The European Union (EU), in 1992, issued the Temporary or Mobile Construction Sites (TMCS) Directive, which requires EU members to introduce specific law to improve health and safety (H&S) performance outcomes by placing specific duties on key stakeholders. This Directive led to the introduction of the first Construction (Design and Management) (CDM) Regulations in the UK construction industry on 31 March 1995 and since their introduction, the overall performance of construction H&S has improved gradually. However, despite this positive outlook, there are still significant concerns surrounding the implementation of the CDM Regulations, a subject on which empirical research has been very scanty. It is against such a background that this study investigates the practical implementation of the CDM Regulations and extends current knowledge and understanding, and develops a framework for appropriate remedial action by industry. The research method involved a thorough critical review of literature, semi-structured interviews, and two postal questionnaire surveys, using as research informants, practitioners with experience of the Designer, CDM Coordinator (CDM-C), and Principal Contractor (PC) roles under the CDM Regulations. Primary data were collected and analysed from in-depth interviews with six organisations purposively selected based on their construction design expertise and 122 questionnaires returned in total. The finding regarding lack of collaborative working amongst duty holders is a significant outcome of this study; a requirement expressed explicitly within the CDM Regulations, yet questionable in terms of its implementation. Further, the study reveals a number of statistically significant correlations between the extent of discharge of duties and their perceived degree of importance. However, the strength of the majority of these correlations is weak. In particular, the evidence indicates that 50% of the duties of the CDM-C are misaligned in terms of extent of discharge and perceived degree of importance, whereas 25% of the PC duties are also misaligned. This signals a lack of understanding regarding the importance of duties, towards achieving improved H&S management. Surprisingly, a comparison between extent of discharge of duties and their perceived degree of difficulty reveals that all the duties of the PC are statistically significant, meaning that the perceived degree of difficulty does not impede their extent of discharge. While 90% of the CDM-C duties are also statistically significant, again the same interpretation applies. Further, a consensus reached by Designers supports the view that CDM-Cs provide insufficient input throughout the planning and construction phase, raising doubt as to whether the duty holder is fit for purpose. Overall, the results confirm that interdependent working of duty holders is still a challenge, demonstrated by the Designer duty to ensure appointment of the CDM-C (Regulation 18(1)), the CDM-C duty to ensure Designers comply with their duties (Regulation 20(2)(c)), and the PC duty to liaise with the CDM-C and Designer (Regulation 22(1)(b)). Three recurring themes emerge from the results, that is: (i) collaboration, (ii) accountability and compliance, and (iii) facilitation, which in turn inform the remedial action framework comprising 13 remedial actions and 8 change drivers. Validation of the remedial action framework by 15 study participants reveals that, at least 10 remedial actions and 7 change drivers are considered likely to improve CDM implementation. The top three remedial actions are: (i) ensuring adequate arrangements for coordination of H&S measures; (ii) including provisions within the regulations specifying the stages for the appointment of duty holders; and (iii) amending the ACoP to provide guidance on determining what resources are adequate for a particular project. Whereas, the top three change drivers are: (i) management leadership; (ii) the proactive participation of duty holders; and (iii) training to equip duty holders with sufficient knowledge on provision of timely and adequate preconstruction information. Based on these outcomes, conclusions, recommendations, and further areas of research are drawn.

This mixed methods case study described and analyzed the 2004-2006 district-based principal preparation programs in Virginia. This dissertation explored goals stated in proposals for funding as well as program director and program completer perceptions of goals, content, processes, and outcomes for the 10 principal preparation programs that stemmed from the Commission to Review, Study, and Reform Educational Leadership. Data collection employed three phases: Phase I focused on the 10 grant proposals; Phase II involved semistructured interview questions centered on perceptions of nine participating program directors; Phase III investigated perceptions of 75 program completers who responded to a web-based survey. Data collection was conducted by coding proposals, transcriptions of directors’ interviews, and open-ended survey responses were coded to explore key terms that would be used to identify themes within and across all data sets. Findings from qualitative data analyses revealed themes related to program goals, content, processes (i.e., program delivery, elements), and outcomes. Program directors’ and program completers’ perceptions of the identified themes (e.g., practitioner-oriented, real life) were found to both differ and have similarities. Instructional content received minimal discussion from most program directors; program completers generally perceived needs for more content instruction in school law, special education, and finance. Practitioner-oriented program processes were perceived as valuable by both groups. Mentorship, portfolio projects, and SLLA test preparation were perceived as critical. Diverse perceptions were found particularly in the personal interactive component of the eight elements. Program directors and completers shared the same outcome goal; both groups were focused on fully prepared, highly qualified principals. Both groups wanted a definition of standards for acceptance into district-based principal preparation programs. Outcomes of the 10 programs included unintended consequences as well as challenges, particularly the ongoing need to balance theory and practice to reform principal preparation programs. Three of the 10 programs have continued with redefined partnership roles. Universities provide the preparation and involved school divisions annually select their cohort of students and provide some funding.

Thesis advisor: Irwin Blumer / This case study examined the demands that a first year principal in a school in Corrective Action faces and explored what are the key factors for creating a successful entry from the teachers' perspectives. The study further identified what a first year principal's immediate priorities should be when entering the job and examined potential pitfalls. This qualitative case study was conducted by the principal, who was a participant-observer. Data collection included the use of the on-line SurveyMonkey.com service, the researcher's reflective journal entries and field notes, as well as a review of pertinent documents. Findings were many, and illuminated many insights for beginning principals, including the importance of taking the time to learn about the existing culture before attempting to change it, as well as cultivating relationships and carefully laying the groundwork for change. Implications for practice included more specific recommendations, such as spending the summer months reading teacher files, comparing and compiling data on student performance, and being knowledgeable of all the school's initiatives for improving achievement before school officially begins. Limitation of this study included the researcher's role as principal and participant-observer, a small sample size, and the relatively short time frame within which the study was conducted. Recommendations for future study included studying the perspectives of other key constituents, such as students, parents, and other community members, broadening the scope of the study to include other middle schools in Corrective Action, and conducting a longitudinal study that would document the professional socialization of a first year principal during the three-year period following her appointment. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Thesis advisor: Rebecca Lownhaupt / This qualitative case study examined the role of the principal in organizational learning in one small, urban school district. The study focused on ways in which building leaders acquired, interpreted, and distributed information in schools, and how these practices were monitored. Findings from analysis of principal interviews and document review showed that monthly meetings with the superintendent served as the primary source of information gathered by principals, while meetings with their peers provided a vehicle for interpreting information shared. Within their buildings, principals used various building-level meetings, written communication, and the teacher evaluation processes as vehicles for information distribution to staff. Meetings and observation of practice were utilized to monitor efficacy of their distribution practices. Findings suggested that principals did not identify themselves as the primary keepers or distributors of information as it pertained to teaching and learning. Using a distributed approach, they instead relied on district directors and instructional coaches for that aspect of the work. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

"The goal of this thesis is to extend the theory and practice of matrix completion algorithms, and how they can be utilized, improved, and scaled up to handle large data sets. Matrix completion involves predicting missing entries in real-world data matrices using the modeling assumption that the fully observed matrix is low-rank. Low-rank matrices appear across a broad selection of domains, and such a modeling assumption is similar in spirit to Principal Component Analysis. Our focus is on large scale problems, where the matrices have millions of rows and columns. In this thesis we provide new analysis for the convergence rates of matrix completion techniques using convex nuclear norm relaxation. In addition, we validate these results on both synthetic data and data from two real-world domains (recommender systems and Internet tomography). The results we obtain show that with an empirical, data-inspired understanding of various parameters in the algorithm, this matrix completion problem can be solved more efficiently than some previous theory suggests, and therefore can be extended to much larger problems with greater ease. "

Neste trabalho, estudamos as Singularidades das folheações mutuamente ortogonais, numa variedade orientada M^3 de dimensão 3, cujas folhas são as curvas integrais dos campos de direções de curvatura principal associadas a uma imersão : M^3 R^4. Damos aqui continuidade às contribuições de R. Garcia referente ao estudo das singularidades genéricas das folheações principais. Apresentamos as configurações principais numa vizinhança dos pontos parcialmente umbílicos de codimensão 1, ou seja, as singularidades das folheações principais que aparecem genericamente em famílias a 1 parâmetro de hipersuperfícies imersas em R^4, e os diagramas de bifurcação pertinentes. Enfraquecendo a condição de genericidade, da maneira mais simples possível, encontramos oito tipos genéricos: D_1^ 1, D^1_ 2, D^1_ 3, D^1_, D^1_{1h,p}, D^1_{1h,n}, D^1_p e D^1_c , definidos ao longo do trabalho. Nesta tese consubstanciamos matematicamente a seguinte conclusão: As singularidades das folheações principais, que aparecem genericamente em famílias a 1 parâmetro de hipersuperfícies imersas em R^4, são os pontos parcialmente umbílicos D_1^ 1, D^1_ 2, D^1_ 3, D^1_, D^1_{1h,p}, D^1_{1h,n}, D^1_ e D^1_ , cujas definições e propriedades serão apresentados aqui. A parte central desta tese é estabelecer, analítica e geometricamente, a configuração principal destes pontos incluindo seus diagramas de bifurcação. / In this work we study the mutually ortogonal foliations, in oriented three dimensional manifolds M^3, whose leaves are the integral curves of the principal curvature direction fields associated to immersions : M^3 R^4. We focus on behavior of these foliation around singularities. Here we extend the contributions of R. Garcia concerning the study of generic singularities. To this end we establish the principal configurations in a neighborhood of partially umbilic points of codimension one. These are the singularities which appear generically in one parameter families of hypersurfaces and give their bifurcation diagrams. We express the condition of genericity by minimally weakening those given by R. Garcia and by adding instead new higher order ones. This procedure leads to the novel generic types: D^1_1, D^1_2, D^1_3, D^1_, D^1_{1h,p}, D^1_{1h,n}, D^1_p and D^1_c , studied in this work. The central part of this thesis is to establish, analitically and geometrically, the local principal configurations at these points, including their bifurcations diagrams.

This paper investigates the correlation between how Members of the European Parliament (MEPs) vote and their respective domestic democracy level. In doing so, it tests two hypotheses – first, that domestic democracy level affects MEP voting conduct. Second, that domestic democracy level affects the way MEPs tend to be disloyal to their European Party Groups (EPGs). The first hypothesis regarding the correlation between democracy level and MEP voting conduct is analysed statistically through logistic regression, the data for which has been collected from VoteWatch, whereas the second hypothesis is tested in a qualitative discussion based upon a smaller dataset.                       Both hypotheses are supported by the data, but because the study is based on a single issue, one can only feasibly generalise the findings to similar cases voted upon by the European Parliament. This paper uses a motion in the Parliament that directly concerns democratic values – as such, any conclusions drawn only apply to other cases similarly centred on democratic values. However, the findings of this study underline the importance of further studies on the topic of the influence of democracy levels on the political process of the European Union.

The problem addressed in the study was the ineffectiveness of professional learning community (PLC) implementation at some secondary campuses in an urban school district despite extensive professional development (PD) provided for principals. The purpose was to investigate perceptions of principals and teachers regarding principal leadership behaviors that contributed to implementing and leading effective PLCs. Researchers have established that effectively managed PLCs positively affect student achievement. The guiding research questions examined the leadership styles, behaviors, and characteristics of principals leading effective PLCs. The conceptual framework was Hord's 5 characteristics of an effective PLC. Using an exploratory case study design, perceptions of 9 teachers and 2 principals were investigated through open-ended surveys and interviews, respectively. Participant inclusion criteria were membership in and presence during the implementation of 2 secondary PLCs which were selected based on evidence of Hord's 5 characteristics. Emergent coding was used to analyze the data and find themes relevant to leading effective PLCs, including participating in and developing PLC expectations and structures, effective 2-way communication with teachers, and teacher empowerment. All themes emerging from the results were components of a transformational leadership style found to be effective in leading PLCs. The resulting project was a PD program for principals to develop implementation plans and intentional behaviors for themselves that will enable them to implement and sustain effective PLCs. This study has the potential to promote positive social change by providing structures for principals to promote teacher growth through PLCs that enhance the quality of education for students which minimizes the effects of cultural and circumstantial differences.

In this dissertation, application of multi-way analysis is extended into new areas of environmental chemistry, microbiology, electrochemistry and organometallic chemistry. Additionally new practical aspects of some of the multi-way analysis methods are discussed. Parallel Factor Analysis Two (PARAFAC2) is used to classify a wide range of weathered petroleum oils using GC-MS data. Various chemical and data analysis issues exist in the current methods of oil spill analysis are discussed and the proposed method is demonstrated to have potential to be employed in identification of source of oil spills. Two important practical aspects of PARAFAC2 are exploited to deal with chromatographic shifts and non-diagnostic peaks.GEneralized Multiplicative ANalysis Of VAriance (GEMANOVA) is applied to assess the bactericidal activity of new natural antibacterial extracts on three species of bacteria in different structure and oxidation forms and different concentrations. In this work while the applicability of traditional ANOVA is restricted due to the high interaction amongst the factors, GEMANOVA is shown to return robust and easily interpretable models which conform to the actual structure of the data. Peptide-modified electrochemical sensors are used to determine three metal cations of Cu2+, Cd2+ and Pb2+ simultaneously. Two sets of experiments are performed using a four-electrode system returning a three-way array of size (sample ?? current ?? electrode) and a single electrode resulting in a two-way data set of size (sample ?? current). The data of former is modeled by N-PLS and that latter using PLS. Despite the presence of highly overlapped voltammograms and several sources of non-linearity N-PLS returns reasonable models while PLS fails. An intramolecular hydroamination reaction is catalyzed by several organometallic catalysts to identify the most effective catalysts. The reaction of starting material in the presence of 72 different catalysts is monitored by UV-Vis at two time points, before and after heating the mixtures in an oven. PARAFAC is applied to the three-way data set of (sample ?? wavelength ?? time) to resolve the overlapped UV-Vis peaks and to identify the effective catalysts using the estimated relative concentration of product (loadings plot of the sample mode).

Retinal pigment epithelium (RPE) is a principal site of pathogenesis in age-related macular de-generation (AMD). AMD is a main source of vision loss even blindness in the elderly and there is no effective treatment right now. Our aim is to describe the relationship between the morphology of RPE cells and the age and genotype of the eyes. We use principal component analysis (PCA) or functional principal component method (FPCA), support vector machine (SVM), and random forest (RF) methods to analyze the morphological data of RPE cells in mouse eyes to classify their age and genotype. Our analyses show that amongst all morphometric measures of RPE cells, cell shape measurements (eccentricity and solidity) are good for classification. But combination of cell shape and size (perimeter) provide best classification.