Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (M.S.)--Rochester Institute of Technology, 1984. / Typescript. Includes bibliographical references (leaves 77-79).

Thesis (Ph. D.)--University of Texas-Pan American, 2001. / Includes bibliographical references (leaves 77-86).

abstract: Photochromic molecules, which photoisomerize between two chemically and optically distinct states, are well suited for electron and energy transfer to covalently attached chromophores. This dissertation aims to manipulate electron and energy transfer by photochromic control in a number of organic molecular systems. Herein the synthesis, characterization and function of these organic molecular systems will be described. Electron and energy transfer were quantified by the use of steady state absorbance and fluorescence, as well as time-resolved fluorescence and transient absorbance. A dithienylethene-porphrin-fullerene triad was synthesized to investigate photochromic control of photo-induced electron transfer. Control of two distinct electron transfer pathways was achieved by photochromic switching. A molecular dyad was synthesized, in which fluorescence was modulated by energy transfer by photoinduced isomerization. Also described is a triplet-triplet annihilation upconversion system that covalently attaches fluorophores to improve quantum yield. Overall these studies demonstrate complex molecular switching systems, which may lead to advancement in organic electronic applications and organic based artificial photosynthesis systems. / Dissertation/Thesis / Ph.D. Chemistry 2014

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Thesis (M.M. (Finance & Investment))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2013. / This thesis addresses the core issue of Funds Transfer Pricing (FTP) that has been brought about by the dynamic nature in the changes in the financial industry. This research has drawn up elements from a systematic historical perspective of how a funds pricing policy has been carried out among the banks. The research has made use of the elements of classical economic theory to formulate a conceptual model that will assist in the understanding of the dynamics of the driving changes in Funds Transfer Prices. In an effort to bridge the theoretical and empirical gap in classical economics and the value chain theory, a simple systematic model was constructed. This model was used to understand the dynamics of future changes in the Funds Transfer Pricing. This was done by first analysing the various components that have influenced the basic elements of the model. The basic elements are the liabilities, assets and the Treasury of banking institutions. The interaction of these elements forms the basis of the Funds Transfer Pricing model that was formulated. Using this model, banking institutions would be able to maximize profits and ensure customer satisfaction at the same time. The simple model proposed handles the problems that are caused by the more complex methods used and offers a practical and simple approach to Funds Transfer Pricing in commercial banks.

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Yes / Knowledge transfer (KT) has been identified as an essential element of innovation, driving competitive advantage in increasingly knowledge-driven economies and as a result recent UK Government reports have sought to increase awareness of the importance of KT within higher education institutions (HEIs). There is therefore a need for relevant empirical research that examines, from multiple perspectives, how KT policy is translated into practice within HEI contexts. This paper responds to this need by presenting an in-depth qualitative case study based on over 50 semi-structured interviews with university-based academic and non-academic participants and representatives of small firms involved in InfoLab21, a high profile `centre of excellence¿ for research, development and commercialisation of ICT in Northwest England, UK. The study considers what the key practices of KT are and what promotes and/or hinders their development. Four overarching themes are identified: i) motivation and reward mechanisms; ii) process management and evaluation; iii) clustering and brokerage; and iv) trust and bridge building. Each theme is considered from multiple perspectives and areas for further research are suggested.

Community college transfer pathways may play a critical role in realizing broadened participation in engineering; Community colleges serve as an important access-oriented pathway through the postsecondary system in the United States, and also depend on 4-year institutions to streamline vertical transfer. The extent to which 4-year institutions are receptive to community college transfer as a viable pathway to engineering degrees may play a significant role in its efficacy. This dissertation explores a few aspects of transfer receptivity at 4-year institutions to understand how they relate to the efficacy of vertical transfer pathways in engineering disciplines. The first manuscript is a case study of an articulation agreement partnership between one 4-year institution and two public community college partners. The second manuscript examines how transfer policies and institutional characteristics of 4-year institutions in the U.S. relate to the enrollment, graduation and reporting of transfer students in engineering. I use a combination of quantitative and qualitative methodologies across both manuscripts. The results of these studies revealed that: 1) specific challenges for transfer in engineering suggest that adequate examinations of transfer receptivity need be discipline-specific, 2) institutions encounter dissonance when simultaneously managing aims to increase access and prestige, 3) there is a need for shifts in policy and ranking systems that incentivize increases and improvements in vertical transfer, 4) there is a need for more transparency of transfer-related policies and transfer student data, and 5) our understanding of transfer matriculation remains well ahead of graduation outcomes. / Doctor of Philosophy / Community college transfer pathways may be critical to increasing the number of women and underrepresented minority engineers. Community colleges serve as an affordable way for students and families to begin their postsecondary education in the United States, but depend on universities to support community college transfer to complete bachelor's degrees. How well universities partner with community colleges in transfer may determine how well it works for students and families. This dissertation explores a few ways that universities encourage or discourage community college transfer as a way to earn a bachelor's degree in engineering. The first study looks closely at a transfer partnership between one university and two community colleges. The second study looks at how transfer policies and characteristics of universities relate to the enrollment, graduation and reporting of engineering transfer students. The results of these studies revealed several important themes. First, there are specific challenges to transfer in engineering. Next, institutions have a hard time increasing access to their institutions for community college students while also increasing their academic ranking and prestige. With this in mind, there is a need to shift policies and ranking systems that encourage institutions to focus more on increasing community college transfer. Next, universities need to be more transparent about their policies and data that influence transfer students. Finally, we know a lot more about how often transfer students successfully transfer to universities than we do about how many students end up graduating from the university and how long it takes them to do so.