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LONG DAY’S JOURNEY INTO REALISTIC SCENIC WORLD: A REFLECTION ON THE SCENIC DESIGN FOR EUGENE O’NEILL’S LONG DAY’S JOURNEY INTO NIGHT MAY 2021 XINYUAN LI, B.A., SHANGHAI THEATER ACADEMY M.F.A., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Anya Klepikov This thesis is a reflection of the paper project of scenic design of Long Day’s Journey Into Night by Eugene O’Neill. It’s a record tracking the entire design process from the script analysis to the final presentation and all the discovery along with the process. Successes and places need to be improved will also be included.

Goal-setting is indispensable for effective healthcare management. Yet, literature evidence suggests many organisations worldwide do not know how to formulate ‘SMART’ goals. Evidence of how existing theories work in practice is scarce, and the practices in low-income countries are unknown. Therefore, this research explored how leprosy project goals were formulated to describe the theoretical practice framework of The Leprosy Mission Nigeria (TLMN). Using a case-study design, ten managers were interviewed individually concerning their goal-setting knowledge, experience and perspective; and documented goals of six projects were reviewed. A five-step constructionist thematic data analysis generated eleven theoretical frameworks from the concepts of the emergent core themes of ‘stakeholders’, ‘strategies’ and ‘statements.’ Further theorisation reduced them to one general framework. This revealed TLMN’s goal-setting practice as a four-stage centre-led, top-down, beneficiary-focused and problem-based process. The stages were national preparation, baseline needs-survey, centralised goal formulation and nationalised planning. The outcome was the formulation of assigned, ‘non SMART’ objective statements, which are then used for planning projects. Other theoretical models constructed included a Goal Effects Cycle, ‘SMARTA’ goal attributes and hierarchical criteria for differentiating goal-types. A theory developed from TLMN goal-setting postulates that: ‘Assigned non SMART goal formulation directly results from centralised goal-setting practice and is the predictor of unrealistic project planning.’ Therefore, I propose that goal statements will be ‘SMARTA’ and plans, more realistic and relevant if goal setting is done collaboratively by all stakeholders at all stages of the process. Also, ‘Change-Beneficiary-Indicator-Target-Timeframe’ and ‘Change- Beneficiary-Location-Timeframe’ frameworks are recommended as templates for writing SMART objectives and aims respectively.

The following research project is split into two phases and concludes with a synthesis of both phases. The overarching aim of the research project is to explore how mainstream schools can best work with alternative providers to make collective provision for those identified as having Behavioural, Emotional and Social Difficulties. In the first phase, a realistic evaluation methodology (Pawson & Tilley, 1997) is adopted and semi structured interviews are used to explore the experiences of staff in relation to pupils on a shared placement. A provisional theory is then developed to explain the outcomes of the shared placement arrangement. The second phase of the research involves gathering the views and perceptions of the pupils and also utilises the realistic evaluation approach. The aim of this phase is to refine and update the provisional theory developed in Phase 1. This study adopts a mixed methods approach, utilising semi-structured interviews with the pupils. A quantitative element is introduced through a closer examination of the relationship between pupils’ sense of school belonging and the success, or otherwise of the shared placement. Throughout both phases of the research, there is a focus on discovering how a shared placement affects the pupil and what the outcomes of this arrangement are. The project is also heavily focused on identifying the contextual conditions that either facilitate or inhibit positive outcomes occurring. The findings of the research indicate that shared placements can lead to a variety of outcomes for pupils. When it works well, pupils become more engaged with their education and this has a positive impact on their behaviour and emotional development. However, it is also clear that shared placements can result in undesirable outcomes including further disengagement from the mainstream school. When outcomes were positive, the shared placement increased pupils’ self-efficacy, aspirations and facilitated achievement. These factors were supported by valuing pupil voice, excellent partnership working between settings and the schools willingness to include children with complex needs. This research also highlights that a greater sense of belonging to the mainstream school is associated with an increased likelihood of positive outcomes occurring. This project has explored an area which has been largely neglected in previous research. The theories developed have a variety of implications for Educational Psychologists as well as wider implications, and these are discussed in the final section. Figure 1 presents a visual overview of the research project.

Realistic Job Previews have been shown to impact newcomers to jobs through ircreased self-selection, reduced turnover, eased adjustment, improved performance and increased job satisfaction. To address a turnover problem, Realistic Job Previews were implemented in hiring for two entry level positions in half of 539 branch offices of a large financial services organization. Subjects consisted of 122 Service Representatives and 98 Financial Representatives. Eight months after implementation, turnover rates were compared for control and experimental groups. There was no significant difference between turnover among Service Representatives. Financial Representatives in the experimental group had lower turnover rates (p < .10), with the difference increasing over time. Comparing the turnover rates between three and six months tenure resulted in a statistically significant difference (p < .05).

The master thesis presents the personality and the work of theatre critic Josef Kuffner whose critical activities belong in the period of the birth of czech dramatical realism and reflect the first era of the Prague National Theatre production. Based on analyses of Kuffner's diaries, the thesis explains his requirement concerning staging, dramatical text, acting and scenography. The published collections analysis explains his attitude to theoretical questions of czech theatre and dramatical praxis and thus his importance for czech theatrology. The thesis also presents Kuffner's polemic with opinions of F.X. Šalda, one of the most important critic of the period.

L'objectif de cette thèse est lerendu de scène virtuelles extrêmement détaillées.Nous nous intéressons plus particulièrementaux algorithmes de rendu de haute qualitéreposant sur du path tracing qui sont très largement utilisésdans l'industrie des effets spéciaux et pour calculerle rendu des films d'animations.Les grandes quantités de détail nécessaires à la modélisationde mondes virtuels crédibles soulèvent de sérieux problèmes d'efficacitédu rendu qui paralysent les studios et compliquent grandementle travail des artistes. Nous introduisons de nouveaux algorithmespour préfiltrer les objets 3D complexes à des échelles arbitraires,afin de réduire les temps de chargement, les coûts d'intersection des rayons lumineux,le calcul des matériaux et la quantité de bruit dans les images,le tout sans porter atteinte à la qualité du rendu.Nos contributions principales sont une nouvelle approchehybride de niveaux de détail qui allie les avantages des maillageset des représentations volumiques pour le préfiltrage des objets complexes àdes échelles arbitraires, ainsi qu'une nouvelle approchede préfiltrage pour le cas des volumes hétérogènes de haute résolution. / We address the problem of rendering extremely complex virtualscenes with large amounts of detail. We focuson high-end off-line rendering algorithms based on path tracing thatare intensively used in the special effects and 3D animation industries.The large amounts of detail required for creating believable virtual worldsraise important efficiency problemsthat paralyze production rendering pipelines andgreatly complicate the work of 3D artists.We introduce new algorithms for prefilteringcomplex 3D assets while preserving their appearanceat all scales, in order to reduce loading times,ray intersection costs, shading costs and Monte Carlo noise,without lowering the quality of rendered frames.Our main contributions are a new hybrid LODapproach that combines the benefits ofmeshes and volumetric representationsfor prefiltering complex 3D assets,as well as a new approach for prefilteringhigh-resolution heterogeneous participatingmedia.

La catégorie du roman du qui ? comprend des romans écrits par des romanciers qui ne sont pas strictement contemporains les uns des autres, tels Henry Miller, Paul Auster et Michel Houellebecq. Ces romanciers suggèrent une problématicité de la parole, marquée par des indices référentiels contradictoires et ambigus. Ils compensent l’incertitude de ces indices par la stabilité qu’ils prêtent aux personnages et parce qu’ils se veulent réalistes : ils inscrivent leurs romans nettement dans leur époque et font de leurs personnages les témoins de cette époque. Cette dualité — incertitude du statut de la parole et réalisme — explique qu’au cadre spatial et temporel réaliste soient liés des jeux instables d’énonciation et d’identité. Cela justifie la catégorie de « roman du qui ? » et permet de lire, chez Henry Miller, Paul Auster et Michel Houellebecq, une problématicité, celle de la parole, celle des temps qu’évoquent ces romans. / The category of the novel of the whom? includes novels written by novelists who are not strictly contemporaries of each other, such as Henry Miller, Paul Auster and Michel Houellebecq. These novelists suggest a problematics of speech, marked by contradictory and ambiguous referential indices. They compensate the uncertainty of these indices by the stability they lend to the characters and because they want to be realistic: they write their novels clearly in their time and make their characters witnesses of this time. This duality - uncertainty of the status of the speech and realism - explains that the realistic spatial and temporal framework are linked by unstable games of enunciation and identity. This justifies the category of the “novel of the whom?” and allows Henry Miller, Paul Auster and Michel Houellebecq to read a problematic, that of speech, of the times evoked by these novels.

Made available in DSpace on 2016-04-27T16:57:09Z (GMT). No. of bitstreams: 1 Marcelo Boaventura.pdf: 747797 bytes, checksum: 48d59791aadf3779843f6c584f47bff0 (MD5) Previous issue date: 2011-10-20 / The objetive of this research is to establish between geometry and a school that dealt with practical issues of Architecture, Art and Design and hás a lot of geometry to the school of Arts and Architecture Bauhaus. Whereas the educational phenomena present in this movement for Art and Architecture establish connections with Realistic Mathematics Education (E.M.R.) and Ethnomathematics, did historical research since this school and the two theories argue that knowledge can emerge from the practical issues day-to-day. We conducted two interviews with two professors of mathematics that deals with the real context and discurs the possibility of mathematics as a bridge catalyst, to explain, measure and guess the phenomena that are in different areas and social contexts, especially Art, Architecture and Design. The theoretical and methodological foundations are in dialogue with the E.M.R., Ethnomathematics and the Bauhaus. The interview was based on these theories and historical processes of the Bauhaus. The interview was based on these theories and historical processes of the teaching and learning of geometry with the three-dimension constructions as instruments of the Art and Crafts. It is a qualitative research interview as having the tools to collect data in the coding an decoding theory and practice / O objetivo desta pesquisa é estabelecer relações entre a Geometria e uma escola que lidou com questões práticas da Arquitetura, da Arte e do Design e tem muito da Geometria à escola de Artes e Arquitetura Bauhaus. Considerando que os fenômenos educacionais presentes neste movimento de Arte e Arquitetura estabelecem conexões com a Educação Matemática Realística (E.M.R.) e a Etnomatematica, fizemos uma pesquisa histórica uma vez que esta escola e a duas teorias discutem, que os conhecimentos podem emergir a partir de questões praticas do dia-a-dia. Realizamos duas entrevistas com dois professores de Matemática que lidam com questões do contexto real e que discutem a possibilidade da Matemática ser uma ponte catalisadora, para explicar, mensurar e conjecturar os fenômenos que estão nas diferentes áreas e contextos sociais em especial a Arte, Arquitetura e o Design. Os fundamentos teóricos e metodológicos estão dialogando com a E.M.R. a Etnomatemática e a Bauhaus. A entrevista pautou-se nos processos históricos dessas teorias e do processo ensino e aprendizagem de Geometria tendo como instrumentos as construções tridimensionais da Arte e do Artesanato. Trata-se de uma pesquisa qualitativa tendo a entrevista como instrumentos para a coleta de dados na codificação e decodificação da teoria com a prática