Thesis (Doctor of Philosophy in Modeling, Virtual Environments and Simulation (MOVES))--Naval Postgraduate School, June 2004. / Thesis advisor(s): Rudolph Darken. Includes bibliographical references (p. 301-313). Also available online.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 159-163).

Objective To investigate whether traffic pollutants have any effect on human cognitive functions and behavior by performing a systematic review on existing research studies. Methods Research articles were identified through four databases – CINAHL Plus, Academic Search Premier and MEDLINE via EBSCOhost and Pubmed using the online electronic resources of the libraries of the Hong Kong University. A total of 119 articles from Pubmed and 86 articles from EBSCOhost were identified, and 72 and 64 studies after limits were applied. The studies used a variety of measures to assess the effects of traffic-related air pollution and cognitive functions and behaviors in both children and adults. Results There were 19 articles in total in the systematic review – 13 on children (aged from 1- 17 years) and six on adults (aged from 26 - 83.5 years). Data were employed from nine different countries. Although there were some discrepancies in the results, there was evidence of the effects of traffic-related air pollution on the brain. Conclusions The causal relationship between traffic-related air pollution and cognitive decline cannot be clearly determined. The systematic review however, generated evidence to support the hypothesis that traffic-related air pollution may affect cognitive development in children, increase risks of behavioral disorders in both children and adults, and increase the rate of cognitive decline in older adults. As a result, this systematic review suggests that the research findings have important implications in the development of public health policy and practice. / published_or_final_version / Public Health / Master / Master of Public Health

No description available.

The present study examined the relationship between fundamentalism and certain work-related attitudes and behaviors. The research was based on the idea that fundamentalist churches socialize their members in values complimentary to capitalism. Specifically, it was hypothesized that fundamentalism would be positively correlated with attitude toward work, attitude toward supervisor, and faith-in-people. A questionnaire was designed to quantify these attitudes and measure specific work-related behaviors and limited demographic data.The sample for the study consisted of 39 blue-collar workers. Approximately half of the subjects were obtained from a local industry, while the other half were from four fundamentalist churches in the area.Pearson product-moment correlations revealed that fundamentalism correlated significantly at the .05 level with the three attitudinal variables (attitude toward supervisor, attitude toward work, and faith-in-people). It was concluded therefore, that fundamentalism did indeed relate to one's generalized attitude toward work.

The purpose of this study was to investigate the effectiveness of two teaching methods, based on diverse principles of psychotherapy, with groups of children manifesting disturbed behavioral patterns. One of the methods was based on principles of behavior modification and the other on high levels of facilitative conditions, or relationship therapy. The variables of experimental interest were arithmetic achievement, adaptive overt behavior and personality adjustment as indicated on several indices. The study attempted to elicit inferences regarding the teaching of adaptive behaviors and cognitive skills to a population of withdrawn children. The comparative effects of the two distinct sets of psychotherapeutic principles were of special interest in this study.The research was conducted in the Marion, Indiana Public Schools. A total of 20 children, 10 in each group, participated in this study. These children were all fourth-graders, selected from the regular classroom. Behaviors of the subjects qualified for the label "emotionally disturbed."They all displayed withdrawn behavior.Careful control was exercised in selecting the teachers for the two experimental groups. A teacher preferring structure and order assumed the instructional responsibility for the behavior modification group. The teacher selected for the relationship group was characterized as a highly sensitive, warm individual. Intermittent consultation was provided each teacher throughout the experiment.The subjects in the experimental groups were compared, on pre and post measures, on the basis of group means and standard deviations, as to IQ, achievement level, grade level, and degree of personality adjustment. Personality adjustment was contingent upon three measures; teacher ratings, peer perceptions, and performance on selective factors on a standardized inventory. The experiment continued for thirteen weeks.In testing for significant differences on educational achievement, the analysis of covariance was used. The Mann-Whitney U was used to test for significant differences on all indices of personality adjustment. Overt adaptive responses during the experimental period were presented graphically. Assessments for variables within each group were also treated graphically.Findings1. The behavioristic educative method was superior to the relationship educative method in enhancing educational achievement. The significance level was established at the .05 level.2. There were no significant differences between the two groups based on teacher perceptions.3. There were no significant differences between the two groups based on peer perceptions.4. In regard to the six factors from the standardized instruments significant differences were found in two instances, at the .05 and .01 levels, both favoring the relationship approach.5. The relationship approach was better than the behavioristic approach in fostering overt, adaptive behavior in the experimental setting.6. In regards to arithmetic achievement within each group, the behavioristic group made an average gain of 1.2 years and the relationship group 0.8 years in grade levels.7. With respect to peer perceptions in each group, the change from pre-test to post-test was very marginal for both groups.8. On all six factors studied on the standardized inventory, pre-test performance of the behavioristic and relationship groups were below average. On the post-test the behavioristic groupperformed average or better on 3 of the 6 factors. The relationship group performed average or better on 4 of the 6 factors.The findings suggest a behavioristic approach is better in fostering arithmetic achievement in withdrawn children. In regard to personality adjustment and overt, adaptive behavior a relationship approach was suggested as being superior by the study.

The main purpose of this study was to determine the differences in the energy commitments of two economically different groups of subjects. The two groups were selected poverty subjects and selected non poverty subjects in rural Appalachia. A second purpose was to determine the degree that the verbalized commitments became energy expenditures over a three months period. Thirdly, the study was concerned with the application of the Energy Commitment Theory, developed by Joseph and Lucile Hollis, which was the theoretical framework of this study.Energy commitments as defined in this study is the consigning of a person's energy to be expended in the future. Energy commitment is viewed as having three dimensions--direction, thrust, and flexibility. Each energy commitment has a direction which was classified as toward people, objects, or ideas. Thrust was sub-divided into three categories of priority, force, and amount.The subjects were selected for each group according to a previously established criteria. These criteria common to both groups were age, sex, marital and family status, education, physical and mental condition, geographic location of residence, and place of birth. Subjects in the poverty group were receiving Federal assistance in the form of food stamps. Subjects. in the non-poverty group were not receiving food stamps because of ineligibility due to family income.The study had six major hypotheses with a total of 24 sub-hypotheses. Four hypotheses were concerned with energy commitments and two hypotheses were concerned with energy expenditures.Reliability for classification of energy commitments was checked by tape recording all interviews. Energy commitments for one-half of the subjects were later classified by trained raters. Their rating was compared to the researcher's.In addition to tape recordings, the instruments used in this first interview to record energy commitments were the Interview Guidelines-1 and the Interview Rating Sheets -1. Each subject was interviewed again three months later to record his energy expenditures as they had been during the period of time between the two interviews. The instruments employed during the second interview were the Interview Guidelines-2 and the Interview Rating Sheet-2. The second interviews were not tape recorded.One treatment of the data was to derive the mean values for priority, force, amount and flexibility of the energy commitments. A second treatment of the data was a comparison of the two groups on a percentage basis and also to establish a ratio of the differences between the two groups.Based on the results from both the first and the second interviews the following indications were concluded:1. The poverty group had more energy commitments than non-poverty in regard to:A. direction toward objects B. priority toward objectsC. amount of energy and time slightly more committed toward objectsD. flexibility as to changing commitments to ideas and slightly more flexible in changing commitments to people, thus less flexible toward changing energy commitments toward objects2. The non-poverty group had more energy commitments than the poverty group in regard to:A. direction toward peopleB. priority toward people and ideasC. force toward people, objects, and ideasD. amount of energy and time more committed to people and ideasE. slightly more flexible as to changing commitments to objects than to people and ideas3. The total energy expenditures were in the same relative relationship. between the two groups as were the total energy commitments. The non-poverty group did follow through on energy commitments more than the poverty group.4. All data supported the propositions of the Energy Commitment Theory that were applicable.

"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2007." / Advisor(s): Franck, Raymond ; Gates, Bill ; Coughlan, Pete. "December 2007." "MBA professional report"--Cover. Description based on title screen as viewed on January 10, 2008. Includes bibliographical references (p. 49-50). Also available in print.

Thesis (Ph.D.)--George Mason University, 2006. / Vita: leaf 175. Includes bibliographical references (leaves 162-174).

"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2007." / Advisor(s): Franck, Raymond ; Gates, Bill ; Coughlan, Pete. "December 2007." "MBA professional report"--Cover. Title from title page of PDF document (viewed on: Apr 18, 2008). Includes bibliographical references (p. 49-50).