Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Meteorology, 1980. / Microfiche copy available in Archives and Science. / Bibliography: leaves 77-78. / by William Kurt Dewar. / M.S.

An excited nucleus may undergo a transition to its ground state by the emission of a gamma ray. The nucleus, if free to do so, will recoil and take some of the transition energy as recoil energy leaving less energy for the emitted gamma ray. This gamma ray does not have enough energy to excite a similar nucleus and will, therefore, not by resonantly absorbed due to the fact that the natural linewidth of the gamma ray is so much smaller than the energy taken by the emitting atom and the similar energy needed by the absorbing atom. In 1958 a new effort in the emission and absorption processes of low energy gamma rays was announced by Rudolph L. Mössbauer. His discovery was made while he was doing graduate work at Heidelberg, Germany. Since that time this effect, not known as the Mössbauer effect, has been studied and confirmed in many laboratories. By 1961 the significance and usefulness of this effect was so widely recognized that Rudolph Mössbauer was awarded the Nobel Prize. The new effect involves recoil free emission and resonant absorption of low energy gamma rays by atoms tightly bound in a crystalline lattice. The characteristics of the Mössbauer effect have led to the feasibility of studies previously not possible in nuclear-. Solid taste-, and atomic physics; chemistry; and biology. It is the purpose of this research project to design and build a Mössbauer effect apparatus.

No description available.

Music has, at least to a certain degree, established itself among the subject matter of modern-day school curricula. Its position is probably most precarious in our Junior High School system. Although the Junior High is by no means a recent innovation, it is a controversial one. and is still somewhat in an experimental stage in many respects. Music instruction, particularly, is greatly affected by this profound influence upon the instructional work of the seventh, eighth and ninth grades that the Junior High division has given. John W. Beattie has put it the way:

Minimally Invasive Surgery (MIS) is a growing field including both laparoscopic androbotic operations. Surgeons and engineers are making continual efforts to reduce the negative effects of procedures on patients. Reducing the size of the surgical instruments is one effective method pursued in this effort. When the instruments approach 3 mm in diameter, they reach a threshold where the entry incisions can be small enough that no scar is left on the patient. Laparoscopic instruments on this scale exist but typically lack wrist articulation and only have 1 degree of freedom (DoF). Alternatively, robotic surgical instruments can achieve high levels of dexterity but at a greater diameter. Smaller diameter robotic instruments employ snake wrists but this results in large swept volumes. There is a need for smaller robotic instruments with 3 DoF that preserve a small operational volume. Several unique challenges result when trying to develop small-scale instruments. Friction forces due to the relative motion of actuation cables and other parts in the mechanisms become more significant, as do the challenges of producing and assembling parts with extremely small features. These challenges have been limiting factors for the size of instruments. Traditional mechanisms use pin joints and pulleys which result in higher part counts and higher internal friction. To overcome these challenges, two alternative designs that reduce part count and minimize friction are presented as potential mechanisms that could be used as surgical instruments on the mesoscale (1-5 mm). Both designs implement rolling contact and gearing in place of pin joints and pulleys to realize their motion. Additionally, alternative manufacturing methods that are ideally suited to mesoscale production are presented. Micro metal laser sintering and composite carbon nanotude structures are shown to have the resolution required to create the detailed features necessary for these new designs. The result are two mechanisms suited to be produced as mesoscale, robotically actuated, surgical instruments. One of the two designs has been physically prototyped and has demonstrated clinical capabilities at 4 and 5 mm diameter instrument sizes.

It is the purpose of this thesis to present some of the material to be employed in the pedagogy of the woodwind instrument classes at the college level in order that this material may serve as a useful and beneficial guide for the students and teachers of the woodwind instrument classes. This study has been prepared in the belief that a most serious obstacle in the teaching of woodwind instrument classes is the lack of a comprehensive text dealing with the fundamentals underlying the selection of teaching materials to be used. In a large number of instances young teachers are confronted with the necessity of developing a woodwind department in their schools without having had any systematic preparation for the task. This thesis attempts to meet this need.

Thèse en cotutelle : Université Laval, Québec, Canada et Universidade Federal do Ceará, Fortaleza, Brésil / Bien que plusieurs recherches ont souligné l’importance de la métacognition dans l’apprentissage et le développement musical, il existe peu d’études sur son utilisation dans l’enseignement collectif et hétérogène des instruments de musique dans le cadre des programmes de premier cycle en enseignement de la musique, notamment en ce qui concerne les instruments à vent de la famille des cuivres. Ainsi, dans le cadre d’un paradigme interprétatif / constructiviste, nous avons mené une recherche qualitative de nature exploratoire, dont l’objectif était de décrire l’utilisation des stratégies métacognitives dans les processus d’enseignement et d’apprentissage de ces instruments et de la lecture de la notation musicale, durant le cours Instrument complémentaire - Vents 1, d’un programme universitaire de premier cycle en enseignement de la musique, dans une université publique du nord-est du Brésil. Nous avons réalisé une intervention pédagogique de 32 heures par le biais de matériels didactiques et d’approches pédagogiques conçus dans l’intérêt de promouvoir, outre l’apprentissage de ces instruments et la lecture de la notation musicale, le développement métacognitif des étudiants. L’échantillon était composé de huit étudiants (n = 8), quatre femmes et quatre hommes, âgés de 19 à 22 ans. La collecte des données a été effectuée à partir d’un Questionnaire sur les données sociodémographiques et les connaissances musicales antérieures, de neuf Compte rendus de réflexion, d’un Questionnaire de réflexion et d’un Test pratique d’étude et de performance musicale. Pour l’analyse des données, nous avons utilisé la technique de l’analyse de contenu, à partir de la codification fondée sur les écrits de Garcia et Dubé (2012) et de Whitebread et al. (2009). De cette façon, nous avons identifié un total de 856 indices métacognitifs qui nous ont permis de décrire les caractéristiques du processus d’apprentissage, en soulignant les aspects liés aux connaissances métacognitives sur les personnes, les tâches et les stratégies, ainsi que la gestion des processus mentaux liés à la planification, au contrôle et à la régulation. Compte tenu des résultats de notre recherche, nous concluons que la métacognition peut être un outil important dans l’enseignement collectif des instruments de musique, permettant non seulement l’apprentissage et/ou le perfectionnement musical, mais aussi le développement de compétences pédagogiques. / Although several studies have emphasized the importance of metacognition in musical learning and development, only a small number have examined its use in the collective and heterogeneous teaching of musical instruments in undergraduate music education programs, particularly with respect to wind instruments of the brass family. Therefore, within the framework of an interpretive/constructivist paradigm, the goal of this qualitative research study of an exploratory nature was to describe the use of metacognitive strategies in the processes of teaching and learning these instruments and reading music notation, during the course Complementary Instrument - Winds 1, in an undergraduate program in music education at a public university in Northeastern Brazil. A 32-hour pedagogical intervention was carried out employing didactic materials and pedagogical approaches designed in the interest of promoting, in addition to learning these instruments and reading music notation, the metacognitive development of the students. The sample was comprised of eight students (n = 8), four females and four males, aged 19-22 years old. Data collection tools included a Questionnaire on Socio-demographic Data and Prior Musical Knowledge, nine Reflection Reports, a Reflection Questionnaire and a Music Study and Performance Practice Test. A content analysis was conducted using coding strategies based on the work of Garcia and Dubé (2012) and Whitebread et al. (2009). A total of 856 metacognitive indices were identified that allowed the researcher to describe the characteristics of the learning process, highlighting aspects related to metacognitive knowledge about people, tasks and strategies, as well as the management of mental processes related to planning, control and regulation. The results of this research study suggest that metacognition can be an important tool in the contexts of collective teaching of musical instruments, allowing not only for learning and/or musical development, but also for the development of pedagogical skills. / Embora pesquisas diversas tenham evidenciado a importância da metacognição no aprendizado e desenvolvimento musical, são escassos os estudos sobre seu uso no ensino coletivo e heterogêneo de instrumentos musicais no âmbito de cursos de licenciatura em música, principalmente no que se refere aos instrumentos de sopro da família dos metais. Assim, dentro de um paradigma interpretativo / construtivista, realizamos uma pesquisa qualitativa de natureza exploratória, cujo objetivo foi descrever o uso de estratégias metacognitivas nos processos de ensino e aprendizagem destes instrumentos e da leitura de notação musical, no âmbito da disciplina Instrumento Complementar – Sopros 1, de um curso de licenciatura em música de uma universidade pública do nordeste brasileiro. Contexto em que realizamos uma intervenção pedagógica de 32 horas/aula, mediada por materiais didáticos e abordagens pedagógicas concebidas com o interesse de promover, além do aprendizado destes instrumentos e da leitura de notação musical, o desenvolvimento metacognitivo dos estudantes. A amostra foi composta por oito alunos (n = 8), sendo quatro do sexo feminino e quatro do sexo masculino, com idades que variavam entre 19 e 22 anos. A coleta de dados foi feita a partir de um Questionário Sobre Dados Sociodemográficos e Conhecimentos Musicais Anteriores, nove Diários de Reflexão, um Questionário de Reflexão e um Teste Prático de Estudo e Performance Musical. Para análise dos dados utilizamos a técnica de Análise de Conteúdo, partindo de codificação fundamentada pelos artigos de Garcia e Dubé (2012) e Whitebread et al. (2009). Desta forma, identificamos um total de 856 indícios metacognitivos que nos permitiram descrever as características do processo de aprendizagem, ressaltando aspectos referentes aos conhecimentos metacognitivos sobre as pessoas, sobre as tarefas e sobre as estratégias, bem como, referentes à gestão de processos mentais vinculados ao planejamento, controle e regulação. Considerando os resultados de nossa pesquisa, concluímos que a metacognição pode ser uma importante ferramenta no ensino coletivo de instrumentos musicais, proporcionando não somente o aprendizado e/ou aprimoramento musical, mas também o desenvolvimento de competências pedagógicas.

Thesis (Ph.D.)--Boston University / The purpose of this study was to examine the life of Phyllis Young (b. 1925) and her contributions to string education. The researcher explored her ancestry, childhood, education, personal life, and career as a cellist and string pedagogue. The study is divided into a prologue, five chapters, and an epilogue, and ends with her retirement from the University of Texas String Project in 1993. Phyllis Young, a faculty member at the University of Texas at Austin from 1953- 2007, was Professor of Cello from 1974-2007 and the Parker C. Fielder Regents Professor in Music from 1991-2007. She authored two books, Playing the String Game (1978) and The String Play (1986), and served as national president of the American String Teachers Association. She received that organization's Distinguished Service Award (1984) and the Paul Rolland Lifetime Achievement Award (2002). In 2006, the American String Teachers Association established an award in her name, The Phyllis Young Outstanding Studio Teacher Award. For forty years (1953-1993) Young was associated with the University of Texas String Project, a teacher training program that continues to serve as a model for numerous string programs nation-wide. She was director of the project from 1965-93. Young has given lecture-demonstrations, master classes, and workshops for string teachers in thirtythree countries on six continents and in forty-four of the American states. Her success as a pedagogue is substantiated through her numerous students, many of whom occupy significant musical positions in universities and orchestras, and as leaders in the string education field. Phyllis Young is a dedicated, passionate teacher whose legacy rests not only on her professional accomplishments, but also on her influence on those who have been associated with her. The success of her students, her influence on other string teachers and programs, and her two books, all lasting testaments to her commitment to excellence, can be considered the most significant components of her legacy.

Recent hardware developments of automated, high speed, portable X-ray diffraction instrumentation have not yet resulted in widespread use of the technique in industry despite its potentials. We suggest that these hardware developments require an equivalent development in the training of instrument operators in order to guarantee the integrity of the resulting data, as well as to enhance the understanding of such materials characterization data. The hurdle to date is the variety of skills necessary in a wide range of scientific and engineering disciplines and which are not commonly found in a single individual. We suggest that a computer-based system, integrating visualization tools, knowledge bases and analysis-capabilities and which is focused on the operator performance can provide an efficient solution to this problem, as it changes the enactment of the stress determination work process. / Master of Science

In view of the fact that the greatest argument in favor of any educational test is its need, one is compelled to keep this in mind while introducing a new test and give this factor first consideration. It is safe to say that any instrumental- ity that will aid the teacher in the understanding of his pupil and his present and potential ability is needed. Truly the various intelligence, aptitude and content tests, now in ever increasing use, have justified their existence upon this foundation of pedigogical need.