Internet has brought new opportunities for companies to do business with each other. The company should focus on increasing loyalty to achieve customer retention and long-term relationships. Today, customer loyalty is critical for the company to survive on the competitive market, especially in the context of e-commerce. A loyal customer have higher propensity to stay in the relationship, resulting in long-term benefits for both parties such as reduced transaction costs as well as an enhanced competitiveness. Therefore, the purpose of this thesis is to explore the factors that drive customer loyalty in a business-to-business context, in order to facilitate the number of sales on e-commerce platform. To fulfill the purpose of this thesis, the study has sent out a survey to a number of business customers. The investigation shows that a several factors drive a customer to become loyal in a business-to-business context. First, recommendations from others as well as guarantees from third parties are factors driving the customer to become interested in the company to begin with. One key concept that is recurrent in this study is simplicity, both on the e-commerce platform but also outside the platform. Another major driver to become loyalty are the factor about the company keeping the promise given to their customer.

This thesis explores the use of complexity theory in Physics Education Research as a way to examine the issue of student retention (a university’s ability to retain its students). University physics education is viewed through the concepts of nestedness and networked interactions. The work presented in this thesis covers two main aspects from a complexity theory perspective: (1) institutional action to enhance student retention; and, (2) the role of students’ in-course interaction networks. These aspects are used to reframe student retention from a complexity theory perspective, as well as to explore what implications this new perspective affords. The first aspect is addressed by conceptualizing student retention as an emergent phenomenon caused by both agent and component interaction within a complex system. A methodology is developed to illustrate a networked visualization of such a system using contemporary estimation methods. Identified limitations are discussed. To exemplify the use of simulations of complex systems, the networked system created is used to build a simulation of an “ideal” university system as well as a Virtual world for hypothesis-testing. The second aspect is divided into two sections: Firstly, an analysis of processes relating to how students’ in-course networks are created is undertaken. These networks are divided into two relevant components for student retention – the social and the academic. Analysis of these two components of the networks shows that the formation of the networks is not a result of random processes and is thus framed as a function of the core constructs of student retention research – the social and academic systems. Secondly, a case is made that students’ structural positions in the social and academic networks can be related to their grade achievement in the course.

With a number of advantages newly recognized, use of surface-coated nanoparticles is being proposed for various upstream oil applications, such as for Enhanced Oil Recovery or as nanosensors. The first requirement for many of these applications is the ability to transport the nanoparticles a desired distance from the injection well. It means the particles should exhibit little retention in sedimentary rocks and minimal formation damage. Also, a certain amount of particles should adsorb at target locations such as water/oil interfaces for response measurement, if they are used as nanosensors. Three kinds of nanoparticle dispersions are tested for coreflood experiment in sedimentary rock cores: silica nanoparticles, commercial iron-oxide nanoparticles, and in-house synthesized paramagnetic nanoparticles. The quantitative retention measurements from corefloods offer insight into the mechanisms for nanoparticle transport in various sedimentary rocks (Boise sandstone, layered-Berea sandstone and Texas Cream limestone), and also with and without oil in the core. The coreflood experiments helped to develop a procedure to identify efficiently a surface coating to a given nanoparticle, that will allow both long-term dispersion stability and long-distance transportability in a given reservoir rock. To achieve this objective, seventy-six coreflood experiments were conducted to investigate transport of nanoparticles at rock grain surface and at water/oil interface. The parameters analyzed in this dissertation are: dialysis of the nanoparticle dispersion; cross-linking of polymer on coating; hydrophobicity/hydrophilicity of surface coating; oil type; nanocluster size; flow velocity; pH; ionic strength; rock lithology; and injected nanoparticle concentration. Our results show that surface coating, ionic strength, and specific surface/interfacial area were dominant factors for nanoparticle retention at rock grain surface and water/oil interface. Nanoparticle retention concentration (adsorption density) at rock grain surface decreases with decrease in nanocluster size and increase in flow velocity. Some retained nanoparticles can be recovered by increasing flow velocity or decreasing ionic strength. It indicates that the nanoparticle retention at the rock grain surface is unlike the generally irreversible adsorption of surfactant or polymer molecules. Ionic strength affects both reversible and irreversible adsorption of nanoparticles at rock grain surface; in these corefloods the irreversible retention is mainly due to the instability of nanoparticle dispersion and subsequent aggregation under high salinity conditions. The nanoparticle synthesis method, whether dialyzed or not, and cross-linking of coating polymer, all have significant impact on dispersion stability, especially for aqueous dispersion with high ionic strength. Nanoparticle adsorption at water/oil interface can be increased by increasing hydrophobicity of surface coating, or to a certain extent by increasing ionic strength of dispersion. / text

Current literature on Latino college student retention and attrition suggests that Latinos as a whole are becoming more successful at gaining admission to institutions of higher education. However, there is a need for support, guidance, and mentorship in order to ensure success once admitted. This study sought to test the effectiveness of a brief intervention for first year Latina/o undergraduate students at UT Austin, a predominantly White university. Sixty-nine participants were randomized into two groups, an experimental group (Educational Capital Guide Group) (n = 34) and a control group (n = 35). The intervention was based on Bourdieu’s Social Capital Theory and was designed to facilitate adjustment to college for Latinas/os. The two forms of Bourdieu’s capital addressed in this study were: the embodied state (i.e., knowledge individuals acquire via social membership), and the objectified state (i.e., physical resources accessible to an individual). Effects of the intervention were measured by observing changes in five outcome variables (i.e., academic worry, academic self-efficacy, anxiety, depression, and perceived university environment) from pre- to post-intervention for each group, as well as a comparison of GPA and novel on-campus resource use. Changes in outcome variables across college generation status for intervention participants were also assessed. Results indicated a statistically significant difference in perceptions of the university environment between experimental groups from pre- to post-intervention, but on no other outcome variables. Participants in the intervention group marginally outperformed control participants in end-of-semester GPA by the completion of their first semester. Similarly, participants in the intervention group used slightly more novel on-campus resources at posttest. Among intervention participants, although second generation college students reported statistically greater anxiety at both assessment periods, no between-group differences were found in responses to the intervention. Cultural and demographic variables that were found to be predictive of outcome variables, as well as a description of participant responses to their first semester at UT are discussed. The findings of this study offer implications for future intervention studies using social capital with Latinos as well as practices that should be addressed on an institutional level to support ethnic minority students’ success in higher education. / text

Child welfare agencies are considered some of the most stressful places of employment. This stress is related to several factors: (a) the myriad forms of child maltreatment that employees must deal with on a consistent basis, (b) high caseloads, and (c) the organizational climate of most child welfare agencies. Working in child welfare involves seeing battered, beaten, bruised, burned, and neglected children on a daily basis and sometimes experiencing the death of a child as a result of abuse or abuse-related conditions. Because of the stressors inherent in child welfare agencies, retention of employees has become an increasing issue throughout the United States. A review of the literature determined that most studies involving child welfare retention focused on the reasons that employees leave the agency. These studies found that child welfare employees' reasons for terminating their employment included excessive caseloads, lack of supervisor support, job dissatisfaction, and a negative organizational climate. This dissertation explored the reasons that child welfare employees, specifically supervisors, remain employed in child welfare agencies from a strengths perspective. A qualitative study was conducted with 50 child welfare supervisors to determine whether their ability to remain with the agency was related to resilient characteristics. Results of the study indicate that the possession of a personal mission or calling, support systems, and coping skills are among the primary factors that allow supervisors to achieve employment longevity. These and additional findings are discussed in detail as well as implications for child welfare, social work practice, and social work education. / text

This dissertation examines factors that are associated with college outcomes (i.e., college GPA, persistence, and academic probation) for a migrant Latina/o college student population participating in the federally funded College Assistance Migrant Program (CAMP). The study also examines the impact of CAMP services on college outcomes and socio-cognitive perceptions (i.e., college academic self-efficacy, academic resilience, and school connectedness). Further, the study compared participant's level of involvement in the CAMP program across universities and qualitatively examined students' open-ended responses on how the CAMP program is useful and how it can be improved. Participants were 245 CAMP participants from four universities including: Northeastern University, Central State University, Pacific Northwest University, and Southwestern University. High school achievement and academic resilience were significant positive predictors of college GPA. Living on-campus was a negative predictor. Financial aid in the form of loans, having family responsibilities, and working full-time off campus were negative predictors of persistence, while involvement in CAMP's personal and academic counseling services was a positive predictor. Higher levels of academic self-efficacy, academic resilience, and CAMP's academic and financial assistance predicted being less likely to obtain academic probation status. Student's open ended responses revealed CAMP services helped students to: integrate socially into the university system, become more resilient when facing academic, personal, and cultural barriers, navigate the higher education landscape, and provided students with financial assistance. However, students also reported that the program could be improved. Implications for practice are discussed.

Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher retention and related teacher belief systems. This study examined the beliefs of a particular subset of teachers - teachers who have stayed in the profession in their first 3-5 years (N = 67). It explored if and how initial and current beliefs about students buffer the challenges teachers face in their entry years in the profession, if these beliefs change across time, and if these beliefs vary across grade level and school-level socioeconomic setting (SES). This study also examined a subset of teachers (n = 21) to explore how preservice teacher and classroom observation data can inform teachers’ beliefs about student learning in their first years of teaching. Results indicated that teachers’ beliefs about students become more integrated across time and demonstrate growth in expertise in teachers’ beliefs about students. Also, teachers held more positive perceptions of students over time in addition to a greater emphasis on the importance of preparation, completion, trying another way when you struggle, finishing strong, and having a plan when you are done. Grade level differences in beliefs existed in the first year, but disappeared across time. Further, no significant differences in beliefs about students across school-level SES were present as teachers entered the classroom and did not change as they adapted to these settings. The positive and more coherent beliefs that teachers held in their third, fourth, and fifth year of teaching (as compared to their first) suggest that these beliefs help them cope in their first five years in the profession.

The Christmas tree and greenery trade is a multi-million dollar industry in Atlantic Canada. Christmas trees grown in Nova Scotia are shipped internationally especially, to the United States. This thesis was set out to answer the over-arching hypothesis: pre- and post- harvest needle nutrient content influences post-harvest needle retention. Through a series of experiments it was shown that the pre-harvest needle P, Ca, Mg, Mn, Zn and B contents do not appear to be directly linked to post-harvest needle retention. Alternatively, the pre-harvest needle N, K, Cu and Fe contents significantly, but negatively influenced post-harvest needle retention. By maintaining needle N, K, Cu and Fe concentrations below 1.5 %, 0.55 %, 3.7 ppm and 35 ppm, respectively may extend needle retention in balsam fir. Xylem-fed nutrients negatively influenced needle retention. As well, foliar applications of calcium and zinc citrate did not promote needle retention at the concentrations used.

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OBJECTIVES: (1) Compare the relapse of corrected deep bites in three groups of patients separated by facial type (2) Determine the associations of various parameters influencing deep bite relapse. METHODS: 60 patients treated at the University of Washington were included, all with initial overbites >50%. Patients were grouped according to initial Y-axis, MPA, and LFH values. Data was collected from casts and cephalometric radiographs at three time points: pre-treatment, post-treatment, and ten years post-retention. RESULTS: Dolicocephalic subjects showed the least amount of deep bite relapse (0.1 ± 1.1 mm), while brachycephalic (1.2 ± 0.9 mm) and mesocephalic (1.4 ± 1.3 mm) subjects experienced significant relapse (p < 0.05). Intergroup comparisons revealed that the brachycephalic group had significantly more post-retention change in overbite, N-ANS, interincisal angle, and L1-MP than the dolicocephalic group (p<0.05). CONCLUSIONS: Orthodontists should consider overcorrection of overbite in brachycephalic and mesocephalic patients presenting with overbites >50%.