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This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass Communication and Humanities, Engineering, Dentistry and Pharmacy). The Attitudes and Behavior Scale Towards the Environment (ABSTE) was used to investigate students' attitudes and behavior towards the environment, and a questionnaire was used to evaluate the environmental sciences course. Results revealed wide differences in the environmental attitudes and behaviors between the undergraduate students enrolled in environmental sciences course and others who did not study the course yet. Findings also showed that females have higher positive environmental attitudes and behaviors than males. Students of Dentistry and Pharmacy colleges have higher positive environmental attitudes and behaviors than students of Law and Information Technology or Mass Communication and Humanities colleges. Engineering students have the least positive environmental attitudes and behaviors. The results generally assert the importance of environmental education in university.

This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass Communication and Humanities, Engineering, Dentistry and Pharmacy). The Attitudes and Behavior Scale Towards the Environment (ABSTE) was used to investigate students' attitudes and behavior towards the environment, and a questionnaire was used to evaluate the environmental sciences course. Results revealed wide differences in the environmental attitudes and behaviors between the undergraduate students enrolled in environmental sciences course and others who did not study the course yet. Findings also showed that females have higher positive environmental attitudes and behaviors than males. Students of Dentistry and Pharmacy colleges have higher positive environmental attitudes and behaviors than students of Law and Information Technology or Mass Communication and Humanities colleges. Engineering students have the least positive environmental attitudes and behaviors. The results generally assert the importance of environmental education in university.

This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass Communication and Humanities, Engineering, Dentistry and Pharmacy). The Attitudes and Behavior Scale Towards the Environment (ABSTE) was used to investigate students' attitudes and behavior towards the environment, and a questionnaire was used to evaluate the environmental sciences course. Results revealed wide differences in the environmental attitudes and behaviors between the undergraduate students enrolled in environmental sciences course and others who did not study the course yet. Findings also showed that females have higher positive environmental attitudes and behaviors than males. Students of Dentistry and Pharmacy colleges have higher positive environmental attitudes and behaviors than students of Law and Information Technology or Mass Communication and Humanities colleges. Engineering students have the least positive environmental attitudes and behaviors. The results generally assert the importance of environmental education in university.

This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass Communication and Humanities, Engineering, Dentistry and Pharmacy). The Attitudes and Behavior Scale Towards the Environment (ABSTE) was used to investigate students' attitudes and behavior towards the environment, and a questionnaire was used to evaluate the environmental sciences course. Results revealed wide differences in the environmental attitudes and behaviors between the undergraduate students enrolled in environmental sciences course and others who did not study the course yet. Findings also showed that females have higher positive environmental attitudes and behaviors than males. Students of Dentistry and Pharmacy colleges have higher positive environmental attitudes and behaviors than students of Law and Information Technology or Mass Communication and Humanities colleges. Engineering students have the least positive environmental attitudes and behaviors. The results generally assert the importance of environmental education in university.

This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass Communication and Humanities, Engineering, Dentistry and Pharmacy). The Attitudes and Behavior Scale Towards the Environment (ABSTE) was used to investigate students' attitudes and behavior towards the environment, and a questionnaire was used to evaluate the environmental sciences course. Results revealed wide differences in the environmental attitudes and behaviors between the undergraduate students enrolled in environmental sciences course and others who did not study the course yet. Findings also showed that females have higher positive environmental attitudes and behaviors than males. Students of Dentistry and Pharmacy colleges have higher positive environmental attitudes and behaviors than students of Law and Information Technology or Mass Communication and Humanities colleges. Engineering students have the least positive environmental attitudes and behaviors. The results generally assert the importance of environmental education in university.

This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass Communication and Humanities, Engineering, Dentistry and Pharmacy). The Attitudes and Behavior Scale Towards the Environment (ABSTE) was used to investigate students' attitudes and behavior towards the environment, and a questionnaire was used to evaluate the environmental sciences course. Results revealed wide differences in the environmental attitudes and behaviors between the undergraduate students enrolled in environmental sciences course and others who did not study the course yet. Findings also showed that females have higher positive environmental attitudes and behaviors than males. Students of Dentistry and Pharmacy colleges have higher positive environmental attitudes and behaviors than students of Law and Information Technology or Mass Communication and Humanities colleges. Engineering students have the least positive environmental attitudes and behaviors. The results generally assert the importance of environmental education in university.

This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass Communication and Humanities, Engineering, Dentistry and Pharmacy). The Attitudes and Behavior Scale Towards the Environment (ABSTE) was used to investigate students' attitudes and behavior towards the environment, and a questionnaire was used to evaluate the environmental sciences course. Results revealed wide differences in the environmental attitudes and behaviors between the undergraduate students enrolled in environmental sciences course and others who did not study the course yet. Findings also showed that females have higher positive environmental attitudes and behaviors than males. Students of Dentistry and Pharmacy colleges have higher positive environmental attitudes and behaviors than students of Law and Information Technology or Mass Communication and Humanities colleges. Engineering students have the least positive environmental attitudes and behaviors. The results generally assert the importance of environmental education in university.

This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass Communication and Humanities, Engineering, Dentistry and Pharmacy). The Attitudes and Behavior Scale Towards the Environment (ABSTE) was used to investigate students' attitudes and behavior towards the environment, and a questionnaire was used to evaluate the environmental sciences course. Results revealed wide differences in the environmental attitudes and behaviors between the undergraduate students enrolled in environmental sciences course and others who did not study the course yet. Findings also showed that females have higher positive environmental attitudes and behaviors than males. Students of Dentistry and Pharmacy colleges have higher positive environmental attitudes and behaviors than students of Law and Information Technology or Mass Communication and Humanities colleges. Engineering students have the least positive environmental attitudes and behaviors. The results generally assert the importance of environmental education in university.

This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass Communication and Humanities, Engineering, Dentistry and Pharmacy). The Attitudes and Behavior Scale Towards the Environment (ABSTE) was used to investigate students' attitudes and behavior towards the environment, and a questionnaire was used to evaluate the environmental sciences course. Results revealed wide differences in the environmental attitudes and behaviors between the undergraduate students enrolled in environmental sciences course and others who did not study the course yet. Findings also showed that females have higher positive environmental attitudes and behaviors than males. Students of Dentistry and Pharmacy colleges have higher positive environmental attitudes and behaviors than students of Law and Information Technology or Mass Communication and Humanities colleges. Engineering students have the least positive environmental attitudes and behaviors. The results generally assert the importance of environmental education in university.

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Includes bibliographies

The aerospace community continues to push the envelope in engineering aircraft that fly higher, faster, and safer while operating with a greater degree of efficiency. To meet these operational requirements innovative aerospace components must be designed to operate in aggressive environments. This research will investigate the ultimate compressive strength and the compressive creep behavior of Nextel(TM) 720/Alumina ceramic matrix composite at 1200 deg. C in air and 100% steam environments. The effects of creep loading history on the tensile and compressive material behavior will also be examined. The primary strengths of the N720/A composite are its oxide/oxide composition which inherently resists oxidation and a porous matrix which enables crack deflection producing enhanced matrix damage tolerance. Mechanical testing showed a significant decrease in the compressive performance of N720/A when exposed to steam environment. Conversely, N720/A specimens tested in compressive creep in air experienced an increase in compressive performance. SEM analysis showed that densification of the alpha-alumina matrix occurred in both test environments. In air densification sinters the matrix resulting in a strengthening effect. Whereas, in steam environment analysis shows the addition of hydrogen induces hydrothermal softening of the matrix resulting in a significant loss of the compressive performance of N720/A.

The long-term goal of this project is the integration of the Marine Mammal Movement and Behavior (3MB) model into the Effects of Sound on the Marine Environment (ESME) program and how it contributes to the ultimate goal of creating an environmental assessment tool for activities that introduce high levels of sound into the ocean, particularly activities of the U.S. Navy. The objectives of this effort are as follows: (1) to expand the species library available for use in 3MB, (2) to continue incorporating the ability to project environmental influences on simulated animal (animat) movement, (3) to compare the animat implementation in environmental assessment procedures with static distribution approaches, and (4) to incorporate the ability to emulate an animal's vocal behavior within the animat representation.

Integration of the Marine Mammal Movement and Behavior (3MB) model into the Effects of Sound on the Marine Environment (ESME) program contributes to the ultimate goal of creating an environmental assessment tool for activities that introduce high levels of sound into the ocean, particularly activities of the U.S. Navy. The objectives of the effort are to 1) expand the species library available for use in 3MB, 2) continue incorporating the ability to project environmental influences on simulated animal (animat) movement, 3) compare the animat implementation in environmental assessment procedures with static distribution approaches, and 4) incorporate the ability to emulate an animal's vocal behavior within the animat representation.

Integration of the Marine Mammal Movement and Behavior (3MB) model into the Effects of Sound on the Marine Environment (ESME) program contributes to the ultimate goal of creating an environmental assessment tool for activities that introduce high levels of sound into the ocean, particularly activities of the U.S. Navy. The objectives of the effort are to 1) expand the species library available for use in 3MB, 2) continue incorporating the ability to project environmental influences on simulated animal (animat) movement, 3) compare the animat implementation in environmental assessment procedures with static distribution approaches, and 4) incorporate the ability to emulate an animal's vocal behavior within the animat representation.

Integration of the Marine Mammal Movement and Behavior (3MB) model into the Effects of Sound on the Marine Environment (ESME) program contributes to the ultimate goal of creating an environmental assessment tool for activities that introduce high levels of sound into the ocean, particularly activities of the U.S. Navy. The objectives of the effort are to 1) expand the species library available for use in 3MB, 2) continue incorporating the ability to project environmental influences on simulated animal (animat) movement, 3) compare the animat implementation in environmental assessment procedures with static distribution approaches, and 4) incorporate the ability to emulate an animal's vocal behavior within the animat representation.

The Virtual Scavenger Hunt (VSH) project was carried out by Novamente LLC for AOARD during June 2008 - February 2009. It involved the development of an environment within the Multiverse virtual world, oriented toward allowing individuals to acquire and reinforce skills via interacting with each other and with AI-controlled agents in a class of virtual-world based gaming situations called scavenger hunt scenarios (scenarios in which teams combining humans and AIs compete to find hidden objects in complex environments). The family of scavenger hunt scenarios was chosen because of its value in emulating various relevant real-world situations; and also because of its amenability toward allowing the study of various aspects of human behavior, interaction and communication in the context of game-play.

This bibliography contains an alphabetical listing of approximately 500 references dealing with human spatial behavior in institutions, public places and generally environments ranging from the scale of a room to a geographic large scale environment. The purpose of the bibliography is to respond to the growing interest in the study of human spatial behavior as it relates to elements of the social and physical environment. A framework of variables relating to the three organizing concepts of space, behavior, and examples of units of analysis, are presented. (LK)

The purpose of study 5 is to examine the role of enacted prosocial behavior interacting with perceived economic inequality on reciprocity from the perspective of bystanders. This study will manipulate enacted prosocial behavior (of actors) through hypothetical scenarios, and manipulate perceived economic inequality through Bimboola paradigm.

Cover title

This paper describes a conceptual framework for studying the family environment that (1) incorporates recent advances in understanding multiple social influences on behavior; (2) recognizes common and idiosyncratic characteristics of families as social units; (3) identifies research strategies that can be used to assess families; and (4) generates hypotheses about the reasons families function differently. The discussion begins with an exploration of basic issues used to conceptualize the family and its behavior as a unit. Subsequent discussion identifies major domains of family functioning, with the purpose of underscoring the importance of assessing the family environment in terms of its potential contribution to diverse aspects of development. Presented next is a conceptual framework designed to account for variation in the ways in which families function across domains. Four major elements relevant to family functioning are considered: goals, strategies for attaining goals, resources, and individual life experiences. The elements of the conceptual framework are referred to by the acronym, GSRI. After a description of the GSRI model, discussion focuses on the types of variables needed to apply the GSRI framework to a contextual analysis of family functioning, and considers other related methodological issues. The GSRI model is compared to three other approaches: the confluence and circumplex models and dimensional analyses of parenting behavior. (RH)

This paper describes a conceptual framework for studying the family environment that (1) incorporates recent advances in understanding multiple social influences on behavior; (2) recognizes common and idiosyncratic characteristics of families as social units; (3) identifies research strategies that can be used to assess families; and (4) generates hypotheses about the reasons families function differently. The discussion begins with an exploration of basic issues used to conceptualize the family and its behavior as a unit. Subsequent discussion identifies major domains of family functioning, with the purpose of underscoring the importance of assessing the family environment in terms of its potential contribution to diverse aspects of development. Presented next is a conceptual framework designed to account for variation in the ways in which families function across domains. Four major elements relevant to family functioning are considered: goals, strategies for attaining goals, resources, and individual life experiences. The elements of the conceptual framework are referred to by the acronym, GSRI. After a description of the GSRI model, discussion focuses on the types of variables needed to apply the GSRI framework to a contextual analysis of family functioning, and considers other related methodological issues. The GSRI model is compared to three other approaches: the confluence and circumplex models and dimensional analyses of parenting behavior. (RH)

This paper describes a conceptual framework for studying the family environment that (1) incorporates recent advances in understanding multiple social influences on behavior; (2) recognizes common and idiosyncratic characteristics of families as social units; (3) identifies research strategies that can be used to assess families; and (4) generates hypotheses about the reasons families function differently. The discussion begins with an exploration of basic issues used to conceptualize the family and its behavior as a unit. Subsequent discussion identifies major domains of family functioning, with the purpose of underscoring the importance of assessing the family environment in terms of its potential contribution to diverse aspects of development. Presented next is a conceptual framework designed to account for variation in the ways in which families function across domains. Four major elements relevant to family functioning are considered: goals, strategies for attaining goals, resources, and individual life experiences. The elements of the conceptual framework are referred to by the acronym, GSRI. After a description of the GSRI model, discussion focuses on the types of variables needed to apply the GSRI framework to a contextual analysis of family functioning, and considers other related methodological issues. The GSRI model is compared to three other approaches: the confluence and circumplex models and dimensional analyses of parenting behavior. (RH)

This paper describes a conceptual framework for studying the family environment that (1) incorporates recent advances in understanding multiple social influences on behavior; (2) recognizes common and idiosyncratic characteristics of families as social units; (3) identifies research strategies that can be used to assess families; and (4) generates hypotheses about the reasons families function differently. The discussion begins with an exploration of basic issues used to conceptualize the family and its behavior as a unit. Subsequent discussion identifies major domains of family functioning, with the purpose of underscoring the importance of assessing the family environment in terms of its potential contribution to diverse aspects of development. Presented next is a conceptual framework designed to account for variation in the ways in which families function across domains. Four major elements relevant to family functioning are considered: goals, strategies for attaining goals, resources, and individual life experiences. The elements of the conceptual framework are referred to by the acronym, GSRI. After a description of the GSRI model, discussion focuses on the types of variables needed to apply the GSRI framework to a contextual analysis of family functioning, and considers other related methodological issues. The GSRI model is compared to three other approaches: the confluence and circumplex models and dimensional analyses of parenting behavior. (RH)

Withdrawn and disruptive students can make progress in an alternative school where they receive individualized instruction and attention with a system of earned credits and fines. The student body in an alternative school may be hetereogeneous, ranging from the borderline mentally retarded and learning disabled to the emotionally disturbed. Their ages can range from 13 to 19. However, the students have several factors in common: their personalities are out of control; they are seeking information about boundaries for their behavior; and they need success in a school environment. The academic work done by students can be a source of positive reinforcement if it starts at a point where success can be attained. By setting up a system where students must perform according to a self-imposed contract, with privileges and grades earned through a point system, both boundaries and goals are clarified. Misbehavior, such as showing disrespect for teachers or for other students, smoking, or cheating, is punished by penalty points taken away from the contract. The only way students can fulfill their contracts is to achieve the agreed-upon number of points, through classroom assignments, listening to lectures, or doing office work. Students accumulate and can "spend" their points on grades, free time, or other privileges. This method, based on an economy of trade-offs, rechannels 95 percent of the destructive energy generated by withdrawn and disruptive students. (FG)

In this thesis, we study the diffusive and ballistic behaviors of random walk in random environment (RWRE) in an integer lattice with dimension at least 2. Our contributions are in three directions: a conditional law of large numbers and regeneration structures for RWRE in Gibbsian environments, quenched invariance principles for balanced elliptic (but non uniformly elliptic) environments, and a proof of the Einstein relation for balanced iid uniformly elliptic environments.

Environment and Behavior 1987: Volume 19 , Issue Index. Digitized from IA1532428-05 . Previous issue: sim_environment-and-behavior_1986-11_18_6 . Next issue: sim_environment-and-behavior_1987-01_19_1 .

Environment and Behavior 1979: Volume 11 , Issue Index. Digitized from IA1532428-05 . Previous issue: sim_environment-and-behavior_1978-12_10_4 . Next issue: sim_environment-and-behavior_1979-03_11_1 .

Includes bibliographical references (p. 297-332) and index

Includes bibliographical references (p. 297-332) and index

Includes bibliographical references (p. 297-332) and index

The aerospace field requires structural materials that can maintain superior mechanical properties while subjected to high temperatures and oxidizing environments. This research investigated the effect of hold times at maximum load on fatigue performance of a Nextel 720/Alumina ceramic matrix composite at 1200 C, explored the influence of environment on material response to cyclic loading with hold times at maximum load, and assessed the effects of loading history on material behavior and environmental durability. The N720/A composite relies on an oxide/oxide composition for inherent oxidation resistance and a porous matrix with no interphase between the fiber and matrix for damage tolerance. Mechanical testing results showed a significant decrease in material life and performance in a steam environment when compared to tests conducted in a laboratory air environment. Prior fatigue of specimens tested in the air environment resulted in an order of magnitude increase in creep life. Fracture surface observations with a Scanning Electron Microscope showed a correlation between an increase in fiber pull-out and increased time to failure. A qualitative spectral analysis indicated evidence of silicon species migration from the fiber to the matrix, especially in the steam environment. This may be the cause of the decreased creep performance of the material in the steam environment.

The aerospace field requires structural materials that can maintain superior mechanical properties while subjected to high temperatures and oxidizing environments. This research investigated the effect of hold times at maximum load on fatigue performance of a Nextel 720/Alumina ceramic matrix composite at 1200 C, explored the influence of environment on material response to cyclic loading with hold times at maximum load, and assessed the effects of loading history on material behavior and environmental durability. The N720/A composite relies on an oxide/oxide composition for inherent oxidation resistance and a porous matrix with no interphase between the fiber and matrix for damage tolerance. Mechanical testing results showed a significant decrease in material life and performance in a steam environment when compared to tests conducted in a laboratory air environment. Prior fatigue of specimens tested in the air environment resulted in an order of magnitude increase in creep life. Fracture surface observations with a Scanning Electron Microscope showed a correlation between an increase in fiber pull-out and increased time to failure. A qualitative spectral analysis indicated evidence of silicon species migration from the fiber to the matrix, especially in the steam environment. This may be the cause of the decreased creep performance of the material in the steam environment.

The aerospace field requires structural materials that can maintain superior mechanical properties while subjected to high temperatures and oxidizing environments. This research investigated the effect of hold times at maximum load on fatigue performance of a Nextel 720/Alumina ceramic matrix composite at 1200 C, explored the influence of environment on material response to cyclic loading with hold times at maximum load, and assessed the effects of loading history on material behavior and environmental durability. The N720/A composite relies on an oxide/oxide composition for inherent oxidation resistance and a porous matrix with no interphase between the fiber and matrix for damage tolerance. Mechanical testing results showed a significant decrease in material life and performance in a steam environment when compared to tests conducted in a laboratory air environment. Prior fatigue of specimens tested in the air environment resulted in an order of magnitude increase in creep life. Fracture surface observations with a Scanning Electron Microscope showed a correlation between an increase in fiber pull-out and increased time to failure. A qualitative spectral analysis indicated evidence of silicon species migration from the fiber to the matrix, especially in the steam environment. This may be the cause of the decreased creep performance of the material in the steam environment.

This paper deals with the issue of black-white differences in cognitive skills. Some authorities attribute these differences to differences in the environments of black and white homes. Others state that the differences are due to differences in genes, i.e., heredity. Scholars holding these two opposing views have become more or less entangled in an endless debate since Jensen published his article in 1969. The purpose of this paper is to suggest an alternative, structural explanation. The hypothesis proposed here is that black-white differences are due to adaptation to different cognitive requirements of their respective positions in the American caste system. In particular, it argues that the ascribed status of blacks which restricts them from participating in higher levels of American techno-economic organization has resulted in blacks evolving patterns of cognitive skills which are different from those developed by white Americans. This hypothesis has the advantage in that it can be applied to explain the observed differences between black males and black females as well as to minority-majority differences in other societies where similar pariah groups exist. Its significance for social policy lies in the fact that it identifies the cause rather than the symptoms of black educational problems. (Author/JM)

This paper deals with the issue of black-white differences in cognitive skills. Some authorities attribute these differences to differences in the environments of black and white homes. Others state that the differences are due to differences in genes, i.e., heredity. Scholars holding these two opposing views have become more or less entangled in an endless debate since Jensen published his article in 1969. The purpose of this paper is to suggest an alternative, structural explanation. The hypothesis proposed here is that black-white differences are due to adaptation to different cognitive requirements of their respective positions in the American caste system. In particular, it argues that the ascribed status of blacks which restricts them from participating in higher levels of American techno-economic organization has resulted in blacks evolving patterns of cognitive skills which are different from those developed by white Americans. This hypothesis has the advantage in that it can be applied to explain the observed differences between black males and black females as well as to minority-majority differences in other societies where similar pariah groups exist. Its significance for social policy lies in the fact that it identifies the cause rather than the symptoms of black educational problems. (Author/JM)

Environment and Behavior 1986: Volume 18 , Issue Index. Digitized from IA1532428-05 . Previous issue: sim_environment-and-behavior_1985-11_17_6 . Next issue: sim_environment-and-behavior_1986-01_18_1 .

Environment and Behavior 1994: Volume 26 , Issue Index. Digitized from IA1532428-05 . Previous issue: sim_environment-and-behavior_1993-11_25_6 . Next issue: sim_environment-and-behavior_1994-01_26_1 .

Environment and Behavior 1997: Volume 29 , Issue Index. Digitized from IA1532428-05 . Previous issue: sim_environment-and-behavior_1996-11_28_6 . Next issue: sim_environment-and-behavior_1997-01_29_1 .

Environment and Behavior 2004: Volume 36 , Issue Index. Digitized from IA1532428-07 . Previous issue: sim_environment-and-behavior_2003-11_35_6 . Next issue: sim_environment-and-behavior_2004-01_36_1 .

Environment and Behavior 2004: Volume 36 , Issue Index. Digitized from IA1532428-07 . Previous issue: sim_environment-and-behavior_2003-11_35_6 . Next issue: sim_environment-and-behavior_2004-01_36_1 .

Environment and Behavior 2004: Volume 36 , Issue Index. Digitized from IA1532428-07 . Previous issue: sim_environment-and-behavior_2003-11_35_6 . Next issue: sim_environment-and-behavior_2004-01_36_1 .

The objective of the study was to explore how social mindies or the process social units of mind, social interaction, and private and public behavior are related in the time interval between 13 and 16 years of age. A "mindy" is a unit process of mind constructed through using a mental shape as a sketch for mindy processing. A social mindy is a mindy that channels social interaction into a conservative rut. Conservatism of social interaction produces a divergence from public and private behavior during the years from 13 to 16. The subjects were 106 secondary comprehensive school students in Finland. An axiom of mindy was constructed based on results of previous studies, and a hypothesis was derived from the axiom. Three questionnaires were constructed for variables other than the social mindies, which were measured with a developed test. The reliability and validity of the measures were evaluated. The dynamic evaluation included an application of the Bayes tree for the calculation of conditional probabilities. The hypothesis was not corroborated and the results seemed merely serendipitous. Results indicate the existence of a trim effect and dicausalities between the variables. In addition, results indicate that social behavior can be ostensible and that during the time between ages 13 and 16 subjects become perplexed with the social environment. An educational application for teaching social skills and a further refinement of educational theory are presented. (Contains five tables, one figure, and six references.) (Author/SLD)

The objective of the study was to explore how social mindies or the process social units of mind, social interaction, and private and public behavior are related in the time interval between 13 and 16 years of age. A "mindy" is a unit process of mind constructed through using a mental shape as a sketch for mindy processing. A social mindy is a mindy that channels social interaction into a conservative rut. Conservatism of social interaction produces a divergence from public and private behavior during the years from 13 to 16. The subjects were 106 secondary comprehensive school students in Finland. An axiom of mindy was constructed based on results of previous studies, and a hypothesis was derived from the axiom. Three questionnaires were constructed for variables other than the social mindies, which were measured with a developed test. The reliability and validity of the measures were evaluated. The dynamic evaluation included an application of the Bayes tree for the calculation of conditional probabilities. The hypothesis was not corroborated and the results seemed merely serendipitous. Results indicate the existence of a trim effect and dicausalities between the variables. In addition, results indicate that social behavior can be ostensible and that during the time between ages 13 and 16 subjects become perplexed with the social environment. An educational application for teaching social skills and a further refinement of educational theory are presented. (Contains five tables, one figure, and six references.) (Author/SLD)

The objective of the study was to explore how social mindies or the process social units of mind, social interaction, and private and public behavior are related in the time interval between 13 and 16 years of age. A "mindy" is a unit process of mind constructed through using a mental shape as a sketch for mindy processing. A social mindy is a mindy that channels social interaction into a conservative rut. Conservatism of social interaction produces a divergence from public and private behavior during the years from 13 to 16. The subjects were 106 secondary comprehensive school students in Finland. An axiom of mindy was constructed based on results of previous studies, and a hypothesis was derived from the axiom. Three questionnaires were constructed for variables other than the social mindies, which were measured with a developed test. The reliability and validity of the measures were evaluated. The dynamic evaluation included an application of the Bayes tree for the calculation of conditional probabilities. The hypothesis was not corroborated and the results seemed merely serendipitous. Results indicate the existence of a trim effect and dicausalities between the variables. In addition, results indicate that social behavior can be ostensible and that during the time between ages 13 and 16 subjects become perplexed with the social environment. An educational application for teaching social skills and a further refinement of educational theory are presented. (Contains five tables, one figure, and six references.) (Author/SLD)

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Cover title

Cover title