Dans les secteurs industriels, la maîtrise de l’aspect des surfaces est une problématique majeure de la conception jusqu’à la réalisation des produits. En entreprise, l’évaluation de la qualité des surfaces est généralement réalisée par des contrôleurs humains, sauf pour certaines applications spécifiques pour lesquels des systèmes ont pu être mis en œuvre. L’objectif est donc d’aider les fabricants à mieux évaluer l’aspect et d’avancer vers l’automatisation du processus d’inspection qualité des surfaces.D’un point de vue métrologique, la quantification de l’aspect passe par l’acquisition de la fonction de répartition du coefficient de luminance (BRDF) qui fournit une cartographie de la lumière réfléchie à la surface d’un échantillon. Le système visuel humain extrait de cette mesure des facteurs à partir desquels il élabore des attributs de l’aspect : régularité d’une texture, uniformité de la couleur, qualité du brillant, saillance d’une anomalie, etc.En conséquence, notre approche consiste à utiliser les techniques appelées Reflectance Transformation Imaging (RTI) originellement issues du domaine archéologique, pour l’industrie. Elles permettent d’obtenir simultanément une estimation réduite et simplifiée de la BRDF et une estimation des normales à la surface.Un dispositif d’acquisition RTI appelé la Sphère MeSurA permet d’obtenir des données stéréophotométriques (luminances). L’approximation de forme des mesures discrètes de luminances acquises est fournie selon le principe de la Décomposition Modale Discrète (DMD). Une analyse comparative avec les autres modèles montre que la DMD décrit plus fidèlement les réflexions spéculaires, et plus généralement les zones locales de surfaces brillantes.Nous développons une méthode permettant de mesurer la similarité d’aspect en définissant des descripteurs invariants à la rotation obtenus par un changement de paramétrage de la DMD. Nous calculons ainsi des cartes de distance permettant d’extraire les anomalies les plus saillantes. Nous proposons également leur évaluation par des attributs pertinents sur lesquels les contrôleurs pourront se baser pour décider de la conformité d’un produit.De plus, nous mettons l’accent sur des indicateurs directionnels de normales et de courbures à la surface. Ils permettent de séparer efficacement les composantes périodiques et non-périodiques de la surface, et ainsi de caractériser géométriquement les anomalies d’aspect d’une part et d’autre part la signature d’un procédé de fabrication.Les résultats de ces travaux permettent ainsi d’aider les fabricants à maîtriser la qualité d’aspect en accédant à différentes modalités de la surface inspectée, dans un logiciel d’application appelé MsaTool®. / In industry, controlling the surface appearance is an important issue in the product creation, from the conception phases through the manufacturing phase all the way to delivery to the final consumer. The surface quality control is mostly carried out by human controllers, except for specific applications where inspection devices have been designed. Our prime purpose is to help manufacturers for the assessment of the surface finish appearance and move towards automation of the inspection process.From a metrological point of view, the relevant quantity is the Bidirectional Reflectance Distribution Function (BRDF) that describes the angular distribution of the reflected light from a surface. The human visual system is able to extract information about these surface reflectance properties, that allow us to construct a mental representation of the stimulus and give meaning to the observations : structural regularity, color uniformity, gloss quality, characteristics of salience, etc.Our approach is based on the use of techniques known as Reflectance Transformation Imaging (RTI), initialy developed to study the surface of cultural heritage artefacts, as industrial measurement instrument. The RTI techniques allow us to obtain both a reduced and simplified BRDF estimation and the normal field to the surface.A RTI acquisition system called MeSurA Sphere provides photometric stereo datasets (radiance values captured under varying illumination). The continuous model of the local reflection of radiances is based on the Discrete Modal Decomposition (DMD). A comparative analysis with other RTI models shows that the DMD is well suited for approximating the complex physical behavior of light reflections and enhance the overall accuracy of appearance reconstruction of shiny reflective surfaces.We developed a method to measure the similarity of surface appearance using rotation invariant descriptors obtained by chan- ging the DMD parameterization. We then calculate distance maps to extract the most salient features leading to an effective separa- tion of surface defects. We identify relevant parameters from which controllers are able to decide on product conformity.We propose orientation-preserving maps of slopes and curvatures for identifying and separating the periodic and aperiodic components of the surface. We are then able to make a geometric characterization of the detected surface defects or of the manu- facturing process signature.The results of this work make possible to help manufacturers in the control of surface appearance using a software called MsaTool® bringing together several modalities of our treatments.

Trots mycket uppmärksamhet och forskning kring barns och ungdomars läsförståelse, och glädjande besked i den senaste PISA-undersökningen, återfinns fortsatta problem inom området läsning och läsförståelse. Det innebär en utmaning för skolan att hitta vägar att stärka alla elevers läsförståelse, och samtidigt väcka läslusten inom dem. Vi finner i tidigare forskning att vikten av motivation och engagemang är stor, och att inre motivation för läsning tillsammans med social muntlig interaktion är framgångsfaktorer för vidare utveckling av läsförståelse. Vi belyser hur man kan utveckla läsförståelsearbete genom strukturerad kooperativ undervisning och hur detta kan påverka läsmotivation och förståelse. Genom en kortare intervention i årskurs sex bestående av läsförståelsestrategier och kooperativt arbete vid textsamtal ser vi indikationer på att fler elever får större förståelse för den lästa texten och därigenom finner arbetet mer engagerande. Vi använder Response to Intervention - RTI som modell för interventionen och baserar våra resultat på elevernas upplevelse av läsningen före och efter de modellerade lektionspassen. Elevernas upplevelser ansågs relevanta, då tänkandet om det egna lärandet, metakognition, är en viktig del i arbetet med läsning. Resultatet visar att de svagaste läsarna upplever läsningen som lättare att tillgodogöra sig med de hjälpstrategier som erbjuds. Läsförståelsearbete genom kooperativt lärande som uppmuntrar till verbal interaktion både i helklass och i grupper visar sig även vara motivationsfrämjande. Då interventionen genomförts på väldigt kort tid och grundar sig på elevernas upplevelser kan inga påvisbara resultat av interventionen uppvisas, då inga läsförståelsetest använts i undersökningen. / Much attention and research has been brought to the fact that children spend less time reading,and that reading comprehension among children and adolescents is declining. Despite theseproblems are yet to be resolved and schools face a great challenge in finding ways to strengthenreading comprehension for all children and at the same time ignite the intrinsic motivation. In thefield of research, we find evidence that intrinsic motivation for reading in combination with social,verbal interaction are key factors in developing reading comprehension. We contribute toenlighten how reading comprehension can be enhanced through structured collaborativeeducation instruction and the impact this may have on reading motivation as well asunderstanding. After a short intervention in a year six, and use of modelling and cooperative workwe find indications that more students gain in understanding of the texts and therefore find thework more engaging, in comparison to traditional work. Using RTI – Response to Intervention wemeasure the students’ experiences of reading before and after the modelled classes. Thestudents´ experiences were considered to be relevant, since reflections on their own learning,metacognition, is an important part of the work on reading. The result shows that the weakestreaders experience reading easier to understand with the scaffolding offered. Readingcomprehension work through cooperative learning that encourages verbal interaction both in fullclass and in smaller groups, also prove to be motivational. Since the intervention was carried outin a very short period of time and is based on the students´ experiences, we cannot prove resultson actual effects of the intervention, since no comprehension tests as means for measuring wereused.

International Telemetering Conference Proceedings / October 25-28, 1999 / Riviera Hotel and Convention Center, Las Vegas, Nevada / This paper focuses on the development of the Surface-to-Air Missile Federation (SAM Fed), a Test and Evaluation (T&E) High Level Architecture (HLA) federation. The SAM Fed evolved from a legacy constructive real time/post mission hardware-in-the-loop (HITL) Surface-to-Air Missile (SAM) simulation. The process to transition from a standalone simulation to a distributed HLA federation as well as the problems experienced and lessons learned will be presented. This paper will also discuss the merit of standardizing internal federate interfaces to facilitate reuse.

Teachers' satisfaction with school psychological services has been studied for more than 30 years. Few to no studies, however, are available that provide data about the perceptions of school psychologists regarding their perceived value within different service delivery models, particularly those involving Response to Intervention (RTI) models. The present study was designed to determine if any differences existed between the satisfaction ratings of school psychologists in RTI versus non-RTI school districts as self-reported by teachers and school psychologists. General education teachers, special education teachers, and school psychologists from RTI and non-RTI school districts across the United States were surveyed about their satisfaction with school psychological services using the School Psychology Perceptions Survey (SPPS, 2004). Responses were evaluated for significance using Kruskal-Wallis and in the event significance was found, Tukey's HSD was used to determine where the difference occurred. Both special and general education teachers reported statistically significant differences in their satisfaction ratings of school psychological services. Teachers from RTI school districts reported greater satisfaction levels with school psychological services when compared to teachers from non-RTI districts. School psychologists who worked in RTI school districts reported higher job satisfaction ratings than those who worked in non-RTI school districts. In terms of teachers' and school psychologists' satisfaction ratings of school psychological services, the results suggest that RTI school districts provide a more satisfying model of school psychological service delivery compared to non-RTI school district models.

This case study addressed the problem of implementing response to intervention (RTI) in general secondary education. To investigate this problem, one north Texas school's RTI implementation was examined using the theoretical framework of the concerns-based adoption model (CBAM) and defining RTI as the innovation. RTI-related practices were studied for 10 secondary teachers, two from each core subject (i.e., mathematics, English language arts, science, and social studies) and the fine arts who had been implementing RTI for several years. Data regarding participants' stages of concern about and levels of use of RTI were collected across three time intervals using the three diagnostic instruments of CBAM (i.e., Stages of Concern Questionnaire, Levels of Use interviews, and Innovation Configuration Checklist matrix), behavioral observations during instruction and RTI meetings, and structured exit interviews of participants. Overall, findings indicated that the secondary teachers were at similar stages of concern and levels of use of RTI. Teachers' RTI concerns scores remained highest in the Self phase and lowest in the Impact phase of concern at all three intervals of data collection. As levels of RTI use increased, observed RTI use increased; however, teachers' RTI levels of use scores remained in the early levels of RTI implementation at all three intervals of data collection. Patterns in teachers' responses during exit interviews suggested that contextual factors unique to this setting (e.g., unexpected changes in RTI protocol, priorities of administrative personnel, and demands placed on teachers) may have influenced teachers' concerns about the teacher's role in, the professional development in, and the sustainability of RTI as an innovation. The literature does not currently address secondary teachers' concerns about and levels of use of RTI in relation to CBAM. Therefore, this study not only fills a gap in literature but also has implications for how teachers are trained and supported in implementing and sustaining the practices of consultation and differentiated instruction associated with RTI. This case study provided insight about the importance and value of teachers' participation and knowledge of RTI to facilitate the change process successfully.

Syftet med denna uppsats var att undersöka hur två klasslärare i årkurs 1–3 på två olika skolor samarbetar med specialpedagog/speciallärare i arbetet med elever som har lässvårigheter. Undersökningens syfte var att synliggöra det stöd klassläraren behöver för att tillämpa olika hjälpverktyg, förhållnings- och arbetssätt i sin ordinarie undervisning för att leda elever med lässvårigheter mot en god läsförmåga. För att samla in information till undersökningen valde vi att utföra kvalitativa intervjuer och undersöka läromaterial som informanterna använder i arbetet för att stödja elever med lässvårigheter. Dessa läromaterial använder informanterna i arbetet med elever som har lässvårigheter. Resultatet visar att klasslärarna på båda skolorna har ett tätt samarbete med specialpedagogen/specialläraren i arbetet med elever som har lässvårigheter. Vidare visar det även att klasslärarna tillämpar stödinsatser i sin ordinarie undervisning för att stötta elevernas läsning utifrån deras olika behov och förutsättningar. Slutsatsen är att samarbetet mellan klasslärare och specialpedagog/speciallärare är av stor betydelse då dessa stödinsatser bidrar till elevernas kunskapslärande och det skapar olika möjligheter och  anpassningar i klasslärarens undervisningsinnehåll för elever med lässvårigheter. De tillfrågade informanterna i denna undersökning anser att samarbetet skapar möjligheter för elever med lässvårigheter att utveckla en god läsförmåga och delaktighet i sitt lärande.

Data distribution management (DDM) is a High Level Architecture/Run-time Infrastructure (HLA/RTI) service that manages the distribution of state updates and interaction information in large-scale distributed simulations. The key to efficient DDM is to limit and control the volume of data exchanged during the simulation, to relay data to only those hosts requiring the data. This thesis focuses upon different DDM implementations and strategies. This thesis includes analysis of three DDM methods including the fixed grid-based, dynamic grid-based, and region-based methods. Also included is the use of multi-resolution modeling with various DDM strategies and analysis of the performance effects of aggregation/disaggregation with these strategies. Running numerous federation executions, I simulate four different scenarios on a cluster of workstations with a mini-RTI Kit framework and propose a set of benchmarks for a comparison of the DDM schemes. The goals of this work are to determine the most efficient model for applying each DDM scheme, discover the limitations of the scalability of the various DDM methods, evaluate the effects of aggregation/disaggregation on performance and resource usage, and present accepted benchmarks for use in future research.

Researchers in schools have had differing interpretations of effective implementation of response to intervention (RTI) models that have resulted in educators' confusion and misperceptions of the programs, especially with elementary English language learner (ELL) students. The purpose of this case study of 4 schools in an urban school district in the midwest was to explore how teachers used experiential, linguistic, and culturally responsive research-based instructional strategies in their classes to meet the needs of ELLs. Additionally, the RTI team process was explored to discover what experiential, linguistic, and culturally responsive research-based indicators they considered during the RTI decision making process regarding ELLs referred for Tier 2 intervention in reading. Two conceptual frameworks, Sheltered Instruction Observation Protocol and World-Class Design and Assessment RTI2 protocol, operationalized the topic and guided the study. Results were derived from individual semistructured interviews with district instructional coaches and review of referral and recommendation documentation. Data were coded and a thematic analysis was conducted. Findings included the themes of misalignment of Tier 1 core instruction and Tier 2 intervention, inadequate teacher preparation, and limited differentiated support services. A professional learning project for teachers in the district was created based on the findings of this case study. The social change implications for results of the study and the project may be increased capacity building for teachers in inclusive classrooms and a precise and consistent understanding of the RTI model by all stakeholders. The study makes an original contribution to research on RTI implementation with ELLs at the local level and the results can be of value to other districts serving similar populations.

This session will address the importance of training pre-service teachers to inform parents about RTI-based assessment of LD. A synthesis of research will examine issues in assessment and placement processes, timelines, and parental communication. Attendees will be enabled to identified essential RTI information that should be provided by schools districts.

Results of two nationwide studies indicated inconsistency across states and their districts in relation to many critical elements of RTI. Given these results, a checklist will be proposed to improve consistency in RTI implementation and assessment practices to ultimately help rural school districts more accurately identify students with learning disabilities.