Report (M.S.)--Virginia Polytechnic Institute and State University. M.S. 1991. / Vita. Abstract. Includes bibliographical references (leaves 62-63). Also available via the Internet.

Research consistently demonstrates parents of children diagnosed with autism spectrum disorder (ASD) experience more parental stress than parents with children in any other developmental category (Hayes & Watson, 2013). Previous research has begun investigating the use of ACT protocols as an intervention to increase psychological flexibility and reduce stress among this population (Hahs, Dixon, and Palilunas, 2018). Due to evidence provided in the literature demonstrating ACT as an effective intervention for parents of individuals with ASD, the current study conducted an evaluation of a brief ACT training in comparison with a traditional parent support group for this population. Participants of the study were twenty caregivers of an individual diagnosed with ASD. Each intervention consisted of two, two-hour sessions. Participants were provided with the Acceptance and Action Questionnaire-II and Parental Stress Scale pre and post intervention. Independent t-tests were ran in order to determine if mean change scores differed on the questionnaires across the ACT and TAU groups. Results of the independent t-test indicated that the difference in mean change scores of the AAQ-II across groups was statistically significant, however the difference in mean change scores of the PSS were not. Clinical implications are offered.

Si l’amorce d’une recherche engage son auteur dans un cheminement dont il ne connaît pas vraiment l’issue, le place d’emblée face à des inconnus et à des possibles, il faut bien se rendre à l’évidence : la fin du travail –annonçant peut-être le début d’un autre – nécessite un retour sur la pensée qui s’est déroulée selon une temporalité qui semble alors nous échapper. La durée d’une telle entreprise ne parvient pas à se cristalliser en un point dont on pourrait faire le tour. Le cheminement de pensée qui s’est donc déplié selon le cadre spatial et temporel imparti, selon la répartition des pages et la structure d’un ouvrage qui pourrait bien apparaître comme un autre type de carnet, doit être repris et reconduit selon d’autres stratégies. Conclure reviendrait, en effet, à extraire d’un matériau donné –ici l’écriture d’un texte– les points de capitons où la pensée se condense. Travail proche du dégagement du bloc en sculpture, travail encore de découvrement mais aussi et surtout travail de synthèse et d’ouverture. Précipitation d’un chemin de pensée sur ce qui définit ses limites, le tracé de son parcours, son bornage, ses jalons tout comme ses traverses.Cet acheminement vers l’écriture aura donc pris pour origine une situation de pratique plastique définie par deux instances d’appréhension du réel, deux modes d'existence de l’œuvre, le dessin d’une part, la sculpture de l’autre. Telle était la place attribuée aux termes posés dès l’origine de ce projet de recherche sur la sculpture et le dessin. Mais, à ce point conclusif de l’ouvrage, pourquoi ne pas intervertir les termes par lesquels s’est énoncée, dans un premier temps, cette thèse ? Nous pourrions ici avancer une position bien différente : la sculpture puis le dessin. Il paraît en effet artificiel de vouloir donner la primauté à l’un des deux médiums tant ils fonctionnent ensemble. Configuration qui diffère donc de celle annoncée en exergue de ce travail, puisque la réflexion menée sur l’articulation de ces deux « objets de pensée » peut nous amener à formuler une première remarque : les deux médiums ne sont pas à prendre dans leur successivité mais bien dans leur entrelacement réciproque. Ce qui ne signifie pas que le dessin se confonde avec la sculpture. L’inverse n’est pas moins vrai. C’est à leur conjonction et à leur croisée que se situe donc le cœur de la recherche et c’est là, sans doute, qu’est le point de bascule permettant de relancer l’expérience poïétique de l’un à l’autre. Ici est le nœud du problème, son site. La circularité, et donc une récupération perpétuelle du dessin dans la sculpture et de la sculpture par le dessin, travaille notre œuvre plastique en profondeur, elle en serait le soubassement. La sculpture relance le dessin qui à son tour relance la sculpture… / If the initiation of research obligates its author to take a direction for which he does not really know the outcome, a starting position when faced with unknowns and possibilities, one must evidently face reality: the end of the work – announcing perhaps the beginning of another – necessitates a return to the thought that took place within a temporality which therefore eludes us. The duration of such an enterprise doesn’t manage to solidify at one point in time; therefore we could go back around. The development of the thought, which therefore unfolds according to the imparted special and temporal reality, and according to the distribution of pages and the structure of the work, which could easily appear to be like another type of notebook, must be taken and looked at again using alternative stratagem. To conclude would, in fact, return to the idea of extracting from a given material – in this case, a text – the key points of condensed thought. This is a work that is close to the energy that is released from a block whilst being sculpted, a work that is still being discovered but also, and above all, a work of synthesis and openness. Precipitation of a train of thought which defines limits, the traces of its journey, its delimitations, its benchmarks, much like its passage. This development in the direction of writing therefore takes its origins from a situation involving the practice of art, as defined by two ways of perceiving what is real, two modes of existence of the work, the drawing, on the one hand, and the sculpture on the other. Such was the position attributed to the terms of this challenge right from the start of this research project about sculpture and drawing. But, at this conclusive point in the work, why not reverse the order of the terms by which this thesis was first introduced? We could put forward a very different position: the sculpture followed by the drawing. In fact, it appears somewhat artificial to desire to give primary position to one of these two mediums when they both work together. This is an order which therefore differs to that emphasised in this work, as the reflection on the articulation of these two “objects of thought” could make us formulate an initial commentary: the two mediums are not to be considered in terms of their successivity but rather in terms of their interlaced reciprocity. This doesn’t mean that the drawing is confused with the sculpture. The opposite is no less true. It is at their conjunction and their crossing-point where the heart of this research is found, and it is there, without doubt, that this balancing point allows us restart the poïetic experiment of one toward the other. Here is found the heart of the problem, its position. The circularity, and therefore the perpetual restoration of the drawing in the sculpture and the sculpture through the drawing, profoundly structures our artwork, being its fundamental substructure. The sculpture recreates the drawing and, in its turn, the drawing recreates the sculpture.

Workshop de emprendimiento

Workshop de animación en After Office

This international workshop entitled “How to integrate geochemistry at affordable costs into reac-tive transport for large-scale systems” was organized by the Institute of Resource Ecology of the Helmholtz-Zentrum Dresden Rossendorf in Feb-ruary 2020. A mechanistic understanding and building on that an appropriate modelling of geochemical processes is essential for reliably predicting contaminant transport in groundwater systems, but also in many other cases where migration of hazardous substances is expected and consequently has to be assessed and limited. In case of already present contaminations, such modelling may help to quantify the threads and to support the development and application of suitable remediation measures. Typical application areas are nuclear waste disposal, environmental remediation, mining and milling, carbon capture & storage, or geothermal energy production. Experts from these fields were brought together to discuss large-scale reactive transport modelling (RTM) because the scales covered by such pre-dictions may reach up to one million year and dozens of kilometers. Full-fledged incorporation of geochemical processes, e.g. sorption, precipitation, or redox reactions (to name just a few important basic processes) will thus create inacceptable long computing times. As an effective way to integrate geochemistry at affordable costs into RTM different geochemical concepts (e.g. multidimensional look-up tables, surrogate functions, machine learning, utilization of uncertainty and sensitivity analysis etc.) exist and were extensively discussed throughout the workshop. During the 3-day program of the workshop keynote and regular lectures from experts in the field, a poster session, and a radio lab tour had been offered. In total, 40 scientists from 28 re-search institutes and 8 countries participated.

In November 2000, the 4th Workshop on Measurement Techniques for Stationary and Transient Multiphase Flows took place in Rossendorf. Three previous workshops of this series were national meetings; this time participants from different countries took part. The programme comprised 14 oral presentations, 9 of which are included in these proceedings in full length. A special highlight of the meeting was the main lecture "Ultrasonic doppler method for bubbly flow measurement" of Professor Masanori Aritomi, Dr. Hiroshige Kikura and Dr. Yumiko Suzuki, which was read by Dr. Hiroshige Kikura. The workshop again dealt with high-resolution phase distribution and phase velocity measurement techniques based on electrical conductivity, ultrasound, laser light and high-speed cinematography. A number of presentations were dedicated to the application of wire-mesh sensors developed by FZR for different applications used by the Technical Universities of Delft and Munich and the Tokyo Institute of Technology. The presentations were in particular: M. Aritomi, H. Kikura, Y. Suzuki (Tokyo Institute of Technology): Ultrasonic doppler method for bubbly flow measurement V. V. Kontelev, V. I. Melnikov (TU Nishny Novgorod): An ultrasonic mesh sensor for two-phase flow visualisation A. V. Duncev (TU Nishny Novgorod): Waveguide ultrasonic liquid level transducers for power generating equipment H.-M. Prasser, E. Krepper, D. Lucas, J. Zschau (FZR), D. Peters, G. Pietzsch, W. Taubert, M. Trepte (Teletronic Ingenieurbüro GmbH), Fast wire-mesh sensors for gas-liquid flows and decomposition of gas fraction profiles according to bubble size classes D. Scholz, C. Zippe (FZR): Validation of bubble size measurements with wire-mesh sensors by high-speed video observation A. Manera, H. Hartmann, W.J.M. de Kruijf, T.H.J.J. van der Hagen, R.F. Mudde, (TU Delft, IRI): Low-pressure dynamics of a natural-circulation two-phase flow loop H. Schmidt, O. Herbst, W. Kastner, W. Köhler (Siemens AG KWU): Measuring methods for the investigation of the flow phenomena during external pressure vessel cooling of the boiling water reactor SWR1000 A. Traichel, W. Kästner, S. Schefter, V. Schneider, S. Fleischer, T. Gocht, R. Hampel (HTWS Zittau/Görlitz - IPM): Verification of simulation results of mixture level transients and evaporation processes in level measurement systems using needle-shaped probes S. Richter, M. Aritomi (Tokyo Institute of Technology): Methods for studies on bubbly flow characteristics applying a new electrode-mesh tomograph

En essä om animerad film och erfarenheter från Gaza. Tankar kring lärande seende och rörelser.

Syftet med studien är att utifrån elevers perspektiv undersöka skissande som verktyg ibildundervisning. Vi är intresserade av att analysera elevers föreställningar om skissande och hur de använder skiss i sina bildskapande lärprocesser för att förstå elevers lärande i bild.Detta har vi undersökt genom frågorna: Vad händer när elever får arbeta med skiss på begränsad tid med olika material? Vilka uppfattningar om skissande ger eleverna uttryck för? samt Hur skapar elever mening i och genom skissande?I studien sattes lärprocessen i centrum genom att vi genomförde intervjuer i samband med en workshop skapad av oss. Vi ville se om det gick att förhandla synen på vad skissande är och skapa en workshop med fokus på görandet snarare än ett färdigt resultat. De svårigheter som uppkom i samband med workshop och intervjuer handlade om tidsbegränsning vilket gjorde att vi inte hade möjligheten att intervjua fler elever. Vi anser dock att vi hade tillräckligt med material för ett arbete av denna storlek och form.Resultatet av vår analys visar att när eleverna fick arbeta med olika material på begränsad tid tvingas de att tänka och förhålla sig till de nya materialen på olika sätt. De uppfattningar de ger uttryck för handlar om att skissen är en förberedelse där eleverna ritar tunt med blyertspenna. De kan även förhålla sig till skissen som ett verktyg i andra sammanhang, såsom när de utövar en idrott exempelvis. På så sätt skapar eleverna mening genom att skissa på olika sätt i olika sammanhang. När eleverna skissade under workshopen blev deras tidigare erfarenheter synliga i de bilder som de skapade. Slutligen diskuterar vi att skissen som verktyg i bildämnet är en tillgång och kan hjälpa elever att utveckla nya idéer samt att främja elevers lust för lärande. Vi föreslår att det krävs scaffolding för att skissandet ska bli meningsfullt för eleverna.

This applied dissertation was designed to determine the impact of direct writing conventions instruction on second grade writing mechanics mastery at an independent school in southeast Florida. The research study utilized a nonexperimental quantitative method. The design was pretest-posttest with a control. The pretest-posttest assessment was the Children’s Progress Academic Assessment. The score utilized in the analysis was the Phonics/Writing subtest. De-identified data were collected and analyzed from two separate second grade classes from two consecutive school years (i.e., 2011-2012, 2012-2013). The control group consisted of 43 second graders who received writing conventions instruction in the context of student writing during individual and small group conferences. The control group received no direct writing conventions instruction. The treatment group consisted of 39 second graders who received direct writing conventions instruction through the use of mini-lessons during the writing workshop. An analysis of the de-identified data revealed that, although the treatment group mean change score had a positive change greater than the control group change score, the change was not statistically significant. The researcher failed to reject the null hypothesis relative to a statistically significant difference between the two groups. Recommendations were made for future research.