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The objectives of this thesis ~ Present feed production was obtained from published data . Livestock feed requirements were calculated using factors published in Lives tock- Feed Relationships, a publication of the United States Department of Agriculture. The projections of feed requirements to 1980 were made by projecting livestock numbers based on a least squares analysis of past trends. Utilizing the projected numbers permits calculation of t he feed requirements. Feed production in 1980 was obtained by projecting past feed production and by applying least squares analysis to obtain a predicting equation that allows projection to 1980. Separate predictions were made for roughage and feed grains. Utah will have a feed grain deficit totaling about 407,000 tons in 1980. The state will have an estimated roughage surplus ranging from about 250 , 000 tons to 825,000 t ons depending on the base period selected.

The Students' Realizing Educational Potential Program (REP) was implemented in the 1993-94 academic year to reduce dropout rates for ethnic minority students at Utah State University . This program is currently funded by a 5-year grant, pending renewal upon demonstration of its effectiveness. A formative evaluation was conducted to determine whether the REP program has accomplished its goals thus far, using 157 minority students. Two levels of analysis were conducted. In the first level, admission index scores, college grade point averages, and the average number of quarters enrolled were compared among three REP and non-REP cohorts . The REP program did not satisfactorily retain its students in its first cohort, but in subsequent cohorts REP student retention rates surpassed those of non-REP peers. It was also discovered that Utah State University is exhibiting student population trends that run opposite to national and statewide trends by decreasing in minorities and increasing in Caucasian students, especially since 1994. In the second level, responses to a questionnaire were qualitatively compared between REP and non-REP students. The REP group had more students from outside of Cache Valley, more students declaring majors and with junior student ranking, higher financial needs, more extracurricular involvement, and more problems integrating into the local community than the non-REP group. In general, the REP program has assisted students in addressing social and academic needs, and has significantly impacted retention rates in its last 2 years. Recommendations for future program development and evaluations were given.

This study investigated whether psychologists are attempting to distinguish between attention deficit hyperactivity disorder (ADHD) and depression in youth. Findings indicate that, overall, clinicians are conducting comprehensive evaluations and considering ADHD and depression as likely diagnoses. Clinicians were more likely to use self-report depression measures if the client was female or adolescent than if the child was male or school age; however, they were equally likely to incorporate ADHD-related measures with males and females , and 8 year olds and 15 year olds . Clinicians were more likely to consider adolescents than school-age children and females than males to have a mood disorder. Doctoral-level clinicians were more likely to consider a mood disorder and ADHD than master's- level clinicians. Clinicians who had completed a child psychopathology course were more likely to consider ADHD than those who had not completed such a course. The implications of these findings for child-oriented clinicians are discussed.

Spirit of Learning in a general sense is an exploration of the inextricable link between learning, individual personal development and potential. This thesis emphasises the personal/spiritual development of the educator, including the author, within an enhanced, holistic learning context, which is called 'integrated accelerative learning'. The inquiry examines the way individual educators and 'life-long learners' develop their inner selves, by exploring some of their relevant attitudes, values and significant life experiences. The accelerative learning approach is based on a philosophy which includes an expanded view and maximisation of human potential. It incorporates the knowledge of individual learning styles, 'multiple intelligences' and emphasises the development of effective life-long learning strategies. Throughout the thesis the use of the term 'spiritual development' is intended to be interchangeable with 'personal development' and is based on the author's view that the essential self is a spiritual being.An 'educator of integrated acclerative learning'is described as one who is aware of, and to some degree, consciously utilises elements of the paraconscious (beyond the usual conscious level), in order to enhance the teaching/learning process and promote personal development within the learner. The author's thesis is that educators need to examine the essence of themselves behind innovative methods used. The belief is that there is a need to nourish, sustain and grow in accordance with the positive and transformative nature of the philosophy espoused and the methods used. Within the area of personal/spiritual development, many themes have emerged, including the changing role and attitudes of the educator from teacher to facilitator. The theme of integration is a particularly strong one and includes the concept of congruency, encouraging the development of all aspects of ourselves and integrating one's personal and professional lives. In general,the writer has discovered that most of the smaller themes can be identified under three major umbrella themes. These are integration, awareness and human potential, the development and expansion of which can be seen as promoting a sense of interconnectedness and the development of spirituality in general / Masters Thesis

Recently, task-based research motivated by a Vygotskian theoretical perspective has led to studies that demonstrate how the task-as-workplan is interpreted and reshaped by learners in actual performance (Coughlan and Duff, 1994). The ability of learners to set their own ‘tasks’ suggests that researchers need to investigate how individual students react to the tasks they have been asked to perform (Ellis, 2003). To date, there have been very few systematic studies on learner and teacher perceptions in this particular field. Four studies conducted by Kumaravadivelu (1989, 1991), Slimani (1989, 1992), Block (1994, 1996), and Barkhuizhen (1998) have shed light on the learner and teacher perception of classroom events. This study has continued the investigation into how individual students react to the tasks they have been asked to perform. In particular, it has focussed on four potential mismatches between teacher intention and learners’ interpretation of task, previously identified in a study by Kumaravadivelu (2003): instructional, pedagogic, procedural and strategic. The study aimed to look at teacher and learners’ perceptions and therefore a qualitative approach was used to gather information. The study was triangulated on two levels, using a variety of data (data triangulation) and different methods (questionnaires and interviews) to collect the data (methodological triangulation). Sixteen students studying for a Certificate in English at the School of Languages and Social Sciences at Auckland University of Technology were asked to perform a task and then complete a questionnaire which was designed to elicit information regarding the four potential mismatches, between teacher intention and learner interpretation, referred to above. Four pairs of students participated in each of the two tasks. Four students, one from each pair was then interviewed in order to elicit more in-depth information regarding the four mismatches referred to above. The teacher was also interviewed after the task had been completed. The student answers from the questionnaires were compared with the data gathered from the student and teacher interviews. The findings seem to show that two mismatches between teacher intention and learners’ interpretation were evident, namely instructional and pedagogic. There was no clear evidence of a strategic or procedural mismatch. Despite the small sample size, the study seems to show that mismatches are identifiable. Given the importance of perceptual mismatches and the fact that they are part of the practice of everyday teaching, it is important that we try to identify as many mismatches as possible in future research. It is reasonable to assume that the narrower the gap between teacher intention and learner interpretation, the greater the chances of achieving learning and teaching objectives (Kumaravadivelu, 2003).

<p>Alla elever i dagens skola, oberoende av inlärningskapacitet, skall ges likvärdiga möjligheter till progressivitet av befintliga kunskaper i det egna lärandet. Iakttagelser under bland annat VFU indikerade en problematik i enskilda lärares förmåga till att förse samtliga elever med kunskapsmässiga utmaningar. En förbigången elevgrupp utgjordes här av klassens snabba inlärare; elever med hög potential. Syftet med undersökningen har varit att ur ett lärarperspektiv, söka reda på fungerande arbetsmetoder för att nå och tillgodose samtliga elevers kunskapsmässiga behov i undervisningen. För att belysa aspekter, specifika ur yrkesverksamma lärares synvinkel, valdes en kvalitativ intervjumetod av semistrukturerad art för undersökningen. Undersökningens resultat baseras på en sammanställning av den information som erhölls under intervjuerna av fyra medverkande lärare. Resultatets utfall pekar på ett aktivt engagemang i arbetet med en individanpassad undervisning. Här framgår elevantalets påverkan på den individuella undervisningen, samt betydelsen av tillgång på aktuella läromedel, elevinflytande, samt alternativa studiemöjligheter och vikten av att utgå från IUP.</p>

Graduation date: 2003

Tight-binding potential combined with a simulated annealing method is used to study the generalized stacking fault structure and energy of gold. The potential is chosen to fit band structures and total energies from a set of first-principles calculations (Phys. Rev. B54, 4519 (1996)). It is found that the relaxed stacking fault energy (SFE) and anti-SFE are equal to 46 and 102 mJ/m², respectively, and in good agreement with the first principles calculations and experiment. In addition, the potential predicts that the c/a of hcp-like stacking fault structure in Au is slightly smaller than the ideal one. / Singapore-MIT Alliance (SMA)

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