No description available.

No description available.

No description available.

Ultra precision single point diamond turning (SPDT) is a machining process used to produce optical grade surfaces in a wide range of materials. Aluminum is of primary interest as a workpiece material because it is easily diamond turnable, highly reflective and corrosion resistant. The cutting tool used is made from a single crystal diamond honed to a very sharp cutting edge. The machines used in this process are extremely precise and stiff. The nature of the cutting parameters used in SPDT changes the process physics substantially over conventional machining. The underlying reason relates to the relative size of the uncut chip thickness and the cutting edge radius of the tool in comparison to the grain size of the workpiece. When performing SPDT, there is a functional limit to the achievable surface finish. This is predominately due to material side flow and the opening up of material defects. Thus the machined surfaces have to undergo post processing operations like lapping or polishing, which increase cost and production time. Thus, the objective of this study was to improve the surface finish of the SPDT process to minimize the amount of post processing. The approach involved addressing the ratio between the tool cutting edge radius and the microstructure. Realizing the limitations associated with sharpening a diamond tool further, efforts have been made to mechanically or thermo-mechanically induce dislocations into the workpiece to refine the microstructure and in so doing enhance machinability. As dislocations act as a point of defect, it is observed that higher dislocation density offers less side flow and leads to better surface roughness. A special tool with a flat secondary edge was then developed to address the remaining side flow issue for planar surfaces. The combination of thermo-mechanically produced ultra fine grained material with the special tool provided a substantial reduction in surface roughness from values typically reported at 3nm [Roblee, 2007] Ra to 0.75nm R0 • In addition to this the use of the custom designed tool can improve the productivity associated with machining a flat face by a factor of one hundred times by allowing the feed rate to be increased while still achieving the desired surface finish. / Thesis / Doctor of Philosophy (PhD)

The day that I joined McMaster University and the Department of Health Research Methods, Evidence, and Impact as a Master student, I did not foresee the amazing journey I was embarking on or the impact of my academic achievements. I was continuously challenged to think critically and apply my ideas to real world problems. Seeing the opportunity to make a difference in clinical research and patient care inspired me to begin my PhD studies. Creating knowledge and applying it practically was a difficult task, however, the opportunities to share my research in a dynamic and complex field with the world fuelled my motivation. Completing a PhD has been an incredible privilege for which I will always be grateful. To my family – Mamma, Papa, Mark and Matthew – thank you for your undying and unconditional love, support, and encouragement. A pandemic forced us to come together, and having your support 24/7 (literally) made the journey more enjoyable. To my closest friends, thank you for being a part of my life and supporting my ambitions. We all recognized my ambitiousness would set me on a difficult path and completing a PhD was not my original plan. Thank you for inspiring me to take on the challenge and ensure my work was truly impactful. Thank you for encouraging mental strength, being understanding and willing to lend a hand, reminding me that I can achieve anything I set my mind to, and inspiring me to dare. To my supervisory committee members and independent study supervisor, thank you for your continued interest in my work and for always supporting my ambitions. I am grateful for your patience and belief that I would succeed in completing what I had sought to achieve. Thank you for the chance to work together, and for your constant support and mentorship throughout my PhD journey. To the faculty, staff and fellow students at the Department of Health Research Methods, Evidence, and Impact, and the McMaster Centre for Transfusion Research, thank you for providing the resources, friendship, and guidance I needed to achieve greatness. To the panel members of the ITP Emergency Management Guideline, thank you for believing in this project and making this work possible. I look forward to implementing the results of our efforts into clinical practice. To the ITP patient community, thank you for entrusting me with the task of improving patient care and supporting me along the way. You have enabled me to be a voice for change. To the rare disease community, I know the completion of my PhD journey will not be the end of our work together. To the funding agencies who allowed this project to be possible, the Canadian Institutes of Health Research and Platelet Disorder Support Association, thank you for supporting my PhD journey and the completion of this important work. To my doctoral supervisor, Dr. Donald Arnold, it has been an honour and privilege to have learned from you and received your guidance throughout my PhD journey. Since our initial meeting, when I hobbled into the McMaster Centre for Transfusion Research offices several minutes late, I felt that your kindness and honesty would be the perfect form of mentorship to push me towards success. Thank you for recognizing my ambition and reminding me to keep focused. I will continue to apply this lesson throughout my life and strive for ‘depth’. For many years, you have been my mentor who I reached out to for advice, support, honest feedback, and encouragement. Thank you for imparting your knowledge to me over my PhD journey and teaching me how to be an inspirational mentor who highlights the strengths of their students while simultaneously supporting their growth. Although I may have finally reached the destination in my PhD journey, I know that we will continue to collaborate for many years to come. / Developing clinical practice guidelines (CPGs) for rare diseases is methodologically challenging. As each disease has so few patients, published literature includes low-quality studies or studies that do not directly address the questions of interest. As a result, CPG panelists have limited evidence on which to base their recommendations. Historically, when no evidence was available, CPGs have relied on physician opinion. This does not align with the mandate of CPGs which transparently identifies, appraises, and relies on evidence. The challenges of developing CPGs for rare diseases are exemplified by immune thrombocytopenia (ITP), a rare autoimmune disease that affects approximately 1 in 8,000 people. It predominantly affects females and young adults, and is characterized by low blood platelets that increase the risk of bleeding. Bleeding emergencies in ITP patients are critical, life-threatening events that can cause life-long morbidity and associated health care costs. Treatment of ITP bleeding emergencies requires a rapid, coordinated approach that involves emergency department staff, hematologists, pharmacy, and the laboratory. However, there is no evidence-based CPG for the management of ITP bleeding emergencies. The objectives of my PhD thesis are (1) exploring the heterogeneity of ITP diagnosis using antiplatelet autoantibodies; (2) developing a standardized definition of ITP bleeding emergencies; (3) outlining the synthesis of existing evidence on the treatment of ITP bleeding emergencies through a systematic review; and (4) developing a novel methodology to address the lack of evidence in rare disease CPGs and applying it to develop a CPG for the management of ITP bleeding emergencies. / Thesis / Candidate in Philosophy / Guidelines for rare diseases can be hard to develop because of a lack of information. Doctors and researchers make decisions on rare disease management based on their experiences, which can be limited. Low blood platelets and emergency bleeding can be caused by a rare disease called immune thrombocytopenia (ITP). When emergency bleeds occur, patients need care from the Emergency Department immediately. The problem is that there is no standard way for doctors to treat these ITP bleeding emergencies. My PhD thesis project will fill an important gap for ITP emergency treatment. First, we will assess how ITP patients are diagnosed. Second, we will define an ITP bleeding emergency. Third, we will collect existing information about ITP bleeds. Fourth, we will overcome the challenge of not having enough information by collecting new data from patient records. The method we use to develop ITP guidelines can be used for other rare diseases.

The purpose of this study is to determine if a transition program has a greater success rate, as measured by GPA, number of students recycled, attendance, and conduct, than a traditional program of study for over age, first time ninth grade students by the end of first semester of the ninth grade. Some of the typical outcomes during the transition to high school from grade 8 to grade 9 are high failure rates, lack of Algebra I readiness, and poor attendance. These concerns contribute to drop-out rates and the level of competitiveness students will have when facing the workforce. This is a timely issue as we continue to address Standards of Learning (SOL) and No Child Left Behind (NCLB) Act and the initiatives to rethink our high schools as they attempt to prepare students for the ongoing changes of the economy, workforce, and expectations of colleges and universities. / Ph. D.

Research shows that there exists a tremendous need for programs and practices that help rising ninth grade students successfully transition from middle to high school. Various studies depict these transition programs which are related to demographics such as race/ethnicity and socioeconomic status, programs that center on rural, urban and suburban education as well as programs that are related to school size. This dissertation is a descriptive analysis of the transition practices for ninth grade students found in Maryland's public high schools. Using quantitative methodology with an emphasis on survey design, the study describes the relationship between the practices and the aforementioned factors that influence those practices. Secondary to the description is a determination by school staff regarding the effectiveness of these practices. Results from this study support the theory that transition practices are needed to address the many issues facing ninth grade students. The success of ninth grade students is dependent upon the use of these practices by high schools. This goal assists students to make a successful transition to high school leading to a successful educational experience. / Ed. D.

The purpose of this study was to look at the possible influence the renovation process had on student achievement as measured by performance on the Standards of Learning (SOL) in the areas of mathematics and reading at the eighth grade level in the Commonwealth of Virginia. For purposes of this study a descriptive research methodology was used to determine the possible influences the renovation process had on student achievement. To conduct such research, Standards of Learning (SOL) test scores in the areas of mathematics and reading, from middle schools in the Commonwealth of Virginia were used one year prior to the renovation process, during the renovation process, and one year after the renovation process. Depending on the complexity of the renovation, SOL test scores were collected from two to four years during the renovation process. Demographic variables were analyzed to ascertain stability of the student populations over the period of time. Variables such as ethnicity, socio-economic factors, and highly qualified teachers served as demographic variables. These variables were used to control the status of each school student population over the period of the stages of the renovation process. The main research question for this study was: Does the renovation process of a school building influence student achievement? This research question was supported by two sub-questions that guided the study. The first sub-question examined the differences in student scores as measured on the SOL assessment at the eighth grade level in mathematics prior to, during, and after the renovation process. The second sub-question examined the differences in student scores as measured on the SOL assessment at the eighth grade level in reading prior to, during, and after the renovation process. Findings from the study indicated that a statistically significant relationship did not exist between the means of student scores when compared over the three stages of the renovation process, in mathematics and reading. A statistically significant relationship, however, was found when comparing the mean student scores in reading before and after the renovation process. Based on the reading findings, this study indicates that building conditions play a vital role on student achievement. / Ed. D.

This dissertation examines school renovation and student achievement. The study focuses on the relationship between a complete renovation of a school facility and its influence on student achievement before, during, and after the renovation process. This is a replication study of previous research, Mayo (2012), which focused on middle schools in the Commonwealth of Virginia that were identified as a complete renovation project during the years of 2004-2010. This study utilized the procedures and the descriptive research methodology established in the Mayo (2012) study. Which allowed for the same three demographic variables (minority, socioeconomic, and teacher quality) to be addressed. The only modification made was the selection of a new grade level (K-5) focusing on elementary schools. The research question posed in this study, Does the complete renovation process, which includes structural, plumbing, electrical, and heating and air conditioning changes of a school building, influence student achievement? Out of 514 school construction projects listed by the Virginia Department of Education during 2004-2010, 89 were classified as renovation projects. Out of the 89, only 39 met the criteria of elementary schools servicing fifth grade students. The 39 elementary schools were then further reviewed, and 15 met the criteria of fulfilling the four components of a complete renovation; structural, plumbing, electrical, and heating/air conditioning. The findings of the 15 schools identified as being a complete renovation showed no statistical significance between the variables and were not statistically significant when comparing the fifth grade mathematics and reading student performance to each stage of the renovation process. / Ed. D.

The problem of this thesis is to make a critical study of fifteen second grade spelling textbooks published since 1940. The purpose of this study is to see how they agree or where they disagree in mechanical features, vocabulary, word-meanings, and teaching plan.