Frontalidad y teatro

Resumen: La palabra “frontalidad” es una palabra clave para la práctica escénica, y también para una reflexión teórica sobre el arte de la escena, su historia y su destino.Registro: “Sueño de una noche de verano”. UPN.65¿Qué “significa” esta palabra para el teatro? ¿Qué premisas anidan en el concepto de la “frontalidad” en el teatro y qué consecuenciasproceden en el plan teorético y operativo?¿Se afirma como modalidad principal -o aun exclusiva- de la dramaturgia y de la práctica escénica justo a partir del siglo en el que nace la ciencia “galileana”, o sea desde la segunda mitad del siglo XVI?Hoy en día la Frontalidad es uno de los problemas más serios en el teatro. Pues se trata de una modalidad proxémica (que expresala distancia entre los interlocutores), que interesa directamente la arquitectura escénica y también la práctica dramatúrgica,el arte y la práctica del actor y todos los oficios teatrales, como también el arte y la práctica del espectador, predeterminando y aun sobredeterminando modos, medios, objetivos y estilos. Podríamos describirla como la “forma simbólica” de la que está impregnada la concepción dominante del Teatro desde el siglo XVI hasta el XX, o mejor aun, que la genera; por otra parte, hasta el día de hoy, su influencia tampoco parece estar próxima a su desaparición

Cure advancement of urethane networks using a sigmoidal chemorheological model

Archived measurements of urethane rheology undergoing crosslinking at 45, 55, and 65°C were reanalyzed by a sigmoidal mathematical model. The phenomenological sigmoidal model, with two kinetic parameters associated with cure advancement coupled with parameters for the initial viscosity and the terminal viscosity of the network, captures the nonlinearities in dynamic viscosity during polymerization and were similarly compared with a power law model. The interpretation of the gel time was determined using both models, with the sigmoidal model interpretation of the gel time being defined in terms of the other kinetic constants. The takeaway message is that there is very little difference in the quality of the fit between the power law model and the sigmoidal model and the experimental dynamic viscosity data. One would need a more comprehensive dataset to make a larger comparison as to which model actually represents viscosity more accurately. POLYM. ENG. SCI., 2010. © 2009 Society of Plastics EngineersPeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/65058/1/21560_ftp.pd

Attempts at Lie Detection Based on Scientific Premises on the End of 19 Century and in the First Half of the 20 Century

"In 1892, in the psychological conference, Hugo Mü nsterberg expressed the belief that it is not a lie that is detected, but the emotions that accompany it (Burtt 1965). The Word Association Test proves that the reactions accompanying a lie consist not only of emotions but also a certain intellectual effort, necessary on behalf of the lying person. It goes without saying and is supported by Trovillo (Trovillo 1938/39) that the fi rst to have described the essence of a test using word associations was Francis Galton (1822–1911) in 1879 (Galton 1879)."(...

Implementation Of A Year-Round High School Program

The purpose of this study was to identify the feasibility of implementing a year-round high school program. Specific attention was given the following topics: (1) The process used in considering the feasibility of implementing a year-round program; (2) The steps taken in implementing such a program; (3) The effect of year-round operation on potential areas of concern. The study further identified the reasons why certain high schools dropped year-round programs. Procedure. The basic technique employed for this study was a descriptive approach utilizing a questionnaire completed by school districts implementing year-round high school programs. Questionnaire items were developed based on an intensive review of related literature and on responses made to a letter sent to specific school districts requesting information on the topic. A model questionnaire was sent to a random sample of school districts implementing year-round high school programs. Revisions based on this model questionnaire and on reaction of several key educators produced the final draft of the questionnaire. The questionnaire was distributed to the 45 school districts who were now or had implemented year-round programs at the high school level according to the 1979 Directory of the National Council on Year-Round Education. Twenty-nine responded to the questionnaire. The results were tabulated and interpreted as to their importance. Findings. The greatest area of concern expressed by respondents was in the general topic of administration and scheduling. Also of great concern was the area of personnel allocation for both administrators and teachers. Noteworthy concern was reflected for the areas of facilities and maintenance, and curriculum and instruction. The question of financial constraints was rated a surprisingly low concern considering the amount of literature devoted to this topic. Other areas of concern, such as transportation, student activities, support services, and school lunch programs seemed to be of limited concern to respondents. In regard to reasons why schools dropped the year-round high school program, the most important constraint was in the area of administration. Personnel considerations ranked second, indicating that staff support is vital to a successful program. Certain curricular constraints were also important. Conclusions. The most important predictor of whether or not a district successfully implemented a high school year-round program was the attitude of teachers, administrators, parents, students and the business community. The areas of greatest concern were administration, scheduling, personnel, facilities and maintenance, and curriculum and instruction. These areas of concern constitute a useful list for any school district to study if they are contemplating going year-round . This list says: These areas must be dealt with successfully if you hope to carry off the change to year-round school. Recommendations. Any school district contemplating the implementation of a year-round educational program, particularly at the high school level, should make a careful study of the administrative, personnel, facility, maintenance, curricular, financial and student constraints as they apply to the specific community and school district

EPA/452/B-02-001

The table of contents and abstract for the repor