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Relevant bibliographies by topics / Control-Mastery Theory

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Academic literature on the topic 'Control-Mastery Theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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Journal articles on the topic "Control-Mastery Theory"

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Weiss, Joseph. "Clinical applications of control-mastery theory." Current Opinion in Psychiatry 8, no. 3 (May 1995): 154–56. http://dx.doi.org/10.1097/00001504-199505000-00004.

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Kanofsky, Steven, and Robert J. Lieb. "Control Mastery Theory and family therapy." Psychotherapy: Theory, Research, Practice, Training 44, no. 3 (2007): 316–32. http://dx.doi.org/10.1037/0033-3204.44.3.316.

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Lewis, Debra. "Modeling student engagement using optimal control theory." Journal of Geometric Mechanics 14, no. 1 (2022): 131. http://dx.doi.org/10.3934/jgm.2021032.

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<p style='text-indent:20px;'>Student engagement in learning a prescribed body of knowledge can be modeled using optimal control theory, with a scalar state variable representing mastery, or self-perceived mastery, of the material and control representing the instantaneous cognitive effort devoted to the learning task. The relevant costs include emotional and external penalties for incomplete mastery, reduced availability of cognitive resources for other activities, and psychological stresses related to engagement with the learning task. Application of Pontryagin's maximum principle to some simple models of engagement yields solutions of the synthesis problem mimicking familiar behaviors including avoidance, procrastination, and increasing commitment in response to increasing mastery.</p>

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Foreman, Steven A. "The Importance of Compliance in Control Mastery Theory." Journal of Infant, Child, and Adolescent Psychotherapy 20, no. 1 (January 2, 2021): 91–103. http://dx.doi.org/10.1080/15289168.2021.1872134.

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Nol, Jo, Cynthia Shilkret, and Robert Shilkret. "Control-Mastery Theory and Contemporary Social Work Practice." Smith College Studies in Social Work 78, no. 2-3 (September 2008): 263–73. http://dx.doi.org/10.1080/00377310802112050.

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Rodomonti, Martina, Eleonora Fiorenza, Francesco Gazzillo, and Nino Dazzi. "Progress in Psychotherapy: The Perspective of Control-Mastery Theory." Psychodynamic Psychiatry 49, no. 1 (March 2021): 131–59. http://dx.doi.org/10.1521/pdps.2021.49.1.131.

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In the classical psychoanalytic tradition, the patient is seen as unconsciously governed by forces that are at odds with the healing process. But over the years, the concept of resistance against change has been subjected to modifications, and the patient's contribution to the therapeutic relationship has come to be seen as more oriented to a conscious and unconscious collaboration with the clinician. This article aims to explore a new way of understanding how progress in psychotherapy is achieved and to reframe the therapeutic relationship from the point of view of Control-Mastery Theory (CMT). According to CMT, people are motivated to achieve adaptive goals, to master their traumas, and to feel better; to this purpose, patients unconsciously assume proactive roles in the therapeutic process. Indeed, they work during therapy to disprove their pathogenic beliefs, testing them in the therapeutic relationship, and helping the therapist through coaching behaviors, attitudes, and communications aimed at providing helpful information to understand the components of their own unconscious plan.

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Fimiani, Ramona, Francesco Gazzillo, Eleonora Fiorenza, Martina Rodomonti, and George Silberschatz. "Traumas and Their Consequences According to Control-Mastery Theory." Psychodynamic Psychiatry 48, no. 2 (June 2020): 113–39. http://dx.doi.org/10.1521/pdps.2020.48.2.113.

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Gazzillo, Francesco, George Silberschatz, Ramona Fimiani, Emma De Luca, and Marshall Bush. "Dreaming and adaptation: The perspective of control-mastery theory." Psychoanalytic Psychology 37, no. 3 (July 2020): 185–98. http://dx.doi.org/10.1037/pap0000252.

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Greenberg, Leslie. "Review of Transformative relationships: The control-mastery theory of psychotherapy." Psychotherapy: Theory, Research, Practice, Training 44, no. 2 (2007): 232–34. http://dx.doi.org/10.1037/0033-3204.44.2.232.

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Kealy, David, Francesco Gazzillo, George Silberschatz, and John T. Curtis. "Plan-compatible termination in psychotherapy: Perspectives from control-mastery theory." Psychotherapy 57, no. 4 (December 2020): 508–14. http://dx.doi.org/10.1037/pst0000300.

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Dissertations / Theses on the topic "Control-Mastery Theory"

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Mullet, Stephen D. "The Reflexive Self: A Model of Self-Reflexivity and its Relationship to Depression and Social Anxiety Symptoms." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1247700767.

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Haeri, Jeannette Verfasser], Isa [Akademischer Betreuer] [Sammet, and Jürgen L. [Akademischer Betreuer] Müller. "Innere Einstellungen und psychische Befindlichkeit. Eine gruppenstatistische Untersuchung zum Konzept pathogener Überzeugungen der Control-Mastery-Theorie / Jeannette Haeri. Gutachter: Isa Sammet ; Jürgen L. Müller. Betreuer: Isa Sammet." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2012. http://d-nb.info/1044185309/34.

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Haeri, Jeannette. "Innere Einstellungen und psychische Befindlichkeit. Eine gruppenstatistische Untersuchung zum Konzept pathogener Überzeugungen der Control-Mastery-Theory." Doctoral thesis, 2012. http://hdl.handle.net/11858/00-1735-0000-000D-F033-8.

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FACCINI, FILIPPO. "Sensi di colpa interpersonali e transfert: una ricerca empirica." Doctoral thesis, 2019. http://hdl.handle.net/11573/1231304.

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Vari autori ritengono che il cuore del lavoro analitico sia l’esplorazione congiunta del modo in cui il paziente fa esperienza (sia a livello preconscio che inconscio) della relazione con il clinico, o del modo in cui paziente e analista costruiscono assieme la loro relazione e il suo senso (Busch, 2004; Gill, 1983; Joseph, 1989). Quest'ottica è in parziale contrasto con l’idea freudiana originale di analisi, ma non è del tutto estranea a chi ha familiarità con il modello kleiniano (Klein, 1932). Molte terapie sono orientate a stabilire un rapporto di cooperazione/collaborazione e fiducia nel lavoro con il clinico (Lingiardi & Gazzillo, 2014), che spesso passa, non senza controversie teoriche, per l'interpretazione di transfert (Ogrodniczuk & Piper, 1999). L'importanza di questo costrutto nella terapia è stata indagata e in parte dimostrata da alcune ricerche. In primis il lavoro di Luborsky e Crits-Christoph (1988), che ha permesso di intendere il transfert come il riproporsi nella relazione con il clinico della tematica relazionale conflittuale centrale propria di diversi pazienti. In secondo luogo, gli studi condotti da Westen (2000) e dal suo gruppo di ricerca (Bradley et al., 2005), hanno permesso di operazionalizzare il costrutto del transfert fornendo una valutazione su cinque dimensioni (arrabbiato/rivendicativo/recriminativo; ansioso/preoccupato; evitante/contro-dipendente; sicuro/impegnato; sessualizzato). Alcuni autori hanno studiato la relazione fra psicopatologia, relazione terapeutica e sensi di colpa alla luce della Control-Mastery Theory (CMT; Weiss, 1993). Secondo gli esponenti di questo gruppo di ricerca, le reazioni transferali, oltre ad essere influenzate dalla personalità del paziente, sono mediate dal ruolo che il senso di colpa ricopre nella relazione terapeutica. Quest'ultimo può essere sia fonte di resistenze che di transfert, e nascerebbe dal desiderio di proteggere se stessi e il proprio analista da potenziali pericoli. Seguendo questo modello, la colpa, in sé interpersonale e prosociale, è un’emozione che può diventare disfunzionale se plasmata e amplificata da credenze patogene (convinzioni erronee che portano l'individuo a associare il perseguimento di obiettivi sani e piacevoli a un pericolo per sé e per gli altri); i sensi di colpa più indagati da questi autori sono: Senso di colpa da separazione/slealtà secondo cui separarsi e differenziarsi dai familiari rappresenta un atto assimilabile al tradimento; Senso di colpa del sopravvissuto basato sull'idea che stare meglio degli altri equivale ad aver sottratto benessere alle persone care; Senso di colpa da responsabilità onnipotente in base al quale l'individuo si sente responsabile della felicità e del benessere altrui in modo irrealistico; Senso di colpa da odio di Sé, un sentimento di profondo disprezzo nei propri confronti, nella convinzione di non meritare amore, rispetto e protezione. Questi sentimenti sono spesso irrazionali e alimentano sintomi psichici e comportamenti disfunzionali in grado di influenzare la vita della persona (Locke et al., 2013). Seguendo questo modello, la colpa può essere letta sia come manifestazione di una reazione transferale che come organizzatore della stessa. Il paziente può idealizzare, sessualizzare o anche svalutare il suo terapeuta; si può preoccupare di essere fonte di sofferenza per lui, esattamente come si preoccupava di poterlo essere per i suoi familiari (Bush, 2005). L'analisi della letteratura empirica, a differenza di quella teorica e clinica, evidenzia però la mancanza di ricerche che abbiano indagato a fondo la relazione tra i sensi di colpa e il tipo di relazione che si stabilisce con il clinico. Tenendo a mente quanto affermato finora, è nato questo progetto di ricerca, il cui scopo è quello di verificare empiricamente se esiste una effettiva connessione fra questi due costrutti. La tesi inizia quindi con un excursus teorico che mira a mostrare l’evoluzione del concetto di traslazione, a partire dagli albori della tradizione psicoanalitica e fino ai giorni nostri. Nel secondo capitolo verrà invece trattato il senso di colpa. Anche qui si è scelto di procedere passando in rassegna le principali teorie sull’argomento, dalla psicoanalisi fino alla psicologia evoluzionistica odierna. Infine, nel terzo ed ultimo capitolo, verrà discusso il nostro studio: una ricerca empirica, di cui descriveremo gli obiettivi, le ipotesi, il campione, gli strumenti, le procedure, i risultati, i limiti e le prospettive future.

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(13835244), Terry Skidmore. "Contract Ability Level Mastery (CALM): A mastery program for remediating / extending basic English writing skills." Thesis, 1999. https://figshare.com/articles/thesis/Contract_Ability_Level_Mastery_CALM_A_mastery_program_for_remediating_extending_basic_English_writing_skills/21171985.

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The purpose of this study was to implement a mastery program designed to improve and/or extend the basic writing skills of 125 Year Eight students. The basic writing skills were sentence writing and paragraph writing. Five theoretical underpinnings (mastery learning strategies, contract learning, higher order thinking skills, learning styles and control theory) were combined to produce and English program entitled Contract Ability Level Mastery (CALM). The CALM program ran for eight weeks and used action - research as the research methodology. A pre-test and a post-test were administered. The results of the post-test indicate significant improvements in the target students' sentence and paragraph writing skills. The study concludes that the CALM program did help the target students to remediate / improve basic sentence writing and paragraph writing skills.

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Fahey, Carmel. "Testing the therapist: an analysis of the patient’s attempt to direct treatment." Thesis, 2006. https://vuir.vu.edu.au/1444/.

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Much research has been conducted that explores the process of psychotherapy and psychoanalysis; however, there is little that provides an illustration of what actually occurs between patient and therapist. This research is an explanatory and descriptive study of testing, which Weiss (1993; Weiss et al. 1986) links to the transference. An analysis of the process of testing is presented from two theoretical perspectives drawn from the theories of Joseph Weiss (Control-mastery theory (CMT)) and Sigmund Freud and Jacques Lacan (Freudian-Lacanian theory). The primary research question asked: what is testing? CMT, based on the higher mental functioning hypothesis (HMF), proposes that testing is a phenomenon based on an assumption that the unconscious can think, plan and make decisions in the same way as the conscious mind. Freud’s later theory relating to the ego provides a theoretical framework for CMT and Freud’s early theory is used by Joseph Weiss as an alternative theoretical hypothesis to the HMF hypothesis. This thesis presents a comparative analysis of both theoretical positions, which revealed that testing was consistent with an unconscious transference demand. Two propositions were examined at a clinical level using data from a multiple-case study in which transcripts of the first ten sessions of each of three patients’ psychotherapy were analysed. The propositions were examined according to Yin’s rival theory and analysed according to the logic of pattern matching. The first proposition stated: (1) The Freudian-Lacanian theory of the transference would provide a fuller explanation of testing episodes than CMT. The second proposition related to what the patient wants of the therapist in testing and proposed that: (2) The patient wants the therapist to occupy the position of his parental object, which is the position of an identificatory object. Theoretically, testing in control-mastery theory is consistent with the Freudian preconscious but inconsistent with the Freudian unconscious. At a descriptive level testing was consistent with aspects of the psychoanalytic processes of acting out, projective identification, and repetition but inconsistent with these processes at a theoretical level due to differing conceptualisations of the unconscious. Clinically, testing as an unconscious process was most consistently explained in the case studies by Freudian-Lacanian theory in which it was viewed as the patient’s demand that the therapist occupy the position of the parental objects. This finding opposes the CMT assumption that in testing, the patient does not want the therapist to occupy the position of the parental objects. The opposing positions were explained by the different formulations of the unconscious, either admitting or omitting the drives, which underpinned different therapeutic aims in the two theories. As a theory of conscious and preconscious functioning CMT has merit, but the thesis concludes that it is not a theory of unconscious functioning. The implications of these findings for clinical practice and research are discussed.

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Books on the topic "Control-Mastery Theory"

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Zhukova, Galina, and Margarita Rushaylo. Math 100 points. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077344.

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In the tutorial proposed a systematic presentation of all the major sections of school mathematics which necessarily demanded in various kinds of control and independent works, Olympiads, math exams (MSE, CSE) and introductory tests in high schools, where they are completely aligned with the exam. When studying each topic for her mastery and the acquisition of practical skills given the necessary theoretical and background material, as well as analyzed and resolved a large number of examples and problems. To control the quality of the knowledge offered numerous assignments (with answers) for independent solving. Can be used by students when doing homework, preparing for quizzes, exams, and Olympiads in mathematics. It is recommended teachers to work with students in the classroom, in clubs, in the preparatory training courses for OGE, exam etc. Will be useful for pupils and students with self-preparation for admission to the University, pupils of schools-eksternaty, teachers and students of the preparatory departments of universities.

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1950-, Silberschatz George, ed. Transformative relationships: The control-mastery theory of psychotherapy. New York: Routledge, 2005.

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Silberschatz, George. Transformative Relationships: The Control Mastery Theory of Psychotherapy. Routledge, 2005.

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Silberschatz, George. Transformative Relationships: The Control Mastery Theory of Psychotherapy. Taylor & Francis Group, 2013.

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Silberschatz, George. Transformative Relationships: The Control Mastery Theory of Psychotherapy. Taylor & Francis Group, 2013.

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Silberschatz, George. Transformative Relationships: The Control Mastery Theory of Psychotherapy. Taylor & Francis Group, 2013.

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Silberschatz, George. Transformative Relationships: The Control Mastery Theory of Psychotherapy. Taylor & Francis Group, 2013.

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Silberschatz, George. Transformative Relationships: The Control Mastery Theory of Psychotherapy. Taylor & Francis Group, 2013.

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Skibbins, David. Control mastery theory and themes of dream content in the dreams of women survivors of childhood sexual abuse. 1989.

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Hirata, Yukari. Second language learners’ production of geminate consonants in Japanese. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198754930.003.0008.

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This chapter examines whether learners of Japanese at an intermediate level make progress in accurately producing singleton and geminate stops after being immersed in Japan without specific training. Seven learners of Japanese, with two years of classroom instruction in the USA, recorded words such as [kako] and [kakːo] in a carrier sentence at three speaking rates before and after a four-month study-abroad experience in Japan. Duration of various segments was analysed, and the singleton and geminate boundary ratio of native Japanese speakers was used to determine learners’ production accuracy. Results indicated that the learners did make a singleton/geminate distinction, but their production accuracy showed limited improvement. The results suggest continuing difficulty in the mastery of native-level durational control.

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Book chapters on the topic "Control-Mastery Theory"

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Silberschatz, George. "Responsiveness in control-mastery theory." In The responsive psychotherapist: Attuning to clients in the moment., 133–50. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000240-007.

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Budman, Simon H., and Michael F. Hoyt. "Active Interventions in Brief Therapy and Control Mastery Theory." In Casebook of the Brief Psychotherapies, 21–26. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4615-2880-7_2.

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Broitman, Jessica. "Using Psychoanalytic Techniques and Weiss’ Control Mastery Theory to Treat a Person with Learning Disorders: A Case Study of Moria." In Learning Disorders Across the Lifespan, 143–74. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21772-2_10.

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Gazzillo, Francesco, and George Silberschatz. "Commentary to Chapter “Case Formulation as an Outcome and Not an Opening Move in Relational and Psychodynamic Models”: Plan Formulation Vs. Case Formulation: The Perspective of Control-Mastery Theory." In CBT Case Formulation as Therapeutic Process, 233–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63587-9_23.

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Weiss, Joseph. "Control-Mastery Theory." In Encyclopedia of Psychotherapy, 545–49. Elsevier, 2002. http://dx.doi.org/10.1016/b0-12-343010-0/00062-3.

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Bush, Marshall, and Arlene Rothschild. "Control-Mastery Theory." In Paradigms of Clinical Social Work, 93–124. Routledge, 2020. http://dx.doi.org/10.1201/9781003070221-7.

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Silberschatz, G. "Control-Mastery Theory ☆." In Reference Module in Neuroscience and Biobehavioral Psychology. Elsevier, 2017. http://dx.doi.org/10.1016/b978-0-12-809324-5.05280-9.

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Bush, Marshall, and Arlene Rothschild. "Control-Mastery Theory." In Paradigms of Clinical Social Work, 93–124. Routledge, 2020. http://dx.doi.org/10.4324/9781003070221-7.

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"The Control-Mastery Theory." In Transformative Relationships, 16–36. Routledge, 2013. http://dx.doi.org/10.4324/9780203955963-9.

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"A Developmental Basis for Control-Mastery Theory." In Transformative Relationships, 176–92. Routledge, 2013. http://dx.doi.org/10.4324/9780203955963-20.

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Conference papers on the topic "Control-Mastery Theory"

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KOMAR, Olena. "NEUROETHICS AND HELLENISTIC PHILOSOPHICAL RECIPES OF HAPPINESS." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.34.

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This article enlightens therapeutic character of the Hellenistic philosophical schools. Most of them created not only theory of practical philosophy called ethics but also a very concrete recipe of happiness. These recipes like Epicurean tetrapharmakos still actual nowadays for their strong motivative power and can be explained in a very modern term of neuroethics. In spite of the controversial positions in many kinds of philosophical questions and ethical practical recommendations, these schools share the common ideals. Three ideals or remedies of Hellenistic schools are ataraxia (unperturbability, tranquility), apatheia (freedom from passion) and autarkia (a selfsufficiency, independence of external events). Three ‘A’s of Hellenistic ethics are the crucial components of eudaimonia. In the neuroethical perspective it can be seen as the serotonin-type of ethics based on the avoidance of the passions and the mind control of negative emotions or self-mastery.

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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."

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De Marsico, Maria, and Marco Temperini. "Average effort and average mastery in the identification of the Zone of Proximal Development." In 2013 17th International Conference on System Theory, Control and Computing (ICSTCC). IEEE, 2013. http://dx.doi.org/10.1109/icstcc.2013.6689034.

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Posner, Michael. "Evaluating pedagogical techniques in introductory statistics: proficiency grading and assignment resubmission." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07805.

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How do innovative pedagogical techniques improve learning and mastery of introductory statistics? This research study examines proficiency grading and assignment resubmission and compares them to traditional statistical teaching methodology in two introductory statistics classes. The control class received traditional numeric grades, while the experimental class received grades on a three-tiered proficiency ranking and the opportunity to resubmit assignments to increase their proficiency score. Students in the control class scored higher on a common final exam (although not statistically significant), and believed the material was better taught, while students in the experimental class claimed to have learned more and were more satisfied with the grading in the course. Future research will expand data gathering and improve the research design.

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Quishpe-Morales, Wilmer, and Mireya Zapata. "Digital Environments for Biology Learning in High School." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100974.

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Currently, due to the Covid-19 pandemic, education has had to change the way of delivering knowledge to students, since the use of digital environments has been promoted, supported by digital tools that allow reaching meaningful learning. Therefore, this research is carried out to find out if using digital environments in learning favors the teaching-learning process of First High School students and in particular for this case in the subject of Biology. A quasi-experimental design was applied in which two groups participated: experimental and control. With the experimental group, digital environments were applied on the Gnomio platform supported by various digital tools such as: PowToon, Genially, Edpuzzle, and forums applying active methodologies. As a result of this study, there was evidence of an improvement in the academic performance of the students, and a greater mastery of the management of the concepts related to Biology.

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Schroeder, Christopher C., and Mohammad H. Elahinia. "Research and Education With a Hydraulic Hybrid Vehicle Laboratory." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69227.

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This paper presents the development of a hydraulic hybrid vehicle (HHV) based laboratory course for the Mechanical, Industrial, and Manufacturing Engineering Department at the University of Toledo. The objective of the laboratory course is to serve as both an educative tool as well as a tool in advancing the research of HHV technologies. The laboratory consists of a HHV test stand that approximates the workings of a series type HHV and an accompanying simulation model of the system. The course is based on a problem-solving learning approach that will aid students in gaining a fuller understanding of the fundamentals from core mechanical engineering curriculum including: Fluid Dynamics, Energy Systems, Vibrations, Mechatronics and Control. This course is unique in that the instructor serves a guide or manager for the students and does not evaluate the student based on exams rather, the student is evaluated based on his/her ability to apply engineering principles. After learning some basics of research and performing a literature review of the subject, the students will be asked to solve a problem and report their findings in a technical publication format. The students are evaluated based on their performance in applying engineering principles towards the solution of a relevant engineering problem and effectively communicating that via a conference publication candidate. In this way, a better index for evaluating student mastery of engineering principles is achieved and a gaping hole in the Mechanical Engineering curriculum is filled while at the same time offering an efficient means of advancing HHV technology.

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Yoshida, Yasuo. "Visual Feedback Control of a Three-Dimensional Overhead Crane." In ASME 7th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2004. http://dx.doi.org/10.1115/esda2004-58138.

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Overhead cranes are used widely in various industrial fields. Crane transportation load must be transported for the work efficiency and safety to the destination without swinging. As a demand of highly precise and safety rises, automation is thought about as a method corresponding to lack of operator of mastery of skills. A transportation load of an overhead crane swings by a traveling acceleration change while doing up-and-down motion of a rope length change. It is necessary to measure this three-dimensional motion for swing suppression control. When it is installed in an overhead crane, a measurement sensor becomes complicated. In this paper, the trial stereovision device is manufactured which is a non-contact sensor, not an installation sensor and tried to control the overhead crane by vision feedback. The vision sensor is a stereovision device of four degree of freedom for tracking and gazing with two CCD cameras. A position measurement of a transportation load and an experiment of tracking control were done. The three-dimensional position of the transportation load is provided with CCD image data of two cameras, the focus distance, and four-vision device drive angles and is used for crane control. The vision device drive target angles that a point of intersection of two camera optical axes seems to always accord with the transportation load center is obtained using inverse kinematics. With these target angles, the control of tracking and gazing about the transportation load can be done. On the other hand, in an overhead crane model, using measured three-dimensional coordinate values, positioning and vibration suppression control of the transportation load was done. The overhead crane model consists of a trolley running on two perpendicular slide guide rails and a hoisting device of the transportation load. The overhead crane model has five degree of freedom, and they are x, y direction displacements of a trolley, a rope length, a swing angle, a swing direction angle. The variable rope length, the swing angle and the swing direction angle are calculated using the load position measured by the vision sensor. Variable digital gains of the trolley in consideration of the rope length change were pursued by this information, and overhead crane control was done. The experiment result of overhead crane control by vision feedback showed that the used control system was effective.

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Estevão, Sueli Pedroso da Silva. "Experience report on financial education." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-009.

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Abstract The experience report results from a pedagogical proposal experienced on Financial Education in daily school life, at the Eva Vieira de Almeida Municipal School, during the THIRD Quarter of 2015. During the proposal experience, the class was composed of 26 students, after surveys and evaluation about the learning of students' indifferent levels and also in lag in learning reading, writing, and mathematical language, it was understood the need for a teaching proposal – meaningful and comprehensive learning. The fundamental objective was to stimulate mathematical knowledge through knowledge of the Monetary System, promoting learning situations, collaboratively and pleasantly. The proposal was developed in an interdisciplinary way through various experiences and methodologies, in order to insert students in mathematical knowledge in a conscious and participatory way, promoting exchange of knowledge and acquisition, among them : story telling, emphasizing the importance of the economy for financial control; fair emphasizing the purchase and sale of scrapped products, with the involvement of students replacing employees of a trade; handling and contact with coins and banknotes (paper buck); workshop of recycling piggy banks and wallets; listening and musical understanding on the subject. After the results obtained , we reflected on the pedagogical practice and realized that the pedagogical proposal was favorable, because the results were positive and motivated the students in the classes to have a new attitude towards knowledge, because the students demonstrated their experiences, mastery of the contents covered and exchange of consolidated knowledge.

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Avila, Martin. "Designing for Interdependence: A Poetics of Relating." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.185.

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The presentation gives an overview of the book Designing for Interdependence: A Poetics of Relating which is about the practice of designing and design’s capacity to relate (or not) to beings of all kinds, human and others, in ways that are life-affirming. Sensitive to power differentials and the responsibility that this entails, the author develops the notion of alter-natives, a concept that exposes the alterity of artificial things and the potential of these things to participate in the sustainment of environments. The notion of alter-natives indicates the alterity of a thing, its own foreignness to environments by being artificial, fabricated by humans. It demands thinking how some-thing alters the relations to those that live in an environment, how it makes them different in some way. It suggests the possibility that these ‘others’ (alterity) may enter a process of ‘nativization’, if they are designed within the ecological and biological constraints of the particular places where they will be used. Finally, the notion of alter-natives does not explain, does not explicate; it demands answers, the implications need to be unfolded, traced, maintained. Alter-natives emphasize vulnerability in order to become life-affirming. The book immerses the reader in a poetics of relating, a semiotic practice of interrelating humans, artificial things and other-than-human species, a design practice that can make us more explicitly dependable on life and communication across species, a designing for interdependence that can support the necessary rewilding that must happen if we are to contribute to the stabilization of planetary dynamics and the affirmation of cultural and biological diversity. By challenging anthropocentrism through design, a practice emerges from questioning human mastery, and thus a poetics of relating is developed by means of a letting go of control acknowledging other-than-human needs and capacities. In this sense the book is about control, at least to the extent that a human can let go of control by designing something that affirms her living. Avoiding dualistic thinking and the dichotomies harmful-benefit, construction-destruction, natural-artificial, and life-death, the author pursues the work of caring for how our mattering through design becomes both, constructive and destructive in more-than-human ecologies.

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