Base isolated buildings are well known to provide enhanced performance due to minimized accelerations and decreased interstory drifts. However, the reduced demands are obtained at the expense of large displacements at the isolation layer. This study investigates an innovative system, termed ‘dual isolation’, which applies two layers of isolation, one at the base and one mid-story to resolve this issue. An analytical solution for the equation of motion of the proposed system is developed based on linear isolation theory. This creates a foundation to assess the behavior of various types of seismic protection systems and to select the damping, mass and frequency ratio that leads to an optimal dual isolation design. Time history responses of the dual isolation system with viscous damping are compared to those of a conventional isolation counterpart to examine the effectiveness of the system. The system reduces first floor displacements by 40% on average, while the roof displacement is increased by roughly 15%. This results in reduced design forces for the structure. In addition, accelerations, especially above the second isolation layer, are significantly decreased. By reducing story shears and accelerations, the dual isolation system limits damage to both structural and nonstructural systems and components, thereby increasing global system performance. / Thesis / Master of Applied Science (MASc)

Introduction: The disruption of postural control is one factor that can lead to falls for the geriatric population. Dual tasking can increase the likelihood of a fall for this population. Finding effective ways to lower falls in the geriatric population may increase quality of life. Hydrotherapy is a new therapeutic practice to increase balance performance. Purpose: The purpose is to determine the effectiveness of a six-week hydrotherapy program and its effects on dual-tasking, postural control, and balance in a geriatric population. Methods:11 elderly adults completed static/dynamic balance test with a Stroop Color and Word Test pre/post 6 weeks of dual-tasking balance training either in a land-based (LB) or hydrotherapy (HYDRO) group. Results:Both groups improved in dual tasking responses and overall static and dynamic balance. Conclusions: Both LB and HYDRO may show improvements in static and dynamic balance while under a dual tasking condition. The HYDRO group showed greater improvements in movement time after six weeks.

No description available.

No description available.

Yes / The revolution in neuroscience, based on the recent development of novel techniques such as brain imaging that allow greater insight into the working of the central nervous system, will be accelerated by the injection of major funding in state-level brain research projects around the world and will undoubtedly lead to great benefits. However, the results of the research may be subject to hostile misuse, which in the context of chemical and biological weapons has been called the problem of dual use. An example could be the development of novel so-called non-lethal incapacitating chemical and biological agents that attack the central nervous system based on the knowledge derived from benignly-intended civil brain research. Unfortunately, most practicing neuroscientists are not aware of this problem and therefore cannot add their expertise to efforts to prevent such misuse. This paper reviews an attempt to test whether a Team-Based Learning (TBL) active learning exercise could be used to raise awareness of the problem of dual use amongst a group of practicing neuroscientists. It is concluded that TBL is a useful approach, but to effectively engage neuroscientists in helping to deal with dual use it would need to be incorporated within a co-ordinated national, regional and international educational initiative.

Yes / The way bilinguals switch languages can differ depending on the context. In cued dual-language environments, bilinguals select a language in response to environmental cues (e.g., a monolingual conversation partner). In voluntary dual-language environments, bilinguals communicating with people who speak the same languages can use their languages more freely. The control demands of these types of language-production contexts, and the costs of language switches, have been argued to differ (Adaptive Control Hypothesis). Here, we used a dual-task paradigm to examine how cued and voluntary bilingual production differ in cognitive resources used. Forty Mandarin-English bilinguals completed two language-switching paradigms as the primary task; one in response to cues and one while using two languages freely. At the same time, they also had to respond to the pitch of tones (secondary task). Response times (RTs) on the secondary task, as well as naming times on the primary task, were shorter under the voluntary- than cued-naming condition. Task workload ratings were also higher under the cued- than voluntary-naming condition. This suggests more attentional resources are needed in a cued-naming context to monitor cues and select languages accordingly. However, the costs associated with switching from one language to the other were similar in both voluntary- and cued-naming contexts. Thus, while cued-naming might be more effortful overall, cued and voluntary switching recruited similar levels of cognitive resources.

Childhood best friends Tyler and Kyleen begin college promising to be each other’s “keeper” on the path to righteousness, but when a budding romance with an alpha jock threatens to lead Kyleen astray, Tyler seeks guidance from the online Manosphere. Adopting the misogyny of his new pro-masculine community, Tyler is determined to keep Kyleen on the straight and narrow... by any means necessary.

This particularistic qualitative study examined the perceptions of 18 students’ dual credit experience and the viewpoints of three administrators. While limited in scope, this study makes an important contribution to what is currently known about dual credit experiences from students that have graduated with a dual degree at the completion of high school. Primary data collection occurred through individual interviews with the students and with the administrators. Nine themes were identified from the qualitative analysis of the students’ interview responses and 10 themes were identified from analysis of the administrators interview responses. Student themes related to influence, the dual credit experience, student decisions/choices, value, desire to continue, dual credit concerns, advice to high school students, and the top three advantages to a dual credit program. The student participants reported that, while the dual credit experience had been challenging, the program resulted in positive educational outcomes, time savings, cost savings, and access to college courses. Administrator themes related to the dual credit enrollment process, influence, the student experience, support systems, student choice, outcomes of acquiring a dual degree, impact of dual degree status on pursuit of higher education, degree completion, advice for dual credit students, and the future of dual credit programs. While the three administrator participants valued the dual credit program, each provided a unique view of the program. The findings from this study may help to improve future dual credit experiences for the students and help to create a favorable relationship between the community college and high school. Conclusions drawn from the findings were reported. Implications for policy, research, and practice were identified. Recommendations were made for further research.

abstract: This dissertation investigates the origins of dual enrollment (DE) writing courses that give students the opportunity to receive college credit for writing in high school. While no previous research dates DE programs to before the 1970s, this dissertation analyzes the development of the self-proclaimed “longest-running” DE program that began at the University of Connecticut in 1955. In this work, I contend that the University of Connecticut’s DE program began as a complacent act that further advanced already privileged (white affluent) students and further marginalized students of color, which extends marginalizing aspects of the origins of the first-year writing requirement. I first establish the historical, social, and political context for the development of DE programs at the University of Connecticut with an overview Brown v. Board of Education, whites’ resistance to integration, and the white complacency of citizens in Connecticut in the 1950s. Using whiteness theory and feminist research methods, archival research conducted at the University of Connecticut focused on the development of DE programs shows an institutional absent presence, that is, there is an absence of reference to Brown, integration, or race of students where it concerns the construction, inception, and operation of the first DE writing courses. And finally, an attempt at a disparate impact analysis of current assessment practices that determine enrollment in DE writing courses highlights access and assessment as a connection between the history and the present state of DE programs and DE composition courses. With the inclusion of DE composition, my dissertation project fills at least some of the identified gap in historical research in Rhetoric and Composition Studies during the 1950s and extends arguments of how white complacency has and continues to influence the field and first-year writing. / Dissertation/Thesis / Doctoral Dissertation English 2018

International Telemetering Conference Proceedings / October 18-21, 2004 / Town & Country Resort, San Diego, California / The placement of two antennas on an air vehicle is one possible practice for overcoming signal obstruction created by vehicle maneuvering during air-to-ground transmission. Unfortunately, for vehicle attitudes where both antennas have a clear path to the receiving station, this practice also leads to self-interference nulls, resulting in dramatic degradation in the average signal integrity. This paper discusses application of unitary space-time codes such as the Alamouti transmit diversity scheme and unitary differential space-time codes to overcome the self-interference effect observed in such systems.