Online courses have increased in enrollments over the past few decades. As the number of students taking online courses have increased, so has the number of students who have dropped or failed an online course. According to the literature, online courses may have higher drop rates than traditional, face-to-face courses. The number of students who fail an online course is, also, of concern. As online courses may continue to grow over the next few decades, studies on persistence in online courses may benefit students, administrators, instructional designers, educators, and researchers. Although previous research studies have addressed persistence in online courses, very few examine it from the perspectives of students who were unsuccessful in their courses. These students may have unique insights about the online experience that may have related to their lack of success. The purpose of this study was to understand the experiences of university students who have failed or dropped an online course through the lenses of transactional distance theory and Kember’s model of dropout in distance education. Transactional distance theory discusses the dialog, structure, and learner autonomy involved in an online course, while, Kember’s model presents categories that may relate to dropping an online course. Together, the theory and model may help in understanding the experiences of students who have dropped or failed an online course. In this study, semi-structured interviews were conducted with 20 participants from a large Southeastern university in the United States. Based on the participants’ responses, the data was sorted and ranked according to the amount of transactional distance in their courses, as well as the categories of Kember’s model. Many of the participants who experienced low or high transactional distance have, also, expressed an issue with the goal commitment category of Kember’s model. Additionally, there were important differences in the student characteristics of those who dropped or failed an online course. Furthermore, suggestions for improving online courses were given by the participants. Some of these suggestions included more student-instructor interactions, the use of more technology tools in their online course, and for orientations to the online environment to be offered.

The purpose of this study was to investigate the relationship between school principals’ self-reported spirituality and their transformational leadership behaviors. The relationship between spirituality and transactional leadership behaviors was also explored. The study used Bass and Avolio’s (1984) Full Range Leadership Model as the theoretical framework conceptualizing transformational leadership. Data were collected using online surveys. Overall, six principals and sixty-nine teachers participated in the study. Principal surveys contained three parts: the Multifactor Leadership Questionnaire (MLQ Form-5X Short), the modified Spirituality Well-Being Scale (SWBS) and demographic information. Teacher surveys included two parts: the MLQ-5X and demographic information. The MLQ-5X was used to identify the degree of principals’ transformational and transactional leadership behaviors. The modified SWBS (Existential Well Being) was used to determine principals’ degree of spirituality. The correlation coefficients for the transformational leadership styles of inspirational motivation and idealized behavioral influence were significantly related to principals’ spirituality. In addition, a multiple regression analysis including the five measures of transformational leadership as predictors suggested that spirituality is positively related to an individual’s transformational leadership behaviors. A multiple regression analysis utilizing a linear combination of all transformational leadership and transactional measures was predictive of spirituality. Finally, it appears that the inspirational motivation measure of transformational leadership accounts for a significant amount of unique variance independent of the other seven transformational and transactional leadership measures in predicting spirituality. Based on the findings from this study, the researcher proposed a modification of Bass and Avolio’s (1985) Full Range Leadership Model. An additional dimension, spirituality, was added to the continuum of leadership styles. The findings from this study imply that principals’ self-reported levels of spirituality was related to their being perceived as displaying transformational leadership behaviors. Principals who identified themselves as “spiritual”, were more likely to be characterized by the transformational leadership style of inspirational motivation.

The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture. The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture. Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade. These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.

More than a decade after becoming a topic of intense research there is no transactional memory hardware nor any examples of software transactional memory use outside the research community. Using software transactional memory in large pieces of software needs copious source code annotations and often means that standard compilers and debuggers can no longer be used. At the same time, overheads associated with software transactional memory fail to motivate programmers to expend the needed effort to use software transactional memory. The only way around the overheads in the case of general unmanaged code is the anticipated availability of hardware support. On the other hand, architects are unwilling to devote power and area budgets in mainstream microprocessors to hardware transactional memory, pointing to transactional memory being a 'niche' programming construct. A deadlock has thus ensued that is blocking transactional memory use and experimentation in the mainstream. This dissertation covers the design and construction of a software transactional memory runtime system called SLE_x86 that can potentially break this deadlock by decoupling transactional memory from programs using it. Unlike most other STM designs, the core design principle is transparency rather than performance. SLE_x86 operates at the level of x86 machine code, thereby becoming immediately applicable to binaries for the popular x86 architecture. The only requirement is that the binary synchronise using known locking constructs or calls such as those in Pthreads or OpenMPlibraries. SLE_x86 provides speculative lock elision (SLE) entirely in software, executing critical sections in the binary using transactional memory. Optionally, the critical sections can also be executed without using transactions by acquiring the protecting lock. The dissertation makes a careful analysis of the impact on performance due to the demands of the x86 memory consistency model and the need to transparently instrument x86 machine code. It shows that both of these problems can be overcome to reach a reasonable level of performance, where transparent software transactional memory can perform better than a lock. SLE_x86 can ensure that programs are ready for transactional memory in any form, without being explicitly written for it.

Background: This thesis explores, in-depth, the experience and sense-making of transactional analyst psychotherapists working with clients who present with Internet addiction (IA). It engages with the therapist’s broad experience and understanding of Internet addiction presentation, therapeutic assessment, ‘diagnosis’ and ‘treatment’ rather than the singular experience, expression, and meaning-making of the individual client. Method: As a counselling psychologist trainee, I was particularly interested in sampling highly experienced therapists, with an extensive range of skills developed through a robust clinical training. Four therapist participants, all professional members of the European Association of Transactional Analysis (EATA), were interviewed using semi-structured, one-to-one interviews and the material was analysed using interpretive phenomenological analysis (IPA). Findings and Discussion: Four higher-order concepts emerged within this study. They concerned: the complexity of IA; aetiological and predisposing factors; functions and features of IA; and treatment factors. Practical and theoretical implications for future research, clinical supervision, treatment, psycho-educational and political programmes are presented. Of the key emergent findings the Internet was understood by participants as a conduit or medium for addiction given a high prevalence of an underlying ‘disorders’. All of the participants believed in the existence of childhood aetiological roots which underpinned comorbidity with IA. Attachment difficulties in childhood would often predispose individuals to develop issues around loneliness, low self-esteem, control, loss and instability, and cognitive dissonance later in life. Participants believed a relationship existed between depression, low self-esteem and escapism as contributing factors. Conclusion: A systematic review of the extant research is proposed, along with quantitative studies to specifically evaluate the strength of this relationship. Further empirical research is particularly recommended to explore how these factors can predispose individuals to developing sub-types of IA, and especially in the context of historic childhood abuse and / or neglect. The complex nature and aetiology of IA can demand a high level of clinical expertise from professionals who would benefit from specific trainings concerning childhood attachment difficulties. Integrating a psychodynamic approach, or being aware of transference processes, could possibly enhance treatment effectiveness, and help safeguard both clients and therapists from counter-therapeutic interventions.

In this thesis, techniques for efficient utilization of modern computer hardwarefor numerical simulation are considered. In particular, we study techniques for improving the performance of computations using the finite element method. One of the main difficulties in finite-element computations is how to perform the assembly of the system matrix efficiently in parallel, due to its complicated memory access pattern. The challenge lies in the fact that many entries of the matrix are being updated concurrently by several parallel threads. We consider transactional memory, an exotic hardware feature for concurrent update of shared variables, and conduct benchmarks on a prototype multicore processor supporting it. Our experiments show that transactions can both simplify programming and provide good performance for concurrent updates of floating point data. Secondly, we study a matrix-free approach to finite-element computation which avoids the matrix assembly. In addition to removing the need to store the system matrix, matrix-free methods are attractive due to their low memory footprint and therefore better match the architecture of modern processors where memory bandwidth is scarce and compute power is abundant. Motivated by this, we consider matrix-free implementations of high-order finite-element methods for execution on graphics processors, which have seen a revolutionary increase in usage for numerical computations during recent years due to their more efficient architecture. In the implementation, we exploit sum-factorization techniques for efficient evaluation of matrix-vector products, mesh coloring and atomic updates for concurrent updates, and a geometric multigrid algorithm for efficient preconditioning of iterative solvers. Our performance studies show that on the GPU, a matrix-free approach is the method of choice for elements of order two and higher, yielding both a significantly faster execution, and allowing for solution of considerably larger problems. Compared to corresponding CPU implementations executed on comparable multicore processors, the GPU implementation is about twice as fast, suggesting that graphics processors are about twice as power efficient as multicores for computations of this kind.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Purpose - The landscape of the world of work as we know has changed dramatically in the last decade. We have complex organizations compounded by multiple generations co-existing in the workplace. This phenomenon brings about different dynamics in organizations, progressive leaders if understood and managed correctly, could potentially capitalize on. The purpose of this paper is to understand the different generations and whether these generations require different leadership styles. The paper furthermore attempts to investigate whether different generations prefer different job resources. Design/Methodology/Approach – This research study uses a quantitative approach to determine whether there are indeed significant differences between the different generations and the leadership style they prefer as well as the job resources they prefer. Findings - Although no statistically significant differences were found between the different generations and their preferences for the specific leadership styles, the descriptive statistics regarding preference for leadership style across the generations, indicated that individuals from all generations indicated a preference for transformational leadership. Regarding preference for job resource dimensions, the results yielded a statistically significant difference in the preference for Advancement in Generation Y. Originality and Value – This research paper sheds further light on the understanding of different generations namely Baby boomers, Generation X and Generation Y. The paper maps out the preferred leadership style and preferred job resources of generations and allows business leaders an enhanced understanding of their employees.

The current study examined the Transformational, Transactional, and Passive/Avoidant Leadership styles as defined by Burns (1978) and Bass (1985) and how they are perceived by subordinates in predicting subordinate Extra Effort, manager Effectiveness, and Satisfaction with management. One hundred fifty IT professionals from AITP, Association of Information Technology Professionals, were administered the Multifactor Leadership Questionnaire 5X-Short form (MLQ 5X-Short). The survey measured all nine full range leadership variables and results were analyzed using multiple regression. Three hypotheses examined the relationship between the subordinate's perception of the leadership style of IT managers and one of three dependent measures: predicting subordinate Extra Effort, manager Effectiveness, and Satisfaction with management. Partial support was found for all three hypotheses. In the first, Transformational Leadership and Passive/Avoidant Leadership, but not Transactional Leadership was able to predict Extra Effort. In the second, Transformational Leadership, Transactional Leadership (via a slightly modified "reversed" form as well as the two subscales individually), and Passive/Avoidant Leadership were able to predict management Effectiveness. In the last, Transformational Leadership, Transactional Leadership (reversed and subscales), were able to predict subordinates' Satisfaction with their leaders. Most findings were consistent with existing literature. In addition, this study also identified several areas of further study.

There were two major goals of this study - to examine validity of scores for the Boholst Life Position Scale and to examine potential associations between life positions and affective traits. Two hundred seventy-seven students enrolled in undergraduate psychology classes at a large university volunteered for the study. Concurrent validity of scores for the life position scale was supported based on two compared instruments. Pearson product-moment correlations for the comparisons were -.765 and .617, both statistically significant at the p < .001 level. Factor analysis demonstrated that the scale could accurately be conceptualized as consisting of two factors - an "I" factor and a "You" factor. MANOVA, ANOVA, multiple linear regression, and canonical correlation analysis were used to examine associations between life positions and the affective traits of angry, sad, glad, social anxiety, loneliness, and satisfaction with life. Subjects were catagorized into four groups representing their life position: "I'm OK, you're OK," "I'm OK, you're not OK," "I'm not OK, you're OK," and "I'm not OK, you're not OK." A MANOVA employing life position as the independent variable with four levels and the six affective traits as the dependent variables demonstrated statistical significance (p < .001 level) and h2 was .505. All six separate ANOVAs, with life position as the independent variable and each separate affective trait as the dependent variable, revealed statistical significance (p < .001) and h2 varied from a high of .396 for the sadness variable to a low of .116 for social anxiety. Six separate multiple linear regression equations using two independent variables, a measure of self-esteem and a measure of the perceived OK-ness of others, and each separate affective trait as the dependent variable, showed statistical significance (p < .001). The average Adjusted R2 was .475. Both canonical correlation functions were statistically significant (Rc12 = .77 and Rc22 = .21). In summary, life positions were strongly associated with specific affective traits.

This qualitative, action research study was guided by two primary research questions. First, how do students negotiate aesthetic, efferent, and critical stances when reading a novel set in Afghanistan? Second, how do aesthetic and efferent stances contribute to or hinder the adoption of a critical stance? A large body of research exists that examines student responses to literature, and much of that research is based on the transactional theory of reading. However, it remains unclear how critical literacy fits into this theory. This study describes how one group of high school students’ aesthetic and efferent responses to a novel set in Afghanistan supported their development of critical stances. Six students enrolled in a ninth-grade English course participated in this study. Data were collected for 13 weeks. Data included two individual interviews with each student, student writing assignments in the form of 6 assigned journal entries and 7 assigned essays, transcriptions of 12 class discussions, field notes, lesson plans, a teacher researcher journal, and research memos. Data were analyzed using the constant comparative method. Three major findings emerged from this study. First, class discussions provided a context for students to adopt stances that were not evident in their individual written responses to the novel, which were completed prior to the discussions. Second, the discussions provided scaffolding that helped several of the students adopt world-efferent and critical stances. Third, both the aesthetic and the efferent stances contributed to students’ adoption of critical stances.