The present study examined the psychometric properties of the Diagnostic Interview Schedule for Children (DISC-IV), specifically the disruptive behavior module for preschool-age children. The participants were 128 children (M = 4.43 years, SD = .54; Girls = 63) of African American (n = 37), European American (n = 41), Latino American (n = 38), and Mixed Ethnic (n = 12) background from Western Massachusetts. The overall internal consistency, concurrent validity, and predictive validity of the ADHD and ODD subsections were examined. Gender and ethnicity were examined as potential moderators of those as well. The DISC-IV and a behavior rating scale for teachers were administered at the beginning of the school year and the administration of the rating scale occurred again at end of the school year. The DISC-IV ADHD and ODD subsections exhibited acceptable overall internal consistency. The concurrent validity of the ADHD subsection was also found, but not for the ODD subsection. Most importantly, both DISC-IV subsections exhibited overall predictive validity, above initial teacher ratings. Partially supporting our hypotheses, ethnicity moderated the concurrent validity of the DISC-IV ADHD subsection, with DISC-IV scores of African American children having a stronger association with teachers’ ratings; boys also exhibited a stronger association than girls although not reaching significance. Also approaching significance, the DISC ADHD subsection appeared to predict year-end teacher ratings better for African American children than for European American and Latino American children. Overall, the DISC-IV was found to be a psychometrically reliable and valid diagnostic instrument for preschool-age children.

Scholars contend that media accountability to the public and professional stakeholders has been improving in recent years because of the increased use of digital platforms. Since most studies related to online news media accountability have focused on developed countries, this research study examines the state of accountability in online news media in Nepal, where access to online media is very limited and audiences are barely aware of media's journalistic responsibilities. By employing case study research method with three data sources, this research study assesses the state of online media accountability in Nepal, key challenges for ensuring accountability in journalism created using digital platforms, and the role of audiences in making online news media accountable. The study finds that Internet accessibility, media literacy, and availability of resources are the primary challenges to making media accountable in Nepal. The study concludes by offering recommendations for future research and practical applications.

With the increase of cooperation between America and China, the average person's perception of the other country could be an important factor that influences the development of the relationship between these countries. This study was designed to explore how Americans student journalists view China and how these student journalists select the news for a campus newspaper that might influence their readers' perceptions of China. Student journalists not only represent American youth but also act as connectors and filters between a huge flow of information outside and students on campus. A convenience census sample of student journalists at a campus newspaper were surveyed and interviewed. The results showed that although Americans student journalists know more about China than before, Orientalism is still alive in their perceptions and representations of China. They have both strange "Other" and romantic images about China. They view China as a communist evil with less democracy; yet at the same time think of China as a romantic mystery with a fabulous history and colorful culture. In the process of American student journalists constructing their perceptions about China, mass media play a role of agenda-setter. Subjects depended on mass media to get to know China, and their perceptions of China mirror the orientation of the government's policy and mass media's coverage.

Informal caregiving is growing in demand and is far from a uniform experience. Some caregivers report burdensome effects, while others attest to a wide range of benefits associated with their role. In the context of informal caregivers of persons affected by chronic neurological conditions (CNCs), psychological resilience is increasingly being explored as a protective factor that may account for variability in the caregiver experience; however, multiple sclerosis (MS) caregivers are noticeably absent from this body of work. To synthesize current evidence concerning resilience conceptualizations, assessments, and health correlates within this population, this thesis included a systematic review of resilience in CNC informal caregivers in which MS caregivers were unrepresented. Following this review, a qualitative study was conducted in informal MS caregivers to ascertain MS caregivers’ conceptualizations and unique lived experiences of resilience. Twenty-four semi-structured interviews of Canadian MS informal caregivers were conducted. Informed by the socioecological model of resilience in caring relationships, transcripts were analyzed using flexible thematic analysis. In support of the conceptual ambiguity of resilience, caregivers did not concur on a single resilience conceptualization. Emergent themes contributed to the creation of a cyclical model of resilience that incorporates adversity in the form of continuous loss and obstructed health-related self-care, individual and community resources, and multilevel adaptive pathways. We use our model to prompt future research directions and inform the development of effective resilience-enhancing interventions for MS caregivers.

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No / The number of young people in Europe who are not in education, employment or training (NEET) is increasing. Given that young people from disadvantaged backgrounds tend to have diets of poor nutritional quality, this exploratory study sought to understand barriers and facilitators to healthy eating and dietary health promotion needs of unemployed young people aged 16–20 years. Three focus group discussions were held with young people (n = 14). Six individual interviews and one paired interview with service providers (n = 7). Data were recorded, transcribed verbatim and thematically content analysed. Themes were then fitted to social cognitive theory (SCT). Despite understanding of the principles of healthy eating, a ‘spiral’ of interrelated social, economic and associated psychological problems was perceived to render food and health of little value and low priority for the young people. The story related by the young people and corroborated by the service providers was of a lack of personal and vicarious experience with food. The proliferation and proximity of fast food outlets and the high perceived cost of ‘healthy’ compared to ‘junk’ food rendered the young people low in self-efficacy and perceived control to make healthier food choices. Agency was instead expressed through consumption of junk food and drugs. Both the young people and service providers agreed that for dietary health promotion efforts to succeed, social problems needed to be addressed and agency encouraged through (individual and collective) active engagement of the young people themselves.

A meta-evaluation of the Taiwan Ministry of Education's 1990 National Technology Institutes Evaluation practices was conducted. The major focus of the meta-evaluation was to compile pertinent information and to make comparisons of performance relative to the utility, feasibility, propriety, and accuracy of the Taiwan Ministry of Education's 1990 National Technology Institutes Evaluation practices as perceived by the evaluation team members (evaluators) and the stakeholders (the evaluated). The evaluation team and stakeholders were also asked to assess the importance of 30 Program Evaluation Practice Standards for the evaluation. Data were collected through mailed questionnaires and informal interviews. Information gleaned from this study were based on responses received from the 1990 Taiwan National Technology Institutes Evaluation team members and the stakeholders including institute presidents and academic program leaders. Results of the study provided the basis for improving the evaluation practices of the Taiwan National Technology Institutes Evaluation including recommendations for improving the evaluation model, policies, procedures, and practices. Results of the study revealed that: 1. The evaluation team and stakeholders held similar beliefs regarding the importance of the 30 Program Evaluation Practice Standards for the 1990 Taiwan National Technology Institutes Evaluation. The Program Evaluation Practice Standards were perceived as important ideals for the orientation of the process and practice of evaluation in Taiwan. 2. The evaluation team and stakeholders gave similar assessments as to the utility, feasibility, propriety, and accuracy of the 1990 Taiwan National Technology Institutes Evaluation practice. Based upon analyses of the data, the findings indicated that the evaluation system employed by the Taiwan Ministry of Education produces outcomes that are overall acceptable to both the evaluators and the evaluated. As the result, recommendations were offered and reviewed by a panel of experts in Taiwan. / Ph. D.

Background- Diagnostic radiography is an established method of investigating child safeguarding concerns. The role of the radiographer in identifying signs that represent safeguarding concerns and acting as a conduit between the patient and other professionals is less well understood. Aims- To evaluate the role of the radiographer in child safeguarding. Establish the contributory factors that influence that role and identify the measures that can be taken to maximise the contribution that could be made to protect patients. Methods- A multimethod approach of two studies (KAP survey and semi-structured interviews) was implemented sequentially to permit the second study to be influenced by the results of the first. Results - An inconsistent knowledge base in terms of child safeguarding exists. A positive attitude towards the profession’s role was identified and an inference that the profession does contribute to the escalation process, albeit only exceptionally. Conclusion- Those in the earlier stages of their career are most in need of recognising suspicious appearances. Radiographic appearances are commensurate with the modality utilised and needs accounting for within education. Contemporary practice makes assessment of more abstract appearances of child safeguarding concerns challenging. The systems of escalating concerns are known, and the profession is willing and able to contribute. Recommendations- Educational focus on the recognition of pathognomonic signs of abuse and aetiology to permit recognition of occasions when injury and clinical history disagree. Education should also include child safeguarding concerns commensurate with the modality utilised and as part of image reporting. Further research is needed to promote the role of the profession and to evaluate the impact of technological advancement on the profession’s capability to contribute effectively.

Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act put pressure on educators to close the achievement gap that exists for economically disadvantaged students. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. This study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. This PD was based on research from multiple studies on educators' perspectives and effective teaching strategies for poor students. The study was conducted using action research, with a mixed-methods approach, incorporating the quantitative analysis of surveys and the qualitative analysis of professional learning experiences and interviews. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty. / Doctor of Education / Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act required educators to close the achievement gap that exists for students from poverty. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. The study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty.