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An axisymmetric finite element solution method is developed for axial wave propagation through a series of threaded connections in rock drills. A piston impacts axially on a string of rods held together by threaded joints and the wave propagates through these joints before reaching the bit. The energy lost in the joints limits the maximum effective depth of the drill. Several computational techniques are used to efficiently model the problem. Non-reflecting boundaries are used to numerically absorb the waves as they exit a joint. The stored waves are then re-initiated into the next joint eliminating modeling of the entire assembly of rods. The preload in the threads is modeled by shrinking the threaded sleeve onto the rods. A new dynamic relaxation damping scheme is used which starts with an undamped model and then increases the damping until the solution converges. This method converges more rapidly than the standard constant damping. / Master of Science

Tom Andersen (1995) utvecklade samtal där terapeut och klient tillsammans utvärderar samarbetet i terapin, samtal med reflekterande förhållningssätt som senare kom att kallas för samforskningssamtal. Samtal med ombytta roller, där terapeuten får lära av klienten. Studier har visat att samforskningssamtalen ger terapeutiska effekter med ökad känslan av samhörighet, fördjupad samskapande process och hjälper terapin framåt samt ger terapeuterna ökade kunskaper om sig själva som terapeut. Syftet med denna studie är att belysa om samforskningssamtal kan ge möjligheter och betydelse i pågående terapi och i så fall vilka. -Hur upplevdes samforskningssamtalet? -Vad fick terapeut respektive patient syn på i samforskningssamtalet? -Vilken betydelse kan samforskningssamtalet ha framöver i terapin? Två samforskningssamtal har hållits och därefter har en intervju hållits med var och en av deltagarna. Materialet har spelats in, analyserats och bearbetats samt sedan redovisats utifrån frågeställningarna. Undersökningsdeltagare har varit en terapeut, två patienter samt en gästande kollega. Jag själv har deltagit som observatör under samforskningssamtalen. Resultaten visar på att samforskningssamtalen gav möjligheter och betydelser i dessa pågående terapier, delande av tankar och känslor, benämning av relationer, klargöranden samt att synliggöra terapeutens sätt att vara. Både terapeut och patient upplevde samforskningssamtalet som positivt och givande. Det mest betydelsefulla som framkom var att terapeut och patient fick möjlighet att dela med sig av sina tankar och känslor. Detta ökade samhörigheten. Klargöranden gjordes om bland annat terapins innehåll och ramar. Särskilt betydelsefullt visade sig samforskningssamtalet vara för terapeuten, som en möjlighet till att få feedback. Terapeuten fick syn på sitt sätt att vara tillsammans med sin patient. Samforskningssamtal har också visat sig i tidigare studier ha en viktig betydelse att fylla för både terapeut och patient, bl a som en hjälpsam intervention i terapiarbetet samt att ge terapeuten feedback. Samtalsledarens, den gästande kollegans, känslighet i att ställa frågor har en viktig betydelse. En av frågorna som väcktes är hur terapeuten skulle kunna använda sig av samforskningssamtalets idé i det dagliga behandlingsarbetet, kanske i en modifierad form och som ett komplement till andra utvärderingsformer. Få kritiska åsikter har framkommit i denna uppsats liksom i tidigare studier, om samforskningssamtalet som form och metod. Dess positiva betydelse är klart överrepresenterat dokumenterat. / Tom Andersen (1995) developed the conversations in which therapist and client together evaluate collaboration in therapy, conversation with reflective position that later became known as co-research conversation, in Swedish called “samforskningsamtal”. Conversation with the roles reversed, where the therapist may teach the client. Studies have shown that co-research conversation provide therapeutic effects with an increased feeling of connectedness, in-depth co-creative process, helps the therapy forward and give therapists a better understanding of themselves as a therapist . The purpose of this study is to shed light on if co-research conversation can provide opportunities and importance of ongoing therapy, and if so, which. - How experienced co-research conversation? - What of importance did the therapist and patient get from the    samforskningssamtalet? - What significance can co-research conversation have into the therapy? Two co-research conversations have been held and then have an interview held with each of the participants. The material has been recorded, analyzed and processed, and then recognized based issues. The participants have been a therapist, two patients and a visiting colleague. I have participated as an observer during co-research conversations. The results show that co-research conversation gave possibilities and meanings in these ongoing therapies, namely the sharing of thoughts and feelings, designation of relationships, clarifications and visibility in the therapist's way of being. Both therapist and patient experiences co-research conversation as positive. The most significant to emerge was that the therapist and the patient had the opportunity to share their thoughts and feelings. This increased affinity. Clarifications were made about including therapy's content and context. Particularly significant was found to co-research conversation be for the therapist, as an opportunity to get feedback. The therapist saw her way to be with his patient. Co-research conversation has also been shown in previous studies to have an important role to play for both therapist and patient, as a helpful intervention in therapy work, and to give the therapist feedback. The interviewer's, the visiting colleague, sensitivity in asking questions has an important significance. One of the questions raised is how the therapist could use co-research conversations idea of daily treatment work, perhaps in a modified form and as a complement to other forms of evaluation. Nearly none critical views have emerged in this essay, as in previous studies, about co-research conversation as form and method. Its positive significance is clearly overrepresented documented.

Spegling, härbärgering och grundning - En studie av tre begrepp i det terapeutiska rummet, av Elin Nygren, är en uppsats inom ramen för Magisterprogrammet i musikpedagogik med inriktning musikterapi vid Kungl. Musikhögskolan i Stockholm. Syftet med uppsatsen har varit att i litteraturstudier samt i intervjuer undersöka begreppen spegling, härbärgering och grundning. Intervjuerna har haft i fokus att utforska hur fyra terapeuter kliniskt använder begreppen och hur musik kan utveckla dessa. Uppsatsen grundar sig i de utvecklingspsykologiska teorierna och i Wigrams teorier om musikterapeutiska improvisationstekniker. Resultatdelen i uppsatsen är en sammanställning av intervjuerna efter att de bearbetats enligt modellen Tematisk analys. I denna del redovisas hur terapeuterna beskriver det metodiska användandet av begreppen anpassat efter de olika målgrupper som de arbetar med. Vid sammanställning av intervjuerna blev det tydligt att de fyra terapeuterna har en överensstämmande syn kring de tre begreppens funktion för terapeuten och en överensstämmelse i sina definitioner av dem. Det framkom också att musik i många delar är analogt med Sterns vitalitetsaffekter och kompatibelt med hur vi människor kommunicerar. / Reflecting, containing and grounding – A study of three concepts used in therapy, by Elin Nygren is a study carried out within the context of Master Program in Music Education, with orientation Music Therapy at The Royal College of Music in Stockholm. The purpose with this paper has been to look into the concepts reflecting, containing and grounding in literature and in interviews. The main focus of these interviews has been to explore how four therapists in therapy uses the concepts and how music can develop these. The paper is based on the developmental psychology theories and Wigram’s theories of improvisation techniques in music therapy. The result of this paper is a compilation of the interviews, after being processed according to the model of Thematic Analysis. In the result it is reported how the therapists describes the methodological use of the concepts adapted to the different audiences they work with. In the compilation it was clear that the four therapists have equivalent perspectives about the three concepts function for the therapist and an equivalent definition of them. It also appeared that music is analogue to Sterns dynamic forms of vitality and compatible with how humans communicate.

O presente trabalho problematiza o ensino transmissivo enquanto limitador do processo de abstração refletida na aprendizagem do conceito de proporção no ensino fundamental. Aborda as práticas vigentes nas aulas sobre proporção em duas turmas de sexta série do ensino fundamental, sendo uma turma de uma escola estadual de Porto Alegre e a outra, de uma escola municipal de São Leopoldo. O estudo apóia-se em três conceitos da Epistemologia Genética: abstração reflexionante, generalização construtiva e tomada de consciência. A investigação é de caráter qualitativo e baseia-se em observações em sala de aula, entrevistas com professores e aplicação de tarefas que envolvem proporção, em que se utiliza o método clínico piagetiano. Os dados coletados indicam que o ensino de proporção baseia-se numa prática do faz-de-conta, em que professores pensam que ensinam e os alunos acreditam que, com os métodos de ensino adotados por seus professores, aprendem. Além disso, grande parte dos alunos demonstra gostar das aulas de Matemática. Esse pacto velado entre professores e alunos se firma pelo aprender através da cópia e repetição instaurado nas aulas e determina as relações entre ambos. Há valorização da regra de três como algoritmo de resolução de problemas sobre proporção nas aulas e os alunos permanecem arraigados a relações numéricas em jogo nos exercícios e problemas, e não recorrem às demais relações importantes para a construção do esquema das proporções. Algumas práticas dos professores demonstram que ocorre uma espécie de “avanço de sinal” em sala de aula, mas tal avanço é parcial, já que suas práticas permanecem (ainda) ligadas aos métodos transmissivos de ensino e os avanços se reduzem a movimentos individuais e isolados. Isso gera um equívoco quanto à aprendizagem efetiva de proporção e os alunos são aprovados para a série seguinte porque atingiram as médias necessárias, resolvendo inúmeros exercícios semelhantes trazidos pelo professor ou copiados do livro didático. Não é dada prioridade a práticas escolares em que os alunos são sujeitos da aprendizagem na aquisição do conhecimento estrutura, e sim ocorre valorização da aquisição exclusiva do conhecimento conteúdo, de conteúdos fragmentados e não de conteúdos organizados por uma estrutura renovada em função deles. Os aspectos levantados determinam as limitações ao processo de abstração refletida, sendo que o conhecimento matemático se dá por tal processo. / This work discusses the transmissive teaching as a limiting factor in the abstraction process shown in the learning of the proportion concept in elementary school. It approaches present teaching practices on proportion in two 6th grade classes. One in a state school in Porto Alegre and another in a local school in São Leopoldo. The study is based on three concepts of the Genetic Epistemology: reflecting abstraction, constructive generalization and awareness. The investigation has a qualitative character and it is based on class attendances, interviews with teachers and the use of tasks involving proportion – applying Piaget’s clinical method. The data collected indicates that the teaching of proportion is based on a makebelieve practice, in which teachers believe they are teaching. Students, in turn, think they are learning through the teaching methods adopted by their teachers. Furthermore, a great number of students have shown that they enjoy the Math classes. This hidden pact between teachers and students is consolidated by learning through copying and repeating. A practice established in classes which determines the relationship between learners and educators. The rule of three is valued as an algorithm to solve proportion problems and students remain attached to numerical relationships involving exercises and problems. They do not resort to other relationships important for the construction of proportion systems. Some teachers' practices have shown that there have been some advances in classrooms. Such advances are, however, partial. These practices are (still) connected to the transmissive teaching and are just isolated and individual movements. This generates a mistake concerning the effective learning of proportion. Moreover, students are approved for the next grade because they reached the necessary score by doing countless similar exercises brought by the teacher or copied from schoolbooks. No priority is given to school practices in which students are exposed to learning by acquiring knowledge structures. What is focused is the exclusive acquisition of the content knowledge, that is, fragmented contents which are not organized by a renewed structure aimed at the contents themselves. The aspects pointed out determine the limitations of the process of reflecting abstraction, being the mathematical knowledge acquired through that process.

O presente trabalho problematiza o ensino transmissivo enquanto limitador do processo de abstração refletida na aprendizagem do conceito de proporção no ensino fundamental. Aborda as práticas vigentes nas aulas sobre proporção em duas turmas de sexta série do ensino fundamental, sendo uma turma de uma escola estadual de Porto Alegre e a outra, de uma escola municipal de São Leopoldo. O estudo apóia-se em três conceitos da Epistemologia Genética: abstração reflexionante, generalização construtiva e tomada de consciência. A investigação é de caráter qualitativo e baseia-se em observações em sala de aula, entrevistas com professores e aplicação de tarefas que envolvem proporção, em que se utiliza o método clínico piagetiano. Os dados coletados indicam que o ensino de proporção baseia-se numa prática do faz-de-conta, em que professores pensam que ensinam e os alunos acreditam que, com os métodos de ensino adotados por seus professores, aprendem. Além disso, grande parte dos alunos demonstra gostar das aulas de Matemática. Esse pacto velado entre professores e alunos se firma pelo aprender através da cópia e repetição instaurado nas aulas e determina as relações entre ambos. Há valorização da regra de três como algoritmo de resolução de problemas sobre proporção nas aulas e os alunos permanecem arraigados a relações numéricas em jogo nos exercícios e problemas, e não recorrem às demais relações importantes para a construção do esquema das proporções. Algumas práticas dos professores demonstram que ocorre uma espécie de “avanço de sinal” em sala de aula, mas tal avanço é parcial, já que suas práticas permanecem (ainda) ligadas aos métodos transmissivos de ensino e os avanços se reduzem a movimentos individuais e isolados. Isso gera um equívoco quanto à aprendizagem efetiva de proporção e os alunos são aprovados para a série seguinte porque atingiram as médias necessárias, resolvendo inúmeros exercícios semelhantes trazidos pelo professor ou copiados do livro didático. Não é dada prioridade a práticas escolares em que os alunos são sujeitos da aprendizagem na aquisição do conhecimento estrutura, e sim ocorre valorização da aquisição exclusiva do conhecimento conteúdo, de conteúdos fragmentados e não de conteúdos organizados por uma estrutura renovada em função deles. Os aspectos levantados determinam as limitações ao processo de abstração refletida, sendo que o conhecimento matemático se dá por tal processo. / This work discusses the transmissive teaching as a limiting factor in the abstraction process shown in the learning of the proportion concept in elementary school. It approaches present teaching practices on proportion in two 6th grade classes. One in a state school in Porto Alegre and another in a local school in São Leopoldo. The study is based on three concepts of the Genetic Epistemology: reflecting abstraction, constructive generalization and awareness. The investigation has a qualitative character and it is based on class attendances, interviews with teachers and the use of tasks involving proportion – applying Piaget’s clinical method. The data collected indicates that the teaching of proportion is based on a makebelieve practice, in which teachers believe they are teaching. Students, in turn, think they are learning through the teaching methods adopted by their teachers. Furthermore, a great number of students have shown that they enjoy the Math classes. This hidden pact between teachers and students is consolidated by learning through copying and repeating. A practice established in classes which determines the relationship between learners and educators. The rule of three is valued as an algorithm to solve proportion problems and students remain attached to numerical relationships involving exercises and problems. They do not resort to other relationships important for the construction of proportion systems. Some teachers' practices have shown that there have been some advances in classrooms. Such advances are, however, partial. These practices are (still) connected to the transmissive teaching and are just isolated and individual movements. This generates a mistake concerning the effective learning of proportion. Moreover, students are approved for the next grade because they reached the necessary score by doing countless similar exercises brought by the teacher or copied from schoolbooks. No priority is given to school practices in which students are exposed to learning by acquiring knowledge structures. What is focused is the exclusive acquisition of the content knowledge, that is, fragmented contents which are not organized by a renewed structure aimed at the contents themselves. The aspects pointed out determine the limitations of the process of reflecting abstraction, being the mathematical knowledge acquired through that process.

The project is about the evaluation of 2 stage measurements in local coordinate net Rabenov which were done in 2007. This local coordinate net was set for monitoring of slope shifts at the former mining area near Ústí nad Labem. In concrete terms in south - eastern part of Chabařovice mine. For terrestrial measurements were used total stations Leica TC 1700 and 1800 and GPS measurement on the basis of GPS surveying system Trimble 5700. The achieved values - horizontal angles, oblique distance, and zenithal angles were reduced onto joins of stabilization marks. From these reduced values the coordinates of standpoints were computed by evaluation of three-dimensional net. These determined coordinates were compared with the zero stage of measurement and deviations were computed. Each computation was done by geodetic computer software Rocinante. Next task was the testing of the different types of reflecting targets.

O presente trabalho problematiza o ensino transmissivo enquanto limitador do processo de abstração refletida na aprendizagem do conceito de proporção no ensino fundamental. Aborda as práticas vigentes nas aulas sobre proporção em duas turmas de sexta série do ensino fundamental, sendo uma turma de uma escola estadual de Porto Alegre e a outra, de uma escola municipal de São Leopoldo. O estudo apóia-se em três conceitos da Epistemologia Genética: abstração reflexionante, generalização construtiva e tomada de consciência. A investigação é de caráter qualitativo e baseia-se em observações em sala de aula, entrevistas com professores e aplicação de tarefas que envolvem proporção, em que se utiliza o método clínico piagetiano. Os dados coletados indicam que o ensino de proporção baseia-se numa prática do faz-de-conta, em que professores pensam que ensinam e os alunos acreditam que, com os métodos de ensino adotados por seus professores, aprendem. Além disso, grande parte dos alunos demonstra gostar das aulas de Matemática. Esse pacto velado entre professores e alunos se firma pelo aprender através da cópia e repetição instaurado nas aulas e determina as relações entre ambos. Há valorização da regra de três como algoritmo de resolução de problemas sobre proporção nas aulas e os alunos permanecem arraigados a relações numéricas em jogo nos exercícios e problemas, e não recorrem às demais relações importantes para a construção do esquema das proporções. Algumas práticas dos professores demonstram que ocorre uma espécie de “avanço de sinal” em sala de aula, mas tal avanço é parcial, já que suas práticas permanecem (ainda) ligadas aos métodos transmissivos de ensino e os avanços se reduzem a movimentos individuais e isolados. Isso gera um equívoco quanto à aprendizagem efetiva de proporção e os alunos são aprovados para a série seguinte porque atingiram as médias necessárias, resolvendo inúmeros exercícios semelhantes trazidos pelo professor ou copiados do livro didático. Não é dada prioridade a práticas escolares em que os alunos são sujeitos da aprendizagem na aquisição do conhecimento estrutura, e sim ocorre valorização da aquisição exclusiva do conhecimento conteúdo, de conteúdos fragmentados e não de conteúdos organizados por uma estrutura renovada em função deles. Os aspectos levantados determinam as limitações ao processo de abstração refletida, sendo que o conhecimento matemático se dá por tal processo. / This work discusses the transmissive teaching as a limiting factor in the abstraction process shown in the learning of the proportion concept in elementary school. It approaches present teaching practices on proportion in two 6th grade classes. One in a state school in Porto Alegre and another in a local school in São Leopoldo. The study is based on three concepts of the Genetic Epistemology: reflecting abstraction, constructive generalization and awareness. The investigation has a qualitative character and it is based on class attendances, interviews with teachers and the use of tasks involving proportion – applying Piaget’s clinical method. The data collected indicates that the teaching of proportion is based on a makebelieve practice, in which teachers believe they are teaching. Students, in turn, think they are learning through the teaching methods adopted by their teachers. Furthermore, a great number of students have shown that they enjoy the Math classes. This hidden pact between teachers and students is consolidated by learning through copying and repeating. A practice established in classes which determines the relationship between learners and educators. The rule of three is valued as an algorithm to solve proportion problems and students remain attached to numerical relationships involving exercises and problems. They do not resort to other relationships important for the construction of proportion systems. Some teachers' practices have shown that there have been some advances in classrooms. Such advances are, however, partial. These practices are (still) connected to the transmissive teaching and are just isolated and individual movements. This generates a mistake concerning the effective learning of proportion. Moreover, students are approved for the next grade because they reached the necessary score by doing countless similar exercises brought by the teacher or copied from schoolbooks. No priority is given to school practices in which students are exposed to learning by acquiring knowledge structures. What is focused is the exclusive acquisition of the content knowledge, that is, fragmented contents which are not organized by a renewed structure aimed at the contents themselves. The aspects pointed out determine the limitations of the process of reflecting abstraction, being the mathematical knowledge acquired through that process.

The present research is carried out from the viewpoint of primarily space applications where human lives may be in danger if they are to work under these conditions. This work proposes to develop a one-degree-of-freedom (1-DOF) force-reflecting manual controller (FRMC) prototype for teleoperation, and address the effects of time delays commonly found in space applications where the control is accomplished via the earth-based control stations. To test the FRMC, a mobile robot (PPRK) and a slider-bar were developed and integrated to the 1-DOF FRMC. The software developed in Visual Basic is able to telecontrol any platform that uses an SV203 controller through the internet and it allows the remote system to send feedback information which may be in the form of visual or force signals. Time delay experiments were conducted on the platform and the effects of time delay on the FRMC system operation have been studied and delineated.

This study examines how dialect can reflect people's heritage, socioeconomic status, and dis/entitlement status. It also examines how dialect has the ability to create social situations through codeswitching and language borrowing. I use the novels A Lesson Before Dying, The Lunatic, and Anthills of the Savannah to best explain my study. The novels take place in the United States, Jamaica, and West Africa. The theory that dialect reflects people's heritage, class, and dis/entitlement status is revealed through people from Africa and the African Diaspora and through people from Europe and the European diaspora. A conclusion is formulated after analyzing the characters' historical background, their living conditions, their educational status, and their actions toward others and themselves. The attributes of these characters, along with their dialect reveal a pattern that exists in real life. There are situations in which the dialect a person speaks determines how his or her life plays out. Ultimately, this thesis will reveal that people who speak standard dialects deal with similar situations, and people who speak nonstandard dialects deal with similar situations.