Bøker utgitt av Shakeel

The problem of violent oppression is a persistent one. Every regime-autocratic or democratic-has an obligation to prevent the violent oppression of its citizens. My dissertation "Good Arms and Good Laws: Machiavelli, Kegime-Type, and Violent Oppression uses Machiavelli's understanding of different regime types and theit political dynamies to explore the means by which democracies and autocracies alike can. prevent violent oppression within their borders. My exploration produces a standard for praiseworthy political regimes and action, based on what Machiavelli identities as the people's desire "not to be oppressed."Machiavelli's analysis of this problem of political violence leads to the conclusion that all types of regimes are united in needing an interdependent, yet compelitive. political relationship between their leading political figure(s) and the people at large. Different kinds of regimes vary, however, in the roles that their primary political classes must play in order to prevent oppression within their borders. After using the Florentine Histories to identify the lines of thinking central to Machiavelli's work, in chapter 1 I turn to Machiavelli's discussion of the citizen-militia in The Art of War.

Using computational approaches utilizing large datasets to investigate public healthinformation is an important mechanism for institutions seeking to identify strategiesfor improving public health. The art in computational approaches, for examplein health research, is managing the trade-offs between the two perspectives:first, inference and s econd, p rediction. Many techniques from statistical methods(SM) and machine learning (ML) may, in principle, be used for both perspectives.However, SM has a well established focus on inference by building probabilisticmodels which allows us to determine a quantitative measure of confidence aboutthe magnitude of the effect. Simulation-based validation approaches can be usedin conjunction with SM to explicitly verify assumptions and redefine t he specifiedmodel, if n ecessary. On the other hand, ML uses general-purpose algorithmsto find p atterns t hat b est p redict t he o utcome and makes minimal assumptionsabout the data-generating process; and may be more effective in a number of situations.My work employs both SM- and ML- based computational approaches toinvestigate particular public health problems. Chapter One provides philosophicalbackground and compares the application of the two approaches in public health.Chapter Two describes and implements penalized Cox proportional hazard modelsfor time-varying covariates time-to-event data. Chapter Three applies traditionalsurvival models and machine learning algorithms to predict survival times of cancerpatients, while incorporating the information about the time-varying covariates.Chapter Four discusses and implements various approaches for computing predictionsand effects for generalized linear (mixed) models. Finally, Chapter Fiveimplements and compares various statistical models for handling univariate andmultivariate binary outcomes for water, sanitation and hygiene (WaSH) data.

How much do words matter? Is it necessary to examine what the terms "knowledge"and "terrorism" really mean in a philosophical debate about knowledge or terrorism?In this inquiry, I discuss how this question arises in a number of contextssuch as the location problem for certain metaphysical and epistemological projects,the idea that changes in meaning change the subject under discussion, when evaluativeterms like "terrorism" are contested and hinder normative debates, and when adispute might be merely verbal.Views on the role of words in first-order debates fall roughly into two camps.Some philosophers acknowledge the need to examine the actual meaning of terms inorder to settle the subject matter of an inquiry, and they do so by either conductingconceptual analysis or using empirical methods. Meanwhile, others claim that it islargely unnecessary to analyse the meaning of terms when we are interested in thenature of things. I argue that for all of the cases considered, an updated version ofCarnap's method of explication is the most promising method for settling the subjectmatter of inquiry. On this approach, we revise pre-theoretic terms guided by our aims.For a clearer view on what the subject matter of a debate is, I draw on David Lewis'snotion of the subject matter of a statement.My methodological approach has considerable advantages over traditional aswell as more recent forms of conceptual analysis. Moreover, it promotes consideringimportant terminological matters that are underrated by opponents of conceptualanalysis. The upshot is that the ordinary meaning of words used in first-order inquirydoes not matter much. The more important question is how to adjust and refine themeaning of these words in the light of our aims. How we decide this question hasepistemic, ethical and pragmatic implications.

Collaboration las emanged as a demanant topic is early modern staches over the last tharty years, the paradigm of collaboration has helped to fuel a feminist revisionist literacy history that is alect to the vanety of rales women anal zen played meatly umodern hterary productum. My thess conmbutes to this project. I investigate the textual legacies of four sites of women's manuscript production in early modem England. Jane Cavendish and Elizabeth Brackley's Poems Songs a Pastorall and a Plics; the Story Books produced by the Fettar and Collet families at Lattle Gadlung. Jane Lounley and Mary Howard's translations, dedicated to their father, the Eard of Arundel and Mary Wroth's two mamscript versions of Love's Victory. All of these sexts are presentation volumes of manuscrip pubseations, and as such they commumicate as nach theough their material construction and visual. omamentation as they do through their written meanings. Questions of production, then, must reach beyond the author(s), nazrowly defined, to include their processes of matenal construction. As plays dialogues, ocations and dedicatory epistles, fathermore, all four case studiers heat a close relationship to performance, and therefore to oral and social histories. Cracking open the concept of authorship in this way admits a range of textual collaborators alongside writers. These collaborators contribute in teeluncal and hierary, enmotional and economa, maternal and maginative, obvious and Indden ways. llow do these texts represeur their own complex processes of collaborative production? What kinds of collaborations do they foregroueal and why? And what do these collaborationus iell us about Our operation of gender in the micro history of the text? in order to aarmer these questious, I pilot a new kamd of lustonensed toading practise that colmes the macro-lustonscol and maternalist perspectives of book history with a close textual focus. I argue that early modern women i manuscript productionwas mitiply collaborative; that representations of collaboration are almost always discursive andstrategic, even as they are also sluped by stylistic conventiones, and that questions of proximery, statusand labour inhere in cepresentations of collaboration.

The societal implications of technology developed through physics are not alwaysclear. Physicists need to use ethical reasoning skills to maneuver through morallyambiguous situations. For this reason, curricula for physics students should also begeared towards developing these skills. This thesis focuses on the effects of ethicaldiscussions in the physics classroom. I present an examination of physics students'engagement in a unit about the development of the atomic bomb through a two-partstudy where students interpret and apply an ethical framework to discussions aboutthe development of the atomic bomb and current STEM research. Using both studentwritten work and video-recordings of in-class discussions, I analyze how thecurriculum design may influence student learning. Study 1 uses students' written workto understand how they interpret and apply an ethical framework to their discussionsabout the development of the atomic bomb and to current STEM research. Ouranalysis shows that students conflate certain ethical principles and/or avoid theirnegative implications, which in turn leads to a misapplication of the principles.However, students also demonstrate a range of productive approaches to applyingthese ethical principles which contribute to the development of strong ethicalarguments. Study 2 uses video-recorded data of classroom interactions to understandhow ethical discussions can be supported in the classroom. Our analysis shows theemergence of different group dynamics that seem to fall along a spectrum ofengagement modes. The emergent modes are defined by the extent to whichstudents share a collective sense of what is going on in their group and build on eachother's' ideas. From the analysis, I consider how cues from the professor and LAs, aswell as the availability of guiding prompts and other relevant curricular resources,influence these dynamics. I also share possible implications of these findings forinstruction physics education researchers