Despite decades of interest in the organizational and managerial factors that influence an individual s attachment to the organization, very little is known about the personal characteristics that may influence an individual s interpersonal relations at work and attachment to the organization. In the context of a changing workplace, in which greater importance is being placed on worker interpersonal skills and organizational commitment, individual differences in adult attachment styles represent a potentially important determinant of intrapersonal and interpersonal criteria as well as organizational commitment. The purpose of this research was to empirically validate a work-related measure of adult attachment and to examine the criterion-related validity of this measure for work outcomes and organizational commitment.

Meniscus is a fibrocartilaginous tissue which plays an important role in joint stability, lubrication, and load bearing and transmission. Meniscal tears are commonly encountered in sports activities, or caused by degeneration of the cartilage with ageing. They lead to pain, loss of work, disturbed biomechanics of the knee and inability to walk or even move the legs. As the meniscal tissue is avascular in the inner portion, injury to this part does not heal by itself, and therefore treatments are needed. In some cases when complex tears occur, the tissue cannot be successfully treated with the conventional methods. Tissue engineering appears to be a promising alternative to treat such complex tears. It includes the application of cells on scaffolds (or cell carriers), and provision of bioactive agents to the site of injury in order to regenerate the damaged tissue. The cells and the bioactive agents are involved in the synthesis of the new tissue, while the scaffold acts as a support to guide the cells until the new tissue is formed, and it is slowly absorbed by the body leaving the new tissue behind. Thus, a natural tissue is generated at the end. Few studies have been reported on the tissue engineering of meniscus, but neither of them was able to completely mimic the meniscus structure, nor could they succeed in constructing scaffolds with sufficiently high tensile properties. In the current in vitro study, a novel 3D construct was proposed, in which the natural tissue is perfectly mimicked. The 3D construct consisted of aligned collagen fibers embedded within a foam network which stabilizes the structure. The foam was prepared by freezing a polymer solution with a certain concentration, and lyophilizing it. Aligned fibers were aimed to improve the tensile properties. The construct was impregnated in alginate gel, which was then crosslinked, to improve the compressive properties. The foam was prepared from (poly(L-lactic acid)/poly(lactic-co-glycolic acid) (PLLA/PLGA) solutions of various concentrations (2%, 2.5%, 3%, and 4% w/v) and at different freezing temperatures (-20oC or -80oC) to select the best preparation condition. After analysis of the microstructure and mechanical properties, foams prepared from 3% polymer solution frozen at -20oC were found to be the most appropriate for use as scaffold for the 3D construct, since they had large pores, high and interconnected porosity, as well as high mechanical strength. The 3D constructs were seeded with human meniscus cells and incubated for 21 days. Cell behavior on the constructs was examined. Cell attachment and proliferation was found to be better with the constructs not coated with alginate. However, the constructs coated with alginate demonstrated higher compressive strength. It was also found that incorporation of collagen fibers significantly improved the tensile properties. All the constructs were shown to lead to the production of extracellular components specific for fibrocartilages, and thus it was concluded that they were promising for use in meniscal replacement.

Thesis (Ph. D.)--Open University. BLDSC no. D68517/86.

Thesis (Ph. D.)--Auburn University, 2009. / Abstract. Includes bibliographical references (p. 125-164).

Borderline Personality Disorder (BPD) has been previously conceptualized as an extreme variant of normal personality traits, captured by continuous indices. A previous study successfully developed and validated a self-report BPD measure, the Minnesota Borderline Personality Disorder Scale (MBPD). I conducted two studies aimed at providing further validation for this measure. Results from Study 1 (clinical sample of substance users) indicated that MBPD exhibited strong positive correlations with measures of convergent validity (self-report and diagnostic measures). Additionally, the MBPD showed similar correlations with external correlates as those of the convergent validity measures, in addition to incremental utility in predicting these external correlates above and beyond negative affect. Third, a Receiver Operating Characteristic (ROC) curve analysis indicated that diagnostic accuracy of the MBPD was excellent for differentiation between BPD and non-BPD individuals. Likewise, Study 2 (non-clinical sample of undergraduate students followed over 6 months) showed strong correlations with an index of convergent validity (self-report measure), similar correlations with external correlates as that of the convergent validity index, and incremental predictive utility. Finally, in this study, the MBPD exhibited high rank-order stability, but significant mean-level and individual-level change over time. These data suggests that these scales are measuring the same latent construct of BPD, providing further evidence for the construct validity of the MBPD.

The National Research Council (NRC) outlines an assessment design framework in Knowing What Students Know. This framework proposes the integration of three components in assessment design that can be represented by a triangle, with each corner representing: cognition, or model of student learning in the domain; observation, or evidence of competencies; and interpretation, or making sense of this evidence. This triangle representation signifies the idea of a need for interconnectedness, consistency, and integrated development of the three elements, as opposed to having them as isolated from each other. Based on the recommendations for research outlined in the NRC's assessment report, this dissertation aims to conduct a dimensionality analysis of Programme for International Student Assessment (PISA) mathematics items. PISA assesses 15-year olds' skills and competencies in reading, math, and science literacy, implementing an assessment every three years since 2000. PISA's mathematics assessment framework, as proposed by the Organisation for Economic Co-operation and Development (OECD), has a multidimensional structure: content, processes, and context, each having three to four sub-dimensions. The goal of this dissertation is to show how and to what extent this complex multidimensional nature of assessment framework is reflected on the actual tests by investigating the dimensional structure of the PISA 2003, 2006, and 2009 mathematics items through the student responses from all participating OECD countries, and analyzing the correspondence between the mathematics framework and the actual items change over time through these three implementation cycles. Focusing on the cognition and interpretation components of the assessment triangle and the relationship between the two, the results provide evidence addressing construct validity of PISA mathematics assessment. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used for a dimensionality analysis of the PISA mathematics items in three different cycles: 2003, 2006, and 2009. Seven CFA models including a unidimensional model, three correlated factor (1-level) models, and three higher order factor (2-level) models were applied to the PISA mathematics items for each cycle. Although the results did not contradict the multidimensionality, stronger evidence was found to support the unidimensionality of the PISA mathematics items. The findings also showed that the dimensional structure of the PISA mathematics items were very stable across different cycles. / text

The last two decades have seen a surge in published research on primate personality. This surge contrasts with the paucity of research over the preceding century. People interested in primate personality research come from a broad range of fields, but they are all interested in measuring primate personality in a way that is reliable, valid, and practical. This dissertation aims to describe the development and evaluation of the construct validity of a new rating scale in chimpanzees. The scale is based on a bottom-up approach to scale development and was developed using steps from both Uher (2008a,b) and Gosling (1998). As described in Chapter 3, the scale was evaluated by using it to rate 143 chimpanzees at the University of Texas MD Anderson Cancer Center Facility in Bastrop, TX. Twenty-one people who have worked with the chimpanzees between 6 months to 20 years rated the chimpanzees. Chapter 4 describes how inter-class correlation coefficients (ICCs) were used to calculate the reliability of the items on the scale. There was only one item (predictable) that turned out to not be reliable. The other 40 items were included in subsequent analyses. An exploratory factor analysis, as described in Chapter 5, was performed in order to determine the structure underlying the scale. Five methods were used to determine that a six-factor solution fit the data best. The six factors were labeled Reactivity, Dominance, Openness, Extroversion Agreeableness, and Conscientiousness based on the degree to that they correlated with other previous chimpanzees scales that used those labels. The convergent and discriminant validity of the factors was evaluated, as described in Chapter 6, by looking at the predicted relationships between each of the six factors and the variables of sex, age, rearing history, behavior in reaction to a novel stimulus, general behavior, injuries, illnesses, blood chemistry, and cortisol. The results indicate that there is a lack of evidence for convergent validity, but some evidence for discriminant validity of the new chimpanzee rating scale. The discussion in Chapter 7 focuses on the findings from the study as well as strengths and limitations of the new chimpanzee rating scale. / text

This paper presents a method for assessing the personal construct systems of young children (ages 4 to 6) regarding the notion of 'nature,' conducted at a Montessori Casa in Toronto, Ontario. Images from the participants' drawings of 'nature' were used in a card sorting exercise and as elements in a modified repertory grid test. Member checking was conducted through recorded conversations with the children throughout the process to minimize the influence of my own construct system. I conducted content analyses of the initial drawings, and made structural measurements and statistical analyses of the card sort and repertory grid data. The limited results indicate that this modified form of repertory grid test is reliable and useful for assessing the structure of young children's construct systems regarding 'nature.' Using Personal Construct Theory may facilitate the development of more participatory, engaging, and effective Environmental Education programs.

Over the past few years, workers have been confronted with increasing pressures at work and at home. This is mainly the result of the growing number of dual-earner couples as well as changes and pressures in the nature of the workplace. Workers are challenged to manage multiple roles in both their work and home domains. Recently, a new measuring instrument was developed to measure work-home interaction, namely the Survey Work-Home Interaction - Nijmegen (SWING). This instrument measures both the direction of influence (work-to-home and home-to-work) and the quality of influence (negative vs. positive). The objectives of this study were firstly to determine the construct validity and reliability of the Survey Work-Home Interaction - Nijmegen (SWING), and secondly to determine the prevalence of work-home interaction in various demographic groups in the nursing environment. A cross-sectional survey design was used. Random samples (N = 363) were taken from hospital nursing staff in Johannesburg, Klerksdorp, Krugersdorp, Potchefstroom and Pretoria. The SWING and a biographical questionnaire were administered. Structural equation modelling (SEM), Cronbach alpha coefficients, multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) were used to reach the objectives. SEM showed that a four-factor model, which measures negative work-home interference, positive work-home interference, negative home-work interference and positive home-work interference, fitted the data best. Cronbach alpha coefficients showed that all four factors were reliable. Regarding the prevalence of work-home interaction among different demographic groups, the results indicated that there were statistically significant differences between demographic groups based on race, educational level, type of position, flexibility of arrangements at the workplace as well as between full-time and part-time work. Recommendations for future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

Šiame darbe nagrinėjama tikrovės (de)mitologizacija ir tapatybės paieškos Herkaus Kunčiaus romane „Ornamentas” (2002 m.), Kazio Sajos apsakymų rinkinyje „Nebaigtas Žmogus“ (2003 m.) ir Vidmantės Jasukaitytės romane „Kai mes buvome vilkai” (2007 m.). Minėti tekstai išleisti postsovietiniu laikotarpiu, gausiame permainų ir netikrumo. Analizei šie kūriniai pasirinkti todėl, jog šie autoriai – skirtingų kartų atstovai, todėl buvo įdomu apžvelgti, kaip jų kūryboje atskleistos individo tapatybės paieškos, kokius esminius dalykus jie akcentuoja, kaip mitologizuoja ar demitologizuoja tikrovę. Tekstai analizuojami taikant sociokritinį, mitopoetinį metodus ir postkolonializmo sąvokas. Šie metodai pasirinkti atsižvelgus į tekstuose vaizduojamą Lietuvos laikmetį – sovietinę ir postsovietinę Lietuvą. Analizuojant minėtus tekstus svarbus klausimas apie mito apraiškas šiuolaikiniame pasaulyje, jo santykį su šiuolaikiniu žmogumi ir jo gyvenimu. Šiandieninis mokslininkas stengiasi suprasti mitą, jį iššifruoti, nevertina jo kaip švento ir besąlygiškai teisingo pasakojimo. Išsiveržus iš mito jėgos atsiranda galimybė tikrajam švietimo procesui ir susidaryti tapatybei, atitinkamai specializavus mokslą, meną ir moralę. Literatūros tekstai pateikia skaitytojui pramanytus pasaulius, bet kartu ir demistifikuoja tikrovę, kurioje gyvena skaitytojas, išryškindami gyvenamos tikrovės mitologizuotą, fiktyvią prigimtį. Tikrovės transformacijos ir permainos literatūros tekstuose visuomet yra... [toliau žr. visą tekstą] / This paper explores the attempts of contemporary Lithuanian prose writers to (de)mythologize reality and construct identity in (post)Soviet Lithuania as manifest in Herkus Kunčius' novel Ornament („Ornamentas“) (2002), Kazys Saja's short story collection Unfinished Man („Nebaigtas žmogus“) (2003), and Vidmantė Jasukaitytė's novel When We Were Wolfs („Kai mes buvome vilkai“) (2007). These texts were published in the post-Soviet period, marked by radical changes and a high degree of uncertainty. They have been chosen as the focus of this analysis because their authors belong to three different generations, which allows for a comparison of the different ways of representing an individual's search for identity as well as of mythologizing or demythologizing reality. The analysis is based on sociocritical and mythopoetic methods and also draws on relevant postcolonial concepts. These methods have been chosen with regard to the setting of the selected texts, namely, Lithuania in the Soviet and post-Soviet periods. In the analysis of the selected texts, the aim is to foreground the significance of the myth in the contemporary world, particularly with regard to the contemporary individual and his/her life. A contemporary scholar seeks to understand and decipher the myth, as opposed to treating it as a sacred truthful story, to be taken for granted. Casting aside the sacred power of the myth allows for a real educational process as well as for a formation of identity if... [to full text]