Avoidance is behaviour that prevents or postpones the occurrence of an aversive stimulus; whereas, escape is behaviour that terminates an aversive stimulus. There are two types of avoidance, both of which prevent an aversive stimulus from occurring. Standard avoidance involves a warning stimulus that predicts an aversive stimulus, reinforced by the termination of the warning stimulus. Alternatively, Sidman or free-operant avoidance does not include a warning stimulus and it is unknown what the exact reinforcing properties are that maintain it. Previous research has found that Betta splendens (Siamese fighting fish) may not engage in Sidman avoidance whereas other fish species including Carassius auratus (goldfish) do. The present study looked at whether Betta splendens could be taught Sidman avoidance when water disturbance is the aversive stimulus, by prompting the fish to emit the avoidance response of crossing over between the two sides of an experimental tank in 30second intervals, and reinforcing the behaviour with a mirror. Results showed an increase in the frequency of independent (i.e., unprompted) crossovers between the sides of the experimental tank resulting in avoidance of water disturbance, an aversive stimulus for these fish. The increase in responding was maintained for one of the three subjects when reinforcement was removed, suggesting that this species can learn Sidman avoidance. / May 2016

Thesis advisor: Carolyn Thomas / A quasi-experimental study was done to investigate the relative influence of running on the self-esteem and attributional styles of a group of 623 women in Boston. Volunteers from the participants in the 1983 Bonne Bell 10K race formed the runners group while the two control groups, athletic non-runners and non-athletic women, were composed of volunteers randomly self-selected from among patrons in various Boston service organizations. Study participants were tested using Seligmans Attribution Style Questionnaire (1981) and Hudson's Index of Self-Esteem (1982). Results of the ASQ showed that the women who ran consistently tended to have a more internal than external locus of control and had an attributional style associated with an empowered sense of self. Results of the ISE showed that women who run consistently have a significantly higher level of self-esteem than do either the women who are athletic but who do not run or the non-athletic women, with the non-athletic women scoring with lower self-esteem than the athletic non-runners. On a subjective rating for degree of happiness, the consistent runners scored significantly higher than those women in the control groups. Both clinical and policy implications of these findings were discussed. / Thesis (PhD) — Boston College, 1987. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

Försvarsmakten är en organisation som vill vara lärande. En lärande organisation behöver erfarenhetshantering Utveckling och effektivitet är mål som många organisationer strävar efter. Att vara en lärande organisation med en systematiserad erfarenhetshantering innebär att målen kan uppnås. Syftet med denna uppsats är att utvärdera den systematiserade erfarenhetshanteringen inom Marinen och därigenom öka förståelsen för vilka krav som behöver vara uppfyllda för att processen skall leda till rätt resultat. De doktriner som är inriktande för den verksamhet Försvarsmakten bedriver, marinens erfarenhetshanteringsystem och en attitydundersökning kring ämnet bildar empirin för undersökningen. Slutsatserna visar att den lärande organisationen finns närvarande, att en systematiserad erfarenhetshantering är uppbyggd och att det finns en attityd hos medarbetarna där erfarenheter är viktiga och leder till att organisationen utvecklas. De visar också att det finns väsentliga delar av systemet som kan förändras för att helheten ska fungera på bästa sätt.

This study aimed at examining the association between perfectionism and helpless explanatory style as a function of gender in a Turkish university sample. The sample consisted of 331 undergraduate students from 35 departments of Middle East Technical University. Turkish version of Multidimensional Perfectionism Scale (MPS, Oral, 1999) and Depressive Attribution Style Questionnaire (DASQ, Aydin, 1988a) were used to collect data. Factor analysis was employed to the MPS scores to investigate the dimensions of perfectionism as perceived by the participants. MANOVA was conducted to examine a possible relationship between perfectionism and helpless explanatory style as a function of gender. Results of the factor analysis revealed four factors, termed self-oriented, socially prescribed, other-oriented perfectionism, and perfectionist expectations. With regard to the results of the MANOVA no significant associations emerged between perfectionism and helpless explanatory style as a function of gender.

Thesis (M.S.)--University of Michigan, 1991.

Thesis (M.S.)--University of Michigan, 1991.

As one of the major institutional platforms for the activist intellectuals to inaugurate political and cultural modernity, study societies had been proliferating throughout late Qing China (ca. 1894-1911). While existing studies have subsumed this distinctive sociological phenomenon under the political programmes of the broader reform and revolutionary movements, or conceived it as an instance of prototypical formation of civil society in the sociopolitical context of late Qing, they fail to problematize the meanings and functions of 'civilization' and 'civility' as the constitutive (albeit highly contested) principles of the various cultural-political practices of study societies. This study purports to fill this gap by analyzing the symbolic and practical aspects of the study society movement, with specific reference to its guiding motifs of 'Confucian religion' and 'military citizenship'. Despite their manifold differences, these notions implicated the reconstruction of social ties and cultural tradition with the distinctive purpose of constituting and strengthening a 'civilized' community of the Chinese people and citizens, which was to engage in cultural and political competition with Christianity and the imperialist states of the West. / The dual themes of competition and civilization in study societies are then explained in terms of the sociological theory of state formation and civilization, which has been articulated on the basis of European experiences of absolutist and bureaucratic state-building. Art alternative model of nationalist-imperialist state formation is set forth to explain why and how the late Qing study societies arose as a civilizing movement despite the breakdown of the state monopoly of violence and powers, an exceptional setting standing in contrast to the rise and spread of 'civilization' in the European and other world-historical contexts. The concrete courses and outcomes of the study society movement in reformist Hunan and revolutionary Shanghai are further compared and explained in terms of the cultural impacts of war-making, which in the context of late Qing had led to the rapid rise and demise of study societies by transforming the gentry elites along the directions of local militarization and semi-colonial commercialization. / Chen, Hon Fai. / "August 2007." / Adviser: Suk-ying Wong. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0774. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 248-267). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in English and Chinese. / School code: 1307.

<p>Dagens konflikter utspelar sig mestadels i helt eller delvis bebyggd miljö och vikten av en uppdaterad och väl fungerande prickskytteförmåga är därför central. Detta till trots, återfinns stora brister i den svenska prickskytteutbildningen vad avser just den urbana miljön. Denna uppsats syftar till att dels bidra med nya infallsvinklar samt ge ett användbart arbetsunderlag för Försvarsmaktens vidare utveckling i ämnet. Genom att komma på det klara med hur prickskyttar utbildas och används i Sverige idag och jämföra detta med utländska modeller och andra länders goda och sämre erfarenheter, vill jag ge förslag på hur den svenska prickskytteutbildningen skulle kunna utvecklas. För att ge uppdaterad information har jag begränsat min efterforskning genom att mina studier av andra länders prickskytteerfarenheter avser det senaste decenniets förehavanden, snarare än utvalda länders specifika tillvägagångssätt. Jag har även endast studerat, för svensk trupp, etiskt tillämpbara delar av stridsteknik. Tidigare forskning kring ämnet är koncentrerat till <em>lessons learned</em>-dokument, och en av anledningarna till denna uppsats är att dra faktiska slutsatser av sådana och lägga grund för en tillämpbar utveckling. Uppsatsen behandlar förutom ovanstående även en del historia om prickskytten som sådan, beskrivning av problem jag uppmärksammat i den svenska prickskytteutbildningen samt en del om det urbana slagfältet kontra det traditionella. Med detta som grund ger jag i min slutsats förslag på förbättrande förändringar avseende de urbana delarna i den svenska prickskytteutbildningen.</p> / <p>Today's conflicts are mainly taking place in urban environments and the importance of updated and well-functioning sniper ability is central. Despite this, there are significant deficiencies in the Swedish sniper training with regard to the urban environment. This document aims to partly contribute to new approaches and provide a useful working basis for the Swedish armed forces´ further development on the subject. By defining how snipers are trained and used in Sweden today, and compare it with other countries' experiences, I would like to give suggestions on how the Swedish sniper training could be developed. To provide updated information, I have limited my search to studying different countries´ sniper experience from the last decade, rather than a country-specific approach. I have only studied, for Swedish soldiers, ethically applicable parts of the battle techniques. Earlier research on the subject is concentrated on lessons learned documents, and one of the reasons for this essay is to draw real conclusions from them and present a useful structure for future development. The essay also deals with some history about the sniper concept, the description of the problems I highlighted in the Swedish sniper training and part of the urban battlefield versus the traditional. On this basis, I am presenting my conclusion and suggestions for improvement changes for the urban parts in Swedish sniper training.</p>

<p>This case study presents how the unit of munition-searching dogs of the Swedish armed forces handles their experiences from international service. The subject is particularly interesting as previous research into the area is nonexistent. The questions asked in the study are answered through the authors findings that training and preparation of this unit has developed thanks to the input of lessons learned from previous missions. This paper, based manly on experience reports, show that the unit successfully uses the method for handling lessons learned chosen within the Swedish armed forces.</p>

<p>Försvarsmakten har ett behov av en fungerande systematisk erfarenhetshantering. Det system som finns idag har utvecklingspotential och är inte fullt ut implementerat i organisationen. En essentiell sektor i implementeringsarbetet och utvecklingen av förmågan erfarenhetshantering bör vara utbildning. Genom utbildning och information till organisationen bör förtroendet och legitimiteten för erfarenhetsprocessen öka vilket är viktigt för implementeringen av den systematiska erfarenhetshanteringen i Försvarsmaktens vardagliga rutiner. Syftet med denna uppsats är att diskutera huruvida Försvarsmaktens utbildningar och utbildningsplattformar stödjer implementeringen av en systematisk erfarenhetshantering. Detta uppnås genom en abduktiv studie med en teoretisk grund som utgörs av teorier inom bl.a. lärande i organisationer och förändring i organisationer. Slutsatserna är att det finns en bra generell grund för en fungerande systematisk erfarenhetshantering i form av Försvarsmaktens ledarskapsmodell Utvecklande ledarskap. Denna ledarskapsmodell vidrör till stor del samma grundläggande områden som är viktiga för en lärande organisation. Vidare finns det utvecklingspotential gällande utbildning på bredden i organisationen och den organisatoriska närheten mellan erfarenhetshanteringen och utbildningen på Försvarsmaktens stridsskolor.</p> / <p>The Swedish Armed Forces have a need for a systematic lessons learned-process. The system that exists today has development potential and is not fully implemented in the organization. An essential sector of the implementation and development of the capability lessons learned should be training. Through training and information to the organization should trust and legitimacy of the process increase and this is important for the implementation of a systematic lessons learned-process in the Swedish Armed Forces' daily routines. The purpose of this thesis is to discuss whether the Swedish Armed Forces trainings and trainingplatforms supports the implementation of a systematic lessons learned-process. This is achieved through an abductive study with a theoretical core of theories concerning learning organizations and change in organizations. The conclusions are that there is a good general basis for a systematic lessons learned-process in formof the Swedish Armed Forces leadership model Transformational leadership (Utvecklandeledarskap). This leadership model touches to a large extent the same basic areas that are important for a learning organization. Furthermore, there is development potential for training on the breadth of the organization and the organizational proximity between the training and lessons learned activities at the Swedish Armed Forces branch schools.</p>