No description available.

During the last decade, archaeologists have widely accepted the use of geophysical exploration techniques, including magnetic, resistivity and electromagnetic methods, for pre-excavation site assessment. Although researchers were quick to recognize the potential of seismic techniques to provide cross-sectional images of the subsurface, early feasibility studies concluded that seismic methods were inappropriate due to restricted resolving power and the relatively small-scale nature of archaeological features. Unfortunately, this self-fulfilling prophesy endures and has largely discouraged subsequent attempts to exploit seismic methods for archaeological reconnaissance. Meanwhile, however, seismic technology has been revolutionized in connection with engineering, groundwater and environmental applications. Attention to detail in developing both instrumentation and data acquisition techniques has yielded a many-fold improvement in seismic resolving power. In light of these advances, this dissertation re-examines the potential of reflection seismology for archaeological remote sensing. It is not the objective of this dissertation to deliver an unequivocal pronouncement on the ultimate utility of reflection seismology for the investigation of archaeological sites. Rather, the goal has been to establish a sound theoretical foundation for objective evaluation of the method's potential and future development. In particular, a thorough theoretical analysis of seismic detection and resolution yields practical performance and identifies frequency response characteristics associated with optimum resolution. Findings have guided subsequent adaptation, development and integration of seismic instrumentation, resulting in a prototype system for high-resolution seismic imaging of the shallow subsurface. Finally, to assess system performance and the suitability of optimum offset data acquisition techniques, a full-scale subsurface model has been constructed, allowing direct comparison between experimental soundings and known subsurface structure. Results demonstrate the potential of reflection seismology to resolve near-surface features on the scale of archaeological interest. Moreover, despite conventional wisdom that the groundpenetrating radar method possesses vastly superior resolving power, acquisition of coincident radar soundings demonstrates that the two techniques provide comparable resolution.

No description available.

Seven and a half kilometers of high-resolution SH-wave seismic reflection profiles were collected across the Mt. Vernon graben, a 35 km by 3 km graben (bounded by the Wabash Island (WIF) and Hovey Lake faults (HLF)) in the southern Wabash Valley fault system (WVFS) of southern Indiana. Forty-six discrete faults were imaged that displaced Quaternary horizons in the vicinity of the WIF and HLF. The structural styles associated with faults include: 1) normal displacement, 2) reverse displacement and other compressional features, 3) varying magnitudes of slip along fault planes, and 4) different senses of slip along individual fault planes. Carbon 14 dating of displaced horizons suggests movement between approximately 26,000 and 42,000 YBP. The style and timing of Quaternary deformation within the WVFS, the close association of soil faults to documented post-Pennsylvanian bedrock faults (HLF and WIF), and focal mechanism studies of current seismicity in the Wabash Valley seismic zone are all direct evidence that the extensionally-formed faults of the WVFS are being transpressionally reactivated: a manner consistent with the current east-northeast westsouthwest regional compressive stress field.

Seismic reflection (P- and SH-wave), ground-penetrating radar, correlative drilling, and age dating data provide evidence of neotectonic deformation along the Caborn (CF) and Hovey Lake (HLF) faults, in the Wabash Valley fault system (WVFS). The WVFS is a series of high-angle normal faults located primarily in southern Indiana and Illinois. Since their formation, these faults have likely been transpressionally reactivated in the contemporary E-W-oriented compressive stress state. The WVFS has experienced large prehistoric earthquakes, but only moderate historic and contemporary seismicity; therefore, the seismic potential in this region is poorly defined. The bedrock expressions of the CF and HLF were imaged with seismic reflection data (P- and SH-wave). Higher resolution analyses were performed with seismic (SHwave) and ground-penetrating radar surveys to characterize structure that may extend into the overlying Quaternary sediments. Anomalous features were cored to verify structure, and to collect datable material. The CF and HLF are interpreted to extend into the uppermost five meters of sediment and to displace horizons dated to 19,740 and 31,000 years before present, respectively. Displacement along the HLF is interpreted to extend 2-3 meters above the associated age date. These structures represent the only known primary coseismic deformation of the Late Quaternary within the WVFS.

The aim of this study is to explore how teaching can be described by the use of experiential learning theory, focusing on the conditions for students’ reflection. The questions are: How can experiential learning theory and theory about reflection be adapted for analysis and description of teaching? How can a concrete teaching practice be analyzed and described by the use of such theory? What conditions for different levels of reflection do different ways of teaching create? In this observational study, the researcher has followed police students at Umeå University during their first semester of study. Lessons were documented using field notes and video camera. The teachers were interviewed about their views on teaching, and a group of students were interviewed about how they perceived the teaching. Based on Kolb’s experiential learning model (Kolb 1984), a new model for analyzing and describing teaching, named MABU, was developed and used as an analytical tool. MABU describes teaching by identifying and naming four new types of teaching, each of which is a combination of a type of content and a way of processing it: Formulation, Discussion, Application and Exercise. The main tendency is that teaching predominantly consisted of Formulation and Discussion, with an emphasis on theoretical content, processed through verbal activities such as group discussions. However, the studied teaching also included practical content and activities. Instances of student reflection were graded using Moon’s model for grading reflection (Moon2004:214ff). The results show that in most cases, concrete content is processed through organized reflective activities such as discussions, while theoretical content is frequently presented without any subsequent processing activities. In 20 % of the observed lessons, articulated student reflection on deeper levels took place. The teaching during these lessons was subject to further analysis, focusing on four aspects: the presence of interactive activities and a “problem” to stimulate reflection (cf. Dewey 1998/1933); how students’ previous experiences are treated, and whether lesson content is related to the students, their experiences and future, thereby facilitating the creation of what Dewey calls“interest” (Dewey 1975/1913); how emotions are evoked, used and dealt with; and teacher performance, in terms of communicative techniques and how the teacher gives a sense of “personhood” (Brookfield 2006:71). The results show that content is consistently related to the students, their views, values and future profession. However, although the teachers stress the importance of students reflecting critically on previous experiences, these were seldom addressed during the lessons. Based on detailed analysis and rich description of teaching, the study suggests a number of teacher actions and behaviors that stimulate and deepen student reflection, and others that seem to inhibit reflective activity.

<p>SAMMANFATTNING</p><p>Bakgrund:På en Utvecklande och Lärande VårdEnhet (ULVE) ges studenterna möjlighet att sammanfoga vårdvetenskaplig teori med vårdpraxis genom att bashandledare, huvudhandledare och lärare intar en reflekterande hållning gentemot studenten som har ett livsvärldsperspektiv som grund. Detta ställer krav på handledarna att utifrån studenternas livsvärld försöka överbrygga klyftan mellan teori och praktik. Bashandledarna behöver då stöd för att känna motivation och lust till handledning.</p><p>Syfte:Syftet med föreliggande studie är att inom ULVE-avdelningarna synliggöra de motiverande faktorerna för bashandledarna i deras handledande arbete.</p><p>Metod:Studien är en intervjustudie. Med en induktiv ansats gjordes en kvalitativ innehållsanalys.</p><p>Resultat:Efter innehållsanalysen från intervjuerna framkom 3 kategorier och 8 underkategorier som beskriver det handledande arbetet och de faktorer som påverkar detta. De tre kategorierna var Möjligheter och hinder i ULVE utifrån bashandledarnas perspektiv, Organisatoriska faktorer med påverkan på bashandledarnas handledning och vårdvetenskap i den handledande rollen.</p><p>Slutsats:Av resultatet kan ses att verksamheten behöver en lyhördhet för att bibehålla de motiverade bashandledarna som finns på ULVE. Ytterligare forskning behövs för att belysa de motiverande faktorerna till handledning samt hur detta kan utveckla en konstruktiv och fördjupad läroprocess för bashandledare och studenter.</p>

Despite the steady growth of coaching science over the last two decades, research on coaches of persons with disabilities is scarce. This study examined how an adaptive sailing coach learned through and from experience using a single case study methodology. Jarvis’s (2009) lifelong learning approach and Gilbert and Trudel’s (2001) reflective conversation model framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed to collaborative environments that optimized her learning process. Social interactions with a number of people (e.g., mentors, colleagues, and athletes) possessing different types of expertise made major contributions to Jenny becoming a coach. As time progressed and Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational Para-swimming instructor to developmental adaptive sailing coach. This study informs future research in disability sport coaching.

The current study investigated the relation between academic rumination and achievement goal orientation using hierarchical regression. One hundred and ninety-six first year undergraduate students completed measures of depressive symptoms (BDI), achievement goal orientation (PALS) and rumination (MDRS). Analysis revealed that participants adopting performance-avoid goals were more likely to engage in brooding and reflective ruminative responses to stressful academic situations, while those reporting adopting mastery goal orientations were more likely to report lower brooding scores in stressful academic situations. Further analysis revealed that the relation between academic rumination and achievement goal orientation extended beyond a shared relationship with depressive symptoms. These findings are a first step in demonstrating a relationship between academic rumination and achievement goal orientations which may help to improve motivational intervention programs that assist students in adopting mastery goals as well as coping with stressful academic situations. / Graduate

The coaxial aperture structure has been under intensive study in recent years, particularly since it exhibits electromagnetic transmission resonances that are stronger than its circular aperture counterpart. In our work, we study the resonance properties of a coaxial aperture in a perfect electric conductor (PEC) and in a real metal. For PEC, The dielectric constant is in finite and for real metal the dielectric constant is fi nite. We develop theory for reflection phase and amplitude in coaxial aperture at the end of a metal plate. While most of the past works of coaxial aperture focused on the propagation of light within the aperture structure and ignore the reflection at end-face,we fi nd that the reflection properties at the end-face are critical to determine both the wavelength and quality of Fabry-Perot resonant transmission of coaxial structure. Finite-di fference time-domain calculations agree well with our theory. We fi rst consider the PEC case, and later to develop the theory to account for real metal case. In real metal, the phase and amplitude of reflection are quantitatively diff erent from PEC because of plasmonic e ffects. Such di fference arises from the new physics associated with surface plasmons. This work is of interest to ongoing studies of coaxial structures in metal fi lms, which could impact many fields including filter e ffect,optical sensing, optical trapping, near- field spectroscopy and metamaterials. / Graduate