Thesis--University of Washington. / Vita. Another copy has number: Thesis 27200. Bibliography: leaves [125]-136.

The purpose of this study was to investigate whether students on permanent teams taking repeated Team-Based Tests (TBTs) can develop over time more accurate performance reputations in the eyes of their team-mates. The ability to estimate the expertise of one's self and one's team mates is important in team-based testing because it informs which position one may try to assume in team discussions as teams pursue consensus on test questions. Simply put, if I can increase my ability to assess my team-mates' general mastery of the content, then over time I will be able to make more effective decisions about whom I should try to learn from and whom I should try to teach. To make this judgment about relative levels of mastery, students must appraise both their own levels of mastery as well as those of their team mates. Team-Based Tests are part of an instructional strategy called Team-Based Learning (TBL) and this developmental effect is a pillar upon which TBL practitioners build their argument about the instructional value of the method. However, only indirect evidence has previously existed to support this claim: this study attempted to more directly document the reputation formation effect by comparing individual and team mate performance estimates to actual levels of performance over time. Participants in this study included 49 students in an undergraduate educational psychology class. Students in permanent teams taking repeated team-based tests developed increasingly accurate reputations within their teams, achieving statistical significance on the fourth team-based test. However, test difficulty played an important and potentially confounding role: the fifth and final team-based test was the most difficult of the semester, and on it reputation accuracy fell back to original levels. Individual metacognitive monitoring accuracy across tests did not improve over time and introverts' reputations were more accurate than extraverts' reputation on every test. Implications of these findings and directions for future research are discussed. / text

Unmanned Vehicles (UVs) have been significantly utilized in military and civil applications over the last decade. Path-planning of UVs plays an important role in effectively using the available resources such as the UVs and sensors as efficiently as possible. The main purpose of this thesis is to address two path planning problems involving a single UV. The two problems we consider are the quota problem and the budget problem. In the quota problem, the vehicle has to visit a sufficient number of targets to satisfy the quota requirement on the total prize collected in the tour. In the budget problem, the vehicle has to comply with a constraint of the distance traveled by the UV. We solve both these problems using a practical heuristic called the prize-multiplier approach. This approach first uses a primal-dual algorithm to first assign the targets to the UV. The Lin – Kernighan Heuristic (LKH) is then applied to generate a tour of the assigned targets for the UV. We tested this approach on two different vehicle models. One model is a simple vehicle which can move in any direction without a constraint on its turning radius. The other model is a Reeds-Shepp vehicle. We also modeled both problems in C++ using the multi-commodity flow formulations, and solved them to optimality by using the Concert Technology of CPLEX. We used the results generated by CPLEX to determine the quality of the solutions produced by the heuristics. By comparing the objective values of the obtained solutions and the running times of the heuristics and CPLEX, one can conclude that the proposed heuristics produce solutions with good quality to our problems within our desired time limits.

This creative project is a sequential series of curriculum designs that could be implemented into almost any secondary school.There it a need for drastic reform of the secondary school system in the United States and this curriculum design is an attempt to develop a systematic curriculum design that is attuned to the recommendations of the reports advocating reform in the secondary schools by a number of national and international educational organizations.These curriculum designs are aesthetically oriented and directed toward developing lifelong wholistic learners.

Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 266-285).

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xvi, 700 p. Includes bibliographical references (p. 201-209). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 148-150).

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 88-93).

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 92-97). Also available on the Internet.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.