Gas plants consist of several pieces of both critical static and rotating equipment, which operate continuously under severe operating conditions. These pieces of equipment are permanently subjected to be inspected and maintained during total shutdown of plant facilities to execute Turnaround Maintenance (TAM) event. The TAM is the largest maintenance activities used in most oil and gas companies in terms of both cost and time. Oil and gas companies have suffered losses in the production and enormity in the TAM cost due to duration and interval of TAM which have randomly estimated without taking the size and age of plants into account. Sirte Oil Company (SOC) was a good example and used as a reference point for other gas plants to achieve the aim of this thesis associated with optimising TAM scheduling for gas plants (decreasing duration and increasing interval of TAM) by implementing the TAM model. The contribution of this research is in developing the TAM model, consisting of four stages, which is broken down into four main stages: First stage; removing Non-critical pieces of Equipment (NEs) from the Scope of Work (SoW) of TAM to proactive maintenance strategies. Second stage; selecting Critical Static pieces of Equipment (CSEs) that constitute the highest risk based on Risk-Based Inspection (RBI). Third stage; selecting Critical Rotating pieces of Equipment (CREs) that constitute the highest risk based on Risk-Based Failure (RBF). Fourth stage; defining the optimum duration and interval of TAM based on Failure Distributions (FDs). Consequently, the TAM model developed in this study provides a novelty in the TAM event and decision making process. This is basically about optimisation of TAM scheduling in the medium and long-term, characterized by decreasing duration and increasing interval of TAM based on both CSEs and CREs to achieve the TAM model results. The result is the reduction in TAM cost and production losses, and the improvement in reliability and availability requirements of gas plants according to the residual life of critical equipment and operating conditions. To ensure reliability and consistency of the TAM model, it was validated with three Libya-plants SOC and data from three published case studies. The results from the validation of the TAM model are consistent with the real duration and interval of TAM in most plants SOC. The research concludes that the developed TAM model is a reliable and applicable tool to assist decision-makers in the estimation of TAM scheduling for any a processing plant.

No description available.

As the number of English learners (ELs) grows in the United States, so does the achievement gap between ELs and non-ELs. Research highlights the effective leadership of school principals who lead with instructional, social justice, and collaborative leadership styles. School leaders can close achievement gaps but the research on the field of school leadership for ELs is limited. The purpose of this qualitative study was to identify the specific leadership practices elementary school principals implement to support the academic and non-academic needs of ELs. The study was conducted in one school division in the Mideastern United States using semi-structured interviews. This study generated nine findings and nine implications. Among the findings, school principals communicated high expectations for ELs prioritizing ELs' access to core content, established structures to support ELs' English language development, used data to guide instructional outcomes, promoted collective teacher efficacy within the context of a collaborative learning team, and provided ongoing professional learning opportunities to staff. In addition, school principals cultivated an environment of inclusion and access and set up structures that increased family engagement, encouraged the collaboration of multiple stakeholders, and supported the socio-emotional needs of ELs. One major implication is for state and national boards of education to consider establishing professional standards that outline specific knowledge and practice expectations for effective leadership and successful outcomes of ELs and for school divisions and principal preparation programs to provide coaching, technical assistance, and support structures to address the identified findings. Other implications included the need for school division leaders to provide professional development for school leaders and instructional staff on effective instructional methods, strategies, and supports for ELs, as well as technical assistance for schools to disaggregate and analyze EL performance in their data discussions in collaborative learning teams, a professional space where the academic needs of ELs can be addressed. Additionally, other implications included for school division leaders to develop systematic processes for equity and access, supporting schools' structures to target socio-emotional needs of ELs, and providing and expanding opportunities for family and community engagement. / Doctor of Education / The achievement gap between English learners (ELs) and non-ELs continues to grow. Effective school leaders can close the achievement gap for ELs but need systematic and explicit guidelines and programs to support the growing numbers of ELs in their schools. The purpose of this qualitative study was to identify the leadership practices elementary school principals implement to address the academic and non-academic needs of ELs. Elementary school principals from a school division in the Mideastern United States were interviewed. This study generated nine findings and nine implications. One suggestion for further research is to replicate this study at the secondary level or with school divisions that have high academic performance of ELs in low incidence schools in order to develop comprehensive K–12 professional standards that outline specific knowledge and practice expectations for effective leadership and successful outcomes of ELs.

A school community is often more than meets the eye. With more research highlighting the benefits of school-community partnerships, the notion of what constitutes community in an elementary school setting leaves much room to be further examined. In this study, community is considered through two lenses: a geographically-defined community and a sense of community defined by mutual sensibilities, goals, and practices (Weathers, 2011; Wenger, 1998). The purpose of this study was to understand faculty and staff perceptions of community in a challenged urban elementary school. A qualitative research methodology with a phenomenological approach was used in this case study. Participants included the faculty, staff, and the leadership team currently employed at an elementary school. Data collection methods included semi-structured interviews, participant conversations, observations, artifacts, and document analysis. These methods were used to capture the phenomenon and experiences of people working in and with the school. Three themes emerged from the data, describing who and what contribute to community in a challenged urban elementary school: (a) members of the community, (b) the prioritization of students at the school, and (c) the intractable problems that exist within the school, both on micro and macro levels. Based on these findings, the main conclusion was that teachers played the biggest role in prioritizing students, as they were the community members most immersed with students on a daily basis. Additional conclusions were: (a) the level of student need is high, (b) intractable problems challenge the development of community, and (c) principal and teacher turnover challenge the development of community. / Doctor of Philosophy / A school community is often more than meets the eye. With more research highlighting the benefits of school-community partnerships, the notion of what constitutes community in an elementary school setting leaves much room to be further examined. In this study, community is considered through two lenses: a geographically-defined community and a sense of community defined by mutual interests, goals, and practices. The purpose of this study was to understand faculty and staff perceptions of community in a challenged urban elementary school. I conducted my research at an elementary school in the Southeastern part of the United States. I focused on the faculty, staff, and the leadership team at the elementary school. I interviewed faculty and staff, had conversations, observed within the school, took photos, and examined documents that helped me better understand the school and its community. In my findings, I described who and what contribute to community: (a) members of the community, (b) the prioritization of students at the school, and (c) the intractable problems that exist within the school. The main conclusion in this study was that teachers played the biggest role in prioritizing students, as they were the community members most immersed with students on a daily basis. Additional conclusions were: (a) the level of student need is high, (b) intractable problems challenge the development of community, and (c) principal and teacher turnover challenge the development of community.

Efficient ground handling at airports greatly adds to the performance of the entire air transportation network. In this network, airports are connected via aircraft that rely on passenger and crew connections, successful local airport operations, and efficient ground handling resource management. In addition, airport stakeholders’ decision-making processes must take into account various time scales (look-ahead times), process estimates, and both limited and multiple-dependent solution spaces. Most airlines have created integrated hub and operations control centers to monitor and adapt tactical operations. Despite this, decisions in such control centers should be made quickly in case of disruption. The decisions should also include the interests of various airline departments and local stakeholders. Taking into account the Airport Collaborative Decision Making (A-CDM) concept, the joint venture between Airports Council International Europe (ACI EUROPE) - European Organization for the Safety of Air Navigation (EUROCONTROL) - International Air Transport Association (IATA) - Civil Air Navigation Services Organization (CANSO), this study creates different tools to manage turnaround in normal and disrupted contexts, hence facilitating decision-making in an Airport Operations Control Center (AOCC) and a Hub Control Center (HCC). This research focuses on the airline role in the collaborative decision-making process. Regarding A-CDM milestones, turnaround time estimation is computed by four modeling methodologies, namely Critical Path Method (CPM), Project Evaluation and Review Technique (PERT), Fuzzy Critical Path Method (FCPM), and Analytical Convolution in deterministic and nondeterministic domains. In addition, the study develops mathematical models to return the airline schedule to its original plan in the event of delays. Chance-constrained and Robust optimization are also created for optimal decision-making when airlines confront uncertainty during real-world operations. The study also develops a novel Hybrid Shuffled Frog-Leaping Algorithm (SFLA)-Grasshopper Optimization Algorithm (GOA) to expedite the process of finding recovery solutions, allowing AOCC and HCC for real-time applications to send this information to the relevant departments. In comparison to common linear solvers, the solution process is sped up by 18 percent and the quality of the solutions is enhanced by 24 percent on average. Initial results are generated in less than 2 minutes, and global optimal results are achieved in near 15 minutes allowing the system to be applied in real-time applications.:Abstract 1 Introduction 1.1 Problem Description 1.1.1 Decision Scope 1.1.2 Airport Collaborative Decision Making (A-CDM) 1.1.3 Total Airport Management 1.1.4 Ground Handlers 1.1.5 Turnaround Management 1.2 Aims and Objectives 1.3 Thesis Contribution 1.4 Structure 2 Literature Review 2.1 Turnaround 2.2 Ground Handling 2.3 Flights and Networks 2.4 Apron and Gate Assignment 2.5 Scopes Combination 2.5.1 Gate Assignment and Turnaround 2.5.2 Gate Assignment and Flights 2.5.3 Gate Assignment and Ground Handling 2.5.4 Turnaround and Flights 2.5.5 Turnaround and Ground Handling 2.5.6 Flights and Ground Handling 2.6 Turnaround Operations 2.7 Conclusion 3 Turnaround Definition 3.1 Turnaround in A-CDM System 3.2 Turnaround and Ground Handling 3.3 Turnaround Operations 3.3.1 In-Block (INB) and Acceptance (ACC) 3.3.2 Deboarding (DEB) and Boarding (BOA) 3.3.3 Fueling (FUE) 3.3.4 Catering (CAT) 3.3.5 Cleaning (CLE) 3.3.6 Unloading (UNL) and Loading (LOA) 3.3.7 Water service (WAT) and Toilette (TOI) 3.3.8 Finalization (FIN) 4 Total Turnaround Time (TTT) Calculation 4.1 Critical Path Method (CPM) 4.2 Project Evaluation and Review Technique (PERT) 4.3 Fuzzy Critical Path Method (FCPM) 4.3.1 Fuzzy Numbers and Fuzzy Sets 4.3.2 Fuzzy Membership Functions of Turnaround Tasks 4.3.3 Probability-possibility Transformation of Turnaround Tasks 4.3.4 Fuzzy Critical Path Method (FCPM) in Total Turnaround Time (TTT) Calculation 4.3.5 Discussion 4.4 Analytical Convolution 4.4.1 Convolution Method 4.4.2 Monte Carlo (MC) Simulation Evaluation 4.4.3 Application of Convolution in Turnaround Control 5 Disruption Management 5.1 Airline Disruption Management 5.1.1 Airport Operations Control Center (AOCC) 5.1.2 Delay in the Airline Networks 5.1.3 Recovery Options 5.2 Deterministic Model 5.2.1 Mathematical Model 5.2.2 Solution Approaches 5.2.3 Problem Setting 5.3 Non Deterministic Model 5.3.1 Stochastic Arrivals 5.3.2 Stochastic Duration 6 Conclusion 6.1 Discussion around Research Questions 6.1.1 Integration of All Actors 6.1.2 Turnaround Time Prediction 6.1.3 Quick and Robust Reaction 6.2 Future Research 6.2.1 Scope Development 6.2.2 Algorithm Development 6.2.3 Parameter Development List of Acronyms List of Figures List of Tables Bibliography Acknowledgement

In August of 2007, Los Angeles Unified School District embarked on a new journey under the leadership of Superintendent David Brewer toward improving the achievement of some of Los Angeles’ lowest performing schools. By establishing a partnership with the Mayor of Los Angeles, Antonio Villaraigosa, the goal of the improvements was to form a team of talented and experienced educators who would identify schools whose majority of teachers would be willing to be led and supported by these experienced educators under an umbrella organization called the Partnership for Los Angeles Schools in agreement with United Teachers of Los Angeles. The Deputy Mayor, Ramon Cortines, recruited me, the researcher of this study, to serve as Superintendent of Instruction of the Partnership in February of 2008. For two and a half years, I, along with 28 team members worked tenaciously to develop and implement a model that would accelerate achievement. While there were numerous initiatives and programs attempting to improve student performance in the lowest performing schools, no initiative in the district alleviated teachers from the day-to- day constraints of district policies and procedures. The reform model developed by the Partnership for Los Angeles Schools was the focus of this research. An analysis of the implementation of the Partnership Model at one particular site, Excellence Elementary School, yielded results that examined if the Partnership Model was able to successfully transform outcomes in an underperforming school.

The purpose of this study was to investigate turnaround reform by identifying student factors from the perspective of successful turnaround leaders in Virginia that hinder or aid the process and the supports in place to address learning issues. It was determined, through a literature review, that research focused on the school culture, leadership, teacher and parent factors concerning turnaround reform efforts, but there was little mention of students beyond the scores they produce on end-of-the-year standardized tests. The central research question investigated the student-related factors that impact a school's ability to increase academic achievement within the turnaround process. Interviews were conducted with four successful turnaround principals in Virginia. The results of the study indicated the student factors thought to impact learning were reading issues, teacher competency issues, students' personal needs, attendance issues, and discipline issues. While the first inclination of school leaders in a failing school may be to find the 'quick fix' to turn scores around, the principals in this study focused on three fundamental goals: get the students to read more, keep students in the classroom, and meet students' needs. Research in the area of turnaround strategies and implementation is useful for school boards and principals as they endeavor to raise the achievement of their students. This study of successful turnaround organizations focusing on how student-related factors impact academic performance would be beneficial in determining whether the organizational structure supports or hinders Priority School reform. This examination of how student-related factors contribute to an organization's capability to turn around low performance informs administrators and policy makers on strategies to overcome the learning barriers that may exist. / Ed. D. / The purpose of this study was to investigate turnaround reform by identifying student factors from the perspective of successful turnaround leaders in Virginia that hinder or aid the process and the supports in place to address learning issues. It was determined, through a literature review, that research focused on the school culture, leadership, teacher and parent factors concerning turnaround reform efforts, but there was little mention of students beyond the scores they produce on end-of-the-year standardized tests. The central research question investigated the student-related factors that impact a school’s ability to increase academic achievement within the turnaround process. Interviews were conducted with four successful turnaround principals in Virginia. The results of the study indicated the student factors thought to impact learning were reading issues, teacher competency issues, students’ personal needs, attendance issues, and discipline issues. While the first inclination of school leaders in a failing school may be to find the “quick fix” to turn scores around, the principals in this study focused on three fundamental goals: get the students to read more, keep students in the classroom, and meet students’ needs. Research in the area of turnaround strategies and implementation is useful for school boards and principals as they endeavor to raise the achievement of their students. This study of successful turnaround organizations focusing on how student-related factors impact academic performance would be beneficial in determining whether the organizational structure supports or hinders Priority School reform. This examination of how student-related factors contribute to an organization’s capability to turn around low performance informs administrators and policy makers on strategies to overcome the learning barriers that may exist.

The purpose of the study was to describe the process of simultaneous implementation of the Indistar model of school improvement and the University of Virginia School Turnaround model of school improvement and how those models influenced school improvement practices in a rural Southwest Virginia school system. Best practices from each of the school improvement models were identified and adopted, which led to the establishment of a hybrid model of school improvement. The study documents how and why the practices were adopted and used in the hybrid model. The paper includes a literature review which examines the evolution of school improvement in the U.S. The description of the historical development of school reform sets the context for in-depth reviews of five current research studies. The studies selected for review, as well as the research study, focus on the role of the central office in school improvement. A synthesis of the studies' findings provided evidence that further research was needed. Data sources for the study include an individual interview of the superintendent, focus group interviews of central office administration and school leadership teams, archival records, and documents. The focus group interviews were conducted to describe the process of implementation of the two school improvement models and to identify school improvement practices that were adopted by the division. This study identifies the practices that were adopted and implemented throughout the rural Southwest Virginia school system. Best practices that are used in the hybrid model of school improvement are Professional Learning Communities, acceleration teams, 90-day school improvement plans, and a tiered remediation program. Barriers to implementation of school improvement were time, the initial lack of support in the Indistar model, involvement, and the understanding of data and data analysis. The themes of professional development, external and internal supports, and sustainability of school improvement are discussed in Chapter 5. Recommendations for practice and future research are presented. / Ed. D.

The intent of this non-experimental correlational and comparative study was to determine the extent to which self-efficacy predicts student achievement as well as the differences between the self-efficacy beliefs of principals in turnaround and fully accredited schools at the elementary, middle, and high school levels in one urban Virginia school division. Principal leaders should be selected based on expertise related to their assigned school needs and challenges (Murphy, 2010a). Turnaround schools in the process of improvement present a distinct challenge and require individualized applications of effective leadership practices (Leithwood, Harris and Strauss, 2010). Principal self-efficacy is defined as, "...a judgment of his or her own capabilities to structure a particular course of action in order to produce desired outcomes in the school he or she leads" (Tschannen-Moran and Gareis, 2004, p. 573). Overall principal self-efficacy as well as efficacy for management, instructional leadership, and moral leadership were measured using the Principal Sense of Efficacy Scale (PSES) (Tschannen-Moran and Gareis, 2004). The Virginia Standards of Learning (SOL) assessment results for reading and mathematics, specifically the overall school pass rates by subject, were used as indicators of student achievement. The researcher sought to examine the usefulness of measuring self-efficacy as a potential method for identifying and assigning principals to specific school contexts based on any relationships and differences revealed by the data. A hierarchical multiple regression analysis was used to predict student achievement in reading and mathematics from overall principal self-efficacy and the three principal efficacy subscales while controlling for poverty. An independent samples t-test was conducted to compare the self-efficacy of principals at turnaround and fully accredited schools. Analysis of the predictive relationship between principal self-efficacy and student achievement in reading and mathematics failed to reveal significant findings. Comparative analysis of the mean self-efficacy for turnaround and fully accredited school principals further failed to reveal statistically significant differences. Calculated effect size of the differences between the groups indicated a medium effect. Implications for practice and recommendations for future research were developed from the findings. / Ed. D. / The intent of this study was to determine the extent to which self-efficacy predicts student achievement as well as the differences between the self-efficacy beliefs of principals in turnaround and fully accredited schools at the elementary, middle, and high school levels in one urban Virginia school division. Principal self-efficacy is defined as, “…a judgment of his or her own capabilities to structure a particular course of action in order to produce desired outcomes in the school he or she leads” (Tschannen-Moran & Gareis, 2004, p. 573). Overall principal selfefficacy as well as efficacy for management, instructional leadership, and moral leadership were measured using the Principal Sense of Efficacy Scale (PSES) (Tschannen-Moran & Gareis, 2004). The Virginia Standards of Learning (SOL) assessment results for reading and mathematics, specifically the overall school pass rates by subject were used as indicators of student achievement. The researcher sought to examine the usefulness of measuring selfefficacy as a potential method for identifying and assigning principals to specific school contexts based on any relationships and differences revealed by the data. The data analysis failed to reveal any statistically significant findings for the research questions. Implications for practice and recommendations for future research were developed from the findings.

Yes / Time, cost and risk are the main elements that effect the operating margin of the oil and gas companies due to Turnaround Maintenance (TAM). Turnaround Maintenance (TAM) is a methodology for the total shutdown of plant facilities during a pre-defined period to execute inspection actions, replacement and repairs according to Scope of Work (SoW). This paper presents a new methodology for improving TAM scheduling of oil and gas plants. The methodology includes four stages: removing Non-critical Equipment (NE) from reactive maintenance to proactive maintenance, risk-based inspection of Critical Static Equipment (CSE), risk-based failure of Critical Rotating Equipment (CRE), and application of failure distributions. The results from improving TAM scheduling is associated with decreasing duration and increasing interval between TAM leading to improved availability, reliability, operation and maintenance costs and safety risks. The paper presents findings from the TAM model application. The methodology is fairly generic in its approach and can also be adapted for implementation in other oil and gas industries that operate under similar harsh conditions.