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Self-Control Training (SCT) and Brain Endurance Training (BET) are novel training modalities designed to enhance physical endurance by building fatigue resiliency. Despite their similarities, it has yet to be examined whether combining SCT and BET provides an additive or redundant/overlapping effect on endurance exercise performance. This study investigated the effects of SCT and combined SCT+BET on performance of a maximal exertion isometric resistance endurance task (high plank) and ratings of perceived exertion (RPE). Participants (N = 33) were randomized to engage in 4 weeks (18 training sessions) of SCT (isometric handgrip; n = 13), SCT+BET (10-minute cognitively demanding task, followed by SCT; n = 10), or no-training/control (n = 10). Isometric endurance performance trials were completed at pre-, mid-, and post-training. One-way analysis of covariance (ANCOVA) models were computed for each of the mid- and post-training trials (controlling for pre-training high-plank performance) to assess effects on performance. Results showed no significant effects of training on high plank performance between groups at mid-training; however, a large and significant effect for SCT compared to control was observed at post-training (p = .044, d = .961). No significant main effects or interaction effects were found for changes in RPE over time (p’s > .05). Findings support the use of SCT as an effective training method for physical endurance performance and suggest that BET may not offer additional performance benefit compared to SCT under the training and testing conditions used in this protocol. Future research should explore potential dose-response effects of SCT on performance and moderators such as trait self-control. / Thesis / Master of Science (MSc)

This dissertation investigated the relationship between course characteristics and student ratings of instruction at a large research intensive university. Specifically, it examined the extent to which academic field, course level, and class size were associated with variation in mean class ratings. Past research consistently identifies differences between student ratings in different academic fields, but offers no unifying conceptual framework for the definition or categorization of academic fields. Therefore, two different approaches to categorizing classes into academic fields were compared - one based on the institution's own academic college system and one based on Holland's (1997) theory of academic environments. Because the data violated assumptions of normality and homogeneity of variance, traditional ANOVA procedures were followed by post-hoc analyses using bootstrapping to more accurately estimate standard errors and confidence intervals. Bootstrapping was also used to determine the statistical significance of a difference between the effect sizes of academic college and Holland environment, a situation for which traditional statistical tests have not been developed. Findings replicate the general pattern of academic field differences found in prior research on student ratings and offer several unique contributions. They confirm the value of institution-specific approaches to defining academic fields and also indicate that Holland's theory of academic environments may be a useful conceptual framework for making sense of academic field differences in student ratings. Building on past studies that reported differences in mean ratings across academic fields, this study describes differences in the variance of ratings across academic fields. Finally, this study shows that class size and course level may impact student ratings differently - in terms of interaction effects and magnitude of effects - depending on the academic field of the course. / Ph. D.

Agricultural leases issued to forestry, dairy and cash crops operators from 1980-1992 are reviewed to determine factors statistically significant in predicting risk level (probability of default and/or probability of late payment) of the lessee for each industry. From a previous study of Telmark, 1990, literature review and the Recommendations of the Farm Financial Standards Task Force financial, operator/lessee and farmer/operator variables are selected for analysis. Data obtained from Telmark,Inc. are used to develop a model to explain lease risk level of the forestry, dairy, and crops industries. Results show that for forestry the following financial, lessee/operator, and farmer/operator variables are useful in determining riskiness: operating expense to revenue, cash flow coverage, capital turnover, years in business, gross revenue, and owner's equity. The dairy results indicate that the following variables are important: current ratio, cash flow coverage, return on assets, capital turnover, operating expense to revenue, FHA loan secured, owner's equity, and gross revenue. The crop results indicate percent equity, current ratio, cash flow coverage ratio, return on assets, capital turnover, operating expense to revenue, interest to income, real estate owned, years in business, FHA loan-secured, and owner's equity are significant variables for determining lease risk. Using the results from these models, a weighted average cost of misclassifying a lease is calculated. This is used to develop a profit maximizing criterion for determining whether a lease is high or low risk. The need for future work is discussed. In the area of weighted average cost of misclassifying a lease, additional information on the costs of leasing and riskiness of the population would aid in reducing the misclassified leases in the portfolio. Further study exploring some of the unexpected results in this study would be beneficial to both the lessee and the lessor. / Master of Science

Introduction: Nursing homes throughout the U.S. have faced unprecedented challenges in recent years because of staffing shortages, and under-investment, especially since the COVID-19 pandemic. To gain insight into the current state of nursing homes, this study examined nursing home characteristics, quality, and accessibility from a national, regional and state perspective. Methods: This cross-sectional study used secondary data from the Centers for Medicare and Medicaid Services, American Community Survey, Medicare Beneficiary, and the Tennessee Department of Health. Nursing home characteristics and quality were assessed through bivariate and multivariate regression in the U.S. Assessment of HHS Region 4 nursing home characteristics and quality by state cut points were conducted with bivariate analysis. Finally, spatial analysis was conducted to determine nursing home accessibility in Tennessee. Results: In multivariate analyses of all U.S. facilities, non-metropolitan facilities are at 1.27 higher odds of being a 1-star overall rated facility and 0.86 lower odds of being a 5-star facility as compared to metropolitan facilities. When weighted health inspection scores were recategorized by more strict state cut points, 42.45% of HHS Region 4 facilities decreased in health inspection star ratings, while those that were recategorized by more lenient state cut points lead to a 26.64% increase in star ratings. Finally, in the state of Tennessee a mean of 14.9% of county areas are not within 30-minute drive to any nursing home facilities, with 66.4% of county areas being further than a 30-minute drive to a 5-star rated (highest quality) facility. Discussion: Findings from this study show that differences exist in nursing home characteristics that relate to facility quality. Additionally, health inspection 5-star ratings can vary across states, which can make comparison of quality challenging from a consumer perspective. And finally, accessibility to nursing homes can vary throughout a state by metropolitan and non-metropolitan status of the county. An understanding of nursing homes in metropolitan and non-metropolitan communities along with nursing home quality, characteristics of the facility, and characteristics of county populations can enable policymakers to create more equitable policy solutions for nursing homes and the communities they serve.

Repetitive and forceful exertions have been dentified as an important risk factor for occupational injuries. One method used to determine appropriate exposures to these and other risk factors is psychophysics, which is based on individual perceptions of task demands and/or risk. Effects of work exposure have been indicated as of potential importance, but have not been well studied. Indications from an earlier study related to psychophysical limits for a repetitive manual torquing task were that five days of work conditioning had minimal effects on resulting Maximum Acceptable Repetition Rates (MARR). However, it is unknown whether and how longer work exposure durations might influence MARRs. The current study investigated the effects of work exposure on MARR and adjustment time over 10 working days (two weeks) with two days of rest after five days. Ten participants (five males and five females) performed a manual torquing (45 Nm load) task at mid-chest level in the coronal plane for a one hour test session. Starting repetition rate for each participant was set at single high and low rate on alternate days. Temporal (exposure) effects were determined, where day of exposure was the independent variable, and MARR and adjustment time were the dependent variables. Final MARRs were relatively lower during the first few exposure days (14 - 15 repetitions/min) and increased for days 5 - 7 (16 - 18 repetitions/min). On average participants made four adjustments to reach MARR . Day was not found to significantly affect MARR, though week affected both MARR and adjustment time. Thus, an exposure of two weeks may be needed to obtain stable and valid psychophysical limits for manual torquing and, perhaps, related tasks. / Master of Science

This dissertation examines the reaction of common stock prices to the announcement of changes in bond ratings by Moody's Bond Service, while having a control for differential information availability. The Institutional Brokers Estimate System (I/B/E/S) number of security analysts and coefficient of variation of earning per share (EPS) estimates are used as a proxy for information availability of the firms. Past studies differs in their conclusions as to whether the market has responded to announcement of bond rating changes. None of past studies have controlled for differential information availability. This study, using daily stock returns data and the event study methodology with the statistical test, finds that while the sample of rating downgrades exhibit significantly negative abnormal price effect during the announcement period, the magnitude of this effect is significantly higher for firms with low information availability. For the rating upgrades, the sample as a whole has no abnormal announcement period returns, but the sample of firms with lower information earns significantly positive abnormal returns. This study provides support for the hypothesis that the announcement effect of bond-rating changes is conditional on the information available about the firm.

The purpose of this study is to show the results of an investigation into the relations of Sunday school attendance with peer acceptance and teacher ratings.

The concept of teaching effectiveness is challenging for researchers to define. Hypothesized as a multidimensional construct, it encompasses content knowledge, pedagogical knowledge, personality characteristics of the teacher, and classroom dynamics. No single dimension, trait, or behavior, however, fully captures what it means to be an effective teacher. Measures, such as peer observation, self-report surveys, and student evaluations, assess teacher effectiveness in higher education. Student evaluations of teachers (SETs) assess multiple areas, including: course content, objectives, organization, and the nature, difficulty, and value of a course; teacher preparation, enthusiasm, and subject knowledge; teacher goals for structuring classroom activities and engaging students in academic pursuits (Cashin, 1995; Feldman, 1996; Marsh, 1984; Midgley, 1998). SETs can be seen as expressions of students’ perceptions about an instructor, a course, and a class, but what influences those perceptions? One concept, classroom community, hypothesizes that students’ sense of community is influenced by the quality of interaction with their instructors, fellow students, and course content. Investigations of classroom community associate higher sense of community with more positive academic outcomes. Teachers’ goals for structuring class activities and engaging students is another concept hypothesized to influence students’ perceptions. Teachers’ goal orientation towards their own teaching is also a factor that appears to influence academic outcomes. Using goal orientation theory, Kucsera, Roberts, Walls, Walker & Svinicki (2009) identified three orientations that influence how teachers approach teaching. To date little research has explored how teacher goal orientation might influence students’ perceptions. This study examined whether there is a relationship between teachers’ goal orientation towards their teaching, students’ perceptions of teacher goals for classroom structure and student engagement, sense of community, and student ratings of teacher effectiveness. Undergraduate business communications faculty completed a survey about their goals for their own teaching while their students took a survey about their sense of community in the classroom, their perceptions of their teachers’ goals for engaging them in academic work and an end-of-semester course instructor survey. Hierarchical linear modeling was used to analyze the data. Results generally indicated that students’ perceptions are associated with SETs outcomes while teachers’ goal orientations are not. / text