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Fatigue Behavior of Plasma Spray Coatings on Polymer Matrix Composite Materials

The majority of coated structural components are subjected to fluctuating internal and/or applied stress because of oscillating mechanical loads. The fatigue behavior of coatings and the overall cyclic failure response of coated structures have remained relatively unexplored. This study was an effort to investigate the fatigue behavior of plasma spray coatings on polymer matrix composite materials. Since no ASTM standard is available, we designed our own experiment to determine coatings suitability under cyclic loading, response in dynamic loading conditions, fatigue failure modes and fatigue life. Coatings were tested at different stress levels and frequencies. The stresses versus number of cycles (S-N) curves for the coatings were generated. The results indicate that the plasma spay coatings on polymer matrix composite materials are suitable for dynamic loading conditions.

This study was an effort to investigate the fatigue behavior of plasma spray coatings on polymer matrix composite materials.

Pengenalpastian Sistem Berasaskan Kepada Rangkaian Perceptron Berbilang Lapisan(MLP) Hibrid Yang Dilatih Menggunakan Algoritma

Implementation of Features of the ASCA National Model in Alabama Public Schools

The publication of the American School Counselor Association (ASCA) National Model (2003, 2005, 2012) revolutionized school counseling by offering a foundational blueprint for unification and national support affirming a new vision for school counseling. The ASCA National Model is a developmental, comprehensive, data-driven plan that links school counselors and standards-based education reform to deliver a comprehensive school counseling program. This study utilized a stratified random sample of 159 subjects (53 in each school level) selected to proportionally represent the free-reduced lunch quartiles of Alabama public schools. The research examined the extent of implementation of the ASCA National Model in Alabama public schools across all grade levels - elementary (PreK- Grade 5), middle (Grades 6-8), and high -school (Grades 9-12), as well as data use. Qualtrics software sent electronic surveys, reminders, and analyzed responses of a stratified random sample of Alabama public school counselors. This study was the first in Alabama to use the School Counseling Program Implementation Survey (SCPIS; Elsner & Carey, 2005; Clemens, Carey, & Harrington, 2010) which is endorsed by the Center for School Counseling Research and Evaluation (CSCORE, 2013) of the University of Massachusetts-Amherst and the National Panel for Evidence-Based School Counseling. This research potentially offered timely evidence to facilitate the ongoing Alabama State Board initiative, Plan 2020, created to prepare all students to be successful in college and/or career upon graduation from high school. Results revealed informative demographic and related information as well as interesting comparisons with ASCA National Standard guidelines. However, the ANOVA procedures and the Kruskal-Wallis nonparametic test did not indicate statistically significant differences in the implementation of the ASCA National Model or data use by the levels of Alabama public school counselors using the three factor SCPIS analysis.

The publication of the American School Counselor Association (ASCA) National Model (2003, 2005, 2012) revolutionized school counseling by offering a foundational blueprint for unification and national support affirming a new vision for ...

New Directions in Quantitative Hispanic Sociolinguistics

The present thesis explores how statistical methods are conceptualized, used, and interpreted in quantitative Hispanic sociolinguistics in light of the group of statistical methods espoused by Kline (2013) and named by Cumming (2012) as the "new statistics." The new statistics, as a conceptual framework, repudiates null hypothesis statistical testing (NHST) and replaces it with the ESCI method, or Effect Sizes and Confidence Intervals, as well as meta-analytic thinking. In this thesis, a descriptive review of 44 studies found in three academic journals over the last decade (2005 2015), NHST was found to have a tight grip on most researchers. NHST, much discredited outside of linguistics, confused authors who conflated the theories of Fisher and Neyman-Pearson, who themselves battled acrimoniously until the end of their publishing lives. Within the studies reviewed, with exceptions, dichotomous thinking ruled the quantitative approach, and binary reporting ruled the results and discussions. In addition, this thesis revealed that sociolinguistics, at least within the studies reviewed, is not exactly a "statistical monoculture" as suspected by Gorman and Johnson (2013), rather ANOVAs have joined Goldvarbs logistic regression in its dominance. As described insightfully by Plonsky (2015), these two methods are exposed as extensions of the dichotomous thinking that attaches itself to NHST. Further, little evidence was found that the methods of the new statistics were being implemented in a coordinated fashion, including far too few meta-analyses. As such, quantitative Hispanic sociolinguistics, and linguistics in general, were shown to be vulnerable to problems with reliable quantitative theory building.

The present thesis explores how statistical methods are conceptualized, used, and interpreted in quantitative Hispanic sociolinguistics in light of the group of statistical methods espoused by Kline (2013) and named by Cumming (2012) as the ...

The Efficacy of Teaching Academic Vocabulary to Kindergarteners in an Explicit, Literacy Based Method

Brain-based Learning and Its Effects on Reading Outcome in Elementary Aged Students

The purpose of this study is to examine the effects of brain-based learning within the framework of two elementary schools that administer the Wisconsin Knowledge Concepts Exam. Teachers of these students were previously in-serviced on the implementation of brain-based learning strategies. This study's primary purpose is to gain an understanding of the effects of these practices on students as measured by the Reading Assessment from the Wisconsin Knowledge and Concepts Exam (WKCE). The method used was a survey designed by the researcher and distributed to the faculty of the students in grades three, four and five. The study found an increase in Reading scores as measured by the WKCE. The most significant change originated in students on the lower end of the continuum. This can be attributed to the current understanding that students scoring proficient or advanced had brains that were more efficient at the task of evaluating and analyzing text; therefore, the brains of these students did not require the extra enrichment provided by brain-based learning; however, for students at the lower end of the continuum, brain-based learning necessitated an increase in scores. There was positive correlation between brain-based learning strategies and expected student achievement for these students. The researcher recommends the research continue for two or more years to determine if the positive correlation continues.

The purpose of this study is to examine the effects of brain-based learning within the framework of two elementary schools that administer the Wisconsin Knowledge Concepts Exam.