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The aim of this research was to describe the effects of Think-Pair-Share strategies, used during Guided Reading lessons, on reading achievement. Think-Pair-Share is a co-operative teaching strategy that includes three components; time for thinking, time for sharing with a partner and time for each pair to share back to a larger group. The use of Think-Pair-Share unites the cognitive and social aspects of learning, promoting the development of thinking and the construction of knowledge. The strategy lends itself to inclusion within Guided Reading lessons, where the focus is on meaningful discussion around text and promotion of the use of comprehension skills and strategies to foster comprehension. The literature review describes the effectiveness of explicit comprehension strategy instruction within the context of small group discussion. Strategies that foster cooperative learning have been successful in developing interpersonal skills, cognitive skills and metacognitive awareness. There is very little research documenting the effects of the use of the Think-Pair-Share strategy. The study took place in a Year 6 classroom with two intervention groups, each containing six children. One group was reading above their chronological age and the other below. Control groups reading at these levels were also used. Three variations of Think-Pair-Share were utilised during the eight week intervention period; Predict-Pair-Share, Image-Pair-Share and Summarise-Pair-Share, and the research centred on the effects of the intervention on reading comprehension. A quasi-experimental design was employed using a pre-test, post-test format and a mix of quantitative and qualitative measures to ascertain the effects. The results confirmed the positive effects of the strategy on reading achievement, especially for those students reading above their chronological age, although an extended period of intervention may have had more significant effects on those reading below. Positive effects on aspects of oral language use, thinking, metacognitive awareness, and the development of reading comprehension strategies were noted with both of the intervention groups. Results have significance for those concerned with implementing effective literacy practice. They demonstrate the versatility of the Think-Pair-Share strategy as a tool to foster conversation, and one that can be adapted to suit the learning focus and the needs of particular groups of students.

This thesis studies Lamb waves for long-range pipeline inspection. The property of Lamb waves propagation and the sensitivity of defect detection will be evaluated in this thesis. There are two groups of waves propagation in plate, first group of waves are called symmetrical Lamb waves, and the second group are called anti-symmetrical Lamb waves. Furthermore, there are three different mode types exist in hollow cylinder, such as the longitudinal, torsional, and flexural modes. By solving the characteristic equation of the Lamb wave problem, the dispersion character of the Lamb waves can be found. The phase and group velocity for different Lamb modes obtained from the dispersion curve are also studied in this thesis. In the experimental setup, the longitudinal wave is incident at certain incident angles and velocities to generate Lamb waves propagated on the stainless steel plate and carbon steel hollow cylinder. When the longitudinal waves are in the constructive interference in the medium, only one Lamb wave will propagate. As a result, compare with the measured data and theoretical predictions of the group velocities, it is observed that angle beam longitudinal waves offer an accurate and workable method for Lamb waves generation. To evaluate the sensitivity and resolution of the Lamb waves testing, additional experiments for detecting defects are carried out in this thesis. It is found that a single and pure Lamb wave is very useful for detection defects. Moreover, selected the non-dispersive Lamb modes for detection can keep the propagating wave shape without changing; also, only minimum energy is decayed as wave propagated.

Thesis (M.S. in Operations Research)--Naval Postgraduate School, June 2004. / Thesis advisor(s): Javier Salmeron. Includes bibliographical references (p. 77-78). Also available online.

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Thesis (M.Sc.Eng.)-University of KwaZulu-Natal, Durban, 2008.

Thesis (M.S.)--Ohio University, March, 1994. / Title from PDF t.p.

Thesis (M.S. in Operations Research)--Naval Postgraduate School, September 2009. / Thesis Advisor(s): Wood, R. Kevin. "September 2009." Description based on title screen as viewed on 5 November 2009. Author(s) subject terms: Shortest-path algorithm, mine countermeasure warfare, optimal routing. Includes bibliographical references (p. 41). Also available in print.

Thesis (M.S. in Management)--Naval Postgraduate School, December 1990. / Thesis Advisor(s): McCaffrey, Martin J. Second Reader: Doyle, Richard B. "December 1990." Description based on title screen as viewed on March 29, 2010. DTIC Identifier(s): Special Test Equipment, Guided Missiles, Foreign Sourcing, Theses. Author(s) subject terms: Special Test Equipment, Foreign Sourcing. Includes bibliographical references (p. 72-76). Also available in print.