Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 78-86). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 78-86). Also available on the Internet.

Thesis (Ph. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains ix, 138 p. Vita. Includes abstract. Includes bibliographical references (p. 104-117).

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 121-137).

Thesis (Ph. D.)--University of Massachusetts at Amherst, 2004. / Includes bibliographical references (leaves 129-139). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xviii, 251 p.; also includes graphics (some col.). Includes bibliographical references (p. 150-157). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Massachusetts at Amherst, 2004. / Includes bibliographical references (leaves 129-139).

A teoria de sistemas semidinâmicos impulsivos é utilizada no estudo de sistemas que descrevem processos de evolução que sofrem variações de estado de curta duração e que podem ser consideradas instantâneas. Este fenômeno é chamado de impulso. Para muitos fenômenos naturais, os modelos determinísticos mais realistas são frequentemente descritos por sistemas que envolvem impulsos. Este trabalho se insere no estudo da teoria de estabilidade em sistemas semidinâmicos com ação impulsiva. / The theory of impulsive semidynamical systems is used in the analysis of systems which describe the evolution of process whose continuous dynamics are interrupted by abrupt changes of state. This phenomenon is called impulse. In many natural phenomena, the real deterministic models are often described by systems which involve impulses. In this work, we study the stability theory in impulsive semidynamical systems.

The purpose of this study is to scrutinize consumers attachment in fashion and clothing in relation to impulse buying behaviour. The study further investigates how attachment and detachment correspondent in late modern consumerism. Design/ Methodology/ Approach – This study adopted a mixed-method approach. Initially previous research on the chosen field has been reviewed to know what research has been done. Following that, an online quantitative survey has been conducted to distinguish whether any relationship endures between consumers attachment to existing clothing and their compulsive buying tendencies. Based on the results of the quantitative study a qualitative investigation has also been conducted with the intention of gaining in-depth knowledge of the chosen area of research. Findings – The data reveals that survey and interview respondents show different conception regarding attachment requiring different motivational stimuli. Moreover, this study identifies the triangle of fashion attachment, detachment and impulse consumerism that emerges as relevant to existing consumer behaviour spectrum. Implications – The study delivers explorative understanding on the clothing attachment, which was an underdeveloped area of research. Further, this establishment provide progression to combine two self-contradictory area in same study which is paradoxical and therefore, provides a novel approach to continue father research. Originality/ Value – The study provides narrative insights into the field of clothing attachment In combination with impulsive buying behaviour in a fashion and clothing context. Further, through the combination of a mix methodological approach which is also a new angle to study this phenomenon

As early as school-entry, children with symptoms of attention deficit hyperactivity disorder (ADHD) face academic disadvantage and are at risk for cumulative and long-term academic difficulties. It is important to identify factors that contribute to better school functioning in these at-risk children, particularly during the foundational academic years, in order to inform early prevention and intervention efforts. Theory and research highlight the important role of parents in children’s overall early academic functioning. The current line of research examined parents’ belief in their ability to help their child learn, i.e., self-efficacy, as a relevant and potentially robust and malleable correlate to children’s early academic functioning. Chapter 1 outlines self-efficacy theory and previous research on parental self-efficacy and child outcomes to provide rationale for this proposed relationship. Next, the two studies in this line of research are presented. Study 1 (Chapter 2) examines the relationship of parental self-efficacy, when considered alongside child inattentive and hyperactive/impulsive symptoms, to kindergarten teacher ratings of children’s academic enabler skills. Study 2 (Chapter 3) examines the relationship of parental self-efficacy and child inattentive and hyperactive/impulsive symptoms to parental involvement and the quality of the parent-teacher relationship in kindergarten. Chapter 4 discusses implications of findings in terms of the potential multi-system level benefit of having a parent that believes in their capacity to help their child learn as their child transitions into school. Finding suggest that inattentive and hyperactive/impulsive symptoms are negatively related to parental self-efficacy in this young, non-clinical sample. Findings also suggest that parental self-efficacy, when considered along with child inattentive or hyperactive/impulsive symptoms contributes to variance in some indicators of early school functioning (e.g., academic enablers, home-based parental involvement, perceived quality of the parent-teacher relationship). Limitations and future directions are also discussed.