En los últimos años, la tecnología se ha caracterizado por tener grandes avances los cuales pueden ser aplicados a un beneficio conjunto. Los actuales centros de rehabilitación física en el Perú no cuentan con la tecnología suficiente en la cual se puedan apoyar para brindar un seguimiento dar un mejor diagnóstico a los pacientes que están en rehabilitación. La rehabilitación física es el tipo de tratamiento más frecuente en el Perú para personas que presentan cierta discapacidad física (62%). Sin embargo, muchas de ellas no llegan a culminar exitosamente las sesiones de terapia física que tienen programas ya que encuentran los ejercicios repetitivos y poco motivadores. Así mismo, muchas veces durante las sesiones, un único terapeuta es quien está a cargo de un grupo de pacientes, lo cual hace imposible que preste 100% de su atención a cada uno. Es por ello por lo que el presente proyecto tiene como objetivo principal la implementación de una aplicación que permite el uso de la tecnología como apoyo en la terapia física a través del Kinect 2.0 para pacientes con tendinopatía del hombro. / In recent years, technology has been characterized by having great advances which can be applied to a joint benefit. The current physical rehabilitation centers in Peru do not have enough technology that can be supported to provide follow-up to give a better diagnosis to patients who are in rehabilitation. Physical rehabilitation is the most frequent type of treatment in Peru for people with certain physical disabilities (62%). However, many of them fail to successfully complete physical therapy sessions that have programs because they find repetitive and unmotivating exercises. Also, many times during the sessions, a single therapist is in charge of a group of patients, which makes it impossible for him to give 100% of his attention to each one. That is why this project has as its main objective the implementation of an application that allows the use of technology as a support in physical therapy through Kinect 2.0 for patients with shoulder tendinopathy. / Tesis

Two architectural entities meet at a point in time, to form a simultaneous presence of both, habitation and expression. An architectural intervention in that sense is an evolutionary process in which ideas of different periods and languages are examined, translated and confronted. Even though opposed in their characteristics, they confer into a dialog of unity. The juxtaposition of architectural ideals, environmental resources and technologies of various times become stratified in a continuity of building. / Master of Architecture

Este trabalho apresenta o desenvolvimento de um ambiente de estudos para Telereabilitação Robótica utilizando jogos cooperativos desenvolvidos com o ambiente de desenvolvimento Unity e comunicação via sockets baseados em TCP/IP. Para tanto, fez-se necessário a implementação de um programa de controle de comunicação, um jogo e um sistema robótico. A fim de estudar este ambiente, foram implementados três métodos de comunicação entre o sistema robótico e o jogo, de acordo com a literatura. Os métodos são: Controle Teleoperado Direto (PD Simétrico), Controle Teleoperado por Variáveis de Ondas e Controle Teleoperado através de Ambiente Virtual. Para realizar a avaliação destes métodos foram implementados quatro simulações de atraso de comunicação, onde os seguintes parâmetros foram avaliados: estabilidade das mensagens enviadas e recebidas, sincronismos dos motores do sistema robótico e seus parâmetros (torque e velocidade) e sincronismo do sistema robótico com o ambiente lúdico (jogo). As situações de atraso criadas foram de: 1 milissegundo, 300 milissegundos, 600 milissegundos e 900 milissegundos. Todos os métodos implementados se mostraram suscetíveis a altos índices de atraso (especialmente ao testarmos atrasos artificiais de 600 e 900 milissegundos). O método que apresentou menores falhas foi o de controle de variáveis de ondas. / This dissertation presents the development of an study environment for telerehabilitation robotics using cooperative games developed with Unity (Game Engine) and communication with sockets based on TCP/IP protocol. For this purpose, it was necessary to implement a control program of communication, one game and a robotic system. To study this environment, three methods of communication between the robotic system and the game according to the literature were implemented. These methods are: Direct Teleoperated Control (symmetrical PD), Teleoperated Control for Wave Variables and Teleoperated Control through Virtual Environment. In order to evaluate these methods were implemented four simulations delay of communication, where the following parameters were evaluated: stability of messages sent and received, timings of the motors of the robotic system and its parameters (torque and speed) and timing of the robotic system with playful environment (game). The delay simulations were created: 1 millisecond, 300 milliseconds, 600 milliseconds and 900 milliseconds. All implemented methods proved susceptible to high rates of delay (especially when we test artificial delays of 600 and 900 milliseconds). The method presented minor flaws was the Teleoperated Control for Wave Variables.

Este trabalho apresenta o desenvolvimento de um ambiente de estudos para Telereabilitação Robótica utilizando jogos cooperativos desenvolvidos com o ambiente de desenvolvimento Unity e comunicação via sockets baseados em TCP/IP. Para tanto, fez-se necessário a implementação de um programa de controle de comunicação, um jogo e um sistema robótico. A fim de estudar este ambiente, foram implementados três métodos de comunicação entre o sistema robótico e o jogo, de acordo com a literatura. Os métodos são: Controle Teleoperado Direto (PD Simétrico), Controle Teleoperado por Variáveis de Ondas e Controle Teleoperado através de Ambiente Virtual. Para realizar a avaliação destes métodos foram implementados quatro simulações de atraso de comunicação, onde os seguintes parâmetros foram avaliados: estabilidade das mensagens enviadas e recebidas, sincronismos dos motores do sistema robótico e seus parâmetros (torque e velocidade) e sincronismo do sistema robótico com o ambiente lúdico (jogo). As situações de atraso criadas foram de: 1 milissegundo, 300 milissegundos, 600 milissegundos e 900 milissegundos. Todos os métodos implementados se mostraram suscetíveis a altos índices de atraso (especialmente ao testarmos atrasos artificiais de 600 e 900 milissegundos). O método que apresentou menores falhas foi o de controle de variáveis de ondas. / This dissertation presents the development of an study environment for telerehabilitation robotics using cooperative games developed with Unity (Game Engine) and communication with sockets based on TCP/IP protocol. For this purpose, it was necessary to implement a control program of communication, one game and a robotic system. To study this environment, three methods of communication between the robotic system and the game according to the literature were implemented. These methods are: Direct Teleoperated Control (symmetrical PD), Teleoperated Control for Wave Variables and Teleoperated Control through Virtual Environment. In order to evaluate these methods were implemented four simulations delay of communication, where the following parameters were evaluated: stability of messages sent and received, timings of the motors of the robotic system and its parameters (torque and speed) and timing of the robotic system with playful environment (game). The delay simulations were created: 1 millisecond, 300 milliseconds, 600 milliseconds and 900 milliseconds. All implemented methods proved susceptible to high rates of delay (especially when we test artificial delays of 600 and 900 milliseconds). The method presented minor flaws was the Teleoperated Control for Wave Variables.

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<p>For thousands of years, people from a variety of philosophical, religious, spiritual, and scientific perspectives have believed in the fundamental unity of all that exists, and this belief appears to be increasingly prevalent in Western cultures. The present research was the first investigation of the psychological and interpersonal implications of believing in oneness. Self-report measures were developed to assess three distinct variants of the belief in oneness – belief in the fundamental oneness of everything, of all living things, and of humanity – and studies examined how believing in oneness is associated with people’s self-views, attitudes, personality, emotions, and behavior. Using both correlational and experimental approaches, the findings supported the hypothesis that believing in oneness is associated with feeling greater connection and concern for people, nonhuman animals, and the environment, and in being particularly concerned for people and things beyond one’s immediate circle of friends and family. The belief is also associated with experiences in which everything is perceived to be one, and with certain spiritual and esoteric beliefs. Although the three variations of belief in oneness were highly correlated and related to other constructs similarly, they showed evidence of explaining unique variance in conceptually relevant variables. Belief in the oneness of humanity, but not belief in the oneness of living things, uniquely explained variance in prosociality, empathic concern, and compassion for others. In contrast, belief in the oneness of living things, but not belief in oneness of humanity, uniquely explained variance in beliefs and concerns regarding the well-being of nonhuman animals and the environment. The belief in oneness is a meaningful existential belief that is endorsed to varying degrees by a nontrivial portion of the population and that has numerous implications for people’s personal well-being and interactions with people, animals, and the natural world.</p> / Dissertation

Honouring the Journey to the Eighth Fire: Educating to Create Common-Unity Many directions people turn to today there is dissension: bombings, riots, shootings, famine and even genocide. There is an increasing awareness that change is required to create a more peaceful world, but how can we create common-unity and integrate it into educational systems? This narrative enquiry research explores the ways Maxwell International Baha’i School (MIBS) attempted to create an inclusive community that was founded on the principle of the oneness of humanity. It was through MIBS’s conscious attempt to create community that people felt accepted, safe and learned to connect. This research, through a focus group of primary stakeholders, explored the way community was intentionally built. The findings in this research revealed that from its inception, MIBS accepted diversity as a means to create unity, leading to members feeling a sense of belonging, connected to a greater purpose and a desire to serve humanity. With a conscious desire, schools could replicate this type of inclusive community. It is with this knowledge that I have been asked to create a more inclusive community at my current school. Education for a globally inclusive world must not be merely a separation and honouring of diversity, but must instead weave together the diverse elements through ritual and ceremony in a manner that creates an integrated tapestry. It is time to consciously and fully educate people to see that “the earth is but one country and mankind its citizens.” (Baha’u’llah, 1990, p. 346) / Graduate / mcleod.kristy@gmail.com

We place a differential on $\dot\UC_{\mathfrak{sl}_3}^+$ and show that $\dot\UC_{\mathfrak{sl}_3}^+$ is Fc-filtered. This gives a categorification of the positive half of quantum $\sl_3$ at a prime root of unity.

Inaug.-Diss.--Cologne. / Summary in German. Vita. Bibliography: p. 114-119.