Yes / In the last decade, occupational therapists have faced new performance and commissioning demands from the state. These demands, such as Payment by Results (PbR) or funding tied to performance, have, on the face of it, improved service delivery and patient experience. However, they have also introduced new ways of working and new demands from management that have contributed to a crisis of identity, as therapists struggle to reconcile conflict- ing professional, managerial, and service demands with their day-to-day practice (Lloyd et al 2010). Professionals possess a unique and complex body of knowledge that cannot easily be appreciated and under- stood by those outside the profession. This body of knowledge, along with autonomy and self-regulation, are regarded as important aspects of professionalism and professional identity. However, it is now customary for occupational therapists to work as lone professionals within multi-disciplinary teams, often with professionals of other disciplines as their line or service managers, thereby experiencing differing local management and variant local practice.

There are two commonly accepted paradigms for organizing intelligence in robotic vehicles, namely reactive and deliberative. A third, a hybrid paradigm called integrated planning and execution, is considered a combination of the original two. Although these paradigms are well known to researchers, there are few published examples directly comparing their application and performance on similar vehicles operating in identical environments. Virginia Tech's participation with two nearly identical vehicles in the DARPA Grand Challenge afforded a practical opportunity for such a case study. Both base vehicles were developed by modifying Club Car Pioneer XRT 1500 on-demand four wheel drive base platforms. Cliff was designed to use the reactive paradigm, while Rocky was designed to use the deliberative paradigm. Both vehicles were initially outfitted with sensor suites and computational capabilities commensurate with the paradigm being employed. The author of this thesis coordinated the activities of the two teams of undergraduate and graduate students who implemented the respective designs and software. Both vehicles proved capable of off-road navigation, including road following and obstacle avoidance in complex desert terrain. In the end, however, the reactive paradigm proved to be smoother and more reliable than the deliberative paradigm under the conditions of our testing. While both vehicles were extensively tested and compared using the competing paradigms, the team modified Rocky to use the more effective reactive paradigm for the Grand Challenge events. The deliberative case shows much promise for complex navigation, but added unnecessary complexity to desert road navigation. This case study, while necessarily limited in scope, may help to shed additional light on the tradeoffs and performance of competing approaches to machine intelligence. / Master of Science

Research shows that adolescents use places in the natural environment much differently from the general population. Research also shows that, when asked, adolescents express environmental preferences that reflect these differences. These differences in use and preference reflect new design challenges. This paper and design project explores how to begin designing places that address the unique needs and preferences of adolescents. / Master of Landscape Architecture

Development of unmanned vehicles will increase as the need to save lives rises. In both military and civilian applications, humans can be taken out of the loop through the implementation of safe and intelligent autonomous vehicles. Although hardware and software development continue to play a large role in the autonomous vehicle industry, validation of these systems will always be necessary. The ability to test these vehicles thoroughly and efficiently will ensure their proper and flawless operation. On November 3, 2007 the Defense Advanced Research Projects Agency held the Urban Challenge to drive the development of autonomous ground vehicles for military use. This event required vehicles built by teams across the world to autonomously navigate a 60 mile course in an urban environment in less than 6 hours. This thesis addresses the testing aspect of autonomous ground vehicles that exhibit the advanced behaviors necessary for operating in such an event. Specifically, the experiences of Team Victor Tango and other Urban Challenge teams are covered in detail. Testing facilities, safety measures, procedures, and validation methods utilized by these teams provide valuable information on the development of their vehicles. Combining all these aspects results in a proposed testing strategy for autonomous ground vehicles. / Master of Science

Autonomous ground vehicle operations, such as those found in the 2007 DARPA Urban Challenge, require a reliable and capable vehicle platform. To meet this requirement, an autonomous ground vehicle platform based on a 2005 Ford Escape Hybrid was developed for operations in urban environments. The vehicle conversion, dubbed Odin, contains a drive-by-wire system that is highly integrated with the OEM systems, providing throttle, steering, shifting, and braking actuation. The vehicle also includes a controller that provides low-level longitudinal using a map-linearized PI controller and lateral curvature control using a bicycle model. The control algorithms proved capable of controlling the vehicle at a level acceptable for autonomous operations. Communications are implemented using the Joint Architecture for Unmanned Systems (JAUS) using custom messages to enhance interoperability potential. The net result is a highly capable autonomous vehicle platform that was validated when Odin successfully completed the 60 mile Urban Challenge. / Master of Science

Ropes course programs provide numerous benefits but what makes programs effective has been unclear. The purpose of the study was to: 1) determine if there was a measurable difference in meaningful involvement between the Challenge by Choice (CbC) and Inviting Optimum Participation (IOP) approaches to ropes course program design and delivery, and 2) identify and compare the linkages among program attributes, outcomes, and values with each approach. The study involved 360 young adolescents (ages 10 -15) who took part in full-day ropes course programs provided by one of four organizations in Ontario, Canada. Participants included 172 boys and 188 girls. The average age was 12.7 years and 47% had previous ropes course program experience. Participants completed either: 1) an experience sampling survey related to meaningful involvement or 2) a means-end laddering survey related to program attributes, outcomes, and values. The experience sampling data were subjected to multivariate analysis of variance (MANOVA). The dependent variables were meaningful involvement during high (belayed) activities and low (non-belayed) activities. The independent variables were program type, sex, and ropes course experience. Program type had a significant effect (8(3,158) = 0.937, p< 0.05) for meaningful involvement experienced during high activities. Meaningful involvement consists of the areas engagement, choice, and view of self. Follow-up ANOVAs indicated that choice (F(1, 160) = 6.127, p< 0.05) was significantly higher in IOP programs. Differences between the programs in engagement and view of self were not significant. There was no significant effect for low activities. Means-end analysis was used to identify linkages among program attributes, outcomes, and values. Responses were organized into 11 Hierarchical Value Maps. Participants in IOP programs identified different linkages than participants in CbC programs. IOP program participants were more likely to mention the attribute low activities and the outcome group efficacy as significant and less likely to mention the outcome anxiety. CbC participants were less likely to mention low activities and group efficacy and more likely to mention anxiety and the value excitement. These findings indicate that ropes course program design and delivery can be manipulated to provide specific benefits and facilitate participant experiences of meaningful involvement.

Measures of temperament including exit velocity (EV) and pen score (PEN) and were compared over 3 repeated observations (60-d interval) of yearling Brahman bulls (initial BW = 320 ± 4 kg; n = 66). Exit velocity measures were correlated; EV1 to EV2 (r = 0.32, P = 0.01), EV1 to EV3 (r = 0.31, P = 0.02), and EV2 to EV3 (r = 0.47, P < 0.001). Both EV and PEN were correlated with serum cortisol (CS) within Time 1 and Time 3; EV1 to CS1 (r = .26, P = 0.04), PEN1 to CS1 (r = 0.29, P = 0.02), and EV3 to CS3 (r = 0.44, P < 0.001). Two-year old Brahman heifer were given an ACTH challenge. The calm (C) and temperamental (T) groups consisted of 6 slow (EV=1.05 ± 0.05 m/sec) and 6 fast (EV = 3.14 ± 0.22 m/sec) heifers. Prior to ACTH challenge, T heifers had elevated CS (T = 48.97 ± 3.42, C = 29.60 ± 5.46 ng/mL). Basal CS was higher (P < 0.001) in T heifers (18.20 ± 2.63, C = 4.30 ± 0.58 ng/mL). Following ACTH (0.1 IU ACTH per kg BW) area under the response curve (AUC) was greater (P = 0.07) in C heifers (T = 69.08 ± 10.69, C = 95.87 ± 7.24 ng·h/mL). After declining below basal concentrations, CS in T heifers were again greater (P = 0.02) than in C heifers. The same heifers were subjected to a CRH challenge (0.1 µg bCRH per kg BW). Prior to CRH area under the ACTH curve was greater (P = 0.025) in T heifers (T = 385.72 ± 49.97, C = 239.24 ± 24.04 pg·h/mL). Basal ACTH did not differ (P = 0.10) between temperament groups. Area under the ACTH response curve was greater (P = 0.057) in C heifers (C = 66.72 ± 10.65, T = 38.11 ± 6.44 pg·h/mL). These data demonstrate that cattle with poor temperament exhibit increased stress responsiveness to handling, increased baseline adrenal function but not increased basal pituitary function, and a muted responsiveness to pharmacological stimulus. Thus functional characteristics of the HPA axis vary with animal temperament.

No description available.

This report is the culmination of a master’s program resulting in a Master of Arts in Science Technology Engineering Mathematics (STEM) Education. The author is a veteran high school physics teacher who has participated in the ongoing development of the Engineering Design and Problem Solving Course created by UTeachEngineering and The University of Texas at Austin. As a pilot instructor teaching this course, the author has experienced the teething problems common to radically new curriculum. The trials and tribulations of a twelve-week capstone design project, that was the last engineering challenge of the inaugural year of the course, are discussed. Reasons for the module’s failure and modifications for improvement are suggested and supported by a survey of current literature. The author uses the engineering design process to reengineer the Helmet DesignCapstone Project. This report identifies the needs of the teachers and students who are, in fact, the customers of the redesign, and provides a step-by-step plan for improving the project to make it easier for the teachers and more engaging for the students. All of the instructions and material lists needed to build the testing devices and conduct the student activities are presented in detail. In this second iteration of the project, the design challenge for the students will be to evaluate the impact performance of a skateboard-type helmet and use simple tests to characterize the impact performance of various foam types. Using the insights gained by the characterization of the foam, students will design and install foam composite padding into the helmet. The engineering principle that is being stressed is the use of data acquisition for making informed design decisions, rather than trial and error testing. The report concludes with some reflections by the author about the lessons learned while developing this project and the impact they will have on his classroom practices. / text

Ropes course programs provide numerous benefits but what makes programs effective has been unclear. The purpose of the study was to: 1) determine if there was a measurable difference in meaningful involvement between the Challenge by Choice (CbC) and Inviting Optimum Participation (IOP) approaches to ropes course program design and delivery, and 2) identify and compare the linkages among program attributes, outcomes, and values with each approach. The study involved 360 young adolescents (ages 10 -15) who took part in full-day ropes course programs provided by one of four organizations in Ontario, Canada. Participants included 172 boys and 188 girls. The average age was 12.7 years and 47% had previous ropes course program experience. Participants completed either: 1) an experience sampling survey related to meaningful involvement or 2) a means-end laddering survey related to program attributes, outcomes, and values. The experience sampling data were subjected to multivariate analysis of variance (MANOVA). The dependent variables were meaningful involvement during high (belayed) activities and low (non-belayed) activities. The independent variables were program type, sex, and ropes course experience. Program type had a significant effect (8(3,158) = 0.937, p< 0.05) for meaningful involvement experienced during high activities. Meaningful involvement consists of the areas engagement, choice, and view of self. Follow-up ANOVAs indicated that choice (F(1, 160) = 6.127, p< 0.05) was significantly higher in IOP programs. Differences between the programs in engagement and view of self were not significant. There was no significant effect for low activities. Means-end analysis was used to identify linkages among program attributes, outcomes, and values. Responses were organized into 11 Hierarchical Value Maps. Participants in IOP programs identified different linkages than participants in CbC programs. IOP program participants were more likely to mention the attribute low activities and the outcome group efficacy as significant and less likely to mention the outcome anxiety. CbC participants were less likely to mention low activities and group efficacy and more likely to mention anxiety and the value excitement. These findings indicate that ropes course program design and delivery can be manipulated to provide specific benefits and facilitate participant experiences of meaningful involvement.