Everyone gets frustrated over lack of motivation or focus sometimes, but people with ADHD have struggles of related character every single day in their lives. This struggle may be difficult for people to understand. Another factor not well understood is the large discrepancyin the ADHD prevalence between males and females. The most obvious way to study this sex biased male to female ratio of ADHD is by looking at the correlation between sex hormones and ADHD. Moreover, the biggest difference in hormonal profiles between the sexes is the menstrual cycle. Some research exists on testosterone and ADHD but research is limited on more female associated sex hormones such as estradiol. A systematic literature review is now conducted with search words relating to ADHD and estrogen. The results from this review imply that estrogen may mediate ADHD symptom presentation by interacting with other sex hormones. It is further indicated that estrogen receptors may affect ADHD symptom presentation, but this finding needs to be supported by replicating research.

This dissertation was performed with the aim of understanding more about how people interact with and deceive one another in an online context. To build that understanding, the study was motivated by five research questions: (1) How do users experience the process of misrepresenting themselves to others? (2) How do users present themselves in online contexts in which they may not feel comfortable with portraying themselves fully? (3) How do perceived norms and expectations within groups inform users’ self-presentations? (4) How do users’ perceptions of who will view their information impact self-representation? (5) How do perceived affordances impact how users feel they can engage in deceptive practices? To explore and answer these questions, 27 interviews were conducted via the social networking platform Discord with members of the r/Fantasy server. The findings from the research show that how users perceive the potential audiences they have in a group setting is impacted by what they perceive the affordances of the platform to be. In turn, these perceptions influence what users care to share about themselves and how and if they engage in deceptive practices with other group members, both of which are also motivated by a desire to fit in and be accepted by the group at large. These findings provide insight into how users interact with and deceive one another, but also open up room for future research into the intersection of affordances and audiences and how users modify how they present themselves in relation to those perceived components of the online experience.

Self-evaluations are typically performed in the workplace in order to apportion rewards, judge suitability for promotions and to assign people to appropriate roles. However, people adapt their representations of the self to their circumstances so much so that self-evaluations, as a true reflection of a person’s performance or character, are often of little worth. Assuming honest and sincere rather than manipulated feedback in the workplace is better for achieving business objectives, this research describes hypothesised key drivers of self-presentation behaviour and contributes towards improving the design of self-evaluation instruments. A theoretical model of self-presentation behaviour was constructed, drawing on theory of social desirability bias, impression management and accountability, that proposes anticipation of two distinct characteristics of an audience, power to reward and knowledge of the dimensions being assessed, cause the self-presenting individual to adapt their representations of themselves in specific and predictable ways. A quasi-experiment was performed, using a sample of 278 MBA students allocated to four groups, on the effects of audience anticipation on self-reporting on the dimensions of performance and personality. Statistical pair-wise comparisons of means in experimental groups and principal components analysis verified the theoretical model. / Mini Dissertation (MBA)--University of Pretoria, 2018. / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

The purpose of this study was to investigate the effects of four learning styles (accommodator, assimilator, converger, and diverger) and two different presentation methods (traditional and computer-based) on knowledge acquisition in a university classroom.

Biometric identification has already been applied to society today, as today’s mobile phones use fingerprints and other methods like iris and the face itself. With growth for technologies like computer vision, the Internet of Things, Artificial Intelligence, The use of face recognition as a biometric identification on ordinary doors has become increasingly common. This thesis studies is looking into the possibility of replacing regular door locks with face recognition or supplement the locks to increase security by using a pre-trained state-of-the-art face recognition method based on a convolution neural network. A subsequent investigation concluded that a networks based face recognition are is highly vulnerable to attacks in the form of presentation attacks. This study investigates protection mechanisms against these forms of attack by developing a presentation attack detection and analyzing its performance. The obtained results from the proof of concept  showed that local binary patterns histograms as a presentation attack detection could help the state of art face recognition to avoid attacks up to 88\% of the attacks the convolution neural network approved without the presentation attack detection. However, to replace traditional locks, more work must be done to detect more attacks in form of both higher percentage of attacks blocked by the system and the types of attack that can be done. Nevertheless, as a supplement face recognition represents a promising technology to supplement traditional door locks, enchaining their security by complementing the authorization with biometric authentication. So the main contributions is that  by using simple older methods LBPH can help modern state of the art face regognition to detect presentation attacks according to the results of the tests. This study also worked to adapt this PAD to be suitable for low end edge devices to be able to adapt in an environment where modern solutions are used, which LBPH have.

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Exposure therapy is considered to be a first line treatment for a variety of anxiety disorders as supported by several review studies. However, there is no clear understanding of how it works. The present study examined how framing exposure exercises impacted outcomes in socially anxious individuals. We conducted a brief two-session exposure-based intervention, including experiential exercises from each therapeutic rationale, with homework assigned between sessions. We were specifically interested in the efficacy of four brief skills interventions: (a) fear reduction, (b) psychological flexibility, (c) values rationale, and (d) control for reducing public speaking anxiety from first to second exposure session. By combining participants at Utah State University and the University of Colorado Boulder, 81 individuals were randomized to participate in the study. Consistent with our prediction, individuals receiving an active intervention improved to a greater extent on major outcome measures of social anxiety compared to the control group. No significant differences were found between active interventions. Results showed no significant group differences in SUDs change at session 1 or session 2. Additionally, at session 1 those who received an active intervention displayed more within-session exposure engagement than individuals in the control condition. Importantly, there was no difference in between-session exposure engagement (number of exposures attempted) between groups. Overall, the results from this study suggest that there may not be one right way to implement exposure. Furthermore, there may be an overarching mechanism by which exposure works.

Attention-deficit/hyperactivity disorder (ADHD) is one of the most frequently diagnosed problems affecting school-age children. This disorder can cause significant problems for children who consequently need treatment. Consumers of interventions for ADHD have efficacious treatments to choose from, but such treatment may not be implemented appropriately and effectiveness may decrease. Viewing treatments as 111 acceptable can affect treatment integrity and in turn increase effectiveness. Therefore, it is important that professionals understand how to increase the acceptability of treatments when first presenting treatment options to consumers. The primary purpose of this study was to determine if presenting parents and teachers with additional information about treatment options (behavioral therapy, medications, combination of both), beyond that of only providing treatment descriptions, would increase their treatment acceptability. Results showed that providing a rationale for treatment increased parents' acceptability for treatments involving medications, but not for behavioral treatments. This effect for how treatments were presented was not found among teachers. The results also suggest that parents and teachers differ in how acceptable they viewed some of these treatments. While parents rated the behavioral intervention as more acceptable than teachers, teachers rated the combination intervention as more acceptable than did parents. The results also indicate that consumers, especially parents, viewed the acceptability of these three treatment options differently, but that these effects interact with the amount and kind of information that the practitioners present to them. Specifically among parents, those who only received a description of the interventions rated the behavioral intervention as more acceptable than the combination intervention. However, there was no longer a significant difference in acceptability ratings of these two treatment options when rationales were provided along with treatment descriptions.

Escape from instructional demands is one of the most common functions of problem behavior. Some research suggests that a switch from difficult to easy tasks may function as a reinforcer for problem behavior. This is of particular concern for situations in which easy tasks are part of the intervention procedure to reduce problem behavior. This project examined the reinforcing effects of a switch from low-probability (low-p) to high-probability (high-p) tasks for individuals whose problem behavior was maintained by escape from demands. It also provided preliminary evidence as to the quality of reinforcement provided by a switch from low- high-p tasks. Three individuals with disabilities who were referred for treatment of escape-maintained problem behavior participated in this research. We used a multi-element design to compare the effects of two intervention conditions on problem behavior and compliance in relation to control and baseline conditions. During the control condition, no demands were presented, and the participant had continuous access to preferred items and attention. In the baseline condition (break), a break from low-p demands was presented contingent on problem behavior. In the first intervention condition, problem behavior no longer resulted in a break from demands (escape extinction). During the second intervention condition, problem behavior following low-p tasks resulted in a switch to high-p tasks. All participants engaged in elevated levels of problem behavior and decreased compliance when problem behavior resulted in a switch of tasks. These results imply that for individuals whose problem behavior is maintained by escape from demands, a switch from low- to high-p tasks may reinforce problem behavior.

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