Shu-Fai Cheung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 48-57). / Acknowledgement --- p.2 / Abstract --- p.3 / The Theory of Planned Behavior --- p.4 / Current Status --- p.7 / Research Questions --- p.17 / Method --- p.20 / Data Analysis Procedure --- p.27 / Results --- p.31 / Discussion --- p.40 / References --- p.48 / Footnotes --- p.57 / Chapter Table 1 --- Descriptive information of studies --- p.58 / Chapter Table 2 --- Effect of TOPB and PBC for the whole data set --- p.59 / Chapter Table 3 --- Descriptive statistics of mean PBC ratings --- p.60 / Chapter Table 4 --- Weighted mean PBC rating for each type of PBC operationalization and each type of beahvioral domain --- p.61 / Chapter Table 5 --- Unique Effect of PBC across operationalization of PBC --- p.62 / Chapter Table 6 --- Unique Effect of PBC across operationalization of intention --- p.63 / Chapter Table 7 --- Effect of Intention's and Control's Operationalization on Predicting Intention --- p.64 / Chapter Table 8 --- Effect of Intention's and Control's Operationalization on Predicting Behavior --- p.65 / Chapter Figure 1. --- The Theory of Planned Behavior --- p.66 / Chapter Figure 2. --- Schematic Representation of Research Questions --- p.67 / Chapter Figure 3. --- Schematic Representation of Research Questions --- p.68 / Chapter Appendix A --- Article list --- p.69 / Chapter Appendix B --- Using the delta method to derive a semipartial correlation's variance --- p.74

Photocopy of typescript. / Digitized by Kansas Correctional Industries

Thesis (M.A.)--Kutztown University of Pennsylvania. / Source: Masters Abstracts International, Volume: 45-06, page: 2778. Typescript. Includes bibliographical references (leaves 23-24).

Thesis (Ph. D.)--Ohio State University, 1973. / Includes vita. Includes bibliographical references (leaves 149-153). Available online via OhioLINK's ETD Center.

Layer-by-layer assembly has received much attention over the last fifteen years. This assembly process can be carried out using different methods including hydrogen-bonding, electrostatic, and to a lesser extent, covalent interactions. However, these assemblies are rarely seen on polyolefin substrates due to the lack of functionality on the surface. “Click” chemistry has become very popular in recent years as a means to join modular compounds together. This thesis is the first published report to use “click” chemistry as a means for layer-by-layer assembly on a polymeric substrate. By designing polymers that contain alkyne or azide groups, it is possible to assemble them layer-by-layer on a polyethylene substrate. Polymers based on tert-butyl acrylate were initially designed for use in organic solvents such as tetrahydrofuran. The copper catalyst that facilitated the 1,3-dipolar cycloaddition was air sensitive and expensive. To capture the true essence of “click” chemistry, a new system was designed based on N-isopropyl acrylamide (NIPAM)-based polymers. These polymers were water soluble and allowed for “click” chemistry to be performed in water and open to air in benign conditions. With the development of a water soluble polymer system that could be modified to contain either azide groups or alkyne groups, layer-by-layer assembly was carried out in water. A polyethylene film was modified in a series of reactions to have an alkyne-functionalized surface. The poly(N-isopropyl acrylamide)-based polymers were layered in an alternating fashion to form multilayer assemblies. A series of control reactions were also performed, showing that these layers were interconnected via triazole linkages. These assemblies were monitored by attenuated total reflectance spectroscopy. Once the layers were assembled, the polyvalent nature of the polymers allowed for further functionalization. Various surface functionalizations were established using fluorescence microscopy and contact angle analysis. By using spectroscopic and chemical means, layer-by-layer assembly on polyethylene films was proven. Control reactions showed the necessity of components for triazole formation. Therefore, layer-by-layer assembly using “click” chemistry was achieved.

The purpose of this study was to investigate the effects of a cognitive behavior modification self-instructional training procedure on the reading comprehension performances of fifth grade students with reading comprehension difficulties.Twelve fifth grade students nominated by their classroom teacher as adequate decoders but poor comprehenders served as the subject pool from which the selection of subjects was made. Students were screened to establish adequate decoding skills and below average reading comprehension ability. Additionally, on the basis of the screening process, students were judged to have average intellectual functioning and an adequate receptive vocabulary. Of the students meeting the above criteria, four were randomly selected to participate in the study.A modified multiple baseline design across subjects was utilized to analyze the effects of self-instructional training on reading comprehension. Baseline data was collected according to Homer and Baer's (1978) multiple-probe technique. Self-instructional training was sequentially introduced across subjects. At the completion of the training sequence, posttraining assessments of reading comprehension were made for each subject.Self-instructional training was modeled after Meichenbaum and Goodman's (1971) cognitive behavior modification self-instructional training procedure. Training consisted of five, approximately thirty minute, sessions. Procedural steps of the cognitive behavioral paradigm were progressively introduced over a training period of five days. During training, subjects were individually taught to verbalize self-instructions while reading. The self-instructions consisted of self-statements to be utilized by the subject in comprehending a reading passage.Functional analysis of the treatment effects indicated an increase in reading comprehension performances for three of the four subjects after they were exposed to the training sequence. Only one subject's performance indicated maintenance of the treatment effects over time. All subjects demonstrated individual clinically significant posttraining performances. However, the overall average increase in each subject's posttraining performance did not reach clinical significance.As a result of the data analysis, it was concluded that self-instructional training can be an effective procedure in improving the reading comprehension performances of fifth grade poor comprehenders. Discussion of the obtained results and recommendations for future research were presented.

This thesis explores chromatin modification (CM) as a biological system and uses known CM factors in four model organisms; yeast, worm, fly, and human to explore how CM factors have consistently evolved across a diverse spectrum of 111 organisms by using the InParanoid homology algorithm. Using InParanoid, phylogenetic profiles are constructed for each model organism to highlight evolutionary trajectories and which CM factors are lost, expanded, and are specific to some lineages. Phylogenetic tree construction demonstrates that peripheral subunits of CM complexes evolve independently. Accurate mapping of domains to CM factors and their homologs reveals that the architecture of domains is very well conserved, with only one potential case of a domain swap. Homology, domain architecture, and protein-protein interaction is then combined to illustrate an interolog example and potential interaction candidates. The techniques highlighted in this thesis represent a generic and powerful approach to analyzing any biological system of interest.

This thesis explores chromatin modification (CM) as a biological system and uses known CM factors in four model organisms; yeast, worm, fly, and human to explore how CM factors have consistently evolved across a diverse spectrum of 111 organisms by using the InParanoid homology algorithm. Using InParanoid, phylogenetic profiles are constructed for each model organism to highlight evolutionary trajectories and which CM factors are lost, expanded, and are specific to some lineages. Phylogenetic tree construction demonstrates that peripheral subunits of CM complexes evolve independently. Accurate mapping of domains to CM factors and their homologs reveals that the architecture of domains is very well conserved, with only one potential case of a domain swap. Homology, domain architecture, and protein-protein interaction is then combined to illustrate an interolog example and potential interaction candidates. The techniques highlighted in this thesis represent a generic and powerful approach to analyzing any biological system of interest.

Layer-by-layer assembly has received much attention over the last fifteen years. This assembly process can be carried out using different methods including hydrogen-bonding, electrostatic, and to a lesser extent, covalent interactions. However, these assemblies are rarely seen on polyolefin substrates due to the lack of functionality on the surface. “Click” chemistry has become very popular in recent years as a means to join modular compounds together. This thesis is the first published report to use “click” chemistry as a means for layer-by-layer assembly on a polymeric substrate. By designing polymers that contain alkyne or azide groups, it is possible to assemble them layer-by-layer on a polyethylene substrate. Polymers based on tert-butyl acrylate were initially designed for use in organic solvents such as tetrahydrofuran. The copper catalyst that facilitated the 1,3-dipolar cycloaddition was air sensitive and expensive. To capture the true essence of “click” chemistry, a new system was designed based on N-isopropyl acrylamide (NIPAM)-based polymers. These polymers were water soluble and allowed for “click” chemistry to be performed in water and open to air in benign conditions. With the development of a water soluble polymer system that could be modified to contain either azide groups or alkyne groups, layer-by-layer assembly was carried out in water. A polyethylene film was modified in a series of reactions to have an alkyne-functionalized surface. The poly(N-isopropyl acrylamide)-based polymers were layered in an alternating fashion to form multilayer assemblies. A series of control reactions were also performed, showing that these layers were interconnected via triazole linkages. These assemblies were monitored by attenuated total reflectance spectroscopy. Once the layers were assembled, the polyvalent nature of the polymers allowed for further functionalization. Various surface functionalizations were established using fluorescence microscopy and contact angle analysis. By using spectroscopic and chemical means, layer-by-layer assembly on polyethylene films was proven. Control reactions showed the necessity of components for triazole formation. Therefore, layer-by-layer assembly using “click” chemistry was achieved.

This study aimed to compare the use of apology internal modification patterns between two groups of native speakers (Chinese and English) and EFL learners in the hope to serve as the base for further interlanguage studies. However, rather than following the traditional treatment that focuses largely on intensification of illocutionary indicating devices (IFIDs), this study examined the internal modification of apology under the scope defined by Trosborg (1995) with a proposed functional coding system. Results showed, as predicted by Olshtain (1989), although apology may be a universal act across different cultures in terms of a similar range and preference order of strategies, internal modification varied significantly cross-culturally and seemed to cause problems in learners¡¦ languages. For instance, Chinese speakers tended to use more linguistic devices, both upgraders and downgraders, to mitigate their sense of guilt in situations when English natives chose to adopt more upgrading modality markers to strengthen their apology. Interlanguege speakers of two proficiency levels revealed the same cultural attitude, but failed to match not only English but also Chinese natives in terms of being articulate and eloquent. However, such results only suggest besides the traditional distinction between upgraders vs. downgraders, the functions of modality markers should also be taken into account. In order to obtain a clearer picture of speech act behavior and to draw valid pedagogical implications, more work has to be done considering speakers¡¦ use of both internal and external pragmalinguistic modifications.