Thesis (Ph. D.)--Princeton University, 1978. / Includes bibliographical references (leaves 532-545).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 161-186).

Death due to Acquired Immune Deficiency Syndrome (AIDS) is a particularly difficult loss to cope with because of the stigma surrounding the disease (Nelkin, Willis, & Parris, 1991). Adolescents who are faced with the death of a parent to AIDS are likely to be dealing with an aura of secrecy which hinders their opportunities to receive social support and their abilities to cope with their loss (Nagler, Adnopoz, & Forsyth, 1995). A study was conducted to investigate the relationship between social support and depression levels, living situations, number of coping strategies, gender, and whether a teen reported their parent's cause of death as AIDS. Participants included 15 males and 5 females, between the ages of 11 and 17 years, who had one or both parents die from AIDS. Interviews were conducted and data was collected on the following variables: the total number of people who provided informational and emotional support; the reported satisfaction as a total amount as well as an overall average rating of the satisfaction with the information; the reported dependability as a total amount as well as an overall average rating of the dependability of the emotional support; a depression score: the teen's living situation; the total number of coping strategies utilized; and the frequency of the reported cause of death as AIDS. Results indicate that higher amounts of support are related to greater numbers of coping strategies, and a greater likelihood of reporting a parent's cause of death as AIDS. In addition, female adolescents reported a greater number of coping strategies than male adolescents. Depression was not found to correlate with measures of informational or emotional support. Whether a teen resided in a residential treatment facility or in a home with relatives or a foster family was not correlated with depression levels, informational or emotional support, or number of coping strategies.

No description available.

The lower retention and success rates of Black and Latine students in the Cinema/TV Department at a Hollywood-based community college reflect a broader diversity issue in the entertainment industry. This qualitative, arts-based study focused on student voice and the power of counternarratives by utilizing participatory action research to determine Black and Latine student sense of belonging. Four participants engaged 19 of their fellow students in dialogues using the social media platform TikTok to discover what their lived experiences were in the department, and what those narratives revealed about their sense of belonging and support systems. The resulting 54 TikTok videos and participant interviews revealed that Black and Latine students did feel a sense of belonging in the department when it came to peer acceptance and resources, but their belonging could be greatly increased with more diverse curriculum and faculty, and more opportunities to create community. Findings demonstrated that centering student voice in the classroom is key to creating safe and inclusive spaces for Black and Latine students, who might then feel a greater sense of belonging, which in turn can increase their retention and success rates in the department and lead to greater opportunities for employment in the film and television industry, further diversifying the media landscape.

陳建. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 183-194) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Chen Jian.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 232-243).

Thesis (M.S.W.)--University of Hong Kong, 1992.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 232-243). Also available in print.

No description available.