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This thesis is missing page vi, the page is not present in the other copies of this thesis. -Digitization Centre / This thesis deals with the design and implementation of a micro-computer controlled cutting table used to prepare large scale patterns for Surface Acoustic Wave (SAW) devices. This automated cutting table simplifies the creation of many SAW patterns and makes previously unattainable patterns possible. The design is extremely versatile and can cut as well as straight lines in any direction in two dimensions. A commercially available, 44 inch square, cutting table was automated by mounting stepping motors on each of the two axis. The motion of the motors is controlled by an SDK-85 micro-computer and several peripherals. A full description of the hardware, software and a successful experimental test is included. / Thesis / Master of Engineering (ME)

In Canada, nearly 25% of school-aged children have vision problems. Common childhood vision disorders include amblyopia, refractive errors, and strabismus. Early identification and treatment of these disorders can prevent long-term vision loss and improve academic achievement. In 2018, the Ontario Ministry of Health and Long-Term Care legislated universal childhood vision screening of all senior kindergarten students. Although studies have explored the effectiveness of these interventions, few have explored the barriers and facilitators to program implementation. This study used a qualitative descriptive approach to examine the perceptions of key informants regarding the factors influencing the implementation of school-based vision screening in Ontario, and the role of nurses in supporting implementation. Semi-structured interviews were conducted with parents (n = 3), optometrists (n = 3), clinical research personnel (n = 2), public health staff (n = 5), school staff (n =2), and community vision program personnel (n = 2) from across Ontario. The Consolidated Framework for Implementation Research (CFIR) was used to frame the analysis. The following factors were found to influence vision screening implementation: (1) student and parent needs; (2) presence of external partnerships; (3) dedication of tangible resources; (4) presence of internal networks and communications; and (5) the cost, complexity, and perceived quality of the vision screening program. Participants reported that public health nurses’ knowledge and skills, and their position within schools, communities, and the health system, facilitated vision screening implementation. This study suggests that a comprehensive and coordinated approach is necessary when implementing school-based vision screening programs. Future research examining vision screening implementation should consider the use of the CFIR to guide all phases of the implementation process, and explore the experience and perspectives of vision screening implementation of students, non-English speaking families, and those who had experienced failed vision screening. / Thesis / Master of Science (MSc) / In Canada, nearly 25% of school-aged children have vision problems. In 2018, the Ontario Ministry of Health and Long-Term Care passed a law requiring that all senior kindergarten students have their vision screened. This study used a qualitative descriptive approach to explore the perceptions of key informants regarding factors influencing implementation of school-based vision screening in Ontario, and the role of nurses in supporting implementation of this practice. The Consolidated Framework for Implementation Research was used to frame the analysis. The results of this study suggest that a comprehensive and coordinated approach is necessary when implementing school-based vision screening programs. Furthermore, participants reported that public health nurses’ knowledge and skills, and their position within schools, communities, and the health system, facilitated vision screening implementation. Therefore, public health units are encouraged to strategically utilize public health nurses when implementing vision screening. Practice, policy, education, and future research implications are discussed.

Yes / We present a formalism to represent cyclic models and study di erent semantic frameworks that support testing. These models combine sequences of observable actions and the passing of (discrete) time and can be used to specify a number of classes of reactive systems, an example being robotic systems. We use implementation relations in order to formally define a notion of correctness of a system under test (SUT) with respect to a specification. As usual, the aim is to devise an extension of the classical ioco implementation relation but available timed variants of ioco are not suitable for cyclic models. This paper thus defines new implementation relations that encapsulate the discrete nature of time and take into account not only the actions that models can perform but also the ones that they can refuse. In addition to defining these relations, we study a number of their properties and provide alternative characterisations, showing that the relations are appropriate conservative extensions of trace containment. Finally, we give test derivation algorithms and prove that they are sound and also are complete in the limit. / Engineering and Physical Sciences Research Council Grant numbers: EP/R025134/2. Ministerio de Economía y Competitividad Grant numbers: RTI2018-093608-B-C31. Comunidad de Madrid Grant numbers: S2018/TCS-4314

The Advancement Via Individual Determination (AVID) program is designed to provide resources and strategies to enable underrepresented minority students to attend four-year colleges. Research indicates that the success of the students enrolled in AVID depends on the strict adherence to the AVID components. The purpose of this study was to determine whether the principal and administrator's understanding of, commitment to and involvement in AVID accounted for the difference in student achievement between a successful school and one that is not. AVID is a program with demonstrated results, however it is costly. Building principals have to be willing to use a teaching position to staff the AVID coordinator/teacher position, and school districts have to employ tutors for the twice-weekly tutorial sessions. In these difficult fiscal times, districts are looking for places to make adjustments. AVID's demonstrated effectiveness for students in an individual building, as well as district-wide, will be the key to keeping AVID from falling subject to budget cuts. Some of AVID's 11 essentials are instructionally based, such as Cornell Notes and WICR, which directly impact what occurs within the walls of the classroom. Others are more leadership-based, such as staffing and policies for student selection. Yet a third set consists of things which are not actually essentials or may be less tangible, but still have a great impact on AVID, such as the perception of AVID students by peers, the perception of AVID students by the school community in general, and the understanding and oversight of the program within the building. This study focused on the essentials that are leadership based as well as those which are less tangible. It is essential to know what factors in a school make AVID implementation meet with the greatest success. A comparative case study methodology was used. The study used Grade Point Averages to determine two focus schools, and then interviews with principals and AVID administrators was conducted and analyzed. This study demonstrated that the key person in any site is the administrator who directly oversees the program. This individual must be thoroughly trained in all aspects of AVID so that program essentials can by implemented according to AVID guidelines and decisions regarding student success are based on accurate information. Assessment of program implementation is a multi-level process. In order to get an accurate picture of a program implemented in multiple schools, it is essential to first be sure that implementation is uniform within a specific building. Schools that have more than one teacher implementing a program must be monitored to be sure that there is a uniform practice within the building. Those involved with program oversight need to start there, especially if grades are being used as a basis of comparison. / Ed. D.

This study looked at the leadership style of one public elementary school principal that chose single-gender education as an innovation to manage and improve student behavior and the leadership of the principal during the implementation process. The anticipated outcome was that the researcher would discover that the principal followed steps outlined in professional research, however, what was learned were that some principals do not adhere to those guidelines. In this study, the principal researched, implemented, and oversaw the implementation, and she strategized a short-term plan for teacher training and support. Outside complexities, such as the simultaneous implementation of the Responsive Classroom® program and looping, influenced the implementation of the innovation as well as the principal's leadership of the program. Another influential factor affecting the principal's leadership was the lack of long-term planning for ongoing training and support of the initiative. Leading an innovation as unique as single-gender education is a multi-faceted process. Assessment of a principal's leadership of an innovation has multiple layers of complexity as well. These stem from the principal's rationale for the innovation and the methods used to initiate, implement, and sustain it. When leading an innovation, leaders rarely follow a prescribed path as outside factors arise that either enhance or derail the innovation. The leader must have the ability to analyze these factors and make essential alterations while maintaining integrity to the innovation. The leader must also have the ability to analyze individual participant needs during the implementation process and provide re-direction when the innovation deviates from its desired outcome. / Ed. D.

In 1997, on average every 40 to 45 hours criminals either shot or killed a victim in the City of Richmond, Virginia. This resulted in 122 firearm homicides in that year alone. This gun-related violent crime epidemic so terrorized law-abiding citizens that many of them became hostages in their own homes. In response to this horrific social problem, Project Exile was developed in late 1997. Project Exile is a multi-level (federal, state, and local) law enforcement effort aimed at the amelioration of Richmond's high per-capita rate of gun violence and gun homicide. Through the Richmond U.S. Attorney's Office, Project Exile takes advantage of stiffer bond rules and sentencing guidelines in federal court, where all cases involving felons with guns, guns and drugs, and guns and domestic violence are prosecuted. Although Project Exile has received extensive television and print media coverage, it has not caught the attention of the academic world. This dissertation begins to fill this research gap by combining Kingdon's (1995) Multiple Streams model with Sabatier's (1999) Advocacy Coalition Framework to develop a "Specific Collins Classification and Elaboration Model" and a "Generic Collins Classification and Elaboration Model" that will be used to analyze the formation and implementation of Project Exile. The three purposes of this research will be: 1. To elaborate and analyze Kingdon's and Sabatier's frameworks as a means for understanding Project Exile 2. To draw on these two frameworks to create both Specific and Generic new "Collins Models: to assist in furthering a deeper understanding of this case study as well as similar policy subsystems. 3. To explain the genesis and development of Project Exile. The most salient result of this research is that it shows the disparate ways in which variables, taken from the work of Kingdon, Sabatier, and the Project Exile case, fit in Schroeder's (2001) operationalization of the Political Economic framework. In addition, this research shows how both Kingdon and Sabatier compensate for the respective limitations of the other when the two of them are combined into one model. / Ph. D.

The International Technology Education Association published Standards for Technological Literacy (STL) to assist technology educators in establishing curriculum to reflect technological literacy. Presently, the extent to which STL and the individual Standards are being used is not known. The problem of this study was to determine the extent to which Virginia secondary technology education teachers are implementing STL. A questionnaire was sent to 285 randomly selected Virginia secondary technology education teachers seeking information concerning their use of STL, their use of the individual Standards within STL, and their perceptions with regard to Rogers' five attributes of innovation. Frequencies and percentages were calculated to describe the population and the respondents' perception of implementation of the individual Standards with regard to Rogers' attributes of and innovation. A two way contingency table was used to evaluate the relationship between Rogers' attributes of innovation and the implementation of individual Standards. Twenty percent of the respondents use STL with varying percentages for each individual Standard. These identified relationships may be used to assist change agents in understanding respondents' perceptions and assisting them in further implementing STL in Virginia. / Ph. D.