The increasing elderly population is creating a greater need for care providers. Research indicates that while caregiving can be rewarding, it can also generate stress which, in turn, impacts individual well-being. Social support, however, may foster the well-being of persons who are experiencing stressful events. The purpose of this study was to examine the contribution of perceived social support from close family (siblings, spouse, and children) and background characteristics to well-being for a sample of women caring for mothers who were not cognitively impaired. The sample for this study (N=65) was drawn from a larger five year western Oregon study of women caregivers (Walker, 1986), and included only those women who: participated during the third year of the larger study; were married; and had at least one child and one sibling. Data were collected via face-to-face interviews. Pearson correlations and multiple regressions were used to assess the contribution of family support and background characteristics to well-being. Well-being, as measured by the CES-D scale, was the dependent variable in all regressions. The independent variables included the caregiver's self-reported health, and her perceptions of support (measured by supportiveness, positivity of contact, and conflict) from siblings, spouse, and children. Overall, results from this study indicated that women caregivers' perceptions of relationships with close family did impact their well-being. While measures designed to tap supportiveness and positivity of contact were not significantly related to well-being, conflict was. Specifically, conflict with a spouse was associated with lower well-being. Second to conflict with a spouse, respondent's health was the strongest predictor of wellbeing: poor health was significantly associated with lower well-being. In general, recommendations and implications focused on the need for: (a) repeating this type of research among other caregiver populations; (b) developing multidimensional measures of family support; (c) services that provide individuals with positive ways to deal with lifetensions that foster interpersonal conflict; and (d) services that target caregivers who are in poor health. / Graduation date: 1992

Longitudinal studies, where data on study subjects are collected over time, is increasingly involving multivariate longitudinal responses. Frequently, the heterogeneity observed in a multivariate longitudinal response can be attributed to underlying unobserved disease states in addition to any between-subject differences. We propose modeling such disease states using a hidden Markov model (HMM) approach and expand upon previous work, which incorporated random effects into HMMs for the analysis of univariate longitudinal data, to the setting of a multivariate longitudinal response. Multivariate longitudinal data are modeled jointly using separate but correlated random effects between longitudinal responses of mixed data types in addition to a shared underlying hidden process. We use a computationally efficient Bayesian approach via Markov chain Monte Carlo (MCMC) to fit such models. We apply this methodology to bivariate longitudinal response data from a smoking cessation clinical trial. Under these models, we examine how to incorporate a treatment effect on the disease states, as well as develop methods to classify observations by disease state and to attempt to understand patient dropout. Simulation studies were performed to evaluate the properties of such models and their applications under a variety of realistic situations.

Prior research suggests aggressive cancer treatments contribute to cognitive impairments in children diagnosed with pediatric brain tumors. The literature also suggests that younger age at diagnosis (AAD) and treatment may result in disrupted cognitive trajectories due to limited brain plasticity. In line with this research, we hypothesized an interaction between radiation therapy (RT) and young AAD of brain tumors, where young AAD and RT results in lower standard scores on the WRAT-R Reading Comprehension Subtest. Analyses included archival data; the sample consists of 134 children diagnosed with pediatric brain tumors with multiple assessments resulting in 487 cases for analysis. Participants were diagnosed with mixed tumor types and locations. A two level multilevel model was used to analyze reading trajectories while taking into account AAD, time since diagnosis, socioeconomic status (SES), and RT. Results detected a positive interaction between AAD and RT (γ =2.08, p=.02). For participants with RT, younger AAD was associated with lower reading scores, whereas AAD had no effect for participants without RT. Results also detected a negative interaction between radiation and time (γ =-2.29, p=.00) indicating that children treated with RT have reading scores that decrease over time. These data suggested that children diagnosed with pediatric brain tumors treated with RT are at higher risk of reading impairment as reflected in their reading scores.

School districts across the nation are engaged in an ongoing attempt to bring about change. Educational researchers strive to initiate change in the classroom with students as well as the teachers of these students. The evaluation of a change effort is a key element in any implementation model; as the actual training and development strategies used to induce change need to be consistently refined. The change effort studied was an effort to implement Madeline Hunter's Instructional Theory Into Practice (referred to as ITIP). The study evaluated the effectiveness of this change effort over time. The evaluation determined the extent to which intended behavioral outcomes of five dimensions (key elements in the 11113 model) were realized initially and four years after treatment. Because the behaviors of the treatment teachers and control group teachers were crucial to the study, the research design collected data by videotaping teaching episodes of the sample group pre- and post-treatment. These episodes were assessed for their pretreatment teaching behaviors and post-treatment teaching behaviors . In addition, the research design collected data by videotape and assessed the teaching behaviors four years after the initial training. In the same manner, the control group's teaching behaviors were assessed. An analysis of the study's treatment group concerns was done as they evolved through the change stages, as hypothesized by Dr. Frances F. Fuller (Fuller, 1969). This change analysis and behavioral assessment led to additional evidence for the evaluation of the effectiveness of the change effort in question. This study showed that, from the beginning, a change effort needs to be carefully and clearly defined so that everyone involved understands it well and everyone shares the same definition. The study found that the initial training did change teaching behaviors in four of the five areas in question. However, four years after the initial training, it was found that there was significant regression in the skills learned from the initial training sessions. Specifically, it was the areas that showed significant growth in the initial training that regressed four years later. These behaviors though, even after regressing after four years, were significantly displayed to a greater degree in each of the individual's teaching behaviors when compared to individuals who had no formal training at all. Therefore, it must be concluded that the formal training made a difference in the teaching behaviors of those who participated in the change effort design, but not to the degree that was necessary for the dimensions to become part of each individuals' teaching behavior over the long term. Change effort designs of the future must account for the time necessary for change to occur and promote follow up activities until a significant amount of time for this follow up has occurred. / Graduation date: 1991

This thesis extends the application of the localized realized volatility model created by Ying Chen, Wolfgang Karl Härdle, and Uta Pigorsch to other futures markets, particularly the CAC 40 and the NI 225. The research attempted to replicate results though ultimately, those results were invalidated by procedural difficulties.

Not many children report relationships with friends that are both close and conflictual. There is a paucity of research examining the trajectory of children's relationship closeness and conflict together over time. This is unfortunate because contentious relationships are related to cardiovascular problems, at least in young adults and because the trajectories of these two aspects of children's relationship quality over time is not understood. Therefore, two longitudinal data sets with younger (mean age 7.5 years at Time 1; four data points over 2 years) and older (mean age 9.9 years at Time 1; two data points over 1 year) children were studied. In both cohorts, measures of friendship quality and peer nominations of liking/disliking as well as overt and relational (older cohort) aggression were completed. Children who reported relationships high in both closeness and conflict were generally satisfied with their friendships; they were not more likely to end their friendships than were children who reported different levels of closeness and conflict (younger cohort). Both boys' and girls' relationship closeness increased over time according to growth curve analyses. The relationships of girls who remained in the same friendship, and who therefore provided ratings on the same friend at each time point, tended to increase in closeness at a different rate over time than the relationships of girls who provided ratings on different friends (younger cohort). Children who reported relationships high in closeness and in conflict were not more aggressive over time than were children who reported different levels of relationship closeness and conflict. However, girls' closeness and overt aggression tracked each other (increased) over time (younger cohort). Girls who reported low social support and negative interactions in their friendships increased the most in overt aggression over time (older cohort). Aggressive and nonaggressive children generally reported similar friendship quality (both cohorts), but the friendship closeness of chronically aggressive boys decreased over time (younger cohort). There were negligible friendship quality differences amongst the sociometric groups. The discussion centers on friendship quality changes in children's continuing friendships, the potential dire effects of turbulent friendships and the friendships of aggressive as well as controversial children.

The utility of crime desistance research for community management and rehabilitation of offenders is evident; however this field of research is relatively recent. Theoretical research on crime desistance has varied over the years, although generally the field has been divided between perspectives focusing on either social or psychological causes. In addition, much of the research is plagued with methodological problems, such as an abundance of retrospective studies and unrepresentative offender samples. The present study proposes a framework of crime desistance that integrates the social and psychological perspectives and is compatible with current views on offender rehabilitation. This framework entitled, the Positive Self Change (PSC) framework, generally states that crime occurs and is maintained when basic psychological needs are not being satisfied. When deprived needs causing crime are satisfied in an optimal manner, autonomous motivation to desist and reductions in crime-related factors will follow, resulting in crime desistance. The goal of the study is to develop and provide some support for this framework of crime desistance and compare it to the currently dominating theory of crime desistance, the revised age-graded informal social control (AGISC) theory. Two studies were conducted utilizing a multimethod approach. The first quantitative study prospectively tested whether aspects of the PSC framework are supported by determining whether the framework can predict crime desistance in 60 released offenders after a 7-year follow-up and compare it to the currently dominating explanation of crime desistance. The second study is a prospective case study of 3 federal offenders during their first few months of release from federal incarceration. Results provide support for the development of the PSC framework. Protective strategies, motivation and criminogenic risk factors significantly predicted crime desistance after 7 years. In addition, the PSC framework significantly added to the prediction of the AGISC theory for 2 of the 4 crime desistance outcome measures. Study 2 also provided some support and explanation to the findings of study 1. The final section presents a discussion of the overall conclusions, implications of the results, limitations and future directions.

Die vorliegende Arbeit betrachtet Partizipation aus einer interaktionalen Perspektive und nimmt zunächst eine interdisziplinär orientierte Begriffsbestimmung vor. Daran anschließend werden anhand einer Längsschnittstudie Entwicklungsbedingungen sozialer Partizipationskompetenzen im Vorschulalter untersucht und Förderempfehlungen abgeleitet. Partizipation (Teilhabe) soll in Kontexten wie Schule oder Arbeitswelt Entscheidungen demokratisch legitimieren, individuelle Ressourcen ausschöpfen und soziale Grundbedürfnisse des Menschen befriedigen. Ein engeres Verständnis von sozialer Partizipation aus einer interaktionalen Perspektive erfordert die Beteiligung an den Aktivitäten einer bereits bestehenden Gruppe und die Aushandlung eigener Interessen innerhalb dieser Gruppe und wird in der Arbeit als Prozess anhand dreier Phasen (Anbahnung, Projektierung und Realisierung) dargestellt. Im Vorschulalter werden wichtige Grundsteine für eine erfolgreiche soziale Entwicklung und für den Erwerb von sozialen Partizipationskompetenzen gelegt. In der vorliegenden Arbeit wurden deshalb die Zusammenhänge und Wechselwirkungen zwischen sozialen Partizipationskompetenzen (Bereitschaft und Fähigkeit) und (1) kognitiven Leistungsparametern (Intelligenz und Perspektivenübernahme), (2) dem Selbstkonzept und (3) dem Konfliktverhalten (Aggression und Schüchternheit) mit 5- bis 7jährigen Kindern mit Hilfe von Kreuzpfadanalysen untersucht. Zudem wurde die Situationsgebundenheit sozialer Partizipationskompetenzen und die Bedeutung struktureller Parameter der Familie und der Kindertageseinrichtung auf explorativer Ebene analysiert. Die Stichprobe bestand aus 334 Kindern (51,5 % weiblich, Altersdurchschnitt zum ersten Messzeitpunkt 5,4 Jahre) in 71 Kindergartengruppen in 21 Kindertageseinrichtungen in vier Bundesländern. Die längsschnittliche Datenanalyse basiert auf drei Messzeitpunkten. Die Ergebnisse zeigen, dass soziale Partizipationskompetenzen über verschiedene Situationen hinweg bedeutsame, aber nur mäßig ausgeprägte, Zusammenhänge aufweisen. Hohe Ausprägungen kognitiver Leistungsparameter gehen mit hohen Erziehereinschätzungen sozialer Partizipationskompetenzen einher. Über die Zusammenhänge hinaus zeigen sich im Längsschnitt bedeutsame Wechselwirkungen zwischen kognitiver Entwicklung und sozialen Partizipationskompetenzen im Vorschulalter. Selbsteinschätzungen zur eigenen Kompetenz hängen im Vorschulalter hingegen nur gering mit Erziehereinschätzungen der sozialen Partizipationskompetenz zusammen. Im Längsschnitt zeigt sich, dass junge Kinder bei der Beurteilung ihrer Kompetenzen zunächst auf soziale Partizipationserfolge zurückgreifen. Später hingegen scheint der Partizipationserfolg dann umgekehrt eher durch das Selbstbild bedingt zu sein. Geringe Partizipationskompetenzen gehen mit hohen Erziehereinschätzungen beim aggressiven (schwach signifikant) und schüchternen Verhalten (mäßig signifikant) einher. Hinsichtlich der Aggression und des schüchternen Verhaltens ergaben sich längsschnittlich betrachtet nur schwache Wechselwirkungen zur sozialen Partizipationskompetenz. Die Kumulation familiärer Belastungssituationen (z.B. Krankheit und akute Finanznot) stellen eine größere Bedrohung für die kindliche Entwicklung dar als der sozio-ökonomische Status der Familie. Mit Blick auf die Förderung sozialer Partizipationskompetenzen lassen sich die Ergebnisse mit einem sozial-konstruktivistischen Ansatz verbinden. Dessen Ziel ist es, intra- und interpersonelle Konflikte auszulösen, deren erfolgreiche Bewältigung produktive Lernprozesse auf kognitiver, emotionaler und behavioraler Ebene anstoßen. / The present work examines participation from an interactional perspective and starts with an interdisciplinary-grounded definition. Subsequently, developmental requirements of social participation competencies in preschool years are examined based on a longitudinal study and pedagogical recommendations are derived. The purpose of participation is to ensure the democratic legitimation of decisions, exploit individual resources, and satisfy basic needs of humans. More narrowly defined from an interactional perspective social participation implies the involvement of an individual in the activities of an already existing group of people and the negotiation of own interests within this group. In the present work it is described as a process with three phases (initiation projection, and realization). Important foundations for successful social development and for the acquisition of social participation competencies are laid in preschool years. Therefore the present work examined the interaction between social participation competencies (motivation and ability) and (1) cognitive parameters (intelligence and perspective taking), (2) self-concept, and (3) conflict behavior (aggression and shyness) in 5- to 7-year old children using cross-lagged panel analysis. In addition, the study addressed the question to what extent social participation competencies are context-bound and examined the importance of structural parameters of family and day care on an explorative basis. The sample consisted of 334 children (51.5 % female, average age at first measurement point 5.4 years) in 71 day care groups in 21 day care institutions stemming from four German federal states. The longitudinal data analysis is based on three measurement points. Results showed significant but moderate correlations of social participation competencies across different situations. High levels of cognitive abilities are associated with high social participation competencies rated by preschool teachers. In addition, longitudinal analyses revealed a close interaction between intelligence and social participation competencies in preschool years. Self-ratings of own competencies, however, are only weakly related to teacher ratings of social participation competencies in preschool children. Longitudinal analyses suggest that when judging about their competencies young children draw on their social participation successes. Later, however, success in participation efforts conversely seems to be more determined by the self-concept. Low participation competencies go along with high levels of aggressive (weakly significant) as well as high levels of shy behavior (moderately significant) as rated by teachers. Regarding aggression and shy behavior only weak interactions with social participation competencies were found based on longitudinal analyses. The accumulation of critical family events (e.g. health or acute financial difficulties) represents a greater threat for the development of children than the socio-economic status of the family. Addressing the promotion of social participation competencies the present results can be linked to a social-constructivist approach. One goal of this approach is to produce intra- and inter-individual conflicts which, in case of successful conflict resolution, initiate productive learning processes on a cognitive, emotional, and behavioral level.

The failure of longitudinal construction joints is one of the critical factors causing accelerated pavement deterioration. Poor-quality longitudinal construction joints are often characterized by a difference in elevation between adjacent lanes or by unraveling of the hot mix asphalt (HMA). Current wave-based non-destructive testing (NDT) methods are efficient and economical for the evaluation of material properties. In this thesis, an innovative surface wave testing technique for condition assessment of longitudinal construction joints in asphalt pavements is presented. This method enables reduction of the number of cores required for large-strain testing and provision of a more uniform quality assessment of longitudinal joints as well as the relative condition of the asphalt pavements. The technical development is based on a theoretical study of the wave attenuation mechanisms and on the reported deficiencies in current seismic wave-based methods. Traditionally, the use of ultrasonic testing to determine small-strain elastic property for asphalt concrete was uniquely based on the measurement of wave velocity. However, isolated use of wave velocity does not provide complete information of the materials strength because of the different variables that affect the strength-velocity relationship. Therefore, it is necessary to complement velocity data with independent information such as the change in attenuation and frequency content of the propagating pulse. The existing deficiencies in current seismic wave-based methods were addressed to improve reliability, accuracy and consistency for asphalt concrete material characterization in the laboratory and in the field. Refined and improved signal processing techniques were used to overcome the shortcomings in the existing wave-based methods that contribute to uncertainties in the interpretation of test results. To capture more information from a wave, the signal was analyzed in the time and frequency domains. The basic analyses included a simple method such as peak to peak amplitude of the first cycle of arriving wave, and complex methods such as maximum magnitude and area of corresponding frequency spectrum through Fourier transform. A novel approach based on wavelet transform of the signal was presented, which provides an alternative method to determine wave characteristics. Material characterization tests (experiment Phase I) were carried out to study the relationship between the wave characteristics obtained from UPV test and the quality of the asphalt concrete specimens prepared in the laboratory. The specimens were identical in terms of aggregate and asphalt binder ratio, but varying in volumetric properties produced by different compaction efforts. The specimen quality was determined using two methods: 1) the traditional method using density measurement and 2) an innovative approach using dynamic modulus which is recommended by the Federal Highway Administration (FHWA) for use as a fundamental material property for characterizing Superpave mixes (Witczak, et al., 2002; Bonaquist et al., 2003; Christensen et al., 2004). The measured wave characteristics showed excellent correlations (R2 > 0.9) with the fundamental properties of the mix. The results revealed that the wave amplitude parameters as the condition index have the potential to provide a reliable assessment of the quality of HMA mixtures. The finding is very critical to moving the technology forward in the right direction, and form an important basis for the experiment Phase II. Experiment Phase II investigated the feasibility and effectiveness of using the wave characteristics identified in experiment Phase I to assess the condition of longitudinal construction joints. Particular attention was given to examining the sensitivity of the wave-based technique to different types of construction joints. For this purpose, three types of construction joints (good, fair and poor) were fabricated in the laboratory and identified using the wave-based technique. The research was intended to develop a suitable test procedure for condition assessment the longitudinal joints in asphalt pavement in the field. The data from experiment Phase II revealed that the wave-based technique enables assessment of not only the quality of different types of longitudinal construction joints but also the relative condition of asphalt pavements.

The aim of this dissertation is to provide a comprehensive examination of crime and delinquency over the early life-course through an informal social control perspective. Specifically, the dissertation examines how sources of informal social control (including family, school, work, peers, and community) influence the development of, and continuity and change in antisocial propensity and behaviour. Using a three-wave panel model with lagged and synchronous effects, estimated by a series of structural equation models, I follow a nationally representative birth cohort (born 1984-1985) from the age of 10 to the age of 19, through the first five cycles of the National Longitudinal Survey of Children and Youth (NLSCY). The analyses are done in three life-stages: childhood, adolescence and emerging adulthood. This study represents the first national-level examination of the influences of informal social control on the development of, and continuity and change in, crime and delinquency in Canada. Under the Youth Criminal Justice Act, criminal responsibility begins at age twelve. Considerable evidence shows that prior to this age, children exhibit signs of aggressive and antisocial behaviour which may lead to teenage delinquency and crime in adulthood. The theoretical foundation of my dissertation integrates age-graded informal social control theory, collective efficacy, and social disorganization theory. Traditionally, social control theories of crime such as Gottfredson and Hirschi’s (1990) general theory of crime have assumed that deviance is stable over the life course. During childhood, social bonds to institutions such as the family and school teach children to internalize the norms and values of society. Deviance arises when these social bonds are weak and remains stable over the life course. Age-graded theory of informal social control by Sampson and Laub (1993) challenges the assumption of stability. This theory argues that deviant behaviour has elements of both stability (continuity) and change (discontinuity) over time. Under this life course perspective, social bonds are relevant at all life stages. Individuals may modify antisocial trajectories during adolescence or young adulthood with new age-appropriate social bonds such as a positive relationship with school or with nondelinquent peers. The results of the research confirm that antisocial propensity and behaviour are characterized by stability and change over the life course. Social bonds are the primary mechanism through which antisocial behaviours are developed or regulated, in childhood. Informal social control further mediates effects of community disorganization characteristics and family background characteristics on antisocial behaviour in childhood. There is stability in antisocial behaviour from childhood to adolescence to early adulthood, suggesting continuity in an underlying propensity. At the same time, there are changes in antisocial behaviour at each life-stage. The importance of social bonding extends beyond childhood into adolescence, as age-graded sources of informal social control contribute to changes in antisocial and delinquent behaviour. Furthermore, individuals are subject to varying levels and sources of informal social controls as they age: during childhood, informal social controls from families and school have the greatest influence on the development of antisocial behaviour, but during adolescence, school bonds and peer associations account for most of the variation in antisocial behaviour. Finally, emerging adults do not appear to be as subject to the effects of social control as children or adolescents. In emerging adulthood, changes in antisocial behaviour may be the result of a process of maturation. The results suggest that social bonds are dynamic and different sources of informal control are more or less important during different stages of the life course.