The purpose of this study is to determine, in the light of available data, which of two methods of grouping students for instructional purposes is best suited to the needs of the Hobbs Elementary Schools, Hobbs, New Mexico.

Previous work has demonstrated the benefit of grouping actuators to increase the controllability of an active control system, without increasing the number of control channels. By driving two or more secondary sources with the same control input, one is also able to reduce the hardware cost and complexity. In this work, a time domain cost function is developed for on-line actuator grouping and active structural acoustic control (ASAC) of a simply-supported beam excited with a broadband disturbance. Three PZT actuators are mounted on the beam structure to control the wavenumber components corresponding to five radiation angles. The propagation angles are selected to represent the total radiated sound power. The point force disturbance is bandlimited random noise which encompasses the first three modes of beam vibration. Actuators are considered grouped when their compensators are equal. Therefore, the cost function presented here incorporates an additional non-quadratic term which penalizes the controller for differences between the feedforward compensator coefficients. The backpropagation neural network algorithm provides the proper procedure to determine the minimum of this cost function. The main disadvantage of using a stochastic gradient technique, while searching the prescribed control surface, is convergence to local minima. In this thesis, a resolution to this problem is suggested which incorporates using a variety of initial conditions. Two initialization conditions are considered: grouping actuators based upon weights determined by converging the filtered-x LMS algorithm and simultaneously grouping and controlling with the compensator weights initialized to small arbitrary numbers. Test cases of heavy and light grouping parameters were evaluated from both initial conditions. The computer simulations demonstrate the ability of this new form of the cost function to group actuators and control the error response with either initial condition. The heavy grouping cases achieved the same one channel control system from both initial conditions. The performance of the one channel solution was 1.5 dB lower than the performance of the ungrouped filtered-x LMS solution. The ability to select the different levels of grouping was demonstrated when the algorithm was initialized with the filtered-x LMS weights and run with light grouping parameters. For this case, the on-line algorithm grouped two actuators, but allowed the third actuator to exist independently. The performance of the two channel control system was only 0.6 dB less than the performance of the filtered-x LMS solution. In all grouping cases investigated, the convergence times of the grouping algorithm were within the same order as for the filtered-x LMS algorithm. The effect of uncorrelated error sensor noise on the actuator groupings is also briefly discussed. / Master of Science

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 73-79). Also available in print.

published_or_final_version / Education / Master / Master of Education

Thesis (Ed. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 20, 2006. Dissertation Committee: Susan Davis-Lenski, Joseph Braun (co-chairs), Anthony Lorsbach. Includes bibliographical references (leaves 115-139) and abstract. Also available in print.

The purposes were (1) to examine the relationship of four motivational characteristics, as measured by the Merritt College Motivation Inventory (MCMI), to final introductory psychology grades in the two methods of instruction, and (2) to determine the usefulness of the MCMI as a tool for guiding students into open circuit television and on-campus traditional introductory psychology courses. The following research questions were formulated: (1) Can a prediction model using four motivational scales (Intrinsic, Self-Enhancement, Per son-Orientation, and Goal-Deficiency as measured by the MCMI) be developed which will adequately predict achievement in open-circuit television and on-campus traditional introductory psychology courses? (2) Can a prediction model using three of less of the four MCMI scales be developed which will adequately predict achievement in open-circuit television and on-campus traditional introductory psychology courses? (3) Of the four MCMI scales, which one or combination will be applicable in counseling students into open circuit television and on-campus traditional introductory psychology courses? All four hypotheses were confirmed. However, the four motivational characteristics as measured by the MCMI may not adequately predict achievement for the on-campus or telecourse students, The prediction efficiency of the Full and Restricted Models for both groups left significant proportions (81.41 per cent or more) in final introductory psychology course grades unaccounted for. With the high percentage of final grades unaccounted for, it appears that the efficiency of the MCMI scales is too low for valid use in predicting final grades in the introductory psychology course and is therefore not usable as an exclusive tool in guiding students into the open circuit television and on-campus traditional psychology courses.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-04-27T13:26:27Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Fernanda_Augusta_Lima_das_Chagas.pdf: 1669768 bytes, checksum: aaa8a92bffbeb14e628c00eb4fc9283b (MD5) / Made available in DSpace on 2017-04-27T13:26:27Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Fernanda_Augusta_Lima_das_Chagas.pdf: 1669768 bytes, checksum: aaa8a92bffbeb14e628c00eb4fc9283b (MD5) Previous issue date: 2014-02-26 / FACEPE / Pesquisas em Psicologia da Educação Matemática apontam algumas das dificuldades que as crianças apresentam em relação às estruturas multiplicativas. Por isso, o presente estudo investigou, se e como, a noção de agrupamento explícito poderia favorecer o raciocínio matemático das crianças na resolução de problemas de multiplicação e divisão (partição e quota) de proporção simples de um-para-muitos. De forma específica, investigou as estratégias utilizadas pelas crianças para resolver essa classe de problemas, buscando observar se algum tipo de problema desse agrupamento explícito favoreceu a resolução, como também analisar a maneira na qual a criança lida com os problemas que possui o agrupamento implícito. Para tanto, a dissertação se fundamenta nas ideias de Jean Piaget para discorrer sobre o desenvolvimento cognitivo e a construção de conceitos, e no campo da Matemática, na Teoria dos Campos Conceituais apresentada por Gérard Vergnaud. Participaram dessa pesquisa 119 crianças, de ambos os sexos, com idades entre 6 e 11 anos, cursando 2º ano, 3º ano, 4º ano e 5º ano, do Ensino Fundamental (anos iniciais) de escolas públicas da cidade do Recife. Todos os participantes foram entrevistados individualmente em duas sessões, sendo solicitados a resolver seis problemas em cada sessão, totalizando doze problemas, envolvendo o agrupamento explícito e implícito. Após aplicação das tarefas foi realizada uma entrevista individual, seguindo o método clínico piagetiano, onde foi solicitado ao participante que explicasse a estratégia utilizada na resolução dos problemas apresentados. Os dados foram analisados em função do número de acertos e das estratégias utilizadas. De modo geral, os resultados mostraram que não houve diferença significativa nos problemas de agrupamento explícito, quando comparado aos de agrupamento implícito. Isso talvez tenha ocorrido devido há algumas limitações encontradas na pesquisa. Entretanto, no que diz respeito aos participantes do 2º ano foi verificada uma diferença significativa nos problemas de divisão por quota, contendo o agrupamento explícito, quando comparado aos problemas de partição. Mas apesar do dado encontrado não é possível afirmar com precisão que esse tipo de agrupamento tenha favorecido, uma vez que pesquisas anteriores demonstram que as crianças tendem a apresentar melhores resultados na resolução nos problemas de divisão por quota. As estratégias foram analisadas, considerando a pesquisa realizada por Magina, Santos e Merlini (2010) e por Chagas (2011), sendo, detectados quatro tipos de respostas, a saber: inconsistente, pensamento aditivo, transição e pensamento multiplicativo. O teste aplicado em relação às estratégias não detectou diferenças significativas nos diferentes tipos de agrupamento, considerando os anos investigados. Conclui-se que o agrupamento explícito não favorece no raciocínio das crianças na resolução de problemas de multiplicação e divisão (partição), de proporção simples de um-para-muitos. No entanto, o fato de ter encontrado uma diferença na resolução dos problemas de divisão por quota de agrupamento explícito, nos estudantes do 2º ano, faz com que se pense na possibilidade de realizar outro estudo mais detalhado, contendo um maior número de problemas e de participantes para de verificar se realmente há diferença, visto que não é possível afirmar a diferença na atual pesquisa. / Research in Psychology of Mathematics Education point out the difficulties that children have in relation to the multiplicative structures. This study had as general objective investigate if and how the explicit grouping can influence in the logic of the students in the resolution of multiplication and division problems (partition and share) of simple proportion from one-to-many. Specifically, we investigated the strategies used by children to solve this class of problems, trying to see if any problems that explicit grouping favored the resolution, but also examine the way in which the child deals with the problems that have the implicit grouping. Therefore, the dissertation is based on Jean Piaget ideas to discuss cognitive development and the construction of concepts, and in the field of Mathematics, Theory of Conceptual Fields by Gérard Vergnaud. Participated in this study 119 children of both sexes, aged between 6 and 11 years old, attend classes 2º grade, 3º grade, 4º grade and 5º grade, of Elementary Education (first years) of public schools from Recife. All the participants were interviewed individually in two sessions, being order to resolve six problems in each session, totalizing 12 problems, involving the idea of explicit grouping and implicit grouping. After the problems application it was make an individual interview, following Piaget clinical methods, which was order that the participant explain the strategy used in the resolution of presented problems. The data were analyzed in function of correct numbers and follow strategies. In general, the results showed no significant differences in explicit grouping problems, when compare with implicit grouping. This maybe happen because there are some limitations found in the search. However, about the participants of 2º grade it was observed a significant difference in share by division problems, the explicit containing group when compared to partitioning problems. But even with this data is not possible to state precisely that type of grouping has favored, since previous research has shown that children tend to have better results in solving problems in the division by quota. About the strategies were analyzed considering the research made by Magina, Santos and Merlini (2010) and by Chagas (2011) and it was found four types of answers, to know: inconsistent, additive thought, transition and multiply thought. The test applied in relation to the strategies did not detect significant differences in the different types of grouping, considering the years investigated. It concluded that the explicit grouping doesn´t influence the children logical in resolution of multiplication and division problems (partition) of simple proportion from one-to-many. However, the fact of having found a significant difference in solving division problems by explicit grouping share, the students of 2º grade, makes you think of the possibility of carrying out a more detailed study, containing a large number of problems and participants to check if there really is a difference, since it is not possible to state the difference in current research.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Education has given much attention to problems involved in grouping boys and girls for instruction. This emphasis is evidenced through the considerable space in professional literature which has hen devoted to this problem. Even so, the matter remains an issue in that considerable disagreement persists. However, there seem to be some general principles that have come to be commonly accepted. The writer, in her position of teaching boys and girls, faces this problem continuously. Thus, she has a keen interest in discovering more effective ways of meeting problems involved in grouping boys and girls for instruction. In order to satisfy this interest the writer has chosen her own school situation as a point of study. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 30-31).