An investigation of the electric bass guitar in twentieth century popular music and jazz

The acoustic bass played mostly an accompanying role in popular music during the first half of the Twentieth Century, whereas the arrival of the electric bass guitar in the early 1950s presented new opportunities for acoustic bassists and musicians, composers, producers, engineers, the recording industry and the listening public. The distinctive sound of the electric bass guitar encouraged musicians to explore new timbres. The musicians who embraced the electric bass guitar developed its language, discovering and employing different techniques. The instrument became a catalyst for change and took on a more prominent role, forever changing the sonic landscape of popular music and jazz in the Twentieth Century

How Do Adolescents Spell Time Use?

We investigate how household disadvantage affects the time use of 15-18 year-olds using 2003-2006 data from the American Time Use Survey. Applying competing-risk hazard models, we distinguish between the incidence and duration of activities and incorporate the daily time constraint. We find that teens living in disadvantaged households spend less time in non-classroom schooling activities than other teens. Girls spend some of this time in work activities, suggesting they are taking on adult roles. However we find more evidence of substitution into unsupervised activities, suggesting that it may be less structured environments that reduce educational investment.event history models, adolescence, time use

How do Adolescents Spell Time Use?

We investigate how household disadvantage affects the time use of 15-18 year-olds using 2003- 2006 data from the American Time Use Survey. Applying competing-risk hazard models, we distinguish between the incidence and duration of activities and incorporate the daily time constraint. We find that teens living in disadvantaged households spend less time in nonclassroom schooling activities than other teens. Girls spend some of this time in work activities, suggesting they are taking on adult roles. However we find more evidence of substitution into unsupervised activities, suggesting that it may be less structured environments that reduce educational investment.Time use, adolescence, event history models

"Parental Child Care in Single Parent, Cohabiting, and Married Couple Families: Time Diary Evidence from the United States and the United Kingdom"

This study uses time diary data from the 2003 American Time Use Survey and the United Kingdom Time Use Survey 2000 to examine the time that single, cohabiting, and married parents devote to caring for their children. Time spent in market work, in child care as a primary activity, and in child care as a passive activity are jointly modeled using a correlated, censored regression model. Separate estimates are provided by gender, by country, and by weekend/weekday day. We find no evidence that these time allocation decisions differ for cohabiting and married parents, but there is evidence that single persons allocate time differently - as might be expected, given different household time constraints. In the U.S. single fathers spend significantly more time in primary child care on weekdays and substantially less time in passive child care on weekends than their married or cohabiting counterparts, while in the UK single fathers spend significantly more time in passive child care on weekdays. Single fathers in each country report less time at work on weekdays than their married or cohabiting counterparts. In the U.S., single mothers work more than married or cohabiting mothers on weekdays, while single mothers in the United Kingdom work less than married or cohabiting mothers on all days.

Puppet, The: communication to promote understanding and conservation

Moderator: John Calderazzo.Presented at the 8th international congress for wildlife and livelihoods on private and communal lands: livestock, tourism, and spirit, that was held on September 7-12, 2014 in Estes Park, Colorado.Video presenter: Jed the Puppet.Baba Dioum, an African environmental champion said: "In the end, we will conserve only what we love, we will love only what we understand, and we will understand only what we are taught." How do we teach, help persons to understand, and to practice conservation? Puppetry is a communication and art form from many regions of the world including eastern and western cultures, Native Americans, and on Sesame Street. Radical puppets are used with adults for social change. Puppets entertain, communicate, and people relate to them with less intimidation. Puppet Jedediah Johnston, a historical mountain man, tells stories of the Congress and area bridging history, the present, and future together better than humans because he has no temporal or spatial limits. He can discuss balancing wildlife management and landowner livelihoods without biases that could be associated with humans. Children build unique relationships with puppets and communicate through them. Through the use of puppets and role-playing, children express points of view that are not necessarily their own. This process develops a deeper understanding of their issues, provides an opportunity for reasoning rather than recall, and allows learners to share authority and to assume responsibility for their learning. Research indicates puppets have positive effects on children's motivation and engagement in learning. This offers hope that children and adults can be motivated to develop environmental values and to become stewards who will manage the diversity and wonders of nature. Puppets are tools to broaden understanding. With understanding, there can be more effective actions

Creating SAFE spaces for online learning in enabling maths courses

AIMS Transition Maths is a foundational maths unit offered fully online in pre-degree programs at the University of Tasmania, as well as through Open Universities Australia. The unit aims to prepare non-traditional and underrepresented students (such as first-in-family or of low socio-economic status) for tertiary study. Many of our students lack access to technology and established support networks; they often lack core mathematical skills and frequently recount previous negative experiences of formal maths education. These are both risk factors for maths anxiety (Khasawneh & Gosling, 2021). PEDAGOGICAL CONTEXT Our teaching approach is grounded in adult learning theory (Tate, 2012) and evidence-based practices (Brown, Roediger, & McDaniel, 2014) that lead to efficient learning for time poor students. We provide a rich suite of resources with a coherent structure and clear workflow for familiarity of process which assists with reducing anxiety. The workflow is closely aligned with weekly online contact sessions to enable real-time interactions which are designed to nurture a growth mindset where mistakes are celebrated as learning opportunities for all, rather than being seen as a failure of the individual. This has been shown to assist students with anxiety or depression to better cope with the stresses of university life (Dweck, 2017; p.38). We also use a differentiated instruction model and assessment framework to empower students to select the difficulty level at which they wish to work. LEARNING MODEL To overcome the isolation which can arise in online learning environments we focus on building relationships of trust through multimodal communication, both synchronous and asynchronous. We use team-teaching to create a learning community where participants have shared goals, space, and agency to decide how best to go about their learning (Hord, 2009). Activity-based sessions encourage group work and peer collaboration, and the presence of two teachers enables timely assistance, helping us to sustain the lively learning environment. Self-reflection is promoted at regular waypoints to ensure students achieve mathematical fluency and avoid the ‘illusion of knowing’ (Oakley, 2014). REFLECTION With a focus on open communication and relationship building we create safe spaces for effective online mathematics learning. Students report increasing confidence and they specifically acknowledge how motivated they became with our online team-teaching approach. REFERENCES Brown, P., Roediger, H., & McDaniel, M. (2014) Make it stick, Cambridge, MA: The Belknap Press. Dweck, C. (2017) Mindset: Changing the way you think to fulfil your potential, London: Robinson. Hord, S. (2009). Professional Learning Communities. Journal of Staff Development, 30(1), 40-43. Khasawneh, E., & Gosling, C. (2021). What impact does maths anxiety have on university students?, BMC Psychology, 9. https://doi.org/10.1186/s40359-021-00537-2 Oakley, B. (2014) A mind for numbers: How to excel at maths & science, New York: TarcherPerigee. Tate, M. (2012) “Sit & get” Won’t grow dendrites brain, London: SAGE Publications

Method for Estimating Thread Strength Reduction of Damaged Parent Holes with Inserts

During normal assembly and disassembly of bolted-joint components, thread damage and/or deformation may occur. If threads are overloaded, thread damage/deformation can also be anticipated. Typical inspection techniques (e.g. using GO-NO GO gages) may not provide adequate visibility of the extent of thread damage. More detailed inspection techniques have provided actual pitch-diameter profiles of damaged-hardware holes. A method to predict the reduction in thread shear-out capacity of damaged threaded holes has been developed. This method was based on testing and analytical modeling. Test samples were machined to simulate damaged holes in the hardware of interest. Test samples containing pristine parent-holes were also manufactured from the same bar-stock material to provide baseline results for comparison purposes. After the particular parent-hole thread profile was machined into each sample a helical insert was installed into the threaded hole. These samples were tested in a specially designed fixture to determine the maximum load required to shear out the parent threads. It was determined from the pristine-hole samples that, for the specific material tested, each individual thread could resist an average load of 3980 pounds. The shear-out loads of the holes having modified pitch diameters were compared to the ultimate loads of the specimens with pristine holes. An equivalent number of missing helical coil threads was then determined based on the ratio of shear-out loads for each thread configuration. These data were compared with the results from a finite element model (FEM). The model gave insights into the ability of the thread loads to redistribute for both pristine and simulated damage configurations. In this case, it was determined that the overall potential reduction in thread load-carrying capability in the hardware of interest was equal to having up to three fewer threads in the hole that bolt threads could engage. One- half of this potential reduction was due to local pitch-diameter variations and the other half was due to overall pitch-diameter enlargement beyond Class 2 fit. This result was important in that the thread shear capacity for this particular hardware design was the limiting structural capability. The details of the method development, including the supporting testing, data reduction and analytical model results comparison will be discussed hereafter

Method and apparatus for testing surface characteristics of a material

A method, apparatus and system for testing characteristics of a material sample is provided. The system includes an apparatus configured to house the material test sample while defining a sealed volume against a surface of the material test sample. A source of pressurized fluid is in communication with, and configured to pressurize, the sealed volume. A load applying apparatus is configured to apply a defined load to the material sample while the sealed volume is monitored for leakage of the pressurized fluid. Thus, the inducement of surface defects such as microcracking and crazing may be detected and their effects analyzed for a given material. The material test samples may include laminar structures formed of, for example, carbon cloth phenolic, glass cloth phenolic, silica cloth phenolic materials or carbon-carbon materials. In one embodiment the system may be configured to analyze the material test sample while an across-ply loading is applied thereto

3D Power Profile Reconstruction Using Distributed Sensing Fiber Optics

When it comes to reactor power monitoring, the old adage is the more information the better. An undetected hot spot or unexpected power shift could cause an early shutdown of the plant and have economic consequences. Distributed sensing fiber optics offer the unique ability to provide a real wealth of information due to having data points distributed all along the fiber. Considering that fiber optic lengths can stretch for kilometers, even crossing oceans, it is understandable that as intrinsic measurement, this device indeed can offer a lot of data. The question is then not only what data is available, but also how to use it. The main objective of this dissertation was to develop the novel 3D power profile reconstruction method on the basis of distributed sensing fiber optics data acquisition technologies. The development and demonstration, both through computational simulations and experimentally, of such a method was the novel high impact contribution from this effort. To meet this objective, the work was divided into three tasks: (1) theoretical reactor power reconstruction method development and computational demonstration; (2) method demonstration via experimental heat source reconstruction, and (3) development of a correlation approach (response function) to radiation dose. Each of these individual research objectives had results that showed they could be implemented successfully