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This dissertation focuses on the investigation of human perception of stereoscopic 3D image quality and the development of automatic stereoscopic 3D image quality assessment frameworks. In order to assess human perception of visual quality, a human study was conducted and interactions between image quality, depth quality, visual comfort, and 3D viewing quality were inferred. The results indicate that the overall 3D viewing quality can be well predicted from only image quality and depth quality. Between image and depth quality, image quality seems to be the main factor that enables accurate prediction of overall 3D viewing quality. Two other human studies were conducted to study the effect of masking on stereoscopic distortions. Binocular suppression was observed in the stereo images which were distorted by blur, JPEG compression, or JPEG2K compression, however, no such suppression was observed for stereo images distorted by white noise. Further, a facilitation effect was also observed against disparity variation for blur and JPEG2K distorted stereo images while no depth masking effect was observed. Based on these results, I proposed an automatic full-reference (FR) 3D quality assessment framework. In this framework, I used Gabor filterbank responses to model stimulus strength and then synthesize a Cyclopean image from a stereo image pair. Because the quality of this synthesized view is similar to that of a Cyclopean image, which the human visual system recreates from the stereoscopic stimuli, performing the task of 3D quality assessment on synthesized views can deliver better performance. I verified the performance of this FR framework on the LIVE 3D Image Quality Database and the results indicate that applying the proposed framework improves the performance of FR 2D quality assessment algorithms when applied to stereo 3D images. Further, I proposed a no-reference (NR) 3D quality assessment (QA) algorithm based on natural scene statistics in both the spatial and the depth domain. Experiments indicate that the proposed NR algorithm outperforms all 2D FR QA algorithms and most 3D FR QA models in predicting 3D quality of stereo images. Finally, a fourth subjective study was conducted to understand depth quality when stereo content is free from visual discomfort. The result suggests that human perception of depth quality is correlated with the content of the stereo image and the stereoacuity function of human visual system. / text

Due to the paucity of research on struggling adult readers, researchers rely on child-based reading constructs and measures when investigating the reading skills of adults struggling with reading. The purpose of the two studies in this investigation was to evaluate the appropriateness of using child-based reading constructs and assessments with adults reading between the third- and fifth-grade levels. The first study examined whether measurement constructs behind reading-related tests for struggling adult readers are similar to what is known about measurement constructs for children. The sample included 371 adults, including 218 native English speakers and 153 English speakers of other languages. Using measures of skills and subskills, confirmatory factor analyses were conducted to test three theoretical measurement models of reading: an achievement model of reading skills, a core deficit model of reading subskills, and an integrated model containing achievement and deficit variables. Although the findings present the best measurement models, the contribution of this study is the description of difficulties encountered when applying child-based assumptions to developing measurement models for struggling adult readers. The second study examined the usefulness of the Comprehensive Test of Phonological Processing (CTOPP) Elision and Blending Words subtests (Wagner, Torgesen, & Rashotte, 1999) with struggling adult readers. The sample included 254 adults, including 207 native English speakers and 47 native Spanish speakers. Overall performance, subtest reliability, and subtest validity were evaluated for the participants. Analyses included comparisons of struggling adult readers to the CTOPP norm group as well as comparisons within the struggling adult readers by demographic characteristics of age, gender, special-education status, and native language. Compared to the norm group, struggling adult readers exhibited lower overall performance as well as lower subtest reliability and validity. Regardless of demographic grouping, subtest validity was low for struggling adult readers. Overall performance and subtest reliability differed for struggling adult readers depending on demographic grouping, particularly age and native language. This study raises concerns about the appropriateness of administering and interpreting Elision and Blending Words subtests with struggling adult readers. In conclusion, both studies caution the use of child-based reading constructs and assessments with struggling adult readers.

Ambient monitoring and air quality modeling of air toxics concentrations at the neighborhood-scale level is a key element for human exposure and health risk assessments. Since 2005, The University of Texas at Austin (UT) has operated a dense ambient monitoring network that includes both hourly automated gas chromatographs as well as threshold triggered canister samples and meteorological data in the Corpus Christi area. Although Corpus Christi is in attainment with the National Ambient Air Quality Standards for both ozone and fine particulate matter, its significant petroleum refining complex has resulted in concerns about exposure to air toxics. The seven site network, incorporating both the industrial and residential areas in Corpus Christi, provided a unique opportunity to further the development and understanding of air quality modeling for toxic air pollutants at the neighborhood-scale level. Two air dispersion models, AERMOD and CALPUFF, were used to predict air concentrations of benzene for one of the UT operated monitoring sites (Oak Park monitoring site: C634) and the predictions were compared to the observed benzene concentration data at the Oak Park monitoring site to evaluate model performance. AERMOD and CALPUFF were also used to predict benzene concentrations in populated areas and at sensitive receptor locations such as schools and hospitals. Both AERMOD and CALPUFF were able to reproduce the early morning high benzene concentration and the northern wind effect except under strong NNE wind conditions, where the observed data indicated elevated high benzene concentration which AERMOD and CALPUFF failed to predict. These under-predictions could be due to the NNE strong wind condition at that time of these occurrences or could be attributed to different types of emissions other than the point sources emissions from the 2005 TCEQ Photochemical Modeling inventory, such as mobile sources or accidental emission events. These preliminary analyses could be expanded by modeling longer periods, by including other emission sources and by inter-comparisons with observed data from other CCNAT monitoring sites. In addition, fundamentally different modeling approaches (eulerian, rather than lagrangian) could be considered. / text

Finn (2007) developed a procedure that uses psychological assessment tools towards therapeutic ends known as Therapeutic Assessment (TA). The Assessment Intervention session was later developed as part of the TA as an improved method of preparing clients for feedback. The dynamics and effectiveness of this stage of TA have not been studied to date. The current study used a time-series design to follow two clients as they took part in a TA intervention. Participants were involved in ongoing therapy at the time of the study. Participants completed brief, daily measures related to their reported symptoms and presenting concerns before, during, and after the TA. In addition, clients completed longer, standardized measures of psychological symptomatology and therapy progress. Clients and the assessor (Dr. Stephen Finn) were interviewed about their experiences of the Assessment Intervention session and the resulting text was coded and interpreted according to a modified Grounded Theory Method. A time-series analysis revealed that neither client reported improvement on any of the daily measures of symptoms when comparing baseline and post-TA intervention periods. However, one client saw improvements during the TA period only and both clients saw global improvements in the scores reported on the standardized measures. In addition, clients reported satisfaction with the TA and, while therapists reported positive results regarding therapy progress, clients’ reports were mixed. Finally, qualitative feedback from participants revealed that clients and assessor experienced the Assessment Intervention as evoking something familiar but also new for the clients. The integration of the new and the familiar had to be carefully balanced for the clients to be able to experience the Assessment Intervention as beneficial. The context of narrative, a supportive relationship with the assessor, and strong, memory-linking feelings and insights were important for the positive integration of the new experiences. / text

Collaborative child assessment combines traditional assessment methods with techniques aimed at increasing the therapeutic benefit of assessment for children and parents. Previous studies have found high consumer satisfaction, increased self esteem, decreased symptomatic distress, and greater hopefulness following participation in collaborative assessment. However, full collaborative assessment protocols are complex, time-consuming, and thus not practical to use in many applied settings. This study investigated the practicality and potential benefits of implementing several collaborative techniques into otherwise traditional child assessments, including co-generation of assessment questions, use of a process orientation during child testing, and use of an individualized, level-based approach when providing feedback. It was hypothesized that, compared to parents participating in traditional assessments, parents participating in collaborative assessments would report greater satisfaction, greater collaboration, learning more about their child, stronger alliance with the assessor, more positive feelings about the assessment process, and more hopefulness about their child’s challenges and future. Univariate analysis of variance statistics were used to test these hypotheses, which were not statistically supported, in part due to the limited sample size obtained. However, group differences of small to moderate effect sizes were seen for most of the outcome variables, including parent-reported learning about their child, assessor-parent relationship, assessor-child relationship, collaboration, negative feelings about the assessment, general satisfaction, and negative emotions about their child’s future. The results suggest that further research in this area is warranted. Limitations of the study and suggestions for future research are discussed. / text

Due to the paucity of research on struggling adult readers, researchers rely on child-based reading constructs and measures when investigating the reading skills of adults struggling with reading. The purpose of the two studies in this investigation was to evaluate the appropriateness of using child-based reading constructs and assessments with adults reading between the third- and fifth-grade levels. The first study examined whether measurement constructs behind reading-related tests for struggling adult readers are similar to what is known about measurement constructs for children. The sample included 371 adults, including 218 native English speakers and 153 English speakers of other languages. Using measures of skills and subskills, confirmatory factor analyses were conducted to test three theoretical measurement models of reading: an achievement model of reading skills, a core deficit model of reading subskills, and an integrated model containing achievement and deficit variables. Although the findings present the best measurement models, the contribution of this study is the description of difficulties encountered when applying child-based assumptions to developing measurement models for struggling adult readers. The second study examined the usefulness of the Comprehensive Test of Phonological Processing (CTOPP) Elision and Blending Words subtests (Wagner, Torgesen, & Rashotte, 1999) with struggling adult readers. The sample included 254 adults, including 207 native English speakers and 47 native Spanish speakers. Overall performance, subtest reliability, and subtest validity were evaluated for the participants. Analyses included comparisons of struggling adult readers to the CTOPP norm group as well as comparisons within the struggling adult readers by demographic characteristics of age, gender, special-education status, and native language. Compared to the norm group, struggling adult readers exhibited lower overall performance as well as lower subtest reliability and validity. Regardless of demographic grouping, subtest validity was low for struggling adult readers. Overall performance and subtest reliability differed for struggling adult readers depending on demographic grouping, particularly age and native language. This study raises concerns about the appropriateness of administering and interpreting Elision and Blending Words subtests with struggling adult readers. In conclusion, both studies caution the use of child-based reading constructs and assessments with struggling adult readers.

<p>The purpose of this study was to examine the level and extent of community participation in the Danga Ecological Sanitation Project carried out in the Zvishavane district of Zimbabwe. The people-centered approach was chosen as a theoretical background. Both quantitative and qualitative methods were used to gather relevant information. The results indicated that the community was not fully involved in the ecological sanitation project. As a result, the project had a poor performance record. In the course of this study, political interference in community projects carried out in Zimbabwean rural communities, resulting in the failure to reach the intended beneficiaries, was also noted. Full community participation in community projects may ensure that empowerment and ownership take place. Institutional arrangements, which in most cases impede development, need to be readdressed with clear demarcation of decision-making processes.</p>

Local government, as government at grassroot, has, probably undergone transformation more than any institution in post-1994 South Africa. State-of the- art legislation have been passed that have restructured municipalities, and, especially, in the areas of performance and conduct of councillors and officials. Prominent in the areas of transformation are the roles of the Executive Mayor, which are no longer ceremonial as well as the radical changes which have been legislated in municipal financial management. This study was undertaken to determine the challenges that confront the Executive Mayor in financial management in selected local municipalities in the Free State. The hypothesis was formulated that “despite the state-of-the art legislation to regulate municipal finance, Executive Mayors in municipalities face the challenge of poor service delivery as a result of noncompliance to financial statutes due to human resource incapacity”. To test the hypothesis, use was made by empirical research that comprised questionnaires completed by sample of managers and officials in the selected local municipalities of Mafube, Metsimaholo, Moqhaka and Ngwathe.The findings, amongst others, were that: • Human capital in the 4 selected local municipalities are in their prime age. 69 present of managers are in the aged between 30 years to 50 years; • 57 present of the managers responded that they have adequate qualifications and training to pursue the challenges in municipal finance; • All 4 municipalities normally get their budgets approved as required by compliance. • The hypothesis was consequently, invalidated. The study ends with recommendations to help improve standards and quality of financial management practice in the 4 municipalities. / MA (Industrial Psychology), North-West University, Vaal Triangle Campus, 2014

While preference assessments are effective at identifying potential reinforcers, they consume large amounts of time and resources. Multiple variations have been developed in order to save time and money when conducting assessments such as briefer versions, pictorial formats, and verbal formats. The purpose of this study was to examine the efficacy of three different brief MSWO procedures at identifying effective reinforcers for children with developmental disabilities. The procedures of the current study examined a tangible brief MSWO procedure which provided access to the edibles, a pictorial brief MSWO procedure which provided access to the edibles, and a pictorial brief MSWO procedure which did not provide access to edibles. After hierarchies from all three assessments were identified, reinforcer assessments were conducted to determine the efficacy of highly preferred stimuli. Results indicated that all three formats were able to identify effective reinforcers, with similar hierarchies produced for three out of four participants.