Relevant bibliographies by topics / Technique Alexander

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technique Alexander'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Technique Alexander"

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Hollenbery, Susan. "Alexander Technique." Physiotherapy 80, no. 8 (August 1994): 535. http://dx.doi.org/10.1016/s0031-9406(10)60853-x.

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Wyman, Linda. "The Alexander Technique." British Journal of Theatre Nursing (United Kingdom) 8, no. 7 (October 1998): 44–49. http://dx.doi.org/10.1177/175045899800800706.

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Warburton, V., and C. Tarnowski. "The Alexander Technique Workbook." Physiotherapy 79, no. 5 (May 1993): 361. http://dx.doi.org/10.1016/s0031-9406(10)62122-0.

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Del Forno, Davide. "Alessandro di Afrodisia e Proclo sulla dialettica." Elenchos 40, no. 1 (August 6, 2019): 165–97. http://dx.doi.org/10.1515/elen-2019-0007.

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AbstractIn this paper I compare Alexander of Aphrodisias’ and Proclus’ conceptions of dialectic by discussing a passage from Alexander’s commentary on Aristotle’s Topics and texts from Proclus’ Platonic Theology and commentary on Plato’s Parmenides. I show how Alexander takes up Aristotle’s view of dialectic as an argumentative technique that has no specific object but can be put in the service of philosophy e. g. to establish first principles. In a key passage, Alexander quotes some lines from the Parmenides to emphasize that this was also Plato’s view on dialectic. By contrast, Proclus uses the Parmenides as a crucial source for his conception of dialectic as the crowning glory of philosophy, and fiercely criticizes such interpretations of the Parmenides as that of Alexander, which reduce it to the illustration of a logical method. I argue that the difference in their conceptions of dialectic lies in Alexander’s positive and Proclus’ negative view on doxa and on its role in knowledge.
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Cole, Amanda. "The Body Mapping Revolution: Its origins, consequences and limitations." Australian Voice 22 (2021): 38–48. http://dx.doi.org/10.56307/htrw3642.

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Body Mapping (BM) is a fast-growing discipline, the reach of which increases with the appearance of every new title, dedicated to the players of yet another specific musical instrument. While Barbara Conable is credited as the founder of the Association for Body Mapping Education (ABME), and William Conable as the “discoverer” of BM, the story is more complex than that. The origins of Body Mapping lie in the clarity of one particular teacher of the Alexander Technique (AT), Marjorie Barstow. However, Barstow was wary of the potential dangers of BM stripped of its Alexander underpinnings and warned against its development as a discrete discipline. This article examines the origins of BM and compares it with the Alexander Technique, particularly as taught by Barstow. In particular, the author reiterates and expands Barstow’s warning of its potential consequences when taught to singers without the underpinnings of Alexander’s principles.
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Bosanquet, R. Caroline. "The Alexander Principle and its Importance to Music Education." British Journal of Music Education 4, no. 3 (November 1987): 229–42. http://dx.doi.org/10.1017/s0265051700006069.

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Although not developed specifically with musicians in mind, Alexander Technique has come to be associated with musical performers and with the problems of tension they may experience. In this article the author, a cellist and a cello teacher who has herself been helped by therapy based upon Alexander principles, acknowledges the special value that the technique has for musicians and demonstrates this by reference to the needs of string players. She goes on to show how other performers may benefit, and how F. M. Alexander's ideas can be particularly important for singers. She enlarges this view to take in a wider range of musical education and, arguing that singing has, of late, been sadly neglected in schools, illustrates the potential of the Alexander principles through a detailed account of how one child was helped to ‘find her voice’and how, in succeeding, she was able to increase her confidence in many other areas besides music.
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Иглицкий, М. М. "Alexander Chugaev’s “Privileged Tone Rows” Technique." Научный вестник Московской консерватории, no. 1(28) (March 20, 2017): 124–50. http://dx.doi.org/10.26176/mosconsv.2017.28.1.08.

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Статья посвящена особому варианту серийной техники, изобретенному Александром Чугаевым (1924–1990) — технике «привилегированных серий» (то есть 12-тоновых рядов, составленных из четырех трансформаций трехзвучного сегмента). В первой части статьи объясняется оригинальный авторский метод нахождения всех подобных рядов по заданному сегменту. Во второй части рассмотрено практическое применение этого метода Чугаевым, на примерах из его музыки сформулированы особенности использования серийной техники композитором. This paper throws light on specific variant of twelve-tone technique developed by Alexander Chugaev (1924–1990), “privileged tone rows” (specific rows, derived from four transformations of single three-tone row). In the first part the original Chugaev’s algorithm for finding all such rows based on given three-tone row is explained. In the second part practical usage of that algorithm in Chugaev’s music is discussed, and individuality of composer’s usage of twelve-tone technique is formulated on examples from his music.
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Mayers, Hillary, and Linda Babits. "A Balanced Approach: The Alexander Technique." Music Educators Journal 74, no. 3 (November 1987): 51–54. http://dx.doi.org/10.2307/3397943.

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Segal, Hanna. "Some Comments On the Alexander Technique." Psychoanalytic Inquiry 10, no. 3 (October 1990): 409–14. http://dx.doi.org/10.1080/07351690.1990.10399614.

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Barker, Sarah. "The Alexander Technique: An Acting Approach." Theatre Topics 12, no. 1 (2002): 35–48. http://dx.doi.org/10.1353/tt.2002.0002.

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Dissertations / Theses on the topic "Technique Alexander"

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Armitage, Jocelyn Rebecca. "Psychological change and the Alexander technique." Thesis, University of Hull, 2009. http://hydra.hull.ac.uk/resources/hull:5808.

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Objectives: The Alexander Technique (AT) is a complementary therapy and holistic approach, which aims to improve psychological and physical well-being. Very little research has assessed the effectiveness of the AT at bringing about psychological change. This exploratory study aims to investigate the psychological impact of learning and practising the AT, and how AT pupils understand the processes underpinning this impact. Design: A qualitative, phenomenological approach was taken to explore participants' experiences. Methods: Ten semi-structured interviews were conducted with participants who had experience of learning and practising the AT. The interviews were transcribed and analysed using Interpretative Phenomenological Analysis (IPA) (Smith & Osborn, 2008). Results: Participants described a wide range of psychological changes as a result of learning the AT, including increased self-awareness, calm, confidence, balance, presence, and ability to detach from problems. The process of learning the AT was rewarding but, for many participants, was also challenging. Conclusions: The psychological benefits of the AT are understood in relation to established psychological and psychotherapeutic models. Further considerations and implications for future research are discussed.
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De, Búrca Aingeala. "The Alexander Technique - the application of FM Alexander's principles to music performance." Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-4199.

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The purpose of this essay is to explore how the application of the Alexander Technique, as taught from the point of view of the Interactive Teaching Method (ITM), can be of benefit in performance preparation as well as in the enhancement of the musician’s practice and performance in general. Although the specific performance described in this paper was for violin, the argument is made that the exploration and methods of practice would be of benefit to any musician. This paper describes the experience of a study of the Alexander Technique. Information is provided about the Alexander Technique, its origins, principles and practices. The application of Alexander’s work to violin playing in general is discussed, and specifically to the preparation for the performance of Sonata Duodecima by Isabella Leonarda.

Isabella Leonarda: Sonata Duodecima Opus 16

Elizabeth Jackquet De La Guerre: Sonata No 1 in D minor for Violin & Cembalo

Antonio Bonparti: Invention No 1 in A major (from 12 Inventions for Violin)

Baroque Violin: Aingeala De Búrca

Cembalo: Mayumi Kamata

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Sethson, Mea. "The Alexander Technique for a singing actor." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik, konst och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-84849.

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Abstract This thesis examines the postural effects of Alexander Technique training on a classical singer. The aim was to see how working with an Alexander Technique instructor would improve my singing. I have been taking lessons in Alexander technique on a weekly basis and practicing Alexander technique for approximately an hour each day. I have conducted an interview with singer and longtime Alexander technique practitioner, Anne Cecilie Røsjø Kvammen. I have talked to my physiotherapist, Carl Colliander, about pain linked to a tight psoas muscle. Four songs were memorized and recorded two times, once in December and once in April. The recordings were analyzed, first by me and then by Barbro Olsson, Alexander technique instructor. I found that my alignment has generally improved and, as a result, my head position has become more stable. I have become better at managing stress during performances. The enhanced awareness of alignment has helped me make more successful choices in the practice rooms. It also has made me better at interpreting my singing pedagogue’s instructions during lessons. Additionally I have less pain, especially in the neck area.
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Parent, Karen Augusta. "Applying Alexander Technique in the high school choral rehearsal." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31996.

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Developing healthy and coordinated vocal technique in adolescent singers is central to choral pedagogy. A singer's instrument is her body, and researchers of vocal pedagogy have increasingly explored the whole system's coordinated use in singing through bodymind awareness approaches such as Alexander Technique (AT). The purpose of my research was to examine the application of Alexander Technique in a high school choral setting to understand how a process of AT lessons in choral rehearsal may benefit students' vocal skills. Specifically, I investigated students' experiences of posture, breathing, and tone production through this process. I also explored, how students' understanding of Alexander Technique principles evolved over the study period. I employed an instrumental case study method to explore the vocal experiences of students in my senior concert choir for eight rehearsals over a period of six weeks. All 58 students participated in approximately twenty minutes of Alexander Technique instruction at the beginning of each rehearsal during the study period. Eight student respondents wrote weekly journals and four of these respondents participated in semistructured individual interviews at beginning, mid, and end points of the study. I wrote observational notes on each rehearsal and on videotaped rehearsals at the beginning and end of the study. Categorical and descriptive analysis of the data formed the basis of a chronological narrative of the findings for the choir and for two students. Through the process of Alexander Technique lessons in choral rehearsals students reported increased kinesthetic awareness and direction in their head-neck-back relationship, which allowed for a release of straining tensions in their jaw, neck, back, and abdominal areas, increased their breath capacity, and facilitated greater ease in sound production, also increasing their sensations of tonal resonance. Students' experience of benefits seemed to correspond with their level of application and understanding of Alexander principles over the six-week study. Benefits to the choir's posture and sound were most consistently evident in vocal warm-ups. Implications for choral teaching include increasing the recall of kinesthetic awareness during rehearsals and applying Alexander principles throughout the year. Cultivation of student attention to their singing habits through reflective journaling and a choral teacher's development of her own kinesthetic awareness of self-use are also suggested.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Kwon, Sae Rom. "Basic Principles of the Alexander Technique Applied to Cello Pedagogy in Three Case Studies." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337288926.

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Boonzaaier, Devandre. "A theoretical study on the Alexander technique for the organ." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1015727.

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The aim of this research is to provide a theoretical framework of the Alexander Technique for organists. Frederick Matthias Alexander was an Australian actor who developed a technique to enable and enhance his own performance. This innovative technique is now used across the world, including South Africa. In this study the researcher provides a Literature Study of the Alexander Technique. Furthermore, he investigates and reports on the practises of a number of organists. A multiple case study approach was adapted and data was collected by means of questionnaires, personal observations and informal interviews. The data gathered in this study is described and analysed. The study culminates with a description of a theoretical framework for the application of the Alexander Technique for organists.
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Hoberg, Annelie. "Reducing performance anxiety in woodwind playing through the application of the Alexander technique principles." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10202009-161440/.

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Cox, Frances Jayne. "The notion of physicality in vocal training for the performer in South African theatre, with particular reference to the Alexander technique." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002366.

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Voice training has been influenced by separatist attitudes which have allowed for classes which train the body to be separate from those which train the voice. This study acknowledges that to train an actor in separate compartments and then expect the completeness of human expression in performance, is to train under false pretences. There is a need to address the imbalance of separatism and this is examined within the context of voice training. An holistic approach to voice training forms the basis of the argument, which focuses on the need to re-educate the notion of physicality in voice training. Chapter one proposes an understanding of the notion of physicality by drawing on the attitudes of selected theatre practitioners towards the physical nature of the theatre encounter. The expressive energies of the actor's body are responsible for the physicalisation of a play; for this reason the movement of voice and speech is not only examined as source movement, but also as the movement of an actor's response and communication. Chapter two examines some practices which led to attitudes of separatism in voice training, and introduces prevalent practices which are attempting to involve the energy of the physical experience. Chapter three proposes that the Alexander technique be used as the foundation for an awareness of individual physicality. Where chapter one examines the theory of this notion, chapter three proposes an experiential understanding of the same. The Alexander technique is a training in effective body use and it's principles are fundamental to an awareness of body use and functioning. It is argued that these principles should underlie a re-education of physicality. The final chapter of the thesis argues for physicality in South African voice training programmes which would complement the physicality of contemporary theatre forms. It is hoped that this study will provide further incentive for the continued review and adjustment of drama training in South Africa.
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Santiago, Patricia Furst. "An exploration of the potential contributions of the Alexander Technique to piano pedagogy." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10019250/.

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This study investigates to what extent a specific body-mind technique - the Alexander Technique - helps young Brazilian piano pupils to improve their approach to learning and their perforinance. The study took as its starting point a review of the literature on the Alexander Technique and on piano pedagogy, written in English and Portuguese, as well as a range of related and complementary literatures. Data was collected using several methods, including an experimental strategy with random allocation of pairs of pupils to experimental and control conditions (matched pairs), audio-visual materials, group discussions, written feedback from piano teachers and pupils, and semi -structured interviews with eight significant Brazilian piano pedagogues. A number of observers including doctors, piano teachers, general music teachers, Alexander teachers, and the researcher, studied and assessed the pupils' changes in physical, attitudinal, and performing aspects over a period of time. Qualitative and some quantitative analysis of the observational data is undertaken, and possible explanations are suggested for the changes that occurred to the pupils' piano performance. The findings suggest that the Alexander Technique had a direct positive effect on the pupils' physical and attitudinal aspects and on their process of learning, and an indirect positive effect on their performances. Finally, the study proposes potential contributions of the Alexander Technique's principles to piano pedagogy, which could provide a more holistic approach to piano teaching and learning, leading to better performance standards and learning experiences for children.
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Agstam, Mikael. "Alexanderteknik för emotionellt uttryck i musik : Alexanderteknik som metod för en effektiv spelteknik, och en tillfredsställande musikalisk framställning riktat huvudsakligen till den klassiska gitarristen." Thesis, Örebro University, School of Music, Theatre and Art, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10333.

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In this essay, I want to achieve an accessible and applicable entrance to Alexander Technique as a method for learning to use the body in such a way as to allow emotional expression in music. It is necessary to see the real need of Alexander Technique for the active musician, and therefore important components of music-making will be presented. These components are presented from an Alexander-perspective in order to produce a clear picture of the method of application.The prerequisite for emotional expression in music is musicians and music listeners with the ability to generate, and respond after emotional impressions. Alexander Technique provides an approach to make it easier for musicians, especially guitarists, to express emotions in a performance situation.After years of practice and obtaining musical knowledge and practical skills at the instrument, it is common that muscle tension and ingrained patterns contribute to limited expression. Muscle tensions arising from pressured situations such as auditions, competitions and concerts. Repetitive movements contribute to this, and lays the foundation for an insufficient technique. It is clear that traditional learning methods need to be complemented with an approach that treats body awareness as an essential part of musical performances. The notion that the use of the body affects mental states is now a truism, and one can see an opening towards new approaches that facilitate learning as well as performance of musical works. The emotional expression is in focus here, and this study deals with musical production based on the philosophy that music should be driven by decisions involving emotional expression.

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Books on the topic "Technique Alexander"

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Chris, Stevens. Alexander technique. Boston: Charles E. Tuttle, 1987.

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Craze, Richard. Alexander technique. Lincolnwood, Ill: NTC Pub. Group, 1996.

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Technique Alexander. Cologne: Könemann, 1999.

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Craze, Richard. Alexander technique. Chicago, Ill: McGraw-Hill, 2004.

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Craze, Richard. Alexander technique. Lincolnwood, Ill: Contemporary Books, 2001.

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Leibowitz, Judith. The Alexander technique. London: Cedar Books, 1994.

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The Alexander technique. London: Piatkus, 1988.

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Caro, Ness, ed. Secrets of Alexander technique. New York: Dorling Kindersley, 2000.

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Richard, Brennan, ed. Alexander technique: A practical approach. Shaftesbury, Dorset: Element, 1998.

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Thorsons principles of Alexander technique. London: Thorsons, 1998.

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Book chapters on the topic "Technique Alexander"

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Mantle, Fiona. "Alexander Technique." In Complementary Therapy, 18–23. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13407-6_3.

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Trevelyan, Joanna, and Brian Booth. "Alexander technique." In Complementary Medicine, 215–26. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13252-2_16.

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Schibel-Mason, Lena. "The Alexander Technique." In Foundations of Complementary Therapies and Alternative Medicine, 325–37. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-05902-4_28.

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Walker, Gwendolyn. "Teaching Alexander Technique (without Hands) Online." In Teaching Performance Practices in Remote and Hybrid Spaces, 85–98. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003229056-11.

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Cole, Amanda. "The Problem with Alexander’s Technique." In Marjorie Barstow and the Alexander Technique, 3–15. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5256-1_1.

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Cole, Amanda. "Reconstruction: Barstow’s Reconstruction of Alexander’s Principles and Terms." In Marjorie Barstow and the Alexander Technique, 83–147. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5256-1_4.

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Cole, Amanda. "Marjorie Barstow’s Constellation." In Marjorie Barstow and the Alexander Technique, 17–43. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5256-1_2.

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Cole, Amanda. "Making Ideas Clear." In Marjorie Barstow and the Alexander Technique, 47–82. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5256-1_3.

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Cole, Amanda. "Desire, Application and Art." In Marjorie Barstow and the Alexander Technique, 149–69. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5256-1_5.

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Cole, Amanda. "Democracy and the Social Context." In Marjorie Barstow and the Alexander Technique, 171–203. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5256-1_6.

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Conference papers on the topic "Technique Alexander"

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Annisa, Auliya Ayu, Diah Latifah, Rita Milyartini, and Juju Masunah. "The Semi-Supine IT-Based Position of Alexander Technique to Overcome Adult Beginner Nervousness while Playing Piano." In 2nd International Conference on Arts and Design Education (ICADE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200321.033.

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Yadransky, Dmitry. "Sociocultural Features Of Lean Technique Adoption At Russian Enterprises." In IV International Scientific Conference "Competitiveness and the development of socio-economic systems" dedicated to the memory of Alexander Tatarkin. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.04.104.

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Dyachkov, V. "MIGRATION OF RUSSIAN POPULATION FROM 1880s TO 1940s: CONDITIONS, METHODOLOGY AND TECHNIQUE OF INVESTIGATION." In Man and Nature: Priorities of Modern Research in the Area of Interaction of Nature and Society. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2592.s-n_history_2021_44/106-114.

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The article states the methodological and research technique conditions for the historical disclosure of the socio-natural synergy of social history in the specific case of Russian population migrations in the more than eventful period from the reign of Alexander III to the Great Patriotic War and the first post-war years, inclusive. The requirements for a modern researcher of social processes on long continuous series of complex sociographic and demographic information are formulated. The public and author's mass sources are named, which are necessary for identifying and comparing the synergisms of migrations at five levels of populations of individual settlements, a subregion, a region, a macro-region and the country as a whole, and an algorithm for their processing is shown. Some of the most important results of the study of migration as a complex socio-natural mechanism of regulation and control of populations are presented in graphs, diagrams, histograms and maps.
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Cavalar, Bruno Pasqualotto, and Yoshiharu Kohayakawa. "Sunflower Theorems in Monotone Circuit Complexity." In Concurso de Teses e Dissertações da SBC. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/ctd.2021.15761.

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Alexander Razborov (1985) developed the approximation method to obtain lower bounds on the size of monotone circuits deciding if a graph contains a clique. Given a "small" circuit, this technique consists in finding a monotone Boolean function which approximates the circuit in a distribution of interest, but makes computation errors in that same distribution. To prove that such a function is indeed a good approximation, Razborov used the sunflower lemma of Erd\H{o}s and Rado (1960). This technique was improved by Alon and Boppana (1987) to show lower bounds for a larger class of monotone computational problems. In that same work, the authors also improved the result of Razborov for the clique problem, using a relaxed variant of sunflowers. More recently, Rossman (2010) developed another variant of sunflowers, now called "robust sunflowers", to obtain lower bounds for the clique problem in random graphs. In the following years, the concept of robust sunflowers found applications in many areas of computational complexity, such as DNF sparsification, randomness extractors and lifting theorems. Even more recent was the breakthrough result of Alweiss, Lovett, Wu and Zhang (2020), which improved Rossman's bound on the size of hypergraphs without robust sunflowers. This result was employed to obtain a significant progress on the sunflower conjecture. In this work, we will show how the recent progress in sunflower theorems can be applied to improve monotone circuit lower bounds. In particular, we will show the best monotone circuit lower bound obtained up to now, breaking a 20-year old record of Harnik and Raz (2000). We will also improve the lower bound of Alon and Boppana for the clique function in a slightly more restricted range of clique sizes. Our exposition is self-contained. These results were obtained in a collaboration with Benjamin Rossman and Mrinal Kumar.
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Jiang, Tingxue, Shikun Zhang, Haitao Wang, Xiaobing Bian, Guanyu Zhong, Ran Wei, Jun Zhou, Bo Xiao, and Jiawei Kao. "Case Study: Dual Temporary Plugging & High Proppant Intensity Fracturing Stimulation Technique in Deep Shale Gas Play in Sichuan Basin, China." In 56th U.S. Rock Mechanics/Geomechanics Symposium. ARMA, 2022. http://dx.doi.org/10.56952/arma-2022-0659.

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Abstract In 2020, the total shale gas production in China has exceeded 2×1010m3, keeping China the third largest shale gas producer in the world. However, most of these yields extract from middle-deep shale gas play (TVD<3500m). Present yield cannot meet the fast-growing demand for China economic. An even larger resource of deep shale gas (TVD from 3500m to 4500m) has attracted much attention recent years. Compared with the middle-deep shale gas, there are several challenges encountered in deep shale gas development in China, such as higher formation heterogeneity, larger horizontal stress difference between maximal and minimal, stronger plastic effect and et al. These challenges may seriously affected the fracture propagation, causing a small stimulated reservoir volume (SRV) after fracturing. In order to commercially develop the deep shale gas, some comprehensive strategies should be applied to improve fracturing efficiency, such as adopting the densely distributed clusters, the high viscosity gel as pre-pad fluid, a short proppant slugging with small sand ratio, small proppant size and high strength ceramic proppant. In the meantime, the usage of temporary plugging balls and granular temporary plugging agent in one or two times increases the number of newly initiated fractures, which also is considered favorable to enlarge SRV of deep shale reservoir. One pilot shale-gas well of DYS-1 with TVD deeper than 4300m in Sichuan Basin, China was selected to conduct 30 stages fracturing stimulation test. The post-fracturing daily production reaches 412,000 m3, verifying the adaptability of above-mentioned strategies. The successful test of DYS-1 has a great significance for developing deep shale gas play in China as well as all over the world in the near future. Introduction The hydraulic fracturing technique have been widely used in unconventional oil & gas play to maximize the stimulated reservoir/rock volume (SRV)(Alexander et al., 2011). The prevailing stimulation highlights are mainly focused on densely perforation clusters (averaged distance between adjacent clusters being about 5-10m), higher proppant intensity (averaged 3-5 t/m in horizontal wellbore) and temporary plugging technique (either temporary plugging ball in horizontal wellbore or temporary plugging agent within fractures)(Cao et al., 2020; Guo et al., 2016). However, each of above-mentioned strategies may bring about ever-lasting rising of well-head treatment pressure, especially in deep shale gas play with the true vertical depth (TVD) from 3500m to 4500m. The raising of treatment may cause the treatment stopping ahead of schedule(Jinxing et al., 2018).
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6

Manuel Figueiredo, Carlos, Ana Rafaela Diogo, and Joana André Leite. "Adapting Jane Austen to the screen: fashion and costume in Autumn de Wilde’s movie "Emma"." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001538.

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The visual and behavioral codes prevalent in society at any given moment are part of its social conventions and constitute a framework that rules everyone´s image, dress and the attitudes that society not only tolerates but expects from them. However, it is unquestionable that despite the rigidity and formality imposed on personal appearance and manners, it is still possible to find some room to play with the possibilities afforded to people, albeit conditioned by their social status, so as to manage to express their inner self, mood, and even outlook on life, at any point in time. What is more, it is possible for an individual inserted in such a society to become the center around which everything revolves and trace a path to success, without necessarily trespassing any of the red lines drawn by society's norms. In her novels, Jane Austen chose as protagonists middle to upper class young women that stand out by managing to, in the limited scope of action afforded to them, work society in their favour so as to achieve their perceived notions of fulfillment and personal happiness. Based on one of Austen's novels Emma, and its 2020 movie adaptation directed by Autumn de Wilde, we will assess how Alexandra Byrne’s costumes work in relation to the aesthetics of Emma’s world and surroundings. As well as investigate how they showcase, are impacted and can even be read as symbolic representations of the course of her life, evolution and relationships in this movie, which is considered to be particularly faithful to the novel.Keeping this in mind, we will analyse several scenes that are key both in terms of the plot and the costumes of the main character—Emma. This analysis will consider filmic and design notions of characters, narrative and space, as well as their construction and representation. It will focus on questions of storytelling regarding how the viewer is informed about Emma’s personality and mood, as well as capable of feeling her emotions, in the key events of the plot. As well as try to answer why and how Emma and her costumes remain the main focus in almost every shot of the movie, and how components such as the fictional space, its framing and composition are always in relation and dependent on her and her portrayal.Despite this movie being Autumn de Wilde’s debut, her mastery of notions of visual hierarchies, aesthetics and cinematic techniques that keep Emma highlighted and the focus of the action at all times, in the foreground of the shot, is undeniable. This translates to impeccably shot spaces that are completely in tune with the costumes, providing a sense of ease or contrast to the characters' relation to the space, further highlighting the subjects in the main action.In such an aesthetically developed piece, it is then also unavoidable that Emma’s every interaction and the development of her relationships will have a direct impact on her inner image, and therefore her outer image, affecting her relation and attachments to her costumes.
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Reports on the topic "Technique Alexander"

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Khan, Saif, and Alexander Mann. AI Chips: What They Are and Why They Matter. Center for Security and Emerging Technology, April 2020. http://dx.doi.org/10.51593/20190014.

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The success of modern AI techniques relies on computation on a scale unimaginable even a few years ago. What exactly are the AI chips powering the development and deployment of AI at scale and why are they essential? Saif M. Khan and Alexander Mann explain how these chips work, why they have proliferated, and why they matter.
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