bluuebunny/crossref_metadata_2025 huggingface dataset:
Value and Address Diversity
Authors: Singh Nirbhay N. , Ellis Cynthia R. , Oswald Donald P. , Wechsler Hollis A. , Curtis W. John
Published: December 2008

There has been increasing concern about the academic failure and the school dropout rate of U.S. children and adolescents, particularly those with serious emotional disturbance (SED). Although the rates of identification, placement, and achievement of children and adolescents with SED are strongly correlated with gender, race, and other cultural dimensions, these are typically not addressed in our educational system. The growing diversity in students has increased the potential for misidentification and provision of inappropriate educational and related services to these children and adolescents. Target 3 of the National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance deals with issues involved in providing culturally competent and linguistically appropriate services to students with SED. Within the context of this target, we define the concepts of diversity, culture, cultural competence, and cultural sensitivity before discussing historical and current approaches to multicultural education. The limitations of current approaches indicate the need for a new paradigm of multicultural education. A holistic model of multicultural education is sketched, and the applications, examples of best practices, and implications of this model for the education of diverse learners are presented.
Collaborate with Families
Authors: Cheney Douglas , Osher Trina
Published: December 2008

Collaboration with families is 1 of the 7 targets identified in the National Agenda for Children and Youth with Serious Emotional Disturbance. Families, educators, and community professionals are all presently developing structures and methods to collaboratively improve services. Recent findings suggest that educational services for students with emotional and behavioral disorders require the involvement of families in the planning and implementation of the services, and that family support organizations positively influence families' ability to collaborate effectively with schools and agencies. In this article, we review essential components to collaborating with families, present two programs that have successfully integrated families into all aspects of their work, and provide recommendations for enhancing collaborative practices for families, practitioners, researchers, teacher educators, and policymakers.
A Theory-Driven Intervention and Evaluation to Explore Family Caregiver Empowerment
Authors: Heflinger Craig Anne , Bickman Leonard , Northrup Denine , Sonnichsen Susan
Published: December 2008

The conceptualization, development, implementation, and evaluation of the Family Empowerment Project are described in this article. A multicomponent parent training curriculum was designed, incorporating three components: knowledge about the service system; skills with which to interact with the system; and mental health services efficacy, or improved and optimistic attitudes of efficacy and intention to collaborate actively with service providers in securing appropriate treatment for their children. An experimental design was used to test the efficacy of this model with caregivers of children receiving mental health services (n = 250), randomly assigned to the parent group curriculum or a no-treatment control group. Intermediate outcomes of the project at a 3-month follow-up were assessed. The parent group intervention was found to significantly affect two factors that appear crucial to increasing caregiver empowerment: knowledge of the mental health services system and mental health services efficacy.
Balancing the Responsibilities of Work and Family Life
Authors: Brennan Eileen M. , Poertner John
Published: December 2008

This article describes patterns of work and family balance that were examined for employed parents who give family care to children with serious emotional disorders. A secondary analysis of data from the Family Caregiver Survey was performed for a subsample of 184 caregivers employed outside the home or having a partner employed full time. Families having different work structures (patterns of part- or full-time employment and of parenting arrangements) reported significantly different levels of job stress, pleasure in work and intimate relationships, work used as coping, and satisfaction handling home responsibilities. Although reported child behaviors were significantly related to stress attributed to children and family, the behaviors were not related to work structure, job stress, or support service use.
Conduct Problems in Childhood and Psychosocial Outcomes in Young Adulthood
Authors: Fergusson David M. , Lynskey Michael T.
Published: December 2008

The associations between parental and teacher reports of conduct problems at age 8 and a range of psychosocial outcomes at age 18 (e.g., educational achievement, juvenile offending, substance abuse/dependence, mental health problems) were examined in a birth cohort of New Zealand children. Young people who showed conduct problems at age 8 had elevated rates of educational underachievement, juvenile offending, substance abuse/dependence, and mental health problems at age 18. Adjustment for a range of confounding factors, including social disadvantage, attentional difficulties, and IQ, substantially reduced the associations between early conduct problems and educational outcomes at age 18. However, after adjustment for confounding factors, young people with conduct problems at age 8 had higher rates of juvenile offending, substance abuse/dependence, and mental health problems at age 18. Subsequent analyses that examined factors contributing to continuities and discontinuities in behavior identified poor parental attachment, early substance use behaviors, and the extent to which the individual affiliated with delinquent or substance-using peers during adolescence as being associated with continuities in disruptive behaviors.
Tracking Behavioral Progress Within a Children's Mental Health System
Authors: Bruns Eric J. , Burchard John D. , Froelich Peter , Yoe James T. , Tighe Theodore
Published: December 2008

In recent years, children's mental health agencies have been called on to demonstrate increased accountability for the services they provide. At the same time, the advent of managed care approaches to service provision for children and their families has placed increased emphasis on the use of outcome measures to monitor client progress as well as track system efficiency. In this article, we begin by discussing the role of behavioral adjustment as an outcome variable for children's mental health. Then, the Vermont Community Adjustment Tracking System (VT-CATS), which includes four behavioral instruments designed to provide intensive, ongoing, and interpretable behavioral assessment of a service system's most challenging children and adolescents, is described. Next, the adjustment indicator checklists that compose VT-CATS are described, including the rationale behind their development, structures, and psychometric properties. Finally, the ability of VT-CATS to address agencies' multiple evaluation demands is discussed, including examples of behavior tracking of individual clients, evaluation of the impact of an intervention, and the use of behavioral data to guide service system policy.
The Effects of Teaching School Expectations and Establishing a Consistent Consequence on Formal Office Disciplinary Actions
Authors: Nelson J. Ron , Martella Ron , Galand Benita
Published: December 2008

This study evaluated how establishing, teaching, and reinforcing schoolwide rules and routines and systematically responding to disruptive behavior affected the number of formal office disciplinary referrals. One elementary school was studied over 4 school years. A continuous intervention time series design was used, along with a nonequivalent comparison group. Results revealed that actively planning for and establishing clear standards throughout the school and having in place a systematic response to disruptive behavior had positive effects. However, it seemed that the systematic response to disruptive behavior may have played a key role in the decrease in the amount of formal office disciplinary referrals.
The Relationship Between Program Restrictiveness and Youth Behavior Problems
Authors: Handwerk Michael L. , Friman Patrick C. , Mott Mariam A. , Stairs Jayne M.
Published: December 2008

A key concept in the continuum-of-care model is matching the restrictiveness of treatment to the level of youth behavior problems. Restrictiveness refers to the degree that treatment and setting constrains choices and limits freedoms of patients. Only a few investigators have examined this relationship, and the findings have been equivocal. Extending our initial study of the relationship between youth behavior problems and program restrictiveness, we examined the relationship across seven programs spanning the continuum of care: parent training program, outpatient clinic, family preservation program, treatment foster care, residential group home, acute-care shelter, and inpatient psychiatric hospital. Results indicated a high level of correspondence between restrictiveness and youth behavior problems, with the least restrictive programs serving children with fewer behavior problems and highly restrictive programs serving children with more behavior problems.
Educational Progress in a Population of Youth with Aggression and Emotional Disturbance
Authors: Vance J. Eric , Fernandez Gustavo , Biber Melissa
Published: December 2008

Youth with a pattern of aggression and emotional disturbance have well-described problems in a school setting. It is not known which particular psychosocial features of such high-risk populations best predict educational problems or progress. Comprehensive assessment of psychosocial resilience by inventorying known risk and protective factors has been shown to predict outcome in a variety of life domains in naturalistic, longitudinal studies of resilient high-risk children. In this study, we analyzed a number of risk and protective factors that were potentially predictive of educational progress in the male Willie M. population, a North Carolina group of youth with severe aggression and emotional disturbance. We found that several psychosocial protective factors, including good problem-solving skills, reading at or above grade level, ability to get along with peers and adults, likability, sense of humor, and having an adult mentor at school, were associated with positive educational progress. Substance use and living at home with the natural family were shown to have deleterious effects on school progress. The total number of protective factors was significantly associated with educational progress, whereas the total number of risk factors was unrelated to progress. These findings may have important implications for designing educational interventions for youth with emotional and behavioral disorders.
Stochastic Optimal Control of Quasi Integrable Hamiltonian Systems Subject to Actuator Saturation
Authors: Huan R.H. , Zhu W.Q.
Published: December 2008

A modified bounded optimal control strategy for quasi integrable Hamiltonian systems subject to actuator saturation is proposed. First, an n degree-of-freedom (DOF) weakly controlled quasi Hamiltonian system subject to Gaussian white noise excitation is formulated and converted into Itô equations by adding Wong-Zakai correction terms. Then, the averaged Itô stochastic differential equations and dynamical programming equation are derived by using stochastic averaging method and the stochastic dynamical programming principle, respectively. The optimal control law consisting of unbounded optimal control and bounded bang-bang control is obtained from solving the dynamical programming equation. Finally, an example of a two DOF controlled quasi integrable Hamiltonian system is worked out in detail. Numerical results show that the proposed control strategy has high control effectiveness and efficiency and the chattering is reduced significantly comparing with bang-bang control strategy.
Noise and Vibration Analysis of Car Engines using Proposed Neural Network
Authors: Yildirim Şahin , Erkaya Selçuk , Eski İkbal , Uzmay İbrahim
Published: December 2008

An experimental design method for noise and vibration analysis of two car engines by feedforward and radial basis neural networks is presented. Two types of car engines are experimentally analyzed by using intelligent data acquisition card with software. Measured vibration and noise parameters of two car engines are used as desired values of the neural networks. The effectiveness of using Radial Basis Neural Network (RBNN) with backpropagation algorithm is demonstrated for predicting the vibrations and noises of two car engines. The robustness of the proposed RBNN predictor to parameters of vibration and noise as well measurement disturbances is investigated. The result of experiments and simulation show that the proposed RBNN is able to adapt effectively under disturbances.
Positive Reinforcement and Behavioral Deficits of Children with Autism
Authors: Simpson Richard
Published: December 2008

Editor's Note: Current methods and procedures used to teach and manage persons with autism are based on concepts, theories, and interpretations of educational and behavioral science pioneers. Thus, while present-day strategies and procedures used with persons with autism may appear unique and original, they are often applications or refinements of previously identified theories and methods. One significant influence on instructional and management procedures used by professionals and parents with children and youth with autism was C.B. Ferster's 1961 article, “Positive Reinforcement and Behavioral Deficits of Autistic Children” (Child Development, Vol. 32, pp. 437-456). In this classic article, Ferster presented a case for the use of operant conditioning methods with children with autism and, in so doing, was a catalyst for subsequent development of training and management procedures for persons with autism and developmental disabilities. This issue of Focus on Autistic Behavior features a reprint of Ferster's famous article. Moreover, three prominent professionals react to the article, including their analysis of the extent to which Ferster's thoughts and suggestions are current. The reactions are by Stephen C. Luce, PhD, director of clinical services at the May Institute, Chatham, Massachusetts;
Visually Cued Instruction for Children with Autism and Pervasive Developmental Disorders
Authors: Quill Kathleen Ann
Published: December 2008

Visually cued instruction involves the use of pictographic and written language as instructional supports in both structured and natural learning contexts. This article discusses the theoretical rationale for visually cued instruction, followed by examples of pictographic and written language cues that enhance children's organizational skills, general skill development, academic learning, communication, socialization, and selfcontrol.
Individualized Education Programs for Students with Austism
Authors: SIMPSON RICHARD L.
Published: December 2008

This article discusses the involvement of parents in developing Individualized Education Programs (IEPs) for their children. Included are facts related to the development of meaningful IEPs, including the essential components of IEP documents. The article also discusses strategies available to professionals to ensure significant parent and family involvement.
Effects of Every-Day and Every-Other-Day Instruction
Authors: Venn Martha L. , Wolery Mark , Greco Mary
Published: December 2008

In this study, the effects of two schedules of implementing instruction (every-day and every-other-day) were compared. Six preschool children participated, 4 with typical development and 2 with disabilities (autism and pervasive developmental disorders). An adapted alternating treatments design was used to evaluate the effects of the two schedules. Children's performance on target behaviors, maintenance of the behaviors, generalization across persons and settings, and observational learning were assessed. The findings indicated that (a) 5 of the 6 children acquired all behaviors taught with both schedules, and 1 child acquired one behavior with each schedule; (b) all children acquired behaviors in the every-other-day schedule in fewer sessions, trials, and minutes of instruction than in the every-day schedule; (c) generalization and follow-up were not differentially affected by the two schedules; and (d) relatively little observational learning occurred. The results are discussed in terms of future research on scheduling instruction and implications for practice.
State Practices in Serving Individuals with Autism
Authors: Conderman Greg , Katsiyannis Antonis
Published: December 2008

This article reports findings from a survey of state directors of special education that focused on current practices in providing services to individuals with autism. Results indicated that states vary greatly in the ways they define, assess, and provide training and technical assistance for those working with pupils with autism. Recommendations based on the literature and from the results of this study are provided.
Assessment Targets and Protocols for Nonsymbolic Communicators with Profound Disabilities
Authors: Ogletree Billy T. , Turowski Marjorie , Fischer Martin A.
Published: December 2008

This article proposes assessment targets and protocols for children with profound developmental disabilities who are nonsymbolic communicators. Targets include children's actual or perceived communicative behaviors, their communicative partners, and their communicative environments. Protocols consist of interviews, observations, structured sampling, and, if needed, formal assessment measures.
Creating Individualized Computer-Assisted Instruction for Students with Autism Using Multimedia Authoring Software
Authors: Higgins Kyle , Boone Randall
Published: December 2008

This article provides a rationale for educators to use multimedia computer technologies to create individualized computer-based instructional materials for students with autism. Software design guidelines based on empirical research are presented along with a detailed description of two multimedia authoring systems for educators.
Helping Persons with Disabilities to Become Literate Using Assistive Technology
Authors: Pierce Patsy L. , Porter Patricia B.
Published: December 2008

Face-to-face communication supports for persons with disabilities appear to be more readily available than the assistive technology, educational, and policy-based strategies needed to develop the written communication abilities of this population. Changes in understanding of how one becomes literate, as well as advances in assistive technology development and use, open doors to building needed supports for helping persons with disabilities to become as literate as possible. The current article summarizes and synthesizes the existing research on assisting persons with disabilities to become literate, highlighting the use of assistive technology to help achieve this goal. Policy development and implementation toward this end is also discussed.
Do Social Systems Really Change? Retrospective Interviews with State-Supported Employment Systems-Change Projectors
Authors: Mank David , Buckley Jay , Cioffi Andrea , Dean Joyce
Published: December 2008

Supported employment has grown in 15 years from a few model demonstration programs to nationwide implementation. Nearly every state in the country has had a federally funded systems-change grant to implement supported employment programs for persons with severe disabilities. Despite these initiatives focused on systems change, the dynamics of change and the utility of the tools of systemic change are not well understood. This article describes the results of interviews with 10 former directors of systems-change projects. The results are discussed in the context of the ongoing nature of dynamic change in social systems.
Improving Access to Competitive Employment for Persons With Disabilities as a Means of Reducing Social Security Expenditures
Authors: Wehman Paul , West Michael , Kane-Johnston Kelly
Published: December 2008

The Social Security Administration (SSA) disability programs have experienced tremendous growth in both beneficiaries and expenditures, threatening the viability of this safety net for individuals with disabilities. This article suggests that one means of assisting SSA beneficiaries to reduce dependence, thereby slowing program growth, is for the SSA to directly or indirectly fund competitive employment initiatives focusing on individuals who are currently served in nonremunerative day support programs. These initiatives require coordination of SSA trust funds with vocational rehabilitation and mental retardation/developmental disability funding streams.
Biobehavior Analysis of Self-Injurious Behavior in a Person with Profound Handicaps
Authors: Reese R. Matthew
Published: December 2008

Two studies investigated self-injurious behavior (SIB) in a man with profound handicaps. Study 1 examined the effects of contextual variables on the rate of SIB during differing environmental conditions and behavioral states such as drowsy, quiet alert, active alert, agitated/crying. Results indicated that the rate of SIB varied depending on contextual conditions and behavioral state. The results also suggested that the function of SIB changed depending on the behavior state of the individual. Study 2 examined the effects of a treatment program that involved manipulating the environment depending on behavioral states, and then adding medication to the treatment plan. Results indicated that the treatment plan was effective in reducing self-injurious behavior and that the percentage of time spent in alert states increased when the treatment plan was implemented. Both SIB and behavioral state were positively affected when Fluphenazine was added to the treatment plan.
The Internet as an Information Resource for Children with Severe Developmental Disabilities
Authors: Fischer Martin A. , Harn William E.
Published: December 2008

The focus of this “clinical tip” is to provide an introduction to the Internet as a resource for professionals working with individuals having severe disabilities. Specifically, the article addresses the use of the World Wide Web and the videoconferencing features of the Internet. A brief annotated list of URLs (Universal Resource Locators) specific to severe disabilities is included.
Teaching Online Courses
Authors: Meyen Edward L. , Lian Cindy H. T. , Tangen Paul
Published: December 2008

This is the second in a series of three articles on the development and teaching of online courses using the Internet and World Wide Web. Asynchronous teaching, which is a method that allows students to study and interact with instructors at times convenient to their schedules, is central to online instruction. Asynchronous teaching also allows instructors to initiate and respond to communications with students at times when they are best prepared to do so. In contrast to traditional instruction, much of the teaching process in online instruction is the result of the instructional design built into the course as it is developed; activities, projects, exams, and assignments are developed before the course begins. This article describes experiences resulting from teaching two fully online graduate courses in special education and instructional design.
Peer Prompting Reduces Disruptive Vocalizations of a Student with Developmental Disabilities in a General Eighth-Grade Classroom
Authors: Arceneaux Marcia C. , Murdock Jane Y.
Published: December 2008

Using an ABAB withdrawal design, we investigated the effects of a simple peerprompting procedure on reducing or eliminating annoying/disruptive sounds made by a boy with developmental disabilities included in a general eighth-grade classroom. The data reveal that peer prompting notably reduced his inappropriate noises. Follow-up data 3 1/2 weeks and 5 weeks later revealed that the improvement persisted. In addition, anecdotal reports from the student's mother and new teacher when he advanced to a high school setting suggested that he responded well to a new peer and had not made any inappropriate/disruptive vocalizations in that second inclusive setting.
Disentangling the Effects of Curricular Revision and Social Grouping Within Cooperative Learning Arrangements
Authors: Cushing Lisa Sharon , Kennedy Craig H. , Shukla Smita , Davis Jo , Meyer Kim A.
Published: December 2008

Two conditions were compared to study how the social grouping versus curricular revision components of cooperative learning affect participants' classroom performance. Participants were from an eighth-grade English class with 22 peers without disabilities and 2 students with moderate to severe disabilities. The first condition, a typical cooperative learning arrangement, combined the social grouping of participants and revision of course materials. The second condition presented participants with the revised curriculum but removed the social grouping component. Dependent variables included the percentage of time participants were actively engaged in class activities, weekly pre-/posttest scores on the classroom curriculum, and the frequency and duration of social interactions between students with severe disabilities and their peers. Results indicated that the active engagement of participants did not differ across conditions. A second consistent finding was that peers without disabilities showed greater improvement on posttests when they were presented with the revised curriculum minus the social grouping component. Results of a social validity assessment, however, indicated that general and special educators perceived that peers without disabilities preferred the condition with the social grouping component. Finally, results indicated that 1 of the 2 students with disabilities had higher quality social interactions in the condition that combined social grouping and the revised curriculum.
A Comparison of the Effects of Organismic and Setting Variables on the Social Interaction Behavior of Children with Developmental Disabilities and Autism
Authors: Sasso Gary M. , Mundschenk Nancy A. , Melloy Kristine J. , Casey Sean D.
Published: December 2008

In this investigation, the effects of four setting events and two organismic variables on the social behavior of children with developmental disabilities and autism were compared. In Study 1, social interactions within dyads composed of one student with disabilities and one nondisabled peer were compared to triads composed of two nondisabled peers and one child with disabilities. In addition, differential effects of peer tutoring and peer initiation interventions were determined. In Study 2, the effects of high- and low-status peers within triadic social interaction groupings were examined to determine effects on both the students with disabilities and their nondisabled peers. The results suggest that peer dyads, the cooperative peer intervention, and triads composed of two high-status nondisabled peers were most effective in promoting positive social interactions for the participants with disabilities. Furthermore, there seemed to be no real benefit to low-status peers related to participation in this second investigation. Results are discussed in relation to the effective and efficient use of programs designed to effect social competence and inclusion.
An Analysis of the Activities of Employment Specialists in a Natural Support Approach to Supported Employment
Authors: Unger Darlene D. , Parent Wendy , Gibson Karen , Kane-Johnston Kelly , Kregel John
Published: December 2008

The use of natural supports in supported employment service delivery has emerged as a widespread practice of supported employment providers. Though several strategies for using natural supports have evolved, detailed descriptions of the roles of the employment specialist, as well as nontraditional support resources, such as family members, friends, and co-workers, are lacking. The present investigation focused on the activities of one program's initial efforts to document the activities of employment specialists as well as nontraditional support providers in a supported employment setting emphasizing natural supports.
The Treatment of High-Functioning Pervasive Developmental Disorder and Asperger's Disorder
Authors: Stoddart Kevin P.
Published: December 2008

With the introduction of The Diagnostic and Statistical Manual of the American Psychiatric Association, Fourth Edition (1994), the diagnostic category “pervasive developmental disorder'' (PDD) was expanded to include Asperger's disorder. In addition, “high-functioning'' PDD is now more commonly recognized. It is therefore important that social workers be familiar with these disorders and the possible roles that they may have in the treatment of this population and in work with their families. This article reviews these disorders, the current literature, and the roles of the social worker relative to (a) education, (b) case management, (c) family therapy, (d) individual therapy, and (e) group work.
Oral-Motor and Motor-Speech Characteristics of Children with Autism
Authors: Adams Lynn
Published: December 2008

The purpose of this study was to examine the oral-motor and motor-speech characteristics of young children with autism. Four children with autism and four nonautistic children served as participants for the investigation. Three tasks requiring oral motor movements, simple syllable productions, and complex syllable productions were utilized. Differences in raw scores were noted on two of three tasks and on the total overall raw score. Discussion and possible clinical implications are noted.
Communication Power for Individuals with Autism
Authors: Cafiero Joanne
Published: December 2008

Visual language and augmentative communication systems for individuals with pervasive developmental disorders and autism are presented as both a legitimate language and an effective strategy. Using the natural aided language paradigm and picture symbols or printed words, language stimulation is implemented in natural environments to increase communication, interaction, participation, and compliance. Methods for choosing target environments, generating appropriate vocabulary, creating interactive language boards, and implementing them with appropriate communication partners are described. Samples of environmentally specific language boards are included. Effective strategies for inclusion, behavior management, leisure skills, and cognitive activities are targeted through visual language systems and augmentative communication.
Transition from School to Competitive Employment
Authors: Wehman Paul , Gibson Karen , Brooke Valerie , Unger Darlene
Published: December 2008

In this article, two young women with severe mental retardation obtained competitive employment and were supported through the use of an employment specialist and coworkers. Although neither woman had a history of work in paid employment, both were at a transition stage from public school and needed unique specialized assistance to procure and maintain employment. There are thousands of other women with severe mental disabilities who could benefit from the supports that were provided to these two individuals in the workplace. This article provides the process and design of such supports.
An Overview of Medications Commonly Used to Treat Behavioral Disorders Associated with Autism, Tourette Syndrome, and Pervasive Developmental Disorders
Authors: Sweeney Dwight P. , Forness Steven R. , Levitt Jennifer G.
Published: December 2008

There are 10 major classes of medications that have been used to treat children who display learning or behavioral disorders associated with autism, Tourette syndrome, or pervasive developmental disorders (PDD). These include stimulant medications, antidepressants, antihypertensives, anticonvulsants, antipsychotics, anxiolytics, antihistamines, narcotic antagonists, beta blockers, and serotonin antagonists. It has been estimated that between 15% and 20% of children in special education may be receiving one or more of these drugs. This article discusses the potential uses of psychopharmarcologic therapy with children or adolescents who are diagnosed with autism, Tourette syndrome, or PDD and who display learning, emotional, or behavioral disorders. It explores the possible benefits and known negative side effects associated with such treatment.
Trust in Cross-Cultural Research
Authors: Ryen Anne
Published: December 2008

The complexity of social relations in ethnographic fieldwork makes us rightly wonder how do we come to see what is ethical or not? Trust in cross-cultural research works well to explore this issue. I will compare two different treatments of the same linguistic practice from interaction with my main informant, an Asian in East-Africa, and argue that it is important to see the action-orientation of utterances designed to achieve particular interactional ends. Failure to do so may result in analytic claims based on incomplete understanding of data. Treating the informant's utterances as a passive medium for transmission of information, makes us vulnerable to the non-western criticism of western research in non-western contexts. Rather, the action orientation offers an alternative way that makes us see talk as designed to perform sequentially relevant actions. This approach safeguards us against premature interpretations of trust in cross-cultural research practice.
A new method for the assessment of discomfort glare
Authors: Einhorn H.D.
Published: December 2008

The principles of glare are summarized briefly; the implications of recent research are discussed and a new glare assessment method is described. A glare index is obtained as the sum of only three terms which depend on the luminance, flux fractions and light distribution class of the lighting fittings, and on the dimensions of the room and the reflectances of its surfaces. These terms are easily obtained from graphs given in the paper.
On the relationship between the visual threshold and the size of the surrounding field
Authors: Adrian W. , Eberbach K.
Published: December 2008

The relationship between the visual threshold and the size of the surrounding field is investigated. Using different surround luminances as parameter, the visual threshold of a test field has been determined as a function of the size of the surrounding field. Curves obtained by plotting the luminance difference threshold against the angle subtended by the surrounding field are shown to have a flat minimum in the size range 3 to 10°. The increase of the threshold for larger surrounding fields is caused by light scattered in the media of the eye while the increase in smaller fields remains unexplained as far as pupil effects are concerned and will be the subject of further studies.
The tungsten halogen lamp decade
Authors: Burgin R. , Edwards E.F.
Published: December 2008

The paper reviews the development and application of tungsten halogen lamps since their first introduction. The halogen cycle is described and the advantages of using bromine compounds in the fill gas of some halogen lamps are indicated. Many problems have arisen from the use of halogens; the ways in which these have been overcome by the development of new manufacturing processes and appropriate process control techniques are discussed. Current applications are very numerous and the most important are reviewed, the corresponding lamp details being tabulated. Reasons are given why it is unlikely that halogen lamps will displace the GLS types; instead they will continue to complement them.
Techniques of stage lighting
Authors: Reid Francis
Published: December 2008

Stage lighting is a unique mixture of art and science which aims to achieve a selective, atmospheric, dimensional illumination appropriate to the style of a particular theatre production. It must do this in terms of three controllable variables—intensity, colour and direction. Satisfactory techniques of organization have been developed for achieving this for the standard British theatre system based on the run of a single production, but many problems are arising from the movement towards the repertoire system. This will require reconsideration of operational methods by theatre personnel and additional ingenuity on the part of equipment manufacturers.
A study of emotional reactions to light and colour in a school environment
Authors: Tikkanen K.T.
Published: December 2008

A field study was made of five Swedish comprehensive schools. Two classrooms per school were used for testing in the darkest season and the same ones were reused in spring. A total sample size of 400 pupils averaging 16 years of age was taken during two seasons. The overhead window test group consisted of 160 pupils in four classrooms. The other group with common eye-level windows consisted of 240 pupils in six classrooms. It is concluded that the observed sensation of colour changed with the quality and quantity of light. There was a relationship between the quality of light and the pleasantness of the observed environment. Warm was associated with the pleasantness and cold with the unpleasantness in this cold climate for both light and colour.
Calculation of the radial tungsten transport in cylindrical gas-filled incandescent lamps
Authors: Almer F.H.R. , de Ridder J.
Published: December 2008

The rate of tungsten transport in a cylindrical gas-filled incandescent lamp has been calculated. The theory is based on the assumptions of Langmuir and Fonda. In this model the transport has been determined by the rate of diffusion through the stationary Langmuir zone. The diameter of that zone has been calculated according to the method of Elenbaas. In the present method the position dependence of the diffusion coefficient is introduced. A result is that the rate of tungsten transport as a function of the envelope diameter has a minimum. The inner envelope diameter is then equal to that of the Langmuir zone. The theory gives also an easy method of calculating the working pressure of the inert gas from the filling pressure.
Specification of colour rendering properties of light sources for colour television
Authors: Opstelten J.J. , Beijer L.B.
Published: December 2008

There is a need for ranking the colour rendering properties of light sources. These properties can be specified using the test colour method. Considering only ideal systems the ranking of 20 spectrally widely diverse light sources was determined. The ideal systems are not however representative of good practice. The incorporation of a linear matrix makes the practical system less sensitive to differences in chromaticity. Thus, scene illuminants with various colour temperatures may give good colour reproduction. The correlation between the rankings obtained with several practical systems increases as the systems give better colour reproduction of a scene under standard illumination. Therefore the ranking method should use only 'good practice' systems. It was found that a set of 16 test colours may be considered as representative of the total set of 39 test colours.
The functions of windows in buildings
Authors: Ludlow A.M.
Published: December 2008

In the light of recent information based on research, it is now possible to re-appraise the various functions of windows and to take a more comprehensive look at their effects on window design. The paper discusses the information at present available in terms of the basic window functions of lighting, visual quality, visual contact with the outside, insolation and insulation, and assesses the relative effects of the physical and psychological requirements of each of these on the others. Such requirements are also considered as being a function of the internal and external planning of the building. It is necessary to ensure that the results obtained from research are used by piecing this information together in a manner that is coherent and easily understood by designers.
Effect of atmospheric attenuation on exterior lighting design
Authors: Heard F.W. , Stone F.H.S. , Jewess B.W.
Published: December 2008

There are at present no recommendations for allowing for the effect of atmospheric attenuation in the design of area floodlighting and road lighting schemes. The paper describes measurements of the atmospheric attenuation and uses the data obtained in design calculations. An instrument has been constructed for measuring the changes in atmospheric attenuation. A beam of light is passed over a folded path 144 m long and readings from which the attenuation can be calculated are taken automatically every 30 min by a data logger. A luminance meter was used to calibrate the automatic instrument. Some calculations on the effect of atmospheric attenuation of the performance of floodlighting and road lighting installations have been carried out.
Electrode fall and electric field measurements in high-pressure sodium discharges
Authors: Denbigh P.L. , Wharmby D.O.
Published: December 2008

Measurements of the electric field and of the voltages of very short arc high-pressure sodium discharges (arc tube internal diameter 7.4 mm) have been used to estimate the electrode fall in high-pressure sodium lamps. These data are needed for the design of new ratings of high-pressure sodium lamp. Two methods have been used to avoid the systematic errors in field which result from depletion of the amalgam of sodium at high liquid amalgam temperatures. The electrode voltage fall is approximately independent of electrode construction for emitter coated electrodes at 4 ± 1 V. For pure tungsten electrodes it is 8 ± 1 V. The electrode fall is independent of discharge currents within the range 1-4.45 A.
Road luminances based on detection of change of visual angle
Authors: Fisher A.J. , Hall R.R.
Published: December 2008

Road luminances were investigated using a realistic visual task and a defined performance criterion of ease of seeing. Position keeping in the traffic stream is an important aspect of the driving task and detection of change of the angular size of the rear of the followed vehicle is the important visual element of this task. Data from a laboratory simulation are presented, linking time to detection of change of visual angle to light level, the initial headway of the followed vehicle and its subsequent acceleration or deceleration. A nomogram is given from which the road luminance can be deduced for a range of traffic conditions. This luminance will permit seeing with a near minimum reaction time. The CIE lighting recommendations for freeways (motorways) are evaluated.
Lighting for texture
Authors: Lynes J.A.
Published: December 2008

Fourier analysis is applied to two cyclic variables, the distribution of incident illumination around the circumference of a cylinder, and the luminance pattern of a regular optical grating. In each case it is useful to consider different harmonics independently. Recent studies of grating perception have suggested the action of neural mechanisms which must also mediate the effect of lighting on the perception of surface corrugations. The ability of a lighting system to reveal a finely corrugated texture is shown to depend mainly on the angle of incidence of the illumination vector. This angle, known as the angle of asymmetry of the lighting, may be indicated directly by a simple grease-spot device. The same criterion also applies to random depth textures.
Variation and use of contrast rendering factor and equivalent sphere illuminance
Authors: Slater A.I.
Published: December 2008

Measurements have been made of Contrast Rendering Factor (CRF) at various task positions in a small office for a variety of lighting installations and visual tasks. Computer programs have also been used to calculate CRF and Equivalent Sphere Illuminance (ESI).

The principal determinant of CRF was the presence or absence of a luminaire in the offending zone. Visual tasks of different specularity showed similar patterns of CRF variation but to different degrees. Luminaire size and position showed some effect on CRF, but the light output distribution of the luminaires had only a small influence. The computer calculations showed similar trends to the measured values. The use of CRF as a criterion of lighting quality is advocated.
Intensity distribution from paraboloid mirror with co-axial linear source
Authors: Holmes J.G. , Moerman J.J.B.
Published: December 2008

A method of predicting the intensity distribution in the beam from a paraboloid mirror with an axial light source at its focus is based on the summation of the overlapping images of the source. Practical examples are given for optically accurate and for commercial quality reflectors, in comparison with a prediction method using Gaussian curves.
Trends in HPS lamp technology
Authors: Akutsu Hidezoh
Published: December 2008

This paper reviews the present scientific and technological states of the high-pressure sodium (HPS) lamp, and also considers its future prospects. In twenty years since the introduction of the lamp, the HPS lamp technology has almost reached a first mature stage, and the basic physical properties of the HPS discharge are well understood. Recent activities in the lamp technology have been in the following directions: improvement in the lamp colour quality and a further increase in luminous efficacy. The HPS lamp will still expand its total demand as well as application fields even to indoor lighting in the future.
Colour rendering and spectral power distribution—a new parametric approach
Authors: Embrechts J.J.
Published: December 2008

In order to obtain a better understanding of the relation between the spectral power distribution of a light source and its CIE general colour rendering index Ra, three parameters have been derived from the spectrum. These are By, Gy and Ry, respectively the. 'proportion of blue, green and red radiations with respect to yellow'. An approximate index Ra(By, Gy, Ry) ≃ Ra has been determined together with its graphic representation and the influence of each parameter on colour rendering. The magnitude of the error |Ra— Ra| is less than 5 units for usual illuminants. As an application of this parametric method, a solution is offered for the best combination of an artificial light source with a natural one.
An investigation of task lighting for offices
Authors: McKennan G.T. , Parry C.M.
Published: December 2008

The paper describes an investigation of task lighting for multi-occupancy offices. The possibility of energy conservation and speculations about other advantages to be gained from using task lighting in offices has stimulated a renewed interest in this method of lighting. The present study was concerned with evaluating task lighting in a realistic office setting. A total of 10 installations exhibiting a wide range of characteristics were evaluated by different types of office workers, performing typical tasks in a simulated four person office. The participants' evaluations were recorded by questionnaire and the results are discussed. The general conclusion is that task/background lighting schemes which substantially reduce overall lighting levels from normal uniform lighting can be favourably regarded by office occupants.
The development of daylighting—a British view
Authors: Collins J.B.
Published: December 2008

This paper is a review of the progress of daylighting technology in the UK. It recalls the first recorded quantitative studies in 1865 and traces developments from the work of P. J. Waldram in 1923 to the continuing research of the present day in the context of energy conservation. Methods of calculating and measuring daylight are reviewed as well as those for calculating and predicting the amount of sunlight received. Work on the subjective aspects of view, adequacy and glare is reviewed, together with their incorporation into standards of provision. An overall window design procedure using current knowledge about subjective and objective environmental requirements is suggested.