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Dissertations / Theses on the topic 'Fon Kaufman'

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Published: 5 June 2025

Last updated: 15 July 2025

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1

Brown, Rich. "Moisés Kaufman : the search for new forms /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102153.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 278-283). Also available for download via the World Wide Web; free to University of Oregon users.

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2

Brown, Rich. "Moises Kaufman: The Search for New Forms." Thesis, University of Oregon, 2003. http://hdl.handle.net/1794/22114.

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294 pages<br>This study identifies and examines Moises Kaufinan's theoretical questions and rehearsal techniques from their development in initial works at New York University to their specific application during the creation of Gross Indecency: The Three Trials of Oscar Wilde and The Laramie Project by his Tectonic Theater Project. Kaufinan's upbringing and major artistic influences are investigated in order to trace the origins of his current theoretical language and approach to making theatre. This dissertation primarily focuses on Kaufi:nan's approach to the workshop space as discussed in relation to his search for new theatrical forms, and his style of communication with company members. Such focus offers new questions regarding the basis and range ofKaufinan's aesthetic. The two guiding questions of the study ask: What is Kaufinan's directorial role in Tectonic Theatre Project's creation of new work? How does he ensure the "copulation" of form and content in the workshop space when creating new works? Chapter II outlines Kaufman's biography through detailing his education in Venezuela and in the Experimental Theatre Wing at New York University, as well as traces his early production history. Chapter III investigates how Tectonic techniques led to the creation of Gross Indecency examining Kaufman's inciting hunch, the depth of his research, his organizing principle and expanding through-lines, and "moment work." Chapter IV continues to trace the development of these Tectonic techniques through the creation of The Laramie Project, highlighting the fact that no two Tectonic Theater Project productions have been created in the same manner. This chapter also raises the crucial question of Kaufman's role as Tectonic's workshop director in regards to the issues of authority and authoring. Chapter V arrives at concluding questions and thoughts on Kaufman's theoretical questions in traffic with his workshop techniques, and how these shape his directorial and authorial aesthetics. Chapter V concludes with questions for further study on Kaufman and historically based theatre.

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3

Williamson, Mathew. "Kauffman-Harary Conjecture for Virtual Knots." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3916.

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In this paper, we examine Fox colorings of virtual knots, and moves called k-swap moves defined for virtual knot diagrams. The k-swap moves induce a one-to-one correspondence between colorings before and after the move, and can be used to reduce the number of virtual crossings. For the study of colorings, we characterize families of alternating virtual knots to generalize (2, n)-torus knots, alternating pretzel knots, and alternating 2-bridge knots. The k-swap moves are then applied to prove a "virtualization" of the Kauffman-Harary conjecture, originally stated for classical knot diagrams, for the above families of virtual pretzel knot diagrams.

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4

Antonetti, Robert C. "Determining the Validity of the Kaufman Assessment Battery for Children (K-ABC) with Learning Disabilities." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332423/.

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This study investigated the relation of the Kaufman Assessment Battery for Children (K-ABC) with the Wechsler Intelligence Scale for Children - Revised (WISC-R) for learning disabled (LD) children, the relation of K-ABC Achievement subtests with other achievement tests, and the relation of verbal and perceptual abilities assessment and the K-ABC. One hundred white, middle to above socioeconomic status (SES), LD students 6 to 12 1/2 years old were administered the K-ABC in addition to the test battery used to identify them. Findings indicated significant differences (2<-01) between WISC-R Full Scale scores and KABC MPC scores, with MPC scores being 3.33 points lower. Significant correlations (2<-01) were found between the following: (a) WISC-R Performance scores and K-ABC Simultaneous scores, (b) K-ABC Sequential and Simultaneous scores, (c) WISC-R Performance and K-ABC Sequential scores, (d) K-ABC Arithmetic and WRAT Arithmetic, and (e) K-ABC Reading Understanding and the following: Woodcock Word Identification, Woodcock Passage Comprehension, WRAT Reading, and Durrell Silent Reading. The study found the MPC correlates higher with tests of perceptual ability than with tests of verbal ability. Results indicate the following: (a) the WISC-R and K-ABC can substitute each other when measuring overall intelligence, (b) the WISC-R and K-ABC do not measure the same abilities, (c) the Sequential-Simultaneous score discrepancy is a poor diagnostic indicator of LD, (d) the discrepancy between the Achievement scale and the K-ABC intelligence scales is a poor diagnostic indicator of LD, (e) the K-ABC Arithmetic subtest is no better and no worse than the WRAT Arithmetic subtest, (f) WRAT Reading, Woodcock Word Identification and K-ABC Reading Recognition are not interchangeable measures of word calling skills, (g) the K-ABC Reading Understanding subtest is as adequate a measure of reading comprehension as other available tests, (h) the MPC is clearly more a measure of perceptual ability than of verbal ability, and (i) the KABC is no more fair a measure to use with LD children than are intelligence tests with a heavy language component.

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5

Alcantara, Helene Deborah-Lynne. "Distractibility, Impulsivity, and Hyperactivity Measured by the Kaufman Assessment Battery for Children and Personality Inventory for Children." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500406/.

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Basic criteria for determination of Attention Deficit Hyperactivity Disorder (ADHD) include hyperactivity, impulsivity, and distractibility. Four scales of the Personality Inventory for Children have been found to be useful in the diagnosis of ADHD. Impulsivity and distractibility can affect scores on the Hand Movements, Number Recall, Word Order, Spatial Memory, Arithmetic, Riddles, and Matrix Analogies subtests of the Kaufman Assessment Battery for Children. Subjects were 100 children, aged six through 13 who were referred for psychological assessment. The purpose of this study was to determine if there was a correlation between scores on the four scales of the PIC and the designated subtest scores on the KABC. Four correlations were significant, but of low magnitude.

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6

Sontag, Ralph. "Fonts kaufen, klassifizieren, einsetzen." Universitätsbibliothek Chemnitz, 2004. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200400840.

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7

York, Jennifer. "Comparison of the Kaufman Brief Intelligence Test (K-BIT) and the Wechsler Scale for Children (WISC-IV) with referred students." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=622.

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8

Cummings, Mike. "The Relationship Between Raw Scores on the Kaufman Assessment Battery for Children and School Attendance for Sioux Children Ages 8-12." DigitalCommons@USU, 1990. https://digitalcommons.usu.edu/etd/6023.

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A study was conducted to examine one aspect of construct validity for the Kaufman Assessment Battery for Children (K-ABC). Forty-eight Sioux children at five age levels (8 to 12.5) were used in this study. Relying on theories of child development, most tests of mental abilities have been constructed so that raw scores will increase with age. Pearson r correlation coefficients between age and raw scores were calculated across five age levels for this sample of Sioux children. The Simultaneous-, Sequential-, and Achievement-scale raw scores significantly correlate with age at the .05 level for a one-tailed test of significance. Number Recall and Word Order did not significantly correlate with age. Z-score comparisons between the standardization sample (n = 900) and the Sioux sample were calculated. Statistically significant Z-score discrepancies were obtained on a two-tailed test of significance (.05) for the total Simultaneous scale, for Spatial Memory, and for Hand Movements. Gender differences were found between the Sioux males and standardization males. This study also examined the possible effects of school attendance and gender on three K-ABC global scales. An ANOVA (method of unweighted means) test of statistical significance was computed to determine main and interaction effects on the Simultaneous, Sequential, and Achievement scales. There was no significant main effect between the two classification variables and the three global scale scores. Results did indicate Sioux males tended to obtain lower Sequential scores in the low attendance condition and low attending females obtained lower scores on the Simultaneous scale.

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9

Eichenhofer, David J. "Auditory and visual factors of the Kaufman Assessment Battery for Children : a confirmatory factor analysis." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514707.

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The Kaufman Assessment Battery for Children is a relatively new instrument designed to measure the cognitive abilities of children ages 2 1/2 to 12 1/2. The battery was predominantly based upon Luria's theory of cognitive processing which proposes a simultaneous and sequential dichotomy for the analysis of information. Exploratory and confirmatory factor analyses have generally supported this theory. However, across different age groups and with special populations, analyses have been inconsistent.Few alternative structures for the battery have been tested, especially with special populations.The purpose of the present study was to assess the viability of a two factor structure based upon the modality of input for a group of students referred for learning difficulties. One hundred and twelve students, ages 7 to 12 1/2, who had been referred by teachers because of learning difficulties were used in the study. The thirteen subtests of the K-ABC were specified as being associated with a visual input factor, an auditory input factor, or both. Confirmatory factor analysis, as performed by the LISREL VI computer program, was then used to test this hypothesis. Unreasonable parameter estimates led to the rejection of the model for this sample. This lack of confirmation is discussed in terms of high correlations among estimates, misspecification of the model, sample homogeneity, and lack of independence among the subtests in terms of input modality. It was concluded that input modality was not a major factor in performance on the battery for this particular sample.

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Havey, James Michael. "The relationship among K-ABC and WISC-R scores obtained from learning disabilities referrals : a multiple regression analysis." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/441106.

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The purpose of this study was to investigate the relationship among the various scales of the Kaufman Assessment Battery for Children and the Wechsler Intelligence Scale for Children-Revised. Of particular interest was the degree to which the Wechsler Verbal and Performance IQ's contributed to the prediction of the K-ABC Mental Processing Composite and the K-ABC Achievement score respectively.The subjects were 51 students, aged 8-0 to 12-0, who had been referred for psychoeducational assessment because of suspected learning disabilities. They were evaluated with both the K-ABC and the WISC-R as part of a standard battery.Descriptive statistics and univariate correlations were computed. Multiple regression procedures revealed that significant relationships existed between the composite of predictor variables, the Wechsler Verbal and Performance IQ's, and the criterion variables, the K-ABC Mental Processing Composite and the K-ABC Achievement score when each was considered separately.Stepwise multiple regression procedures indicated that the unique contribution of the Wechsler Verbal IQ to the prediction of the K-ABC Mental Processing Composite was statistically significant. A significant relationship was not found, however, between the Performance IQ and the K-ABC Achievement score when the Verbal IQ had been statistically controlled.

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11

Morgan, Kimberly E. "The validity of intelligence tests using the Cattell-Horn-Carroll model of intelligence with a preschool population." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389688.

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Individual differences in human intellectual abilities and the measurement of those differences have been of great interest to the field of school psychology. As such, different theoretical perspectives and corresponding test batteries have evolved over the years as a way to explain and measure these abilities. A growing interest in the field of school psychology has been to use more than one intelligence test in a "cross-battery" assessment in hopes of measuring a wider range (or a more in-depth but selective range) of cognitive abilities. Additionally, interest in assessing intelligence began to focus on preschool-aged children because of initiatives to intervene early with at-risk children. The purpose of this study was to examine the Stanford-Binet Intelligence Scales, Fifth Edition (SB-V) and Kaufman Assessment Battery for Children, Second Edition (KABC-II) in relation to the Cattell-Horn-Carroll (CHC) theory of intelligence using a population of 200 preschool children. Confirmatory factor analyses (CFAs) were conducted with these two tests individually as well as in conjunction with one another. Different variations of the CHC model were examined to determine which provided the best representation of the underlying CHC constructs measured by these tests. Results of the CFAs with the SBV revealed that it was best interpreted from a two-stratum model, although results with the KABC-II indicated that the three-stratum CHC model was the best overall design. Finally, results from the joint CFA did not provide support for a cross-battery assessment with these two particular tests.3<br>Department of Educational Psychology

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12

Kottler, Stephan [Verfasser], and Michael [Akademischer Betreuer] Kaufmann. "Advanced Methods for SAT Solving / Stephan Kottler ; Betreuer: Michael Kaufmann." Tübingen : Universitätsbibliothek Tübingen, 2013. http://d-nb.info/1162844248/34.

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13

Dale, Brittany A. "Profile analysis of the Kaufman Assessment Battery for Children, second edition with African American and Caucasian preschool children." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/772.

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14

Cepeda, Alysse. "EVALUATING THE RELATIONSHIP BETWEEN THE PEAK RELATIONAL TRAINING SYSTEM DIRECT ASSESSMENTS AND THE KAUFMAN TEST FOR EDUCATIONAL ACHIVEMENT III." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2291.

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The purpose of the current study was to determine the relationship between the PEAK Relational Training System Assessments and the Kaufman Test of Educational Achievement, Third Edition long form in children with autism and other cognitive or language delays. 29 participants were administered the PEAK Relational Training System Battery of Assessments and the Kaufman Test of Educational Achievement. This study sought to extend previous literature examining the validity of PEAK Assessments as compared to previously validated assessments as well as add to the body of literature examining the relationship between academic achievement and language and cognition development. Understanding the interaction between verbal behavior skills, derived relational responding, and academic skills may enable clinicians and educators to serve their learners in a more effective, comprehensive way. The results of this study suggest there is a moderately strong, statistically significant relationship between the PEAK assessments and the Kaufman Test of Educational Achievement Academic Skills Battery Composite (r=0.6675, p<0.0001, R2=.4455) and a strong, statistically significant relationship with the Kaufman Brief Achievement Composite (r=0.7974, p<0.0001, R2=.5611).

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15

Kaufmann, Nicholas [Verfasser]. "Small Horizontal Axis Free-Flow Turbines For Tidal Currents / Nicholas Kaufmann." Düren : Shaker, 2019. http://d-nb.info/1190525755/34.

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16

Hunt, Madeline S. "A joint confirmatory factor analysis of the Kaufman Assessment Battery for Children, second edition, and the Woodcock-Johnson Tests of Cognitive Abilities, third edition, with preschool children." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379123.

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The purpose of this study was to explore the construct validity of the Kaufman Assessment Battery for Children, Second Edition (KABC-II; Kaufman & Kaufman, 2004a) and the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG; Woodcock, McGrew, & Mather, 2001) with a sample of 200 preschool children, ranging in age from 4 years, 0 months to 5 years, 1 1 months, and attending preschool and daycare programs in and around a Midwestern city. This study attempted to determine if the Cattell-Horn-Carroll (CHC) factor structure represented on these tests can be identified with young children. Individual confirmatory factor analyses were conducted separately with the KABC-II and WJ-III COG. Moreover, a joint confirmatory factor analysis was conducted using both the KABC-II and WJ-III COG. The results of the individual KABC-II factor analyses indicated a two-tiered Gf Gc model provided the best fit to the data, although the three-tiered CHC model also fit the data well. This suggests the underlying factor structure of the KABC-II is well represented by the CHC theory. The WJ-III COG was best represented by an alternative CHC model, in which the Gf factor and subtests had been removed, indicating not all CHC constructs represented on the WJ-III COG can be reliably identified among young children. The joint confirmatory factor analysis indicated the strongest measures of the shared CHC factors on the KABCII and WJ-III COG, which can help to guide cross-battery assessment with preschool children. Overall, the results confirmed multiple CHC abilities can be assessed with young children, implying clinicians should be using preschool tests that provide scores for several cognitive abilities. This study also revealed the constructs of the CHC theory may be represented somewhat differently on preschool tests due to developmental influences. Strong correlations were evident between unrelated tasks, primarily because the verbal and linguistic demands of many subtests caused them to load unexpectedly on the Gc factor. Suggestions for future research include conducting the same study using preschool children with suspected disabilities, as well as with older children, examining other instruments that include a Gf factor, and conducting exploratory factor analysis with subtests from the KABC-II and WJ-III COG that contain significant components of more than one ability.<br>Department of Educational Psychology

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17

Shire, Billie J. "An examination of the clinical utility of the Kaufman Assessment Battery for Children with mentally retarded adults /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401443643.

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18

Madril, Santiago Sierras. "A concurrent validation of the Kaufman Assessment Battery for Children with learning disabled Anglo and Hispanic children." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184661.

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The purpose of this study was to establish the concurrent validity of the Kaufman Assessment Battery for Children (K-ABC) with the Wechsler Intelligence Battery for Children-Revised (WISC-R). The study postulated that ethnicity would be a significant factor in the performance of learning disabled, Anglo and Hispanic students on the K-ABC compared with the WISC-R. Subjects were 33 Anglo and 34 Hispanic students ranging in age from 5 though 12. All students in the study were certified learning disabled and were administered the K-ABC and the WISC-R within one calendar year. Three null hypotheses were tested: (1) There is no significant difference between Anglo and Hispanic performance on the WISC-R Verbal and K-ABC Sequential IQs (Intelligence Quotients), (2) There is no significant difference between Anglo and Hispanic performance on the WISC-R Performance and the K-ABC Simultaneous IQs, and (3) There is no significant difference between Anglo and Hispanic performance on the WISC-R Full Scale and the K-ABC Mental Processing Composite Test IQs. The K-ABC was found to be concurrently valid based on the WISC-R. The range of correlations between the K-ABC and the WISC-R coincided with that necessary to establish a significant positive correlation. The WISC-R Full scale IQ scores for both Anglos and Hispanics correlated with the K-ABC Mental Processing Composite IQ (r =.57, p.05). The WISC-R Verbal scale scores for Anglos and Hispanics correlated (r =.55) with the K-ABC Sequential scale. Anglo and Hispanic scores on the WISC-R Performance scale correlated (r =.75) with the K-ABC. Ethnicity was not found to be a factor in low Hispanic test performance. The results showed no significant difference between the performance of Anglos and Hispanics. Comparisons were also made between the WISC-R and K-ABC performance of Anglos and Hispanics as a function of age, sex, grade and socioeconomic status (SES). Significant differences were found as a function of SES on both the WISC-R Full and Performance scales. Specifically, the higher the SES, the higher the Full and Performance scale IQs. On the K-ABC, SES and grade positively correlated with scores on all three scales. Sex was also positively related to Sequential scale scores with girls scoring slightly higher than boys.

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19

Blasch, Gerald [Verfasser], Sibylle [Akademischer Betreuer] Itzerott, Hermann [Akademischer Betreuer] Kaufmann, Gerd [Gutachter] Wessolek, Hermann [Gutachter] Kaufmann, and Birgit [Gutachter] Kleinschmit. "Multitemporal soil pattern analysis for organic matter estimation at croplands using multispectral satellite data / Gerald Blasch ; Gutachter: Gerd Wessolek, Hermann Kaufmann, Birgit Kleinschmit ; Sibylle Itzerott, Hermann Kaufmann." Berlin : Technische Universität Berlin, 2017. http://d-nb.info/1156273188/34.

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20

Dubiel, Anna [Verfasser], Holger [Gutachter] Ernst, and Lutz [Gutachter] Kaufmann. "Successful new product development for international markets / Anna Dubiel. Gutachter: Holger Ernst ; Lutz Kaufmann." Vallendar : WHU - Otto Beisheim School of Management, 2016. http://d-nb.info/1113538538/34.

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21

Bayer, Anita [Verfasser], and Hermann [Akademischer Betreuer] Kaufmann. "Methodological developments for mapping soil constituents using imaging spectroscopy / Anita Bayer. Betreuer: Hermann Kaufmann." Potsdam : Universitätsbibliothek der Universität Potsdam, 2013. http://d-nb.info/1033036668/34.

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22

Scheppmann, Heidi M. "A costume design process for a production of George Kaufman and Moss Hart's The Man Who Came To Dinner." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392310531.

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23

Williams, Gregory Alaric. "Posthuman Maturation in Amie Kaufman and Jay Kristoff's Illuminae: Re-Conceptualizing the Human for Adolescence and Artificial Intelligence." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6774.

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In order to empower adolescents, this thesis examines how the adult conception of the human in humanism disempowers adolescents. This thesis examines this process in Amie Kaufman and Jay Kristoff's Illuminae, a work of young adult science fiction with non-traditional text structures. In consequence of their disempowerment, the adolescent Kady and artificially intelligent AIDAN impersonate human authorities in order to gain control over their lives. When these attempts fail, Kady and AIDAN transition from a humanist conception of the human, as an isolated self that balances rationality and emotionality, to a posthuman conception of the human, a distributed self that accepts the hybridization of adolescent and machine. The development of a posthuman self enables adolescents and AI control over their own lives, an alternative form of maturation that suggests a means for empowering adolescents through the use of technology. This alternative maturation counters traditional maturation in young adult science fiction and anti-technology trends in young adult science fiction.

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Zibrowius, C. B. "On a Heegaard Floer theory for tangles." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/263367.

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The purpose of this thesis is to define a “local” version of Ozsváth and Szabó’s Heegaard Floer homology HFL^ for links in the 3-sphere, i.e. a Heegaard Floer homology HFT^ for tangles in the 3-ball. The decategorification of HFL^ is the classical Alexander polynomial for links; likewise, the decategorification of HFT^ gives a local version ∇ˢ of the Alexander polynomial. In the first chapter of this thesis, we give a purely combinatorial definition of this polynomial invariant ∇ˢ via Kauffman states and Alexander codes and investigate some of its properties. As an application, we show that the multivariate Alexander polynomial is mutation invariant. In the second chapter, we define HFT^ in two slightly different, but equivalent ways: One is via Juhász’s sutured Floer homology, the other by imitating the construction of HFL^. We then state a glueing theorem in terms of Zarev’s bordered sutured Floer homology, which endows HFT^ with additional structure. As an application, we show that any two links related by mutation about a (2,−3)-pretzel tangle have the same δ-graded link Floer homology. This result relies on a computer calculation. In the third and last chapter, we specialise to 4-ended tangles. In this case, we give a reformulation of HFT^ with a glueing structure in terms of (what we call) peculiar modules. Together with a glueing theorem, we can easily recover oriented and unoriented skein relations for HFL^. Our peculiar modules also enjoy some symmetry relations, which support a conjecture about δ-graded mutation invariance of HFL^. However, stronger symmetries would be needed to actually prove this conjecture. Finally, we explore the relationship between peculiar modules and twisted complexes in the wrapped Fukaya category of the 4-punctured sphere. There are four appendices, some of which might be of independent interest: In the first appendix, we describe a general construction of dg categories which unifies all algebraic structures used in this thesis, in particular type A and type D modules from bordered theory. In the second appendix, we prove a generalised version of Kauffman’s clock theorem, which plays a major role for our decategorified invariants. The last two appendices are manuals for two Mathematica programs. The first is a tool for computing the generators of HFT^ and the decategorified tangle invariant ∇ˢ. The second allows us to compute bordered sutured Floer homology using nice diagrams.

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Alexander, Jeffry Chanen. "Considerations for Automating Salmonella Serovar Identification within an Electronic Public Health Reporting Environment." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/75211.

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CDC's requirements for Salmonella surveillance reporting include submission of serovars from the recognized naming scheme, Kauffmann-White (K-W), using identifiers curated by the Systematized Nomenclature of Medicine-Clinical Terms (SNOMED CT®). Translating the serotype formula of a Salmonella isolate to the correct identifier has been a multistep manual process for users. Our goal was to determine whether a degree of automation could be achieved using an ontology based on K-W. We investigated information artifacts presently available, namely K-W, SNOMED CT and CDC's Public Health Information Network - Vocabulary Access and Distribution System (PHIN-VADS). As SNOMED CT creates identifiers and associates them with serovar names, we performed detailed analysis on its coverage of K-W. An overall error rate of 13.1% included simple omissions and transcription errors. We limited our assessment of K-W and PHIN-VADS to the functional characteristics of the resources they distribute. K-W creates serovar names but does not provide identifiers. PHIN-VADS includes the identifiers but not antigenic formulae for most isolates. In summary, neither K-W nor PHIN-VADS contained all information users require. Two different ontology prototypes were developed. Prototype I placed K-W serovars as terminal nodes in the hierarchy and these were given logic-based definitions. Prototype II added isolate classes as serovar subtypes. Only the isolate classes had complete logical definitions. Both prototypes were logically sound and functioned as expected. Prototype I paralleled existing SNOMED CT content but required more robust description logic than currently employed in SNOMED CT. Prototype II was more compatible with current functionality of SNOMED CT but created identifiers that would not meet current requirements for public health reporting. Prototype I was fully populated as the Salmonella Serotype Designation Ontology (SSDO). As it stands, SSDO reliably places isolates in the appropriate classes, with few and predictable exceptions. Although SNOMED CT cannot accommodate its functionality at this time, SSDO can serve as the basis for a stand-alone application. Ultimately whether by improving functionality of existing systems or providing a framework for an ancillary automated system, this work should facilitate real-time reporting and analysis of surveillance data that will prevent new or reduce severity of infectious disease outbreaks.<br>Ph. D.

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Brosinsky, Arlena [Verfasser], Axel [Akademischer Betreuer] Bronstert, and Hermann [Akademischer Betreuer] Kaufmann. "Spectral fingerprinting : the potential of VNIR-SWIR spectral characteristics for tracing suspended sediment sources / Arlena Brosinsky ; Axel Bronstert, Hermann Kaufmann." Potsdam : Universität Potsdam, 2015. http://d-nb.info/1218399791/34.

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27

Kauffmann, Hans. "A digital image analysis method for monitoring crack growth in metal fatigue testing / H. Kauffmann." Thesis, North-West University, 2005. http://hdl.handle.net/10394/976.

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Metal fatigue tests are an everyday occurrence that updates existing fatigue libraries, ensuring that structures and components do not fail when in use. The American Society for Testing and Materials (ASTM) provides standard tests whereby certain material properties are obtained by the exact same method for each test, providing designers the information to prevent premature failure. The Fatigue Crack Growth Rate (FCGR) of a standard specimen provides information for situations where a crack may exist in components. The critical size of the crack determines when it is safe to use a component and when to discard it. Testing methods relating to fatigue crack growth propagation rates vary with respect to requirements and conditions. A wide variety of test methods can be utilised to find reliable data. One such a method uses a travelling microscope. It has been extensively used with success, but requires constant stoppages for measurements and user attention to make interval measurements. Alternative measurement methods have solved these disadvantages but have generally been of the contact and indirect types. Contact to the specimen may in some cases influence the results negatively, while indirect methods generally require previously obtained data to calibrate the results. The presented digital image analysis method has in principle the same functioning as that of the travelling microscope whilst eliminating constant user attention and stoppages. The process was automated and provided a cost saving alternative to similar products available on the market. The standard test method for measurement of fatigue crack growth rates as outlined by ASTM E647 (2002) was employed to provide standardised results. The designed and assembled test facility was put to test when a FCGR test was conducted. The set-up consisted of an lnstron 1603 Electromagnetic Resonance machine, a Nikon D70 and a PC with acquired and custom written software. The digital image analysis method provided crack growth measurements with a difference of less than 1% from the actual values. Furthermore, the end result provided a Paris equation for a mild steel specimen.<br>Thesis (M.Ing. (Mechanical Engineering))--North-West University, Potchefstroom Campus, 2006.

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Hystad, Grethe. "Periodic Ising Correlations." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196130.

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We consider the finite two-dimensional Ising model on a lattice with periodic boundaryconditions. Kaufman determined the spectrum of the transfer matrix on the finite,periodic lattice, and her derivation was a simplification of Onsager's famous result onsolving the two-dimensional Ising model. We derive and rework Kaufman's resultsby applying representation theory, which give us a more direct approach to computethe spectrum of the transfer matrix. We determine formulas for the spin correlationfunction that depend on the matrix elements of the induced rotation associated withthe spin operator. The representation of the spin matrix elements is obtained byconsidering the spin operator as an intertwining map. We wrap the lattice aroundthe cylinder taking the semi-infinite volume limit. We control the scaling limit of themulti-spin Ising correlations on the cylinder as the temperature approaches the criticaltemperature from below in terms of a Bugrij-Lisovyy conjecture for the spin matrixelements on the finite, periodic lattice. Finally, we compute the matrix representationof the spin operator for temperatures below the critical temperature in the infinite-volume limit in the pure state defined by plus boundary conditions.

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Ströbel, Ulrich [Verfasser], Reiner Akademischer Betreuer] Brunsch, Otto [Akademischer Betreuer] [Kaufmann, and Vladimír [Akademischer Betreuer] Tančin. "Development of an online analysis and control system for individual quarter milking systems / Ulrich Ströbel. Gutachter: Reiner Brunsch ; Otto Kaufmann ; Vladimír Tančin." Berlin : Humboldt Universität zu Berlin, Landwirtschaftlich-Gärtnerische Fakultät, 2012. http://d-nb.info/1027339611/34.

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Lui, Percy Luen-Tim. "Bureaucracy at the state level : the quest for responsibility /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06102009-063147/.

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Stevens, Meighan Noelle. "Comparing Two Individually Administered Reading Assessments for Predicting Outcomes on SAGE Reading." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6697.

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Accountability for student learning outcomes is of importance to parents and school and district administrators, especially since the passage of The No Child Left Behind Act in 2001. The requirement for high-stakes testing to measure progress has fostered interest in ways to monitor student preparedness during the school year. This study used 2014 and 2015 test data from of 154 students from one elementary school to measure the correlation between individually administered Kaufman Test of Educational Achievement Brief Reading and DIBELS Next reading assessments and outcomes on the high-stakes Utah SAGE test. This correlational study used Pearson correlation coefficients to determine redundancy across the tests, and used multiple regression to assess how well scores on the KTEA and DIBELS Next tests predict students' subsequent scores on the SAGE test. Results indicate that DIBELS Next was a strong predictor of SAGE outcomes while KTEA Brief results were moderate predictors.

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Kaufmann, Tobias [Verfasser]. "Brain-Computer Interfaces Based on Event-Related Potentials: Toward Fast, Reliable and Easy-To-Use Communication Systems for People with Neurodegenerative Disease / Tobias Kaufmann." München : Verlag Dr. Hut, 2013. http://d-nb.info/1045988146/34.

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Darmoise, Alexandre F. Verfasser], Stefan H. E. [Akademischer Betreuer] [Kaufmann, Arturo [Akademischer Betreuer] Zychlinsky, and Florian [Akademischer Betreuer] Winau. "Lysosomal alpha-galactosidase A controls the generation of self lipid antigens for NKT cells / Alexandre F. Darmoise. Gutachter: Stefan H.E. Kaufmann ; Arturo Zychlinsky ; Florian Winau." Berlin : Humboldt Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät I, 2011. http://d-nb.info/1015017053/34.

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Mgode, Georgies Verfasser], and Stefan H. E. [Akademischer Betreuer] [Kaufmann. "Determination of Mycobacterium tuberculosis odour compounds detected by Cricetomys gambianus rats for diagnosis of pulmonary tuberculosis in low-income settings / Georgies Mgode. Betreuer: Stefan H.E. Kaufmann." Berlin : Universitätsbibliothek der Technischen Universität Berlin, 2012. http://d-nb.info/1027184340/34.

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Kaufmann, Tobias [Verfasser], and Andrea [Akademischer Betreuer] Kübler. "Brain-computer interfaces based on event-related potentials: toward fast, reliable and easy-to-use communication systems for people with neurodegenerative disease / Tobias Kaufmann. Betreuer: Andrea Kübler." Würzburg : Universitätsbibliothek der Universität Würzburg, 2013. http://d-nb.info/1043906347/34.

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Behling, Robert [Verfasser], Birgit [Akademischer Betreuer] Kleinschmit, Birgit [Gutachter] Kleinschmit, Herrmann [Gutachter] Kaufmann, and Luis [Gutachter] Guanter. "Derivation of spatiotemporal landslide activity for large areas using long-term multi-sensor satellite time series data / Robert Behling ; Gutachter: Birgit Kleinschmit, Herrmann Kaufmann, Luis Guanter ; Betreuer: Birgit Kleinschmit." Berlin : Technische Universität Berlin, 2016. http://d-nb.info/1156271037/34.

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Domke, Maxi [Verfasser], Jürgen [Gutachter] Pretzsch, Volker [Gutachter] Hoffmann, Brigitte A. [Gutachter] Kaufmann, and Jürgen [Akademischer Betreuer] Pretzsch. "Knowledge Management for Climate Change Adaptation - A Multi-Level Governance Analysis of Environmental Management in Ethiopia / Maxi Domke ; Gutachter: Jürgen Pretzsch, Volker Hoffmann, Brigitte A. Kaufmann ; Betreuer: Jürgen Pretzsch." Dresden : Technische Universität Dresden, 2018. http://d-nb.info/1226895484/34.

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Domke, Maxi [Verfasser], Jürgen [Gutachter] Pretzsch, Volker [Gutachter] Hoffmann, Brigitte [Gutachter] Kaufmann, and Jürgen [Akademischer Betreuer] Pretzsch. "Knowledge Management for Climate Change Adaptation - A Multi-Level Governance Analysis of Environmental Management in Ethiopia / Maxi Domke ; Gutachter: Jürgen Pretzsch, Volker Hoffmann, Brigitte A. Kaufmann ; Betreuer: Jürgen Pretzsch." Dresden : Technische Universität Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa2-322154.

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Vallentin, Claudia [Verfasser], Birgit [Akademischer Betreuer] Kleinschmit, Birgit [Gutachter] Kleinschmit, Hermann [Gutachter] Kaufmann, and Christopher [Gutachter] Conrad. "Remote sensing for precision agriculture : yield mapping and delineation of management zones with multispectral satellite imagery and GIS data / Claudia Vallentin ; Gutachter: Birgit Kleinschmit, Hermann Kaufmann, Christopher Conrad ; Betreuer: Birgit Kleinschmit." Berlin : Technische Universität Berlin, 2021. http://d-nb.info/122843199X/34.

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Schneider, Rhiannon N. "Genome-Wide Analyses for Partial Resistance to Phytophthora sojae Kaufmann and Gerdemann in Soybean (Glycine max L. Merr.) Populations from North America and the Republic of Korea." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429741967.

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Timoneda, Gallart Carme. "Processament de la informació en nens de pre-escolar de les comarques gironines. Implicacions pedagògiques." Doctoral thesis, Universitat de Girona, 1994. http://www.tdx.cat/TDX-0710108-104901.

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La nostra investigació s'inscriu en la concepció dinàmica de la intel·ligència, i concretament en el processos que configuren el processament cerebral en el Model d'integració de la informació descrit per Das, Kirby i Jarman (1979). <br/>Els dos processos cerebrals que constitueixen la base de la conducta intel·ligent són el processament simultani i el processament seqüencial; són les dues estratègies principals del processament de la informació. Tota classe d'estímul és susceptible d'ésser processat o bé seqüencialment (seriació, verbal, anàlisi), o be simultàniament (global, visual, síntesi).<br/>Basant-nos en el recull bibliogràfic i amb la convicció de que apropant-nos al coneixement de les peculiaritats del processament de la informació, ens endinsem en la comprensió del procés que mena a la conducta intel·ligent, i per tant, a l'aprenentatge, formulem la següent hipòtesi de treball: en els nens de preescolar (d'entre els 3 i els sis anys) es donaran aquest dos tipus de processament i variaran en funció de l'edat, el sexe, l'atenció, les dificultats d'aprenentatge, els problemes de llenguatge, el bilingüisme, el nivell sociocultural, la dominància manual, el nivell mental i de la presència de patologia. Les diferències que s'esdevinguin ens permetran de formular criteris i pautes per a la intervenció educativa.<br/>Els nostres objectius es refonen en mesurar el processament en nens de preescolar de les comarques gironines, verificar la relació de cada tipus de processament amb les variables esmentades, comprovar si s'estableix un paral·lelisme entre el processament i les aportacions de concepció localitzacionista de les funcions cerebrals en base als nostres resultats, i pautes per a la intervenció pedagògica.<br/>Quant al mètode, hem seleccionat una mostra representativa dels nens i nenes matriculats a les escoles publiques de les comarques gironines durant el curs 92/93, mitjançant un mostreig aleatori estratificat i per conglomerats. El tamany real de la mostra és de dos-cents seixanta un subjectes.<br/>Els instruments emprats han estat els següents: el Test K-ABC de Kaufman & Kaufman (1983) per a la avaluació del processament; un formulari dirigit als pares per a la recollida de la informació pertinent; entrevistes amb les mestres, i el Test de la Figura Humana de Goodenough.<br/>Pel que fa referència als resultats de la nostra recerca i en funció dels objectius proposats, constatem els fets següents. En els nens de preescolar, amb edats d'entre els tres i els sis anys, es constata l'existència dels dos tipus de processament cerebral, sense que es doni un predomini d'un sobre de l'altre; ambdós processaments actuen interrelacionadament.<br/>Ambdós tipus de processament milloren a mesura que augmenta l'edat, però es constaten diferències derivades del nivell mental: amb un nivell mental normal s'hi associa una millora d'ambdós processaments, mentre que amb un nivell mental deficient només millora fonamentalment el processament seqüencial.<br/>Tanmateix, el processament simultani està més relacionat amb les funcions cognitives complexes i és més nivell mental dependent que el processament seqüencial.<br/>Tant les dificultats d'aprenentatge com els problemes de llenguatge predominen en els nens i nenes amb un desequilibri significatiu entre ambdós tipus de processament; les dificultats d'aprenentatge estan més relacionades amb una deficiència del processament simultani, mentre que els problemes de llenguatge es relacionen més amb una deficiència en el processament seqüencial.<br/>Els nivells socioculturals baixos es relacionen amb resultats inferiors en ambdós tipus de processament.<br/>Per altra part, entre els nens bilingües és més freqüent el processament seqüencial significatiu.<br/>El test de la Figura Humana es comporta com un marcador de processament simultani i el nivell atencional com un marcador de la gravetat del problema que afecta al processament i en el següent ordre: nivell mental deficient, dificultats, d'aprenentatge i problemes de llenguatge . Les deficiències atencionals van lligades a deficiències en el processament simultani i a la presencia de patologia.<br/>Quant a la dominància manual no es constaten diferències en el processament.<br/>Finalment, respecte del sexe només podem aportar que quan un dels dos tipus de processament és deficitari,i es dóna per tant, un desequilibri en el processament, predomina significativament el nombre de nens afectats per sobre del de nenes.<br>This issue was designed to study cerebral processing as an application of the successive-simultaneous processing model (Das, Kirby and Jarman 1979) in children of our country.<br/>The relationship between K-ABC simultaneous and successive scores and several conditions as well as the relationship between these conditions and qualitative variables was investigated. Also, Goodenough test was added to the study as a complement. Age, sex, attention, learning difficulties, speech problems, bilingualism, sociocultural level, hand dominance, IQ, are conditions considered in the research. <br/>The objectives of the study were to provide conclusions for applicability to learning disabled children and, this way, to assist school teachers in an attempt to ameliorate educational system.<br/>Subject Sample<br/>Random sampling of preschool children living in Girona, region of Catalonia (Spain) was selected for the study. The children ranged in age from 36 to 72 months with a mean age of 61 months (SD-8.07). Students (preschool children) participating in the present study were members of two classrooms, grade 1 (P4) and grade 2 (P5). Two strata were done based on the mode of classroom so sample was representative. Given that children population in Girona region is 7095 we were able to calculate sampling in terms of 262 subjects with proportion factor of 3.702 for each stratum. A peculiarity must be mentioned. Catalonia in Spain has two languages, Catalan and Spanish languages but Catalan immersion is carried out in every school in Catalonia.<br/>Instruments<br/>Ten subtests of the Kaufman Assessment Battery for Children (Kaufnan & Kaufman,1983) were selected for the present study. Seven simultaneous tests were applied: Gestalt Clousure, Triangles, Matrix Analogies, spatial Memory, Photo Series, Magic Window, Face Recognition. According to age, each child took different number of subtests. Three successive tests were administrated: Number Recall, Word Order, Hand Movements. For complete descriptions of tasks refer to Kaufman & Kaufman manual (1983). Also, the analysis reported by Das (1984) has<br/>been considered. In addition to these, the Goodenough test (Harris,1982) was applied as instrument for assessing intellectual stage of development . On the other hand, a questionnaire was done.<br/>Procedure<br/>Parents' permission was sought prior to assessing the children, and in no case were we denied permission. Subjects were tested individually. Testing was carried out in a quiet room at the school. The average time per assessment was 35 minutes. All the testing was conducted in the school by the same author.<br/>Data Analysis<br/>The SPSS program was used to analyze the data. The Pearson Product-Moment Correlation Coefficient was used to describe a relationship between two variables. The t-Student was used to test the significance of differences between means. Chi-Square (x2) test was used to test the significance of differences between proportions. Mantel-Haenszel test was also applied where indicated for determining whether two variables were dependent or independent.<br/>Results and conclusions<br/>The following statements were concluded: (1) Both cognitive processes, successive and simultaneous, were present in the range of 3-6-year-old. No one of the two modes of processing was significantly superior. Both of them work interrelated. (2) Scores are higher with increasing age in successive and simultaneous processing but in the case of the retarded subjects that is true for the successive but not for the simultaneous. (3) Simultaneous processing is more related to complex cognitive functions than successive processing. (4) Learning difficulties and speech problems are more frequent in the case of imbalanced processing. Learning disability is more frequently related to simultaneous processing but speech problems to successive processing. (5) Lower sociocultural children score worse in both cognitive processing. (6) Bilingual children are more frequently successive in the cognitive processing. (7) No differences with respect to hand dominance were found. (8) When one of the two cognitive processing is deficient (imbalanced processing) the number of boys is significantly superior to the number of girls.

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42

Taylor, Mandy. "Comparison of the Kaufman Assessment Battery and the Wechsler Intelligence Scales for learning disabled black and white children." Thesis, 2014.

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This study examined the performance of black and white learning disabled South African children on the Kaufman Assessment Battery for Children (K-ABC) and the Wechsler Intelligence Scales for Children - Revised and Third Edition (WISCRAA/ ISC-III). The K-ABC and WISC-RAA/ISC-III were administered to 34 white children and 21 black children aged 6 to 11 years (mean 7-9 years) at private remedial schools. The mean WiSC-R/WISC-lll Full Scale IQ for blacks was 84.19 (SD = 7.41) which was significantly lower than the mean Full Scale IQ for whites which was 93.97 (SD = 11.13). The difference between their scores on the K-ABC Mental Processing Composite was not significant. For the black sample, the WiSCR/ WISC-li! Full Scale IQ was significantly lower then the K-ABC Mental Processing Composite (f= 6.9, p<.001). Additionally, the performance of the black sample on the Verbal subscale of the WISC-R/WISC-III, as well as their scores on various subtests th?' constitute the acquired learning cluster (Vocabulary and Information), were found to be significantly lower than those of the white sample. A qualitative examination of teachers’ ratings of intellectual potential suggested that the K-ABC is a more equitable measure of intelligence for black South African children. The results supported the utility of the K-ABC as a non-discriminatory instrument which may be a viable alternative to the WISC-R/WISC-III for South African children.

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Seedat, Zaheera. "Comparing the performance of English First Language and English Additional Language children on the Kaufman Assessment Battery for Children (2nd Edition) Knowledge Scale." Thesis, 2020. https://hdl.handle.net/10539/31389.

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A research report submitted to the Faculty of Humanities, School of Human and Community Development, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education in Educational Psychology by Coursework and Research Report, 2020<br>Psychological assessment is often seen as a controversial process due to the numerous factors which influence a child’s performance on cognitive assessment measures; one being the child’s English language proficiency. This research aimed to investigate and compare the performance of English First Language (EFL) and English Additional Language (EAL) speaking children on the Kaufman Assessment Battery for Children – Second Edition (KABC-II) Knowledge Scale. This scale includes three individual subtests; Expressive Vocabulary, Verbal Knowledge and Riddles. The purpose of the comparison was to determine whether there is a significant difference between the performance of EFL and EAL speaking children on a scale which by virtue of the nature of the subtests, are more verbal and language based than the other KABC-II Scales. The method used to carry out the study was quantitative in nature; specifically, a non-experimental ex post facto design. The sample size included a total of 50 children i.e. 25 EFL and 25 EAL children from two government primary schools in the Johannesburg North area. The data was analysed through the use of independent samples t-tests in order to determine if there were significant differences between the performance of EFL and EAL children. The results indicated that there were significant differences found between the performance of EFL and EAL speaking children on all three subtests and resultantly the KABC-II Knowledge Scale. Additionally, chi-square tests of associations were used to determine if there were any items that showed a significant association between language and performance of EFL and EAL speaking children. These results indicated that there were items on each subtest which indicated significant associations between the two groups. These included 3 items on the Expressive Vocabulary subtest, 2 items on the Verbal Knowledge subtest and 3 items on the Riddles subtest. Interestingly, there were items on all three subtests which both the EFL and EAL children found challenging and therefore potentially not appropriate for the South African context. Finally, through the use of additional questions, further insight was provided into the difficulties experienced by the EFL and EAL children. The themes around the difficulties stemmed from the content of the items, exposure to knowledge and understanding the instructions of the items. This research ultimately found that the items within the subtests of the Knowledge Scale need to be revised if they are to be used in the South African context as part of a broader psychoeducational assessment<br>CK2021

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Cassoojee, Zainub. "Comparative analysis of test performance of South African learners on index/scales of the Wechsler Intelligence Scale for Children, Fifth edition (WISC-V) and the Kaufman Assessment Battery for Children, Second edition (KABC-II)." Thesis, 2020. https://hdl.handle.net/10539/31388.

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A research report submitted in partial fulfilment of the requirements for the degree of Master of Education in Educational Psychology, Faculty of Humanities, School of Human and Community Development, 2020<br>The use of psychological assessment for the purposes of placement, diagnosis, curricular planning, and intervention is widespread among South African practitioners. However, test development within South Africa is scarce, which results in the use of internationally developed measures that have not been standardised or normed for the South African population. This practice brings into question the validity and applicability of these measures in South Africa. This research investigated and compared the construct and concurrent validity of the Wechsler Intelligence Scale for Children, fifth edition (WISC-V) and the Kaufman Assessment Battery for Children, second edition (KABC-II). More specifically, the Verbal Comprehension Index (VCI) on the WISC-V was compared to the Knowledge Scale (Gc) on the KABC-II; the Visual Spatial Index (VSI) on the WISC-V was compared to the Simultaneous Processing Scale (Gv) on the KABC-II; the Fluid Reasoning Index (FRI) on the WISC-V was compared to the Planning Scale (Gf) on the KABC-II; and the Working Memory Index (WMI) on the WISC-V was compared to the Sequential Processing Scale (Gsm) on the KABC-II. The theoretical underpinning of each assessment measure indicates that these indexes/scales assess similar cognitive abilities and processes. The purpose of the comparison was to determine not only the nature of the relationship between the indexes/scales on the WISC-V and KABC-II but also whether there is a significant difference between the scores achieved on those indexes/scales that claim to measure the same/similar underlying constructs. The method used to carry out this research was a non-experimental, within-group, correlation quantitative study. The sample was 50 referred learners from a private remedial school in the South of Johannesburg. The data was analysed using the Pearson correlation and a paired samples t-test. The results indicated good construct validity: strong correlations were identified between the VCI and Gc; VSI and Gv; FRI and Gf; WMI and Gsm; and, interestingly, WMI and Gc. The WMI was designed to measure constructs of short-term memory. However, a strong correlation with the Gc scale suggests a significant association between WMI and knowledge, crystallised intelligence, and prior learning on the WISC-V as compared to the KABC-II. The t-test found differences between all four scales: the VCI/Gc and WMI/Gsm comparisons were statistically significant. These results showed an incongruence in the inclusion and exclusion of narrow abilities on the WISC-V and KABC-II – specifically between the inclusion of the Digit Span Backward subtest on the WMI and the Verbal Knowledge Scale on the KABC-II (which allows for pointing responses that reduces the influence of language and verbal input). The research conclusion was that although these tests show good construct validity, the score discrepancy is significant, and they can therefore not be used interchangeably in the South African context<br>CK2021

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