Technology in theatre: breaking the fourth wall

For a long time, theatre has been seen as a medium of the past. With new technologies such as cellphones being more commonplace, there could be a way to utilize them in theatre. This thesis is a reflection on writing an interactive script, figuring out the best way for an audience to interact with a performance utilizing their phones. The play comments on women in not only theatre, but all sorts of media and how they are portrayed

Transforming the Balance of Power? Child First Collaboration: A Conceptual Analysis

Collaboration is one of the major tenets of Child First justice, and yet is proving problematic in its application across the sector, especially where children are compelled through court orders to engage with interventions, creating inevitable power imbalances. In order to facilitate children to genuinely influence decision making processes which concern them, their voice needs to be given its proper value. In this article we use the youth justice system of England and Wales to explore the meaning, value and presence of collaboration within youth justice, whilst examining the power dynamics at play through the analytical lenses of Bronfenbrenner’s ecological approach and Bourdieu’s analytical tools. This lends itself to a novel conceptualisation of collaboration within the youth justice space, which is applicable to youth justice contexts internationally, distinguishing between different forms of the concept, and examining how much opportunity for influence is actually given to children within their own youth justice journeys

UL Inclusion, Diversity, Equity, and Accessibility Framework

This framework is meant to provide a shared understanding of the University Libraries’ commitment and approaches toward Inclusion, Diversity, Equity, and Accessibility (IDEA). The framework is intended to ground us in theory as we move toward action, to guide us as we make decisions about IDEA-related initiatives, and to prioritize our IDEA commitment in all that we do. The framework allows us to leverage systems thinking as well as to connect library efforts to the University’s goals, values, and frameworks for IDEA. While the framework does not provide action steps, it is meant to provide ways for all library colleagues to connect themselves and their work with the Libraries’ IDEA efforts. The framework includes working definitions, design principles for IDEA efforts, an equity lens, and a selected organizational assessment tool

Grand Valley State University Libraries Journey to IDEA 2.0: Moving from Education to Action Toolkit

An annotated bibliography of resources to explore and advance inclusion, equity, diversity, accessibility work (IDEA). Includes background documents related to IDEA work at Grand Valley State University (GVSU) and Grand Valley State University Libraries, as well as toolkits and frameworks external to GVSU

Associations of 24-hour movement behaviors, parental academic support, and academic achievement in Alaskan adolescents

The purpose of this study was to examine the associations between meeting recommendations for 24-hour movement behaviors, parental academic support, and student academic achievement in a sample of Alaskan adolescents. Data were obtained from the 2019 Alaska Youth Risk Behavior Survey (YRBS; N = 1,897; mean age = 15.8 ± 1.3 years old). The associations between meeting recommendations for the 24-hour movement behaviors of physical activity, screen use, and sleep with high academic achievement (mostly A’s and B’s) were examined using weighted multivariable logistic regressions. Subpopulation analyses determined if associations differed by levels of parental academic support. Approximately 18.8% of the sample met PA recommendations, 70% met screen use recommendations, and 24.6% met sleep recommendations. Parents providing everyday academic support are associated with higher odds of an adolescent reporting mostly A’s and B’s (OR = 2.03, p \u3c .001). Meeting screen use recommendations associated with high academic achievement in adolescents with less than every day pa-rental academic support (OR = 1.87, p = .001) and meeting sleep recommendations associated with high academic achievement in adolescents with less than every day (OR = 2.20, p = .005) and every day (OR = 1.77, p = .038) parental academic support. Meeting PA recommendations did not associate with high academic achievement. These findings elucidate the complexity of these interrelationships but warrant additional longitudinal investigation

Analysis of Scattered Signal to Estimate Reservoir Fracture Parameters

We detect fracture corridors and determine their orientation and average spacing based on an analysis of seismic coda in the frequency-wave number (f-k ) domain. Fracture corridors have dimensions similar to seismic wavelengths which causes scattering. The distribution of energy in shot records in the f-k domain depends upon the orientation of the records relative to the fracture strike. In the direction normal to fractures, scattered waves propagate with slower apparent velocities than waves propagating along the fracture channels. The associated f-k spectral differences allow the identification of the preferred fracture orientation and spacing. We apply our technique to a fractured reservoir in the Lynx field, in the Canadian foothills. The estimated preferential fracture orientation is about N40 E, which agrees with regional stress measurements. The average fracture spacing is 75 m on the West side of the survey, while fractures are more sparse on the East side. We also apply the Scattering Index methodology (Willis et al., 2006) to the same data, post-stack and pre-stack. This technique has higher resolution to map fracture distribution, intensity and orientation, and therefore complements the spectral method in providing an integrated description of reservoir fractures.United States. Dept. of Energy (award number DE-FC26-06NT42956)Massachusetts Institute of Technology. Earth Resources Laborator

Transforming the balance of power? Child First collaboration: a conceptual analysis

Collaboration is one of the major tenets of Child First justice and yet is proving problematic in its application across the sector, especially where children are compelled through court orders to engage with interventions, creating inevitable power imbalances. In order to facilitate children in genuinely influencing decision-making processes which concern them, their voice needs to be given its proper value. In this article we use the youth justice system of England and Wales to explore the meaning, value and presence of collaboration within youth justice whilst examining the power dynamics at play through the analytical lenses of Bronfenbrenner’s ecological approach and Bourdieu’s analytical tools. This lends itself to a novel conceptualisation of collaboration within the youth justice space, which is applicable to youth justice contexts internationally, distinguishing between different forms of the concept and examining how much opportunity for influence is actually given to children within their own youth justice journeys