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Zugl.: Marburg, Univ., Diss., 2005 u.d.T.: Stock, Christine: Robert Wilhelm Bunsens Korrespondenz vor dem Antritt der Heidelberger Professur

Univ., Diss.--Heidelberg, 2003.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Extensive research has been conducted regarding the efficacy of brief experimental analysis BEA). However, no studies, to date, have investigated the validity of BEAs in an extended analysis incorporating all BEA intervention conditions. The purpose of this study was to further analyze the stability and effectiveness of interventions that were and were not identified through a BEA then confirm the results through an extended analysis of multiple interventions. A variation of a multi-element and alternating treatment design (ATD) was used to examine the effectiveness of brief experimental analysis (BEA) through extended analyses and follow-up treatment procedures on second and third grade students reading at least one year below grade level. Curriculum-based measurements and baseline data were collected followed by the implementation of a BEA which included the following interventions: repeated reading, listening passage preview, phrase drill, and contingent reinforcement. A multi-element/ATD was implemented using all four interventions until a trend in words correct per minute (WCPM) was established for each intervention. A follow-up datum point was collected on the most effective intervention in the BEA phase to determine short-term treatment maintenance. Results indicated that five of the eight students’ extended analyses supported the pre-established criteria of the BEA as measured by WCPM. In addition, the repeated reading intervention was found to be the most effective intervention for seven of the students. These findings suggest that the type of intervention administered is not as important as the amount of time spent practicing reading fluency. Thus, BEAs may not be an effective approach to predetermine the best intervention for students, but it is unlikely that the students will be disserviced by the implementation of this practice.

The architectural program is often seen as a shopping list of requirements the client presents to the architect with the expectation the architect will create a design solution to address the owner's requests. The shopping list may or may not be created with the assistance of an architect. The program in this form is often the result of some form of analysis. The design is then intended to be a formal synthesis. This reductionist approach to architectural program degenerates the capacity of the program to merely solidified functional relationships. Additionally, this approach limits the concept of the program to the initial pre-design phase of the life of the building. My thesis offers a more provisional approach to the concept of the program—breaking apart constant architectural concerns within the pre-design portion of the project into individual concerns/programs to be addressed, and then recombining those individual aspects through a series of contingent imaginings, or processing. Accepting contingency, or the impermanence of various conditions within the architects sphere of influence, as a key aspect of a "pre-graphia" moment, provides the architect with an opportunity to embrace patterns of change within architecture and the world at large. Architecture should address topics such as transforming construction technologies, the individual site as it changes over time, or patterns of bodily inhabitation and imagine possibilities for a project . As a building's purposes change, at varying rates, so will certain aspects of architectural performance. / Master of Architecture

Zugl.: Augsburg, Univ., Diss., 2004

No description available.

Zugl.: Wrocław, Univ., Diss., 2003

Zugl.: Diss.