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The Cardiovascular Responses to Static and Dynamic Muscular Contractions in Adults with Cerebral Palsy

Description: In cerebral palsied adults, the cardiovascular responses to different types of exercise have not previously been ascertained. Therefore, the purpose of this study was to determine the blood pressure and heart rate responses of adults with cerebral palsy to static muscular contractions and to dynamic muscular contractions. Fifteen adults with cerebral palsy and 15 able-bodied adults (average age for each group = 30 years) performed a static exercise protocol and a dynamic resistance exercise protocol using each limb (or the limbs capable of meeting the requirements of the exercise protocol). Heart rate and blood pressure were assessed before, during, and after each exercise bout with each limb. During the static exercise protocol, each subject performed static contractions at 40% of maximal voluntary contraction to fatigue. The dynamic exercise protocol for each limb consisted of three 20-second bouts of hydraulic resistance exercise each of which was followed by 20 seconds of rest. No differences were found between the two groups of subjects in heart rate and blood pressure during static exercise. In dynamic exercise, however, the trend in heart rate from bout to bout differed between the groups. In addition, the cerebral palsied group's diastolic pressure was higher than that of the able-bodied group at the end of dynamic exercise. The findings of this study indicate that although the heart rate and blood pressure responses to dynamic resistance exercise in the cerebral palsied subjects differed from the responses of the able-bodied subjects, healthy adults with cerebral palsy may safely perform both static and dynamic resistance exercise. More research using this disabled population is needed so that guidelines for prescribing exercise for adults with cerebral palsy may be developed.
Date: May 1988
Creator: Parrish,Ginger S.

Relationship Adjustment in Marriage as Influenced by Psychological Temperament and Family-of-Origin Socialization Experiences

Description: This research examined the influence of psychological temperament and family-of-origin socialization influences on relationship adjustment in marriage. The major goals were to determine: (a) if there was a relationship between the temperament of one mate in the marriage and the temperament of his or her spouse, and (b) if there was a relationship between the marital adjustment scores of a mate relative to either personal temperament or that of his or her spouse. A secondary purpose was to determine if certain family-of-origin socialization experiences influenced adjustment in marriage. One hundred seventy-nine couples (H = 358) completed three test instruments including the Myers-Briggs Type Indicator (Myers, 1962), Dyadic Adjustment Scale (Spanier, 1976), and the Socialization Background Questionnaire (Church, unpublished), along with a demographic questionnaire. The subjects, volunteers from 12 churches in a large metropolitan area, had mean ages of 35.3 and 33.6 years for husbands and wives, respectively, and had been married for an average of 10.1 years. Five hypotheses and two research questions were tested at the .05 level of significance. The results gathered did not support the hypothesis that there was a relationship between temperament type and mate selection. Similarly, no support was evidenced for any specific relationship between temperament and marital adjustment. On the Socialization Background Questionnaire, one relationship at the prescribed level of significance was present between husbands' self-concept and their marital adjustment scores. At the .10 significance level, there was also indication that husbands' marital adjustment was related to the acceptance they did or did not receive as children., regardless of the expectations held for them. Neither of these relationships was present with regard to wives' marital adjustment scores. The overall conclusions are that couples do not choose mates based on temperaments, that no relationship exists between temperament combinations and marital adjustment, and that socialization experiences ...
Date: May 1988
Creator: Germann, Heinrich Peter

A Study of Student and Faculty Perceptions of the Academic Advising Needs of Students in Six Teachers' Colleges in Bangkok, Thailand

Description: The purpose of this study was to determine and compare the academic advising needs of students as perceived by students and faculty advisors through faculty advising functions in the six teachers' colleges in Bangkok, Thailand. Fifteen faculty advising functions were included in a questionnaire validated by a panel of three judges. The questionnaires were distributed to students and faculty advisors in the six teachers' colleges by two selected research assistants. A total of 180 faculty advisors and 540 junior and senior teacher training students at the six teachers' colleges in Bangkok, Thailand, were selected using stratified random sampling. The usable and complete questionnaires received included 109 from faculty advisors (60.56 per cent) and 350 from students (64.81 per cent). The t-test, the Kendall's Coefficient of Concordance W, and the Spearman's Coefficient of Rank Correlation were employed to determine and compare the differences, the agreements, and the relationships of academic advising needs of students as perceived by students and faculty advisors, respectively. Analyses of the data revealed that students and faculty advisors in the six teachers' colleges in Bangkok, Thailand, perceived a mismatch between student advising needs now being fulfilled and student advising needs that should be fulfilled. Apparently, the academic advising programs in the teachers' colleges were not meeting the student needs. However, for student advising needs which should be fulfilled, both students and faculty advisors ranked personal, vocational and career, and academic areas very high. Overall, students and faculty seemed to agree on the advising needs which should be fulfilled.
Date: May 1988
Creator: Vinich Getkham

Dually Semimodular Consistent Lattices

Description: A lattice L is said to be dually semimodular if for all elements a and b in L, a ∨ b covers b implies that a covers a ∧ b. L is consistent if for every join-irreducible j and every element x in L, the element x ∨ j is a join-irreducible in the upper interval [x,l]. In this paper, finite dually semimodular consistent lattices are investigated. Examples of these lattices are the lattices of subnormal subgroups of a finite group. In 1954, R. P. Dilworth proved that in a finite modular lattice, the number of elements covering exactly k elements is equal to the number of elements covered by exactly k elements. Here, it is established that if a finite dually semimodular consistent lattice has the same number of join-irreducibles as meet-irreducibles, then it is modular. Hence, a converse of Dilworth's theorem, in the case when k equals 1, is obtained for finite dually semimodular consistent lattices. Several combinatorial results are shown for finite consistent lattices similar to those already established for finite geometric lattices. The reach of an element x in a lattice L is the difference between the rank of x*, the join of x and all the elements covering x, and the rank of x; the maximum reach of all elements in L is the reach of L. Sharp lower bounds for the total number of elements and the number of elements of a given reach in a semimodular consistent lattice given the rank, the reach, and the number of join-irreducibles are found. Extremal lattices attaining these bounds are described. Similar results are then obtained for finite dually semimodular consistent lattices.
Date: May 1988
Creator: Gragg, Karen E. (Karen Elizabeth)

A Faculty Orientation and Design for Writing Across the Curriculum

Description: A Faculty Orientation and Design for Writing Across the Curriculum is a case study of the work done to introduce the concept of writing across the curriculum at an urban community college. Emphasizing the related processes of learning, thinking, and writing, the researcher describes private interviews and analyzes transcriptions of small group meetings designed to discuss ways to encourage increased quantity and improved quality of writing in vocational and university-parallel courses on the campus. The focus of the study is the transcription of the faculty meetings where teachers reveal their methodologies and educational philosophies as they discuss ways to provide increased writing opportunities to large classes of open-door students. The culmination of the orientation project is a faculty booklet of ways to increase writing. The researcher concludes that although a writing "program" is not in place as a result of the year's work, essential groundwork for such a program is laid.
Date: May 1988
Creator: Fulkerson, Tahita N. (Tahita Niemeyer)

Effect of the New Criteria for Accreditation on Reaffirmation of Accreditation in the South

Description: This study was concerned with characteristics of the process of reaffirmation of accreditation in the Southern region among institutions that completed reaffirmation under the revised _Criteria for Accreditation_ and those that completed reaffirmation under the former _Standards of the College Delegate Assembly._ The institutions that had completed reaffirmation under the new _Criteria_ were identified. A matching group of equivalent institutions which had last completed reaffirmation under the _Standards_ was created. Each group contained 66 institutions. Data were collected using the records of the Commission on Colleges of the Southern Association of Colleges and Schools. Four areas were identified in which the implementation of the _Criteria_ might affect the process of reaffirmation of accreditation: (a) institutional organization for the self-study, (b) visiting committee composition, (c) number of recommendations by visiting committees, and (d) substance of recommendations by visiting committees. A series of nine hypotheses were tested to assess these effects. The process of reaffirmation of accreditation does not appear to have been substantially affected by the implementation of the new _Criteria for Accreditation._ Institutional organization for the self-study appears unaffected by the implementation of the Criteria for most institutions. There appears, however, to be evidence that the _Criteria_ have effected change for a minority of institutions. The implementation of the _Criteria for Accreditation_ does not appear to have influenced either the size or the composition of visiting committees of peers. The implementation of the _Criteria for Accreditation_ has not increased the average number of recommendations by visiting committees of peers, but there appears to be evidence that it has created a minimum core of recommendations common to many institutions. The addition of the criterion on institutional effectiveness apparently has created a new and proportionately overrepresented focus for visiting committee recommendations.
Date: May 1988
Creator: Freeman, Irving