Children and adolescents with obesity and overweight are at increased risk for developing sleep disordered breathing (SDB) and SDB has been associated with cognitive deficits and executive dysfunction. The aim of this study was to examine the relationship between executive functioning and SDB among adolescents participating in a behavioral weight loss intervention. Adolescents (n = 37) and their caregivers completed the Behavior Rating Inventory of Executive Function (BRIEF) and caregivers completed the Pediatric Sleep Questionnaire (PSQ). Using the Sleep Related Breathing Disorder scale on the PSQ adolescents were classified as at risk or not at risk for SDB. Correlations were calculated to evaluate associations between executive function and SDB. MANOVA analyses were also conducted to determine whether significant differences in executive function exist between adolescents at risk for SDB, and those not at risk. Significant correlations were found between SDB and executive functioning (r = 0.75; < .001). Significant differences were observed between SDB risk and non-SDB risk groups on the BRIEF parent report (F (1, 35) = 3.73; < 0.01). Differences in parent-report BRIEF scores across risk groups represent a large effect (d = 1.73). However, these differences were not replicated on the BRIEF self-report (F (1, 35) = 1.24; p < 0.05). Adolescents with overweight or obesity participating in behavioral weight loss interventions may be at increased risk for SDB and those adolescents at risk for SDB may have executive dysfunction. These deficits may have implications for treatment.

acase@tulane.edu / I review my three papers on ray stretching statistics, hot spot formation, and universality in motion through weak random media. In the first paper, we study the connection between stretching exponents and ray densities in weak ray scattering through a random medium. The stretching exponent is a quantitative measure that describes the degree of exponential convergence or divergence among nearby ray trajectories. In the context of non-relativistic particle motion through a correlated random potential, we show how particle densities are strongly related to the stretching exponents, where the `hot spots' in the intensity profile correspond to minima in the stretching exponents. This strong connection is expected to be valid for different random potential distributions, and is also expected to apply to other physical contexts, such as deep ocean waves. The surprising minimum in the average stretching exponent is of great interest due to the associated appearance of the first generation of hot spots, and a detailed discussion will be found in the third paper. In the second paper, we study the stretching statistics of weak ray scattering in various physical contexts and for different types of correlated disorder. The stretching exponent is mathematically linked to the monodromy matrix that evolves the phase space vector over time. From this point of view, we demonstrate analytically and numerically that the stretching statistics along the forward direction follow universal scaling relationships for different dispersion relations and in disorders of differing correlation structures. Predictions about the location of first caustics can be made using the universal evolution pattern of stretching exponents. Furthermore, we observe that the distribution of stretching exponents in 2D ray dynamics with small angular spread is equivalent to the same distribution in a simple 1D kicked model, which allows us to further explore the relation between stretching statistics and the form of the disorder. Finally, the third paper focuses on the 1D kicked model with stretching statistics that resemble 2D small-angle ray scattering. While the long time behavior of the stretching exponent displays a simple linear growth, the behavior on the scale of the Lyapunov time is mathematically nontrivial. From an analysis of the evolving monodromy matrices, we demonstrate how the stretching exponent depends on the statistics of the second derivative of the random disorder, especially the mean and standard deviation. Furthermore, the maximal Lyapunov exponent or the Lyapunov length can be expressed as nontrivial functions of the mean and standard deviation of the kicks. Lastly, we show that the higher moments of the second derivative of the disorder have small or negligible effect on the evolution of the stretching exponents or the maximal Lyapunov exponents. / 1 / SicongChen

A theoretical approach was developed to model the vibrational dynamics of amorphous, two-dimensional materials. The materials were modeled as continuous random networks (CRN's) comprising an assemblage of planar rings of diverse size. In-plane vibrational modes for symmetric 4-, 5-, 60, 7-, and 8-membered rings were examined. Vibrational states of isolated rings were modified by coupling the rings to a continuous network to represent rings embedded in a CRN. An effective force constant was used to couple the ring vibrations to the network's collective motions. Potentials were approximated with the use of a central force model (bond-stretching force constant) and a valence force model (bond-stretching and bond-angle-bending force constants). Valence force model calculations employed group theory. Mode frequencies were calculated using the method of small oscillations and the normal coordinate treatment. Amorphous carbon was used as a test case for the embedded ring approach. A physically consistent set of force constants for the valence force model was determined by comparing the 6-membered ring E2g mode in graphite. Frequencies for selected ring modes were calculated, resulting in a discrete line spectrum. Calculated frequencies were fitted with gaussian peaks and convoluted into theoretical spectra for comparison with the experimental Raman spectrum of amorphous carbon. Integrated gaussian lineshape intensities were assumed to be directly proportional to the CRN ring statistics. The peaks were convoluted with the peak widths, ring statistics, and number of modes as the adjustable parameters. Parameters consistent with previous research on the structure and dynamics of amorphous carbon provided satisfactory fits to the data. The best fit to the Raman data includes the E2g and A1g modes of 6-membered rings (present in Raman spectra of nanocrystalline graphite), and the Raman active E2' modes of 5- and 7-membered rings. The corresponding ring statistics agree with previous results, supporting the presence of a sizable percentage of 5- and 7- membered rings, but with no 4- or 8-membered rings. This positive result provides verification for the embedded ring approach, and supports a CRN model for amorphous carbon.

Exercise rooted in changing one’s appearance is associated with increased disordered eating and body image pathology. There are a limited number of scales assessing appearance-based exercise, and those that do are methodologically flawed. The aim of the current work was to develop a psychometrically sound measure of appearance-based exercise (Exercise Appearance Motivations Scale (EAMS)). Female undergraduate students (N = 650) completed an online survey designed to assess the EAMS’ psychometric properties. Factor analysis and hierarchical regressions were used for measure development and validation. Five factors of the EAMS were identified through factor analysis: muscularity, appearance, societal pressures, shape/weight, and avoidance/shame. Pearson product moment correlations were used to examine the associations between the EAMS and scales assessing convergent validity (appearance comparison, disordered eating, appearance evaluation, internalization of body ideals) and discriminant validity (belief in a just world). Results indicated that Cronbach’s alpha (α = .94) and test-retest reliability coefficients (r = .77) were adequate. The EAMS demonstrated adequate construct and incremental validity. These results provide preliminary evidence that the EAMS scale is a reliable and valid measure of appearance-based motives of exercise behavior when used with undergraduate women. Implications, limitations, and future research ideas are discussed.

This study is a critical, feminist psychological investigation of nurses’ experiences, understandings and perceptions of nursing eating disorder patients. Specifically 19 in-depth semi-structured interviews were conducted at a large metropolitan Australian hospital complex with nurses who care for eating disordered patients. A qualitative discourse analytic methodology was used to analyse the data. The analysis investigates the different ways that the eating disorder patients and the nurses are constituted in a web of explicit and implicit discursive constructions and discursive practices. The analysis also considers how relations of power between the nurses, the patients and the doctors and other health care workers are constituted in discourse and practice, as well as exploring how the eating disorder patient group and the role of the nurse is feminised / Master of Arts (Hons)

This thesis contributes to a growing body of research examining the relationship between sociocultural influences and disordered eating behaviour. The aim of the current research was to extend on previously developed theoretical models to more closely examine agerelated differences in an integrated sociocultural model of disordered eating behaviour. The proposed model was informed by components of the dual-pathway model and the tripartite influence model. Nine-hundred and ninety-five women, from four different age groups (i.e., preadolescent, early adolescent, late adolescent and young adult), completed self-report measures of perceived pressure to be thin, modelling of disordered eating behaviour, media exposure, internalisation of the thin-ideal, social comparison, body dissatisfaction, body mass index, and disordered eating behaviour. Using structural equation modelling (SEM) techniques, a sociocultural model of disordered eating was tested and found to have good fit to the data. A number of age-related differences in the strength of the relationship between variables were found. Interestingly, modelling of disordered eating behaviour was a direct predictor of disordered eating behaviour regardless of age group. As expected internalisation of the thin-ideal mediated between perceived pressure to be thin and body dissatisfaction for all age groups. Surprisingly, media exposure had few effects on internalisation, but was more strongly related to social comparison for the late adolescent and young adult age groups. Social comparison played a less significant role in predicting body dissatisfaction in preadolescent girls. However, for all other participants, social comparison predicted internalisation of the thin-ideal, body dissatisfaction and disordered eating behaviour. As expected, BMI predicted body dissatisfaction, and body dissatisfaction predicted disordered eating behaviour. The models accounted for between 60-64% of the variance in disordered eating behaviour. Implications for prevention programs are discussed in light of these findings.

The primary purpose of this study was to investigate the knowledge and experiences of school counsellors, teachers, and school-based personnel in the area of girls body image. Participants perspectives were described and implications identified for ways in which teachers can encourage positive body image for girls in their classrooms. The idea for this research evolved from my interest in positive self-esteem, and academic and social success. As a teacher, I find that girls (more so than boys) base their success on body image. Girls often turn to harmful health behaviours such as disordered eating or excessive exercise because of dissatisfaction with their bodies (Tiggemann, 2005; ODea, 2000). I hoped to find ways for teachers to foster positive body image, and I believed school counsellors, teachers, and school-based personnel would be a useful source of information on this topic. I brought to this research a desire to hear, understand, and make meaning from these professionals experiences of working with girls.<p>There are a variety of things a teacher can do to create a positive environment in the school setting relating to body image. Focus group participants felt teachers and other school personnel could: <br>(a) openly allow body image discussion in the classrooms either through Talking Circles or Body Talk; <br>(b) promote active lifestyles; <br>(c) promote healthy eating habits; and <br>(d) act as role models by modelling the right examples. <p>Listening and encouraging students can also create a positive environment. The normal development of bodies should be discussed openly in the classrooms. In order to help create positive body images in young girls, participants believed it was important for teachers and school personnel to: participate in empathy training (learning to talk to each other and to listen to each other), educate parents; train physical education teachers; encourage students to write daily journals and critically analyze media literacy.

The primary purpose of this study was to investigate the knowledge and experiences of school counsellors, teachers, and school-based personnel in the area of girls body image. Participants perspectives were described and implications identified for ways in which teachers can encourage positive body image for girls in their classrooms. The idea for this research evolved from my interest in positive self-esteem, and academic and social success. As a teacher, I find that girls (more so than boys) base their success on body image. Girls often turn to harmful health behaviours such as disordered eating or excessive exercise because of dissatisfaction with their bodies (Tiggemann, 2005; ODea, 2000). I hoped to find ways for teachers to foster positive body image, and I believed school counsellors, teachers, and school-based personnel would be a useful source of information on this topic. I brought to this research a desire to hear, understand, and make meaning from these professionals experiences of working with girls.<p>There are a variety of things a teacher can do to create a positive environment in the school setting relating to body image. Focus group participants felt teachers and other school personnel could: <br>(a) openly allow body image discussion in the classrooms either through Talking Circles or Body Talk; <br>(b) promote active lifestyles; <br>(c) promote healthy eating habits; and <br>(d) act as role models by modelling the right examples. <p>Listening and encouraging students can also create a positive environment. The normal development of bodies should be discussed openly in the classrooms. In order to help create positive body images in young girls, participants believed it was important for teachers and school personnel to: participate in empathy training (learning to talk to each other and to listen to each other), educate parents; train physical education teachers; encourage students to write daily journals and critically analyze media literacy.

Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2008. / Full text also available online. Scroll down for elctronic link.

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Frances Prevatt, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (June 19, 2004). Includes bibliographical references.