Thesis (M.S.) in Teaching--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 95-98).

Thesis (M.A.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains xii, 114 p. : ill. Includes abstract. Includes bibliographical references (p. 59-66).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 161-178). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 245-251). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 129-136). Also available on the Internet.

Thesis (M.N.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 120-130.

Thesis (Ed. D.)--University of Hong Kong, 2010. / Includes bibliographical references (p. 261-266). Also available in print.

Thesis (Ed. D.)--University of Kentucky, 2002. / Title from document title page. Document formatted into pages; contains xix, 175 p. : ill. Includes abstract. Includes bibliographical references (p. 160-173).

The purpose of this research was to examine “who” was best served by a mental health court (MHC) by identifying the characteristics of participants that were predictive of six-month post opt-in program retention and non-recidivism. Participants were 148 available adults who had recently enrolled in 1 of 4 west coast MHCs, were diagnosed with an Axis I schizo-spectrum disorder, bipolar disorder, or major depression, were legally competent, and provided informed consent. This court-based exploratory study used structured in-person interviews to administer standardized measures to collect demographic, socioeconomic, criminal history, psychiatric, substance use/misuse, health, motivation to change, and therapeutic alliance characteristic data. Additional data were provided by the MHC study sites. Participants ranged in age from 18 to 64 (M = 36.56, SD = 11.81) and most had less than a high school education (M = 11.46, SD = 2.49). Participants were more typically male (61%), white (58%), unmarried (93%), unemployed (92%), had a prior felony (57%), and were diagnosed with schizophrenia (49%) and a comorbid substance use disorder (68%). At 6-month follow-up, 72% of the participants remained enrolled in MHC and 55% remained arrest-free. Results from chi-square and independent sample t-test analyses showed significant differences in the years of education, GAF scores, number of contacts with a mental health professional, and strength of therapeutic alliance with the MHC judge between retained and not retained participants. A significant logistic regression model identified that more years of education, a higher number of contacts with a mental health professional, and a stronger therapeutic alliance with the MHC judge were significant predictors of participants’ program retention. Additionally, significant differences were found between recidivating and non-recidivating participants’ age, ethnicity, education, income, housing, prior criminal history (e.g., prior charges, arrests, and jail days), GAF scores, BPRS scores, AUDIT scores, DAST scores, and comorbid substance use disorder. Another significant regression model identified being older, more educated, white, and having income other than SSI/SSDI were predictive of non-recidivism. MHC programs may use these findings to better assess potential participants, provide more targeted treatment and other related support services, and consider ways to strengthen their working alliance with participants. / text

This work set out to investigate two questions: 1) what is the state of qualitative understanding of magnetism at various stages of expertise? 2) What approaches to problem-solving are used across the spectrum of expertise? I studied three groups: ten novices (university students who had completed one introductory course in electricity and magnetism), ten experts-in-training (upper division and graduate students) and 11 experts (physics professors and researchers). Data collection involved structured interviews during which participants solved a series of non-standard problems in magnetism while thinking out loud. The problems were designed to test for conceptual understanding. The interviews were audio taped, transcribed, and analyzed using a grounded theory approach. None of the novices and only a few of the experts in training showed a strong understanding of inductance, magnetic energy, and magnetic pressure; and for the most part they tended not to approach problems visually. Novices frequently described gist memories of demonstrations, text book problems, and rules (heuristics). However, these fragmentary mental models were not complete enough to allow them to reason productively. Experts-in-training were able to solve problems that the novices were not able to solve, many times simply because they had greater recall of the material, and therefore more confidence in their facts. Much of their thinking was concrete, based on mentally manipulating objects. Three, however, exhibited traits of experts, albeit not consistently. The experts solved most of the problems in ways that were both effective and efficient. Part of the efficiency derived from their ability to visualize and thus reason in terms of field lines. / text