This study was designed to examine the effects of Experiential Focusing-oriented dream interpretation. The process was twofold. The first part of this study involved a preliminary step of developing an instrument, the Dream Interpretation Effects Questionnaire (DIEQ). The DIEQ assessed specific effects of Experiential Focusing-oriented dream interpretation, e.g., a sense of easing, fresh air, or movement, increased positive energy or self-understanding, development of a new step, enhanced valuation of dreams, or enhanced understanding of the meaning of the dream. Fifty-two adult volunteers participated in the first part of this study. All participants completed Part One of the DIEQ after reporting a dream and freely associating its meaning to another participant. The results were computed to establish the reliability of the DIEQ. The researcher then used the DIEQ along with a structured interview in a pretest-posttest control group design to examine the effects of Experiential Focusing-oriented dream interpretation. Twenty adult volunteers experienced in Experiential Focusing participated in the second part of this study. They were randomly assigned to an experimental group and a waiting-list control group. The experimental participants completed the DIEQ before (pretest) and after (posttest) a 45-minute Experiential Focusing-oriented dream interpretation intervention. By contrast, the control participants completed the …

The spallation of aluminum, chromium, and iron oxide scales is a chronic problem that critically impacts technological applications like aerospace, power plant operation, catalysis, petrochemical industry, and the fabrication of composite materials. The presence of interfacial impurities, mainly sulfur, has been reported to accelerate spallation, thereby promoting the high-temperature corrosion of metals and alloys. The precise mechanism for sulfur-induced destruction of oxides, however, is ambiguous. The objective of the present research is to elucidate the microscopic mechanism for the high-temperature corrosion of aluminum alloys in the presence of sulfur. Auger electron spectroscopy (AES), low energy electron diffraction (LEED), and scanning tunneling microscopy (STM) studies were conducted under ultrahigh vacuum (UHV) conditions on oxidized sulfur-free and sulfur-modified Al/Fe and Ni3Al(111). Evaporative deposition of aluminum onto a sulfur-covered iron surface results in the insertion of aluminum between the sulfur adlayer and the substrate, producing an Fe-Al-S interface. Aluminum oxidation at 300 K is retarded in the presence of sulfur. Oxide destabilization, and the formation of metallic aluminum are observed at temperatures > 600 K when sulfur is located at the Al2O3-Fe interface, while the sulfur-free interface is stable up to 900 K. In contrast, the thermal stability (up to at least 1100 …

Kenneth H. Cooper is considered to be a noted scholar in the field of wellness and fitness. This study explored his contributions to the preventive medicine and wellness movement in community college physical education programs in the United States. It examined Cooper's influence on the development of preventive medicine and wellness from its inception and growth to its impact on changes and factors affecting curriculum in community college programs. A random sample of436 physical education division directors from the nation's 1,400 community colleges yielded a 62% survey response. For purposes of comparison, the sample was stratified into two regions taken fromeast and west of the Mississippi River. Chi-square analysis at the .01 level of significance found no difference between variables due to geographic region. The findings of this study indicate that Kenneth Cooper's contributions to preventive medicine and wellness in community college physical education curriculum are overshadowed by state and local governing bodies that are the force behind curricular development in the nation's 2-year community colleges. However, as an individual contributor, Cooper ranks highly in influencing the wellness and physical education curriculum primarily in the areas of aerobic exercise, physical fitness, and cardiovascular disease. The extent of Cooper's impact on …

This study is a qualitative analysis of the author's previous publications, academic and operational practitioners input, the literature, and accreditation requirements for ethics education in healthcare. Two research questions were addressed: 1. Is a typology of ethics education in healthcare needed, and 2. Is more specificity of ethics education in healthcare required? Both research questions were answered in the affirmative. The results indicated that a typology of ethics education in healthcare is needed with the primary reason being the need for a focused manuscript that uses content validity to illustrate the hierarchy of ethical reasoning in healthcare. No one manuscript brings together the six ethics education domains that were identified as required for appropriate ethics education in healthcare. The second research question result indicated that there are sparse educational objectives available in the context of cognitive and affective educational domains, especially for the six ethics domains presented here: 1. Decision ethics, 2. Professional ethics, 3. Clinical ethics, 4. Business ethics, 5. Organizational ethics, and 6. Social ethics. Due to the limited specificity of the ethics education objectives identified in the literature, the author developed and presented a typology, beginning with 270 ethics educational objectives, for use in healthcare instruction. A …

Student musicians were recruited to participate in an experimental repeated measures research design study to identify effects of heart rate variability (HRV) biofeedback training and emotional self-regulation techniques, as recommended by HeartMath® Institute, on music performance anxiety (MPA) and music performance. Fourteen students were randomly assigned to a treatment or control group following a 5 minute unaccompanied baseline performance. Treatment group participants received 4-5 HRV training sessions of 30-50 minutes each. Training included bibliotherapy, using the computerized Freeze-Framer® 2.0 interactive training software, instruction in the Freeze-Frame® and Quick Coherence® techniques of emotional regulation, and also use of an emWave® portable heart rate variability training device for home training. Measures included the State-Trait Anxiety Inventory (STAI), Performance Anxiety Inventory (PAI), Flow State Scale (FSS), average heart rate (HR), and heart rate variability (HRV). Quade's rank transformed ANCOVA was used to evaluate treatment and no-treatment group comparisons. Combined MPA scores showed statistical significance at p=.05 level with large effect size of eta2=.320. Individual measurements of trait anxiety showed a small effect size of eta2=.001. State anxiety measurement showed statistical significance at the p=.10 level with a large effect size eta2=.291. FSS showed no statistical or effect size difference. PAI showed no statistical …

The purpose of this study was to explore the use of EEG biofeedback in a school setting to assist students who had attentional challenges. The equipment for implementing biofeedback was relatively inexpensive and was easily integrated into the school setting. Twenty students ranging in age from 7 to 17 were recruited for this study. Data was used from 14 subjects, 12 males (2 Hispanic, 1 African American, and 10 Caucasian) and 2 females (1 Hispanic, 1 Caucasian.) The subject pool was reduced due to non-compliance or the students. moving from the school district. Significant effect size was obtained in the treatment group in areas pertaining to visual perception and motor coordination. However, significant effect sizes in other areas were obtained when the control group scores worsened. The inclusion of student subjects who, perhaps, did not meet stringent criterion of attention deficit may have skewed the results. The small number of students in the study may have hindered accurate measures of statistical significance. Conversely, the information obtained from this study may offer insight to school districts in providing their students an alternate/adjunct to psychopharmacological medication and a non- invasive method of helping students with psycho-social challenges.

This is a case study of the historical development of a private Christian faith-based school of higher education in post-Soviet Russia from its conception in 1990 until 2006. This bi-national school was founded as the Russian-American Christian University (RACU) in 1996. In 2003, RACU was accredited by the Russian Ministry of Education under the name Russko-Americansky Christiansky Institute. RACU offers two state-accredited undergraduate academic programs: 1) business and economics, and 2) social work. RACU also offers a major in English language and literature. The academic model of RACU was designed according to the traditional American Christian liberal arts model and adapted to Russian higher education system. The study documents the founding, vision, and growth of RACU. It provides insight into the academic, organizational, and campus life of RACU. The study led to the creation of an operational framework of the historical development of RACU. The study also provides recommendations for the development of new Christian liberal arts colleges and universities based on the experience and the underlying structure of RACU.