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Since the federal law IDEIA of 2004 allowed for the determination of LD eligibility for Special Education services, it was expected that School Psychologists would have begun spending less time devoted to standardized tests, and more time providing other services such as counseling, consultation, and interventions. Moreover, any benefit that these services might have for students would ideally extend beyond the K-12 period when they receive these services. This study compares the time school psychologists spend engaged in service delivery unrelated to testing with post-school outcomes for special education students. Data are compared from all 50 states, as well as other variables such as the ratio of students to psychologists, socio-economic status, and per pupil spending. While time not testing did not correlate with post-school outcomes, other variables proved to correlate significantly, and are discussed in accordingly. Data were collected from a variety of sources, including state and national governments, education departments, professional school psychology organizations, and research institutions. Students' post-school outcomes were tracked for eight years after high school, and measured and compared based on level of education. The ratio of students to school psychologists proved to correlate significantly with the graduation rate of special education students both from high school and from four-year secondary institutions, suggesting that the fewer students a psychologist serves, the better the outcomes for those students. However, socio-economic status (as represented by students receiving free lunch or lunch assistance) was by far the most significant correlate with school and post-school outcomes, necessitating comparisons between statistics with that variable removed. Ultimately, variables for which school psychologists have little control, such as socioeconomic status, the ratio, per pupil spending, the percentage of students receiving ELL instruction, and other factors, proved to be more significant in their correlation with graduation rates and post-school outcomes than how much time psychologists spent providing services other than testing. Further study is recommended, as various elements of this study proved to limit the value of the results, such as the use of states as units of study, as opposed to smaller units, the inability to further divide the ways in which psychologists allocate their time, and the inability to obtain post-school data for more specific subsets of the special education population, such as LD. A study employing smaller units of comparison, such as school districts, and which could accurately measure time school psychologists spend in a variety of service delivery capacities, as well as more uniform groups of special education students, is recommended. / School Psychology

<p> An extensive experimental study is made of the general behaviour of the impact dampers, using a mechanical model. Coefficient of restitution, Mass-ratio, and Gap-factor are the parameters which were changed during the course of investigation and their effects were observed. </p> <p> The noise level has been eliminated successfully. Dampers containing two particles in a single container are compared with single particles dampers and the latter are found to be relatively efficient. Results with the mass particle oscillating in the container filled with fluid indicate that friction forces acting on the mass-particle are detrimental to the efficiency of the damper. </p> / Thesis / Master of Engineering (ME)

The beta-decay interaction contains two terms which consist of invariant products of two scalars and two tensors respectively. The relative absolute magnitude of these two terms is fairly well established but there has been some controversy over their relative sign. In this thesis the form of the interaction is investigated by means of an analysis of the second-forbidden decay spectrum of Cs137 and it is concluded that the relative sign of the scalar and tensor terms is negative. / Thesis / Master of Science (MS)

The classical Terzaghi Theory was extended by accounting for the variations of permeability during consolidation. With the aid of X-ray techniques, investigations on the significance of the variation of permeability, as well as the variations of void ratio and effective pressure, were conducted. Effects of the conventional consolidometer boundary on consolidation testing were studied. / Thesis / Master of Engineering (ME)