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The Optimal Control of Liquid Type Solar Energy Systems
No full text122 leaves. Advisor: Harry L. Downing, Jr.A computer model of a liquid type solar energy system is presented. Using this model, the effect of the flow rate of liquid through a solar energy system on the system efficiency is invest±gated in the light of finding an optimal flow rate. The dependence of this optimal flow rate on the
environment is then found. The optimal control of the flow rate is compared to the differential thermostat and proportional control methods of controlling the flow rate. It was found that the optimal method produced solar energy system
efficiencies that averaged 8.5% higher than those produced by the differential thermostat and 4.8% higher than the efficiencies produced by the proportional control
Feeding of Naupliar and Adult Carnivorous Cyclopoids (Crustacea : Copepoda)
Get PDF87 leaves. Advisor: Phyllis J. KingsburyThe problem. Little is known about the feeding of
naupliar cyclopold copepods, though they are often
abundant in the zooplankton.The objective of the current study is to compare feeding of naupliar and adult cyclopoids by testing them on prey types they commonly encounter.
Procedure. In-laboratory feeding experiments, using prey difference counts, radiolabeled prey, and predator survivorship, were carried out on a variety of prey types. Predator species included "Cyclops bicuspidatus thomasi", "Mesocyclops edax, and "Cyclops vernalis".
Findings: Adult cyclopoids predated on cyclopoid
nauplii, "Bosmina", "Asplanchna", and "Paramecium", but not on "Ceriodaphnia", ostracods, "Selenastrum", nor bacteria. One-day
old nauplii fed on bacteria mixed with diatomaceous earth and dissolved organics, but not on "Ceriodaphnia", "Bosmina", "Asplanchna", "Paramecium", "Selenastrum", nor free bacteria. The prey difference method worked well for detecting predation of forms larger than 150 ~, while the survivorship method was useful for testing bacteria and algae. The experiment
with radiolabeled prey worked poorly.
Conclusions. Carnivorous cyclopoid adults and their nauplii differ in food habits, so they do not compete for this resource. Predation by adults is selective against small bodied animals, and is capable of influencing zooplankton community structure, while nauplii have little effect. Cannibalism can regulate cyclopoid populations. Neither adults nor nauplii survive very long on unispecific cultures.
Recommendations. Future studies should concentrate
on comparing the feeding of cyclopoid stages NI-NIII, NIV-NV and NVI-CIII on bacteria-coated detritus (known size fractions), algae, and dissolved organics: The best methods to use for these foods are predator survivorship, and radiolabeled prey, with modifications in the method of the current study
The Effect of Teacher Prompting and Contingent Attention on the Social Interactions of Kindergarten Children
No full text28 leaves. Advisor: Larry A. AlferinkThe problem. Desegregation of public school systems has usually been accomplished by changing the ratio of minority to majority students in each building to an acceptable level. This reliance on numerical criteria as a definition of desegregation gives no assurance that interactions
between minority and majority students will occur.
When the interactions of the students are taken into account, a functional definition of integration becomes possible. The present study is an attempt to directly modify the frequency and topography of the interactions participated in by three kindergarten children, thereby
changinq the level of functional integration within the classroom.
Prooedure. Baseline data were collected on the
three experimental subjects. The teacher was then sequentially instructed to differentially reinforce and prompt, when necessary, all interactions, within-race interactions,
between-race interactions, and finally, all interactions. Only baseline data were collected on the normative subject.
Findings. Subjects FB and FW increased their within-race interactions when all interactions or within-race interactions were prompted and reinforced. Their between-race interactions increased when they were the focus of the
contingencies. MW responded similarly during the all interactions and within-race phases. However, during the between-race phase, MW's levels of within- and between-race interactions
decreased or remained low and his mixed-group
interactions increased.
Conclusions. The interactions participated in by
the experimental subjects changed to comply with the contingencies in effect during each phase. In addition, increases in interactions were seen for each subject across phases.
Recommendations. Educators interested in increasing the level of functional integration in their classroom or school should: (1) focus on the interactions occurring between students and (2) utilize operant techniques such as prompting and reinforcement to increase interracial interactions
among their students
The Effects of Contracts with Self-Imposed and Externally-Imposed Study Contingencies on the Chapter Scores of University Students
Get PDF31 leaves. Advisor: Margaret E. LloydThe Problem. To compare the effects of contracts
with self-imposed contingencies and with counselor-imposed contingencies on the study behavior and chapter scores of freshmen in a personalized psychology course.
Procedure. Eleven provisionally admitted university freshmen, who averaged below a C in Psychology I, made weekly schedules to study in the library and take chapter tests. Three types of schedules were investigated : schedules without contingencies, contracts with self-imposed
contingencies, and contracts with contingencies imposed by the counselor.
Findings. The results showed that schedules with
externally imposed contingencies were effective in altering study behavior, i.e. studying in the library and taking tests; but little change was demonstrated in the product of the behavior, i.e. chapter scores.
Conclusions. Studying, i.e. sitting quietly in the
library with an open book, as defined in this study does not mean that effective study behavior such as reading or self-quizzing is occurring at the same time.
Recommendations. Contracts to improve academic
performance must place contingencies on well defined and observed study behavior
Criteria Used by Boards of Education in the Selection of a School Attorney
Get PDF71 leaves. Advisor: Dr. Richard H. LampshireThe problem. The purpose of this field report was to analyze the criteria for use by the members of a board of education in the selection of a school attorney to represent and advise the school district on actual or potential legal controversies.
Procedure. If a legal service was cited in the introduction to the review of related literature or in the personal interviews, the legal service was expanded in the body of the review of related literature. The body of the review of related literature, and personal interviews were
conducted to develop a specific set of criteria for use as a checklist by the board of education which, in turn, are based on the type of legal
services the school attorney may perform on behalf of the school district.
Findings. A list of twenty-five criteria were offered as a set of specific recommendations for boards of education to use as a checklist in
the selection of a school law attorney.
Conclusions. A list of criteria was established from a review of related literature and personal interviews which the board of education may use as a checklist to select a school attorney. This is based on the type of legal service, that is, according to the legal knowledge, skills,
experience, and personality, needed by the school district to resolve actual or potential legal problems.
Recommendations. The criteria established must be continuously updated, expanded, and adapted to the legal needs of individual school districts. More research is needed to learn how a school district may make better use of the services of a school attorney. This could reduce the need for legal services by anticipating potential legal problems and, thereby, practice preventative law
Effect of Review Procedure on Final Examination Performance in a Modified PSI Course
Get PDF24 leaves. Advisor: Larry A. AlferinkThe problem. PSI component analyses have virtually
overlooked the effect of a review component. In addition experimental design for PSI research has typically involved group studles. The present study investigated the use of a review procedure in a modified PSI course and the effect it had an final examination performance utilizing a within
subject design.
Procedure. Five hundred forty-two Psychology 1
students who completed the final exam were exposed to a review procedure. The procedure required students to answer questions for credit from 3 review chapters when taking other chapter tests during the course. Independent raters were asked to rate final exam questions in terms of difficulty and to answer each of the questions. The final exam included items that had been unavailable to students prior to the exam and items which had been available prior to the
exam.
Findings. Final exam performance was unchanging
from early chapters to late chapters while chapter mastery increased from early chapters to late chapters. Raters' ratings and performance covaried inversely across chapters. Raters found early chapters to be similar in difficulty to later chapters although performance was lower on later
chapters than earlier chapters. Novel questions introduced variability into final exam performance of the students.
Conclusions. Final exam performance on early
chapters which included the 3 review chapters was at a level higher than would have been expected had the review procedure not been utilized. Raters' data indicated that this
was not due to "easy" questions from early chapters heing on the final. When students' performance on novel questlons was considered the effect of the review procedure was more dramatic. The within subject design employed was a viable
research design in demonstrating the effect of the review procedure.
Recommendations. In order to enhance performance on final examinations, a procedure should be used which would require review of all chapters or units of materlal covered in a course. Variables such as question novelty and difficulty should be considered in future research as these variables may effect student performance
A Follow-Up Study of Drake University College of Education Graduates in Counseling and Personnel Services 1973-1978
No full text136 leaves. Advisor: Dr. George LairThe problem. It is important that institutions of
higher education identify program objectives and assess the results of their efforts to train students in these objectives. This is particularly true for institutions offering professional training. Institutions need knowledge about the graduates' evaluations of their programs to assist in decision making about program development and effectiveness.
This study was to collect data from recent graduates of the Counseling and Personnel Services programs in an attempt to determine how well their programs prepared them for their chosen vocations, and to provide input to the College of Education for their consideration in program development and evaluation.
Procedure. University records were used to locate
the names and addresses of the August 1973 through August 1978 graduates of Drake University's College of Educationn Department of Counseling and Personnel Services. Survey questionnaires requesting demographic, educational, and employment data, and containing educational goal and instructional objective statements reflecting the philosophy of the Department were adopted. Using a procedure of an initial mailing and two subsequent follow-up mailings, a return of 72 percent of the possible number of 180 was obtained.
The data obtained indicated the percentage of positive response by objectives considered appropriate or desirable by the faculty. The data was divided into subgroups based on program level and emphasis. It was then possible to test the hypothesis that no difference existed between
or among the various groups, using the two percentage figures.
Data from the related parent studies completed by
Means in 1973 and Prine in 1975 were used to test the hypothesis that no difference in the percentages of the responses occurred among these three studies.
Findings. The graduates' evaluations of their program objectives roughly paralleled the findings of the earlier two studies. While the program objectives were rated less positively in training effectiveness, a higher percentage were employed consistent with their individual degree objective(s) and as counselors than previously reported.
Conclusion. The major strengths of the program were the flexibility in selecting elective courses and the attitude of the faculty toward students. The respondents expressed the need for more varied experiences and increased supervision by experienced counselors during the practicum and internship segments of their programs
The Effects of Differential Autoshaping and Autoshaping on Key Pressing Antecedents in Retarded Individuals
No full text49 leaves. Advisor: William D. KlipecThe problem. To investigate the effects of a differential autoshaping procedure as a means by which errorless visual discrimination might be acquired by retarded adults with the key press as the dependent variable.
Procedure. The four participants were exposed to either a differential autoshaping procedure or an autoshaping procedure in which: (1) two orthogonal stimuli were sequentially projected onto a
translucent Plexiglas key with one of the stimuli always paired with food and one of the stimuli never paired with food (differential autoshaping);
or (2) one stimulus was repeatedly projected and always paired with food (autoshaping). Various experimental conditions and modifications of the standard autoshaping procedures were introduced
to maximize the probability of autoshaped acquisition and to identify the nature of the operating contingencies.
Findings. The differential autoshaping and autoshaping procedures did not generate key pressing; it was therefore impossible to
assess the extent to which differential autoshaping served as an errorless procedure for differential key pressing. The antecedents of key
pressing were sensitive to an adventitious response-reinforcer relation in one participant, while these behaviors were not affected by either
stimulus-reinforcer or response-reinforcer relations in the other three participants.
Conolusions. Key pressing, differential or non-differential, did not obtain as a function of a stimulus-reinforcer relation because of possible histories of punishment contingent upon explorative behavior, insufficiently intrusive stimuli, and differential stimulus intensities. The adventitious behavior developed by one of the
participants points up a deficiency that exists in the literature's clarification of the relative control exerted by response-reinforcer and stimulus-reinforcer relations in the autoshaping paradigm.
Reconmendations. Future research should clarify the relative control exerted by response-reinforcer and stimulus-reinforcer relations in the behavior of infra-human species and identify the relevant controlling parameters of autoshaping in non-retarded human subjects
Women Superintendents of Public Schools in the United States: Factors Contributing to Obtaining the Position
Get PDF65, [5] leaves. Advisor: Dr. James HalvorsenThe problem. Women are not equally represented in
the ranks of public sohool administration in the United States. Although they compose more than 60 percent of the teaching force, a very small percentage of women hold administrative positions. This percentage is declining. Why are there more men than women in administrative positions in
education? Why is the number and percentage of women continuing to decline? Are women required to have personal and job related characteristics different from men who seek administrative positions? Are certain factors helping or
hindering men and women in attaining top level management jobs such as the superintendency?
Purpose of the Study. The purpose of the study is
to discover what, if any, salient characteristics can be identified as important for women in gaining top level management positions in education, and to identify helping and hindering factors related to obtaining the position of
superintendent as perceived by men and women currently serving in that capacity.
Procedures. A nationwide sample of men and women
superintendents responded to a thirty-five item questionnaire designed to gather data regarding the respondent's personal and job related characteristics, and their perceptions of
twenty factors identified in the literature as influencinq the attainment of the position of superintendent. The descriptive data were accumulated to determine similarities
and differences. The twenty factors were rated by
respondents on a scale from (1) greatly hindered to (5) greatly helped. Means of the ratings of these factors by men and women were analyzed.
Findings. Examination of the data dealing with personal and job related characteristics shows similarities and differences between men and women. Women had more experience and were appointed to their first position at an older age. They made less money than did men and served in
smaller districts. About one third of the women were single and women had fewer ohildren. There was a significant correlation in the rankings of the helping and hindering factors by men and women. They ranked the factors about the
same. Only four of the twenty factors were rated differently to a significant degree. These factors were: "Being a man or a woman," "High percent of males in administration," "Support of college and university placement services," and "School board attitudes, opinions, and philosophy."
Conclusions. Men and women superintendents have
similar personal and job related characteristics. Women differ in the areas of age at first appointment, years of work experience prior to first appointment, marital status, salary and size of district where employed. Men and women perceive their gender to be a factor in helping and hindering them in the attainment of the superintendency. Men felt it to be of help, women saw it as no help or a hinderance. No one factor stands out as the primary reason why the number and percentage of women administrators continues
to decline.
Recommendations. Other studies in this area should
focus on the attitudes of school boards toward female applicants, college and university placement services, and numbers of women seeking superintendencies or qualified for but not serving as superintendents. If sex discrimination is a factor in the decline, it must be more clearly identified throuqh further study in this area