The University of the West Indies Theses Collection
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This repository contains a growing collection of electronic theses submitted by UWI students as part of research higher degree awards. The theses are grouped according to the campus from which they originated.
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Item Item 1974 Jamaican bauxite negotiations as a case study in bargaining(2008-11-20T18:41:31Z) Allen, Michael H.Item The 1992-1996 public service reform policy agenda in Trinidad and Tobago : a case study of the Ministry of EducationGosine-Ramgoolam, Rudrawatee NanItem 2-Generator groups whose commutator of the generators is central(2008-12-02T13:24:28Z) Hallsworth, AndrewItem 6809 single board computer for educational purposesJohnson, WilfredItem A cross-cultural study of the black female-authored novel of developmentMorgan, Paula EleanorItem A Finite Element Study of Steel Rafter to Concrete Ring Beam Connections Used in Trinidad and Tobago(2022) Daniel, AldenRafter to ring beam connections are the most critical connections in a roof as their failure can result in dislodgement of the entire roof along with its framing and covering. The aim of this study was to conduct a finite element analysis study on the performance of some of the non-coded steel rafter to concrete ring beam connections used in Trinidad and Tobago. The most popular of these connections involve using steel rebars that are cast into the ring beam and subsequently welded to the rafter. Nine versions of this connection were identified and categorized as Type 2 & Type 3. The Type 2 Connections are those in which the rebars are welded to the top flange of the rafter and the Type 3 Connections are those in which the rebars are welded to the bottom flange of the rafter. The Type 2 and Type 3 connections consisted of several variations including mechanically anchoring the rebar to the rafter without welds, using one and two rebars, varying of the rebar embedment depth and using 90 degree and straight rebars. A Type 1 standard, code-compliant, bolted-endplate connection was used as the control for the investigation. The connections were analysed using “ABAQUS” and the maximum load resistances were compared with computed category 1 hurricane loads for this region. The load capacities of all the connections were found to be lower than the control connection but were still adequate for hurricane category 1 loads, with the exception of the connection in which the rebars were mechanically anchored to the rafter without welds. The Type 2 connections were less stiff, experienced larger rafter displacements, inflicted less damage on the concrete ring beam, and required less rebar embedment to prevent pull-out failure than the Type 3 connectionsItem A history of Rio Claro since 1900Montique, GeorgeItem A humidification/dehumidification system for solar energy operataionSo'Brien, Glenda ChristineItem A linguistic description of definiteness in Trinidadian French-lexicon creoleScott, Nicole A; Devonish, HubertItem A microprocessor control of multiloops in the plastic industryPinnock, Lenford A.Item A monograph of the crabs of TrinidadStonley, J.M.Item A Qualitative Evaluation of the Guidance and Counselling Programe in Selected Secondary Schools in North Eastern Trinidad.(2023) Jackree, AvinashThis multi-site qualitative case study used Stufflebeam’s Context, Input, Process and Product evaluation model to explore how the guidance and counselling programme was meeting the personal/social, career and academic development needs of students. The perspectives of various educational stakeholders from four different school types in the North Eastern Education District of Trinidad and Tobago were sought. In each school a guidance officer, two teachers, two parents and four students were interviewed. A senior guidance and counselling official was also interviewed. The theory of Human Development and the Human Development Paradigm served as the theoretical framework encompassing Youth Development, Social Justice and the 5Cs of Positive Youth Development. Data was collected using semi-structured interviews, document analysis, classroom observations, a reflexive journal, and emails. Data analysis revealed that the programme was meeting the students’ needs to a certain extent, however, it was hampered by several challenges, for example, it was not fully integrated into all the schools, classes were not always regularly scheduled, and there was limited stakeholder collaboration. The programme is aligned to international standards and various strategies were employed in its implementation. Minor adaptations were made to its delivery across school types. The programme helped with personal/social, career and academic issues to different extents. Mixed views about the programme’s assistance with human and youth development and social justice were expressed. Recommendations include conducting a new national needs assessment, increasing the number of guidance officers, and having a more equitable distribution of resources. The recommendations, however, may only lead to improvements if Trinidad and Tobago’s stratified, post-colonial education system is reformed since the programme is part of the larger educational framework.