Using human capital theory and social capital theory, I develop a model to explain the circumstances surrounding outside director appointments, patterns of outside board affiliations and outside director exits. I investigate why individuals become outside directors, why they continue to serve as directors after appointment, and why they terminate their service on boards. I find that an executive's home firm career and prestigious affiliations predict the likelihood and patterns of outside directorship service. Outside directors are critical to effective corporate governance, and to understand the board-governance process we need a better understanding of outside director service.

Winnipeg’s climate produces variable and extreme weather conditions, which can pose challenges for people wishing to spend more time outdoors. This practicum’s design builds on the Assiniboine River as a natural attractor and encourages people to spend more time outside. Relationships of architectural inside and outside are investigated and strategies to connect inside and outside are identified and applied in analysis of directly experienced projects. Those strategies together with a specific landscape vocabulary are the basis for the final design concept and examples. The design vocabulary and strategies are adapted to the quality of each site and support movement between the city and the river in all seasons.

Winnipeg’s climate produces variable and extreme weather conditions, which can pose challenges for people wishing to spend more time outdoors. This practicum’s design builds on the Assiniboine River as a natural attractor and encourages people to spend more time outside. Relationships of architectural inside and outside are investigated and strategies to connect inside and outside are identified and applied in analysis of directly experienced projects. Those strategies together with a specific landscape vocabulary are the basis for the final design concept and examples. The design vocabulary and strategies are adapted to the quality of each site and support movement between the city and the river in all seasons.

Thesis (M.A.)--Multnomah Biblical Seminary, 1995. / Includes bibliographical references (leaves 59-64).

Thesis (D. Miss.)--Trinity Evangelical Divinity School, 1991. / Abstract. Includes bibliographical references (leaves 121-126).

Thesis (M. Th.)--Capital Bible Seminary, 1975. / Includes bibliographical references (leaves 89-94).

No description available.

International Telemetering Conference Proceedings / October 30-November 02, 1995 / Riviera Hotel, Las Vegas, Nevada / With the development of microcomputer technology, the application of strap-down inertial navigation on aircraft is used more frequently. The attitude measurement for miniature spacecraft is most important. Installing three-axis acceleration sensors and three-axis rate gyros on the spacecraft, the accelerations and attitudes can be obtained through the PCM/FM telemetry system. Then, the initial attitude of spacecraft is given through outside measurement and telemetry. Finally, in the ground station, the parameters of spacecraft attitude are given by using strapdown inertial navigation theory and quanternion differential equation for solving the attitude.

In theory it should be possible to characterise a vibration source's active and passive properties in an independent way which allows for structure borne sound to be predicted for a source in different installations. When put into practice however, the independent source characterisation approach often results in sur- prisingly poor predictions of source behaviour for the installed condition. The exact cause of the error is currently unknown but is often attributed to the practi- cal difficulties encountered when measuring source properties and hence numerical instabilities resulting from poor quality or unrepresentative data. Here we ad- dress the problem of obtaining independent descriptions of a source's active and passive properties using in-situ measurement approaches. In-situ measurements may be advantageous because the hypothetical quantities required for indepen- dent source characterisation are on the whole unmeasurable and hence elaborate measurements are often required to obtain an approximate source description. It will be shown that the independent blocked force, describing the activity of a vibration source under a blocked condition, can be measured in-situ and that the in-situ blocked force can be used to predict source behaviour in different environ- ments including a free condition. It will also be shown that the in-situ blocked force approach may allow for a transfer path analysis to be performed without dismantling the source-receiver assembly and thus allowing for a significant time saving. To address the characterisation of passive source properties two methods for the in-situ measurement of mobilities are described and investigated. Overall it is shown that active, and possibly passive, properties of vibration sources can be independently characterised whilst a source is installed and that there may be significant benefits in doing so. For example measurements may be faster or easier and the data obtained may be more representative.

The purposes of this study were to 1) explore student attitudes toward the English-only environment in an intensive English program, and 2) find factors that either promote or inhibit students' desire to use English in their communication with compatriots in school. Qualitative research methods employed were a) a student questionnaire (with a total of 158 participants), b) semi-structured interviews with students (total 6 participants), and c) four student focus groups (with a total of 62 participants). The study was conducted at the English Language Center (ELC) at Brigham Young University. The participants were students of four native language groups (Spanish, Korean, Portuguese, Chinese) and varied levels of proficiency. The findings indicate that the majority of the students acknowledged the helpfulness of the English-only environment at the ELC, but recognized some factors that prevented them from speaking only English in the school building. These factors were grouped into five categories: sociocultural, linguistic, individual, psychological, and institutional. The sociocultural factors included peer pressure, fear of negative evaluation by compatriots, cultural communication patterns, maintaining friendship with compatriots, and need for cultural bonding. The linguistic factors included low language proficiency, difficulty in understanding teachers' assignments, translating habits, and linguistic differences between English and students' L1. The category of the individual factors consisted of the intensity of motivation and personality type. Lack of confidence, stress from speaking English, and fear of having a different personality when speaking English were categorized as psychological factors. Finally, the institutional category included physical factors (number of students of the same L1 in school/class, distance from the university campus), teacher factors (teachers' ability to motivate students, other teachers' characteristics [being sensitive to students' cultures, understanding students' individual circumstances, the ability to establish a rapport with students]), and curricular and administrative factors (poor enforcement of the English-only rule, weaknesses of speaking classes, lack of activities that promote interaction with students from other countries). This study provides a deep understanding of the reasons why many students speak their native language once they leave the English classroom. Based on these findings, recommendations regarding the development and modification of curricula in order to improve the language-learning environment at English institutions are offered to classroom teachers and program administrators.