This thesis was funded by the Department of Human Services (South Australia) to test the acceptability of nicotine patches to pregnant women and to assess the safety of nicotine patches for pregnant women, at least in terms of overall exposure to nicotine. The study was conducted in the antenatal clinics at the Women's and Children's Hospital, Adelaide and was a pilot for a planned larger study. If the pilot indicated that the nicotine patches could be used safely by this group of women, the larger study would examine the effectivemess of patches in a smoking cessation program. Four focus groups, three with pregnant women and one with their care providers, were used to elucidate issues for pregnant women related to smoking and the use of nicotine patches to aid cessation.

No description available.

Greater knowledge of the rough-toothed dolphin, Steno bredanensis, is needed to effectively contribute to conservation and management efforts for this species. The primary purpose of this research was to describe ecological and biological parameters for S. bredanensis that will be useful in future assessments of population stress. Several approaches were used to study S. bredanensis, including investigations of free-ranging populations, dead specimens, and captive individuals. Free-ranging rough-toothed dolphins distributed near small oceanic island environments were found to be more commonly sighted in-shore than off-shore. In the Windward islands of French Polynesia, this species preferred water depths of 1000 to 2000m and a distance of 1.8 to 5.5 km from the barrier reef. Group sizes ofrough-toothed dolphins sighted in French Polynesia range between 1 and 35 individuals with a mean size of 12.1. Endocrinology data for S. bredanensis was established in captive healthy and stranded individuals. Ranges and means were provided for progesterone, testosterone, cortisol and thyroid hormones. Changes in thyroid hormone concentrations were reflective of health status and testosterone appeared to be suppressed in ill individuals. Reproduction in S. bredanensis was investigated by determining the size and age range that this species attains sexual and physical maturity. Female rough-toothed dolphins attain sexual maturity by 9 to 10 years of age and males between 5 and 10 years at a similar length of approximately 216 cm. Physical maturity is generally reached at an older age and larger size for both males and females. Ecologically healthy and unheahhy populations of S. bredanensis were described in this investigation and these fmding will be useful in assessing future threats to this species.

Greater knowledge of the rough-toothed dolphin, Steno bredanensis, is needed to effectively contribute to conservation and management efforts for this species. The primary purpose of this research was to describe ecological and biological parameters for S. bredanensis that will be useful in future assessments of population stress. Several approaches were used to study S. bredanensis, including investigations of free-ranging populations, dead specimens, and captive individuals. Free-ranging rough-toothed dolphins distributed near small oceanic island environments were found to be more commonly sighted in-shore than off-shore. In the Windward islands of French Polynesia, this species preferred water depths of 1000 to 2000m and a distance of 1.8 to 5.5 km from the barrier reef. Group sizes ofrough-toothed dolphins sighted in French Polynesia range between 1 and 35 individuals with a mean size of 12.1. Endocrinology data for S. bredanensis was established in captive healthy and stranded individuals. Ranges and means were provided for progesterone, testosterone, cortisol and thyroid hormones. Changes in thyroid hormone concentrations were reflective of health status and testosterone appeared to be suppressed in ill individuals. Reproduction in S. bredanensis was investigated by determining the size and age range that this species attains sexual and physical maturity. Female rough-toothed dolphins attain sexual maturity by 9 to 10 years of age and males between 5 and 10 years at a similar length of approximately 216 cm. Physical maturity is generally reached at an older age and larger size for both males and females. Ecologically healthy and unheahhy populations of S. bredanensis were described in this investigation and these fmding will be useful in assessing future threats to this species.

This thesis was funded by the Department of Human Services (South Australia) to test the acceptability of nicotine patches to pregnant women and to assess the safety of nicotine patches for pregnant women, at least in terms of overall exposure to nicotine. The study was conducted in the antenatal clinics at the Women's and Children's Hospital, Adelaide and was a pilot for a planned larger study. If the pilot indicated that the nicotine patches could be used safely by this group of women, the larger study would examine the effectivemess of patches in a smoking cessation program. Four focus groups, three with pregnant women and one with their care providers, were used to elucidate issues for pregnant women related to smoking and the use of nicotine patches to aid cessation.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 153-162). Available also in a digital version from Dissertation Abstracts.

xx, 287 p. ; ill. (some col.) A print copy of this title is available through the UO Libraries under the call numbers: SCIENCE QP310.W3 W55 2008 / Digital three-dimensional (3D) models are useful for biomechanical analysis because they can be interactively visualized and manipulated. Synthesizing and analyzing animal locomotion with these models, however, is difficult due to the large number of joints in a fully articulated skeleton, the complexity of the individual joints, and the huge space of possible configurations, or poses, of the skeleton taken as a whole. A joint may be capable of several biological movements, each represented by a degree of freedom (DOF). A quadrupedal model may require up to 100 DOFs to represent the limbs and trunk segments only, resulting in extremely large spaces of possible body configurations. New methods are presented here that allow limbs with any number of biomechanical DOFs to be kinematically exercised and mapped into a visualization space. The spaces corresponding to the ranges of motion of the left and right limbs are automatically intersected and pruned using biological and locomotion constraints. Hind and fore spaces are similarly constrained so that Genetic Algorithms (GAs) can be used to quickly find smooth, and therefore plausible, kinematic quadrupedal locomotion paths through the spaces. Gaits generated for generic dog and reptile models are compared to published gait data to determine the viability of kinematics-only gait generation and analysis; gaits generated for Apatosaurus, Triceratops , and Tyrannosaurus dinosaur models are then compared to those generated for the extant animals. These methods are used for several case studies across the models including: isolating scapulothorax and shoulder joint functionality during locomotion, determining optimal ankle heights for locomotion, and evaluating the effect of limb phase parameters on quadrupedal locomotion. / Adviser: Kent A. Stevens

Static and dynamic balance are essential in daily and sports life. Many factors have been identified as influencing static balance control, two of which are carrying additional weight and localized muscle fatigue but their influence on dynamic balance in sport activities has not been fully established. Therefore, the aim of this thesis was to investigate the characteristics of dynamic balance in sport related activities, with specific reference to the influence of body mass changes and muscular fatigue. Study one: The objectives of study one (methodological study, n = 5) were to apply the extrapolated Centre of Mass (XCoM) method and other relevant variables (centre of pressure, CoP; Centre of Mass, CoM; shear forces, Fh; kinetic energy, KE; momentum, P; and angular impulse, AI) to investigate sport related activities such as hopping and jumping. Many studies have represented the CoP data without mentioning its accuracy so several experiments were done to establish the agreement between the CoP and the projected CoM in a static condition. It was found that there was an inaccuracy with the average difference about 4mm. This meant that the angular impulse could not be reliably calculated. Its horizontal component, representing the Friction Torque (Q), could be reliably computed for dynamic balance. The implementation of the XCoM method was found to be practical for evaluating both static and dynamic balance. The general findings were that the CoP, the CoM, the XCoM, Fh, and Qwere more informative than the other variables (e.g. KE, P, and AI) during static and dynamic balance. The XCoM method was found to be applicable to dynamic balance as well as static balance. Study 2: The objectives of study two (baseline study, n =20) were to implement Matlab procedures for quantifying selected static and dynamic balance variables, establish baseline data of selected variables which characterize static and dynamic balance activities in a population of healthy young adult males, and to examine any trial effects on these variables. The results indicated that the implementation of Matlab procedures for quantifying selected static and dynamic balance variables was practical and enabled baseline data to be established for selected variables. There was no significant trial effect. Recommendations were made for suitable tests to be used in later studies. Specifically it was found that one foot-tiptoes tests either in static or dynamic balance are too challenging for most participants in normal circumstances. A one foot-flat eyes open test was considered to be representative and challenging for static balance, while adding further vertical jump and landing tests (two feet flat and one foot flat vertical jump) to the horizontal jumping and hopping for dynamic balance was considered to be more representative of sports situations. The main differences between horizontal and vertical jumping were in anterior-posterior direction. Study 3: The objectives of study three (differentiation study, n =20) were to establish the influence of physical (external added weight) and neurophysiological (fatigue) factors on static and dynamic balance in sport related activities. This was typified statically by the Romberg test (one foot flat, eyes open) and dynamically by jumping and hopping in both horizontal and vertical directions. Statically, added weight increased body's inertia and therefore decreased body sway in anterior-posterior direction though not significantly. Dynamically, added weight significantly increased body sway in both mideo-lateral and anterior-posterior directions, indicating instability, and the use of the counter rotating segments mechanism to maintain balance was demonstrated. Fatigue on the other hand significantly increased body sway during static balance as a neurophysiological adaptation primarily to the inverted pendulum mechanism. Dynamically, fatigue significantly increased body sway in both mideo-lateral and anterior-posterior directions again indicating instability but with a greater use of counter rotating segments mechanism. Differential adaptations for each of the two balance mechanisms (inverted pendulum and counter rotating segments) were found between one foot flat and two feet flat dynamic conditions, as participants relied more heavily on the first in the one foot flat conditions and relied more on the second in the two feet flat conditions. Conclusion: Results from this thesis are expected to aid towards advancing the understanding of balance in sport related activities, and can provide a solid foundation for future work in this area. In particular, a method was established to assess static and dynamic balance, baseline data for these associations was provided, and differential adaptations to physical or neurophysiological constraints were found. Valuable associations between specific variables and the first two mechanisms of balance were demonstrated.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-28T11:30:57Z No. of bitstreams: 2 Dissertação - Cleuber Pereira da Cruz - 2015.pdf: 1386331 bytes, checksum: f31985ca1883ca0bc574ab80a80d58ab (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-28T11:40:25Z (GMT) No. of bitstreams: 2 Dissertação - Cleuber Pereira da Cruz - 2015.pdf: 1386331 bytes, checksum: f31985ca1883ca0bc574ab80a80d58ab (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-28T11:40:25Z (GMT). No. of bitstreams: 2 Dissertação - Cleuber Pereira da Cruz - 2015.pdf: 1386331 bytes, checksum: f31985ca1883ca0bc574ab80a80d58ab (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-12-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research comes to detailing the operation of voluntary and involuntary phonic mechanisms and processes, with the theoretical basis of Boone & McFarlane’s studies (1994); discussions of the interrelationships with other disciplines, aimed at enhancing the teaching of singing; and the investigation of ways of how to stimulate the creativity of the teacher in adapting and creating vocalizes and exercises, that these are only suggestions for the teaching area. Resulted from the reading, reflection and composition of a Corpus of Texts (BAUER and GASKELL, 2003, p. 496), which allowed elaborate justifications for each exercise and presented vocalize. Having chosen the set of texts that constitute this study the data used, it is expected that the analysis of five proposed exercises and vocalizes, promote the extension of discussions on the Teaching of Singing, with a view to improvement of vocal preparation singer. It should be noted, in conclusion, that there is a need for more publications and descriptions of teaching methodologies in this area. / Essa pesquisa trata de detalhar o funcionamento dos mecanismos e processos fônicos voluntários e involuntários, tendo como base teórica os textos de Boone e McFarlane (1994); as discussões das inter-relações do canto com outras disciplinas, visando valorizar o ensino do canto; e a investigação das formas de como estimular a criatividade do professor na adaptação e criação de vocalizes e exercícios, que se tratam de apenas sugestões para a área de ensino do canto. Resultou da leitura, reflexão e composição de um Corpus de Textos ( BAUER e GASKELL, 2003, p. 496), que possibilitou elaborar justificativas para cada exercício e vocalize apresentado. Tendo escolhido o conjunto de textos, que constituem neste estudo os dados que foram utilizados, espera-se que a análise dos 5 exercícios e vocalizes propostos, promova o alargamento da discussões sobre a Didática do Canto, tendo em vista a melhora da preparação vocal do cantor. Ressalta-se, como conclusão, que há uma necessidade de mais publicações e descrições de metodologias de ensino nesta área.

There has been a call from the national community of biologists and biology educators to increase biological literacy of undergraduate students, including understanding and application of core concepts. The structure and function relationship is a core concept identified by the wider biology community and by physiology faculty. Understanding of the core concept structure and function across multiple levels of organization may promote biological literacy. My research focused on the development of formative written assessment tools to provide insight into student understanding of structure and function in anatomy and physiology. In chapter two I developed automated scoring tools to facilitate the evaluation of written formative assessment based on structure and function. Formative written assessments allow students to demonstrate their thinking by encouraging students to use their diverse ideas to construct their responses. However, formative written assessments are not often used in the undergraduate biology classroom due to barriers, such as time spent grading and the intricacy of interpreting student responses. Automated scoring, such as lexical analysis and machine scoring, can examine student thinking in formative written responses. The core concept structure-function provides a foundation upon which many topics in anatomy and physiology can be built across all levels of organization. My research focused on the development of formative written assessment tools and automated scoring models to provide insight into student understanding of structure and function. My research objective was to examine student understanding of a core concept in anatomy and physiology by using automated scoring. Ten short answer questions were administered to students in a junior-level General Physiology course and a sophomore level Human Anatomy and Physiology course at a large Southeastern public university, and to students in Human Anatomy and Physiology courses at two Southeastern two-year colleges. Seventeen students were interviewed to determine if their responses to the short answer questions accurately reflected their thinking. Lexical analysis and machine scoring were used to build predictive models that can analyze student thinking about the structure-function relationship in anatomy and physiology with high agreement to human scoring. Less than half of the student responses in this study demonstrated conceptual understanding of the structure-function relationship. Automated scoring can successfully evaluate a large number of student responses in Human Anatomy and Physiology and General Physiology courses. In chapter three I compared conceptual understanding of structure and function in 2-yr and 4-yr student responses. Anatomy and physiology is taught at a variety of institutions, including 2-year community colleges and 4-year research universities. Regardless of the type of institution offering anatomy and physiology, conceptual understanding of the structure-function relationship is necessary to understand physiological processes. The focus of my research was to compare conceptual understanding of 2-year versus 4-year anatomy and physiology students by using written formative assessment. I hypothesize that differences in students’ academic readiness between two-year and four-year institutions may affect conceptual understanding and student performance. Based on prior research, I predict that there will be a difference in conceptual understanding of the core concept structure and function between two-year and four-year students in anatomy and physiology, and that the students at the two-year institution will not perform as well as the students at the four-year institution, as measured by performance on the constructed response questions. Responses to eight short answer essay questions were collected from students at both types of institutions from students in human anatomy and physiology over six semesters. My results demonstrated that there is a difference in conceptual understanding of the structure-function relationship between 2-year and 4-year students in anatomy and physiology with more 4-year students mentioning SRF concepts in their responses compared to the 2-year students. A potential reason for this difference may be college readiness. There was no difference in performance between institution types on structure-function concepts examined in the A&P II course. My results suggested that students may benefit from a focus on core concepts within the content of anatomy and physiology courses. This focus should occur in both the first and second semesters of anatomy and physiology. Instructors can use written formative assessment to allow students to demonstrate their conceptual understanding within the organ systems. In chapter four I investigated how question features affect student responses to anatomy and physiology formative assessment questions. Short answer essay questions contain features which are elements of the question which aid students in connecting the question to their existing knowledge. Varying the features of a question may be used to provide insight into the different stages of students’ emerging biological expertise and differentiate novice students who have memorized an explanation from those who exhibit understanding. I am interested in examining the cognitive level of questions, the use of guiding context/references in question prompts, and the order of questions, and how these features elicit student explanations of the core concept structure-function in anatomy and physiology. I hypothesized that varying the features of short answer questions may affect student explanations. Short answer questions based on the core concept ‘structure-function’ were administered to 767 students in a junior level General Physiology course and to 573 students in a sophomore level Human Anatomy and Physiology course at a large southeastern public university. Student responses were first human scored and then scored by using lexical analysis and machine scoring. Students were interviewed to examine their familiarity with levels of organization and to confirm their interpretation of the questions. Students demonstrated more conceptual understanding of four of the structure-function concepts when answering the understand questions and more conceptual understanding of two structure-function concepts when answering the apply questions. The question prompts provided a different context which may have influenced student explanations. There was no difference in conceptual understanding of the structure-function relationship with and without the use of a guiding context in the wording of the question prompt. For question sequence, students performed better on the last questions in the sequence, regardless of whether the last question was easier or more difficult. Instructors should provide students with questions in varying contexts and cognitive levels will allow students to demonstrate their heterogeneous ideas about a concept.