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This study evaluated effects of driving torques on screw direct withdrawal resistance (SDWR) from wood-based composites. The results on the screw seating torques indicated that the face-grain orientation of each material type had the highest mean load. The face-grain orientation of OSB had the highest mean load of 11.1 lb.in., and the MDF had the lowest mean load of 7lb.in.. For the screw stripping torques, the result showed the face-grain orientation of each material type had the highest mean load. The face-grain orientation of OSB had the highest load of 55.9 lb.in. Effects of torque levels on SDWR, the results indicated that the SDWR was lower at the torque level closer to the seating and stripping torque levels in OSB, whereas the SDWR was only lower in the torque level closer to the stripping torque within MDF and PB. Face-grain orientations of the each wood material had the highest SDWR.

The decision to patronize a particular store usually starts with a set of characteristics or attributes that consumers consider important. Consumers then use these attributes to make decisions regarding what store or stores can cater to their particular needs. Past retail and marketing studies have identified several consumer-oriented store attributes such as price, quality, variety, discounts, store reputation and their relationship to store patronage, but these studies overlooked how the physical environment affects retail store patronage. In addition, very few studies have addressed the issue of shopping scenarios and how they affect store patronage. The purpose of this study was to examine the influence of selected environmental dimensions on store patronage using specific apparel shopping scenarios. Data were collected using a random sample of women age 18 and over throughout the United States. The final sample consisted of 151 women. Four hypotheses were formulated and tested using factor analysis, cluster analysis, MANOVA, and Chi-square. The hypotheses tested for differences in (a) importance of environmental dimensions relative to three shopping scenarios, (b) importance of environmental dimensions relative to shopping orientations, (c) perceptions of first store choice relative to shopping orientations, and (d) attitude toward first store choice. Results revealed no difference in importance ratings of two environmental dimension factors, Sensory/Layout (Factor 1) and Music/Aesthetics (Factor 2), for three shopping scenarios (i.e., a dress for a formal social gathering, family gathering, work or community activity). Significant differences were found in the importance ratings of the Sensory/Layout and Music Aesthetics dimension factors across shopping orientation clusters. The clusters were named Decisive Apparel Shoppers (Cluster 1), Confident Apparel Shoppers (Cluster 2), Bargain Apparel Shoppers (Cluster 3), and Appearance Conscious Apparel Shoppers. The Bargain Apparel Shoppers had higher mean scores on the environmental factors than the other shopper groups. With regard to first store choice, the department store was chosen most often as first store choice. Furthermore, differences were found in perception of the environment for first store choice across the shopping orientation clusters. No differences were found for the Ventilation/Sensory factor; however, differences were found for the Signs perception factor. Respondents expressed relatively unfavorable attitudes toward their first store choice. However, of those that expressed an unfavorable attitude, several respondents indicated they were likely to visit their first store choice again. / Ph. D.

In Fall 2022, three librarians representing the outreach and engagement department and reference and instruction department at Loyola Marymount University’s William H. Hannon Library developed a three-part orientation experience to welcome new theological studies graduate students. The three parts consisted of a 10-minute welcome via Zoom by two outreach librarians; a “meet and greet” library orientation and VIP tour co-presented by an outreach librarian and the librarian for theological studies; and an in-depth instruction session led by the librarian for theological studies. With lessons learned and student feedback collected in Fall 2022, the librarians aimed to improve this three-point plan in Fall 2023. This article presents successes and failures from both years of orientation programs to inform academic librarians aiming to support graduate students at their respective institutions.

Partitioning of finite strains in different domains within the limb and hinge regions of a fold can be used to understand the deformation processes operative during fold formation. Samples taken from the limb and hinge regions of a gently plunging, asymmetric, tight, mesoscale fold in the Erwin formation of the Blue Ridge in North Carolina were analyzed to determine the deformation mechanisms and strains associated with the folding event. Rf/phi grain shape fabric analysis was conducted for each sample and used to calculate the orientation and magnitude of the final grain shape fabric ellipsoids. Flexural folding and passive-shear folding models predict that the highest finite strains will be recorded in the hinge of a fold. The highest grain shape magnitudes recorded in the North Carolina fold, however, lie along the overturned fold limb. The final geometry of many folds indicates that hinge plane migration processes are active during compressive deformation events. Numeric, conceptual, and analogue based studies have demonstrated the migration of fold hinges during deformation. However, documentation of these processes in field based studies is rare and limited to techniques that are frequently site specific. Methods proven successful in natural studies include the analysis of superposed folding; the migration of earlier hinge-related features such as fractures, cleavage planes, and boudinaged bedding planes; and the kinematic analysis of syntectonic pressure shadows. The magnitude and orientation of the grain shape ellipsoids calculated for the North Carolina fold indicate that rocks in the overturned limb were once located in the hinge of the fold. Subsequent noncoaxial deformation processes operative during folding resulted in the migration of the hinge to its present orientation and position. This relationship indicates that it is possible to use strain/shape fabric analysis as a test for hinge migration in folds, and that this technique may be more generally applicable in natural settings than previously proposed tests. / Master of Science

This master’s thesis investigates normative lifelines, time and space in relation to a nonbinary gender identity. My research questions focused on nonbinary aging, orientation in regards to identity and spaces, and views on maturity. I wanted to know how temporality and spatiality can be used as a theoretic framework to better understand nonbinary people’s experiences. This was achieved by interviewing seven Swedish nonbinary subjects aged 30-41 about norms regarding time and place. The results show that the nonbinary informants use gender norms to orient themselves in relation to gender identity. Aging is shown to be a gendered practice and therefore nonbinary aging and what the future will hold is made unclear for the participants. Nonbinary people seek not to be a hindrance or annoyance to the outside world and are aware that their identity often is viewed as childish, made up and illegitimate. Despite fears that they take up too much space I have shown that there is not enough space for nonbinary subjects to comfortably find a place in most rooms.

L’apprentissage par projet est une méthode pédagogique importante dans le réseau des cégeps, particulièrement depuis la Réforme scolaire collégiale de 1993 (Piché & Lapostolle, 2009). Toutefois, la quantité d’études sur les conditions d’efficacité de cette méthode pédagogique, particulièrement les études longitudinales, est limitée dans le milieu collégial. La présente étude analyse le rôle de plusieurs variables issues de la recherche en psychologie organisationnelle. D’abord, on considère le rôle de deux variables de personnalité affectées par la complexité d’une tâche : l’orientation envers les buts (Dweck & Leggett, 1988) et le style de gestion des conflits (Rubin, Pruitt, & Kim, 1994). Deux variables processuelles sont aussi étudiées : les types de conflits (Jehn 1995, 1997) et la proactivité (Griffin, Neale, & Parker, 2007). À l’aide d’analyses de médiation (Preacher & Hayes, 2008), les résultats démontrent que les orientations envers les buts et les styles de gestion des conflits utiles aux tâches complexes le sont également dans un contexte de projet au collégial, favorisant la proactivité des étudiants. Pour les types de conflits, un examen de leur évolution dans le temps permet de conclure à un effet généralement négatif en raison de la forte association entre eux. Une explication possible est la présence de mésattribution (Simons & Peterson, 2000), c’est-à-dire que les conflits reliés à la tâche sont faussement interprétés comme des conflits interpersonnels. / Project learning as a pedagogical method is an important teaching strategy in the cegep network in Québec, especially since the collegial Reform in 1993 (Piché & Lapostolle, 2009). However, studies on the efficiency of this pedagogical method, especially longitudinal studies, are rare in the collegial context. The present study analyses the role of many variables from organisational research in psychology. First, the role of two personality variables that are sensitive to task complexity are considered: goal orientations (Dweck & Leggett, 1988) and conflict management style (Rubin, Pruitt, & Kim, 1994). Two processual variables are also studied: conflict types (Jehn 1995, 1997) and proactivity (Griffin, Neale, & Parker, 2007). With the help of mediation analyses (Preacher & Hayes, 2008), the results indicate that the goal orientation and conflict management style most useful in complex tasks are also useful in the project context in cegep, improving students’ proactivity. As for conflict types, an examination of their evolution brings the conclusion that their effect is generally negative because of the strong association between each type. A possible explanation is the presence of misattribution (Simons & Peterson, 2000), which is the false interpretation of conflicts concerning the task into interpersonal conflicts.

Pour comprendre le développement de la conscience métacognitive d'enfants plurilingues, il est nécessaire d'examiner quels sont les facteurs qui seraient susceptibles de la développer ou de la freiner. La conscience rnétacognitive est considérée comme un élément essentiel de développement des capacités d'apprentissage. Définie en tant que capacité à planifier et à contrôler les processus réflexifs, une conscience métacognitive accrue est susceptible d'aider l'enfant plurilingue à prendre le contrôle de l'organisation de son propre apprentissage. L'examen de l'influence des facteurs susceptibles de l'améliorer a été conduit à partir d'une approche par les biographies langagières. Les résultats suggèrent que l'apprentissage d'une langue étrangère à un âge où l'enfant peut prendre conscience de son apprentissage, est l'un de ces facteurs d'amélioration. Les avantages de l'expérience d'apprentissage d'une langue étrangère sont aussi bien d'ordres sociaux que métacognitifs. / Nowadays children more often come into contact with multiple languages at different ages and in variable contexts. Consequently, they may at times be required to communicate in situations in which they lack sufficient understanding of the language used. Knowing about communication, that is, being aware of the interaction, of the potential obstacles and of different strategies to overcome them, is essential to bring exolingual situations to a successful end. Are there features of language acquisition that affect the development of this facet of metacognitive awareness? ln this thesis a specific aspect of early plurilingualism is examined. Reactions of children who learned a new language at an age and in a context in which they were able to be conscious about their learning are compared to those of children who learned a new language from birth onwards. Results demonstrate that a conscious language learning experience is a relevant factor in the development of metacognitive awareness