The effects of training on errors of perceived direction in perspective displays

An experiment was conducted to determine the effects of training on the characteristic direction errors that are observed when subjects estimate exocentric directions on perspective displays. Changes in five subjects' perceptual errors were measured during a training procedure designed to eliminate the error. The training was provided by displaying to each subject both the sign and the direction of his judgment error. The feedback provided by the error display was found to decrease but not eliminate the error. A lookup table model of the source of the error was developed in which the judgement errors were attributed to overestimates of both the pitch and the yaw of the viewing direction used to produce the perspective projection. The model predicts the quantitative characteristics of the data somewhat better than previous models did. A mechanism is proposed for the observed learning, and further tests of the model are suggested

Leaving

In lieu of an abstract, below is the essay\u27s first paragraph. Her mascara was running. She was sure of it.. She could feel the tears and knew they were heavier than normal. The tickled a little more than usual as they made their rolling way toward her chin. One poised itself and dived into her lukewarm egg drop soup. It executed a perfect swan dive, barely making a splash. She could see the mascara spreading in tendrils like a half-forgotten nightmare. She imagined the droplet spreading like a storm cloud, the egg looking like lightning; her small sob, like thunder. Only Sandra could hear the thunder. Sandra and the small Asian woman who refilled the hot tea

Ecological Stormwater Management: Analysis of design components to improve understanding and performance of stormwater retention ponds

Stormwater runoff from developed land is a source of pollution and excessive flow to waterways. The most commonly employed practices for flow and volume control are stormwater ponds and basins (also referred to as detention and retention ponds). These structures can be effective at controlling peak discharge to water bodies by managing flow timing but are often ineffective at removing nutrients, particularly in dissolved forms. Pond morphology coupled with place-specific characteristics (like soil type and drainage area characteristics) may influence plant community composition in these water bodies. The interaction of physical, chemical, and biological elements in stormwater ponds may affect their water quality performance in more significant ways than previously understood. Floating treatment wetlands (FTW) are floating rafts of vegetation that can be constructed using a variety of materials and are an emerging technology aimed at improving the pollutant removal and temperature control functions of stormwater ponds. Previous studies with field research in subtropical and semiarid climatic regions found incremental nutrient removal improvement correlated with FTW coverage of pond surface area. However, data on their performance in cold climates is lacking from the literature. This dissertation presents data from a three-year study examining the performance of FTW on stormwater pond treatment potential in cold climate conditions and optimal vegetation selection based on biomass production, phosphorus (P) uptake, and root architectural characteristics that enhance entrapment functionality. To put the FTW pond performance data into context, results from a survey of seven permitted stormwater ponds in Chittenden County, Vermont and the ponds\u27 associated variability in influential internal and external dynamics are also discussed. Pond morphology, drainage area land use, soil types, and biological communities are analyzed for correlative relationships to identify design factors that affect pond performance but are not controlled factors in stormwater system permitting

HOW WIDE IS BROADWAY? : THE THEATRE GUILD'S RADIO AND TELEVISION PRODUCTIONS IN POST-WORLD-WAR-II AMERICA

In the fall of 1947, the Theatre Guild, arguably the theatrical producing organization that had defined the American theatre aesthetic since its inception in 1918, splashed confidently and unhesitatingly into the barely-charted waters of the nascent medium of live television. The attempt seemed destined for success since the Guild had been producing a successful radio program for two years and was paired with NBC, the most successful of the early television networks. However, fourteen months later the Guild retired from television. It had failed in its ambitious plan to bring the sights, sounds of Broadway to every living room from coast to coast. I argue that the principal reason for its failure was artistic rather than commercial and that by 1948 the Guild's various broadcasting ventures illustrate that the Theatre Guild, which had once defined itself as farsighted and experimental had in reality become nearsighted and stodgy. This dissertation explores the background of the Theatre Guild before it entered broadcasting, during the time it was developing its position as Broadway's leading exponent of artistic plays and experimental theatre. It continues the story through the Guild's production of The Theatre Guild on the Air, a weekly series of hour-long adaptations of stage plays that it began producing in 1945, and on to the Guild's abortive first attempt at live television from 1947-1948. Finally, it documents the Guild's efforts to return to television, which it ultimately did in 1953, although with a different purpose in mind and with a much more successful approach

Using the growth mindset to improve opportunities for negotiation in argument-based inquiry elementary classrooms

The purpose of this study is to evaluate if teaching students about the growth mindset improves achievement on standardized science assessment in a classroom that uses argument-based inquiry (ABI) instruction. A critical part of ABI is also referred to as negotiation and is considered cognitively demanding for students. The demands of argumentation often make its implementation extremely challenging for teachers because students often do not have strategies to overcome the failure they will encounter during the process. ABI is a research-based instructional practice that has been shown to improve student learning in science. This study will look at specific aspects of ABI and ways to improve student negotiation. Specifically, I was interested if including the growth mindset will help teachers with the rigor of ABI instruction. In order for meaningful negotiation to take place, students must develop their claims, back them with evidence, and critique the claims of others. Deciding that an alternative claim has better evidence than the student’s current claim is not always easy to accept, and that is why teaching the growth mindset could greatly impact students’ ability to overcome their false beliefs and recognize that failure is a part of learning. To determine if lessons about the growth mindset led to more meaningful ABI experiences, a quantitative analysis of Iowa Assessment Science scores was conducted through a one-way analysis of variance (ANOVA). Students in the study showed statistically significant growth in their science scores from third grade (where they did not learn about the growth mindset) to fourth grade (where they did learn about the growth mindset), which is encouraging data for teachers who use the growth mindset as a part of their ABI instruction