Exhuming Ophelia: A Feminist, Costume Design Exploration

Ophelia is a character that has captivated and moved audiences since her first appearance onstage in William Shakespeare’s Hamlet, Prince of Denmark around the year 1600. Unfortunately, she represents a negative and slim representation of femininity that reflects a long-standing trend that has established a specific and limited iconic understanding of her character. As a feminist theatre maker I have undertaken a multi-phase approach to reconstructing Ophelia based on four separate approaches. First, I will examine how it is that Ophelia’s representation is harmful in Shakespeare’s Hamlet. Second I will show how feminist readers and critics have approached the Hamlet Ophelia through a new lens. Third I will analyze how five different adaptations of Hamlet approach redefining Ophelia in relation to the original and feminist Ophelias. And finally, I will implement my own creative process as a feminist costume designer in order to create a costume design for each of the separate plays’ Ophelia that supports feminist readings as well as the playwrights’ intentions. It is vital to subvert the iconic Ophelia because of the power Shakespeare has over theatre and literature, and how that power has the ability to do real harm. In recreating Ophelia as a feminist I can address and remedy the harm that has been done to her and to women exposed to the limited representations of Ophelia. The case studies culminate with rough sketches, including an appendix of final renderings

Geostatistical analysis of an experimental stratigraphy

[1] A high-resolution stratigraphic image of a flume-generated deposit was scaled up to sedimentary basin dimensions where a natural log hydraulic conductivity (ln( K)) was assigned to each pixel on the basis of gray scale and conductivity end-members. The synthetic ln( K) map has mean, variance, and frequency distributions that are comparable to a natural alluvial fan deposit. A geostatistical analysis was conducted on selected regions of this map containing fluvial, fluvial/ floodplain, shoreline, turbidite, and deepwater sedimentary facies. Experimental ln(K) variograms were computed along the major and minor statistical axes and horizontal and vertical coordinate axes. Exponential and power law variogram models were fit to obtain an integral scale and Hausdorff measure, respectively. We conclude that the shape of the experimental variogram depends on the problem size in relation to the size of the local-scale heterogeneity. At a given problem scale, multilevel correlation structure is a result of constructing variogram with data pairs of mixed facies types. In multiscale sedimentary systems, stationary correlation structure may occur at separate scales, each corresponding to a particular hierarchy; the integral scale fitted thus becomes dependent on the problem size. The Hausdorff measure obtained has a range comparable to natural geological deposits. It increases from nonstratified to stratified deposits with an approximate cutoff of 0.15. It also increases as the number of facies incorporated in a problem increases. This implies that fractal characteristic of sedimentary rocks is both depositional process - dependent and problem-scale-dependent

Strategies for Maintaining Positive Behavior Change Stemming from Functional Behavioral Assessment in Schools

Nationwide, schools are struggling to prepare IEP teams and other school personnel to conduct functional behavioral assessment and develop positive behavioral intervention plans and supports. While there is a growing evidence that functional behavioral assessment is effective in identifying the reason(s) behind student misbehavior, less is known about producing positive, long-term changes that are both functionally and socially relevant. Drawing upon the available research, we explore an emerging technology for promoting maintenance and generalization of behavior change. We discuss various strategies and procedures and offer recommendations to IEP teams regarding maintaining positive changes in student behavior that stem from functional behavioral assessment in schools. Reprinted by permission of the publisher

Toward a More Functional Analysis of Aggression

Given the substantial and oftentimes irreversible human loss resulting from aggressive acts, the need for systematic, treatment-linked assessment of aggression in school-aged children and youth cannot be overstated. Based upon recent research, the authors provide a broadly framed model for the functional analysis of aggression in school-age children and youth. Our model incorporates multi-modal data collection and data triangulation to generate credible hypotheses regarding the function(s) of aggression. Three primary data sources—record review and interviews, naturalistic observation, and analogue assessment—form the cornerstone of the model. Key features of our approach to the assessment of aggression include operational definition(s) of target behavior(s), examination of the environmental context(s) of aggression, and discovery of the function(s) of aggressive behaviors for the individual. Samples of several specific, ready-to-use data collection instruments and a basic description of the assessment procedure are presented. The assessment process assumes that a team of individuals participates in data collection, data analysis, and hypothesis generation

Can Everyone Make the Grade? Some Thoughts on Student Grading and Contemporary Classrooms

High school officials should consider alternative perspectives on grading in light of increasing student heterogeneity. Their challenge is to consider grading policies and practices that apply equally to students with and without diverse needs or disabilities. Schools should think about incorporating various combinations of percent, criterion-referenced, and norm-referenced grading into a more flexible policy on grading; ensure that student expectations are unambiguously described in writing and in sufficient detail; and subject their policies on grading to periodic review and be prepared to make any necessary modifications. Moreover, schools should collaborate with various stakeholders to develop policies on grading that guarantee objectivity and accountability for a diverse student population. Grading options that accurately and fairly reflect individual student performance are proposed

HTC Scientific Computing in a Distributed Cloud Environment

This paper describes the use of a distributed cloud computing system for high-throughput computing (HTC) scientific applications. The distributed cloud computing system is composed of a number of separate Infrastructure-as-a-Service (IaaS) clouds that are utilized in a unified infrastructure. The distributed cloud has been in production-quality operation for two years with approximately 500,000 completed jobs where a typical workload has 500 simultaneous embarrassingly-parallel jobs that run for approximately 12 hours. We review the design and implementation of the system which is based on pre-existing components and a number of custom components. We discuss the operation of the system, and describe our plans for the expansion to more sites and increased computing capacity

Anger effects on driver situation awareness and driving performance

Research has suggested that emotional states have critical effects on various cognitive processes, which are important components of situation awareness (Endsley, 1995b). Evidence from driving studies has also emphasized the importance of driver situation awareness for performance and safety. However, to date, little research has investigated the relationship between emotional effects and driver situation awareness. In our experiment, 30 undergraduates drove in a simulator after induction of either anger or neutral affect. Results showed that an induced angry state can degrade driver situation awareness as well as driving performance as compared to a neutral state. However, the angry state did not have an impact on participants\u27 subjective judgment or perceived workload, which might imply that the effects of anger occurred below their level of conscious awareness. One of the reasons participants showed a lack of compensation for their deficits in performance might be that they were not aware of severe impacts of emotional effects on driving performance