Relationship History and Friendship Development in Adolescence

Adolescents in grades 8, 10, 12, and college (13-22 year olds) completed the Relationship Closeness Inventory (RCI) (Berscheid, Snyder, & Omoto, 1989), a written relationship development narrative, and a graph of major relationship events for a designated friend in a same-sex and cross-sex relationship. Data collection was done in separate sessions for each relationship type, with order of com pletion randomly assigned. Age and relationship differences were found for total score on the Relationship Closeness Inventory (RCI), indicating that closeness in same-sex relationships increases gradually with age, whereas closeness in cross-sex relationships does not increase until later adolescence. When asked to describe a same-sex and cross-sex relationship, students in grade 8 (13-14 year-olds) used instrumental term s (e.g., shared activities, physical features of the other). However, with an increase in age, descriptions become more expressive (e.g., self-disclosure, shared feelings, em otional closeness). This transition occurs between grade 12 and the college years (19-22 year-olds) for males and between grades 10 and 12 for females. A similar developmental pattern emerges when adolescents are asked to place significant relationship events on a timeline and indicate their involvement level for each event. Contrary to expectations, cross-sex involvement level increased faster with age than same-sex involvement level, suggesting that perception of relationship involvement may not necessarily be related to one\u27s description of the relationship. That is, involvement level may be independent of how one views the relationship. Relationship status (i.e. close friendship, casual friendship, nonexclusive dating, exclusive dating) plays a limited role in the adolescent friendship, with more exclusive relationships being more affective. Overall, when self-reporting on same-sex and cross-sex relationships, younger males are more concrete and report their relationships as less involved than older males and females. Older males become less concrete and report increased involvement, but gender differences still exist

An Investigation of Bone Mineral Density and Bone Mineral Content among Hispanic Women by Lifestyle Factors

Osteoporosis is a disease of the bone characterized by reduced bone mass, deterioration of bone structure, increased bone fragility, and an increased risk of fracture. Known factors that can cause an increase in bone loss include, but are not limited to, calcium deficiency and smoking. Most of the data collected regarding osteoporosis has been referenced to non-Hispanic white women. In the past, few studies were targeted on the ethnic propensity for osteoporosis among women. In recent years, osteoporosis has become an increased concern for Hispanic women. Osteoporosis can be measured partly through bone mass or bone density. The chosen method for measuring bone density is with dual energy x-ray absorptiometry (DEXA). This study, using DEXA results recently released as a part of the National Health and Nutrition Examination Survey (NHANES), looks at the relationship between Hispanic women's calcium consumption and smoking with regard to their bone mineral content (BMC) and bone mineral density (BMD), as measured by DEXA. Data collected from the NHANES database include calcium intake from the dietary intake interview, smoking responses from the smoking questionnaire, and BMC and BMD data from the patient's DEXA scan. From the results we can conclude that smoking decreases BMC and BMD and smoking cessation can help improve BMC and BMD in both Hispanic and overall women in this study. This study also demonstrates that a higher intake of calcium can lead to a higher BMD for women in this study; this finding is more evident in this study for Hispanic women. This study will assist the medical community associated with Hispanic women and allow for more findings for osteoporosis.No embarg

Vertrauen der Mitglieder in ihre Genossenschaft: Das Beispiel der Wohnungsgenossenschaften

Im Verlauf fortschreitender Ökonomisierung und des in allen Sparten stattgefundenen Größenwachstums von Primärgenossenschaften ist hier und da in der Beziehung 'Mitglied Genossenschaft' ein Verlust von Gemeinschaftsgefühl und persönlicher Verbundenheit eingetreten. Damit geht gewöhnlich eine Einbuße von Vertrauen einher. Andererseits ist eine gemeinsame Vertrauensbasis enorm wichtig für die Funktionsfähigkeit und Erfolgswirksamkeit förderwirtschaftlicher Kooperation. Während im einschlägigen Schrifttum bislang vor allem verschiedene Kategorien des Mitgliedervertrauens in Genossenschaften erörtert wurden, stehen im Mittelpunkt dieses Beitrages vertrauensempfindliche Bereiche, Vertrauen bildende Strategien der Genossenschaften und davon zu erwartende Wirkungen. Die Überlegungen werden am Beispiel der wohnungsgenossenschaftlichen Sparte präzisiert. --

On the Use of Formative Measurement Specifications in Structural Equation Modeling: A Monte Carlo Simulation Study to Compare Covariance-Based and Partial Least Squares Model Estimation Methodologies

The broader goal of this paper is to provide social researchers with some analytical guidelines when investigating structural equation models (SEM) with predominantly a formative specification. This research is the first to investigate the robustness and precision of parameter estimates of a formative SEM specification. Two distinctive scenarios (normal and non-normal data scenarios) are compared with the aid of a Monte Carlo simulation study for various covariance-based structural equation modeling (CBSEM) estimators and various partial least squares path modeling (PLS-PM) weighting schemes. Thus, this research is also one of the first to compare CBSEM and PLS-PM within the same simulation study. We establish that the maximum likelihood (ML) covariance-based discrepancy function provides accurate and robust parameter estimates for the formative SEM model under investigation when the methodological assumptions are met (e.g., adequate sample size, distributional assumptions, etc.). Under these conditions, ML-CBSEM outperforms PLS-PM. We also demonstrate that the accuracy and robustness of CBSEM decreases considerably when methodological requirements are violated, whereas PLS-PM results remain comparatively robust, e.g. irrespective of the data distribution. These findings are important for researchers and practitioners when having to choose between CBSEM and PLS-PM methodologies to estimate formative SEM in their particular research situation.PLS, path modeling, covariance structure analysis, structural equation modeling, formative measurement, simulation study

On the Use of Formative Measurement Specifications in Structural Equation Modeling: A Monte Carlo Simulation Study to Compare Covariance-Based and Partial Least Squares Model Estimation Methodologies

The broader goal of this paper is to provide social researchers with some analytical guidelines when investigating structural equation models (SEM) with predominantly a formative specification. This research is the first to investigate the robustness and precision of parameter estimates of a formative SEM specification. Two distinctive scenarios (normal and non-normal data scenarios) are compared with the aid of a Monte Carlo simulation study for various covariance-based structural equation modeling (CBSEM) estimators and various partial least squares path modeling (PLS-PM) weighting schemes. Thus, this research is also one of the first to compare CBSEM and PLS-PM within the same simulation study. We establish that the maximum likelihood (ML) covariance-based discrepancy function provides accurate and robust parameter estimates for the formative SEM model under investigation when the methodological assumptions are met (e.g., adequate sample size, distributional assumptions, etc.). Under these conditions, ML-CBSEM outperforms PLS-PM. We also demonstrate that the accuracy and robustness of CBSEM decreases considerably when methodological requirements are violated, whereas PLS-PM results remain comparatively robust, e.g. irrespective of the data distribution. These findings are important for researchers and practitioners when having to choose between CBSEM and PLS-PM methodologies to estimate formative SEM in their particular research situation.marketing ;

Japanese Menace on Terminal Island, San Pedro, California - Report on subject prepared by Counter Intelligence Section, ONI (Kenneth Ringle)

https://digital.sandiego.edu/hirabayashi_petitions/1013/thumbnail.jp

Relations Between Teachers\u27 Implicit Theories of Intelligence, Standardized Achievement Testing, and Classroom Goals

An achievement gap between ethnic minorities and whites continues to exist within the US, as well as between the US and varying countries (Peterson, Woessmann, Hanushek, & Lastra-Anadon, 2011). Research has identified several factors that contribute to this gap, such as differences in curricula across countries, teacher quality, and school funding. In addition to these factors, teachers’ implicit theories of intelligence may also contribute to the achievement gap. Whether teachers view intelligence as fixed (entity theory) or malleable (incremental theory) can impact instructional practices, specifically the use of performance and learning goals. Performance goals focus on evaluation, ability, and performance rather than mastery of material, growth, and overall learning as seen in learning goals are (Dweck, 1999; Shim, Cho, & Cassady, 2013). Research is limited regarding the development of implicit theories of intelligence; however, there is evidence culture may be involved. Identifying specific cultural practices that influence the development of implicit theories of intelligence may provide a unique perspective on pedagogy and how teachers interact with students. This review of the literature discusses one cultural practice that may be related to the development of implicit theories of intelligence, mainly standardized achievement testing. First, this literature review defines the construct of implicit theories of intelligence; then, reviews the literature on performance and learning goals as mediating factors of implicit theories of intelligence, and, finally, explores the relation between these and standardized achievement testing. Areas for future research and implications are also discussed

After All Is Said And Done : Waltz Ballad

https://digitalcommons.library.umaine.edu/mmb-vp/4331/thumbnail.jp

Capturing and Treating Unobserved Heterogeneity by Response Based Segmentation in PLS Path Modeling. A Comparison of Alternative Methods by Computational Experiments

Segmentation in PLS path modeling framework results is a critical issue in social sciences. The assumption that data is collected from a single homogeneous population is often unrealistic. Sequential clustering techniques on the manifest variables level are ineffective to account for heterogeneity in path model estimates. Three PLS path model related statistical approaches have been developed as solutions for this problem. The purpose of this paper is to present a study on sets of simulated data with different characteristics that allows a primary assessment of these methodologies.Partial Least Squares; Path Modeling; Unobserved Heterogeneity