Some of the analytical models of the helicopter-load system developed in this work should be helpful in further analyzing the motion of such a configuration. It is recommended that subsequent studies should examine the following aspects of the motion of the vehicle-load system. Considering the dynamics and aerodynamics of the load modeled appropriately as a rigid body, the effect of aerodynamic instabilities of the load on the motion of the configuration should be determined. An analysis of the dynamic stability of such a system in forward flight, in a turbulent atmosphere, is suggested. Configurations in which the load is suspended by multiple tethers should be examined, using better models than in the past, to determine the merits of such suspension schemes. / Ph. D.

In Part I the Maximum Likelihood/Entropy (ML/E) method of estimation of the cell probabilities for multinomial and contingency table problems is derived and discussed. This method is a generalization of the Maximum Likelihood estimator to situations when small probabilities are to be estimated and the standard Maximum Likelihood estimator is inadequate. In addition when no sample exists the technique gives meaningful results by reducing to the method of Maximum Entropy. The ML/E method is based on assuming an entropy prior on the cell probabilities and closely resembles the Pseudo-Bayes methods of Good, Fienberg, and Holland in which Dirichlet priors are assumed. Methods for calculating the ML/E estimates for varying circumstances including multidimensional tables are presented. Comparisons with other estimation methods are made and recommendations for selection of the more appropriate method in particular situations are given. In Part II we consider the Kolmogorov-Smirnov one-sample statistic. Various methods for calculating the Kolmogorov-Smirnov one-sample statistics have been developed in the literature. A transformation of an approximation method is here derived and some of its properties discussed. The main value of the new formulae is to obtain better convenient approximations in the lower tail than have been possible using other methods. The formulae are related to the theta functions. The relationships between various methods are given, as well as recommendations for each method of a usable range of the independent variable. An analysis is made-of the errors obtained by use of the approximation. / Ph. D.

The objective of my research was to evaluate the synthetic pyrethroid permethrin (Ectibantm permethrin, ICI, Americas, Inc.) (Fig. 1) as a potential treatment in the integrated control of synanthropic flies in poultry houses. I used a variety of application techniques including feed additive, direct topical application to manure for larval control, and residual sprays for adult control. In addition to investigating the effects of the pyrethroid on the house fly, I determined its effect on selected nontarget parasites and predators which may occur in chicken houses. The goal of the research is potent insecticide compatible with an integrated control approach for synanthropic flies. / Ph. D.

The problem for this study was to determine the agricultural mechanics tasks taught in the Horticulture Option and/or executed in the management of horticultural tools, equipment, and facilities by teachers of horticulture in Virginia. The study also sought to determine if relationships existed between the number of tasks performed and the following teacher variables: 1. years of vocational agriculture teaching experience; 2. types of agricultural experience possessed; 3. pre-service areas of specialization in agricultural education; 4. sex; and 5. occupational areas of teaching emphasis in horticulture. A list of agricultural mechanics tasks performed by teachers of horticulture was compiled from previous research, evaluated by a panel of experts, and pilot tested with five teachers of horticulture in North Carolina. The final 165 agricultural mechanics tasks were assigned to seven agricultural mechanics subject matter areas and arranged into questionnaire form. Task inventories were administered to the 49 teachers of horticulture in Virginia and 47 usable responses were received. Each respondent in the survey checked the tasks they performed and rated the relative amount of time they spent performing each task. Teachers added tasks they performed which were not included in the inventory. Reliability estimates for the seven agricultural mechanics subject matter areas were determined using Cronback's coefficient alpha. The reliability of the teachers' responses to the relative amount of time they spent performing the tasks in each agricultural mechanics subject matter area was: (1) .905 for construction and maintenance, (2) .937 for electricity, (3) .950 for horticultural equipment, (4) .909 for mechanics laboratory management, (5) .965 for power units, (6) .883 for soil and water, and (7) .856 for structures and environment. The findings revealed that all 165 agricultural mechanics tasks were being performed by teachers of horticulture in Virginia; however, no task was performed by 100 percent of the teachers nor did any teacher perform all 165 tasks. Mean time-spent values, ranging from 2.049 to 3.762, were calculated for the 79 agricultural mechanics tasks which were performed by more than 40 percent of the teachers of horticulture. Correlations between number of agricultural mechanics tasks performed and the teachers' years of teaching experience, occupational experience in farming, and pre-service specialization in agricultural production were significant at the .01 probability level. Correlations between the number of agricultural mechanics tasks performed in the "horticultural equipment" subject matter area and the occupational areas of landscape management and turf management were also significant at the .01 probability level. It was recommended that the findings of this study be used to improve agricultural mechanics instruction for prospective teachers of horticulture and to identify possible topics for in-service workshops and development of relevant instructional materials. Further study involving horticultural business managers was recommended to determine the agricultural mechanics tasks needed for entry-level employment in horticultural occupations. Another study involving local vocational directors and principals was recommended to determine the agricultural mechanics tasks teachers of horticulture are expected to perform in the management and maintenance of horticultural tools, equipment, and facilities. / Ed. D.

The purpose of this study was to develop and implement a kindergarten program that would acquaint children with activities and organizational patterns used in an open-classroom first grade. To accomplish such a program, the Oh We Learn (OWL) kindergarten curriculum model, which utilizes free-choice centers for emotional and social development and prescriptive centers for structured academic readiness activities preparing children for the transition and success in first grade, was developed. The Shawsville Elementary School, Shawsville, Virginia, was chosen as the site to implement the OWL model, while the Riner Elementary School, Riner, Virginia, which used a traditional curriculum, was chosen as a comparison kindergarten. Ten demographic variables were used to establish the population and to serve as factors influencing readiness. They were: 1. Sex. 2. Age. 3. Absences. 4. Parent participation in the kindergarten. 5. Father's education. 6. Mother's education. 7. Socio economic status. 8. Home environment. 9. Child's sociability. 10. Siblings. In the fall, spring, and first grade, verbal and performance abilities in both kindergartens were measured by subtests of the Form A of the Metropolitan Readiness Tests (MRT, Hildreth, et al, 1969). The Boehm Test of Basic Concepts (Boehm, 1971) and the Slosson Intelligence Test for Children and Adults (Slosson, 1971) were also used to gather comparison data in both kindergartens. Additional data collected on the Shawsville kindergarten included the scores of the Wechsler Intelligence Scale for Children (Wechsler, 1958), the Comprehensive Mathematics Inventory (Rea and Reys, 1970), and the Metropolitan Achievement Tests (MAT, Durost, 1971). Summated scores for the Shawsville and Riner kindergartens were used as a primary basis for analysis. Means of summated scores for the 10 demographic variables and the subtests of the six instruments were analyzed for each kindergarten. Factor analysis was used to determine the underlying factors affecting achievement. Pertinent findings from this study include the following: 1. Very little difference appeared between the Shawsville demographic variables and the Riner demographic variables. 2. In the fall the verbal abilities of the Riner and the Shawsville children were basically the same, with Shawsville scoring higher in word meaning and listening. 3. In the fall the performance scores of the Riner children were higher in every area. 4. In comparing the spring MRT of the Riner children with that of the Shawsville kindergarten, the Shawsville kindergarten scored higher in every area except word meaning. 5. The Riner children had a higher score on the MRT in first grade than they did in the spring testing. This was explained by the changing of many of the low SES children to another school district. 6. In comparing the first grade MRT scores, the Shawsville kindergarten scored higher in alphabet, matching, and copying. The Riner kindergarten scored higher on word meaning, listening, and numbers. This was in spite of the change in school population and the expected decline of achievement over the summer. 7. In the Riner kindergarten the mother's education and the home environment loaded the achievement factor. 8. In the Shawsville kindergarten the use of the OWL model seemed to overcome the influences of the home environment and the mother's education on achievement. 9. According to national norms, the fall MRT test scores showed the Shawsville kindergarten to rank in the low normal range and the Riner children in the average range. 10. According to national norms, the spring MRT test scores showed the Shawsville kindergarten to rank in the high normal range and the Riner children in the average range. 11. According to national norms, the first grade MRT test scores showed the Shawsville kindergarten to rank in the average range and the Riner children in the high normal range. This was explained by the altered division of the school district. 12. In comparing the MAT scores of the Shawsville kindergarten with national norms, all the scores ranked in the average normal range, with word knowledge being the lowest and total reading being the highest. 13. The OWL model seemed to overcome home environment influences better than did a traditional model. 14. The results of this study lead to the conclusion that the OWL model did prepare the Shawsville children for first grade experiences and that their achievement would be at least as good as those children who participated in a traditional kindergarten program. / Ed. D.

This work investigates three main topics. The first of these is the development and comparison of time integration schemes on two-dimensional unstructured meshes. Both explicit and implicit solution algorithms for the two-dimensional Euler equations on unstructured grids are presented. Cell-centered and cell-vertex finite volume upwind schemes utilizing Roe’s approximate Riemann solver are developed. For the cell-vertex scheme, a four stage Runge-Kutta time integration with and without implicit residual averaging, a point Jacobi method, a symmetric point Gauss-Seidel method, and two methods utilizing preconditioned sparse matrix solvers are investigated. For the cell-centered scheme, a Runge-Kutta scheme, an implicit tridiagonal relaxation scheme modeled after line Gauss-Seidel, a fully implicit LU decomposition, and a hybrid scheme utilizing both Runge-Kutta and LU methods are presented. A reverse Cuthill-McKee renumbering scheme is employed for the direct solver in order to decrease CPU time by reducing the fill of the Jacobian matrix. Comparisons are made for both first-order and higher-order accurate solutions using several different time integration algorithms. Higher-order accuracy is achieved by using multi-dimensional monotone linear reconstruction procedures. Results for flow over a transonic circular arc are compared for the various time integration methods. The second topic involves an interactive adaptive remeshing algorithm. The interactive adaptive remeshing algorithm utilizing a frontal grid generator is compared to a single grid calculation. Several device dependent interactive graphics interfaces have been developed along with a device independent DI-3000 interface which can be employed on any computer that has the supporting software including the Cray-2 supercomputers Voyager and Navier. Solutions for two-dimensional, inviscid flow over a transonic circular arc and a Mach 3.0 internal flow with an area change are examined. The final topic examined in this work is the capabilities developed for a structured three-dimensional code called GASP. The capabilities include: generalized chemistry and thermodynamic modeling, space marching, memory management through the use of binary C Input/Ouput, and algebraic and two-equation eddy viscosity turbulence modeling. Results are given for a Mach 1.7 three-dimensional analytic forebody, a Mach 1.38 axisymmetric nozzle with hydrogen-air combustion, a Mach 14.1 15° ramp, and Mach 0.3 viscous flow over a flat plate. The incorporation of these capabilities and the two-dimensional unstructured time integration schemes into a three-dimensional unstructured solver is also discussed. / Ph. D.

This dissertation examines the American system of public education by focusing on the institution which surrounds its provision. Structural aspects of State Departments of Education (SDEs) receive the major emphasis in an effort to ascertain the relationship between structural organization and the output of public education in the fifty states. Three features of the SDEs' structure--method of selecting its members, hierarchy of divisions within the bureaucracy, and the degree of state centralization of financing--form a classification mechanism which describes the expected degree of power held by the SDE in controlling the provision of public education. Models portraying local school districts demonstrate the theoretical consequences of various structures of SDEs in affecting the localities' provision of education. Approaching the analysis of SDE structure from a bureaucratic perspective, a motivation on the part of bureaucrats to develop a more powerful agency emerges. The motivation lies in the monopolistic gains accruing to SDE members as a result of their ability to secure bureaucratic goals of expanded budgets and greater prestige. Four states are examined in order to test the hypothesized relationship between SDE structure and the provision of public education. After the state case studies, implications of the models are tested in a more general, yet more inclusive, manner. The implications tested concern the spending patterns of different structured SDEs, the degree of standardization requirements imposed on the localities of a state, and the effect of SDE structure on consolidation of school districts. In all tests, the conclusions support the central hypothesis of a relationship between the organization of SDEs and the system of public education in a state. / Ph. D.

The primary purpose of the investigation was to determine the status of word processing centers within the Urban Corridor of Virginia. The problem was an identification of the factors in the word processing conversion process and of the typing and nontyping tasks performed and the employment tests administered in the word processing centers. Participants in the study were 19 organizations with word processing centers. Nineteen supervisors, 17 correspondence secretaries, and 2 administrative secretaries were interviewed. To obtain the needed data, the Word Processing Interview Guide was developed by the investigator and validated by a jury panel. In the analysis of the data, frequency distributions and percentages of the responses were calculated. To determine the extent of the difference of the job tasks performed by word processing supervisors and secretaries, the Chi-square statistic was computed. In addition to the statistical analysis, 19 case studies were developed. The following conclusions were derived from the results of the study: 1. Most participating organizations converted to a word processing system because of their desire to improve the quality and quantity of correspondence in their office. 2. In most organizations, the decision to convert to a word processing system was made by upper-level management. 3. As a technique employed in the conversion process, most organizations procured the assistance of a word processing sales representative. 4. Reluctance on the part of personnel to accept the word processing concept was the major problem encountered in making the transition to word processing. 5. Most organizations preferred the five-minute straight-copy typewriting test as a method for determining the typewriting speed for secretaries entering word processing work. 6. The minimum straight-copy typewriting rate required by most organizations was 50 words a minute. 7. Clerical skills in basic math, English grammar, filing, proofreading,and spelling were generally not part of the pre-evaluation of word processing applicants. 8. Most word processing employers did not consider previous office work experience a hiring requirement for word processing positions. 9. The ability to take shorthand dictation was not a requirement for secretarial employment in any of the participating word processing centers. 10. Previous experience in the use of a Selectric typewriter and of a dictation machine was not considered an essential qualification for word processing positions by most word processing employers. 11. Most of the automatic typewriters and dictation units installed in the participating word processing centers were manufactured by International Business Machines Corporation. 12. On-the-job instruction in the operation of equipment was provided by most word processing employers. 13. Some method of measuring correspondence secretaries' typing tasks was used by most of the organizations. The most frequently used method of measurement was the number of lines produced. 14. There appeared to be some overlap in the nontyping job tasks performed by supervisors and correspondence secretaries. Although supervisors were responsible for most nontyping activities, correspondence secretaries also performed some nontyping tasks. 15. There appeared to be some overlap in the typing job tasks performed by supervisors and correspondence secretaries. Although correspondence secretaries principally performed typing tasks, supervisors also engaged in some typing activities. 16. The majority of word processing centers had not adopted the administrative support function. / Ed. D.

The communism unit recommended to Virginia school divisions in 1964 was a part of a major curriculum project sponsored by the State Department of Education and developed over a five-year period of time. In addition to advocating the seven-week unit of study about communism, the government project focused attention on the free enterprise system and modified the traditional structure of the government course. Between 1959 and 1964, the Virginia State Department of Education produced two outline guides and a comprehensive instructional guide to assist teachers in the reorganization of the course. The government project officially began in the summer of 1959 when the State Board of Education requested the State Department of Education to develop an instructional unit on the free enterprise system. Davis Y. Paschall, Superintendent of Public Instruction, appointed a committee, consisting of a local school district director of instruction and secondary teachers of government and economics, to work with the staff of the State Department of Education in developing the unit. The committee, known as the Teacher Committee, decided that the unit should be included in the twelfth-grade government course and that an outline for the entire course should be prepared. Paschall also appointed a committee, consisting of representatives of business, industry, law, government, and education, to review the work of the staff and the Teacher Committee. The staff, with the assistance of these two committees, developed the outline guide, "Virginia and U. S. Government." The State Board of Education distributed the guide to schools in September, 1960, approximately one year after the initial request had been made concerning economic education. The second phase of the government project began in April, 1961, when the State Board of Education directed the State Department of Education to develop an instructional unit to assist teachers in developing units about communism. The department had received requests for the curriculum to include more instruction about communism, and the first guide had placed little emphasis on it. Both of the committees involved in developing the first outline guide assisted the staff of the department with the second guide. In May, 1961, the State Department of Education issued the second guide, Communism in Contrast With the Principles of American Freedom, to be used in conjunction with the first guide, "Virginia and U. S. Government." During the time of the development of the first two guides, the Commission on Constitutional Government assisted the State Department of Education in the government project. The commission, created by the General Assembly to promote states' rights, offered its assistance to the State Department of Education in promoting the study of constitutional government. As a result of this offer, the department involved the commission in the government project. In the summers of 1960 and 1961, the commission funded the teacher institutes offered by the department to acquaint teachers with the guide, "Virginia and U. S. Government." In 1961, the Commission on Constitutional Government unsuccessfully attempted to produce a manual about communism for student use. When this project was terminated, the commission continued assisting the department by reviewing, recommending, and purchasing books to be used with the second outline guide, Communism in Contrast With the Principles of American Freedom. Beginning in the spring of 1963, staff members of the State Department of Education, assisted by an expanded Teacher Committee and the Review Committee, began work on the final product of the government curriculum project. The third guide, An Instructional Guide for Virginia and United States Government, was a comprehensive instructional guide and an expansion of the two earlier guides. The first two guides provided only brief content outlines while the third guide included an outline for the course, an analysis of recommended content, and an extensive bibliography. A major focus of the third guide was Unit V, “Totalitarianism” in Contrast With the Principles of American Freedom," which provided content for an in-depth study of communism. The guide also provided for detailed study of the American economic system. In November, 1964, the State Board of Education published the third guide and distributed it to local school divisions. Teachers began using the guide in the 1964-1965 school year, five years after the initiation of the government project. / Ed. D.

The major purpose of the study was to describe the presidents of the Eastern Seaboard public and private community-junior colleges in terms of their social, geographical and occupational origins, educational preparation, career patterns, non-professional lives, and their feelings about the presidency. A second purpose was to compare the characteristics of: a. public and private male two year college presidents; b. male and female two year college presidents; c. two year and four year college and university presidents; and d. two year college presidents and business executives. The population for the study included 282 presidents of community-junior colleges in the Eastern Seaboard states. The principal means of data collection was a questionnaire. The total number of questionnaires returned was 232 (82 percent), of which 204 (72 percent) were usable for the analysis. The community-junior college presidents were predominantly white males, married, from urban middle class families and had an above average education. Their paternal grandfathers were farmers or professional men and their fathers were business or professional men. Most presidents had earned an Ed.D. degree from a public college or university. Nearly all began their careers in education, assumed office at age 44, were presently 51, and their average tenure in office was 7 years. The presidents were deans immediately prior to reaching the presidency and were selected from outside the college. The presidents were active sports participants and spectators, read numerous magazines, newspapers, professional and nonprofessional books, were members of numerous civic groups, and thought they managed well family commitment and professional career. The major consideration of the presidents before making a position change was for the new position to be a challenging opportunity. The presidents felt the most relevant strengths for the future were: executive and administrative abilities, business and financial expertise, public relations and political sensitivity, collective bargaining skills, and research and teaching abilities. The public and private male community-junior college presidents were similar: however, the private male college president came from smaller population areas, earned a Ph.D., rather than an Ed.D., were slightly older, emphasized business and financial knowledge as an essential for future presidents, and placed a greater emphasis on fund raising activities than the public president. The parents of private college presidents were better educated than public college presidents parents. The female two year college presidents were like the male private two year college presidents; however, they differed from the male public college presidents in that the female college presidents' parents received more formal education than the male college presidents; fewer female college presidents were married and fewer had earned a doctorate. The females assumed office at an older age, were chosen from within the institution and placed greater emphasis on expertise in business and finance. The two year college presidents approximated the college and university presidents in terms of social, occupational and geographical origins, educational preparation, and career patterns. The only major differences between the two year and four year college and university presidents were that the two year college presidents had earned an Ed.D., rather than a Ph.D., and the two year college presidents were younger when they assumed office, younger at the time of this study, and had a shorter tenure in office than the senior institution presidents. The two year college presidents were different from the top business executives in that the college presidents came from families of a lower financial and social status, but the presidents' families were better educated. The college presidents had received more education, were younger, had been associated with their present institution fewer years, and were selected from outside the institution. / Ed. D.