Tese de mestrado integrado. Ciência da Informação. Faculdade de Engenharia. Universidade do Porto. 2009

Estágio realizado no INESC-Porto e orientado pelo Eng.º Mauro Augusto da Rosa / Tese de mestrado integrado. Engenharia Electrotécnica e de Computadores - Major Energia. Faculdade de Engenharia. Universidade do Porto. 2008

Tese de mestrado integrado. Engenharia Electrotécnica e de Computadores - Major Energia. Faculdade de Engenharia. Universidade do Porto. 2008

Estágio realizado na Universidade de Aveiro e orientado pelo Prof. Doutor Nuno Lau / Tese de mestrado integrado. Engenharia Electrotécnica e de Computadores. Faculdade de Engenharia. Universidade do Porto. 2008

Tese de doutoramento. Engenharia Industrial e Gestão. Faculdade de Engenharia. Universidade do Porto. 2008

Tese de doutoramento. Engenharia Electrotécnica e de Computadores. Faculdade de Engenharia. Universidade do Porto. 2005

Alzheimer's disease is a form of dementia associated with disturbing and disruptive behaviors that account for many negative health and well-being outcomes, including declines in functional status, social engagement, and physical activity (Lyketsos, 2007). These behavioral consequences diminish patients' quality of life (QoL) and increase caregiver burden and the cost of care, often ultimately necessitating that patients be placed in a nursing home (Murman and Colenda, 2005). Nature can profoundly affect people's health, well-being, and QoL; indeed, it is an old concept that the healing properties of nature can be used therapeutically. Accordingly, naturally restorative environmental (NRE) interventions stimulate one or more of the senses using natural things: elements of the earth that are living and animate, geographic, or solar and climatic (Gibson, Chalfont, Clarke, Torrington, and Sixsmith, 2007). For persons with dementia, interventions that incorporate NRE elements have demonstrated a variety of benefits, including decreased agitation; less use of psychotropic drugs); normalization of the circadian rhythm; and enhanced sociability, affect, cognitive capacity, and attention (Detweiler, Murphy, Kim, Meyers, and Ashai, 2009; Colenda, Cohen, McCall, and Rosenquist, 1997; LeGrace, 2002). Self-reported improvements in well-being, quality of life, and participation in meaningful activities have also been documented (Collins and O'Callaghan, 2008; Duggan, Blackman, Martyr, and Van Schaik, 2008; Nowak and Davis, 2011). Thus, NREs provide caregivers potential options for addressing physical, spiritual, psychological, and social needs, while at the same time, affecting behavioral responses. These widespread benefits justify further investigation and clarification. Despite the rich potential of NRE interventions for treating dementia, the research to support NRE use has not been synthesized and defined in terms of specific behaviors that may be affected, their dosage, the optimal NRE settings, and other specific characteristics. Further research is needed to develop the most effective interventions. The purpose of this dissertation is to produce a comprehensive meta-analysis of the studies, both published and unpublished, that detail the use of NRE in interventions for behaviors and QoL in dementia care. A meta-regression was conducted of moderator variables to guide development of NRE interventions for dementia care. Additionally, the characteristics of different types of programs were synthesized. Data from thirty three articles were pooled for effect size (ES) estimates on two outcomes: disruptive behaviors and quality of life. In two-group comparisons, treatment and control, an ES = 0.484 + .138, k= 17, CI (0.215, 0.745) favored the interpretation that disruptive behaviors were attenuated with NRE interventions. Findings were higher in single, pre- post-test design studies, with an ES= 0.758+ 0.109. k= 7, CI (0.544, 0.973) for diminishing disruptive behaviors. In the two-group comparisons assessing the quality of life outcome, the ES= 0.579 + 0.171, k= 10, CI (0.243, 0.915); for single group designs, the ES= 1.347+ 0.256, k=7, CI (0.020, 0.719). Thus both design analyses indicated improved measures of QoL for persons with dementia. Moderator analysis by type of NRE, two-group design, showed statistically significant lessening in disruptive behaviors using aromatherapy, but not bright light or horticulture therapy. Better QoL was shown independently by the moderators, aromatherapy and horticulture therapy, but not bright light therapy. When single group analysis was done for each type of NRE, they all independently showed significance for both behaviors and QoL; except there were no single group designs in AT or BLT. Despite the considerable heterogeneity of the interventions, individual moderators all showed potential benefits, in a variety of settings, and in different contexts.

This dissertation consists of two essays that discuss the influence of embarrassment on consumers. In the first essay, I examine consumers’ coping responses to embarrassment in a meta-analytic review. In essay two, I utilize an experimental approach to investigate the impact of embarrassing encounters on unrelated consumers who merely observe the situation. In the first essay, the meta-analysis is guided by findings in the literature that demonstrate embarrassment can both promote and detract from consumer well-being. However, despite being investigated for decades, little is known about how consumers cope with embarrassing situations, and when and why consumers respond in positive and negative ways. The meta-analysis draws on the transactional framework of appraisals and coping to analyze the extant literature, construing positive responses as problem-focused coping, and negative responses as emotion-focused coping. I examine both situational and trait factor moderators to explain variance in these divergent outcomes and to resolve competing findings. A meta-analysis of 93 independent samples (N = 24,051) revealed that embarrassment leads to both problem-focused coping (r = 0.21), which can promote consumer well-being, and emotion-focused coping (r = 0.23), which can detract from consumer well-being. The relationship between embarrassment and emotion-focused coping was particularly strong in emotionally intense situations that were out of a transgressor’s control, for female consumers, and for consumers with an individualist orientation. The relationship between embarrassment and problem-focused coping was particularly strong in emotionally intense situations for male and young consumers. The second essay investigates the influence of embarrassing situations on neutral observers of the situation. The extant literature suggests that a consumer who commits a social transgression will experience embarrassment if real or imagined others are present to witness the transgression. However, the parallel embarrassment experienced, in turn, by those observers lacks a theoretical account, since observers have committed no transgression and are not the subject of appraisal by others. I label this phenomenon observer embarrassment, and introduce perspective taking as the underlying process that leads to observer embarrassment. Across six studies, I use physiological, behavioral, and self-report measures to validate the presence of observer embarrassment, as well as the underlying perspective-taking mechanism. Specifically, the results demonstrate that observers are more likely to experience embarrassment when they imagine themselves as the transgressor (versus experience empathy for the transgressor), something more likely to occur when the observer and actor share a common identity. Thus, observer embarrassment is not an empathetic response to witnessing a social transgression, but rather an experience parallel to personal embarrassment of others.

The main purpose of this study was to determine if validity coefficients for ACT scores, both composite scores and subject area test scores, and high school grade point average (HSGPA) decayed or held stable over eight semesters of undergraduate study in science, technology, engineering, and mathematics (STEM) fields at civilian four-year institutions, and whether the decay patterns differed from those found in non-STEM fields at the same institutions. Data from 62,212 students at 26 four-year institutions were analyzed in a hierarchical meta-analysis in which student major category (SMC), gender, and admission selectivity levels were considered potential moderators. Four sets of analyses were run. The first was by the three SMCs: STEM-Quantitative majors, STEM-Biological majors, and non-STEM majors. The second was SMC by gender. The third was SMC by admission selectivity level. The fourth was SMC by gender by admission selectivity level. The results across all four analyses indicated that ACT score validity coefficients for STEM-Quantitative and STEM-Biological majors decayed less over eight semesters than the validity coefficients for non-STEM majors did. This was true for the uncorrected and corrected validity coefficients. For the HSGPA validity coefficients, this was true for the corrected validity coefficients. Non-STEM majors had very similar validity decay patterns regardless of the level of analysis. However, four of the eight STEM subgroups in the final set of analyses had minimal amounts of decay, and in some instances small amounts of validity growth.

Technological advances in neonatal care have dramatically improved the survival and disability rates among low birthweight infants (LBW). One common factor associated with later problems among these babies is intraventricular hemorrhage (IVH). A meta-analysis was conducted among LBW infants with and without IVH to determine developmental outcome. More than 450 studies were located. Only 125 studies met inclusion criteria. Mean effect sizes were computed by comparing the LBW group to either a fullterm children, LBW children scored worse in all areas except gross motor skills. Cognitive assessment was done commonly up to 6 years of age. LBW infants scored about 1/2 standard deviation below their comparison group. A positive linear trend was found for severity of IVH: those children without an IVH scored comparably to fullterm children, while those with severe bleeds were about one standard deviation behind. Assessment of academic skills was done with the 8- to 11-year olds. There was no information given on presence/severity of IVH. Very few assessments were done. On general academic measures, the LBW children scored about 1/2 standard deviation behind the comparison group. Over 80% of the language assessments were done at 15- to 38-months of age. LBW children tended to score 1/2 to 3/4 of a standard deviation below the comparison group. The severity of hemorrhage did not mediate these results. Fine motor assessments were performed on children 9 months to 11 years old. LBW children were about 2/3 of a standard deviation behind the comparison group. These skills were not affected by severity of IVH. Gross motor abilities were typically measured before the children were 24 months old. LBW children showed more deficits in this area than in any other: almost 90% of a standard deviation behind. Gross motor skills appear to be strongly impacted both by being low birthweight and by the severity of IVH. Results indicate that IVH is a mediating factor in outcome among LBW infants. More research needs to be conducted on these children when they are school age, so long-term effects of low birthweight can be determined.