This study explored the use of rituals in substance abuse counseling. Data were obtained from a total of 25 mental health workers in the substance abuse field from the northern region of Utah. Four research questions were asked about rituals and their use in substance abuse counseling: (I) Are addictions therapists using rituals? (2) How did therapists determine when to use rituals? (3) What types of rituals do they use? and (4) How do therapists assess ritual effectiveness? Results indicated that about three fourths of the mental health workers questioned were using rituals in their treatment protocol with substance abuse clients. The most common methods used for determining when to implement rituals into treatment were (a) clients were emotionally stuck, (b) client's cognitive ability, and (c) therapist's perception. The findings also suggested that therapists presented means of assessing the effectiveness of the rituals they implemented, but the data also supported past literature findings that showed little empirical means of assessment.

Previous research suggests that obesity can be stigmatizing in interpersonal relationships, including romantic relationships. Timing of obesity and weight stability are also especially important. The negative effects of obesity on interpersonal relationships appear most salient in women and Whites, while men and racial/ethnic minorities appear to experience fewer negative consequences from obesity in their relationships, suggesting that an intersectional lens is necessary in studies on the long-term effects of obesity on interpersonal relationships. In this dissertation, I employ an intersectional lens to understand how histories of obesity, gender, and racial/ethnic identity work together to influence three aspects of romantic relationships during the third decade of life: formation of romantic relationships, satisfaction with romantic relationships, and commitment to romantic relationships. Data were drawn from Waves I, III, and IV of the National Longitudinal Study of Adolescent Health (n = 9,588). Obesity was measured using a dynamic measure indicating whether respondents were obese in adolescence (Wave I) and/or early adulthood (Wave III). Participants were coded as non-obese (not obese at neither point), chronically obese (obese at both points), recently obese (obese in early adulthood only) and formerly obese (obese in adolescence only). Findings suggest that the effects of obesity histories on romantic relationships in early adulthood are contingent upon timing of obesity, gender, and racial/ethnic background. Whether obesity manifested in stigma or compensated for negative main effects of gender and/or race/ethnicity on romantic relationship was considerably variable throughout. The empirical findings suggest that experiencing obesity is a multidimensional process which, for some groups, is associated with qualitatively better relationship outcomes, while for others, the effects or null or negative. This dissertation adds necessary nuance to discussions on the complexity of obesity processes on romantic relationships and indicates that future research on obesity and interpersonal relationships necessitates an intersectional lens and framing that considers that obesity may not be uniformly stigmatizing.

This thesis explores Landmark Education, an American personal development company which claims to transform lives for the better. The purpose of this work is to analyse the pros and cons of various participants and professionals connected with Landmark Education. This work has been carried out as a piece of investigative journalism and reflects the principles of this field. Chapter one addresses contemporary criticisms of Landmark and outlines the main points of the investigation which will be analysed and debated in chapter three. Chapter two gives a historical background to the self-help and personal development realm that Landmark belongs to. This chapter is more informative in tone and provides an indepth discussion on est, the company to precede Landmark. Chapter three is the investigative component of this thesis and contains interviews of Landmark supporters and critics. These include former and current participants of Landmark Education, as well as professionals of clinical psychology and the personal coaching fields. This chapter primarily addresses issues connected with critical claims that Landmark is a cult. The thesis is accompanied by a supporting exegesis which outlines the relevant theoretical, historical, critical and design contexts and also seeks to defend both the applied research methodology and theoretical base.

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With wide adoption of on-line instruction as a new instruction format in higher education in the U.S. and the fast growing population of international students coming to pursue degrees in America, the exploration of international students’ perceived needs and expectations towards this new learning experience becomes critical. Chinese students are the second largest group of international students in the U.S., yet, studies on their learning needs and challenges in on-line learning are limited. This case study aims at exploring the experiences of three Chinese graduate students, who major in education and have taken at least one on-line course in their programs. Data were collected through three in-depth individual interviews with the participants. Three research questions guided the study: 1) How do Chinese students feel about taking an on-line course as compared with traditional face-to-face lecture? 2) How confident do Chinese students feel about their language competency when they participate in the discussions of an on-line course? 3) What is Chinese students’ understanding of the cultural issues as they participate in the discussions of an on-line course? There were four themes generated from the cross-case analysis. The themes were: a) preference of face-to-face courses over on-line courses; b) English language proficiency as a major challenge; c) enjoyment of cross-cultural interaction, and personal growth from the experience. Results revealed that: 1) Participants always have a preference for face-to-face format and regarded face-to-face interaction as an indispensible component; yet, since participants also welcome the adoption of on-line technology, they recommended a combination of two or more instruction methods such as an on-line method with face-to-face method or synchronous on-line chats with asynchronous discussion; 2) Limitation in English language proficiency is constantly a major challenge for participants as international students; 3) Participants enjoyed the cross-cultural communication with peers; and 4) Participants consolidated their knowledge base and developed the awareness of being a culturally responsive teacher.

This study examined selected components of faculty-led study abroad programs and determined students’ changes in global perspectives after participating in faculty-led study abroad programs. A census of the population of interest (N=19), included undergraduate and graduate students enrolled in the Texas A&M Namibia Technological Change and Agricultural Communications and the Texas A&M Guatemala Agricultural Leadership and Service Learning study abroad programs. Participants were asked to complete a study abroad course evaluation upon return to the university during class time. The researcher-developed course evaluation included items to measure students’ perspectives of orientation sessions, course delivery methods, program type, program staff, and individual development. The Global Perspective Inventory (GPI) was administered during pre-departure class meetings using the General Student Form. Post-experience administration class sessions were used to collect participants’ global perspectives using the Study Abroad Post Test form. The GPI tests measured changes in global perspectives along three learning dimensions; cognitive, intrapersonal, and interpersonal. Descriptive statistics (mean, frequencies, and standard deviation) were used to report the data. The results showed that (1) the academic programs were intellectually stimulating; (2) student’s individual development consisted of being more receptive to different ideas; and (3) student’s improved their global perspective with regards to cognitive and intrapersonal development.

Le but de cette étude était de vérifier l'impact de deux programmes spécifiques d'entraînement de la force, la pliométrie et la musculation, sur l'amélioration de l'économie à la course et sur l'explosivité chez les joueurs de soccer à la période de compétition. À cet égard, 12 sujets adultes, âgés en moyenne de 22,25±2.65 ont été invités à participer à l'étude. Ils étaient répartis aléatoirement en deux groupes de 6 joueurs. Au cours de l'étude 4 joueurs, deux de chaque groupe, ont abandonné due à la contraction de blessures pendant les matchs du championnat universitaire. Pour nos analyses, nous avons pris seulement les résultats des 8 joueurs qui ont passé toutes les étapes de l'étude. Le premier groupe était soumis à un entraînement de pliométrie, le deuxième groupe a subi un .entraînement sur des appareils de musculation classiques. Chaque groupe s'est entraîné 2 fois par semaine à raison de deux heures par séance pour une période de 6 semaines. Afin de déterminer l'effet de chacune des deux conditions d'entraînement, nous avons mesuré la vo2 à 90% de la VMA, sur un tapis roulant, pendant 4 minutes et nous avons pris le volume d'oxygène consommé pendant la dernière minute comme référence à l'économie à la course. L'explosivité a été mesuré par deux tests de détente verticale, le SJ et le CMJ en utilisant le myotest. Les variables présentées sont la hauteur du saut en cm, la vélocité en cm/s, la puissance en w/kg et la force en N/kg. Également nous avons mesuré la vitesse de déplacement par le test de sprint sur 10 et 20 mètres. La qualité de course à haute intensité intermittente a été mesurée par le yoyo intermittent test 2 (YYIRT2). La lactatémie était mesurée après une minute du test sous maximal. Ces tests étaient faits une semaine avant l'étude et une semaine après. Pour la quantification et l'analyse des données, un modèle groupes (témoin vs expérimental) par tests avec mesures répétées sur les tests, c'est-à-dire un modèle factoriel avec blocs réduits (Kirk, 1992) fût appliqué afin de soulever les différences significatives entre le groupe témoin et le groupe expérimental. Les résultats ne montrent aucune différence significative pour les deux groupes (PRE vs POST), et ni entre les deux groupes (POST Pliométrie vs POST musculation). La détente verticale, SJ (F=0.937, p=0.370) pour les deux groupes (PRE SJ vs POST SJ) et entre les deux groupes, POST Pliométrie vs POST musculation (F=0.022, p=0.888). CMJ (F=0.00, p=0.994) pour les deux groupes et (F=0.856, p=0.391) entre les deux groupes, POST Pliométrie vs POST musculation. La vitesse sur 10 m, entre les groupes avant l'entraînement (PRE) n'est pas significative (F=0.98 p=0.765) et pour les deux groupes de même (F=0.295, p=0.606). Pour la vitesse sur 20 m (F=1.752, p=0.234) pour les deux groupes (pliométrie vs musculation) et entre les deux groupes (F=0.34, p=0.860). Concernant la lactatémie, pour les deux groupes (pliométrie vs musculation) (F=0.028, p=0.872) et entre les deux groupes, POST Pliométrie vs POST musculation (F=0.316, p=0.594). Les valeurs du yoyo test post entraînement (POST) atteintes n'étaient pas significativement élevées (F=13.112, p=0.011) pour les deux groupes (pliométrie vs musculation) et ni entre les deux groupes (F=0.565, p=0.481). Les valeurs post entraînement (POST) atteintes de la vo2 étaient significativement plus élevées (F=12.590, p=0.012) pour les deux groupes et non pas entre les deux groupes (F=0.584, p=0.474). Les résultats obtenus suggèrent d'éviter de faire un programme de renforcement musculaire intense à la période de la compétition chez les joueurs de soccer. Et cela en regardant les exigences physiques de la discipline afin d'éviter l'effet de la fatigue sur les résultats recueillis. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : pliométrie, musculation, économie à la course, explosivité, soccer

Background: This thesis explores the retirement behaviour of older people approaching retirement decisions. The research questions in focus deal with the attitudes toward work, the retirement preferences and the subjective well-being of the "youngest old", i.e. people aged 55–64. The included studies analyse the social determinants of these subjective evaluations and how they predict the timing of retirement and post-retirement well-being. Methods: In the included studies, methods are used that allow us to follow developments over time. Repeated cross-sectional analyses are employed to examine general developments pertaining to the older work force. These include OLS and logistic regression analysis. Longitudinal analyses are used to follow individual developments over time. These include Structural equation modelling and Cox regression analysis. Results: The results indicate that subjective evaluations such as attitudes to work and retirement preferences, as well as subjective well-being, are closely related to the structural conditions to which individuals are exposed, i.e. class position and work environment. The results also indicate that subjective evaluations such as preferred exit age and subjective well-being reported while in the work force are determinants of both the timing of retirement (in the case of preferred exit age and pre-retirement subjective well-being) and post-retirement subjective well-being (in the case of pre-retirement subjective well-being). Also, results indicate that recent policy changes in the Swedish pension systems are reflected in the retirement preferences of the older work force. A comparison of two time-points representing the incentive structure of the old and the new pension systems indicates that preferences were delayed with pension reform. Conclusion: The thesis contributes a temporal perspective to a research field that is dominated by research studying retirement behaviour at a single point of in time. The included studies underline the value of understanding retirement behaviour as a process rather than an isolated event. The way people evaluate their work, their well-being and their retirement prospects is intimately intertwined with their earlier experience. These subjective evaluations affect future retirement outcomes. Life course approaches offer illuminating tools for examining and explaining the significance of the biographies behind retirement behaviour. / Panel Survey of ageing and the elderly

This study is designed to develop a set of courses suitable for training online English teachers. It aims at planning training guidelines for online English teachers, strengthening achievement and complementing each other between online English teacher and student, providing online English teaching resources, and offering diversified online English teacher training channels. In this study, ADDIE (Analysis, Design, Development, Implementation and Evaluation) instructional design model was adopted as a reference for conducting research steps. This study encompassed analysis, design, development, and implement phases. Due to time and manpower constraints, this study only explored formative assessment of ¡§Online English Teacher Training Courses¡¨. In this study, 4 participations with online English language teaching experience were interviewed respectively on each section of ¡§Online English Teacher Training Courses¡¨ and completed assessment rating scale. This paper presents three research conclusions of this study in accordance with study purposes, explores the advantages and constraints of online English training courses, and proposes three recommendations for further studies.

The purpose of this research will be (1) to explore the preservice teachers¡¦ understanding of issues in classroom management; (2) to investigate the impact of asynchronous online discussion on preservice teachers¡¦ learning about classroom management; (3) to investigate the relationship between preservice teachers¡¦ reflections, worksheet and asynchronous online discussions; (4) to analyze preservice teachers¡¦ opinions about incorporating asynchronous network system into their classroom and teaching. The participants of this study come from 56 preservice teachers taking Classroom Management Course in NSYSU Teacher Education Program. The Classroom Management Course requires teaching practicum as well as encourages preservice teachers to participate in SCTnet, which is an online professional community for teachers. They can interact, discuss and share experiences online. This 18-week course includes a series of activities such as seminar discussion, interviewing intern and expert teachers, assignment, small group activities in the classroom and asynchronous online discussion. The course aims to integrate theory and practice and to develop preservice teachers¡¦ professional competences in teaching and their classroom management skills. Qualitative research methods were implemented to conduct these studies. The data collection includes assignments, comments of asynchronous discussion board, interviews and questionnaires. Document analysis is used to explore preservice teachers¡¦ interpretation of classroom management knowledge and reflection. This study reaches the following five conclusions: 1. It is a progressive process that preservice teachers understand classroom management issues with the help of course instructor and assignments. 2.The course instructor initiated and leaded discussions in asynchronous discussion board. As time goes by, preservice teachers can actively propose issues for discussion and make statements. Through dialogues, preservice teachers better understand classroom management issues. 3. Due to the lack of practical experiences in teaching, there are over 50% of preservice teachers whose reflection of assignment stagnates no-reflection level. 4. Preservice teachers¡¦ reflection level is influenced by their involvement level in learning, information use behavior and the types of discussion topics in asynchronous discussion board. 5. Most preservice teachers feel satisfied with Classroom Management course and the instructor¡¦s teaching method. In addition, based on the above conclusions, the author proposes recommendations on teacher education curriculum, preservice teachers¡¦ reflection and issues for future research.