ecumenical Patriarchate; Neo martyrs and ethno martyrs; Administrative Church in continuous resistance; Failure of the revolutionary movements of the Genos

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kontali, A. (2011). Η συμμετοχή του Ελληνορθόδοξου κλήρου στα επαναστατικά κινήματα της Τουρκοκρατίας: 1453-1821. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/26884

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kontali, Athina. “Η συμμετοχή του Ελληνορθόδοξου κλήρου στα επαναστατικά κινήματα της Τουρκοκρατίας: 1453-1821.” 2011. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed January 20, 2021. http://hdl.handle.net/10442/hedi/26884.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kontali, Athina. “Η συμμετοχή του Ελληνορθόδοξου κλήρου στα επαναστατικά κινήματα της Τουρκοκρατίας: 1453-1821.” 2011. Web. 20 Jan 2021.

Vancouver:

Kontali A. Η συμμετοχή του Ελληνορθόδοξου κλήρου στα επαναστατικά κινήματα της Τουρκοκρατίας: 1453-1821. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2011. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10442/hedi/26884.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kontali A. Η συμμετοχή του Ελληνορθόδοξου κλήρου στα επαναστατικά κινήματα της Τουρκοκρατίας: 1453-1821. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2011. Available from: http://hdl.handle.net/10442/hedi/26884

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

9. Suzuki, Makoto. The best imperative approach to deontic discourse.

Degree: PhD, Philosophy, 2007, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186164664

► How should we understand deontic statements, for example, "Ken ought to go to bed now"? Such a statement is different from a usual descriptive statement,… (more)

▼ How should we understand deontic statements, for example, "Ken ought to go to bed now"? Such a statement is different from a usual descriptive statement, such as "Ken is going to bed now." The ought statement is not confirmed by the observation that he is going to bed now. What is the meaning of a deontic statement, and what, if anything, makes a deontic statement correct or incorrect? Philosophers have been asking these questions. This dissertation proposes an unconventional approach to them: the best imperative approach. The best imperative approach takes the correctness or truth of a deontic statement, for example, "Ken ought to go to bed now", to be understood in terms of the bestness of a piece of advice (instruction, order, suggestion, or demand) in the imperative mood, such as "Ken, go to bed now." This relation explains why deontic statements are intuitively similar to imperatives, peculiarly action-guiding and conduct-coordinating in many contexts. In addition, given this relation, if we understand what makes certain imperatives the best, we can also know what makes the corresponding ought statements correct. What makes an imperative the best? The prescribed action must be most conducive to a certain end, and it must also be practicable. The dissertation thus seeks a theory of conduciveness and practicability, and considers its implications for the nature and evaluation of ought statements, for example, moral ought statements. The guiding methodological idea is that the theory should account for and systematize the practice of evaluating imperatives and ought statements and our intuitions about it. Among other things, it turns out that the correctness of ought statements varies with the context they are given, but there must be some reason for the addressees to comply with correct ought statements. Further, generally speaking, the action prescribed by an ought statement is not evaluated by itself; it is rather evaluated in combination with compliance with other prescriptions. In addition, there are two different ways of evaluating practicability, one of which concerns personalized action guidance, while the other of which concerns setting up shared standards for a certain type of agents. Advisors/Committee Members: D'Arms, Justin (Advisor).

Subjects/Keywords: Philosophy; imperative; ought; best; legitimacy; the point of an imperative; the point of an ought statement; the point of moral discourse; conduciveness and teleology; practicability; the risk of failure; ought and defect; action guidance; social coordination

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Suzuki, M. (2007). The best imperative approach to deontic discourse. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1186164664

Chicago Manual of Style (16^th Edition):

Suzuki, Makoto. “The best imperative approach to deontic discourse.” 2007. Doctoral Dissertation, The Ohio State University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186164664.

MLA Handbook (7^th Edition):

Suzuki, Makoto. “The best imperative approach to deontic discourse.” 2007. Web. 20 Jan 2021.

Vancouver:

Suzuki M. The best imperative approach to deontic discourse. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186164664.

Council of Science Editors:

Suzuki M. The best imperative approach to deontic discourse. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186164664

University of Illinois – Urbana-Champaign

10. Jacobs, Thomas A. Three Essays in Empirical Asset Pricing.

Degree: PhD, 0075, 2010, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/16903

► The financial crisis of 2007-2008 led to extraordinary government intervention in firms and markets. The scope and depth of government action rivaled that of the… (more)

Subjects/Keywords: Too Big To Fail; Crisis; Moral hazard; Spillover; Systemic Risk; Systemically Important Firm; Bank Run; Subprime; Wholesale Funding; Securitization; Government Support; Government Agents; Federal Reserve; Federal Reserve Intervention; Discount Window; Open Market Operations (OMO); Term Auction Facility (TAF); Primary Dealer Credit Facility (PDCF); Term Securities Lending Facility (TSLF); Guarantee; Deterministic Guarantee; Stochastic Guarantee; Deposit Insurance; Federal Deposit Insurance Corporation (FDIC); Treasury Lending Line; Government Sponsored Enterprises (GSE); Fannie Mae; Freddie Mac; Conservatorship; Government Agents; Continental Illinois National Bank and Trust; Continental Illinois; Bear Stearns Failure; Bear Stearns Rescue; Purchase of Bear Stearns; Lehman Bankruptcy; American International Group (AIG); Derivative Exposure; Purchase of Merrill Lynch; Merrill Lynch; IKB Industrie Deutschebank; IKB; Northern Rock; Bank Run; Purchase of Countrywide; Countrywide; Bank of America; Citigroup; JP Morgan Chase; Big Three Banks; Big Four Banks; Failure of IndyMac Bank; IndyMac; Wachovia; Wells Fargo; Failure of Washington Mutual; Washington Mutual (WAMU); Monoline Insurers; Monoline Insurer Downgrade; Municipal Bond Insurance Association (MBIA); American Municipal Bond Assurance Corporation (AMBAC); Event Study; Merton Model; Model of Debt Return; Model of Equity Return; Cumulative Abnormal Return; Credit Default Swaps (CDS); Measuring CDS Returns; CDX Index; Monte Carlo Simulation; Troubled Asset Relief Program (TARP); Morgan Stanley; Goldman Sachs; Arbitrage; Limits to Arbitrage; U.S. Treasury Markets; Inflation Markets; Inflation Derivatives; Inflation Indexed Swaps; Treasury Inflation Protected Securities (TIPS); Break Even Inflation (BEI); Inflation Indexed Swap Basis; Inflation Indexed Swap Basis (IIS Basis); Liquidity; On-the-run; Off-the-run; Consumer Price Index (CPI); Bureau of Labor Statistics (BLS); Blue Chip Economic Indicators; Survey of Professional Forecasters (SPF); Bid Ask Spread; Event Study Methodology; Debt Based Event Study; CDS Based Event Study; Market Model; Adjusted Spread; Monte Carlo Experiments; Moody's BAA Seasoned Bond Index; LIBOR Swap Rate; Size and Power Tests; Investment Grade Firms; Non-Investment Grade Firms; Performance Measure

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jacobs, T. A. (2010). Three Essays in Empirical Asset Pricing. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16903

Chicago Manual of Style (16^th Edition):

Jacobs, Thomas A. “Three Essays in Empirical Asset Pricing.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 20, 2021. http://hdl.handle.net/2142/16903.

MLA Handbook (7^th Edition):

Jacobs, Thomas A. “Three Essays in Empirical Asset Pricing.” 2010. Web. 20 Jan 2021.

Vancouver:

Jacobs TA. Three Essays in Empirical Asset Pricing. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/2142/16903.

Council of Science Editors:

Jacobs TA. Three Essays in Empirical Asset Pricing. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16903

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Open Access Theses and Dissertations