This is a qualitative study of second-career military personnel who have become teachers after they completed an alternative certification program. Factors that contributed to the transition of second-career military teachers to the classroom were examined. Obstacles the teachers encountered during the transition were also examined. How well the alternative certification program prepared the participants for selected components of teaching in this study was determined. Finally, the beginning teacher program in the school division was examined to determine how well the program facilitated the transition. Nine school principals, nine mentors, and 13 second-career teachers were interviewed. Their responses were placed in categories to answer the research questions. Patterns and themes emerged from the responses to determine the findings. Five factors emerged that contributed to the second-career teachers' transition: (a) life experiences, (b) values and attitudes, (c) willingness to accept diversity, (d) ability to adapt, and (e) previous military rank and status. The interviewees identified five obstacles they encountered: (a) learning to relate to students, (b) environmental differences between the military and schools, (c) the lack of knowledge about how schools operate, (d) staff and community relations, and (e) the lack of feedback on their performance. The alternative certification program facilitated the transition to the classroom. The second-career teachers entered teaching with excellent knowledge in their content areas. They demonstrated strengths in doing lesson plans and accepting extra duties. They thought the Military Career Transition Program at Old Dominion University prepared them well for the classroom. Principals and mentors felt they were well prepared in knowledge of content, but they needed additional training in pedagogy. The new teacher program of the school division included a three-day preservice, a two-day school orientation, a classroom observation from an instructional specialist, a handbook for beginning teachers, and an assigned mentor. Problems were identified with the implementation of the beginning teacher program. / Ed. D.

Retention of college students has continued to be a concern for many people connected with higher education (Baum & Ma, 2007; Day & Newburger, 2002; Habley & McClanahan, 2004). The high school to college transition experience has been identified as a key factor in students' decision to remain in college and persist to graduation (Hunter, 2006; Levitz & Noel, 1989; Pascarella & Terenzini, 2005; Roe Clark, 2005). More students than ever are coming to higher education with mental health challenges (Kadison & DiGeronimo, 2004; Soet & Sevig, 2006) but a thorough review of the literature reveals no literature on the transition experience of students that have been diagnosed with psychiatric illness. The purpose of this study was to understand and describe how students diagnosed with a mental illness experience the college transition. In addition, the study provided an understanding of the transition experience for these students at three different types of institutions. The theoretical framework for this study was Schlossberg's (1984) transition theory. The individuals in the sample included 18-19 year old traditional first year college students diagnosed with mental illness. Interviews were conducted with 21 respondents during their second semester of college. Data analysis revealed themes under the topics of individual characteristics, academic and social transition, and institutional differences. Findings revealed that these first year students with mental illness had many of the same developmental and transition experiences and challenges as their peers. However, their transition experiences were complicated by the daily tasks of managing medications, symptoms, counseling appointments, academic support services, and involvement of parents. Participants were learning to take responsibility for their own well-being but still needed a safety-net. In addition, respondents described resources and strategies that they used to adjust academically and socially, such as receiving academic accommodations and disclosing their diagnosis to faculty and friends. The students described their campuses in similar ways, as friendly and supportive, with few institutional differences. In general, the participants confronted challenges early during their transition but at the time of the interviews they seemed to be experiencing a successful transition. / Ph. D.

The number of international graduate students coming to the U.S. to attend American colleges and universities is growing. In 2010 alone, over 20,000 Middle Eastern Graduate students (MEGS) were studying in U.S. universities (Bhandari & Chow, 2010). The purpose of this phenomenological study was to gain an understanding of how MEGS experienced the transition from their home to the host culture and recommend how to help them with it. The conceptual framework used in this study was a comprehensive transition model incorporating Schlossberg et al.'s 4S Transition Model (1995) with the main ideas from Chickering's Vectors of Adult Development (1969), Furnham and Bochner's Social Skills and Culture Learning Model (1986), Tinto's Theory of Doctoral Persistence (1987), and Taylor's Cultural Learning Model (1994). The following questions guided the research: 1. How do Middle Eastern graduate students describe the academic and social environment in which they find themselves? (situation) 2. How do Middle Eastern graduate students experience the academic and social transition to graduate school in the U.S.? (self) 3. How do Middle Eastern graduate students describe adapting to graduate school in the U.S.? (strategy and support) Answering these questions was accomplished through Seidman's (2006) three in-depth interview approach. The sample consisted of eight MEGS who were enrolled in a U.S. university. The study's findings showed how MEGS described their environments by focusing on the differences, challenges, role changes, and what caused them stress. Specifically, (a) male participants in this study were not educated in a co-ed education system; (b) most participants had been living with their families until moving to the host country; and (c) they were not aware of the importance of social support systems and the social environment. MEGS also experienced feeling proud, overwhelmed, conflicted, homesick, lonely, and finally, changed as a result of this transition. Finally, they described adapting to graduate school by using strategies such as (a) consulting others when faced with challenges, (b) observing then acting when they could not consult; (c) being self-reliant when faced with academic challenges; (d) getting involved socially to experience the host culture; and (e) receiving different support from others. / Ph. D.

Three new tetrafluoropyridyl-substituted cyclopentadienes were synthesized. Reactions of pentafluoropyridine (C5F5N) with sodium cyclopentadienide (NaCp) in THF with excess NaH present afforded mixtures of (4-tetrafluoropyridyl)cyclopentadiene (1), 1,3-bis(tetrafluoropyridylcyclopentadiene) (2), and 1,2-bis(tetrafluoropyridylcyclo-pentadiene) (3). Selectivity for mono- and diarylation was controlled by varying the reaction time. Each of the three cyclopentadienes (1, 2, and 3) was converted to its corresponding substituted sodium cyclopentadienide (4, 5, and 6, respectively) by treatment with NaH in THF. Reaction of the monoarylated sodium cyclopentadienide (4) with M(CO)5Br in THF (M = Mn, Re) afforded the corresponding substituted CpM(CO)3 complexes (7Mn and 7Re). The diarylated sodium cyclopentadienides (5 and 6) likewise afforded the diarylated complexes 8Mn, 8Re, 9Mn, and 9Re. Infrared spectroscopic measurements of [(C5F4N)nC5H5-n]M(CO)3 (M = Mn, Re; n = 0 - 2) revealed an increase of about 6 cm-1 in the A-symmetric C-O stretching mode per C5F4N group, which is significantly higher than the average increase (4 cm-1) found earlier for C6F5 groups. Reaction of 2 equiv of 4 with FeBr2 in THF afforded the 1,1'-diarylated ferrocene (10). Analogous reactions starting with 5 and 6 afforded tetraarylated ferrocenes (11 and 12, respectively). Reaction of 2 equiv of 4 with ZrCl4 afforded (C5F4NCp)2ZrCl2 (13), whereas the reaction of CpZrCl3 with 1 equiv of 4 afforded (C5F4NCp)CpZrCl2 (14). Metallocene (13) was found to be moderately active for ethylene/1-hexene copolymerization (1 atm of C2H4, toluene solvent, methylalumoxane cocatalyst). / Master of Science

Small-scale marine propellers operate at low Reynolds numbers, where laminar-turbulent transition of the boundary layer can impact the distributions of pressure and shear stress on the blade surface. Marine propellers operating at low Reynolds numbers are subject to laminar-turbulent transition of the boundary layer, which impacts the distributions of pressure and shear stress on the blade surface. To design efficient propellers for operation at low Reynolds numbers, transitional effects must be included in the evaluations of propeller performance. In this work, transition modeling techniques in Reynolds Averaged Navier-Stokes computational fluid dynamics (RANS CFD) are utilized to evaluate and design propellers operating at low Reynolds numbers. The Galilean invariant γ transition model with an extension for crossflow transition is coupled to the SSG (Speziale, Sarkar, Gatski) /LRR (Launder, Reece, Rodi) -ω Reynolds stress transport turbulence model, with validation cases performed for flate plate boundary layers, 2-dimensional airfoils, a 3-dimensional wing, and 6:1 prolate spheroids. The performance of the coupled SSG/LRR-ω-γ Reynolds stress transition model for propellers with flow transition is then evaluated using experimental surface streamline and force data from four model-scale marine propellers. A method for the design of low Reynolds number marine propellers is presented using a transition-sensitive lifting line method coupled with the panel method code XFOIL. Initial geometries generated using the lifting-line method are then optimized in RANS CFD using the 2 equation γ-Reθ transition model and an adjoint method to warp the propeller shape to improve the efficiency. Two design studies are performed, including an open water propeller, and a propeller designed for a small autonomous underwater vehicle. / Doctor of Philosophy / Small-scale marine propellers exhibit transition from laminar to turbulent flow in the region near the surface of the blades. Regions of laminar and turbulent flow on the blade surface contribute differently to the overall thrust and torque on the propeller. Prediction of flow transition in the design process for small-scale marine propellers can improve the accuracy of the thrust and torque prediction compared to modeling the flow as purely laminar or turbulent. Propeller thrust and torque can be modeled using computational fluid dynamics (CFD) simulations, where transition modeling is accomplished by solving a transport equation for the intermittency γ, which represents the percentage of time the flow in a given location is turbulent. In this work, a transition model is coupled to a high-fidelity full Reynolds stress turbulence model, which solves 6 transport equations to solve for each component of the Reynolds stress tensor. The Reynolds stress tensor represents the turbulent velocity fluctuations in the governing equations solved in the CFD simulation. This coupled transition and turbulence model is then validated using experimental results of flows with a number of different transition mechanisms. The coupled model is then tested with a series of model-scale propellers, with results of the CFD simulations compared to the experimental results. A method for the design of propellers with flow transition is presented which incorporates transition effects. The designs generated by this method are then optimized in a CFD framework which morphs the blade geometry to improve the ratio of the thrust produced by the propeller to the torque, which corresponds to a higher efficiency. Two design cases are presented: a propeller designed for open water operation, and a propeller design for a small autonomous underwater vehicle.

My thesis is an exploration of sacred space in architecture. The vehicle for this exploration is a homeless mission and transitional shelter in Alexandria, Virginia. Homelessness is a constant battle for both individuals and communities, precipitating disjointed and fragmented lives. I hoped to design a dignified urban dwelling where man is able to remember who he is, his purpose, and his direction, while also participating in healthy and fruitful community. / Master of Architecture

In recent years, research has focused on children's transitions from preschool into kindergarten. Parents, teachers, and schools recognize the importance of the transition from preschool into kindergarten and its possible influence on children's adjustment and long term school success. However, as the philosophies and policies of kindergarten have emerged and evolved, so have the views of parents and teachers regarding children entering kindergarten. Research shows parents and teachers have conflicting views regarding the expectations for children in kindergarten. While the quality of a child's transition to kindergarten is an individual experience, there are some universal factors of influence in any transition. These factors include communication among teachers and parents and establishment of relationships among the three protagonists: child, parent, and teacher. Throughout this thesis, I present data that examines the expectations and concerns for the children entering kindergarten from a parent and educational perspective. I also provide transition activities practiced in the home and school environment. The most important aspect of the transition process involves focusing on the relationships between child and teacher, parents and teacher, child and peers, and child and parent. I include parent and educational perspectives of these relationships and relate how these relationships enhance children's transition into kindergarten. / Master of Science

Compared to making a city solely out of one building, it is rather important for people to understand what roles a building can play in a city; especially within urban condition. How a building could actually react and respond to certain human perceptions and functions as an element of a city has become a significant issue. From place to place, the city mutates in several different phases, such as usage, terrain, orientation and material. Therefore, to embrace the urban situation and to optimize the space emerged as the main element of the whole thesis. The particular character of the site starts this program as a mix-usage building from the beginning. Whether it is the usage or orientation that mutates along the city, they should finally come to a concord of optimization and solution that represents the city either on the street or in the sky. / Master of Architecture

Yes / The morphology transition from micelles to vesicles of a solution-state self-assembled block copolymer, containing a fluorescent dye at the core–shell interface, has been induced by an addition–elimination reaction using a thiol, and has been shown to be coupled to a simultaneous ON-to-OFF switch in particle fluorescence. / EPSRC and the IAS at the University of Warwick

An exploration of some early transition metal (oxy) fluoride systems using solvothermal techniques has been carried out. 30 novel materials have been synthesised, which fall into three classes based on different metal centres; vanadium (21), molybdenum (5) and niobium (4). Some of these also contain secondary metal centres, namely copper (22) and zinc (1). Simultaneously, the relationship between the SHG values and the crystal structures of the hilgardites family members Pb₂B₅O₉Cl, Pb₂B₅O₉Br, Sr₂B₅O₉Cl and Ba₂B₅O₉Cl was investigated. In particular, the Pb–containing members of the hilgardite family of borate halides exhibit an abnormally large non–linear optical response, which was analysed based on neutron powder diffraction. Using solvothermal synthesis in HF–containing media, 21 novel vanadium oxyfluorides containing interesting structural features, were synthesised at 160˚C using a range of organo-amine compounds as a ligand, template, linker or structure directing agent. The architectures of the crystal structures may be categorised into; four clusters including monomeric vanadium units, five clusters including vanadium dimers, eight 1–D chains, two 2–D layers and two 3–D networks. ‘Composition–space’ diagrams with three components were used to study the effect of stoichiometry changes of reactants and to map out the crystallisation fields. The combination of early (Nb⁵⁺, Mo⁶⁺) and late (Cu²⁺) transition metals with different organo-amines produced nine novel compounds incorporating monomers, chains and 2– D interpenetrated networks. The chains and layers were synthesised from a systematic series of reactions at 160˚C and can be subdivided into four pairs, the topologies of which are essentially unique to each ligand, containing in each case a Cu–based cationic species, but alternately either [MoO₂F₄]²⁻ or [NbOF₅]²⁻, in an isomorphous manner, as the anionic moiety. The overall structures of these materials reflect the influence of the organo–amine ligands. The materials have been studied for their magnetic properties and characterised by thermogravimetric analysis, Rietveld refinement and elemental analysis where relevant.