Since there are no known instruments which assess work addiction, the Workaholic Adjective Checklist (WAC) (1992), was developed from an item pool of attributes reported in the literature. The WAC was used to identify constructs comprising the syndrome of workaholism, and to relate these constructs to the emotional characteristics of depression, anxiety and anger. Two hundred fifty-three college males, enrolled in an introductory psychology course, volunteered to take the Beck Depression Inventory (Beck, 1978), the State-Trait Anxiety Inventory (Form Y) (Spielberger, 1977), the State-Trait Anger Expression Inventory (STAXI) (Spielberger, 1988), and the WAC. / These data were divided into subsets. Data for the first subset (n = 146) were used for further development of the WAC. Data for the second subset (n = 107) were reserved for hypotheses testing and cross validation. / Five orthogonal and independent constructs were identified through principle factoring with varimax rotation, and were labeled: Anxiety, Obsessive Compulsive, Mania, Intolerance and Self-doubt. The factor structure was replicated on the second data subset and explained 74.1% of variance. Alpha coefficients varied from.61 to.83 with a mean of.71. / These five constructs were then regressed on the emotional characteristics of depression, state anxiety, trait anxiety, state anger and trait anger. Significant multiple R's (p $<$.001) were demonstrated on each analysis. Contrasts were also made between subjects who scored within the upper third and those who scored within the lower third of total scores on the WAC with respect to the above emotional characteristics. Significant differences were found between these two groups on all emotional characteristics except trait anger. / On an item in the WAC, which described attributes of workaholics, 17% of the subjects classified themselves as workaholic. Of these, 83.3% were correctly classified in a discriminate analysis using the WAC. Of those who did not classify themselves as workaholic, 88.8% were correctly classified. / These preliminary findings appear to have illuminated the syndrome of workaholism. Additionally, these findings should serve as a vehicle to pursue future research into the refinement and possible application of the WAC. / Source: Dissertation Abstracts International, Volume: 54-01, Section: B, page: 0475. / Thesis (Ph.D.)--The Florida State University, 1992.

The effect of behavioral objectives on student achievement has been an area of considerable research during the last 20 years. Numerous narrative reviews have been conducted on the topic in an attempt to generalize the findings. However, conflicting results have been obtained. Thus, this study used a meta-analytic technique to quantitatively synthesize the research from 111 studies reporting findings on the effects of behavioral objectives. / The meta-analysis showed a quantifiable, although small, positive effect on student achievement in general. In a typical study, the effect of behavioral objectives raised student achievement scores an average of .12 standard deviations. Similar results were found for studies grouped by type of outcome variable (achievement, relevant and incidental learning). When grouped by ability, however, results were more favorable. When combined on the basis of ability, effect of exposure to behavioral objectives was an increase of an average of .17 standard deviations in student achievement. / The results of the meta-analysis led to the following conclusions. First, the use of objectives is statistically supported. Second, the ability level of students and the type of outcome variable are clearly related to behavioral objectives. / Implications of this research are relevant to instructional designers, teachers, and researchers. For researchers the study identifies areas for further investigation and provides an actual effect size that will help to determine an adequate sample size and to make decisions about the practical importance of results. Instructional designers and teachers will find use for the fact that behavioral objectives have a positive effect on student achievement. However, since this improvement is small, other factors should be considered in the search for potent ways to increase the achievement of students. / Source: Dissertation Abstracts International, Volume: 45-02, Section: A, page: 0501. / Thesis (Ph.D.)--The Florida State University, 1984.

This dissertation is about the competition among the economies of the sovereign nation-states and its impact on the optimality, from the point of view of the national government, of various economic policies. The competition among the economies of nation-states is reflected by any government (public) policy, regulation, or built-in institutional arrangement designed to influence the interaction of one economy with others. / A review of economic history is first presented to demonstrate that competition among the economies of sovereign countries has existed from the beginning of written history to the present. It changed throughout history in accordance with changing circumstances, but it has always been taking place in one form or another. Furthermore, its impact on the economies of independent states has always been substantial. / Based on this finding, the theoretical analysis is conducted to analyze the fundamental incentives which have caused governments to engage in international economic competition. The analysis reaches the conclusion that there have been numerous incentives for such behaviour of governments and thereby links the facts presented in the survey of economic history as well as the facts of current international economic interrelations to the theoretical contention that the incentive structure determines economic behaviour. / The next step in the inquiry is to analyze the effectiveness of various economic policies which, although frequently proposed in the economic literature, are derived from analyses that either exclude the phenomenon of competition among national economies, or treat this phenomenon in an oversimplified and unrealistic fashion. Through an empirical investigation focusing mainly on the period of the 1970's, it is demonstrated that such policies could not effectively deal with economic difficulties which are not strictly of domestic origin and nature. Some of those policies can be used to achieve short-term relief, but additional steps are required to counter the economic factors having an international scope if more than temporary relief is intended. / Source: Dissertation Abstracts International, Volume: 44-12, Section: A, page: 3751. / Thesis (Ph.D.)--The Florida State University, 1983.

Description and analysis of selection of sex offenders for treatment was accomplished through study of the operation of the mentally Disordered Sex Offender statute of Florida. This special statute for sex offenders has the following elements that are characteristic of modern sex offender statutes: (1) special treatment follows conviction and sentencing for sex crime; (2) Corrections retains custody of all sex offenders, even when they are in special treatment programs; (3) selection of sex offenders for treatment is accomplished by mental health personnel rather than by the court; (4) participation in treatment is voluntary; and (5) dangerousness is not a selection criterion. / Data were compiled concerning every sex offender (n = 1829) who was evaluated between January, 1979, and December, 1982. The goals were to describe the populations and processes, and to identify factors at four decision points that are related to selection for special treatment. Methods of statistical analysis included descriptive statistics, loglinear analysis, and stepwise logistic regression. / In brief, the findings of this study are: (1) the population of sex offenders screened in Florida is similar to sex offender populations described in other research; (2) selection of sex offenders for treatment is determined by the voluntariness of the offender, and transfer to treatment is controlled by administrative concerns, especially the length of sentence; (3) the selection of offenders for treatment is related to race, sex offense, history (prior sex offense or mental health treatment), and sentence biases at each point in the selection process; and (4) the average length of treatment under the current statute has decreased to six months, as compared to averages of 24 months and 20 months reported in other research (Forst, 1978; Monahan, 1974). / Discussion of the results include the following areas: a comparison of characteristics of the sample with certain myths about sex offenders; comments concerning the role of voluntariness in selection and treatment under Florida's special statute; the questionable benefits and problems involved in treatment of sex offenders; and whether any justification exists for the special treatment of sex offenders. / Source: Dissertation Abstracts International, Volume: 44-11, Section: B, page: 3507. / Thesis (Ph.D.)--The Florida State University, 1983.

The purpose of this study was to investigate what a group of older adults remembered after viewing a television program. The study sought to discover how much was learned, what proportions were main and subordinate ideas, what ideas were inferred by the viewer, and what change in recall occurred after a period of two days. / Fifty-nine older adults from an association of retired persons participated in the study. They were randomly divided into two groups, the immediate recall group and the delayed recall group. / The narration of a NOVA television program, shortened to be 30 minutes long, was subjected to a text analysis procedure to identify main ideas and subordinate ideas. A total of 1,317 ideas were presented, 315 main ideas, and 1,002 subordinate ideas. A recall test was developed and contained 14 items measuring main ideas, and 14 items measuring subordinate ideas. Eight items were written to measure inference. / Both groups viewed the television program. The immediate recall group took the test immediately afterwards, the delayed recall group took the test two days latter. / Results indicate that both groups recalled approximately 54% of the main ideas immediately after viewing the program and 53% after two days. There was no significant difference in recall of the main ideas. However, 54% of the subordinate ideas were recalled by the immediate group and 48% by the delayed group. The difference between immediate and delayed recall of subordinate ideas is statistically significant. The subjects had a high overall level of education and both groups answered correctly about 5 of the 8 inference questions. / A three way analysis of the variance indicated that mean performance scores on all recall tasks were significantly higher with education levels above high school. / Source: Dissertation Abstracts International, Volume: 44-12, Section: A, page: 3665. / Thesis (Ph.D.)--The Florida State University, 1983.

Procedures for creating instructional text illustrations are not explicit in the literature. Therefore, an illustration design model was developed requiring designers to consider how target learners study illustrated text, to use learner data regarding their specific illustration requirements, and to apply four steps in order to develop illustration specifications. These steps address the events of instruction to be provided or supported, and the locations, content, and learning cues for each illustration. Illustration design principles were derived from recent literature to support these steps. / Three sets of illustrations for the same automotive mechanics assembly procedure were developed to evaluate the model: seven "learner-based" illustrations using the complete model; ten "designer-based" illustrations using the model without learner data; and one "typical" illustration. To assess the learning effects of the model's use, 173 students were randomly assigned to one of the three treatments. Students took a vocabulary test, studied their illustrated assembly procedure, completed a multiple-choice posttest, and answered questions about their study of the illustrations (visualization). Thirty-seven students were randomly selected to also perform the assembly procedure. / Few differential effects among the three treatments were found. Students studying the "learner-based" illustrations did no better than the others on the posttest. Analysis of covariance suggested that students studying the "designer-based" illustrations performed the assembly significantly better (p < .05). No interactions related to vocabulary or visualization scores were found. Chi-square analyses of individual posttest and assembly items revealed significant differences which could be related to the treatment illustrations. Visualization scores correlated significantly with overall posttest and assembly results. Vocabulary correlated significantly only with overall posttest results. / Based on the results, the model seems useful and relevant to designing illustrations; however, the use of specific learner data should be eliminated. It was also concluded that procedure illustrations should focus on difficult aspects of the performance; training in the study of illustrations could improve students' written and performance test results; and that further applications of the revised model should be evaluated. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1103. / Thesis (Ph.D.)--The Florida State University, 1984.

There has been very little research, however, on the question of how different race, class, age and other groups perceive the roles and functions of the police in society. The conceptualization and conduct of the research permits a partial testing of three alternative theoretical frameworks. / The three theoretical models are: (1) The Functional Model. This perspective, in short, would lead one to expect no major systematic differences between or among large groups in society concerning the functions and behavior of the police. (2) The Class Conflict Model. According to this theoretical perspective, one would expect to find major systematic differences concerning the police between socioeconomic groups, with the lower groups (lower class) more likely to perceive police functions and behavior as oppressive. (3) The Colonial Model. This perspective also emphasizes differences concerning police functions and behavior, but along race rather than socioeconomic group (class) lines, with blacks more likely to perceive police functions and behaviors as oppressive. / The major findings of the study are: (1) Perceptions of Police Brutality.--The variance in all three measures of perceptions of police brutality is mainly accounted for by the variable race. Blacks are more likely to perceive the episodes as cases of abusive police behavior. The colonial model appears to be supported. The only variable appearing in the model is socioeconomic status, but not in the way predicted by the class conflict model. According to the results of the analysis, higher rather than lower, socioeconomic respondents are more likely to perceive the episodes as instances of police brutality. (2) Police Functions.--In that it is not possible to construct a statistical model that adequately accounts for the variance in the perceptions of police functions variable, the functionalist model hypotheses concerning this variable seem to be supported to some extent. The statistical analysis, however, indicates that males and blacks hold considerably more negative views of police functions than other groups. Thus, the colonial model hypotheses seem to receive a modicum of support. The class/conflict model hypotheses are not supported. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1211. / Thesis (Ph.D.)--The Florida State University, 1984.

In many bacteria and most eukaryotes, some cytosine residues are modified following DNA replication by enzymatic methylation at the 5' position. This modification does not affect base pairing, but it can cause changes in DNA-protein interactions and helix stability. Examination of a large number of gene sequences indicates a strong, though not absolute, correlation between undermethylation of some sites and gene expression. To determine whether DNA methylation can cause loss of expression potential I and others have initiated studies using genes methylated in vitro at sites likely to be modified in cells, and introduced into suitable test systems. My original goal was to methylate SV4C DNA containing a cloned mammalian gene with the Hpa II methylase, and to analyse transcription of the modified gene during a lytic infection of monkey cells. However, I showed that SV40 DNA loses any in vitro methylation during such an infection. Finally, a plasmid, pTK, containing the thymidine kinase gene from the Herpes simplex type I virus was methylated in vitro and injected into Xenopus laevis oocytes. Unmethylated pTK DNA is transcribed into mRNA and processed into functional thymidine kinase. Using S(,1) nuclease and thymidine kinase activity assays, I have shown that methylated pTK DNA is also efficient in mRNA and protein production when the plasmid is injected at a high concentration. However, preliminary studies indicate that low concentrations of methylated injected pTK DNA may be far less efficiently transcribed. This indicates that methylation of Hpa II sites within the Herpes tk gene probably has some effect on its transcription. Similar results have been reported for the tk gene methylated and assayed in a tk('-) cell line. Much more drastic effects have been reported following investigation of adenovirus early genes and SV40 DNA methylated at Hpa II sites / and tested in the Xenopus system, and of rabbit globin genes methylated at all CG sites. The relatively small depression of synthesis produced in the tk gene may be due to the lack of Hpa II sites in the 5' region of the gene. Whether sites important to transcription are methylated in vivo remains to be confirmed. / Source: Dissertation Abstracts International, Volume: 45-04, Section: B, page: 1090. / Thesis (Ph.D.)--The Florida State University, 1984.

The integration of the systems approach to the design of instruction with the adult education principle of learner involvement in planning instruction was investigated in a course for master's level educational research students. The participatory instructional design model was implemented with one intact class of learners who made design decisions with regard to the instruction that was later delivered to them, as well as to another class of similar learners who did not participate in its design. Instruction for the same content area was developed according to a nonparticipatory systems approach model, and delivered to a third class of similar learners. / Achievement and attitudes toward instruction were assessed for the three groups with a criterion-referenced test and questionnaire. Another questionnaire was used to assess the reactions of the participant group to their design experience. Achievement and attitudes of two subgroups within the participation group were also compared. / No significant differences were found among the groups or participant subgroups (p (LESSTHEQ) .05) regarding any of the stated hypotheses. Significant positive correlations were found, however, between actual level of participation and desire for involvement in the following three phases of instructional development: (a) determining procedures for constructing criterion-referenced tests, (b) determining instructional strategy, and (c) developing and selecting instruction. Participation level was also found to be positively related to the degree to which a student viewed the design process as a good use of class time. The results suggest that it may not always be necessary to require adults to participate in the design process in order to create effective instruction that is well received by learners; also, that adult learner involvement at the design stage and one-to-one formative evaluation with a draft of the instruction can be effective alternatives to each other. / Source: Dissertation Abstracts International, Volume: 45-05, Section: A, page: 1246. / Thesis (Ph.D.)--The Florida State University, 1984.

This study is the reassessment of the implementation process of educational innovation in the school cluster systems of rural schools in Thailand. It aims specifically to use path analysis to study the relations between student outcomes and levels of implementation of educational innovation and some other school, community and context factors, such as community participation, community SES, principals' quality, school quality and teacher quality. / Data used in this study were collected separately by the Thai Office of the National Education Commission Research Committee during 1979 and 1980, but were only partially analyzed, with the analysis based on the presumption that experimental controls were sufficient. Since there were many potentially relevant differences between the experimental and control clusters besides treatment, the investigation re-analyzed the data, developing a causal model of the processes affecting student achievement outcomes. / The results of the causal analysis indicated that student past knowledge (pretest) explain 80 percent (R('2) = .797) of the variance in the posttest. This indicates the general problems faced by rural schools, where inadequate teachers, educational materials and facilities make it difficult for them to have much impact. The analysis showed school clustering to have no direct effect on student outcomes, but to have some indirect effect through student past knowledge (pretest). It also indicated that there is no direct effect on student outcomes (posttest) from principal quality or school quality, but there is an indirect effect of school quality (availability of books and library) through student past knowledge (pretest). One teacher quality factor which did have a direct effect on student outcomes is the number of grades taught by one teacher. In other words, the more grades a teacher has to teach, the lower the student scores of the pupils she or he teaches. These results have research and policy implications for the development of rural schools in Thailand and are discussed in the conclusions. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3365. / Thesis (Ph.D.)--The Florida State University, 1983.