Since the early sixteenth century, the bassoon has played a role of varying importance in musical organizations. Early groups used as many as twenty-four bassoons in conjunction with other instruments. Today, it is common to have no more than two or three bassoons in bands and orchestras because other instruments, as they developed, have replaced the bassoon in the instrumentation of such groups. Although the bassoon is not as important numerically as it formerly was, its place in musical organizations is assured because it has expressive colors and tonal qualities which cannot be duplicated by any other instrument. The bassoon is especially important as a bass instrument in small ensembles.

<p>A production Basic Oxygen Furnace installation at Dominion Foundries and Steel Ltd., Hamilton, Ontario is used to develop a method of dynamically predicting the time during steelmaking at which a specified bathcarbon content will be reached.</p><p>The carbon evolution rate is calculated from continuous stack gas analysis and flow data. This information, combined with a known bath carbon content measured shortly before the end of the blow, is used to perform carbon mass balances. Bath carbon contents, calculated from these mass balances can be expressed as a function of time by a simple updated-mathematical model which is then used to predict the end point time.</p> <p>A new technique for determining stack gas flow rates by utilizing an injected chemical tracer is evaluated.</p> / Thesis / Master of Engineering (ME)

The purpose of this study was to examine GED students’ perceptions of the ABE/GED program at a rural Mississippi community college. There were 64 GED students who participated in this study. A survey containing 15 questions was administered to the participants. Likert-scale response type questions were used to provide information particularly on students’ perceptions of the ABE/GED program. The data were analyzed using descriptive statistics. Chi-square tests were run to determine if differences existed among students’ perceptions based on age, race, and gender. The findings of the study showed that overall the students had a positive perception of the ABE/GED program. Additionally, the study found that differences did not exist among students’ perceptions based on gender and race, but a difference was found for two items based on age.

<p> Reaction of tetraphenylcyclobutadienepalladium halides, [(Ph4C4)PdX2]2, with [(C5H5)M(CO)3]2 (M=Mo or W) gave complexes of the type (Ph4C4)(C5H5)M(CO)X (M=Mo, X=Cl, Br or M=W, X=Br). Conversely, reaction of [(R4C4)PdBr2]2 (R=C6H5, p-CH3C6H4) with [(C5H5)Fe(CO)2]2 or (C5H5)Fe(Co)2Br led not to the expected transfer of the cyclobutadiene ring group onto iron, but to complexes of the type [(R4C4)M(C5H5)]+ FeBr4- (M=Pd or Ni). These were converted into the diamagnetic bromides. [(R4C4)M(C5H5)]+ Br- which, on treatment with sodium methoxide, gave the cyclobutenyl complexes (R4C4OMe)M(C5H5) of palladium and nickel.</p> <p> The complexes (R4C4)Co(Co)2X (R=C6H5, p-CH3C6H4, X=halogen) have been prepared by ligand-transfer reactions from [(R4C4)PdX2]2. The reactions of (R4C4)Co(CO)2X show considerable similarity to those of (C5H5)Fe(CO)2X, and evidence for a very strong metal-ring bond in the cobalt complex is presented. Reaction of (R4C4)Co(CO)2Br with C6F5Li gave the very stable (R4C4Co(CO)2C6F5. With aromatic hydrocarbons in the presence of AlCl3, (R4C4)Co(CO)2Br gave the stable [(R4C4)Co(π-Arene)]+; cycloheptatriene also reacted with (R4C4)Co(CO)2Br in the absence or a catalyst to give [(R4C4)Co(C7H8)]+. Nucleophilic attack occurred readily at the C7H8 ring in [(R4C4)Co(C7H8)]+ and less readily at the benzene ring in [(R4C4)Co(C6H6)]+ to give (R4C4)Co(cycloheptadienyl) and the (R4C4)Co(cyclohexadienyl) complexes, respectively.</p> <p> The order of susceptibility of π-complexed ligands in metal d^8 complexes towards nucleophilic attack, cycloheptatriene> benzene> (R4C4)> cyclopentadienyl, is proposed. A novel method for effecting hydride abstraction is reported. Aniline in [(Ph4C4)Co(π-Aniline)]+ is less basic than aniline itself by approximately 1.5 pK units.</p> / Thesis / Doctor of Philosophy (PhD)

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As of 1980, the total population of persons of Spanish origin in the United States was 14,609,000, or 6.4%, with over 2,000,000 of them Puerto Rican (U.S. Bureau of the Census, 1983). Thousands of Hispanics are coming into the U.S. every year, both legally and illegally. They are the second largest minority in the U.S., and if growth continues at the current rate, they may outnumber Blacks by the year 2020 (Davis, Haub, & Willette, 1983).

The purposes of this study were to assess the effect of the initial and exiting attitudes toward mathematics and academic outcomes of students placed in the Developmental Mathematics Basic Arithmetic course at a community college in Maryland. Major research questions included were: (1) What is the difference, if any, between the pretest and posttest attitudes toward mathematics of students placed in Basic Arithmetic as measured by the Aiken Mathematics Attitude Survey? (2) What is the effect, if any, of the placement test for students enrolled in Basic Arithmetic on the final exam score, attitude pretest scores, and attitude change scores? (3) What is the difference between the achievers and nonachievers in Basic Arithmetic as measured by the Aiken Attitude Towards Mathematics Survey? (4) What is the difference between the achievers and nonachievers in Basic Arithmetic based on the demographic variables of age, gender, and ethnicity? The population consisted of 329 students placed in the developmental course DVM001 Basic Arithmetic. Data were collected by utilizing the Lewis R. Aiken Attitude Toward Mathematics Survey and the admissions and registration data. The analysis of variance and the Paired Samples Test were used to obtain the comparative and correlation analysis. Chi Square was utilized to determine the relationship between the final grade and the demographic variables. The results revealed: (a) No significant differences between the pretest and posttest attitudes toward mathematics; (b) The posttest shows a gain of 1.70 percent in the attitudes towards mathematics; (c) Attitude change based on gender showed a gain in the female score only; (d) Achievers and nonachievers have the same attitude towards mathematics; (e) There were statistically significant differences between the placement score and the final exam score, and (f) The demographic variables of age and gender were related to the final exam score. / Ed. D.