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Thomas W Jones

Publications and source records attributed to Thomas W Jones.

6 recordsLinked to original sources
PubMed2004

Photophysics of laser dye-doped polymer membranes for laser-induced fluorescence photogrammetry.

Laser-induced fluorescence target generation in dye-doped polymer films has recently been introduced as a promising alternative to more traditional photogrammetric targeting techniques for surface profiling of highly transparent or reflective membrane structures. We investigate the photophysics of these dye-doped polymers to help determine their long-term durability and suitability for laser-induced fluorescence photogrammetric targeting. These investigations included experimental analysis of the fluorescence emission pattern, spectral content, temporal lifetime, linearity, and half-life. Results are presented that reveal an emission pattern wider than normal Lambertian diffuse surface scatter, a fluorescence time constant of 6.6 ns, a pump saturation level of approximately 20 microJ/mm2, and a useful lifetime of more than 300,000 measurements. Furthermore, two demonstrations of photogrammetric measurements by laser-induced fluorescence targeting are presented, showing agreement between photogrammetric and physically measured dimensions within the measurement scatter of 100 microm.

Journal Article↗
PubMed2003

An educational rationale for deaf students with multiple disabilities.

Deaf students with with multiple disabilities have a long history of limited opportunity, including limited access to educational opportunities available to their deaf peers. This article places the individual needs of deaf students with multiple disabilities in the context that guides much of deaf education--the importance of language acquisition. That emphasis provides a basis for placement and curriculum options for deaf students with multiple disabilities. The authors review the evolution of placement options, describe assumptions that should guide placement and curriculum decisions, and recommend practices for optimizing these students' education. Descriptions of three service delivery models--multidisciplinary, interdisciplinary, and transdisciplinary--are provided, as well as an overview of the effectiveness of person-centered planning for deaf students with multiple disabilities. Disability-specific resources are highlighted that relate to mental retardation, autism, visual impairments, learning disabilities, attention deficit hyperactivity disorder, emotional disorders, medical issues, and general resources.

Deafness↗
PubMed2002

An analysis of teacher preparation in deaf education: programs approved by the Council on Education of the Deaf.

An analysis of the most recent self-study reports of the 46 teacher preparation programs approved by the Council on Education of the Deaf yielded data on program demographics, curriculum and content, faculty, practicum, students, and graduates. Only 4 of the 46 teacher preparation programs had been established since 1980. Thirty-nine offered comprehensive teacher preparation, five offered auditory/oral, and two offered preparation in bilingual-bicultural education. Thirty-three offered two or more specializations, of which elementary (96%) and secondary (52%) were the most common. Students' practicum experiences often did not coincide with employment after graduation. The study reported a median of 2 full-time faculty per program, who taught 75% of the courses. Although adjuncts taught 25% of the courses in the deaf education program, they made up 75% of the faculty. The study's results indicate extreme diversity among the programs and great breadth and complexity within them. Compared with a 1986 survey, the number and level of the programs appears to be declining while the number of specializations and program length are increasing.

Deafness↗
PubMedDate not supplied

Characteristics of the population of deaf and hard of hearing students with emotional disturbance in Illinois.

The study summarizes a database for the years 1994-1999 on deaf and hard of hearing students in Illinois with a diagnosis of emotional disturbance (N = 115). Data are reported on the group's demographic, domestic, etiologic, communication-related, and intervention-related characteristics. These dually diagnosed students differed from Illinois's general population of deaf and hard of hearing students in many ways, including higher incidences of prematurity, prenatal trauma, and perinatal trauma. They were more likely to have had a later onset of hearing loss, to live in single-parent homes, to belong to an ethnic minority, to live in an urban or suburban area, and to qualify for low-income health care. Many had histories of abuse, 50% were regularly medicated, and 15% were assigned to surrogate parents.

Child↗