This problem involved a study of relationships between vocational preferences and certain selected variables of ninth grade students in a junior high school in a large city school district. The selected variables were intelligence, socio-economic status or parental occupational level, school achievement, participation in school activities, only or non-only child status, parental vocational aspirations for the child, educational level of parent or guardian, and family cohesiveness.

From the first day when the child enters school it should be the teacher's aim to help him "achieve maximum development and at the same time to live harmoniously with others." It is the purpose of this study to provide for the realization of this aim through discovering: 1. In what ways the normal first grade child is lacking in social cooperation and background contributing to this lack; 2. How this lack of social cooperation affects the child's behavior in the daily activities in which he engages at school and suggestions in literature for eliminating social maladjustments; and 3. How the elimination of social maladjustments will help the child to become a happier, better adjusted participant in all of the daily activities in which he engages.

This thesis compares reading verses listening comprehension in third grade students. The problem under consideration is to determine whether it is easier for a third-grade child to understand a given meaning when that meaning is presented to him in spoken words than it is when the meaning is presented in printed words,

Com o aumento no uso de aglomerados e grades de computadores, cresce o interesse no estudo de comunicações entre processadores. Em um computador paralelo dedicado, ou em uma rede local homogênea, o tempo de comunicação é geralmente modelado de forma similar, independente de quais processadores estão se comunicando. Em uma rede onde os links entre os computadores são heterogêneos, computadores mais próximos tendem a apresentar menor latência e maior largura de banda do que computadores distantes. Além disso, a largura de banda agregada é diferente dependendo do número de conexões simultâneas existentes entre dois aglomerados distantes. Neste trabalho estudaremos a troca completa de mensagens de tamanhos diferentes entre aglomerados interligados por backbones. Proporemos um novo algoritmo de comunicação baseado em algoritmos conhecidos, apresentaremos simulações de escalonamentos dos algoritmos estudados para esta rede multi-aglomerado e analisaremos os resultados destas simulações. / The growth in popularity of clusters and computational grids caused an increase in the interest in studying interprocessors communications. The comunication time in a dedicated parallel computer or in a local homogeneous network is modeled in a similar way, regardless of which processors are communicating. In a network with heterogeneous links, closer computers generally have lower latency and larger bandwidth than wide area computers. Besides, the aggregated bandwidth depends on the number of simultaneous connections between two wide area clusters. In this work we study the complete exchange of messages of different sizes between interconnected clusters using a backbone. We propose a new comunication algorithm based on known algorithms, we present some scheduling simulations of the studied algorithms in this multi-cluster network and we present the results analysis of these simulations.

abstract: This mixed methods action research dissertation examines the effects of implementing growth mindset teaching practices in third grade math as a means to improve student math self-efficacy, math mindset and student achievement. Since the transition to the Pennsylvania Core Standards, students across the state including those in this district have been experiencing a decrease in math achievement in grades three through eight according to the Pennsylvania System of School Assessment (PSSA) the standardized achievement test all public school students take. Locally, traditional interventions such as worksheets, boxed programs, computer-based programs and extra practice have not yielded gains so this intervention focused on developing growth mindset teaching practices in math to answer four research questions. Framed in Dweck’s Implicit Theories of Personal Attributes (1995), Bandura’s description of self-efficacy (1997) and Hall and Hords’ work with teachers in bridging research into practice (2011), this study used Jo Boaler’s, Mathematical Mindset (2015) in a book study with the third-grade teachers. The dissertation study analyzed pre and post survey data from the third-grade class (n=57) on both mindset and self-efficacy. The study also analyzed pre and post survey data from the teachers (n=2) on mindset along with pre and post intervention interviews with the teachers. Qualitative and quantitative data analysis revealed the intervention had a positive effect on teacher mindsets and practices, a positive effect on student mindsets and a positive effect on student math self-efficacy. While the study did not reveal the intervention to have a positive impact on student achievement at this time, previous research included in the literature review cites improvement in student achievement through developing growth mindset thinking. This gives reason to predict that with more time, these students will experience improved achievement in math. Implications from this study include that we should train all math teachers in incorporating growth mindset practices, and that administrators should build the bridge between research and practice for teachers as they implement new teaching practices in effort to positively affect student performance. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Sharon Walpole, School of Education. Includes bibliographical references.

The purpose of this study is to examine the teaching process with the integration of games which has been used in number and calculation instructions for fifth grade elementary school children with varying ability. The teaching models and game designs were modified according to viewpoints of students, parents and teachers. In this study, students were not only divided into basic and advanced groups based on their varying ability but also instructed separately. The researcher will adjust the difficulty level flexibly for the two groupings. The four teaching units were: multiplication and division, factor and multiple, four basic algorithms, and equivalent fractions. The researcher designs the mathematical games which are suitable for lessons with reference to prior research within the country and abroad. After carrying out the integration, the effects and improvements were examined through students¡¦ learning records, parents¡¦ questionnaires and interviews. The results indicated that game teaching can motivate students and have better effects on teaching students in accordance with their aptitude by ability grouping. There were several indicators of improving learning effects such as peers¡¦ mutual cooperation, clarifying mathematical concepts, be familiar with calculation and mathematical problem solving, the improvement of learning attitude, etc. The learning effects were gradually increasing in the process as well. Besides, students could timely offer their opinions for the improvement of game designs after the instruction. As to the parents, they considered that students improve calculating abilities and reduce fear in mathematics when there was an increase in learning motivation. Parents were having high satisfactions with the whole teaching models and observed obvious progress in students¡¦ achievements. To enhance the participation of students, game designs should avoid complex calculation and add in rules with more variations and probabilities. The consideration of low achievement students in integration of games, giving encouragement and reward system should work together at the right time to enhance participation. Besides, the impact of the labelling of ability grouping should be reduced to avoid negative viewpoints. Finally, the teaching surroundings with games integration not only improve students¡¦ learning attitude but also develop problem-solving ability and help to develop and upgrade their mathematical ability.

The National Beef Quality Audit – 2011 assessed the current status of quality and consistency of fed steers and heifers. Beef carcasses (n = 9,802), representing approximately 10 percent of each production lot in 28 beef processing facilities, were selected randomly for the survey. Carcass evaluation for the cooler assessment of this study revealed these traits and frequencies: steer (63.5%), heifer (36.4%), cow (0.1%), and bullock (0.03%) sex classes; dark-cutters (3.2%); blood splash (0.3%); yellow fat (0.1%); calloused ribeye (0.05%); A (92.8%), B (6.0%), and C or greater (1.2%) overall maturities; native (88.3%), dairy-type (9.9%), and Bos indicus (1.8%) estimated breed types; and United States (97.7%), Mexico (1.8%), and Canada (0.5%) country of origin. Certified or marketing program frequencies were age and source verified (10.7%), ≤ A40 (10.0%), Certified Angus Beef (9.3%), top Choice (4.1%), natural (0.6%), and Non-Hormone Treated Cattle (0.5%), and there were no organic programs observed. Mean USDA YG traits were USDA YG (2.9), HCW (374.0 kg), AFT (1.3 cm), LM area (88.8 cm2), and KPH (2.3%); Frequencies of USDA YG distributions were YG 1 (12.4%), YG 2 (41.0%), YG 3 (36.3%), YG 4 (8.6%), and YG 5 (1.6%). Mean USDA QG traits were USDA QG (Select93), marbling score (Small40), overall maturity (A59), lean maturity (A54), skeletal maturity (A62). Frequencies of USDA QG distributions were Prime (2.1%), Choice (58.9%), Select (32.6%), and Standard or less (6.3%). Marbling score distribution was Slightly Abundant or greater (2.3%), Moderate (5.0%), Modest (17.3%), Small (39.7%), Slight (34.6%), and Traces or less (1.1%). Carcasses with QG of Select or greater and YG of 3 or numerically less represented 85.1% of the sample. This is the fifth benchmark study measuring targeted carcass characteristics, and information from this survey will continue to help drive progress in the beef industry. Results will be used in extension and educational programs as teaching tools to inform beef producers and industry professionals of the current state of the U.S. beef industry.

This study is a continuation of a project to characterise ASTM A437 Grade B4B martensitic stainless steel for use In Hitachi Canadian Industries Ltds (HCI) steam turbine casing bolts. ASTM A437 Grade B4B steel is commercially available and was chosen for the study due to its chemical similarity to a proprietary steel currently used by HCI.<p>High creep resistance is essential for any candidate so creep-rupture and creep-strain tests were performed at and above the intended service temperature of 538°C. Hardness measurements and transmission electron microscopy were performed on the steel in the as-received condition as well as on crept samples to determine the effect of elevated temperature on the development of the steels microstructure.<p>During testing, it was found that ASTM A437 Grade B4B steel has a well defined second stage leading to an abrupt transition into the third stage. The second stage begins in the first 10% of its creep life, while the third stage begins at 90% of its creep life. This equates to 5% and 30% of the final strain, respectively, with an average final strain of 20%.<p>Time-to-Rupture data show good similarity to the creep life as predicted using the Larson-Miller method. When plotted, the steady-state creep rate shows a definite correlation between the creep stress and temperature. From this an empirical relationship was developed to predict the steady-state creep rate.<p> Transmission electron microscopy (TEM) results showed a significant change in the icrostructure between crept and as-received steel. Coarsening of carbides along grain boundaries most likely led to a recovery of the microstructure in the crept samples. Literature suggests that the composition of the carbides is most likely tungsten and molybdenum intermetalics and carbides that coarsened from the depletion of chromium from solution. This was supported by energy dispersive spectroscopy (EDS) analysis.<p>The coarsening of carbides correlates with the decrease in creep resistance of the material and it is likely that the growth of precipitates and recovery of the microstructure causes the entry of the steel into third stage creep.

This study is a continuation of a project to characterise ASTM A437 Grade B4B martensitic stainless steel for use In Hitachi Canadian Industries Ltds (HCI) steam turbine casing bolts. ASTM A437 Grade B4B steel is commercially available and was chosen for the study due to its chemical similarity to a proprietary steel currently used by HCI.<p>High creep resistance is essential for any candidate so creep-rupture and creep-strain tests were performed at and above the intended service temperature of 538°C. Hardness measurements and transmission electron microscopy were performed on the steel in the as-received condition as well as on crept samples to determine the effect of elevated temperature on the development of the steels microstructure.<p>During testing, it was found that ASTM A437 Grade B4B steel has a well defined second stage leading to an abrupt transition into the third stage. The second stage begins in the first 10% of its creep life, while the third stage begins at 90% of its creep life. This equates to 5% and 30% of the final strain, respectively, with an average final strain of 20%.<p>Time-to-Rupture data show good similarity to the creep life as predicted using the Larson-Miller method. When plotted, the steady-state creep rate shows a definite correlation between the creep stress and temperature. From this an empirical relationship was developed to predict the steady-state creep rate.<p> Transmission electron microscopy (TEM) results showed a significant change in the icrostructure between crept and as-received steel. Coarsening of carbides along grain boundaries most likely led to a recovery of the microstructure in the crept samples. Literature suggests that the composition of the carbides is most likely tungsten and molybdenum intermetalics and carbides that coarsened from the depletion of chromium from solution. This was supported by energy dispersive spectroscopy (EDS) analysis.<p>The coarsening of carbides correlates with the decrease in creep resistance of the material and it is likely that the growth of precipitates and recovery of the microstructure causes the entry of the steel into third stage creep.