Thesis (M.S.)--University of Michigan, 2001. / Includes bibliographical references.

Thesis (M.S.) -- University of Tennessee, Knoxville, 2006. / Title from title page screen (viewed on June 1, 2006). Thesis advisor: Richard J. Ranaudo. Vita. Includes bibliographical references.

The purpose of this study was to compare the effects of guided musical analysis and guided attention to textual understanding on the speed of solo memorization by selected university vocal students. The guided musical analysis consisted of instruction to a subject regarding the melodic elements, rhythmic elements, phraseology, form, and key relationships of the experimental songs. The guided attention to textual understanding consisted of instruction to a subject regarding the meaning and phraseology of the experimental song texts. Subjects were required to rhythmically scan the texts in a declamatory manner. It was concluded that the three conditions of memorization were equally effective. Memorization rates were not significantly altered by historical period of song. Differences in memorization rates appeared to parallel the subjects' academic performances and their performances on the Drake Musical Aptitude Tests. Findings of this study indicated that future memorization experiments should be conducted with larger samples of subjects of a single sex who are music majors.

Bakgrund: Barn genomgår procedurer på sjukhus som kan upplevas obehagliga, smärtsamma och skrämmande. Smärta och oro vid procedurer ska behandlas. En icke-farmakologisk metod för barn i åldern 5–18 år är Guided Imagery. Guided Imagery innebär att barnet ska dagdrömma om en situation med vägledning av barnsjuksköterskan. Syfte: Belysa barnsjuksköterskors erfarenheter av Guided Imagery på barn i åldern 5–18 år vid procedurer på sjukhus. Metod: Kvalitativ studiedesign. Datainsamling via semistrukturerade intervjuer med åtta barnsjuksköterskor som hade utbildning inom Guided Imagery och som använt metoden på barn i åldern 5–18 år vid procedurer på sjukhus. Analysmetoden var innehållsanalys med induktiv ansats. Resultat: Innehållsanalysen resulterade i tre huvudkategorier och tio underkategorier. Den första kategorin var Förutsättningar för utförandet av Guided Imagery med underkategorierna Rätt person, Rätt kontext, Vikten av förberedelse samt Fokus på dagdrömmen. Den andra kategorin var Fördelar med Guided Imagery med underkategorierna God avledning samt Främjar barns delaktighet och kontroll och den tredje kategorin var Utmaningar med Guided Imagery med underkategorierna Fungerar inte i alla situationer, Behöver vara bekväm med Guided Imagery, Guided Imagery påverkas av arbetsplatsens förutsättningar samt Fungerar inte på alla barn. Slutsats: Guided Imagery är en avledningsmetod med flera fördelar om rätt förutsättningar finns. Metoden är lämplig för barn med rädsla och fungerar vid flera procedurer som tar mellan tio och 50 minuter. Goda förberedelser och prioritering av tid för Guided Imagery kan bidra till minskad rädsla samt färre sövningar och administrering av sederande läkemedel. Barn kan vid utförandet av Guided Imagery vara delaktiga och ta egna beslut. Det är av vikt att arbetsplatsen kan bistå med rätt förutsättningar för att kunna utföra Guided Imagery då det kan medför stora vinster för barn. / Background: Children can experience unpleasant, painful and frightening procedures in the hospital. Experiences such as pain and anxiety during procedures should be treated. A non-pharmacological method for children aged between 5-18 years is Guided Imagery. Guided Imagery means that children should daydream about a situation with the guidance of the pediatric nurse. Aim: Illuminate pediatric nurses' experiences of Guided Imagery on children aged between 5–18 years during procedures in hospitals. Method: Qualitative study. Data was collected through semi-structured interviews with eight pediatric nurses who had completed education in Guided Imagery and had used the method on children aged between 5-18 years during procedures in hospitals. The analysis method was content analysis with an inductive approach. Results: The analysis resulted in three categories and ten subcategories. The first category was Conditions to conduct Guided Imagery with the subcategories The right child, The right context, The importance of preparation and Focus on the daydream. The second category was Benefits of Guided Imagery with the subcategories Useful distraction and Promotes children's participation and control and the third category was Challenges with Guided Imagery with the subcategories Does not work in all situations, Need to be comfortable with Guided Imagery, Guided Imagery is affected by workplace conditions and Does not work on all children. Conclusion: Guided Imagery is a distraction method with several advantages if the right conditions are applied. The method is suitable for children with fear and works for several procedures that can take between ten and 50 minutes. Good preparation and prioritizing time for Guided Imagery can contribute to reduced fear as well as fewer anesthetics and administration of sedative drugs. Children can participate in the implementation of GI and make their own decisions. It is important that the workplace can assist with the right conditions to be able to perform Guided Imagery as it can bring great benefits for children.

No description available.

No description available.

Experiments are an important part of physics and it naturally follows that lab activities is important in physics education. While there are a great number of methods for lab activities that all have varying effects, this study seeks to answer how they interact with one of the most important tools in education, formative assessment. We have explored this topic by reviewing scientific articles on both physics lab activities as well as formative assessment in its many forms. To connect it to a more practical and Swedish context, we also surveyed Swedish physics teachers at different levels of education and performed a thematic analysis to see how they approach lab activities and what, if any, formative assessment they implement. From the scientific review we found that we can divide the physics lab activities into minimally and heavily guided. The minimally guided support abilities like critical thinking and considering sources of error, while heavily guided lab activities are more suited training procedural abilities, such as handling lab equipment, or for students with no prior experience with labs. Formative assessment can be implemented  with positive effects regardless of lab activity. Especially self and peer assessment show great results and should be viewed as a regular part of the teaching methodology for lab activities. The survey, which had 12 respondents, indicated that self and peer assessment are not used on a regular basis prior to university and the lab activities start out from heavily guided and moves towards minimally guided. The main challenge against changing both of these was time. To aid teachers in implementing the effective lab activities, proposed by the research literature, we prepared a lab activity in Swedish alongside considerations for implementations, formative assessment and a rubric.

The method of singular perturbations is applied to the determination of the optimal range-fuel-time trajectory for an air-breathing missile. This method is shown to lead to the reduced-order "cruise-dash" model, and this model is used in the optimization study. Earlier work in this area is extended by the inclusion of two not heretofore considered limits on the dynamical system. The results of the earlier work are shown to hold throughout much of the velocity regime in which the missile operates, but operation in the very high and very low velocity ranges is shown to be sharply curtailed, with the optimal operating points being changed drastically in some cases. Also, the effect of the non-zero minimum admissible throttle setting and the resultant throttle-chattering on the solution of the control problem is examined in some detail. / M.S.

The engagement between an antiship missile and a ship’s defense system is investigated. The missile is equipped with proportional navigation guidance for homing in on its ship target. The ship’s defense system consists of a radar, an estimation system (the extended Kalman filter and the “jump filter” are used), and a gun system. The performance index is defined as the estimated number of hits (EHITS) of projectiles on the missile. The main objective of this dissertation is to determine maneuvering periods for the missile which minimize the EHITS to evade the ship’s gunfire under different engagement conditions. The maneuvering periods are design parameters in the missile’s controls of both the vertical and the horizontal planes. The engagement conditions are the follows: the maximum amplitude of the maneuvering functions, the homing in position of the missile on the ship, the measurement noise condition of the ship’s radar, and the missile’s model assumed in the ship’s filters. The missile’s control functions considered are periodic and of specific types (sinusoidal, square and sawtooth waveforms); therefore, the periods which minimize the EHITS in this study are suboptimal for the general engagement problem. Two methods are used to obtain the suboptimal periods: one is the ”brute force" method of computing the EHITS for certain equally spaced periods, the other uses an optimization software to search for the minimum point. The results show that the curve of EHITS vs. period is monotonically decreasing until it reaches a minimum point. The optimal period increases with an increase in measurement noise. Among the three waveforms used, the square wave gives the smallest optimal period and the sawtooth wave gives the largest one. The sinusoidal waveform with the period of 1.9 seconds is recommended. We consider the missile's performance against a perfect radar, a modern radar, and an earlier model radar. The optimum EHITS resulting from the optimal periods are between two and three EHITS for all three radars considered. / Ph. D.

Call number: LD2668 .T4 1985 R42 / Master of Science