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The modern design-construction boundary is facing an unprecedented moment of evaluation. Global applications of building information modeling, including virtual prototyping, factory-based component procurement and industrialized site production are only a few of the forces that threaten to engulf the established façades of architecture, engineering and construction practice. Those professional identities that are unable or unwilling to reach deeply into this oncoming torrent of interoperability, integrated delivery, and infinite domains will be lost. It is even possible that the language of building culture will be washed away forever. Preparations should be made. This research proposes to strengthen available built-project communications. It does so by examining the natural architectonic relationships which exists at the most primitive level of production — about the assembly task. A work and its procedures are investigated through the programming interface of a Virtual Prototype (VP) modeling system. With visualized constructability as its goal, this study highlights the character of VP programming as it translates between design and production information with digital specificity. The results of that investigation fashion a test of a new production communications language with the potential to enrich and refresh the insulate expressions and hollow specification of traditional design communications. / Ph. D.

<p>The present longitudinal study, which comprised 125 children from Grade 2 (typal age: 8) to Grade 6 (typal age: 13), examines and interprets the results of several decoding and reading comprehension tests. A point of departure is the proposition that there may be a lack of concepts about central questions that help interpret the results of an expanding test practice in the educational system. To construct the central questions the typologies and hypothetical causes of reading problems ought to be constrained in relation to explanatory constructs combining reading acquisition and reading difficulties. </p><p>First, the field of research on reading acquisition and reading difficulties was surveyed as a background to the presentation of the model, which is heavily indebted to and basically molded on the balance model but which also takes advantage of the proposition of combining the double-route and connectionist approaches. </p><p>Second, the following themes were investigated empirically:</p><p>– The predictive power of the tests: Generally, there seem to be almost as accurate predictions from Grade 2 as from Grade 3. A combined decoding-comprehension prediction was not shown to be more powerful as a product than as a linear combination.</p><p>– The possibility of an image/symbol transition in early reading acquisition: A weak image/letter decoding correlation distinguished boys weak in reading comprehension from all others in Grade 3; a weak letter/word decoding correlation distinguished those weak from those strong in reading comprehension regardless of gender in Grades 2 and 3; and a weak image/word decoding correlation distinguished boys from girls in Grade 2. </p><p>– Indications of stages in the development of reading: The conclusion is that orthographic decoding is more strongly related to reading comprehension than is phonologic decoding but there appears to be a parallel development of phonologic and orthographic decoding between Grades 3 and 6. This pattern seems to be the same for boys and girls and for those with low and high reading comprehension. </p><p>– Comparing subtypes: The surface/phonologic dyslexia distinctions were tentatively related to the linguistic/perceptual dyslexia distinctions and the letter/word-decoding screening instrument. The compensatory concept is questioned.</p><p>– Dimensions in reading acquisition and reading difficulties: A conclusive proposition of the study is that the hypothetical twofold metaphor/metonym character of language may be instrumental in analysing the complex interaction between the characteristic traits of the learning brain and the construction of meaning through script.</p>

The present longitudinal study, which comprised 125 children from Grade 2 (typal age: 8) to Grade 6 (typal age: 13), examines and interprets the results of several decoding and reading comprehension tests. A point of departure is the proposition that there may be a lack of concepts about central questions that help interpret the results of an expanding test practice in the educational system. To construct the central questions the typologies and hypothetical causes of reading problems ought to be constrained in relation to explanatory constructs combining reading acquisition and reading difficulties. First, the field of research on reading acquisition and reading difficulties was surveyed as a background to the presentation of the model, which is heavily indebted to and basically molded on the balance model but which also takes advantage of the proposition of combining the double-route and connectionist approaches. Second, the following themes were investigated empirically: – The predictive power of the tests: Generally, there seem to be almost as accurate predictions from Grade 2 as from Grade 3. A combined decoding-comprehension prediction was not shown to be more powerful as a product than as a linear combination. – The possibility of an image/symbol transition in early reading acquisition: A weak image/letter decoding correlation distinguished boys weak in reading comprehension from all others in Grade 3; a weak letter/word decoding correlation distinguished those weak from those strong in reading comprehension regardless of gender in Grades 2 and 3; and a weak image/word decoding correlation distinguished boys from girls in Grade 2. – Indications of stages in the development of reading: The conclusion is that orthographic decoding is more strongly related to reading comprehension than is phonologic decoding but there appears to be a parallel development of phonologic and orthographic decoding between Grades 3 and 6. This pattern seems to be the same for boys and girls and for those with low and high reading comprehension. – Comparing subtypes: The surface/phonologic dyslexia distinctions were tentatively related to the linguistic/perceptual dyslexia distinctions and the letter/word-decoding screening instrument. The compensatory concept is questioned. – Dimensions in reading acquisition and reading difficulties: A conclusive proposition of the study is that the hypothetical twofold metaphor/metonym character of language may be instrumental in analysing the complex interaction between the characteristic traits of the learning brain and the construction of meaning through script.

Il s’agit d’un travail de recherche qui naît à partir des questions qui surgissent de la clinique psychanalytique avec des couples en processus de dissolution. Le problème que nous abordons est la situation analytique avec des couples en processus de dissolution. Le couple comme ensemble intersubjectif se constitue à partir d’alliances inconscientes, pacte dé négatif et contrat narcissique. Ces aspects structuraux associés à la subjectivité en situation, en constante évolution, font surgir une subjectivité qui est le produit du couple comme ensemble, dans la situation analytique. Le style ou mode de fonctionnement que met en jeu chaque couple dans la situation analytique en tant que cuvette est ce que nous appelons la mise en acte de l’intersubjectivité. La problématique spécifique de cette thèse concerne les différentes manifestations de l’effet de l’inconscient lié à la trame de lien que génèrent les couples (alliances inconscientes, contrat narcissique, pacte dénégatif, production conjointe de subjectivité). / This is a research work, which comes from interrogatives from the psychoanalytical clinic with couples in process of dissolution.The problem we deal with is the analytic situation with couples in process of dissolution. The couple as an Intersubjective cluster is set up from unconscious alliances, denegative pact, and narcissistic contract. These structural aspects together with the subjectivity in situation, linked to the constant evolution, favor the emergence of subjectivity, product of the couple as a cluster, in the analytic situation. The style or way of functioning that each couple puts in evidence in the analytic situation as a bucket is what we call the set in act of the subjectivity. The specific problem of this thesis is related to the different manifestations of the effect in the unconscious connected with the linking framework that the couples create (unconscious alliances, narcissistic contract, denegative pact, production of joint subjectivity). / Este es un trabajo de investigacion, que surge a partir de interrogantes de la clinica psicoanalitica con parejas en proceso de disolucion.El problema que abordamos es la situacion analitica con parejas en proceso de disolucion.La pareja como conjunto inter subjetivo se constituye a partir de alianzas inconcientes, pacto denegativo, contrato narcisista. Estos aspectos estructurales unidos a la subjetividaden situacion, ligada al constante devenir, hacen emerger una subjetividad producto de la pareja como conjunto, en la situacion analitica. El estilo o modo de funcionamiento, que pone en juego cada pareja en la situacion analitica en tanto cubeta, es lo quedenominamos la puesta en acto de la intersubjetividad. La problematica especifica, de esta tesis, gira en torno de las distintas manifestaciones del efecto de inconciente vinculado al entramado vincular que arman las parejas (alianzas inconcientes, contrato narcisista, pacto de negativo, produccion de subjetividad conjunta)