Rapid development of U.S. cities and towns along with changes in society and technology are dramatically affecting childhood experience. Wild places and vacant lots for kids to play in are disappearing. Parents have limited time to spend with their children and fear letting them play outside alone. Traffic is a growing safety hazard and there is an increasing desire for entertainment in the form of TV and video games over outdoor exploration. As a result, children are becoming alienated from nature. They are growing up without developing a personal attachment to their natural surroundings or an understanding of their impact on the environment. The design of outdoor play areas can help reconnect children to their surroundings and lead to a more environmentally minded generation. Ecoliteracy suggests an understanding of ecological principles as well as appreciation for the environment and an attitude of stewardship. In addition to helping kids acquire factual knowledge, outdoor play spaces should cultivate a sense of wonder and delight and an emotional appreciation of the living world. Through research, observation and application, this thesis project identifies design criteria for promoting ecoliteracy in outdoor play environments. / Master of Landscape Architecture

A presente pesquisa apresenta um estudo do ciclo de palestras intitulado A história química de uma vela, proferido por Michael Faraday como parte das celebrações natalinas de 1860, na Royal Institution, em Londres. Nas palestras, Faraday apresentou uma vela como objeto motivador para o estudo de vários aspectos da ciência contemporânea, e a transcrição da sua fala nos permite observar como o tema detinha a atenção do público do período. Seguindo os preceitos da nova historiografia da ciência, procuramos reconstruir parte do contexto de formação de Faraday, para entender como se consolidaram seus métodos de trabalho como palestrante. Algumas obras de influência sobre sua formação inicial são revisitadas: Conversations on Chemistry, de Jane Marcet (1805) e The Improvement of the Mind, de Isaac Watts (1741). O primeiro texto representa uma introdução à química do século XIX. Escritas sob a forma de diálogos, as conversas de Jane Marcet teriam nutrido o jovem Faraday de \"fatos\" científicos, que o motivaram no aprendizado das ciências naturais e renderam várias manifestações de reconhecimento do posterior filósofo para com a autora. Já a segunda obra se constitui num manual que instrumentaliza o autoaprendizado. Dividido em dois volumes, The improvement of the mind primeiro trata das regras para a aquisição de conhecimentos, amplamente estudadas e defendidas por Faraday em sua formação e, em seguida, das estratégias para a comunicação de conhecimentos, com particular ênfase sobre as palestras. Esta segunda parte da obra de Watts também foi objeto da atenção de Faraday, e os registros primários de ambos os autores nos fornecem critérios contemporâneos para a análise da atuação de Faraday como palestrante. Os resultados da pesquisa apontam para a coerência do trabalho de Faraday em relação aos preceitos que construiu sob a orientação de referências pessoais e textuais, como os palestrantes a que assistiu na juventude, e as obras que estudou em suas etapas de formação. Faraday conciliou e incorporou vários dos aspectos atribuídos por Watts ao bom palestrante, e também promoveu uma visão da química consoante com a divulgada por Jane Marcet em seu livro. Este estudo de caso busca na história da ciência a análise de fatores que contribuem ao êxito de uma iniciativa de divulgação científica. Dentro do seu contexto, o livro de Jane Marcet e as palestras de Faraday se constituíram em duas formas distintas de abordagem, e ambas lograram sucesso ao conseguirem ganhar a atenção do público para tratar das ciências naturais em geral, e da química em particular. Entendendo que nas iniciativas de divulgação científica a demanda por criatividade é atemporal, buscamos neste estudo histórico alguns argumentos que permitam refletir sobre essa prática em qualquer tempo. / This work presents a study on Michael Faraday\"s six-lecture course entitled The chemical history of a candle, delivered as part of the 1860 Christmas celebrations at the Royal Institution, London. In the lectures, Faraday departed from an ordinary candle to motivate the study of several current scientific issues. The transcription of his speech allows us to investigate how science attracted general public attention at the time. In order to understand how Faraday achieved the maturity of his work as a lecturer, we considered the precepts of the new historiography of science and followed up on the context of his early intellectual development. Some works of reference are revisited: Conversations on Chemistry, by Jane Marcet (1805) and The Improvement of the Mind, by Isaac Watts (1741). The first book represents an introductory course in chemistry, written in the form of dialogs for the early nineteenth century general public. According to Faraday\"s own reports, such book had nourished him with scientific \"facts\", which stimulated him to pursue a scientific career. The second book consists in a manual aimed to improve self-learning initiatives. The Improvement of the Mind is divided in two volumes, being the first dedicated to the rules for the acquisition of knowledge, and the second to the skills to communicate such knowledge, specially by means of lectures. Both volumes seem to have influenced the young Faraday remarkably, not only by helping him to establish his methods of study but also by instructing him about dealing with knowledge. Moreover, this second volume of the book gives us contemporary criteria to analyze Faraday\"s later work as a lecturer. Our research results point out to the coherence between Faraday\"s work and the precepts he developed under the guidance of both personal and textual references, such as the lecturers he attended to or the books he read during his apprenticeship. Faraday was able to personify many of the attributes of the good lecturer described by Watts, and also promoted a view of chemistry which coincides on several aspects with the one popularized by Jane Marcet in her conversations. This case study focuses on a science popularization initiative, and analyzes the factors which influence its outcome. Within their particular context, Jane Marcet\"s conversations and Faraday\"s lectures represent two different approaches to science popularization, and they both achieved great success in getting the public\"s attention to chemistry, and to science in general. Taking creativity as a timeless requirement for any initiative in science popularization, we hope with this work to promote reflections about such practices at any time.

A presente pesquisa apresenta um estudo do ciclo de palestras intitulado A história química de uma vela, proferido por Michael Faraday como parte das celebrações natalinas de 1860, na Royal Institution, em Londres. Nas palestras, Faraday apresentou uma vela como objeto motivador para o estudo de vários aspectos da ciência contemporânea, e a transcrição da sua fala nos permite observar como o tema detinha a atenção do público do período. Seguindo os preceitos da nova historiografia da ciência, procuramos reconstruir parte do contexto de formação de Faraday, para entender como se consolidaram seus métodos de trabalho como palestrante. Algumas obras de influência sobre sua formação inicial são revisitadas: Conversations on Chemistry, de Jane Marcet (1805) e The Improvement of the Mind, de Isaac Watts (1741). O primeiro texto representa uma introdução à química do século XIX. Escritas sob a forma de diálogos, as conversas de Jane Marcet teriam nutrido o jovem Faraday de \"fatos\" científicos, que o motivaram no aprendizado das ciências naturais e renderam várias manifestações de reconhecimento do posterior filósofo para com a autora. Já a segunda obra se constitui num manual que instrumentaliza o autoaprendizado. Dividido em dois volumes, The improvement of the mind primeiro trata das regras para a aquisição de conhecimentos, amplamente estudadas e defendidas por Faraday em sua formação e, em seguida, das estratégias para a comunicação de conhecimentos, com particular ênfase sobre as palestras. Esta segunda parte da obra de Watts também foi objeto da atenção de Faraday, e os registros primários de ambos os autores nos fornecem critérios contemporâneos para a análise da atuação de Faraday como palestrante. Os resultados da pesquisa apontam para a coerência do trabalho de Faraday em relação aos preceitos que construiu sob a orientação de referências pessoais e textuais, como os palestrantes a que assistiu na juventude, e as obras que estudou em suas etapas de formação. Faraday conciliou e incorporou vários dos aspectos atribuídos por Watts ao bom palestrante, e também promoveu uma visão da química consoante com a divulgada por Jane Marcet em seu livro. Este estudo de caso busca na história da ciência a análise de fatores que contribuem ao êxito de uma iniciativa de divulgação científica. Dentro do seu contexto, o livro de Jane Marcet e as palestras de Faraday se constituíram em duas formas distintas de abordagem, e ambas lograram sucesso ao conseguirem ganhar a atenção do público para tratar das ciências naturais em geral, e da química em particular. Entendendo que nas iniciativas de divulgação científica a demanda por criatividade é atemporal, buscamos neste estudo histórico alguns argumentos que permitam refletir sobre essa prática em qualquer tempo. / This work presents a study on Michael Faraday\"s six-lecture course entitled The chemical history of a candle, delivered as part of the 1860 Christmas celebrations at the Royal Institution, London. In the lectures, Faraday departed from an ordinary candle to motivate the study of several current scientific issues. The transcription of his speech allows us to investigate how science attracted general public attention at the time. In order to understand how Faraday achieved the maturity of his work as a lecturer, we considered the precepts of the new historiography of science and followed up on the context of his early intellectual development. Some works of reference are revisited: Conversations on Chemistry, by Jane Marcet (1805) and The Improvement of the Mind, by Isaac Watts (1741). The first book represents an introductory course in chemistry, written in the form of dialogs for the early nineteenth century general public. According to Faraday\"s own reports, such book had nourished him with scientific \"facts\", which stimulated him to pursue a scientific career. The second book consists in a manual aimed to improve self-learning initiatives. The Improvement of the Mind is divided in two volumes, being the first dedicated to the rules for the acquisition of knowledge, and the second to the skills to communicate such knowledge, specially by means of lectures. Both volumes seem to have influenced the young Faraday remarkably, not only by helping him to establish his methods of study but also by instructing him about dealing with knowledge. Moreover, this second volume of the book gives us contemporary criteria to analyze Faraday\"s later work as a lecturer. Our research results point out to the coherence between Faraday\"s work and the precepts he developed under the guidance of both personal and textual references, such as the lecturers he attended to or the books he read during his apprenticeship. Faraday was able to personify many of the attributes of the good lecturer described by Watts, and also promoted a view of chemistry which coincides on several aspects with the one popularized by Jane Marcet in her conversations. This case study focuses on a science popularization initiative, and analyzes the factors which influence its outcome. Within their particular context, Jane Marcet\"s conversations and Faraday\"s lectures represent two different approaches to science popularization, and they both achieved great success in getting the public\"s attention to chemistry, and to science in general. Taking creativity as a timeless requirement for any initiative in science popularization, we hope with this work to promote reflections about such practices at any time.

In the 1940s, 50s and 60s the two youth movements of the beats and the hippies emerged in the United States. Disagreeing with the progressive positivism of the previous generations these youths were part of a counter culture that adhered to an ideal of living in the present. Alan Wilson Watts (1915–1973), most known for his popularization of eastern philosophy and religion in general and Zen-Buddhism in particular, became one of the most influential and well-read advocates of the new movements. Drawing upon eastern philosophy and religion as well as modern psychology, Watts challenged the western world view by rejecting the dualism of self and environment, arguing that man is one with God and nature and claiming that nothing exists but the present experience here and now. Based on Watts’ view of man and reality, and in the context of the emerging youth movements, this study examines Watts’ criticism of western culture and society as well as his view on happiness and the possibility of a better life for the individual living in the west. The study shows that, according to Watts, the root of the problem facing western society lies in man’s incapability of distinguishing concept from reality, preferring abstract ideas and symbols to the experience present in everyday life. As a result, man perceives himself as separate from nature, waging war on his environment in a futile attempt at finding happiness by constantly striving for ever greater achievements of which the main goal always seems to lie somewhere in the future but never in the present. His ideas inspired the youth movements, although they moved in a different direction than the one he would have wanted. Watts, suggesting that an altered understanding of oneself as one with the universe is central in maintaining a thriving society in union with nature, claims that the essence of happiness consists of this understanding here in the present rather than the pursuit and obtaining of a desired goal.

The purpose of the present PhD research project was to evaluate the feasibility of the electrodeposition of novel thin Ni composite coatings with lubricant particles from an additive-free Watts bath and their application as diffusion barrier layers in journal bearings for medium-speed diesel engines. Overall, the main objective was to develop thin Ni composite coatings with the following characteristics: • Improved tribological performance. • Good adhesion properties. • Good ‘anti-diffusion’ performance. Ultrasound was used in the preparation of pure Ni coatings and Ni composite coatings with lubricant particles under different conditions in order to understand how ultrasonic cavitation influences electrodeposition and characteristics of said Ni-based coatings. Two main studies were conducted related to this: 1. Study of the effect of ultrasonic power on the electrodeposition of pure Ni coatings to understand the influence of cavitation phenomena near the surface of the cathode on the properties of Ni deposits 2. Study of the effect of ultrasound on the production of Ni composite coatings to understand the influence of ultrasound in the dispersion of particles, the electrodeposition of Ni composite coatings and the properties of said Ni composite coatings. The influence of ultrasound on the dispersion of particles in the Watts bath was evaluated by observing the visual appearance of the resulting dispersions and analysing the particle size distribution of diluted solutions by laser diffraction-based particle sizing methods. The effect of ultrasound on the characteristics of Ni deposits and Ni composite coatings electrodeposited from the additive-free Watts bath was evaluated by different material characterization techniques: Abstract • X-Ray Diffraction (XRD) analysis was employed to observe the orientation of the Ni crystals that formed the coatings. • Field Ion Beam – Scanning Electron Microscopy (FIB-SEM) was employed to analyse the surface morphology and microstructure of the coatings. • Microhardness tests were performed to observe how the modification of the grain structure and the presence of particles may affect the hardness of the coatings. • Glow Discharge – Optical Emission Spectroscopy (GD-OES) was also employed to estimate the particle content in the Ni composite coatings.

Following the 1992 LA Riots, the LAPD underwent institutional reform, with Community-Policing as a lead programmatic effort to bridge tensions between the community and the LAPD. Conceptually, Community-Policing was designed to improve community relations and create shared responsibility. Following the early 90’s, several programming efforts were made to support the Community-Policing approach. Following the reform period, one must wonder whether Community-Policing proves effective. In order to assess the effects of community-policing, this paper is formatted as a Case Study, conducted in Watts, California. The Watts Case Study analyzes the effectiveness of Community-Policing, and how Community-Policing has shaped community-police relations over time.

Dynamic Mechanical Analyzer (DMA) was used to study the frequency dependence of storage and loss modulus of amorphous Pd₄₀Ni₁₀Cu₃₀P₂₀ alloy over a broad frequency range around its glass transition temperature. The amorphous samples were subjected to two testing conditions: constant frequency with continuous heating and isothermal with frequency sweep. The storage modulus E′ exhibited a sigmoidal change from about 90 GPa to a low value of about 0 GPa over the glass transition region. The loss modulus, E″, was characterized by an asymmetrical peak with a smaller slope at the low temperature side than at the high temperature side upon heating. These changes in moduli were associated with mechanical relaxation due to atomic motion. Similar results were also obtained under isothermal condition. The Kohrausch-Williams-Watts function was used to fit the data obtained under the isothermal condition. The peak frequencies obtained were then fitted to the VFT equation and the scaling law equation. / Singapore-MIT Alliance (SMA)

TVA/WPA excavations in East Tennessee in the 1930s uncovered archaeological sites critical for shaping theories about the prehistory of the region. Based on the archaeology of three of these sites, Hixon (AD 1155-1285), Dallas (AD 1350-1450), and Rymer (AD 1400-1600) in the Chickamauga Basin, early researchers concluded that each settlement resulted from migrations of biologically unrelated people into the area (Lewis and Lewis, 1941, 1946). Testing of this supposition using biological distance analysis (Weston, 2005) suggested that the sites instead represented biological continuity in the Chickamauga Basin. In this study, cranial and postcranial non-metric traits are used to examine biological distance between the three Chickamauga Basin sites and an extra-regional site from the Watts Bar Basin, using Mahalanobis D2 with a tetrachoric correlation matrix. Results of this four-group study differed dramatically from the expected structure of biological relationships between the sites, suggesting that the Hixon population was completely unrelated biologically to the populations in both the Chickamauga and Watts Bar Basins. In fact, these results combined with ceramic decorative styles present at the Hixon site suggest the population may have immigrated from Etowah in Bartow County, Georgia, with a continued shared cultural identity with Etowah providing sufficient barrier to mate exchange with the other East Tennessee sites examined here. Results of both cranial and postcranial non-metric biological distance analyses indicate the strongest genetic affiliations for all four sites to be between Dallas in the Chickamauga Basin and DeArmond in Watts Bar, despite great geographical separation of the settlements. In addition, an introduction to the skeletal biology of Watts Bar is presented via osteological examination of pathology and trauma of the DeArmond site. Smith (2003) recorded low levels of interpersonal and high levels of intrapersonal violence during the Dallas phase in the Chickamauga Basin. Results from DeArmond demonstrate similar rates and patterns, most likely reflecting a temporal trend in the region. The DeArmond skeletal remains exhibit low levels of metabolic stress but remarkably high levels of infectious disease. It appears that while all of the DeArmond individuals had access to high protein food resources regardless of status, status had little effect on preventing the spread of infection at the site.

Uppsatsens syfte är att undersöka Rupi Kaurs diktsamling milk and honey utifrån samspelet mellan bild och text. Rupi Kaur utnyttjar bildmediet i kombination med text, vilket leder till en särpräglad och utmärkande stil. 20 dikter med illustrationer valdes ut som material för studien. Materialet analyserades med hjälp av både lyrikanalys efter boken Lyrikens liv av Janss et al. samt Skåreus metod bildsemiotik som diskursanalys. Resultaten visade att bilderna och texterna är beroende av varandra, då många av de bildsatta texterna inte innehöll bildspråk eller metaforer i någon större utsträckning. Bilderna lyfter Kaurs texter och styr i viss mån tolkningen av texten. Rebecca Watts har kritiserat Kaur eftersom hon tycker att Kaurs poesi är "artless" och saknar finess. Watts missar dock Kaurs bilder i sin analys vilket gör att hon utelämnar halva dikten, eftersom Kaurs bilder måste ses som en enhet med både text och bild.

Orientador : Heloisa Helena Pimenta Rocha / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T19:53:26Z (GMT). No. of bitstreams: 1 Rafaeta_EdivilsonCardoso_M.pdf: 1567906 bytes, checksum: 0cdaa4b7ec076a1a055b80c6af38f43b (MD5) Previous issue date: 2008 / Resumo : Em Luminoso Farol: o Colégio Piracicabano e a educação feminina em fins do século XIX, investiga-se os aspectos da proposta de educação implantada na referida instituição escolar e os desdobramentos do trabalho pedagógico realizado pela educadora e missionária metodista Martha Watts no decurso do processo de propagação da educação feminina nas últimas décadas do Oitocentos, de maneira especial entre os anos de 1881 a 1895. Por meio da análise de artigos sobre educação veiculados na imprensa e de missivas escritas pela educadora à correspondentes estadunidenses buscou-se detectar as práticas escolares e os intentos que presidiram a formação da mulher no âmbito dessa instituição. Considera-se que a atuação educacional do colégio à época, cooperou para o processo de divulgação dos princípios de educação da mulher e alcançou ainda o mérito de possibilitar que algumas de suas alunas seguissem a carreira docente, dentro de um movimento de feminização do magistério, vivido no alvorecer do século XIX / Abstract : In Brighter Lighthouse: the College Piracicabano and female education at the end of the nineteenth century, is investigating aspects of the proposed education implanted in that school and the unfolding of pedagogical work done by educator and Methodist missionary Martha Watts during the process of propagation female education in the last decades of 1800, a special between the years of 1881 to 1895. Through analysis of articles on education running in the press and missivas written by the educator to the corresponding Americans sought is detecting the plan which governed the training of women within that institution. It is considered that the educational performance of the college at the time, cooperated to the process of disseminating the principles of education of women and also reached the merit of enabling some of your students follow a teaching career, in a movement of feminisation of the teaching, lived in the dawn of the nineteenth century / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação