There is no abstract available for this dissertation.

The objective was to devise a simulation model that could economically compare two group-housing systems for sow operations, a conventional system (CONV) that uses partial-slatted concrete flooring and an alternative system (ALT) that uses straw-covered concrete. Further, the research aimed to determine the optimal parity in which to terminally cull sows. Data were collected on 121 sows between two experimental barns for 7 parities. These data were used to estimate a production function and a culling function. These functions, along with economic data, were used to create an economic simulation model. Production was best predicted by parity and lactation feed intake, and culling was best predicted by parity, weight, and gait score. Optimal terminal culling occurred after parity 6 in ALT and after parity 7 in CONV. Overall, ALT was more profitable than CONV.

Peer victimization, the experience of being socially excluded, emotionally mistreated or physically abused by peers, is a serious social issue in schools. Past research suggests that whole school, multi-component programs which aim to change school contexts are most effective in reducing victimization. However, the underlying mechanisms that are responsible for program effectiveness are not well understood. The current study examined how protective contexts influence young children‟s reports of victimization in early elementary school. Participation in the WITS® peer victimization prevention program, as well as classroom and individual levels of social responsibility, were tested as protective factors associated with declines in victimization over time. In a sample of 830 children, trajectories of physical and relational victimization were examined across Grades 1 to 3 with the use of latent multiple-indicator growth modeling. Children in the WITS® program (n = 422) showed more rapid declines in peer victimization over time compared to children in control schools (n = 418). Classroom levels of social responsibility were associated with declines in relational victimization for program children. Individual levels of social responsibility were associated with declines in physical victimization for program children. Implications for changing classroom norms through promoting social responsibility in the context of intervention and prevention are discussed. / Graduate

In this thesis we consider two-element generation of certain permutation groups. Interest is focussed mainly on the finite alternating and symmetric groups. Specifically, we prove that if k is any integer greater than six, then all but finitely many of the alternating groups A_n can be generated by elements x, y which satisfy x² = y³ = (xy)^k = 1 and further, if k is even then the same is true of (all but finitely many of) the symmetric groups s_n. The case k = 7 is of particular importance. Any finite group which can be generated by elements x, y satisfying x² = y³ = (xy)⁷ = 1 is called a Hurwitzgroup, and gives rise to a compact Riemann surface of which it is a maximal automorphism group. The bulk of the thesis is devoted to showing that all but 64 of the alternating groups are Hurwitz. Also we give a classification of all Hurwitz groups of order less than one million. An appendix deals with two-element generation of the group associated with the Hungarian 'magic' colour-cube.

The distinctiveness of this thesis lies in its use of Group and Researcher Reflection. It is a responsive and experiential study, which has two main aims: to explore the phenomenon, experience in the everyday environment, and to develop an appropriate method. The study centres round Group Reflection, which consists of a small group of local residents (in Ushaw Moor, Co Durham), who met regularly over a year, to reflect together. They met to explicate and explore their experience, particularly heightened experience, of their everyday environment, and together to recognise themes, and so reveal, develop and share their understanding. The group collected their themes under three general headings: nature, buildings and people. A report summarising this Group Reflection was produced with the group. The whole of the Group Reflection forms the basis for subsequent Researcher Reflection. This seeks alternative orderings and interpretation of the material explicated, themes and experiences, and considers their relationship to the wider literature on environmental experience. A number of alternative themes, or gatherings, are suggested: looking language, social concept, ordering regimes, person-environment engagement. Then, the concepts experience, place and dwelling are explored in the context of everyday environment, and a number of speculations are made about the possible changing nature of dwelling. The study is inspired by Phenomenology, and therefore seeks to allow the phenomenon to speak of itself: through those who have direct experience of it, and it hopes to take into account the essential entanglement of what is studied with those who study. Finally, it seeks to encourage readers to continue the reflective journey into their own exploration of experience in the everyday environment.

No description available.

No description available.

No description available.

Complementing field research among severely disadvantaged minority groups, the present laboratory analogue investigates how the clarity of a group member's cultural (collective) identity is related to positive feelings about oneself and one's performance. Participants were assigned to a clear, conflicted, or unclear collective identity condition, and were then faced with challenging tasks (study 1) or a challenging social interaction (study 2). In study 1, the hypotheses were not confirmed because participants overcame a lack of collective identity clarity by simply applying their own familiar collective identity to the tasks. This default alternative was removed in study 2, which resulted in a confirmation of the hypotheses. Participants in the clear condition felt more positive and successful than participants in the conflict and unclear conditions. Compared to participants in the clear and unclear conditions, participants in the conflict condition found the interaction to be the most difficult presumably because they were challenged to resolve competing identities. Clarity of collective identity was related to feelings of positivity, success, task difficulty, and to the expression of positive emotions, certainty, and achievement, thereby emphasizing the importance of collective identity clarity for the self.

Graduation date: 2000