Resource Loss and Depressive Symptoms Following Hurricane Katrina: A Principal Component Regression Study

To understand the relationship between the structure of resource loss and depression after disaster exposure, the components of resource loss and the impact of these resource loss components on depression was examined among college students (N=654) at two universities who were affected by Hurricane Katrina. The component of resource loss was analyzed by principal component analysis first. Gender, social relationship loss, and financial loss were then examined with the regression model on depression. Financial loss was a significant predictor of depression. Social relationship loss did not predict depression significantly. In predicting depression, resource loss was more important for females than for males

OFRP Phase Variation in Signature and Destructive Behaviors

NPS NRP Executive SummaryThis study will investigate the destructive behavior surge during the maintenance phase of the Optimized Fleet Response Plan (OFRP). The Culture of Excellence Campaign's Perform to Plan effort will empower warfighting capability by fostering psychological, physical and emotional toughness. To meet this goal, the Navy needs to understand what encourages signature behaviors and reduces destructive behaviors and how these behaviors impact readiness. This study will provide critical insight to encourage signature behaviors and counter destructive behaviors. Researchers will use a mixed-methods, explanatory sequential design to answer the questions: What are the rates of signature and destructive behaviors during phases of OFRP? Do rates differ by command type? How do signature and destructive behaviors impact readiness?N1 - Manpower, Personnel, Training & EducationThis research is supported by funding from the Naval Postgraduate School, Naval Research Program (PE 0605853N/2098). https://nps.edu/nrpChief of Naval Operations (CNO)Approved for public release. Distribution is unlimited.

Mobile Learning Technology: Assessment of Distribution Options and Recommendations

NPS NRP Executive SummaryThe transformative Ready Relevant Learning (RRL) effort is transitioning the Navy to a modern, science-of-learning approach. That includes delivering novel training practices and content to the point of need, requiring a true "anytime, anywhere" capability (wireless access) for locations around the world and in CONUS learning centers and schoolhouses. To deliver modern training capability anytime and anywhere, the Navy must be able to support mobile and distributed training. This requires that Sailors have access to both hardware and software that allow them to access training resources outside the classrooms, at the point of need whenever they require it. The study will examine ways to provide Sailors ready access to mobile learning technologies for the delivery of modern training content anytime and anywhere. We will conduct a Business Case Analysis for procuring government-issued devices versus relaxation of policies and determine the cybersecurity safeguards that would allow personal device use. The goal of the study is to identify the best value solution in a form of an effective technology ecosystem with respect to the categories of hardware (laptop, tablet, mobile phone, etc.) and present a roadmap describing how to implement and adopt the best value solution.N1 - Manpower, Personnel, Training & EducationThis research is supported by funding from the Naval Postgraduate School, Naval Research Program (PE 0605853N/2098). https://nps.edu/nrpChief of Naval Operations (CNO)Approved for public release. Distribution is unlimited.

Mobile Learning Technology: Assessment of Distribution Options and Recommendations

NPS NRP Project PosterThe transformative Ready Relevant Learning (RRL) effort is transitioning the Navy to a modern, science-of-learning approach. That includes delivering novel training practices and content to the point of need, requiring a true "anytime, anywhere" capability (wireless access) for locations around the world and in CONUS learning centers and schoolhouses. To deliver modern training capability anytime and anywhere, the Navy must be able to support mobile and distributed training. This requires that Sailors have access to both hardware and software that allow them to access training resources outside the classrooms, at the point of need whenever they require it. The study will examine ways to provide Sailors ready access to mobile learning technologies for the delivery of modern training content anytime and anywhere. We will conduct a Business Case Analysis for procuring government-issued devices versus relaxation of policies and determine the cybersecurity safeguards that would allow personal device use. The goal of the study is to identify the best value solution in a form of an effective technology ecosystem with respect to the categories of hardware (laptop, tablet, mobile phone, etc.) and present a roadmap describing how to implement and adopt the best value solution.N1 - Manpower, Personnel, Training & EducationThis research is supported by funding from the Naval Postgraduate School, Naval Research Program (PE 0605853N/2098). https://nps.edu/nrpChief of Naval Operations (CNO)Approved for public release. Distribution is unlimited.

Circadian rhythm of hepatic cytosolic and nuclear estrogen receptors

The distribution of estrogen receptor between the cytosolic and nuclear compartments were evaluated in liver of male rats to determine whether a circadian rhythm exists. Cytosolic receptor reached a maximum level at 400 hours and a minimum at 2000 and 2400 hr. Nuclear receptor reached a maximum level at 800 hr and was lowest at 1600 and 2000 hr. Serum estradiol levels were also highest at 800 hr and lowest at 1600 hr. The variations in cytosolic and nuclear receptors are not reciprocal; in fact, the overall content of receptor in the liver is not constant and also displays a circadian rhythm. © 1986 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted

Evaluating the Effectiveness of Blended Learning Strategies in Navy Training

NPS NRP Project PosterThe Navy needs better ways to train, educate, and assess higher-order cognitive skills, applied proficiencies, and teamwork abilities. Currently, the Navy's approaches to Instructional System Design (ISD) do not adequately address the development of personalization and adaptive training techniques integrated into the future learning continuum concept required by Ready Relevant Learning (RRL). Adopting a blended training environment approach, which combines a plethora of learning approaches empowered by the modern technology solutions, web-based delivery, and traditional classroom methods, could offer a balanced solution to developing modernized, efficient, effective, and adaptable training delivery systems with integrated ability to assess training quality and impact on Fleet readiness and on-the-job performance. This study will evaluate the effectiveness of blended training environments against traditional training methods currently used in Navy rating training. The evaluation will use the existing classroom-based curriculum and learning materials in carefully designed reconfigurations that mix web-based interactive content and in-class activities, coupled with an online student evaluation system. Based on the findings, we will present a roadmap on how to implement, adopt and integrate the most efficient training solution that supports the CNO directed acceleration of RRL and provides lessons learned across all Navy formal accession training.N1 - Manpower, Personnel, Training & EducationThis research is supported by funding from the Naval Postgraduate School, Naval Research Program (PE 0605853N/2098). https://nps.edu/nrpChief of Naval Operations (CNO)Approved for public release. Distribution is unlimited.

Evaluating the Effectiveness of Blended Learning Strategies in Navy Training

NPS NRP Executive SummaryThe Navy needs better ways to train, educate, and assess higher-order cognitive skills, applied proficiencies, and teamwork abilities. Currently, the Navy's approaches to Instructional System Design (ISD) do not adequately address the development of personalization and adaptive training techniques integrated into the future learning continuum concept required by Ready Relevant Learning (RRL). Adopting a blended training environment approach, which combines a plethora of learning approaches empowered by the modern technology solutions, web-based delivery, and traditional classroom methods, could offer a balanced solution to developing modernized, efficient, effective, and adaptable training delivery systems with integrated ability to assess training quality and impact on Fleet readiness and on-the-job performance. This study will evaluate the effectiveness of blended training environments against traditional training methods currently used in Navy rating training. The evaluation will use the existing classroom-based curriculum and learning materials in carefully designed reconfigurations that mix web-based interactive content and in-class activities, coupled with an online student evaluation system. Based on the findings, we will present a roadmap on how to implement, adopt and integrate the most efficient training solution that supports the CNO directed acceleration of RRL and provides lessons learned across all Navy formal accession training.N1 - Manpower, Personnel, Training & EducationThis research is supported by funding from the Naval Postgraduate School, Naval Research Program (PE 0605853N/2098). https://nps.edu/nrpChief of Naval Operations (CNO)Approved for public release. Distribution is unlimited.

Global Health and Economic Impacts of Future Ozone Pollution

Abstract and PDF report are also available on the MIT Joint Program on the Science and Policy of Global Change website (http://globalchange.mit.edu/).We assess the human health and economic impacts of projected 2000-2050 changes in ozone pollution using the MIT Emissions Prediction and Policy Analysis-Health Effects (EPPA-HE) model, in combination with results from the GEOS-Chem global tropospheric chemistry model that simulated climate and chemistry effects of IPCC SRES emissions. We use EPPA to assess the human health damages (including acute mortality and morbidity outcomes) caused by ozone pollution and quantify their economic impacts in sixteen world regions. We compare the costs of ozone pollution under scenarios with 2000 and 2050 ozone precursor and greenhouse gas emissions (SRES A1B scenario). We estimate that health costs due to global ozone pollution above pre-industrial levels by 2050 will be $580 billion (year 2000$) and that acute mortalities will exceed 2 million. We find that previous methodologies underestimate costs of air pollution by more than a third because they do not take into account the long-term, compounding effects of health costs. The economic effects of emissions changes far exceed the influence of climate alone.United States Department of Energy, Office of Science (BER) grants DE-FG02-94ER61937 and DE-FG02-93ER61677, the United States Environmental Protection Agency grant EPA-XA-83344601-0, and the industrial and foundation sponsors of the MIT Joint Program on the Science and Policy of Global Change