Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 296-317). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Ohio State University, 1970. / Includes vita. Includes bibliographical references (leaves 123-126). Available online via OhioLINK's ETD Center.

Presented as Thesis (Ph. D.)--University of Wisconsin--Madison, 1930. / Cover title. Reprinted from Zeitschrift für Züchtung. Reihe B Tierzüchtung und Züchtungsbiologie einschliesslich Tierernährung, Band XXIV, Heft 2. Includes bibliographical references (leaves 264-268).

Thesis (M.S.)--Texas State University-San Marcos, 2007. / Vita. Includes bibliographical references (leaves 56-59).

Submitted in fulfilment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Education Psychology of the Faculty of Education at the University of Zululand, 2000. / The aim of the investigation was to establish effects of the educator-learner ratio on invitational learning by means of a literature and empirical study. As an introduction, invitational learning was reviewed and the role of the educator and learner was highlighted. The educator acts in loco parentis and therefore plays a vital role in the promotion of invitational learning. The relationship of trust, understanding and authority between the educator and learner is a necessary prerequisite for creating an invitational learning climate. It is of paramount importance that, for successful invitational learning to take place, both educator and learner must enter into a mutual relationship of trust, understanding and authority. The various factors affecting invitational learning in a class with an unfavourable educator-learner ratio were discussed. Factors concerning the learners, their attitudes towards learning, their discipline, perception of their educators and their self-concept all have an effect upon the success of invitational learning. The role of the educator, his attitude, motivation, self-concept, salaries, incentives, job satisfaction, etc. also have an effect upon invitational learning. Factors such as management's authority style, class size, educational resources, physical provisions, etc. also impact upon the promotion of invitational learning. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of 150 questionnaires completed by educators teaching at primary schools in the Durban South and Port Shepstone area. The data was processed and interpreted by means of descriptive and inferential statistics. In conclusion, a summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made: - All learners should be governed by a code of conduct that will enhance positive behaviour and attitude towards learning. - All educators should be governed by a code of conduct that will prohibit unprofessional behaviour. - That further research must be done regarding educator-learner ratio and its effect on invitational learning.

The study evaluated the development role of targeted development investments in South Africa and their risk adjusted performance over a 10-Year period, that is from 2008 to 2017. Targeted development investments as a subset of socially responsible investments have transformed the way capital is allocated towards development funding needs. In the South African context this study is relevant given it offers a contrast between investments made in the public sector where development impact is a key objective, versus private sector targeted investments that aim to achieve financial returns whilst also driving development impact objectives aligned to sustainable development goals. The role and impact of these investments in the post democratic era is put in the spotlight given the country is dealing with economic, social, and environmental challenges that have necessitated the need to assess the nature and role of the investment industry in solving these complex development challenges (Giampocaro & Pretorius, 2012). The study on the role of the public sector focused on the investments and development impact indicators tracked by the Top 3 public sector investment institutions or corporations. The analysis on the performance of the private sector TDI funds examined their risk adjusted performance using Treynor, Sharpe, Sortino, and Information ratios. The risk adjusted performance was used to test whether the TDI fund returns under or outperformed against five benchmark categories. The research findings showed mixed results where TDI funds either underperformed or outperformed against the benchmark categories. The findings highlighted the need for a hybrid development model where both the public and private sector actively play a role in the development landscape as guided by their respective investment mandates. The findings advocate for corporate and institutional investors to increase capital allocations and investments towards financing development needs given the scope to maximise investor returns, whilst considering socially responsible investing and issues relating to the development and empowerment of previously disadvantaged communities.

This study examines the impact that classroom size makes on the development of secondary students. To gather data, the author focused on Leverett's Chapel School near Kilgore, Texas.

Preference assessments provide individuals with an opportunity to make choices and thus, increase their autonomy. Furthermore, preference assessments are used to identify stimuli that can be used as reinforcers in behavior change programs. Two studies were conducted to examine the validity of vocal preference assessments used with adults with developmental disabilities. In Study 1, the concurrent validity between vocal and stimulus paired-choice assessments, with and without activity access following a participant's selection, was evaluated. Spearman's rank correlation coefficients were computed to evaluate the correspondence between assessments. Results showed that similarity in consequence (i.e., activity access) impacted the correspondence between preference assessment results; whereas, similarity in antecedent (i.e., assessment format) did not impact the correspondence between preference assessment results. In Study 2, the predictive validity of reinforcer effectiveness of the preference assessments from Study 1 were evaluated. Specifically, the reinforcing efficacy and potency of high-preference activities were evaluated using a progressive-ratio schedule of reinforcement, within a multielement design. Results showed the preference assessments that included activity access were more likely to identify reinforcers that were effective under increasing response requirements, than were assessments that did not include activity access.

This document details the investigation of the aeroelastic behavior of very high aspect ratio cylinders. The difficulty in this investigation lies in the fact that there are two important length scales: the aspect ratio and the Reynolds number. The primary goal is to develop a method that properly represents both length scales during testing. The secondary goal is to develop a method that quantifies the cylinder motion. This paper describes a wind tunnel technique designed to account for the aspect ratio and the Reynolds number of a very high aspect ratio cylinder. This paper also describes the data acquisition and analysis techniques developed here to quantify the motion. As demonstrations, these techniques are then used here to study the motions of two cylinders that are the same in all ways except cross-sectional shape.

No description available.