A numerical technique is developed to simulate the vortices associated with stationary and flapping wings. The Unsteady Reynolds-Averaged Navier-Stokes (URANS) equations are used over an unstructured grid. The present work assesses the locations of the origins of vortex generation, models those locations and develops a systematic mesh refinement strategy to simulate vortices more accurately using the URANS model. The vortex center plays a key role in the analysis of the simulation data. A novel approach to locating a vortex center is also developed referred to as the Max-Max criterion. Experimental validation of the simulated vortex from a stationary NACA0012 wing is achieved. The tangential velocity along the core of the vortex falls within five percent of the experimental data in the case of the stationary NACA0012 simulation. The wing surface pressure coefficient also matches with the experimental data. The refinement techniques are then focused on unsteady simulations of pitching and dual-mode wing flapping. Tip vortex strength, location, and wing surface pressure are analyzed. Links to vortex behavior and wing motion are inferred.

The purpose of this study was to determine which variables contribute to high school dropout in a north central Mississippi school district’s only high school. The study population consisted of 301 students who enrolled as freshman in a north central Mississippi school district’s only high school during the 2002-2003 academic year and could have graduated from high school in 2006. Student data were obtained from the Mississippi Student Information System (MSIS) database, which contained all relevant information to this study. Data were collected on the following variables: gender, ethnicity, age, disciplinary infractions, whether or not a student was socially promoted, number of grades retained, number of absences, subject area testing scores, ninth grade retention, and special education enrollment. The findings of this study indicated there were relationships between the criterion variable, high school dropout, and the following predictor variables: age, ethnicity, whether or not a student was socially promoted, number of absences, number of grades retained, ninth grade. retention, and disciplinary infractions. The findings from this investigation also suggested that both socially promoted and students with high numbers of absences were more likely to drop out of high school than those who were not socially promoted, or had fewer absences.

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This project sought to evaluate the effects of video prompting in combination with backwards chaining to increase proficiency of tying shoe-laces using a changing criterion design. Two children, one diagnosed with Autism Spectrum Disorder (ASD) and one neurotypical were invited to participate in this study. Following baseline, shoe-tying prompt videos and backwards chaining were used to teach shoe-tying. Video prompting plus backwards chaining increased the typically developing participant’s proficiency with performing a larger percentage of steps of the targeted skill independently following intervention. However, the participant with ASD was unable to meet criterion and the study was terminated for him due to challenging behavior. These results indicate that the combination of point-of-view video prompts along with backwards chaining can be effective in teaching children to tie their shoelaces. These results also indicate that children with ASD may need additional supports with this intervention to reach acquisition criterion. Parents reported satisfaction both with the procedures undertaken and with the outcomes of the intervention. / Applied Behavioral Analysis