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Given the central role of panic attacks in the diagnosis of panic disorder, an adequate measure of panic attacks is essential. Panic frequency is routinely assessed either by simply asking individuals to estimate the number of panic attacks experienced during a given time in a questionnaire or assessment interview or by having them continuously self-monitor. Panic frequency obtained by such methods is unreliable and invalid or time-consuming, respectively. The purpose of this project was to investigate the reliability and validity of a Panic Attack Frequency Calendar (PAFC), modeled after a time-line follow-back (TLFB) procedure (e.g., Sobell & Sobell, 1979) that has been used for years to reliably and validly assess daily alcohol use through self-report over extended periods of time. The participants consisted of 74 adult individuals (ages 18-57) who indicated that they had experienced a panic attack within the past two weeks. Participants completed a battery of self-report questionnaires, including a retrospective frequency measure, and administered an 8-week PAFC. Participants were then randomly divided into either a self-monitoring group that recorded information in a diary about any panic attacks that they experienced over the following two weeks or a non-self-monitoring control group. All participants were administered another retrospective frequency questionnaire and a 10-week PAFC two weeks after the administration of the first PAFC. Reliability was determined from the two-week stability estimates across the PAFCs for the eight-week period that overlapped both assessments. This was done with several composite panic behavior variables; daily and weekly test-retest reliabilities were also calculated. Concurrent validity was established by comparing panic frequency from the PAFC with that obtained from the diary and the retrospective frequency measure. Further validity was established via correlating the PAFC with the self-report questionnaires. Results are discussed in light of their implications for the assessment of panic attacks. / Master of Science

Using 12-month post treatment Timeline Followback drinking reports, data extrapolated from shorter time windows (e.g., 1 month, 6 months) were used to estimate total annual drinking. The objective was to determine whether data from a shorter time window would provide an estimate of annual drinking sufficiently consistent with the full year report such that it can be used in place of the full report. Data for this study were obtained from problem drinkers who voluntarily participated in a randomized controlled trial of a mail-based intervention. Complete follow-up data were obtained for 467 of the 825 participants who completed a 12-month Timeline Followback of their post intervention drinking. The results of this study suggest that 3 months is the necessary minimum time window to best represent annual posttreatment drinking with alcohol abusers. The major implication of this finding is that alcohol treatment outcome studies can use a shorter posttreatment time window, which is more time and resource efficient, over which to obtain follow-up data with little to no loss in the representativeness of that data.

Approved for public release; distribution is unlimited / Identifying, countering, andpreventing operational obsolescence is a challenging but vital task for personnel involved in the design, acquisition and support of military equipment. In this thesis, I define the concept of operational obsolescence and show quantitative relationships between modernization funding timelines and operational obsolescence. Only if we truly understand obsolescence can we best combat its onset and effects. I use example data from both legacy and current Army Aviation Systems to draw conclusions about the impacts of particular modernization timelines on the various forms of obsolescence that cause operational obsolescence. I then make recommendations concerning the optimal modernization strategies for current and future aviation systems in order to facilitate the Army's ability to field and sustain the most tactically and logistically superior weapon systems possible. Using first principles, I construct Life Models based on hazard functions for each of the different forms of obsolescence. I then combine these models into an overall model, and discuss the design of a data system to estimate model parameters. / http://hdl.handle.net/10945/998 / Lieutenant Colonel, United States Army

A linha do tempo aparece como metáfora visual apenas no século XVIII, intimamente ligada à noção moderna de progresso, quando passa a ganhar espaço nas sociedades industriais até se tornar uma espécie de retrato da forma como concebemos o tempo. Atualmente, as timelines estão em jornais, revistas, exposições, sites, redes sociais, e, obviamente, no ensino de História. Entretanto, a forma de um tempo em linha carrega a noção de uma evolução contínua e incontornável, teleológica, exato oposto de um tempo histórico social, múltiplo, construído pelas sociedades humanas. No entanto, trabalhos historiográficos recentes mostram um conjunto muito mais amplo de possibilidades nas chamadas cartografias do tempo, que, baseadas em recursos da linguagem visual, resultam em objetos de aprendizagem extremamente valiosos para o ensino de História. Conhecidos como History Charts, Chronographics, ou, simplesmente, mapas do tempo, tem como característica comum o fato de apresentarem alternativas que se prestam bastante bem ao ensino de certas noções básicas do conhecimento histórico contemporâneo, para além da mera cronologia. Este trabalho apresenta um estudo desses materiais, e busca, a partir desses formatos e das formas do tempo medido, referências para a apresentação de um mapa do tempo interativo como forma de atingir resultados significativos no ensino de História junto a turmas do nível médio do ensino básico. / The timeline appears as a visual metaphor only in the eighteenth century, closely linked to the modern notion of progress, as it gains space in industrial societies until it becomes a sort of picture of how we conceive of time. Currently, the timelines are in newspapers, magazines, exhibitions, websites, social networks, and obviously in teaching History. However, the form of an online time carries the notion of a continuous and uncontrollable evolution, teleological, exact opposite of a historical social time, multiple, constructed by human societies. However, recent historiographical works show a much broader set of possibilities in so-called cartographies of time, which, based on visual language resources, result in learning objects that are extremely valuable for teaching history. Known as History Charts, Chronographics, or simply maps of time, it has as a common characteristic that they present alternatives that lend themselves well to the teaching of certain basic notions of contemporary historical knowledge, beyond mere chronology. This work presents a study of these materials and searches, from these formats and the forms of the measured time, references for the presentation of a map of interactive time as a way to achieve significant results in the teaching of History to classes of the High School level of basic education.

The purpose of the present study was to examine the effect of varying the amount of participant engagement on alcohol expectancy and drinking outcomes during a social/sexual expectancy challenge based on Darkes and Goldman's (1993, 1998) protocol. This study was also intended to provide a test of the efficacy of administering an alcohol/placebo expectancy challenge outside of a live drinking scenario through video presented as part of a computerized intervention. One hundred fifty-eight male participants across three sites were randomized into a no-intervention control group that received non alcohol-related information in a minimally interactive computerized format, a low-level engagement experimental group that received minimally interactive computerized expectancy-related information, and a high-level engagement experimental group that received the same expectancy-related information presented in a more interactive computerized format that included games and audiovisual elements such as video clips, graphics, live narrations, and music. It was hypothesized that high-level engagement participants would report being more engaged in their computerized program and demonstrate greater decreases in social/sexual alcohol expectancies and drinking levels relative to control and low-level engagement participants. Results indicated that while high-level engagement participants reported being more engaged in their interventions, none of the groups exhibited changes in the alcohol expectancies measured. In addition, all three groups experienced significant but comparable decreases in drinking levels. Exploratory follow-up analyses were also conducted to provide suggestions for future directions.

<p>Theories of ambition have taught us that higher offices are valuable commodities to certain politicians, and under the right circumstances, the benefits of running for an office outweigh the associated risks. Yet some ambitious politicians emerge as candidates while others do not. In this dissertation, I present a Theory of Strategic Candidacy Decisions to explain how primary elections unfold. With new comprehensive data on the timing of candidacy decisions, I test several hypotheses regarding the determinants of electoral and fundraising success, the timing of strategic candidacy decisions, the interactions of prospective officeholders, and the impact of strategic retirements on primary races for the United States Senate. Using both qualitative and quantitative tools, including event history techniques to capture the complex dynamics of primaries, I find that potential candidates interact with one another and the unique political context within each race and emerge from the pool of potential candidates in systematic ways. In the end, the strategic behavior of ambitious politicians has implications for the slate of candidates available to the electorate and ultimately, on the quality of representation between legislators and constituents.</p> / Dissertation

Visuzalizing time information using a timeline has been done for over 250 years. Using a timeline can assist users in making sense of time data which could otherwise be hard to understand. A timeline has been implemented at Ida Infront, and its purpose is to help managers understand how cases are progressing in a case management system created by Ida Infront. The timeline is designed using usability methods and has been evaluated with regards to its usability and how it interacts. Results show that there are a number of things that can increase usability and add meaningful interaction, such as using icons to collect similar data into one point and adding filtering capabilities so that users can find interesting data faster.

A linha do tempo aparece como metáfora visual apenas no século XVIII, intimamente ligada à noção moderna de progresso, quando passa a ganhar espaço nas sociedades industriais até se tornar uma espécie de retrato da forma como concebemos o tempo. Atualmente, as timelines estão em jornais, revistas, exposições, sites, redes sociais, e, obviamente, no ensino de História. Entretanto, a forma de um tempo em linha carrega a noção de uma evolução contínua e incontornável, teleológica, exato oposto de um tempo histórico social, múltiplo, construído pelas sociedades humanas. No entanto, trabalhos historiográficos recentes mostram um conjunto muito mais amplo de possibilidades nas chamadas cartografias do tempo, que, baseadas em recursos da linguagem visual, resultam em objetos de aprendizagem extremamente valiosos para o ensino de História. Conhecidos como History Charts, Chronographics, ou, simplesmente, mapas do tempo, tem como característica comum o fato de apresentarem alternativas que se prestam bastante bem ao ensino de certas noções básicas do conhecimento histórico contemporâneo, para além da mera cronologia. Este trabalho apresenta um estudo desses materiais, e busca, a partir desses formatos e das formas do tempo medido, referências para a apresentação de um mapa do tempo interativo como forma de atingir resultados significativos no ensino de História junto a turmas do nível médio do ensino básico. / The timeline appears as a visual metaphor only in the eighteenth century, closely linked to the modern notion of progress, as it gains space in industrial societies until it becomes a sort of picture of how we conceive of time. Currently, the timelines are in newspapers, magazines, exhibitions, websites, social networks, and obviously in teaching History. However, the form of an online time carries the notion of a continuous and uncontrollable evolution, teleological, exact opposite of a historical social time, multiple, constructed by human societies. However, recent historiographical works show a much broader set of possibilities in so-called cartographies of time, which, based on visual language resources, result in learning objects that are extremely valuable for teaching history. Known as History Charts, Chronographics, or simply maps of time, it has as a common characteristic that they present alternatives that lend themselves well to the teaching of certain basic notions of contemporary historical knowledge, beyond mere chronology. This work presents a study of these materials and searches, from these formats and the forms of the measured time, references for the presentation of a map of interactive time as a way to achieve significant results in the teaching of History to classes of the High School level of basic education.

A linha do tempo aparece como metáfora visual apenas no século XVIII, intimamente ligada à noção moderna de progresso, quando passa a ganhar espaço nas sociedades industriais até se tornar uma espécie de retrato da forma como concebemos o tempo. Atualmente, as timelines estão em jornais, revistas, exposições, sites, redes sociais, e, obviamente, no ensino de História. Entretanto, a forma de um tempo em linha carrega a noção de uma evolução contínua e incontornável, teleológica, exato oposto de um tempo histórico social, múltiplo, construído pelas sociedades humanas. No entanto, trabalhos historiográficos recentes mostram um conjunto muito mais amplo de possibilidades nas chamadas cartografias do tempo, que, baseadas em recursos da linguagem visual, resultam em objetos de aprendizagem extremamente valiosos para o ensino de História. Conhecidos como History Charts, Chronographics, ou, simplesmente, mapas do tempo, tem como característica comum o fato de apresentarem alternativas que se prestam bastante bem ao ensino de certas noções básicas do conhecimento histórico contemporâneo, para além da mera cronologia. Este trabalho apresenta um estudo desses materiais, e busca, a partir desses formatos e das formas do tempo medido, referências para a apresentação de um mapa do tempo interativo como forma de atingir resultados significativos no ensino de História junto a turmas do nível médio do ensino básico. / The timeline appears as a visual metaphor only in the eighteenth century, closely linked to the modern notion of progress, as it gains space in industrial societies until it becomes a sort of picture of how we conceive of time. Currently, the timelines are in newspapers, magazines, exhibitions, websites, social networks, and obviously in teaching History. However, the form of an online time carries the notion of a continuous and uncontrollable evolution, teleological, exact opposite of a historical social time, multiple, constructed by human societies. However, recent historiographical works show a much broader set of possibilities in so-called cartographies of time, which, based on visual language resources, result in learning objects that are extremely valuable for teaching history. Known as History Charts, Chronographics, or simply maps of time, it has as a common characteristic that they present alternatives that lend themselves well to the teaching of certain basic notions of contemporary historical knowledge, beyond mere chronology. This work presents a study of these materials and searches, from these formats and the forms of the measured time, references for the presentation of a map of interactive time as a way to achieve significant results in the teaching of History to classes of the High School level of basic education.