Adolescence proves to be one of the most vulnerable development stages in the life of humans and therefore dietary assessment of this group is important, but complex. This is due to rapid growth during puberty and the development of new eating patterns that influence dietary intake. Adequate dietary intake in this age group is crucial, since adverse effects such as iron deficiency anemia, inadequate growth and dental caries can occur. Furthermore, dietary imbalance is a significant risk factor that can lay the groundwork for developing preventable complications in late adolescence and adult life such as non-communicable chronic diseases including obesity and diabetes mellitus type II and certain cancers, all leading causes of morbidity and mortality. Given the vulnerability of adolescents in terms of dietary intake, understanding their dietary intake is crucial. Dietary assessment of adolescents is influenced by social, physiological and psychological changes making accurate measurement of this group difficult. Hence, it is of fundamental importance to find a golden standard in terms of a dietary assessment method to use in this group. Several international studies investigated validity and reproducibility of the dietary intake of adolescents, measured with different dietary assessment methods. However, in South Africa only three validity and reproducibility studies have been published and none of them focused exclusively on adolescents. Since the validity of the results of dietary assessment methods of international studies cannot be extrapolated to South African black adolescents, this study emanated from the need to investigate whether multiple 24-hour recalls are valid and reproducible when used to assess the dietary intakes of black adolescents in a convenience sample of grade eight learners from a high school in a township in the North West Province. The study was nested in the multidisciplinary "Physical, Activity in the Young" (PLAY) study. Firstly, the optimal number of 24-hour recalls was determined by calculation of reproducibility coefficients for energy, selected nutrients and food groups. Results showed that four repeated 24-hour recalls provided the optimal reproducibility for black peri-urban South African adolescents. Secondly, the search for a reference method to compare energy intake against energy expenditure led to an investigation into basal metabolic rate equations and physical activity factors with the intention of estimating the energy expenditure. Validity of reported energy intake assessed by multiple 24-hour recalls and estimated energy expenditure was tested using the Pearson correlation coefficient and the dependent t-test. The Pearson correlation test revealed low associations between energy intake and energy expenditure for boys (0.32) and girls (0.17), while the dependent t-test of the energy intake between the different measured occasions showed little difference, which could be explained by the high within participant variation and lower variation between the different participants. The low correlation coefficients showed that there was no association between reported energy intake and mean estimated energy expenditure; thus also no agreement. As a result, multiple 24-hour recalls measured over two years with only five 24-hour recalls did not give a valid measurement of the energy intake of black peri-urban adolescents. Lastly, the ratio of reported energy intake over energy expenditure was evaluated against the energy cut-off points, specifically calculated for age and ethnic group. It indicated that 85% of the participants underreported their energy intake. These results could have been influenced by the estimated basal metabolic rate equations that could have estimated the basal metabolic rate of this group incorrectly or could be due to the inability of the group to recall their physical activity levels correctly. Therefore it is recommended that further validity studies regarding dietary intake need to be performed on adolescents. It is suggested that energy expenditure as a reference method should be measured by using a calorimeter or the doubly labeled water method and then compared with the reported energy intake. Analysing different biochemical determinants of nutritional intake could also be used as an objective reference method to assess the validity of dietary data obtained from questionnaires. / Thesis (Ph.D. (Dietetics)--North-West University, Potchefstroom Campus, 2009.

Sammanfattning Detta examensarbete grundar sig i en videoobservationsstudie där vi använt oss av stimulated recall som kompletterande metod. Detta innebär att flera lektionstillfällen videofilmats och ur detta material utformades en intervju. Informanten (läraren som blivit videoobserverad), och forskarna ser på utvalda sekvenser från observationstillfällena ihop och diskuterar händelserna på lektionen utifrån detta. Observationerna och stimulated recall intervjun i denna uppsats syftar till att belysa en lärares bemötande av elever och hur hens olika bemötande befäster eller reproducerar stereotypa könsmönster samt genussystem.    Tidigare forskning tar upp att det görs skillnader på pojkar och flickor i undervisningen i idrott och hälsa. Forskningen visar också på att lärare ofta för vidare samhällets ideal och mönster in i klassrummet och att förväntningar på elever är olika beroende på deras kön. Skillnaden ses tydligast då idrottsaktiva pojkar premieras och undervisningen anpassas i form av aktivitet och intensitet på aktiviteten efter pojkars tycke. Tidigare forskning har även visat att läraren är den enskilt viktigaste faktorn för elevers lärande. Förutom att läraren påverkar elevernas inlärning så fostrar även läraren eleverna. Detta kan ske utifrån samhällets förväntningar och normer, så som könsmaktsordning och stereotypa könsmönster, vilket inte är ovanligt i skolan. I vår undersökning syns detta i bemötandet av elever och anpassning av aktiviteter efter kön på eleven. Pojkarna utmanas mer än flickorna och flickorna bemöts mera som grupp medan pojkarna får ett individuellt bemötande. Flickornas deltagande sanktioneras medan pojkarnas förstärks.

Thesis (Ph.D.) -- Mississippi State University. Department of Finance and Economics. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--University of Alabama at Birmingham, 2010. / Title from PDF title page (viewed on July 7, 2010). Includes bibliographical references.

Standard methods of assessment for Obsessive-Compulsive Disorder (OCD) involve retrospective report of symptoms over a prior period of interest (e.g., a week, a month, etc.). However, such accounts may be subject to recall biases, leading to inaccurate assessments of symptoms. Recall biases present in two domains of symptom severity (distress and interference) were examined. The following study applied experience-sampling methods (ESM) to OCD symptom assessment. Using a modified form of the Yale-Brown Obsessive Compulsive Scale, twenty-one adults with a primary diagnosis of OCD rated distress and interference of their principle obsession and compulsion four times daily for approximately one week. At the end of the experience-sampling period, participants provided retrospective estimates of distress and interference of principle obsessions and compulsions experienced during the course of the ESM period. Results found that participants retrospectively overestimated OCD ratings, compared to their real-time ratings. Two proposed reasons for such overestimates (peak-end evaluation and symptom variability) were examined though not supported based on current study results. Implications and future directions are discussed.

Doctor of Philosophy / Department of Educational Leadership / Sarah Jane Fishback / Today, educators try to maximize eLearning effectiveness by using various methodologies to engage the learner and increase learning and recall. If educators want to be able to continue this process, new eLearning methodologies must be investigated. The aim of this study was to determine if the method in which lesson content is present can affect learning. To this end, the research question was as follows: What difference, if any, does the random placement of small paragraphs, chunks, of text make in recall and learning in eLearning lessons? The research question was answered through an experiment that entails assigning an eLearning lesson to participants. The participants were randomly divided into two groups (control and experimental). Based on their assignment, they were either presented information in static paragraphs of text centered on the eLearning screen (control), or presented with randomly placed chunks of text on each new eLearning lesson screen. Although the data analysis showed no significant difference in assessment scores for either group, there are suggestions for continued research on this topic. The importance and value of this educational medium requires the use of the best and most impactful methodologies to maximize attention, clarity, learning, and recall. More research needs to be conducted with varying forms of chunking with different populations using eye-tracking to ensure optimized educational endeavors.

Föreliggande studie syftar till att undersöka vilka skillnader och likheter som uppkommer i gitarrelevers reflektioner kring metoder och svårigheter i arbetet med att läsa noter. Jag har därför valt att studera ett antal gitarrelever som får instrumentalundervisning på gymnasieskolans estetiska program. Deras metoder problematiseras samtidigt som jag försöker få en bild av hur eleverna förstår och använder sig av notläsning. I studien används en kvalitativ metod i form av intervjuer kombinerat med ett experiment kopplat till notläsning. För att kunna beskriva och analysera gitarrelevernas metoder, svårigheter och uppfattningar om notläsning har jag använt fenomenografi som teoretiskt perspektiv. Studien redovisar intervjuer med fem informanter. Resultatet visar att elever som relaterar notbilden till en skala med en tydlig position på gitarrhalsen har ett bättre flöde i notläsningen i motsats till elever som behandlar tonerna individuellt. Notläsningen blev dessutom riktigt bra och effektiv när detta kombinerades med tydliga analytiska metoder. Det gick också bra för de elever som hade fått tydliga tips och strategier med sig från lärare. I resultatet framgår det också att samtliga elever uppfattar noter som någon form av kommunikation eller språk.

Proprioception is recalibrated following reaches with misaligned visual feedback of the hand, such that one’s sense of felt hand position is shifted in the direction of the visual feedback provided (Cressman & Henriques 2009). In the current experiment, we examined the ability of proprioceptive recalibration to be retained over an extended period of time (i.e. 4 days), and the benefits of additional training on retention in the form of recall and savings (i.e. faster re-learning on subsequent testing days). Twenty-four participants trained to reach to a target while seeing a cursor that was rotated 30° clockwise relative to their hand on an initial day of testing. Half of the participants then completed additional reach training trials on 4 subsequent testing days (Training group), whereas the second half of participants did not complete additional training (Non-Training group). Participants provided estimates of their felt hand position on all 5 testing days to establish retention of proprioceptive recalibration. Results revealed that proprioceptive recalibration was recalled 24 hours after initial training and that there was no benefit of additional training. Retention in the form of savings was observed on all days for the Training group and on Day 5 in the Non-Training group. These results reveal that proprioceptive recalibration does not benefit from additional training but is retained in the form of recall and savings. Taken together, results from the two groups of participants showed that the sensory system’s ability to change over time appeared to saturate early on, within two days of training. Moreover, the different time scales (i.e. 1 day for recall versus 4 days for savings), suggested that distinct processes may underlie recall and savings of proprioceptive recalibration.

The controversial performance of the Czech head of state - Miloš Zeman, during his first term in the office, offers reflection on whether the Czech president should or should not be politically responsible for his actions. The absence of mechanisms, by which could be the acting president recalled from his office allows Czech head of state to straighten out the scope of constitutional powers attributed to the head of the state with no real consequences. The master thesis will attempt to present the mechanisms and circumstances that led to the withdrawal of presidents (or governor) of selected countries - specifically Lithuania, Romania and California. The aim of the thesis will be to assess the circumstances in which it would be appropriate to introduce similar mechanisms designated for withdrawing directly elected Czech head of the state from its office, and to analyze the tools for the dismissal of presidents, which have already been used in practice.

Eyewitness testimony is critical in both criminal court and civil court, so determining the most reliable method to gain information from witnesses is imperative. Past research in this area has focused on false memory, assisted recall, stress, and event perception. A gap exists in the current literature regarding the best method to gain the most accuracy in recall. The purpose of this study was to evaluate free recall, cued recall, and recognition, in an attempt to examine the accuracy of eyewitness memory. The study utilized a quantitative design to assess the accuracy of eyewitness memory as measured by results on free-recall, cued recall, and recognition tests. The theoretical foundation for this study was the theory of information processing, which contends that information is processed in stages and combines visual cognition, memory, and memory recall; therefore, this theory applies to the study by helping determine the most accurate way for individuals to recall events. Introduction to Psychology students were shown a video, then asked to recall what they saw using either free recall, cued recall, or recognition. A one-way between-subjects analysis of variance was utilized to determine whether there were significant differences in the number of items recalled as a function of recall format. Results suggested that participants were more accurate with the utilization of recognition techniques for recall, as opposed to the free or cued-recall. The importance of evaluating effective methods to promote accurate eyewitness testimony is to advance forensic science. The implications for social change include the ability to have more effective methods to gain accurate eye-witness testimony, thereby assisting with proper outcomes during trials.