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Efficient allocation of scarce resources to health programs involves measuring the economic benefits of life saving and/or improvement in health status. While several attempts have been made to quantify individual preferences for life, only a few, if any, have attempted to measure individual preferences for quality of life. In this thesis, we develop a methodology based on the estimation of individual preference functions to arrive at monetary measures of the value of marginal improvements in health status. / The first chapter reviews conventional methodologies for estimating the value of human life, and points out many theoretical and empirical propositions related to our own concerns. The second chapter analyzes various procedures used to quantify variations in health status. We distinguish non-monetary procedures, which combine recent psychometric techniques and research on health level scaling to obtain estimates of the relative desirability of a state of health, and monetary procedures which, we conclude, still need to be developed. / The third chapter presents a new methodology based on the direct estimation of bivariate welfare function of income and level of health. The theoretical basis of our approach and the data source are described in this chapter. Various functional forms were tried but we have finally retained the log-normal specification to derive estimates of the monetary value of a marginal change in the state of health for different subgroups of individuals. / We conclude with critical discussion of our results. Some improvements over the approach used are suggested in the fifth chapter.

Indiana University-Purdue University Indianapolis (IUPUI) / Background: Online courses in healthcare programs like Dietetics have increased in availability and popularity. Objective: The purpose of this study was to investigate the connections between online learning environments and Myers-Briggs Type Indicator (MBTI) dimensions among Nutrition Professionals. This research will add to the knowledge base of educators responsible for the design and development of online nutrition courses and will enhance Nutrition Professionals’ academic and professional outcomes. Design: Semi-experimental study design. Subjects/Setting: Thirty-one Nutrition Professionals with mean age of 29 years old. All elements of the study were done online. Statistical Analysis: MBTI dimension summaries were done for descriptive statistics. Fisher’s Exact Test was used to compare frequency of MBTI dimensions in the learning modules (LM) and to analyze learning modality preference based on MBTI dimensions. Two-Sample T-Tests compared test scores for LM groups and test scores for extraverts and introverts. Paired T-Test assessed improvement in test scores related to LM preference. Chi-Square Test compared preferences for the second learning module for both LM groups. Results: The majority of participants’ MBTIs were ESFJ at 35% or ISFJ at 19%. There were more extraverts (71%) compared to introverts (29%). Both LM groups had similar MBTI dimensions. Extraverts and introverts had similar improvements in scores and LM preferences. LM groups performed similarly and in general participants preferred the second learning module they were assigned. Preference for the second LM could be because participants enjoyed the first LM and wanted to learn more information. Both LM groups significantly improved their scores (P=<.0001) in their first and second learning modules regardless of learning module design. Participants were highly motivated to learn as evidenced by their enrollment in this study and completion of 10 hours of learning modules. Motivation to learn may have been the strongest reason performance significantly improved. Conclusion: LM groups significantly improved their LM scores and learned similar amounts. MBTI dimensions extravert and introvert and preferred learning modality had limited impact on performance for this sample of Nutrition Professionals. These results indicate that motivation may be the key to increasing performance in online nutrition courses.