The prime objective of this thesis is to research and develop a new system of project budgeting, monitoring and forecasting to meet the needs of the Construction Industry. It is intended that this work will facilitate the means for more efficient control of projects from inception to final completion, utilising where possible the latest developments in computer technology. The initial stage of the work involves an investigation and appraisal of existing methods of formulating project budgets. In particular attention is paid to previous work in the development of mathematical 's' curve models, together with their limitations in use and application. Potential for future development is also identified. The thesis then focuses on the evolution of an improved modelling philosophy for project budgets and forecasts which overcomes previously known problems. In parallel with this work is the development of a computerised system intended to enable the testing of the model against live project data. The model finally selected is then tested against the extensive research work previously undertaken by the DHSS and the data collected from sixteen construction projects. To facilitate the development of a suitable control system to act as a vehicle for the application of the principles developed, a contextual survey is included. This survey is intended to provide an update of previous survey work undertaken by the author in 1977 and to further investigate factors orientated specifically to the objectives of the thesis. The research then concentrates on the development of an integrated set of sub-systems which contribute to the budgeting, monitoring and prediction of project expenditure. These systems are developed in accordance with the need to establish the financial status of projects both before, during and after they are completed. The overall system is based on the latest computer technology available and is designed to be flexible in its application. Tests documented in the text prove that the system operates both in principle and in practice. A further extension of the research is the use of the various project data bases to provide information for a corporate control system which has been developed in principle. This thesis provides a significant step forward in computerised project budgeting and control utilisng 's' curve philosophy and provides a basis for further development. Potential exists for future development of the prediction and corporate control systems, together with software developments to improve general application over a wide range of industries and disciplines where project work is undertaken.

No description available.

The primary purposes of this study were to identify motivational typologies of growth and stability and identify people who have crossed a boundary in terms of levels of hope and time perspective. This study draws upon two fields, philosophy and psychology. The philosophical framework traces its roots back to American pragmatism and Alfred North Whitehead’s Process Philosophy. The second set of theories proposed for investigation came from the relatively recent empirical endeavor known as positive psychology. Specifically, I tested the construct validity and predictive utility of hope and time perspective as predictors of academic time management and academic outcomes in a Japanese sample. The participants were 467 students attending one of the largest private universities in Japan. Several instruments were used to measure the relationship between hope and time perspective as independent variables and self-reported academic outcomes. The instruments were the Hope Disposition Survey, the Zimbardo Time Perspective Inventory, self-reported TOEIC and GPA scores, and the Vocabulary Size Test. The research design was a quantitative and qualitative mixed-methods research plan. Two relatively recent constructs from the area of positive psychology research known as hope theory (a goal-oriented construct) and the Zimbardo Time Perspective Inventory were utilized for empirical investigation. The use of a mixed-method research design allowed this study to add to our knowledge of the roles of hope and time management in goal directed behavior. The analytical tools included the Rasch model, confirmatory factor analyses (CFA), structural equation modeling (SEM), and latent growth curve modeling (LGM). The qualitative analysis was a phenomenological investigation (similar to a case study) into the relationship between affect, cognition, and motivation utilizing a Process Philosophy framework. Results of the Rasch and CFA indicated that hope and time perspective were viable constructs for this sample. The hope SEM results indicated that hope had a positive relationship with academic outcomes as hypothesized. The time perspective SEM indicated that future time perspective had a positive relationship and that present-hedonism had a negative relationship with academic behavior as hypothesized. LGM results indicated that study time management had a non-linear relationship with the academic calendar. Both sets of results must be considered with caution due to a design flaw in the data collection instruments and high levels of attrition for the LGMs. Finally, the interview results indicated that students in the sample were extrinsically motivated by situational variables such as professor signals of how to, how much, when to, and what to study and that transitions from secondary to tertiary level studies were difficult for students with low levels of hope. The results were interpreted to suggest that levels of student engagement in the sample were at a less than desirable level when compared to OECD or North American university expectations. However, results were considered to be generally supportive of hope and time perspective theory. / Applied Linguistics

Early childhood education and family involvement have been shown to provide a positive impact on students' academic achievement regardless of socioeconomic circumstances and background. They have been regarded as two of the most important protective factors in maximizing outcomes for children at risk, especially those from low-income backgrounds. The overall objective of this study was to examine how family involvement changes over time, whether it predicted cognitive outcomes for preschool populations, and potential variables that mediate the relationship between family involvement and outcomes. Data from the Head Start Impact Study conducted through the Department of Health and Human Services (DHHS) were used to answer the research questions. Exploratory and Confirmatory analysis revealed three dimensions of home involvement based on survey items: involvement related to literacy, numeracy, and family resources. Growth curve models suggested increased levels of involvement as children progressed from preschool to first grade. Higher levels of involvement for Literacy for observed for children in Head Start during the first data collection follow-up. The types of involvement were significantly related to cognitive scores as measured by the PPVT-III and WJ-III Achievement. Parenting styles acted as a mediator between involvement and cognitive outcomes. Implications for policy and practice related to transition services are discussed. / School Psychology

Veterinarians often perform controlled experiments in which they inoculate animals with infectious diseases. They then monitor the transmission process in infected animals. The aim of such experiments can be to assess vaccine effects. The fitting of individual-level models (ILMs) to the infectious disease data, typically achieved by means of Markov Chain Monte Carlo (MCMC) methods, can be computationally burdensome. Here, we want to see if a vaccination effect can be identified using simpler regression-type models rather than the complex infectious disease models. We examine the use of various logistic growth curve models, via a series of simulated experiments in which the underlying true model is a mechanistic model of infectious disease spread. We want to investigate whether a vaccination effect can be identified when only partial epidemic curves are observed, and to assess the performance of these models when experiments are run with various sets of observational times.

<p><strong>Background:</strong> Developmental neuroscience research suggests that relative differences in emerging social skills between very young children with ASD may influence the trajectories of multiple important developmental domains, such as language ability. Such “cascade” associations between developmental trajectories may contribute in important ways to the substantial heterogeneity in symptoms and functioning seen in children with ASD. However, longitudinal research has yet to test such “cascade” models of change in children diagnosed with ASD.</p> <p><strong>Objectives:</strong> In this dissertation I aimed to model cascade patterns of association between social competence and language ability pathways in the year after diagnosis of ASD in preschool-aged children. Data for 365 participants aged 2-4 years old who had been recently diagnosed with ASD and followed prospectively were obtained from the “Pathways To Better Outcomes in ASD Study”.</p> <p><strong>Methods:</strong> Study 1 aimed to determine whether social competence and structural language ability could be measured as distinct constructs that were invariant over time and between clinically relevant groups of young children with ASD. Study 2 modeled longitudinal reciprocal associations between these domains. Study 3 addressed the issue of variability and change within this sample, and tested whether baseline levels and rate of change in one domain were associated with subsequent growth in the other.</p> <p><strong>Results:</strong> Social competence and language ability constructs were measurably distinct and invariant in a young sample comprising verbal and non-verbal children with ASD. Only small reciprocal cascade effects were evident between social and language pathways. Levels of social competence at time of diagnosis were significantly associated with subsequent language growth.</p> <p><strong>Conclusions:</strong> In preschoolers with ASD, advantages in social competence as measured at time of diagnosis appear to “spill over” in a feed-forward cascade model to influence progress in language ability. Social competence and language ability then appear to develop along more specialized, less interrelated pathways.</p> / Doctor of Philosophy (PhD)