This document will chronicle the theatrical design work of Josh Christoffersen at the University of Iowa from August of 2012 through the spring of 2015. The bulk of the images included will be production photos of realized productions--both large-scale mainstage and smaller independent productions--as well as draftings, paint elevations, and sketches to illuminate the process of the artist. The intent is that this document will stand as a record of the various techniques and tactics used throughout my graduate career to tell a story through design

With the development of the network, people are increasingly used to exchanging information on the Internet. Therefore, the capability of robot controller should not be limited to control robots locally. The objective of this thesis is to provide a system, the screenplay based performance platform of Robotic puppet shows (SBPP), commanding multiple robots; each robot performing its own role based on a script composed by the developed authoring tool. Wherever and whenever a user wants to use SBPP, he/she just needs connect to the network and begins to design a script. SBPP consists of three parts: the graphic authoring platform (GAP) of screenplays for robotic puppet shows, the screenplay interpreter (SI) for multi-morphic robots, and robots themself. The work of this thesis is concentrated on the implementation of the GAP and robots (model: DARwIn-OP) control. The GAP provides options for a variety of robots to users. The users can easily design their own robot scripts merely by drag-and-drop operating on icons representing the actions, behavior, and short scripts, respectively. Whenever a script is created or updated, GAP will automatically save the script as an XML file format internally. In addition, robots can be conducted to express their emotions orally by utter the lines composed. The system is demonstrated by a play of ¡§do-as-I-do¡¨ and recoded in a video at YouTube:¡¨ http://www.youtube.com/watch?v=v8ErTOgAQSo¡¨.

Thesis (Ph.D.)--University of Washington, 1990. / Includes bibliographical references (leaves [1309]-1424).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xvii, 326 p.; also includes graphics (some col.). Includes bibliographical references (p. 236-244). Available online via OhioLINK's ETD Center

A presente pesquisa versa sobre a possibilidade ou não da alfabetização geográfica por meio do Teatro de Fantoche como possibilidade de uma prática lúdica, mais envolvente e que permita a autonomia do sujeito em sala de aula. Na coxia buscamos as informações por meio de entrevistas realizadas com sujeitos alunos e professores de terceira série/ano do Ensino Fundamental, em três escolas de Porto Alegre. O Objetivo geral que buscamos foi observar se o lúdico do teatro de Fantoches é uma possibilidade facilitadora da construção do Conhecimento Geográfico. Trabalhamos com a dialógica, a recursividade e o princípio hologramático, na crença não de uma única verdade, mas das verdades serem muitas e também provisórias. Nossos procedimentos no palco basearam-se na Pesquisa Qualitativa. Na primeira cena exercitamos o ato do conhecer os atores, o palco e o Teatro. As reflexões sobre essa cena dizem respeito à construção do conhecimento geográfico com ênfase nos conceitos de Espaço, de Lugar e de Orientação por meio do Teatro de Fantoches. Para tanto buscamos o apoio da Epistemologia Genética para compreender provisoriamente como a criança constrói o conhecimento. Na segunda cena tratamos das questões metodológicas. A terceira cena é dedicada às leituras produzidas na coxia e no palco: no primeiro ato desta cena encontramos as Representações das entrevistas com os sujeitos professores e sujeitos alunos. No segundo ato as representações das oficinas que, nesse momento, analisamos as oficinas de contação de histórias e de construção dos Fantoches. No terceiro ato as Represent(ações) das Apresent(ações); o estudo das representações espaciais e sociais dos sujeitos alunos para a construção do conhecimento, por meio da apresentação teatral com os Fantoches, foi vista como importante para a compreensão do conhecimento geográfico. No último ato, mas nem tão final da peça, dedicamos às reflexões de nossos objetivos com as práticas adotadas no palco. Observamos que há um predomínio nas narrativas dos sujeitos alunos quanto ao brincar, em especial ao lúdico. Procuramos analisar os significados que os sujeitos atribuem ao brincar, bem como o seu papel nas representações espaciais e sociais. / This research deals with the possibility or not geographic literacy through the Puppet Theatre as a practical possibility of entertaining, more engaging an denabling the autonomy of the subject in the classroom. Backstage seek information through interviews with subject teachers and students of third grade / year of elementary school, in three schools of Porto Alegre. The general objective was to observe whether we seek to play the puppet theater is a possibility of facilitating the construction of geographical knowledge. We work with the dialogue, theholographic principle and recursion, a belief in not only truth but many truths are also provisional. Our procedures were based on the stage in Qualitative Research. In the first scene exercise the act of knowing the actors, the stage and theater. Reflections on the scene to the construction of geographical knowledge with emphasis on the concepts of space, place and guidance through the puppet theater. To this end we seek the support of Genetic Epistemology to provisionally understand how the child constructs knowledge. In the second scene of treat methodological issues. The third scene is devoted to the readings produced backstage and on stage: in the first act of this scene we find the representations of the interviews with the subjects and subject teachers students. In the second act the representations of the workshops at that time, we analyze the storytelling workshops and construction of puppets. In the third act represents (shares) of Presentations (actions), the study of social and spatial representations of the subjects students to construct knowledge by means of theatrical presentation with puppets, was seen as important for the understanding of geographical knowledge. In the last act, but not as the final piece, dedicated to the reflections of our goals with the practices adopted on stage. We note that there is a predominance in the narratives of the subjects students about the play, especially to play. We tried to analyze the meanings individuals give to the play, as well as its role in social and spatial representations.

A presente pesquisa versa sobre a possibilidade ou não da alfabetização geográfica por meio do Teatro de Fantoche como possibilidade de uma prática lúdica, mais envolvente e que permita a autonomia do sujeito em sala de aula. Na coxia buscamos as informações por meio de entrevistas realizadas com sujeitos alunos e professores de terceira série/ano do Ensino Fundamental, em três escolas de Porto Alegre. O Objetivo geral que buscamos foi observar se o lúdico do teatro de Fantoches é uma possibilidade facilitadora da construção do Conhecimento Geográfico. Trabalhamos com a dialógica, a recursividade e o princípio hologramático, na crença não de uma única verdade, mas das verdades serem muitas e também provisórias. Nossos procedimentos no palco basearam-se na Pesquisa Qualitativa. Na primeira cena exercitamos o ato do conhecer os atores, o palco e o Teatro. As reflexões sobre essa cena dizem respeito à construção do conhecimento geográfico com ênfase nos conceitos de Espaço, de Lugar e de Orientação por meio do Teatro de Fantoches. Para tanto buscamos o apoio da Epistemologia Genética para compreender provisoriamente como a criança constrói o conhecimento. Na segunda cena tratamos das questões metodológicas. A terceira cena é dedicada às leituras produzidas na coxia e no palco: no primeiro ato desta cena encontramos as Representações das entrevistas com os sujeitos professores e sujeitos alunos. No segundo ato as representações das oficinas que, nesse momento, analisamos as oficinas de contação de histórias e de construção dos Fantoches. No terceiro ato as Represent(ações) das Apresent(ações); o estudo das representações espaciais e sociais dos sujeitos alunos para a construção do conhecimento, por meio da apresentação teatral com os Fantoches, foi vista como importante para a compreensão do conhecimento geográfico. No último ato, mas nem tão final da peça, dedicamos às reflexões de nossos objetivos com as práticas adotadas no palco. Observamos que há um predomínio nas narrativas dos sujeitos alunos quanto ao brincar, em especial ao lúdico. Procuramos analisar os significados que os sujeitos atribuem ao brincar, bem como o seu papel nas representações espaciais e sociais. / This research deals with the possibility or not geographic literacy through the Puppet Theatre as a practical possibility of entertaining, more engaging an denabling the autonomy of the subject in the classroom. Backstage seek information through interviews with subject teachers and students of third grade / year of elementary school, in three schools of Porto Alegre. The general objective was to observe whether we seek to play the puppet theater is a possibility of facilitating the construction of geographical knowledge. We work with the dialogue, theholographic principle and recursion, a belief in not only truth but many truths are also provisional. Our procedures were based on the stage in Qualitative Research. In the first scene exercise the act of knowing the actors, the stage and theater. Reflections on the scene to the construction of geographical knowledge with emphasis on the concepts of space, place and guidance through the puppet theater. To this end we seek the support of Genetic Epistemology to provisionally understand how the child constructs knowledge. In the second scene of treat methodological issues. The third scene is devoted to the readings produced backstage and on stage: in the first act of this scene we find the representations of the interviews with the subjects and subject teachers students. In the second act the representations of the workshops at that time, we analyze the storytelling workshops and construction of puppets. In the third act represents (shares) of Presentations (actions), the study of social and spatial representations of the subjects students to construct knowledge by means of theatrical presentation with puppets, was seen as important for the understanding of geographical knowledge. In the last act, but not as the final piece, dedicated to the reflections of our goals with the practices adopted on stage. We note that there is a predominance in the narratives of the subjects students about the play, especially to play. We tried to analyze the meanings individuals give to the play, as well as its role in social and spatial representations.

Denna rapport har skrivits under ett examensarbete på Linköpings Universitet för att ta reda på vilket program som är mest tidseffektivt att använda för hantering av datorkonfigurationer. De konfigurationshanterarna som analyserades i detta arbete är Ansible, Chef och Puppet som är tre av de ledande programmen inom ämnet. Motiveringen till arbetet är att när komplexiteten hos infrastrukturen ökar, så är det viktigt att hitta en konfigurationshanterare som verkställer konfigurationen på systemen tillräckligt snabbt för att möta den komplexa infrastrukturens behov. Jämförelsen görs baserat på hur lång tid det tar för varje program att genomföra olika typer av konfigurationer, med olika uppsättningar av antalet system som konfigureras, och från denna data görs slutsatser om programmens tidseffektivitet, spridning och skalning.

Configuring services in an ad-hoc way is less than optimal as human error can result in services that fail. Even though scripting offers a solution it does not allow for a uniform deployment of configurations. A possible solution to this problem is the use of software configuration management systems (SCMS) that allow administrators to specify what should be done, and not necessarily how. An implementation is conducted that focuses on the first part of implementing an SCMS to see if a transition to a SCMS governed environment can be worthwhile. Three SCMS will be investigated; Chef, CFEngine and Puppet. The results show that administrators can receive good support from the documentation as documentation of the three SCMS are mostly accurate. The support from the community is affected by region and activity is declining in some cases. Overall it is easy to install an SCMS and special purpose languages are effective for specifying functionality of services.

The goal of this thesis is to describe a compare selected open source tools for mass linux server administration. In the first part, the tools are described, including their principles and internal architecture. The next part follows with the comparison of these selected tools using several groups of comparison criteria. The main contribution of this thesis is the actual comparison of software tools of this type. The method chosen to fulfill the goal of this thesis is literature search and custom practical testing of these tools.

Automating the configuration of network devices contributes to faster configuration and helps increase consistency compared with manual configuration. In this thesis, we compare the automation tools Ansible, Puppet, and SaltStack and evaluate their performance when configuring network devices. To evaluate the automation tools this thesis consists of a comprehensive overview and a set of performance experiments. The comprehensive overview focuses on comparing the automation tools and their capabilities whilst the set of performance experiments focuses on comparing the performance of the automation tools. The comprehensive overview reveals that all automation tools we investigate can achieve automated network configuration. However, the approach to configure network devices varies between the automation tools. For the configuration of network devices Ansible is more capable than Puppet and SaltStack. The lack of documentation and support for Puppet and SaltStack leads to an increase in usage complexity. The performance experiments reveal that Ansible and SaltStack have a better performance than Puppet for a lower number of configuration changes. However, with an increasing number of configuration changes, Ansible shows a noticeable difference whilst Puppet and SaltStack do not.