Thesis (M.P.H.)--University of Michigan, 1932. / " ... a thesis for Master of Public Health degree ..."--P. [2]. "Lady O'Brien"--Cover.

Thesis (M.S.)--University of Michigan, 1993.

Thesis (M.S.)--University of Michigan, 1993.

Thesis: (MSc) University of London 2008. / Includes bibliographical references (leaves 36-39).

The "hyperphagic syndrome" consists of a number of behavioral changes which normally occur along with the increased weight gain following VMH lesions in the rat. The present study explored the possibility of separating these behavioral changes from the increased weight gain. The behavioral dimensions sampled were activity, tendency to work for food and reactivity to diet adulteration. Three different methods were employed to produce the increased weight gain: electrolytic VMH lesions, cuts lateral to the VMH, and cuts anterior to the VMH. The results confirmed the decreased activity, decreased tendency to work for food, and increased reactivity to taste manipulation previously reported for VMH-lesioned animals. Cuts lateral to the VMH were indistinguishable from lesions on each of these measures. Cuts anterior to the VMH resulted in no change in normal activity level or in the tendency to work for food but did result in increased reactivity to taste manipulation. The results are consistent with the notion of a medial-lateral system controlling some facit of energy balance and of an anterior system underlying a sex dependent part of the weight gain in female rats. / Arts, Faculty of / Psychology, Department of / Graduate

Thesis advisor: Ellen Winner / Public polling and anecdotal evidence suggests that the general public greatly values music education. I argue that this is not because of content, discipline-specific skills like reading music notation or playing the trumpet, but because of the generalizable habits of mind, or broad thinking dispositions, that teachers teach in ensembles. Through analysis of systematic observation and interview data from multiple rehearsals of six band, choir and orchestra ensembles, eight Ensemble Habits of Mind emerged: Evaluate, Express, Imagine, Listen, Notice, Participate in Community, Persist, and Set Goals & Be Prepared. Using methodology similar to that of parallel work identifying Studio Habits of Mind in visual arts education (Hetland et al., 2013), this study shows many similarities between habits of mind in the two disciplines. However, two habits of mind that were specifically sought out in observations because they are frequently reported in advocacy arguments, Use Creativity and Recognize More than One Correct Answer, were not observed even under broad inclusion criteria. Suggestions are given for the practical application of these findings and discussion of how this framework can simultaneously support the good thinking happening in traditional large ensembles while bolstering rationale that informal music learning and other means of student-centered music making should be included in music programs in order to advance students’ creative thinking and tolerance for ambiguity. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Psychology.

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