Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Pat Moran Includes bibliographical references (leaves 71-72).

abstract: Many studies on human walking pattern assume that adult gait is characterized by bilateral symmetrical behavior. It is well understood that maintaining symmetry in walking patterns increases energetic eciency. We present a framework to provide a quantitative assessment of human walking patterns, especially assessments related to symmetric and asymmetric gait patterns purely based on glide reflection. A Gliding symmetry score is calculated from the data obtained from Motion Capture(MoCap) system. Six primary joints (Shoulder, Elbow, Palm, Hip, Knee, Foot) are considered for this study. Two dierent abnormalities were chosen and studied carefully. All the two gaits were mimicked in controlled environment. The framework proposed clearly showed that it could distinguish the abnormal gaits from the ordinary walking patterns. This framework can be widely used by the doctors and physical therapists for kinematics analysis, bio-mechanics, motion capture research, sports medicine and physical therapy, including human gait analysis and injury rehabilitation. / Dissertation/Thesis / Masters Thesis Electrical Engineering 2017

In the Internet today, learnt prefixes are forwarded within autonomous systems (ASs) over internal Border Gateway Protocol (iBGP) sessions. Existing schemes for iBGP routing include the full-mesh (FM) solution, route reflection (RR) solution and confederation. Optimal prefix routing and route diversity are the main strength of the FM solution. However, it is rarely employed in a large networks due to its deficiency in aspects including scalability and large Routing Information Base (RIB) size requirement of routers. This is due to the fact that routers in this topology are required to peer with every other router within the AS. To combat these challenges, the RR scheme provides solution for scalability by decreasing the iBGP sessions requirement. Notwithstanding, the RR solution has its own challenges which includes reduced route diversity, introduction of divergence and forwarding anomalies. Also, the FM optimality may be lost since the Route Reflectors are responsible for reflecting the learnt prefixes to their corresponding clients based on its partial view of the network. The concept of Software Defined Networking (SDN) entails decoupling of the control plane from the forwarding plane such that the control plane is logically centralized benefiting from an overall knowledge of the network for decision making. In this work, we propose a solution based on multicasting which employs relay nodes in the iBGP message dissemination. Our solution brings session management scalability and minimization of duplicate prefix announcement through elimination of peer sessions deemed unnecessary. SDN controller is employed to configure and coordinate the multicast tree.

Despite the steady growth of coaching science over the last two decades, research on coaches of persons with disabilities is scarce. This study examined how an adaptive sailing coach learned through and from experience using a single case study methodology. Jarvis’s (2009) lifelong learning approach and Gilbert and Trudel’s (2001) reflective conversation model framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed to collaborative environments that optimized her learning process. Social interactions with a number of people (e.g., mentors, colleagues, and athletes) possessing different types of expertise made major contributions to Jenny becoming a coach. As time progressed and Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational Para-swimming instructor to developmental adaptive sailing coach. This study informs future research in disability sport coaching.

During the last decade, archaeologists have widely accepted the use of geophysical exploration techniques, including magnetic, resistivity and electromagnetic methods, for pre-excavation site assessment. Although researchers were quick to recognize the potential of seismic techniques to provide cross-sectional images of the subsurface, early feasibility studies concluded that seismic methods were inappropriate due to restricted resolving power and the relatively small-scale nature of archaeological features. Unfortunately, this self-fulfilling prophesy endures and has largely discouraged subsequent attempts to exploit seismic methods for archaeological reconnaissance. Meanwhile, however, seismic technology has been revolutionized in connection with engineering, groundwater and environmental applications. Attention to detail in developing both instrumentation and data acquisition techniques has yielded a many-fold improvement in seismic resolving power. In light of these advances, this dissertation re-examines the potential of reflection seismology for archaeological remote sensing. It is not the objective of this dissertation to deliver an unequivocal pronouncement on the ultimate utility of reflection seismology for the investigation of archaeological sites. Rather, the goal has been to establish a sound theoretical foundation for objective evaluation of the method's potential and future development. In particular, a thorough theoretical analysis of seismic detection and resolution yields practical performance and identifies frequency response characteristics associated with optimum resolution. Findings have guided subsequent adaptation, development and integration of seismic instrumentation, resulting in a prototype system for high-resolution seismic imaging of the shallow subsurface. Finally, to assess system performance and the suitability of optimum offset data acquisition techniques, a full-scale subsurface model has been constructed, allowing direct comparison between experimental soundings and known subsurface structure. Results demonstrate the potential of reflection seismology to resolve near-surface features on the scale of archaeological interest. Moreover, despite conventional wisdom that the groundpenetrating radar method possesses vastly superior resolving power, acquisition of coincident radar soundings demonstrates that the two techniques provide comparable resolution. / Science, Faculty of / Earth, Ocean and Atmospheric Sciences, Department of / Graduate

Orientador: Guilherme do Val Toledo Prado / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T12:12:52Z (GMT). No. of bitstreams: 1 Rizzo_ItalaNairTomei_M.pdf: 2371603 bytes, checksum: e480766e67e9c5a99792646627c66728 (MD5) Previous issue date: 2011 / Resumo: Do lugar de professora-alfabetizadora-pesquisadora de uma Escola Pública Municipal de Educação Fundamental de Campinas-SP, preocupada em qualificar minha prática, proponho-me narrar o percurso vivido em minha docência, como professora alfabetizadora no período de 2008 e 2009, evidenciando as ações, experiências e reflexões em diálogo com as práticas cotidianas escolares e as relações interpessoais. Para tanto, procurei estabelecer nexos e conexões entre estas vivências e as teorias que fundamentaram minhas ações. Neste processo foi fundamental construir um diálogo entre eu e os "outros" - alunos, pais, pares de trabalho e professores em formação - em minha constituição profissional. As reflexões presentes neste processo possibilitaram muitas ressignificações das minhas ações docentes bem como, a compreensão sobre os modos de aprender dos meus alunos principalmente no que se refere a alfabetização. Os registros escolares cotidianos e as vivências produzidas no processo desta pesquisa a partir de memórias e rememorações permitiram-me a reconstrução de um conjunto de ações, experiências e reflexões, que evidenciaram os saberes e conhecimentos mobilizados, produzidos e significados, a partir de diversas ações realizadas por mim na busca e consolidação de uma escola pública de qualidade para todas as crianças. De algumas lições aprendidas neste processo de pesquisa, ressalto: - analisar a prática pedagógica na busca de compreender as estratégias para que todos os alunos aprendam- a necessidade de intensificarmos a discussão sobre os diferentes modos de ensinar e aprender, pois nem todos aprendemos da mesma maneira; - o desafio de, enquanto professora-alfabetizadora, ter a uma prática de ensino mais diversificada, mais singular, seja com intervenções coletivas e/ou individuais; -considerar, no processo de alfabetização, a criança como sujeito que pensa e reflete sobre aquilo que aprende, que lhe é ensinado elabora hipóteses e reflete sobre as mesmas;- analisar o brincar como uma experiência cultural que envolve a construção de habilidades, conhecimentos e valores sobre o mundo. / Abstract: From the place of literacy teacher-researcher, from a Municipal Public School Education in Campinas-SP, worried about qualifying my practice, I propose to narrate the course lived in my teaching, As a literacy teacher in the years 2008 and 2009, highlighting the actions, thoughts and experiences in dialogue with students everyday practices and interpersonal relationships. To do so, I sought to establish links and connections between these experiences and the theories justifying my actions. This process was critical to develop a dialogue between me and the "others" - students, parents, peers and teachers working in education - in my professional formation. The reflections in this process has enabled many teachers reinterpretation of my actions as well as the understanding of the ways of learning of my students especially when it comes to literacy. School records and everyday experiences produced in the process of this research from memories and recollections, allowed me to re-build a set of actions, experiences and reflections, which demonstrated the knowledge and expertise mobilized, and produced meanings from various actions taken by me. We emphasize that undertake such research in this reflexive movement, was a fundamental element in the production process, mobilization and significance of this knowledge and expertise evident in the pursuit and consolidation of a quality public school for all children. From some lessons learned in this research process, I emphasize: - examine the pedagogical practice in seeking to understand the strategies that all students learn - the need to deepen the discussion about the different ways of teaching and learning, because not everyone learns the same way - the challenge as a literacy professor, have a practice of education more diverse, more natural, been with collective interventions and / or individual;-consider, in the process of literacy, the child as an individual who thinks and reflects on what he learns, he is taught that elaborates and reflects assumptions about them; -analyze the playing as a cultural experience that involves the building of abilities, knowledge and values about the world. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

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The topic of the diploma thesis is fear, the form is an audiovisual installation with social overlap. Audio created from recordings of interviews on a given topic and spatial installations. It is therefore a matter of creating several elements that will put together a complete installation. One of the elements is conversations with people about their feelings, fears and fears - work also has a social overlap. The second element is the installation and use of sound recordings of the requested persons. The end result is a room where the voices of people are played, the walls are formed of reflective surfaces so that the visitor can see himself in the spacious darkness. Reflective material is not mirrors, I want to create a blurred image of faces.

Previous research has shown that high fidelity simulation experiences impact the satisfaction and self-confidence of nursing students. The purpose of the study was to examine the student satisfaction and self-confidence in learning of students in the pre-licensure baccalaureate nursing track and the associate to Bachelor of Science in Nursing (BSN) track at North Dakota State University. The data was obtained from two different courses in two different semesters of study. The surveys used in the descriptive, comparative study included a tool to collect demographic data and the Student Satisfaction and Self-Confidence in Learning Tool. The data revealed that nursing students were satisfied and self-confident in their learning during simulation experiences. The results will assist nurse educators to recognize the importance of providing nursing students opportunities to care for complex, high-risk patients in a low-stakes setting. Nurse educators can then assist in bridging the gap between classroom and clinical practice.