The present study deals with the use of fiberglass reinforced polymer bars (GFRP) as a replacement for the common steel of a reinforced concrete circular pile, in order to avoid the corrosion of durability of reinforcing bars and thus improve them. The comparative analysis was carried out between a pile reinforced with GFRP and another with steel, where the ductility was evaluated by obtaining moment-curvature diagram. As a result, said idealized moment-curvature diagrams and ductility indices are presented, concluding the ductility of the section reinforced with GFRP in 20% more than that of steel.

博士（商学） / 甲第544号 / 3, 175p / Hitotsubashi University(一橋大学)

BACKGROUND: Sensory over-responsivity (SOR) is a type of Sensory Modulation Disorder (SMD), where the individual has an over-responsive behavioural reaction to non-harmful or non-threatening sensory stimulation, which is out of proportion to the stimulus. SOR can negatively impact a child’s engagement and performance in their daily life. SOR is frequently diagnosed by occupational therapists, and deep pressure is an important facet of the treatment of SOR by occupational therapists. Prior research (Alberts &amp; Ronca, 2012) indicates that the component of pressure in the vaginal birth process aids the infant’s neurophysiological adaption to extra-uterine life. This component is absent in elective caesarean section births. This study therefore set out to determine whether method of birth could be associated with SOR, as well as investigating demographic and other variables linked to SOR. It was hypothesised that there would be a higher prevalence of SOR in children aged 3-5 years born by elective caesarean section compared to those born by vaginal birth. The study objectives were: • To establish a profile (demographic and variables linked to SOR) of participants (mother-child dyads) by birth method group (CS or vaginal delivery) • To determine the prevalence of SOR by birth method • To establish if there is a statistically significant difference in SOR and birth method • To establish which variables (for example birth weight, jaundice, birth complications) are associated with SOR METHOD: A quantitative, descriptive, analytical study was conducted with a sample of 91 children between the ages of 3 years 0 months and 4 years 11 months. Children across various language, cultural and socio-economic groups were recruited and allocated to two groups based on their method of birth - vaginal delivery and elective caesarean section. Caregivers of each child completed the Short Sensory Profile 2 (SSP2) questionnaire as well as a demographic information questionnaire. The scores for SOR were calculated for each participant, and prevalence of SOR between the two birth method groups was compared. Demographic variables were tested for significance between the two groups. The variables showing a significant difference were further analysed to determine any association with SOR. RESULTS: There were 91 participants, 58 in the VB group and 33 in the CS group. Mothers in the VB group gave birth at a younger age (U = 499.0, p < .001), were of a lower income level (chi-square = 11.49, df = 2, p = .003) and more likely to be single (Fishers exact p (2-tailed) = .037). The children in the VB group were of a greater gestational age (U = 472.5, p = .001), had a shorter time period before the first breastfeed (U = 478.0, p = .006), and had fewer sleeping difficulties (Fishers exact p (2-tailed) = .003). The prevalence of SOR for the total sample was 22%. There was a significant association in SOR prevalence and birth method (Fishers exact p (2-tailed) = .034), with greater prevalence in the VB group (29%) as opposed to the elective CS group (9%). There were statistically significant associations between SOR and maternal age (U = 380.5, p = .004), marital status (Fishers exact p (2-tailed) = .003) and time after birth to the first breastfeed (U = 394.5, p = .049). CONCLUSION: There was a statistically significant difference in SOR between the two birth method groups, with higher prevalence in the VB group. This was thought to be linked to cultural and language challenges associated with the use of the SSP2, and the impact of low socio-economic circumstances on child development and the ability to regulate sensory input. Recommendations include developing and validating a culturally appropriate sensory profile questionnaire, available in the most common official languages to facilitate the accurate assessment of sensory modulation of all children living in South Africa. In addition, there is a need to test the birth method hypothesis in demographically balanced groups.

Thesis (S.B. in History)--Massachusetts Institute of Technology, Dept. of Humanities, 2013. / Cataloged from PDF version of thesis. / Includes bibliographical references (p. 68-71). / Histories of Boston's school desegregation crisis have focused on the legal and political struggles that preceded the Garrity decision, which, in 1974, enforced citywide school integration. It is necessary to discern and evaluate the viewpoints of black and white parents in the greater Boston area in the years before court-mandated integration. This thesis examines the black community's efforts to assure higher quality education for their children through public protests and self-help actions. It also explores the responses of urban and suburban white residents to this rising civil rights challenge. Black parents created Operation Exodus, a grassroots movement aimed at enrolling Roxbury children in other Boston schools, in response to the Boston School Committee's reluctance to build better schools and integrate existing schools. Led by a group of prominent black activists, Exodus members found allies within and beyond Roxbury. From 1965-1970, Exodus rallied the black community to not only demand better education, but also to develop more effective social agencies in Roxbury. The movement eventually inspired similar programs, such as METCO, in the suburbs. Although the Exodus movement was eventually superseded by national efforts to integrate Boston's schools, it played a key role in shaping public opinion about school desegregation and publicizing the failures of the Boston school system. / by Billy Huang. / S.B.in History

Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Humanities, Arts, and Social Sciences [SHASS], History Section, June 2010. / Cataloged from PDF version of thesis. / Includes bibliographical references (p. 66-69). / This thesis examines the implementation of official propaganda issued by the National Socialist regime during the years following Adolf Hitler's rise to power in 1933 up through 1945. By analyzing two very different mediums of propaganda used by the National Socialist party, film and advertising in a middle-class German periodical, I compare subtle and overt propaganda methods, as well as the differing approaches the Reich Ministry for Propaganda took when targeting varying audiences. My first chapter is an in depth analysis of the German Film industry under the Third Reich. I looked at three Nazi propaganda films: Triumph des Willens (1934), a film created in order to establish Hitler's role as the leader of the Third Reich, der ewige Jude (1940), a crude, documentary style, anti-Semitic film, and Jud Siij3 (1940), a feature length entertainment film. A comparison of the content of these films and their respective box office results point out the strengths and weaknesses of different approaches to propaganda films. In my second chapter I explore women's advertisements in the popular German periodical die Gartenlaube. By looking at the evolving depiction of women in advertisements for products such as Nivea-Creme and Nur Blond (a women's hair product), and the imagery of women on the covers of the magazine, I attempt to show the ways in which the National Socialist party attempted to connect the standards of beauty to political and ideological goals, thereby redefining them. The political and ideological propaganda of the party was the "background music" to everyday life, regardless of whether its German viewers were political supporters of the Nazi Party. I argue that the goal of the Reich Ministry for Propaganda and Public Enlightenment was never to transform or mold the minds of the masses, but to reiterate and reinforce pervasive beliefs and to encourage passive acceptance of, or even just minimize opposition to, Nazi ideology and legislation. / by Priscilla W. Army. / S.B.

Thesis (S.B. in History)--Massachusetts Institute of Technology, Dept. of Humanities, 2012. / Cataloged from PDF version of thesis. / Includes bibliographical references (p. 55-58). / Immediately following the Spanish Conquest of Mexico in 1521, accounts arose claiming the Aztecs believed the Spaniards to be gods. This tale of Spanish deification has sparked heated debate among scholars for centuries as they have been asking, "Did the Aztecs truly believe the Spaniards to be gods?" This question naturally results in two lines of argument, those who think the Aztecs did believe the Spaniards to be gods and those that do not. The scholars arguing for the Aztec deification of the Spaniards rely on known Aztec beliefs, the importance of time to the Aztecs, and the historical works that clearly state the Aztecs though the Spaniards to be divine. The scholars against this argument instead argue the Spaniards created this account of European apotheosis, based on historical precedents and strikingly similar accounts of European apotheosis after the Spanish Conquest of Mexico. Both of these arguments are not, however, free of criticism, revealing the inability to ever answer this question decisively. Instead, this intriguing narrative of the conquest should be reassessed using new questions that could provide new insight on the relations of Spaniards and their conquered subjects, on cultural clashes more generally, and on historical work and interests over time. / by Alexandria C. Hall. / S.B.in History

Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Humanities, 2009. / Includes bibliographical references (leaves 97-98). / Introduction: There were two invasions of Russia by foreign powers in the early eighteenth and nineteenth centuries. Charles XII of Sweden entered Russia in 1708 and was destroyed in battle outside Poltava in 1709. Napoleon invaded in 1812 and was back in France before the end of that year, having suffered defeat and having lost all but a few remnants of the once-proud Grand Army. Both of these men were at the height of their power and feared by their enemies up to the time of their attacks against Russia. However, the Duke of Wellington understood the way of conquerors and commented on their fate. "A conqueror is like a cannon-ball. He cannot stop of his own accord. He must go on until he runs down or hits something." These men captured the imagination of their European contemporaries. Voltaire would later describe this attention: Conquerors are a species between good Kings and Tyrants, but partake most of the latter, and have a glaring reputation. We are eager to know the most minute circumstances of their lives. Such is the ... weakness of mankind, that they look with admiration upon persons glorious for mischief, and are better pleased to be talking of the destroyer, than the founder of an Empire. Charles XII and Napoleon were both the preeminent generals of their age. But unlike the French emperor, Charles is a relatively unknown figure today. He was the last of the Northern Vikings, the last Nordic warrior king to lead his men into battle, and a halo still surrounds his memory. Never was a man more thoroughly suited to inspire Swedish troops than Charles XII. Noble, just, self-denying, and brave, he seemed to them almost a supernatural being. Every victory he won made his soldiers more confident in him. Every danger he shared with them spurred them on to further exertions. Every age has its own heroes, men who embody the prevailing characteristics of their epoch. Charles was that man while he lived at the start of the eighteenth century. The very mention of his name and exploits still causes the heart of every Swede to beat quicker. It is a name renowned throughout his world, and associated with a career so extraordinary, that both the man and the career have formed a subject of greatly varied criticism. Perhaps his great descendant, King Gustavus III, summed up the life of Charles most accurately: Charles XII was rather extraordinary than great. He certainly had not the true conquering temperament which simply aims at acquisition of territory. Charles took dominions with one hand only to give them away with the other. Superior to Alexander, with whom it were [sic] an injustice to compare him, he was as much inferior to his rival Peter in the qualities which make a great ruler, as he excelled him in those qualities which go to make a great hero.4 Unfortunately for Sweden, Charles was also ideally placed in history to demonstrate the fragility of her empire; much as Napoleon would doom the French empire a hundred years later with his own ambitions. / by Samuel Hollander. / S.B.

Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Humanities, Arts, and Social Sciences [SHASS], History Section, 2007. / Includes bibliographical references (leaves 80-89). / This new racial conflict over the future of blacks' social, political and economic self determination became an inescapable "trial by fire" for American democracy. Throughout the United States, W.E.B. Du Bois' "New Negroes," molded on the battlefields of Western Europe and the shop floors of the American mill, were determined to assert their claims to equal American citizenship. During the period of racial tumult following the end of World War I, three riots that were notable for their scale and significance to both American race relations and black political activism occurred in the United States: the Chicago Riot of 1919, the Elaine Riot of 1919 and the Tulsa Riot of 1921. All three riots involved armed, organized mobs of hundreds to thousands of whites fully mobilized against armed black communities that were resolute in the defense of their lives, property and rights as citizens. The three riots were additionally notable for the character of the black communities involved; although only Chicago's South Side escaped total destruction, armed and organized elements of blacks in each locale attempted to repel attacks by whites. All three riots saw the intervention of armed troops, though not necessarily in a bid to restore order. Once the troops arrived, only the black communities were occupied. Only in Chicago, where the black community enjoyed the most protection of their civil rights, did the government troops actually mobilize to protect the black population. At best, the troops did not actively move against the white mobs, allowing further bloodshed to occur (Chicago). At worst, they were implicit in the white mob violence that claimed hundreds of black lives and millions in property (Elaine and Tulsa). In each case, when the dust settled, the predominant racial caste system was still intact. In none of these communities were the mass of white rioters ever brought to justice for their atrocities. Many blacks, however, were detained and formally prosecuted for numerous offenses stemming from the violence ... / by Katonio A. Butler. / S.B.

Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Humanities, 2011. / Page 6 missing. Cataloged from PDF version of thesis. / Includes bibliographical references (p. 57-58). / Introduction: Alice Nakamura, a senior of the Class of 1943 at Rohwer Center High School in Arkansas, read these words at the conclusion to her graduation speech. Substantively, it sounds like any other reflection on self-identity by a second-generation immigrant. In reality, Alice's speech stands out because it was delivered from a school located behind barbed wire, where the United States government had detained her because of her Japanese ancestry. Between 1942 and 1945, the United States government removed more than 110,000 individuals of Japanese ancestry residing on the west coast to remote relocation centers located in the barren mountainous states of the American west. Deprived of their freedom, these internees found themselves faced with the challenge of carrying on their everyday lives while surrounded by barbed wire. Parents concerned about the educational prospects of their children pushed for the development of primary and secondary schools, which the administrations provided. Adults seeking to occupy their time after work and alleviate boredom initiated education programs taught by internees who possessed relevant technical abilities and academic credentials. Despite the limited freedom and control the internees had over their squalid living conditions, educational programs emerged as one area in which they were able to establish a voice for themselves and collaborate with camp authorities. Due to the wartime shortage of teachers, many young Japanese teachers staffed the primary and secondary schools. The internees completely ran the Adult Education program with only perfunctory oversight from the camp administrations. In return for this degree of autonomy, the WRA requested the establishment of Americanization classes in all levels of camp schooling. These classes focused on the dissemination of American values and preparation for life after the war. Internees had mixed reactions to these government-mandated requirements but many valuable lessons came out of these classes. Primary and secondary students had an intensely personal experience learning about democracy inside barbed wire. As these students went on to attend colleges and find jobs after internment, they took these experiences with them and crafted new and deeply personal definitions of being an American citizen. The Adult Education programs gave internees English skills and new cultural knowledge that they used in their post-war communities and to communicate with their own children. Despite the horrid conditions that the Japanese experienced in the internment camps, the education program created relatively positive interactions between the internees and the camp authorities. Although suffering from supply shortages and a high variance in teaching quality, the educational programs challenged internees to think about democracy and what it means to live in America. Japanese internees provided staffing for these programs and worked with the camp administrators to implementing the curriculums, which allowed a degree of self-governance, an uneasy feat in government-controlled wartime internment centers. The Japanese-American internment process began on February 19, 1942, when President Franklin D. Roosevelt signed Executive Order 9066, authorizing the military to create special areas within the United States from which "any and all" persons may be excluded. The exclusion order applied to both citizens and aliens, meaning that the government intended to remove both Japanese immigrants and Japanese Americans. The former are issei, a term meaning "first-generation" in Japanese, and the latter are nisei, "second-generation." Throughout the internment process, more than 110,000 individuals of Japanese-ancestry were excluded from the zones of exclusion, often forced to sell their belongings, and relocated to barren camps established in the interior of the United States. The internment process had no pretenses of kindness - following Pearl Harbor, propaganda posters depicting Japanese as apes and other savage animals were widely distributed, and racist sentiments were openly published and distributed through the press. A selection from a San Francisco newspaper derided the Japanese during the onset of the internment process: "Herd 'em up, pack 'em off and give 'em the inside room in the badlands. [...] Let us have no patience with the enemy or with anyone whose veins carry his blood [...] I hate the Japanese." A propaganda poster distributed in 1943 titled, "How to Spot a Jap," described a Japanese as having "buck teeth" and being unable to smile because he "expect[s] to be shot...and is very unhappy about the whole thing." Even Americans from the interior expressed hostility. ... / S.B.

Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Humanities, Arts, and Social Sciences [SHASS], History Section, 2007. / Includes bibliographical references (leaves 87-88). / How does belief shape lived experience? This is a central question of existence that all people confront, be they philosophers or farmers. It is not simply a matter of religious belief but a problem that stems from the very core of what it means to be human. Who could decide how to spend their lives without defining priorities? Yet such profound choices are necessarily based on implicit beliefs, valuations of worth and existence. The Reformation period in early modem Europe shines a particularly bright light upon these fundamental questions. Once Martin Luther nailed his Thesis to the church door in Wittenberg in 1517, and in the religious turmoil of the sixteenth and seventeenth centuries that followed, no one could avoid considering basic questions about their faith, even if only to defend what had been the status quo. Furthermore, the personal beliefs of Martin Luther and his German princes became a subject that could change the political course of nations. It was in Martin Luther's crucible of religious turmoil that personal belief and government began to shape each other in drastic and visible ways, an interaction which not only emphasizes the importance of belief, but also highlights the problem of popular beliefs, which are difficult to discern in times of religious quietude. But why examine belief? Are there not other more visible expressions of historical change? Ultimately, history is about individuals. One can examine the great political and economic trends of nations, but they only have meaning as they relate to individual existence. What is a modern nation state, if not a collection of its citizens and of how they live, work, interact, and think? Examining the religious beliefs of a society allows one to look at thought and actions in those who were far removed from "high" intellectual culture; for the thoughts of those who composed the massive majority of European society cannot be ignored simply because they were not always expressed in easily retrieved written discourses. Luckily, since theologians, politicians, and activists tried to influence popular belief, their records can be examined. The methods used to influence belief and practice, suggest not only what was in fact believed, but also what topics were of central concern to society's dialogue on religious change. Belief can have power over forces and institutions far larger than any single believing individual. Indeed, the very idea that religion is an issue of concern to individuals and not defined at the level of a city or nation was a novel one in the early modem era. Not surprisingly, and such a fundamental change in the concept of the individual had widespread consequences. This work examines the transmission of reformation ideas from scholars and theologians to lay parishioners in both the Protestant and Catholic traditions. It considers how large scale revolutions in religious thought affected the lives, piety, and religious practice of ordinary individuals. Yet the examination of this theme of transmission and communication is ultimately just a small part of one of the questions that historians have debated: Can the Reformation period be seen as offering up a true division into two different religions, or should it be seen as a moment during which both Catholic and Protestant traditions modernized in parallel to each other? Of course, both views contain some elements of truth; both churches managed to modernize, but nevertheless had fundamental differences in both theology and practice. However, an equally vital question is, perhaps, whether the churches' interactions with society were characterized by the differences between them or by the similar, modern forms both churches shared. This work ultimately suggests that the differences that had developed between Catholic and Protestant traditions by the mid seventeenth century are dwarfed by the changes in both that converted medieval practice to a more modem system. These modem religious traditions would come to co-exist with modern nation states, evolving economic practice, re-defined communities, and the secularization of Europe. Similarities in Protestant and Catholic communication of new theology and reformed practice can be identified and traced, lending support to the theory of parallel reform with similar outcomes, particularly in terms of community and state, even if their respective theologies contained real differences. Communication provides a useful lens for examining this question of difference and modernization since it involves many elements of the two reformed traditions. The choice of what information was to be transmitted, suggests which new theologies the churches thought significant and which were important to the contentious dialogues of the period. The forms of communication speak to the regular functioning of the church as an organization, and suggest how authority figures interacted with their laity. The composition of the audience suggests the new community definitions of each church. This essay will examine three mediums for communicating the agenda of reform in the late sixteenth and early seventeenth centuries: architecture and visual art, education, and discipline and charity, insofar as they defined community ... / by Christine A. McEvilly. / S.B.