Cadmium plated steel caps seal anodized aluminum fittings

Cadmium prevents fracturing of hard anodic coating under torquing to system specification requirements, prevents galvanic coupling, and eliminates need for crush washers, which, though commonly used in industry, do not correct leakage problem experienced when anodized aluminum fittings and anodized aluminum cap assemblies are joined

On the coherence of a duty to surrender with just war theory and the laws of war

This thesis conducts an interdisciplinary analysis of the obligation for states and individuals to surrender as an emerging phenomenon in just war theory and international law. It seeks to establish the humanitarian value of a duty to surrender and extrapolate it from the principles of these two disciplines, arguing that the lack of a previous in-depth analysis of surrender is not just an absence, but an oversight. After conducting a historical analysis of surrender it explores the doctrinal basis of such a duty in related bodies of international law: the law on the use of force, international humanitarian law, human rights law, aggression and international criminal law, and peace treaties in international law. This thesis then explores the orthodox and revisionist schools of just war theory gradually assessing the themes which coalesce around the determination of justice in surrender. It argues that the duty to surrender must, in order to avoid the pitfalls of empire and appeasement, draw its normative force from popular sovereignty and the right of self-determination. It establishes the value of referenda and conscientious objection as important mechanisms in the duty to surrender. Equipped with these ideas, the thesis finally turns to a discussion of the parameters of the right of self-determination in international law. Ultimately, it fully theorises the source and requirements of the duty to surrender for individuals and states, and how they interact. It positions the duty to surrender as an obligation with the potential to not only be coherent with just war theory and international law, but which allows them to better achieve their humanitarian promise

IIR modeling of interpositional transfer functions with a genetic algorithm aided by an adaptive filter for the purpose of altering free-field sound localization

The psychoacoustic process of sound localization is a system of complex analysis. Scientists have found evidence that both binaural and monaural cues are responsible for determining the angles of elevation and azimuth which represent a sound source. Engineers have successfully used these cues to build mathematical localization systems. Research has indicated that spectral cues play an important role in 3-d localization. Therefore, it seems conceivable to design a filtering system which can alter the localization of a sound source, either for correctional purposes or listener preference. Such filters, known as Interpositional Transfer Functions, can be formed from division in the z-domain of Head-related Transfer Functions. HRTF’s represent the free-field response of the human body to sound processed by the ears. In filtering applications, the use of IIR filters is often favored over that of FIR filters due to their preservation of resolution while minimizing the number of required coefficients. Several methods exist for creating IIR filters from their representative FIR counterparts. For complicated filters, genetic algorithms (GAs) have proven effective. The research summarized in this thesis combines the past efforts of researchers in the fields of sound localization, genetic algorithms, and adaptive filtering. It represents the initial stage in the development of a practical system for future hardware implementation which uses a genetic algorithm as a driving engine. Under ideal conditions, an IIR filter design system has been demonstrated to successfully model several IPTF pairs which alter sound localization when applied to non-minimum phase HRTF’s obtained from free-field measurement

Commentary on training in positive behavioural support: Increasing staff self-efficacy and positive outcome expectations

Purpose – The purpose of this paper is to provide a commentary on Stocks and Slater’s paper, “Training Staff to Respond to Behaviours that Challenge their Service: Increasing Staff Self-Efficacy and Positive Outcome Expectations”. Design/methodology/approach – This is a narrative review or discussion on staff training in positive behaviour support (PBS) and challenging behaviour, based on Stocks and Slater’s paper and the core staff competencies outlined in the PBS Competence Framework (PBS Coalition, 2015). Findings – Taking into consideration multiple outcome measures, including staff outcomes such as self-efficacy, changes in staff behaviour, and the impact on quality of life for service users, may provide a broader insight into the effects of staff training. Supports and systems such as hands-on training, supervision, and practice leadership are also important factors that are likely to lead to positive service user and staff outcomes. Originality/value – This commentary reflects on Stocks and Slater’s paper in the broader context of staff training outcomes and factors that contribute to high-quality services for people with learning disabilities and challenging behaviour

Is Corequisite Developmental Math Effective at East Tennessee State University?

This thesis looks at the corequisite developmental math program at East Tennessee State University (ETSU) and compares the effectiveness to the previous developmental math program by comparing the student outcomes in MATH 1530. MATH 1530 is a non-calculus based statistic and probability course that satisfies most majors’ general education math requirements. ETSU sees approximately 1,000 students a year pass through MATH 1530 which is around 6.7% of the total enrollment at ETSU[9]. We are interested in the last five years of the developmental math program before it was changed to corequisite developmental math and the first five years of corequisite developmental math program. Our research compares the grades of the students in these courses to evaluate if one program is more successful in students’ grade outcomes. Our findings show no change in class medians but a change in the class means in favor of the corequisite developmental math program

Effective school -wide discipline through Positive Behavior Supports: An analysis of current practice

The purpose of this study was to determine the implementation status of School-wide Positive Behavior Supports (SWPBS) in selected elementary and middle schools (N = 123) situated within three regions of Virginia. Additionally this study sought to identify and determine the relative impact of specific facilitators and barriers to successful implementation. Finally, this study identified the types of professional development opportunities related to SWPBS available to school personnel. In order to answer each overarching research question, participants were asked to complete the School-wide Positive Behavior Support Systems Implementation Survey, a validated instrument, adapted from the Delaware PBS Implementation Self Assessment. Findings indicate above average levels of implementation on 35 of 36 specific features of SWPBS. Additional findings reveal significant levels of impact related to specific facilitators and barriers on identified critical feature categories of SWPBS. Finally, with regard to professional development, results indicate that a majority of schools offer more than one type of professional development opportunity to school personnel and that most schools use new teacher orientation programs to provide in-service for SWPBS

A Pure Test of Backward Induction

This dissertation proposes a simple computerized game to serve as a pure test of backward induction and then tests the game in the laboratory. One of the fundamental assumptions of neoclassical economic theory is that human beings function as fully rational agents who maximize their utility over multidimensional alternatives under economic constraints. However, numerous studies have shown systematic deviation from rational decision making in a laboratory setting. While no single explanation is obvious for this suboptimal behavior, the literature suggests other motivations (besides maximizing utility) may be at play, including reciprocity, trust, reputation, and welfare. The Race to 21 game we test renders these other-regarding preferences irrelevant; therefore we call it a pure test of backward induction. Chapter one introduces the game, as well as tests the effect of adding incentive payments in several places along the path of play. Chapter two continues by analyzing how each different intermediate incentive affects the speed of learning in the game. Chapter three concludes with a look at whether individual differences among laboratory subjects explain some of our experimental results. Common to all chapters is the result that incentive payments offered on the subgame perfect equilibrium path near the midpoint of the game particularly enhance the use of backward induction among subjects

Freedom of the Light

Freedom of the Light is a feature length script that follows the heir to a highly religious kingdom on her journey of self discovery and revelation. Amalye Alsean has spent her entire life in the isolationist kingdom of Caelios, being told that the other inhabitants of the continent are merciless barbaric savages. It is only when she defies her father and experiences the continent herself that she is able to see the lies she has been fed. With her newfound power and knowledge, she must confront her father and enlighten her people. The script explores the relationships between father and daughter, insiders and outsiders, believers and nonbelievers. The project serves as an experiment of world building, taking inspiration and knowledge from other prime world building examples. The script also takes a look at interpersonal relationships and utilizes the subtleties of dialogue. The story follows and alters the steps of Christopher Vogler’s hero journey, and explores its stages in depth

Seeing is believing: primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland.

Primary generalist pre-service teachers (PSTs) rarely have opportunity to observe teachers teaching authentic physical education lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs’ soon-to-be-teachers’ professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as ‘events identified by student teachers as significant in making progress toward becoming a better teacher’ (Schempp, 1985: p.159) guided the PSTs’ observations in this study. One primary physical education initial teacher educator (PEITE) and four PSTs, from Ireland, participated in the study and data comprised of a planning discussion, 40 critical incident observations of ten lessons in two European countries and two reflective discussions. Each set of observations was followed by a group discussion to provide opportunity for reflection-on-action (Schön, 1983). Examination of the data showed that PSTs extended their understanding of professional practice in: questioning and demonstrating; inclusion; organisation and management; and feedback and were surprised that practice in both countries was more similar than different. Critical incidents were a useful method of focusing reflections for the PSTs and the opportunity to engage in the process of observing, and reflecting on, quality lessons impacted the PSTs’ perceptions towards becoming better teachers. Keywords: Critical incidents; reflection