Thesis (Ph. D.)--New School University, 2006. / Typescript. Includes bibliographical references (leaves 66-76). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School University, 2007. / Typescript. Includes bibliographical references (leaves 106-127). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School University, 2006. / Typescript. Includes bibliographical references (leaves 145-148). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School University, 2007. / Typescript. Includes bibliographical references (leaves 84-109). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School University, 2006. / Typescript. Includes bibliographical references (leaves 57-65). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

The aims of this study were to gain a more highly defined understanding of academic achievement by examining possible demographic differences in students' achievement-related cognitions; and provide information that may allow future researchers to design programs aimed at improving students' academic achievement within specified demographic strata. More specifically, the aims of the present study were two-fold, (a) to investigate sociodemographic differences in students' achievement-related cognitions and (b) to examine the role of identity status in students' achievement-related cognitions. The participants were 325 students (122 males and 203 females) recruited from five large secondary schools from across Metropolitan Melbourne. The results showed that most of the significant differences in students' achievement-related cognitions were grade and identity status related. This suggests that much of the variability in achievement-related cognitions measured in this study may be environmental (i.e., grade differences) and/ or developmental (i.e., age differences and maturation) in nature. These results are important in order to identify at-risk groups (i.e., at-risk of achievement problems) and to better structure learning environments and support systems for these students, in an effort to enhance or facilitate their achievement prospects. Continued research in the area will help provide evidence-based practices in Australian schools.

This qualitative phenomenological study is one of few that investigate the information-seeking behaviour of younger elementary school children. Recent cognitive research has established that there are considerable and rapid intellectual changes throughout childhood, meaning that studies and/or models outlining the information-seeking experiences of older students and adults might not identify, explain or address the unique information needs of younger elementary school students. The study, conducted over 14 weeks in Winter 2006 with 12 volunteer students from two grade-three classes within a Montreal elementary school sought to answer three research questions: 1) How do grade-three students seek information in support of a class project? 2) What are the barriers faced by grade-three students in seeking and using information? 3) Do any models of information-seeking behaviour in whole or in part inform a model specific to grade-three students? Six different types of data collection techniques were employed: participant observation, interviews with the students, class teacher and parents, questionnaires, self-evaluations, journals, and final projects. The study revealed that students in the earlier grades of elementary school are seeking and using information in both print and digital formats and experiencing difficulties in both media. In print, selection of materials was not straightforward nor was the location of information within them. Difficulties were encountered with the selection criteria and the use of metadata lists. In the digital domain, lack of strategic planning before starting a search, problems in generating search queries, spelling, keyboarding, and extracting information were observed. In addition to these problems, several barriers outside of the students' control were identified that impact on their information seeking on the Web (e.g. search engine design, lack of appropriate sites for young students, inefficient filtering systems) and in print (e.g. out-of- date and/or lack of print reference resources, classification and/or indexing schemes). Information culled from the Internet was rarely read in any depth on-screen; instead, the students printed the material in order to peruse it at a later time, much as they would with a book. The study provides insight into the barriers faced by children when seeking information, how they use information in an educational context, and how they can be helped to better exploit the information resources available to them, as well as a model of information-seeking behaviour specific to grade-three students.

The study of the psychological experience of the personal body in the discipline of psychology, through the concept referred to as the body image, has its roots in neurology and psychoanalysis. This thesis begins with a review of body image research across three disciplines: neuroscience, psychoanalysis and psychology. The literature review places the work titled 'The image and appearance of the human body' by neurologist and psychoanalyst Paul Schilder (1935/1978) at the intersection of these three disciplines. Schilder's text described the organization of the body image as a dynamic and tri-dimensional structuralization. Since the midtwentieth century, psychological research has taken special interest in the body image as a topic for study. However, the paradigm guiding that research enterprise has transformed the holistic quality of Schilder's work, identified its organization as antiquated and often unsuitable for empirical research. This thesis argues that Schilder's theory is as relevant today as ever, and that psychology would benefit greatly from a re-consideration of its relevance to empirical study. To demonstrate the potential of Schilder's theory, the present study conducted 15 semi-structured interviews with women participating in three styles of movement and performance: contemporary dance, Middle-eastern dance (or belly dance) and aerobics (instructors). The investigation considered core propositions described by Schilder with respect to the role of movement and the body image, to explore structuralization from the point of view of procedural movement. The study sought also to examine the extent to which the findings might serve the development of theory on the body image. The findings established a priori and a posteriori themes, and these served to demonstrate how Schilder's theory provides a sound framework for empirical inquiry in psychology. The implications of the present study highlight the explanatory power of that theory, especially the way it illuminates a new perspective from which a fuller understanding of the role of the body image might be gleaned. Finally, the implications highlight the importance of the actual presence of the physical body in the construction of the body image, particularly the kinesthetic perceptual system, and underline the importance of re-visiting Schilder's theory in order to open up new opportunities for interdisciplinary research.

Linearization of RF power amplifiers is surveyed, reviewed and analyzed. Cartesian feedback is specifically presented as an effective means of linearizing an efficient yet non-linear power amplifier. This reduces amplifier distortion to acceptable levels and enables the transmission of RF signals utilizing spectrally efficient linear modulation schemes with a lower consumption of DC power. Results from constructing experimental hardware shows an intermodulation distortion (IMD) reduction of 44dB (achieving a level of −62dBc) combined with an efficiency of 42% when transmitting ð/4 QPSK. The careful amplifier characterization measurement method presented predicts performance to within 2dB (IMD) and 4% (efficiency) of practical measurements when used in simulations. A comprehensive stability analysis is developed using piecewise amplifier models within a multiple-input, multiple-output block diagram representation of the cartesian feedback loop. The analysis shows how RF amplifier non-linearity, the RF phase adjuster setting, loop gain, bandwidth and delay affect stability. A graphical interpretation of the analysis is given that indicates how stable a given RF amplifier will be when setting up a practical cartesian feedback loop. Instability is shown to result when the amount of RF phase rotation introduced by AM/PM distortion, and by setting error in the RF phase adjuster within the loop, equals the open-loop phase margin. For one of the amplifiers investigated, the analysis predicts that instability results just after the transistor turn-on region when the phase adjuster is adjusted above optimum, and instability also results at transistor saturation when adjusted lower than optimum. This is also demonstrated with experimental hardware. From the analysis, the perturbated behaviour of the non-linear piecewise amplifier model is shown to display two forms of operation when placed in a feedback loop, namely: spiral mode and stationary mode. Spiralling tends to cause the noise floor of the output spectrum to rise on one side depending on the direction of the spiral. The direction is in turn dependent on the setting of the RF phase adjuster within the loop. When the phase adjuster is in the forward path, phase adjustments lower than optimum, will cause the noise to rise on the right side of the output spectrum (anti-clockwise spiralling) and viceversa. With the phase adjuster in the feedback path the reverse is true. Loops with low stability margins are demonstrated to exhibit closed-loop peaking which can affect the out of band noise performance of a cartesian feedback transmitter. In order to achieve a non-peaking condition for a first order loop with delay, the phase margin of the loop needs to be around 60°. It is also possible to approximately predict the degree of peaking from the gain and phase margins. Further investigation of noise performance suggests the loop compensation should be placed as far up the forward chain as possible (i.e. close to the power amplifier) in order to minimize the out-of-band noise floor. This too is demonstrated experimentally. The concept of dynamic bias is also presented as a method to improve cartesian feedback efficiency. The method works by setting up optimum bias conditions for the power amplifier (derived from amplifier characterizations) and then having the cartesian feedback loop make fine adjustments to the RF drive to achieve the exact required output. This way the bias conditions do not have to be applied perfectly, implying simple (i.e low switching frequency) switched mode power supplies can be used to apply the desired collector voltage for example. The simple step-down switch mode power supply constructed achieved an efficiency of 95% at high output levels. Applying it to a cartesian feedback loop markedly improved efficiency. At an output power of 20dBm average, the linearized amplifier efficiency lifted from 45% to 67%, an improvement of over 20% and a reduction in current consumption by 33%.

<p> This study examined the effect of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts in Florida. The theory of work adjustment, Maslach and Jackson&rsquo;s three-dimensional model of burnout, and Atkinson and Woods&rsquo;s triadic model of supervision were the theoretical foundations and/or conceptual frameworks used in this study. The two research questions that guided this study addressed the effect of the receipt of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts. The study was conducted with a convenient sample of 75 school psychologists from a target population of 330 who were primarily working as practitioners within the school districts. An online survey was created with demographic questions, the short-form Minnesota Satisfaction Questionnaire (MSQ-sf), and the Maslach Burnout Inventory&ndash;Educators Survey (MBI-ES). The MSQ-sf has an overall scale of job satisfaction that was computed. The MBI-ES is comprised of three subscales: emotional exhaustion, depersonalization, and personal accomplishment. The subscale total scores were calculated for each MBI-ES dimension. The Mann-Whitney <i>U</i> test revealed no statistically significant difference in job satisfaction between the two groups (<i>U</i> = 736, <i>z</i> = 1.783, <i> p</i> = .075). The MANOVA did not reflect a significant difference in burnout between the two groups, <i>F</i>(3,71) = .657, <i> p</i> = .581; Pillai&rsquo;s Trace = .027; partial &eta;² = .027. </p><p>