Espacios Sónicos: Intersecciones entre Arquitectura y Sonido

En un mundo cada vez más poblado y complejo, el flujo de datos se incrementa a pasos gigantescos y la tecnología avanza en la profundización de temas cada día más concretos y específicos. A la vez, se ha entrado de lleno en la era digital, proporcionando infinitud de posibilidades de conectar campos de la ciencia, de la comunicación y del arte, que antes eran disciplinas independientes. Añadir la capa sonora en el ámbito arquitectónico intenta darle un significado más amplio al hecho de proyectar espacios. El sonido provee conjuntos de información cognitiva, tanto relacionados con los procesos mentales del conocimiento, la percepción, el razonamiento, la memoria, la opinión, como con los sentimientos y emociones. Al percibir el espacio, no somos conscientes del complejo proceso en el que se implican diversos sentidos, siendo el sentido de la audición un importante protagonista. El sonido, aun siendo parte del entorno en el que está inmerso, también afecta a este contexto y forma parte de los datos que adquirimos al leer entornos espaciales. Esta tesis investiga las relaciones en el marco de digitalización actual e implica la introducción de parámetros y datos vivos. Al mismo tiempo, y desde un punto de vista perceptivo, pone énfasis en la manera que el sonido puede ser un factor esencial como generador y conformador de espacios y analiza las distintas acciones sonoras que inciden en el cuerpo humano. El interés de ‘Espacios Sónicos’ se centra en que puede significar un aporte a los conocimientos arquitectónicos formulados hasta ahora únicamente desde fundamentos espaciales estáticos. Si entendemos la materia no sólo como un sólido, sino, como un compuesto de partículas en vibración constante; la arquitectura, que es el arte de componer la materia que nos rodea, también debería ser entendida como la composición de cuerpos vibrantes o cuerpos pulsantes. ABSTRACT In a more populated and complex world, data flow increases by leaps and bounds, and technological progress extends every day into more concrete and specific topics. Today's world is dramatically changing our soundscape. People live in new sound environments, very differently from the ones they used to. From a biological point of view, our ever-changing society is suffering neural mutations due to the irreversible inclusion of the technological layer in our lives. We have fully entered the digital age, providing infinitude of possibilities for connecting fields of science, arts and communication, previously being independent disciplines. Adding the sound layer to the architectural field attempts to give further real meaning to the act of designing spaces. Sound provides arrays of cognitive information: Whether related to mental processes of knowledge, reasoning, memory, opinion, perception, or to affects and emotions. When perceiving space, we’re not aware of the complex process through which we read it involving various senses, being the sense of hearing one important protagonist. Sound, being itself part of the surroundings in which it is immersed, also affects such context, being part of the data we acquire when reading spatial environments. This research investigates the relationship involving the inclusion of real-time data and specific parameters into an experimental sound-scan frame. It also emphasizes how sound can be essential as generator and activator of spaces and analyzes sound actions affecting the body. 'Sonic spaces' focuses in what it means to contribute to architectural knowledge, which is so far formulated only from static space fundamentals. If the matter must be understood not only as solid, but also as a compound of particles in constant vibration, architecture - which is the art of composing the matter that surrounds us - should also be understood as the composition of vibrating and pulsating bodies.

A study on the inclusion of forest canopy morphology data in numerical simulations for the purpose of wind resource assessment

A series of numerical simulations of the flow over a forest stand have been conducted using two different turbulence closure models along with various levels of canopy morphology data. Simulations have been validated against Stereoscopic Particle Image Velocimetry measurements from a wind tunnel study using one hundred architectural model trees, the porosities of which have been assessed using a photographic technique. It has been found that an accurate assessment of the porosity of the canopy, and specifically the variability with height, improves simulation quality regardless of the turbulence closure model used or the level of canopy geometry included. The observed flow field and recovery of the wake is in line with characteristic canopy flows published in the literature and it was found that the shear stress transport turbulence model was best able to capture this detail numerically.

Influence of glycerin and lecithin inclusion in the diet on liver characteristics and lipid fraction in the serum of brownegg laying hens at 55 week of age

The effects of the inclusion of raw glycerin (GLYC) and raw lecithin, in the diet (23 to 55 wk) on liver characteristics and various serum lipid fractions were studied in brown egg-laying hens at 55 wk of age. The control diets were based on corn, soybean meal, and 4% supplemental fat and contained 2,750 kcal AMEn/kg, 16.5% CP, and 0.73% digestible Lys. The diets were arranged as a 2 × 3 factorial with 2 levels of GLYC (0 and 7%) and 3 animal fat to lecithin ratios (4:0, 2:2, and 0:4%). Each treatment was replicated 8 times and the experimental unit was a cage with 10 hens. At 55 wk of age, 2 hens per cage replicate were randomly selected, weighed individually, and slaughtered by CO2 inhalation. Liver was immediately removed and weighed and the color recorded by spectrophotometry. In addition, blood samples from one bird per replicate were collected from the wing vein and the concentration of total cholesterol, low and high density lipoprotein cholesterol, and triglycerides were determined. The data were analyzed as a completely randomized design and the main effects of GLYC and lecithin content of the diet and the interactions were determined. No interactions between GLYC and lecithin content of the diets were detected for any of the variables studied. Liver characteristics and serum lipid traits were not affected by the inclusion of GLYC in the diet. The substitution of animal fat by lecithin, however, reduced the redness (a* 14.9 to 13.8) and yellowness (b* 8.60 to 7.20) values of the liver (P < 0.05) but did not affect the content of serum lipid fractions. It is concluded that the inclusion of GLYC and lecithin in the diet did not affect liver size or serum lipid fraction. However, the inclusion of lecithin reduced the a* and b* value of the liver

Rapid RNA polymerase genetics: one-day, no-column preparation of reconstituted recombinant Escherichia coli RNA polymerase.

We present a simple, rapid procedure for reconstitution of Escherichia coli RNA polymerase holoenzyme (RNAP) from individual recombinant alpha, beta, beta', and sigma 70 subunits. Hexahistidine-tagged recombinant alpha subunit purified by batch-mode metal-ion-affinity chromatography is incubated with crude recombinant beta, beta', and sigma 70 subunits from inclusion bodies, and the resulting reconstituted recombinant RNAP is purified by batch-mode metal-ion-affinity chromatography. RNAP prepared by this procedure is indistinguishable from RNAP prepared by conventional methods with respect to subunit stoichiometry, alpha-DNA interaction, catabolite gene activator protein (CAP)-independent transcription, and CAP-dependent transcription. Experiments with alpha (1-235), an alpha subunit C-terminal deletion mutant, establish that the procedure is suitable for biochemical screening of subunit lethal mutants.

Changing student teachers' attitudes towards disability and inclusion

A total of 274 preservice teacher education students were surveyed at the beginning and end of a one-semester unit on Human Development and Education which combined formal instruction with structured fieldwork experiences. The latter included interviewing community members regarding their knowledge of Down syndrome and opinions on inclusive education, and writing an associated report. At the end of semester, not only had student teachers acquired more accurate knowledge of Down syndrome, together with more positive attitudes towards the inclusive education of children with Down syndrome, but their attitudes towards disability in general had also changed, and they reported greater ease when interacting with people with disabilities. The study illustrated the value of combining information-based instruction with structured fieldwork experiences in changing attitudes towards disability and inclusion. It also demonstrated that raising awareness of one disability may lead to changes in attitudes towards disability in general.

Zinc deposits and related mineralization of the Burketown mineral field, including the world-class Century Deposit, Northern Australia: Fluid inclusion and stable isotope evidence for basin fluid sources

The stratiform Century Zn-Pb deposit and the discordant Zn-Pb lode deposits of the Burketown mineral field, northern Australia, host ore and gangue minerals with primary fluid inclusions that have not been affected by the Isan orogeny, thus providing a unique opportunity to investigate the nature of the ore-forming brines. All of the deposits are hosted in shales and siltstones belonging to the Isa superbasin and comprise sphalerite, pyrite, carbonate, quartz, galena, minor chalcopyrite, and minor illite. According to Pb model ages, the main ore stage of mineralization at Century formed at I575 Ma, some 20 m.y. after deposition of the host shale sequence. Microthermometry on undeformed, primary fluid inclusions hosted in porous sphalerite shows that the Zn at Century was transported to the deposit by a homogeneous, Ca2+- and Na+-bearing brine with a salinity of 21.6 wt percent NaCl equiv. delta D-fluid of the fluid inclusion water ranges from -89 to -83 per mil, consistent with a basinal brine that evolved from meteoric water. Fluid inclusion homogenization temperatures range between 74 degrees and 125 degrees C, which are lower than the 120 degrees to 160 degrees C range calculated from vitrinite reflectance and illite crystallinity data from the deposit. This discrepancy indicates that mineralization likely formed at 50 to 85 Mpa, corresponding to a depth of 1,900 to 3,100 m. Transgressive galena-sphalerite veins that cut stratiform mineralization at Century and breccia-filled quartz-dolomite-sphalerite-galena veins in the discordant Zn-Pb lodes have Pb model ages between 1575 and 1485 Ma. Raman spectroscopy and microthermometry reveal that the primary fluid inclusions in these veins contain Ca2+, Na+. but they have lower salinities between 23 and 10 wt percent NaCl equiv and higher delta D-fluid values ranging from -89 to -61 per mil than fluid inclusions in porous sphalerite from Century. Fluid inclusion water from sphalerite in one of the lode deposits has delta O-18(fluid) values of 1.6 and 2.4 per mil, indistinguishable from delta O-18(fluid) values between -0.3 to +7.4 per mil calculated from the isotopic composition of coexisting quartz, dolomite, and illite. The trend toward lower salinities and higher delta D-fluid values relative to the earlier mineralizing fluids is attributed to mixing between the fluid that formed Century and a seawater-derived fluid from a different source. Based on seismic data from the Lawn Hill platform and paragenetic and geochemical results from the Leichhardt River fault trough to the south, diagenetic aquifers in the Underlying Calvert superbasin appear to have been the most likely sources for the fluids that formed Century and the discordant lode deposits. Paragenetically late sphalerite and calcite cut sphalerite, quartz, and dolomite in the lode deposits and contain Na+-dominated fluid inclusions with much lower salinities than their older counterparts. The isotopic composition of calcite also indicates delta O-18(fluid) from 3.3 to 10.7 per mil, which is larger than the range obtained from synmineralization minerals, supporting the idea that a unique fluid source was involved. The absolute timing of this event is unclear, but a plethora of Pb model, K-Ar, and Ar-40/Ar-39 ages between 1440 and 1300 Ma indicate that a significant volume of fluid was mobilized at this time. The deposition of the Roper superbasin from ca. 1492 +/- 4 Ma suggests that these late veins formed from fluids that may have been derived from aquifers in overlying sediments of the Roper superbasin. Clear, buck, and drusy quartz in veins unrelated to any form of Pb-Zn mineralization record the last major fluid event in the Burketown mineral field and form distinct outcrops and ridges in the district. Fluid inclusions in these veins indicate formation from a low-salinity, 300 degrees +/- 80 degrees C fluid. Temperatures approaching 300 degrees C recorded in organic matter adjacent to faults and at sequence boundaries correspond to K-Ar ages spanning 1300 to 1100 Ma, which coincides with regional hydrothermal activity in the northern Lawn Hill platform and the emplacement of the Lakeview Dolerite at the time of assemblage of the Rodinia supercontinent.

Upper and lower bounds on the learning curve for Gaussian processes

In this paper we introduce and illustrate non-trivial upper and lower bounds on the learning curves for one-dimensional Gaussian Processes. The analysis is carried out emphasising the effects induced on the bounds by the smoothness of the random process described by the Modified Bessel and the Squared Exponential covariance functions. We present an explanation of the early, linearly-decreasing behavior of the learning curves and the bounds as well as a study of the asymptotic behavior of the curves. The effects of the noise level and the lengthscale on the tightness of the bounds are also discussed.

An examination of parental opinions regarding the inclusion of disabled students in regular education classes

This study investigated the opinions regarding inclusion of parents of both disabled and nondisabled elementary children from a large suburban county. An opinion survey combining Wilczenski's Attitudes Toward Inclusive Education Scale with additional questions was distributed to 1170 children from 24 schools. Three research questions focused on differences between mean parental responses as they related to the inclusion and disability status of the parent's child. Results from the 270 respondents indicated that parents with disabled children had more favorable opinions about inclusion than did those with nondisabled children. Parents with included children were more favorable toward inclusion than were parents whose children were not included. Parents with included disabled children were more accepting of inclusion than were those with nondisabled children in inclusive settings. Parents' answers differed depending on the type of disability being included. Regardless of their child's disability or inclusion status, the ranking for disability types from most acceptable for inclusion to least acceptable were: social, sensory, motor, academic and behavioral. Results across types of questions, including questions relating to acceptance and general inclusion issues, indicated consistently more favorable opinions of parents with disabled children, included children and disabled children in inclusive classes. Two additional research questions examined parental responses as they related to demographic characteristics of the parents and of the schools their children attended. Analysis of Variance found only one significant main effect for any parental demographic variable. This difference was for the number of parents' elementary children when comparing parents with and without disabled children. The only significant main effects of demographics of schools the parents' children attended were for the area of the county and for schools with differing percentages of severely disabled students when comparing responses of parents with disabled and nondisabled children. For all research questions, tests indicated low effect sizes and moderate to high power levels. These results, and the fact that means for all groups were in the middle range of response choices, indicate that there may be little practical significance to the overall results. Further studies should investigate the trends found in this study. ^

A REPRESENTATIVE OUTSIDER AND THE INCLUSION OF THE OUTSIDER IN ACTS 8:26-40

In Luke’s two volumes, Luke is not interested only in Gentiles and those with high social status but also in the marginalized and those who are outsiders. This dissertation seeks to read Luke’s concern for outsiders and the theme of the inclusion of outsiders in the new kingdom of God in Luke’s narrative of the Ethiopian eunuch’s conversion in Acts 8:26-40. This paper examines the Ethiopian eunuch’s complex identity from the perspectives of the Greco-Roman world, Old Testament (LXX) allusions to the Elijah-Elisha narratives, and Luke’s interpretation of the Isaianic quotation of the Suffering Servant in Acts 8:32-33 (cf. Isaiah 53:7-8). This study pays close attention to the correlations between the theme of outsiders and three key characters in Acts 8:26-40: the Ethiopian eunuch, Philip, and the Suffering Servant. First, Luke depicts the Ethiopian eunuch as the consummate outsider—geographically, morally, socially, ethnically, and in terms of gender—and indicates that the eunuch represents other marginalized outsiders. The eunuch shows no one can prevent outsiders like him from inclusion in the kingdom of God. Second, Luke portrays Philip as a prophet, specifically a prophet like Elijah and Elisha. Philip emulates Elijah and Elisha by reaching out to the outsider (in this instance, the Ethiopian eunuch). Third, Luke presents the Isaianic Suffering Servant as a religious and social outsider and identifies the character with Jesus and the Ethiopian eunuch. The indescribable descendants of the Suffering Servant signify a universally inclusive messianic community and fulfill the outsiders’ inclusion within the people of God as Isaiah prophesied (Isaiah 56:3-8). This thesis finally suggests ways to read the story of the Ethiopian eunuch today and concludes that it is imperative to include those outsiders among us within the community of Jesus’s followers.

Massive inclusion of digital technologies in schools : Argentinian young adolescents? appropriation of computers and the Internet in popular and middle classes

Since the implementation of the Programa Conectar Igualdad (PCI) (Connecting Equality Program) in 2010 in Argentina, numerous Social Science specialists started to research how massive ICT introduction in schools would radically affect teaching and learning processes, knowledge building and youth behaviour. Nevertheless, there is still not much empirical evidence showing the ways in which these technologies are appropriated. This situation discloses the need of placing research questions locally situated with regard to those potential changes. What existing access methods does PCI encounter? And how does its implementation participate in the design of personal and family heterogeneous trajectories of ICTs appropriation? How do the students themselves perceive the infl uence of PCI on their own technologic abilities and competence? How do knowledge and aptitudes associated to new digital media articulate with the knowledge manners promoted by the school format and institutionalism? How does the massive introduction of netbooks affect the interaction among different school actors (students-teachers)? What happens in other sociability and socialization spaces, such as the house and cybercafé?

Minority ethno-faith communities and social inclusion through collaborative research

With alarming suicide rates and a negative identity, Alevi youth felt invisible at school where no one knew about their faith. Through collaboration between the Alevi community, Highbury Grove secondary school and the University of Westminster, we produced lessons on Alevism for the RE curriculum. Alevi pupils helped to design and deliver this successful, inclusive curriculum project, generating considerable interest from peers and the wider school community. Consequently they report a greater sense of belonging and pride in their identity.

Convex Optimization Algorithms and Statistical Bounds for Learning Structured Models

Thesis (Ph.D.)--University of Washington, 2016-08

TEACHERS’ ATTITUDES TOWARD INCLUSION OF CHILDREN WITH DISABILITIES IN RURAL EL SALVADOR

The attitude of school teachers toward inclusion of children with disabilities is an important factor in the successful implementation of a national inclusion program. With the universal pressure to provide education for all and international recognition of the importance of meeting the needs of diverse populations, inclusive education has become important to governments around the world. El Salvador’s Ministry of Education seeks to establish inclusion as an integral part of their struggle to meet the needs of children across the country, but this is a difficult process, especially for a country with limited resources which still struggles to meet international expectations of educational access and quality. Teacher attitude is an important factor in the success of inclusion programs and can be investigated in relation to various factors which may affect teachers’ classroom practice. While these factors have been investigated in multiple countries, there is a need for more knowledge of the present situation in developing countries and especially in schools across the rural areas of El Salvador to meet the needs of the diverse learners in that country. My research was a mixed methods case study of the rural schools of one municipality, using a published survey and interviews with teachers to investigate their attitudes regarding inclusion. This research was the first investigation of teachers’ attitudes toward inclusion in rural El Salvador and explored the needs and challenges which exist in creating inclusive schools across this country. The findings of this study revealed the following important themes. Some children with disabilities are not in school and those with mild disabilities are not always getting needed services. Teachers agreed with the philosophy of inclusion, but believed that some children with disabilities would receive a better education in special schools. They were not concerned about classroom management. Teachers desired more training on disability and inclusion. They believed that a lack of resources, including materials and personnel, was a major barrier to inclusion. Teachers’ attitudes were consistent regardless of family and professional experience with disability or amount of inclusion training. They were concerned about the role of family support for children with disabilities.

Repellent effects of Melaleuca alternifolia (tea tree) oil against cattle tick larvae (Rhipicephalus australis) when formulated as emulsions and in β-cyclodextrin inclusion complexes

Rhipicephalus australis (formerly Boophilus microplus) is a one host tick responsible for major economic loss in tropical and subtropical cattle production enterprises. Control is largely dependent on the application of acaricides but resistance has developed to most currently registered chemical groups. Repellent compounds that prevent initial attachment of tick larvae offer a potential alternative to control with chemical toxicants. The repellent effects of Melaleuca alternifolia oil (TTO) emulsions and two β-cyclodextrin complex formulations, a slow release form (SR) and a modified faster release form (FR), were examined in a series of laboratory studies. Emulsions containing 4% and 5% TTO applied to cattle hair in laboratory studies completely repelled ascending tick larvae for 24 h whereas 2% and 3% formulations provided 80% protection. At 48 h, 5% TTO provided 78% repellency but lower concentrations repelled less than 60% of larvae. In a study conducted over 15 days, 3% TTO emulsion applied to cattle hair provided close to 100% repellency for 2 days, but then protection fell to 23% by day 15. The FR formulation gave significantly greater repellency than the emulsion and the SR formulation from day 3 until the end of the study (P < 0.05), providing almost complete repellency at day 3 (99.5%), then decreasing over the period of the study to 49% repellency at day 15. Proof of concept is established for the use of appropriately designed controlled-release formulations to extend the period of repellency provided by TTO against R. australis larvae.

From the human rights-based approach to an ecological approach on how to achieve successful inclusion in international disability education

The barriers that people with disabilities face around the world are not only inherent to the limitations resulting from the disability itself, but, more importantly, these barriers rest with the societal technologies of exclusion. Using a mixed methodology approach, I conduct a quest to revealing several societal factors that limit full participation of people with disabilities in their communities, which will contribute to understanding and developing a more comprehensive framework for full inclusion of people with disabilities into the society. First, I conduct a multiple regression analysis to seek whether there is a statistical relationship between the national level of development, the level of democratization, and the level of education within a country’s population on one hand, and expressed concern for and preparedness to improve the quality of life for people of disabilities on another hand. The results from the quantitative methodology reveal that people without disabilities are more prepared to take care of people with disabilities when the level of development of the country is higher, when the people have more freedom of expression and hold the government accountable for its actions, and when the level of corruption is under control. However, a greater concern for the well-being of people with disabilities is correlated with a high level of country development, a decreased value of political stability and absence of violence, a decreased level of government effectiveness, and a greater level of law enforcement. None of the dependent variables are significantly correlated with the level of education from a given country. Then, I delve into an interpretive analysis to understand multiple factors that contribute to the construction of attitudes and practices towards people with disabilities. In doing this, I build upon the four main principles outlined by the United Nations as strongly recommended to be embedded in all international programmes: (1) identification of claims of human rights and the corresponding obligations of governments, hence, I assess and analyze disability rights in education, looking at United Nation, United States, and European Union Perspectives Educational Rights Provisions for People with Disabilities (Ch. 3); (2) estimated capacity of individuals to claim their rights and of governments to fulfill their obligations, hence, I look at the people with disabilities as rights-holders and duty-bearers and discuss the importance of investing in special capital in the context of global development (Ch. 4); (3) programmes monitor and evaluate the outcomes and the processes under the auspices of human rights standards, hence, I look at the importance of evaluating the UN World Programme of Action Concerning People with Disabilities from multiple perspectives, as an example of why and how to monitor and evaluate educational human rights outcomes and processes (Ch. 5); and (4) programming should reflect the recommendations of international human rights bodies and mechanisms, hence, I focus on programming that fosters development of the capacity of people with disabilities, that is, planning for an ecology of disabilities and ecoducation for people with disabilities (Ch. 6). Results from both methodologies converge to a certain point, and they further complement each other. One common result for the two methodologies employed is that disability is an evolving concept when viewed in a broader context, which integrates the four spaces that the ecological framework incorporates. Another common result is that factors such as economic, social, legal, political, and natural resources and contexts contribute to the health, education and employment opportunities, and to the overall well-being of people with disabilities. The ecological framework sees all these factors from a meta-systemic perspective, where bi-directional interactions are expected and desired, and also from a human rights point of view, where the inherent value of people is upheld at its highest standard.