Thesis advisor: Daniel J. Daly / Thesis advisor: James F. Keenan / Thesis (STL) — Boston College, 2021. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

No description available.

<p>In recent years, switch-mode power electronic converters have gained considerable popularity</p> <p>because of their compact size and high switching frequencies. This makes them</p> <p>suitable for power processing in various applications, including photovoltaic systems and</p> <p>electric vehicles. However, their high switching frequency capabilities have a drawback. A</p> <p>high-frequency common-mode voltage coupled with the switching of the power converters</p> <p>excites the parasitic capacitances of the system. It leads to the flow of common-mode current.</p> <p>Since the common-mode current flows through an unintended path, it can potentially</p> <p>interfere with the performance of system components. Passive filters can be used to mitigate</p> <p>common-mode currents. Using a common-mode inductor in conjunction with strategically</p> <p>placed capacitors makes it possible to limit the flow of common-mode current.</p> <p><br></p> <p>As part of this work, passive mitigation of common-mode current will be investigated in</p> <p>a variable frequency drive system. In this regard, the process of designing a three-phase ac</p> <p>common-mode inductor is explained. As a first step, a mitigation strategy is proposed and</p> <p>described. Next, the issue of self-capacitance of the inductor is discussed. Afterwards, the</p> <p>ac common-mode inductor is designed using a multi-objective optimization-based approach.</p> <p>Following this are the design results, concluding the dissertation.</p>

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Many clients drop out of therapy before reaching their goals, (Bohart & Wade, 2013) though research shows that being in therapy is more effective in producing change than not being in therapy, (Lambert, 1992). Little is known about what makes therapy effective (Davis & Piercy, 2007a, b; Pinsof & Wynne, 2000). The purpose of the present study was to understand what clients believe is productive about therapy, and how clients’ assessment of therapy productiveness impacts their decision to remain in therapy or to drop out of therapy. For the qualitative strand of this simultaneous convergent mixed methods study, grounded theory was used to inductively develop a common-factors informed model describing how productive change processes influence intended retention. The convenience sample consisted of 19 current clients in therapy with a marriage and family therapist. For the quantitative strand, participation involved completing a semi-structured interview and quantitative survey. Direct, binary logistic regression analyses were conducted to determine whether perceived productiveness, goal attainment and therapeutic alliance, predicted intended treatment retention or intended dropout. The convenience sample for quantitative analysis included the 19 qualitative participants, and continued sampling until adequate statistical power was reached with 72 participants. Mixed analysis strategy was data comparison for the purpose of triangulation. Qualitative results span three categories emerged from qualitative: client factors, therapy process factors and evaluation of progress. Client factors, including presenting problem factors, expectations and motivation were considered when participants made decisions about staying in therapy or dropping out of iii therapy. Therapy process factors, including therapists’ understanding of the presenting problem, therapeutic alliance, therapists interventions and the pacing and timing of those interventions were also considered when participants made decisions about staying in therapy or dropping out of therapy. When participants evaluated the progress made because of therapy, they evaluated changes in the presenting problem, symptom reduction, and noticed this progress took place outside of therapy. Quantitative results showed that goal attainment, therapeutic alliance and productiveness significantly predicted intended retention when each was tested as an individual predictor. When tested in a full model, containing goal attainment, therapeutic alliance and productiveness; only the task domain of therapeutic alliance emerged as significant. Results confirm the importance of therapeutic tasks to clients’ decision to stay in therapy or to drop out of therapy. Results contribute to the importance of common factors in keeping clients in therapy until they reach their goals. Further, results inform research, clinical practice and training in the MFT field. / Ph. D.

At one local school site in Georgia, a subgroup of students did not achieve a score of at least 800 on the state's Criterion Referenced Competency Test in math. To improve student success, the local site implemented professional development (PD) for teachers. Successful PD has been shown to promote effective teaching practices, which in turn, have resulted in improved student learning. The purpose of this phenomenological study was to explore 5th grade teachers' lived experiences of PD and its influence on their application of the Common Core state standards. Bandura's social cognitive theory of self-efficacy guided the study. In-depth interview data were gathered from 5 teachers who taught 5th grade and experienced at least 3 PD sessions. Data from the interviews were transcribed, open coded, and then analyzed with the interpretive model in search of common themes. The 5 teachers' narratives identified ineffective and irrelevant PD and insufficient math resources for teaching the state's math standards. Based on the findings, 3 original PD sessions on the planning and implementation of the state standards were created and additional training and resources were recommended to the local site. This study may promote positive social change by helping local teachers improve their instruction of the state's mathematics standards, thereby improving the mathematics education of students.

Thesis (M.S.)--Humboldt State University, 2009. / Includes bibliographical references (leaves 40-48). Also available via Humboldt Digital Scholar.

Zugl.: Trier, Univ., Diss., 2008

Faced with the challenges to addressing the novelties of the changing business environments (e.g., new customer requirement, changes in customers taste and preferences, the introduction of new products or services by competitors), organizations seek to build collaboration among their employees who possess complementary knowledge. Integrating complementary knowledge enhances employees' ability to address environmental challenges and foster innovation. Despite the importance of knowledge integration for innovation, integration of such knowledge becomes difficult when employees lack a shared understanding of knowledge, and when the knowledge is newly generated. Because new knowledge is tacit in nature and highly personal to a particular individual, it is difficult to articulate, making knowledge integration (KI) an arduous task. Lack of shared understanding, the presence of new knowledge, and lack of common interests in employees creates three types of knowledge boundaries – syntactic (information processing) boundaries, semantic (interpretive) boundaries, and pragmatic (political) boundaries. The presence of knowledge boundaries makes it difficult for employees to share and access their knowledge with each other. To overcome the challenges related to the knowledge boundaries, employees use boundary-spanning objects, which are common lexicons, common meaning, and common interests, to share and access their knowledge across the boundaries. Although prior studies have emphasized the importance of knowledge integration of various knowledge sources for innovations, examinations of what enhances KI capability of employees for organizational innovation remain limited. In addition, apart from Carlile, (2004) and Franco (2013), which are both case studies, other studies that examine the role of boundary spanning objects for knowledge integration are missing. The knowledge management literature also fails to measures (the success of common lexicons, common meaning, and common interests for achieving KI capability) boundary spanning objects. Therefore, in this study, new measurement items of boundary spanning objects and novelty are developed to test the hypotheses. A survey-based design was used to collect data and measure the constructs examined in this study. Structural equation modeling (SEM) was used to test the direct relationship hypotheses. The moderation effects were tested using 1) multi-group analysis using hierarchical linear regression, and 2) relative weight of each boundary spanning object determining KI capability at the different levels of novelty. Evidence suggests that while common meaning and common interests positively influence KI capability, common lexicon does not have a statistically significant relationship with KI capability. The results also revealed that KI capability positively influences organizational innovation. Moreover, the results demonstrate that the strength of the relationship between boundary spanning objects and KI capability is different at the medium and the high level of novelty.

The author has found, during her experience teaching students on the fourth grade level, that some concepts of number theory haven't even been introduced to the students. Some of these concepts include prime and composite numbers and their applications. Through personal research, the author has found that prime numbers are vital to the understanding of the grade level curriculum. Prime numbers are used to aide in determining divisibility, finding greatest common factors, least common multiples, and common denominators. Through experimentation, classroom examples, and homework, the author has introduced students to prime numbers and their applications.