The Knapsack Problems are among the simplest integer programs which are NP-hard. Problems in this class are typically concerned with selecting from a set of given items, each with a specified weight and value, a subset of items whose weight sum does not exceed a prescribed capacity and whose value is maximum. The specific problem that arises depends on the number of knapsacks (single or multiple) to be filled and on the number of available items of each type (bounded or unbounded). The classical 0-1Knapsack Problem arises when there is one knapsack and one item of each type.Knapsack Problems have been intensively studied over the past forty years because of their direct application to problems arising in industry (for example, cargo loading, cutting stock, and budget control) and also for their contribution to the solution methods for integer programming problems.Several exact algorithms based on branch and bound and dynamic programming have been proposed to solve the Knapsack Problems. For some types of data instances, very efficient algorithms have been found. However, a number of hard knapsack instances have been identified. For example, subset sum and strongly correlated data types. This has motivated some researchers to develop specialized algorithms for particular hard problems.This thesis considers a number of hard Knapsack Problems with a single constraint. A number of specialized algorithms are developed. Our work focuses on some hard instances of the 0-1Knapsack Problem, the Bounded Knapsack Problem, the Unbounded Knapsack Problem and the Change-Making Problem.Chapter 1 provides the background of the Knapsack Problem including some important Knapsack Problems and standard types of data instances, terminology, and a summary of our work. Chapter 2 gives a review of the applications and the solution methods that have been proposed. The remaining chapters ++ / present the details of our specialized algorithms.Chapter 3 proposes algorithms for the hard 0-1Knapsack Problems instances of subset sum, strongly correlated, and inverse strongly correlated. The algorithms for the Bounded Knapsack Problem instances of strongly correlated and subset sum are also presented. Extensive computational results show that our algorithms are able to solve large problems of size up to one million variables in less than 7 seconds.Chapter 4 proposes algorithms for some hard Unbounded Knapsack Problems. Two algorithms one for the Unbounded Strongly Correlated Knapsack Problem (algorithm CKU1) and one for the Unbounded Subset Sum Problem (algorithm CKU2) are presented. Extensive computational results establish that our two algorithms are able to solve large problems with up to one million variables in less than 0.3 second.Finally, Chapter 5 proposes exact algorithms for the Change-Making Problem. The problem is a particular type of single Knapsack Problems. This chapter proposes two exact algorithms: algorithm CKUC for the Unbounded Change-Making Problem (UCMP) and algorithm CKBC for the Bounded Change-Making Problem (BCMP). The algorithms can solve large-sized problems, when the item types are generated in small ranges, in less than 51 milliseconds for UCMP and less than 3.5 seconds for BCMP.

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Thesis (Ph. D.)--University of Pennsylvania, 1909.

Thesis--Columbia University, 1906.

Thesis (Ph. D.)--University of Pennsylvania, 1909.

UNDERSTANDING CLAIMS-MAKING ACTIVITIES ABOUT SOCIAL PROBLEMS: THE CASE OF HOMELESSNESS IN CANADA. Liberal Democracy proposes to combine the best of all worlds; individual freedom, economic growth, equal opportunity to achieve wealth, health and happiness. In Canada, we have experienced this liberal democracy for many decades and have witnessed the growth of the modern welfare state. Increases in prosperity and growth have been tremendous, yet we are still faced with the stark reality of poverty and the huge discrepancy between rich and poor. Nowhere is this more clearly illustrated than in the housing sector. Homelessness, the ultimate housing inequality, has not been eradicated. Instead, it continues to be a pervasive and growing phenomenon. This leads to the conclusion that Canada's welfare state has not contributed successfully to eliminating and preventing homelessness. This research examines the way society deals with social problems and their emergence. The focus is on the emergence of homelessness as a social problem. It illustrates that conventional approaches to the analysis of social problems limit actions and solutions society undertakes to resolve them. A new framework for analysis is proposed; a process oriented analysis of claims-making activities as a way of understanding social problems. This thesis documents the process of recognition of homelessness as a public policy issue in Canada. It examines the role of 'process' in the development of public policy issues because the way a society views, defines and re-defines a social problem often determines the policy response. One of the key components of understanding the public policy response to homelessness lies within the process of public recognition of homelessness as a social problem. This research contends that the way in which a problem is identified and comes to be defined and the actors involved affects the types of solutions implemented. Indeed, it is this concept of process which is crucial in the emergence, life or death of a social problem as a public issue. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

The purpose of this descriptive study was to first identify to what extent first-year college violinists physically struggle with the vibrato motion, and further, to identify physical problems within the motion that are contributing to their challenges during the learning process. The 16 participants in this study were chosen randomly from the College Music Society Directory of Music Faculties in Colleges and Universities (2013-2014 edition). Participants completed a questionnaire of 32 quantitative and qualitative questions addressing the vibrato of their 2013-2014 first-year violinists. 62% of participants’ first-year students had a physical problem with vibrato, 70% of participants’ students were working on correcting physical problems in vibrato during lessons. Participants also reported that 15% of their students were not able to create a vibrato motion at all. Almost all professors (n=15) indicated that students with a problematic vibrato were too tense in parts of the arm or hand and this negatively affected the motion and thus, the sound. Specific problems also included vibrato being too narrow, but rarely too wide, vibrato being too fast or too slow caused by tension, problems with when and how vibrato was being applied, problems with maintaining intonation before or during use of vibrato, and problems with not understanding the motion needed or imagining an intended sound. Most professors used movement terminology to describe physical problems with vibrato as well as aural problems with vibrato. Only a few professors discussed aural problems in vibrato using terminology depicting the sound. Participants revealed that the most commonly used types of vibrato amongst their first-year students were arm vibrato and a combination vibrato (use of wrist, arm and finger vibratos). Most participants also listed these combined parts of finger, wrist and arm in their own definitions of a good-sounding vibrato. Results from this study can be directed to the attention of classroom teachers, studio teacher and private instructors to these specific physical and aural problems before a student begins to study vibrato early in learning. Conclusions suggest possible ways in which the college or pre-college teacher can address these issues in students that have a problematic vibrato motion.

submitted in partial fulfillment of the requirements for the Master of Educational Psychology at the University of Zululand, 2010. / In this study the researcher wanted to find out if there were more adolescents with eating problems in single-gender or co-educational schools, if there was a specific age group that is more prone to develop a problem with eating and if there were any specific common factors that cause the development of eating problems. The study has been conducted with 200 subjects at four randomly selected high schools and 50 members of the Eating Disorder Support Group of the Westville Hospital in Durban, KwaZulu-Natal. Research questionnaires were developed with help of a panel of experts and clinicians in the field of Educational Psychology and two different institutions. Schools were chosen randomly and the principals of the schools, the parents and participants were debriefed and consent was given to conduct the study. Female learners from four (two single-gender and two co-educational) schools were selected with the stratified sampling method. One questionnaire with closed-ended questions was given to the learners of the different high schools and a questionnaire with open-ended questions was given to the members of the Eating Disorder Support Group. The quantitative data was analyzed with the help of the SPSS statistics programme and the Chi-square and linear-by-linear Chi-square correlation test was used to analyse the data. The qualitative data was captured by summarising common specific themes from responses to the open-ended questions. The study confirmed the researcher’s hypothesis that there are more adolescents with eating problems in single-gender schools than in co-educational schools. It was found that the older age group (17-18 years) seemed to be more prone to develop problems with eating. Furthermore, common themes such as low self-esteem, influences from the media, family unit and peers and pressure at school were identified as being reasons for developing eating problems. The research findings were important for the development of prevention and intervention programmes and added information to better understand the development of the problem in Durban, KwaZulu-Natal.

Thesis--Bonn. / Includes bibliographical references (p. 636-667).

Child internalizing and externalizing problems co-vary during development and lead to maladjustment outcomes, such as substance abuse, academic failure, antisocial behaviors and psychopathology. The proposed study aims to examine the co-development process of internalizing and externalizing problems during middle childhood and the potential moderators of this reciprocal relationship. Children and their families recruited in the Study of Early Childhood Care and Youth Development (SECCYD) constitute the sample of the current study. Participants in the study were recruited from nine states in the United States and followed from birth to adolescence. Though a few studies have examined the developmental trajectories of internalizing and externalizing problems over time, the findings are not consistent in terms of the directions of the relationship and very few have examined individual difference in the co-development process. To address this gap in knowledge, two moderating effects are examined, with one moderator being time-invariant, i.e., children's gender, and the other moderator being time-variant, i.e. parent-child conflicts. Longitudinal growth modeling and longitudinal difference score modeling are used to examine the dynamic relationship and the moderating effects. Comparisons of the two approaches are made with respect to the specific hypotheses of change tested by each model, model convergence, parameter and fit estimates, and the interpretation of the results. / Ph. D.