Development of Nickel-Titanium Graded Composition Components

The potential of various manufacturing methods was evaluated for producing nickel-titanium graded composition material. The selected test case examined attachment brackets that join nickel-based metallic thermal protection systems to titanium-based launch vehicle structure. The proposed application would replace nickel-based components with graded composition components in an effort to alleviate service induced thermal stresses. Demonstration samples were produced by laser direct metal deposition, flat wire welding, and ultrasonic consolidation. Microstructure, general bond quality, and chemistry were evaluated for the components.Mechanical Engineerin

Relationships between the Dark Triad and Delayed Gratification: An Evolutionary Perspective

The Dark Triad (i.e., psychopathy, narcissism, and Machiavellianism) is a cluster of socially aversive personality traits that account for the “darker” side of human behavior. While traditional views have focused on the maladaptive nature of these traits, recent work in the field of evolutionary psychology suggests these traits may be adaptive in terms of pursuing a life strategy; one that is characterized by immediate gratification and risk-taking. The present study examined links between the Dark Triad traits and ability to delay gratification in a sample of 364 undergraduate students (136 males). Psychopathy was the most strongly linked to an inability to delay gratification, followed by Machiavellianism and narcissism. Sex also moderated these relationships, such that women who scored high on Machiavellianism were less likely to delay gratification than men; however these associations were no longer significant when a more conservative Bonferroni correction was applied. Findings are discussed within the evolutionary framework of Life History Theory

1-(4-Bromo-3-chloro­phen­yl)-3-meth­oxy-3-methyl­urea (chlorbromuron)

In the title urea-based herbicide, C9H10BrClN2O2, there exist multiple inter- and intra­molecular inter­actions. Most notably, the intra­molecular hydrogen bond between the urea carbonyl O atom and an aromatic H atom affects the planarity and torsion angles of the mol­ecule by restricting rotations about the Ar—secondary amine N and the secondary amine N and the carbonyl C. The two N atoms in the urea fragment are in different environments. One is planar; the other, pseudo-C 3v. It is likely that the different nitro­gen-atom geometries and the restricted rotations within the mol­ecule impact the bioactivity of chlorbromuron

An examination of methods used to teach practice strategies in the college voice studio

"July 2014."Dissertation Supervisor: Dr. Wendy Sims.Includes vita.[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study was designed to inform researchers and educators about practice instruction in the college voice studio by gathering baseline data about the current methods used by voice instructors for teaching practice strategies. In addition, the value instructors placed on specific practice strategies, the extent to which they used specific practice strategies themselves, and the methods used to assess students' practice habits were examined. Voice instructors from accredited institutions in three Midwestern states were invited to participate in a researcher-designed survey. Survey items were designed to answer research questions pertaining to (a) the types of practice strategies addressed in the college voice studio and to what extent, (b) the methods used to assess students' musical achievement, and (c) the value instructors placed on specific practice strategies. Forty-six respondents completed the survey, resulting in a useable response rate of 21.39%. Results of this study indicated that participants used logs and journals to keep track of students' progress in lessons and practice time. There was almost no consensus among these voice instructors regarding how final grades were calculated for applied lessons, however, weekly preparation and studio class participation were frequently considered when assigning grades. Participants tended to address a variety of practice strategies in the voice studio at least to some extent. Results indicated that they valued and used score study more often than any other practice strategy, but other strategies also were rated highly. Findings suggest that although these collegiate voice instructors seemed to be incorporating a variety of assessment and teaching strategies into their studio instruction, no obvious, universal formula for teaching college singers to practice could be identified.Includes bibliographical references (pages 89-97)

Modelling individual variability in cognitive development

Investigating variability in reasoning tasks can provide insights into key issues in the study of cognitive development. These include the mechanisms that underlie developmental transitions, and the distinction between individual differences and developmental disorders. We explored the mechanistic basis of variability in two connectionist models of cognitive development, a model of the Piagetian balance scale task (McClelland, 1989) and a model of the Piagetian conservation task (Shultz, 1998). For the balance scale task, we began with a simple feed-forward connectionist model and training patterns based on McClelland (1989). We investigated computational parameters, problem encodings, and training environments that contributed to variability in development, both across groups and within individuals. We report on the parameters that affect the complexity of reasoning and the nature of ‘rule’ transitions exhibited by networks learning to reason about balance scale problems. For the conservation task, we took the task structure and problem encoding of Shultz (1998) as our base model. We examined the computational parameters, problem encodings, and training environments that contributed to variability in development, in particular examining the parameters that affected the emergence of abstraction. We relate the findings to existing cognitive theories on the causes of individual differences in development