Thesis (M.S. in Management)--Naval Postgraduate School, June 1990. / Thesis Advisor(s): Boger, Dan C. Second Reader: Roberts, Benjamin J. "June 2009." Description based on title screen as viewed on October 19, 2009. DTIC Descriptor(s): Accelerated testing, cycles, emergencies, global, international, marine transportation, marketing, military reserves, patterns, procurement, requirements, ships DTIC Indicator(s): Airlift operations, Sealift operations, Military reserves, Ready reserve force, Market research, International trade, Theses. Author(s) subject terms: Sealift, used ship market. Includes bibliographical references (p. 87-89). Also available in print.

Thesis (Ph.D)--Electrical and Computer Engineering, Georgia Institute of Technology, 2009. / Committee Chair: Begovic, Miroslav; Committee Member: Hampton, Nigel; Committee Member: Harley, Ronald; Committee Member: Michaels, Thomas; Committee Member: Vidakovic, Brani. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Orientador: Tomaz Manubu Hashimoto / Banca: Marcelo dos Santos Pereira / Banca: Cristina de Carvalho Ares Elisei / Resumo: Com os novos desafios impostos pelas condições cada vez mais severas dos poços de petróleo offshore a necessidade de materiais mais modernos e com melhores propriedades mecânicas tem sido um desafio constante. Neste trabalho foi realizada a caracterização mecânica de tubos fabricados a partir de chapas de aço laminadas a quente, seguido de resfriamento acelerado. Os valores reportados são resultados de testes de laboratório aplicados em corpos de prova retirados do metal de base, de solda e da zona termicamente afetada. A utilização destes aços na fabricação de tubos soldados por processo arco-submerso em dois passes, utilizando arcos múltiplos, tem apresentado resultados de tenacidades confiáveis e superiores aos obtidos a partir de chapas laminadas pelo processo de laminação controlada sem resfriamento acelerado, principalmente em espessuras de 16 mm e superiores. Os requisitos do teste de tenacidade especificados pela norma DNV-OS -F101 aplicados em tubos fabricados de acordo com a norma API 5L, são considerados críticos. A criticidade é função dos valores mínimos a serem obtidos e também da freqüência estabelecida para ser aplicada em cada corrida de aço utilizada na produção de cada item de fabricação. Com isso nota-se uma enorme vantagem do uso dos aços com o processo de resfriamento acelerado, visto que os mesmos tiveram uma melhor homogeneidade nos resultados de limite de escoamento, com um ganho significativo no alongamento e apenas uma pequena redução no limite de resistência. O fato de usarem menores teores de carbono, também favoreceu muito a tenacidade no metal de base e ao longo da ZTA, tendo diferenças extremamente significativas de ganho no teste de impacto e CTOD / Abstract: The main of this work is the mechanical properties characterization of pipes made from steel plates produced using hot rolling with accelerated cooling. The values reported are laboratory tests results, applied on samples taken from the base metal, weld and heat affected zone. The use of these steel plates in the manufacture of pipes by submerged arc welding process using multiple arcs has shown toughness and elongation results superior to those obtained by using hot rolled steel plates without accelerated cooling, particularly in thicknesses of 16 mm and higher. The toughness test requirements specified by DNV-OS-F101 applied for pipes manufactured aiming offshore application are considered critical. The criticality is function of the minimum values required set the sampling frequency to be applied in every steel heat used in the production of each product. Because of this the use of accelerated cooling process shows a significant advantage, since it provides a better homogeneity in yield strength results, with a significant gain in elongation and only a small reduction in tensile strength. The use of smaller amounts of carbon also greatly fostered toughness in base metal and along HAZ, with significant improvement in the impact test and CTOD. Results due to these enhanced properties the use of steels with accelerated cooling technology is essential in order to face technological challenges imposed by new requirements of submarines pipelines / Mestre

The main objective of this work is to establish an analytical model to evaluate the rate of corrosion in a horizontal pipe downstream of an orifice under flow-accelerated corrosion (FAC). FAC is a serious issue in nuclear and fossil power plants. In this work, an experimental setup was built to observe the effect of the flow on corrosion inside a tube. The experiments confirmed that the flow inside the tube caused more corrosion. However, accurate experimental data from literature has been selected and correlated by dimensional analysis, the modelling method of repeating variables and the Buckingham Pi theorem. It was found that the Sh number and the relative distance from the orifice are the main dimensionless parameters influencing FAC downstream of an orifice. The maximum value of the FAC rate could be well-predicted for the OR of 0.25, while the location of the maximum FAC rate could be well predicted for the OR of 0.5. The maximum FAC rate occurs between 2D to 4D downstream of the orifice and increases with a decreasing OR. This work could be useful for professionals in industry and researchers in the field and could be the starting point for a new way of evaluating the FAC rate downstream of a flow’s singularity. / Dissertation (MSc)--University of Pretoria, 2017. / Mechanical and Aeronautical Engineering / MSc / Unrestricted

The Student Trajectory Enhancement Program (STEP UP) was launched in 2014 by Hillsborough County Public Schools (HCPS) as a six-week summer program that targeted over-age, retained, potentially under-achieving students completing the sixth grade. The purpose of this study was to conduct a summative evaluation of the effectiveness of the STEP UP program in keeping program participants “on track” for high school graduation and to determine if the intended goals of the program were realized. STEP UP was developed in response to compelling data that there is an unacceptably high number of overage students in middle school in HCPS. STEP UP was intended to decrease the number of potential dropouts in HCPS, with the assumption that a number of students who drop out of high school originate as overage students in the elementary and middle grades. The evaluation focused on students who participated in the initial cohort in the summer of 2014. Data analyzed were students’ attendance, behavior, course performance, and grade point averages—the district’s Key Performance Indicators (KPI’s) serving as the benchmark for determining whether students are “on track” to graduate. Findings of the study suggested that students’ “on-track” performance on individual KPI metrics was significantly higher than the overall “on-track” performance on all Key Performance Indicators as an aggregate. Data reflected that the majority of students in the program were minority (78.74%), designated as Free/Reduced Lunch (91.27%), and classified as ESE and ELL (54.09%). Of the variables studied (ethnicity, gender, ESE status, ELL status, and FRL status), students in poverty and students with profound exceptionalities had the lowest “on-track” performance rates. While there were differences in individual KPI performance rates among ethnic groups, there was little difference among the three largest ethnic subgroups in the data set (Hispanic, white and African-American) when analyzing “on-track” performance rates for all KPI’s together. This study contributes to the school district’s ability to make improvements to the program. In addition, other districts might gain insights to help them determine if a similar program could prove beneficial for their overage, retained students in middle school.

The aim of this study is to investigate the effectiveness of the accelerated development training program by using a pre and post-tests in order determine whether learning transfer actually took place-that is, whether competencies developed. The research focused on the following competencies: action orientation; planning and organising; analysis and problem solving; relationship building; and impact and influence. From the statistical analysis conducted, significant differences were obtained for three competencies: action orientation, problem solving and impact and influence. The results could not be attributed directly to the training programme though as the separation of variables proved problematic. The results are discussed as well as the design of the evaluation being critically reviewed. Recommendations are made to improve the design of the evaluation and direction is given for possible future research. Copyright 2009, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Sehannie, S 2009, An explorative study into the effectiveness of an accelerated development programme within a South African , MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02162012-104824 / > C12/4/204/gm / Dissertation (MCom)--University of Pretoria, 2009. / Human Resource Management / unrestricted

This study discusses five bridges on Utah's I-80 that were replaced in the summer of 2008 using Accelerated Bridge Construction methods. Each superstructure was built offsite and moved into place with the use of Self-Propelled Modular Transporters. The bridges were instrumented and monitored during the moving process to investigate the effects of moving an entire superstructure into place. Collected data was analyzed to find the level of stress each superstructure experienced during lifting, moving, and placement of each bridge. The change in supporting conditions from when the superstructure was built to being transferred onto Self-Propelled Modular Transporters caused significant stress reversals for all the bridges studied. A two-dimensional analysis was done using the dead load of the structure to find the initial stresses in the superstructure when supported on temporary abutments. The measured change in stress due to lifting was compared to calculations. The difference between these two stresses was defined as the lifting stress in the superstructure. Additionally, dynamic stresses incurred due to the bridge moving are determined to be within design tolerance.

The purpose of this study was to examine the effect of the accelerated course learning format on student achievement in developmental English and math courses offered at a rural community college. Due to a rise in the number of underprepared students who enroll in community college, some college officials implemented the accelerated course learning format to allow students to complete developmental coursework in a shorter timeframe. Research on the utilization of the accelerated learning format in developmental education has been conducted in urban areas, and this study provides research and findings from a rural perspective. Historical enrollment data were used to find out if the accelerated course learning format method of instruction increased a student’s developmental course success and college-level persistence. The enrollment of students enrolled in at least 1 developmental English or math course offered in an accelerated or traditional format during the fall 2010 through fall 2015 enrollment period was tracked to evaluate success and persistence. A non-experimental, comparative research design was used to evaluate the relationship between 1 independent variable (method of instruction: traditional or accelerated) and 2 dependent variables (success: grade of A, B, or C and persistence: proceeded to and successfully completed the college level course: English Composition I and College Algebra). The data collected were analyzed using IBM SPSS version 24.0. Descriptive statistics were also used to analyze the data, and Chi Square tests were used to determine how well the experiential distribution of data fits with the distribution that was anticipated with the independent variables. In reviewing the findings, results were consistent for each developmental course, in English and math. Students enrolled in 8-week courses consistently outperformed students enrolled in 16-week courses. Recommendations for future research include a review of students who withdrew and a discussion of demographics to determine if students withdrew because it was too fast. Another recommendation is to evaluate students who repeated courses and changed formats.

This study was conducted to determine if a significant difference existed based on the reading achievement of 3rd grade students as measured by the Mississippi Curriculum Test Reading Scaled Score of those students who utilized the Renaissance Learning’s Accelerated Reader Software Management Program and those who did not participate in the program. The impact of gender and ethnicity on reading achievement and the relationship between the STAR Test for Assessment of Reading and the Mississippi Curriculum Test (MCT) as measures of reading achievement were also studied. The findings indicate students who participated in the Accelerated Reading Program achieved significantly higher reading scores than students who did not participate in the program. Within the Accelerated Reading Group, Caucasians earned significantly higher scores than the African-American/Other group. Female participants scored significantly higher scores than males. There was a strong association between the scores students on the STAR Test for Reading Assessment and the Mississippi Curriculum Test. The findings of this study indicated that gender, ethnicity, and the Accelerated Reading Program impacted MCT scores. There existed a strong association between scores on the Mississippi Curriculum Test and the scores on the STAR Test for Reading Assessment. Conclusions that emerged from the study suggest that Renaissance Learning’s Accelerated Reader software when used in conjunction with the regular reading series seemed to have a positive impact on reading achievement. Recommendations for future research include investigating a possible gender bias in literature that could impact reading achievement and the impact of ethnicity on reading achievement.

The purpose of the study was to determine students’ and faculty members’perceptions of the accelerated nursing programs at two colleges in the Mississippi Delta, Coahoma and Mississippi Delta Community College. The study centered on whether the age, race or gender of the students affected their perceptions of program support, key issues and challenges, and program limitations. The study explored differences in faculty and students’ perceptions of the accelerated nursing program in regards to local support, nursing faculty, most complicated areas of the program (which were clinical and exams), and barriers. A quantitative research design was used for this study. The survey was themethodological framework that was employed in this investigation to collect the data. The participants consisted of 13 faculty members and 33 students of the accelerated nursing program at two community colleges. The procedure to gather data for this study was two surveys developed by the researcher. The data in this study were obtained by using an Independent t-test, ANOVA and descriptive statistics. The following were findings of this study. No significant differences found in students’ perceptions of the accelerated nursing program by age or gender. Significant differences were found in students’ perceptions of the accelerated nursing program by race. The differences found were that Caucasians had a more positive perception than African Americans of salary attracting them to stay and work in the Mississippi Delta. Caucasians also had a more positive perception than African Americans that clinical is the most complicated area of the nursing program. In addition, Caucasians had a more positive perception than African Americans that transportation was a program barrier. Overall, faculty perceptions of the accelerated nursing program varied. Significant differences were found when students; and faculty perceptions were compared. The differences found were that students felt positive about the exams being the most complicated area of the program and the faculty disagreed. The other difference found was that faculty had a negative feeling toward their college lacking financial support from the local area, while students had a positive feeling.