Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains x, 118 p. Includes bibliographical references (p. 83-89). Available online via OhioLINK's ETD Center

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Walter Salinger; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed May 7, 2010). Includes bibliographical references (p. 50-62).

Thesis (M.A.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains iii, 48 p. Vita. Includes abstract. Includes bibliographical references (p. 27-31).

Thesis (M.S.)--University of Wisconsin--La Crosse, 2002. / Includes bibliographical references.

Thesis (M.A.)--University of North Carolina at Wilmington, 2007. / Includes bibliographical references (leaves: 46-52)

Thesis (M.A.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 28, 2007) Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009. / Title from first page of PDF file (viewed July 22, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 115-137).

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado. / Studies assessing the association between vegetarianism and mental health have found divergent results. Evidence from adolescents in developing countries is scarce. To evaluate the association between a vegetarian diet and emotional symptoms in 15-year-old adolescents from Ethiopia, India, Peru and Vietnam. A cross-sectional, secondary analysis of the Young Lives cohort study was used. The exposure variable was the self-report of being a vegetarian (yes or no). The outcome was the level of emotional symptoms, numerically evaluated using the score obtained in the subscale "Emotional Symptoms" of the Strengths and Difficulties Questionnaire (SDQ). We calculated crude and adjusted coefficients (β) with 95% confidence intervals (95% CIs), using generalized linear models of the Gaussian family, considering each sentinel site as a cluster. The analysis was stratified by country. Additionally, we made a global analysis including the four countries. A total of 3484 adolescents were analyzed. The overall prevalence of vegetarianism was 4.4%, but it varied between countries (from 0.4% in Vietnam to 11.5% in India). The average emotional symptoms score was 3.5 [standard deviation (SD) 2.3] points. The scores were not statistically different between vegetarians and non-vegetarians (p > 0.05). In the adjusted analysis, in Vietnam, vegetarians had lower emotional symptoms scores on average than non-vegetarians [β: -1.79; 95% CI: -3.05 to -0.55]. No differences were found neither in the other countries nor in the overall sample. There was no association between a vegetarian diet and emotional symptoms in the analyzed adolescents of four developing countries. / Revisión por pares

M.Ed. (Didactic Education, Biology) / The aim of this study is to throw light on the importance of the affective domain in the teaching of Biology. In our present science-technology-society-era the emphasis will first fallon the affective domain to an ever-increasing degree, and second on the cognitive domain. The formative value of Biology as subject will be highlighted, and some of the teaching strategies which can lead to the realisation of the affective, will be investigated. In summary one can state that the insufficient interest and negative inclinations of pupils regarding the subject is the result of an incorrect teaching strategy like the conventional textbook approach to the subject. This contributes par-excellence to the lecture-demonstration instruction method. The child is not addressed by the learning content; he is not intrinsically motivated and will not easily cultivate a love for the subject. Being a teacher means that you must sell your subject, you must strip the child of his 20th century bluntness. The Biology teacher must constantly lead his pupils to a sense of wonder. Green (1971:201) justly states: "To cease to wonder is to cease to be man." A heuristic, problem centred, holistic and environmental approach to the subject, out of necessity causes the affective to be an important component of the teaching and learning situation.

M.A. / Himmehoch (1984, 1987) in discussion of major mood disorders related to epilepsy, describes an affective condition termed subictal mood disorder. Patients with subictal mood disorder are divided into manic-depressive and dysthymic subtypes, the former resembling an atypical, usually rapid-cycling bipolar mood disorder. The latter dysthymic group, are characterised by a baseline dysthymia, severe recurrent depressive episodes, and transient euphorias. In addition, these dysthymic patients are described as being especially prone to impulsive suicide attempts, extreme irritability, rage outbursts and deliberate self-harm. Himmelhoch (1984, 1987) postulates temporolimbic dysfunction with both ictal and subictal (subclinical) changes as the underlying aetiology. Temporolimbic phenomena such as anamnesic, dissociative and perceptive distortions are important aspects of neuropsychiatric phenomenology. Clinical evidence, however, suggests that these occurrences are not routinely sought for or uncovered during the clinical evaluation of patients and their relevance for atypical affective presentations not clearly understood. The aim of this clinical survey was to evaluate the presence and nature of both temporolimbic dysfunction and subictal mood disorder among a subpopulation of private psychiatric patients. Furthermore in order to explicate a possible association between the above, the electroencephalographic records of these patients were examined. Records of 761 patients who attended a private practice over a two-year period were retrospectively reviewed. 546 patients had been questioned in sufficient detail and were deemed reliable in their responses. Of the 546 patients reviewed 128 (23,4%) were found to have experienced significant temporolimbic phenomena. The most common features were dissociative states, deja vu, premonitions, jamais vu and tactile hallucinations. 150 (27,5%) patients met Himmelhoch's criteria for the presence of subictal mood disorder. Of those 150, 100 (66,7%) demonstrated significant temporolimbic phenomena. EEG results, with the exclusion of 16 patients (the appropriate records not being available), highlighted 64 iY (76,2%) ofthe probands as having met the criteria for significant temporolimbic phenomena and subictal mood disorder and demonstrating unequivocal abnormality onEEG. Taking into account the sample bias of this particular private practice, and the obvious flaws of a retrospective, naturalistic survey of this nature, the concept of sub ictal mood disorder is discussed. Case vignettes are used to illustrate the phenomenological presentation ofthese patients and the potential benefits of the addition of anticonvulsants in their management.