MSc, Occupational Therapy, Faculty of Health Sciences, University of the Witwatersrand, 2008 / Purpose of this study was to develop an appropriate and valid hand function assessment: the Steinmann-Obermeyer questionnaire (SOQ) for clients attending the Rheumatology Clinic at Kalafong Hospital. To achieve this • the construct validity of the SOQ had to be examined by assessing the face and content validity. • the criterion –related validity of the SOQ was assessed using convergent, concurrent and discriminative validity compared to pain, severity of deformity and disease severity. • the criterion –related validity of the SOQ was further assessed using the predictive validity by assessing normal subjects with the SOQ. Objective: The objective of this study was to test the following null hypotheses: 1.4.1 The SOQ is not a valid method of evaluating the functional ability of rheumatology clients treated at Kalafong hospital out patient clinic. 1.4.2 There is no correlation between the severity of the rheumatic disease and the score obtained by the SOQ. 1.4.3 There is no correlation between the disease activity and the score obtained by the SOQ. 1.4.4 There is no correlation between the client’s assessment of their level of pain and the score obtained by the SOQ. Method. The SOQ consisted of 48 questions, was translated into Sotho and Zulu and was administered and analysed on 96 arthritic clients between 18 and 69 years of age. An occupational therapy assistant (OTA), who spoke both the tribal languages fluently, completed the questionnaire with each client. An interviewer-administered format was used because many of the clients were illiterate. Results. After the analyses were completed, three questions were excluded and the final questionnaire consisted of 45 questions. This questionnaire was found to be a valid method of evaluating the functional ability of rheumatology clients treated at Kalafong hospital. Clients with severe functional limitations scored high on the questionnaire and those with minimal functional difficulty scored low on the questionnaire. The questionnaire scores correlated significantly with the pain levels experienced by the clients and their disease activity. The statistical analyses also showed that there is no correlation between the questionnaire score and the deformities of the clients. Inter-rater reliability was established. Conclusion. The 45-question occupational performance evaluation was developed, analysed and proven to be valid and sensitive for use with rheumatology clients with hand function difficulties at the Kalafong rheumatology clinic.

Purpose: The purpose of this investigation was to assess athlete perceptions of an athlete monitoring program throughout an academic year and coach perceptions throughout a competitive season. The secondary purpose was to develop a questionnaire designed to assess coach and athlete perceptions of the monitoring program. Methods: Athletes and coaches participating in the athlete monitoring program at East Tennessee State University’s (ETSU) Sport Performance Enhancement Consortium (SPEC) were invited to participate. Reliability for the coach and athlete questionnaires and principle components analysis (PCA) of the athlete questionnaire was completed after initial development of the questionnaire (11 questions for athletes and 20 for coaches) in the spring of 2013. To analyze changes throughout the academic year, 4 additional questionnaires were administered at the beginning and end of the fall 2013 and spring 2014 semesters. Results: Both athlete and coach questionnaires were considered reliable (athletes = 0.842, coaches = 0.919). PCA revealed a 3 component model (KMO = 0.798, Bartlett’s test of Sphericity = p < 0.001) with eigenvalues over one explaining 68.88% of total variance. Statistical differences between the pre and all other time points were noted for athlete’s perceptions of the SPEC programs influence on overall performance, skill, strength, speed, power, and understanding of the SPEC monitoring protocols. Coachs’ perceptions were statistically different from pre-to postseason only for skill. Conclusion: The questionnaire was shown reliable and can be considered for future use. The first component of the PCA revealed that perceptions of overall performance are influenced by perceptions of strength, skill, and power and agreement that testing data reflects performance, while the second showed that aerobic and anaerobic endurance as well as speed are all highly correlated and, finally, the third revealed that athletes’ understanding of the SPEC program monitoring increased with return of data. Overall, perceptions of the SPEC programs ability to influence the components assessed by the questionnaire were positive ranging from no different to much better for coaches and athletes. In conclusion, the SPEC athlete monitoring program seems to be a beneficial model for enhancing athletes’ and coaches’ perceptions of certain aspects of performance.

In this study, a theory that identified salience and immediacy as two constructs that significantly determine questionnaire response rates was tested. This theory emphasized the importance of identifying and rating factors that impact the immediacy and salience of a questionnaire to a specific population. It was proposed that factors that make a questionnaire highly immediate and salient to a given population should be identified first, and then implemented into the construction and administration of the questionnaire. In this way, researchers can manipulate the variables, which will maximize the response rate for their specific population before distribution. A questionnaire that is highly immediate and salient to a given population was estimated to achieve a response rate of 80% or higher. The immediacy and salience of several manipulable variables of a questionnaire were rated by a sample characteristically similar to the target population. Three treatments of the questionnaire were sent to three randomly assigned groups of the population. These treatments varied from low, moderate, to high immediacy and salience based on the ratings. An analysis of the ratings revealed a very strong direct relationship between salience and immediacy. Variables of the questionnaire were rated very similarly between the two constructs. Contrary to Christensen's theory, different levels of immediacy and salience were not found to interact. However, a direct relationship was found between immediacy and salience levels, and final response rates, which was consistent with the theory. The order of response rate percentages for each treatment group reflected the degree of immediacy and salience as measured by the raters.

Assessing FV intake among young children is difficult and can be a time- consuming, resource-intensive, and burdensome. The aim of this study was to create a simple, self-assessment tool to estimate and detect changes in FV consumption among fourth and fifth graders. Such a tool would ease the complications and resources of other diet assessment options that are used to measure FV consumption when implementing school-based nutrition programs.The questionnaire provided a moderately valid estimate of lunchtime FV consumption, but it was inconsistent at detecting small, yet important increases in FV consumption between time points. The ability of the questionnaire to measure total FV consumption was also tested and found to be poor. In addition, having the students record what they ate on a food tracker during meals did not improve performance on the questionnaire.The tool examined in this study could provide a reasonable estimate of average lunchtime FV consumption among fourth and fifth grade children, but could not be used to detect sensitive changes in consumption during a FV intervention study. While it is difficult for children to recall dietary information, it beneficial to continue to explore the development of a self-report questionnaire that can accurately assess total FV intake in children.

Thesis (Ph. D.) -- University of Tennessee, Knoxville, 2005. / Vita. Includes bibliographical references. Also available online via the University of Tennessee ETD website (http://web.utk.edu/~thesis/etd.shtml).

In a society where adolescent technology use is a dominant presence, the potential for adolescent cyberbullying has increased. It has become a phenomenon that warrants research attention. In North America, adolescent cyberbullying research is still in the exploratory stages. Current North American research has focused on younger populations (Beran & Li, 2005; Cochrane, 2008; Li, 2005; 2006; 2007; Patchin & Hinduja, 2006). However, adolescence is a period of dramatic change that encompasses all areas of development (Arnett, 2004; Berk, 2004; Hinduja & Patchin, 2008). These factors form the basis and motivations for this research. This study explored adolescent cyberbullying in Canada with the hope of providing preliminary research attention on a serious issue. Specifically, this study explored the following questions:<p> 1. What was the extent of cyberbullying among grade ten, eleven and twelve students in urban Saskatchewan?<p> 2. What was the relationship between traditional bullying and cyberbullying?<p> 3. What did the experiences of cyberbullying look like (both as a perpetrator and as a victim)? How were the victims impacted?<p> 4. How did individuals respond to cyberbullying (as a bystander)?<p> 5. What were the students opinions on adult responses to cyberbullying?<p> Answering these questions were 476 students from one large Catholic and two large public high schools in urban Saskatchewan. Students from grade 10 and, primarily, grades 11 and 12 anonymously completed a paper-pencil questionnaire. Of these students, 44.0% disclosed they had been a victim of cyberbullying and 31.3% reported they had been a cyberbully. Two-thirds (64.5%) also admitted knowing at least one individual who had been a victim of cyberbullying. Students shared a range of negative emotions and effects that they experienced as a result of being a victim of cyberbullying. The most commonly reported were anger and sadness or hurt. Overall, significant differences in students experiences with cyberbullying were found between gender, grade levels, and among levels of achievement.<p> Two-thirds (66.2%) of students also admitted telling at least one person that they had been a victim of cyberbullying. Students most often told a friend (53.8%) over telling anyone else. This was reflected in students overwhelming perception that adults (e.g., parents or teachers) could not prevent cyberbullying or successfully intervene when it was occurring. Students did offer ideas on possible ways of intervening or preventing cyberbullying that ranged from increased education to effective consequences.

Le but de cette recherche est de proposer un questionnaire validé pour la mesure du niveau de collaboration entre deux éducateurs physiques en situation de co-enseignement. Bien que le co-enseignement soit déjà présent dans certaines écoles primaires, il est plus présent dans les gymnases du Québec depuis 2006. En effet, le Ministère de l'Éducation du Loisir et du Sport (2005), propose que chaque élève ait 120 minutes d'éducation physique et à la santé par semaine et invite ainsi certaines écoles à doubler le temps consacré hebdomadairement à l'éducation physique et à la santé. Faute d'espace disponible, certaines directions d'écoles choisissent d'inscrire à l'horaire maître, dans le même gymnase, à la même période, deux groupes d'environ 25 élèves, qui sont sous la responsabilité de deux éducateurs physiques. Inspirés des outils de Gately et Gately (2001), nous avons créé un questionnaire afin de mesurer le niveau de collaboration entre deux co-enseignants. Une première étape de traduction inversée a d'abord été effectuée par deux personnes bilingues, professionnelles de l'enseignement. Dans un deuxième temps, un comité d'experts a analysé le questionnaire et a formulé des recommandations pour créer la version expérimentale du questionnaire. Cette version a finalement été soumise à une validation de terrain alors que trois éducateurs physiques ont, à leur tour, proposé des modifications. Suite à cette procédure, le questionnaire présente neuf dimensions: 1-la communication, 2-les déplacements et positionnements des co-enseignants, 3-la connaissance du programme d'étude, 4-la différenciation dans l'enseignement, 5-la présentation des situations d'apprentissage, 6 -la planification, 7 -la gestion de classe, 8-l'évaluation des apprentissages et 9-la gestion du matériel. Notre questionnaire a répondu aux exigences de la validation de construit. Les analyses statistiques nous indiquent des alphas de Chronbach varient de 0,61 et 0,89 pour chacune des neuf dimensions. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Co-enseignement, Collaboration, Questionnaire, Efficacité.

A disconnect exists between research and practice that is impeding the flow of knowledge between researchers, practitioners and decision makers. This obstruction of knowledge is acting as a barrier to the use of evidence in decisions and also as a barrier to informing research of important questions that need answering through scientific investigation. This divide between research and practice can be crossed by building a bridge between researchers and practitioners across which knowledge can be transmitted, translated and exchanged. <br /><br /> A possible mechanism to understand the key contributors to bridge building is by using Wenger's Community of Practice model as a framework upon which to understand the importance of and how to build connections between research, policy and practice. The defining characteristic of a Community of Practice is the interaction between members in order to jointly determine and embrace goals, eventually resulting in shared practices. Crucial to the success of a Community of Practice is the engagement between community members. Without engagement, a Community of Practice can not share knowledge and achieve its negotiated goals. <br /><br /> This thesis studied a Community of Practice that is being deliberately formed to facilitate the development of a pan-Canadian population health research network. This network, CANSPANN (Canadian School Physical Activity and Nutrition Network) aims to bring together researchers, practitioners, and decision makers to create research programs studying the social-environmental influence of schools on youth physical activity and healthy eating that address priorities for policy and practice. <br /><br /> This thesis assessed if a quantitative questionnaire tool could validly and reliably measure the level of engagement between CANSPANN members. The questionnaire also aimed to determine if engagement predicted knowledge use. Eighteen items in the NEQ validly measure engagement of CANSPANN members. Sufficient content validly was established for these items. Of these eighteen items, only four subscales significantly predicted knowledge use. <br /><br /> Through reliability testing with qualitative interviews it was determined that the Network Engagement Questionnaire reliably measures engagement for CANSPANN members who are centrally involved. It is far less able to reliably measure engagement for peripheral members. Further testing with the NEQ is necessary in order to increase its reliability.

In a society where adolescent technology use is a dominant presence, the potential for adolescent cyberbullying has increased. It has become a phenomenon that warrants research attention. In North America, adolescent cyberbullying research is still in the exploratory stages. Current North American research has focused on younger populations (Beran & Li, 2005; Cochrane, 2008; Li, 2005; 2006; 2007; Patchin & Hinduja, 2006). However, adolescence is a period of dramatic change that encompasses all areas of development (Arnett, 2004; Berk, 2004; Hinduja & Patchin, 2008). These factors form the basis and motivations for this research. This study explored adolescent cyberbullying in Canada with the hope of providing preliminary research attention on a serious issue. Specifically, this study explored the following questions:<p> 1. What was the extent of cyberbullying among grade ten, eleven and twelve students in urban Saskatchewan?<p> 2. What was the relationship between traditional bullying and cyberbullying?<p> 3. What did the experiences of cyberbullying look like (both as a perpetrator and as a victim)? How were the victims impacted?<p> 4. How did individuals respond to cyberbullying (as a bystander)?<p> 5. What were the students opinions on adult responses to cyberbullying?<p> Answering these questions were 476 students from one large Catholic and two large public high schools in urban Saskatchewan. Students from grade 10 and, primarily, grades 11 and 12 anonymously completed a paper-pencil questionnaire. Of these students, 44.0% disclosed they had been a victim of cyberbullying and 31.3% reported they had been a cyberbully. Two-thirds (64.5%) also admitted knowing at least one individual who had been a victim of cyberbullying. Students shared a range of negative emotions and effects that they experienced as a result of being a victim of cyberbullying. The most commonly reported were anger and sadness or hurt. Overall, significant differences in students experiences with cyberbullying were found between gender, grade levels, and among levels of achievement.<p> Two-thirds (66.2%) of students also admitted telling at least one person that they had been a victim of cyberbullying. Students most often told a friend (53.8%) over telling anyone else. This was reflected in students overwhelming perception that adults (e.g., parents or teachers) could not prevent cyberbullying or successfully intervene when it was occurring. Students did offer ideas on possible ways of intervening or preventing cyberbullying that ranged from increased education to effective consequences.

After stepping into 21st century of knowledge economy era, the enterprises¡¦ competition advantage depends on knowledge-management mechanism to promote the decision-making quality, supply better service quality, create core technology, cultivate team cooperation, and establish good relationship with customers. In Taiwan, the competition among medical industries is hot increasing since the practicing of health insurance. The request of medical quality is higher and higher. The medical industry must enforce the medical administration system to elaborate her efficacy. But the SARS infection incident during 2003 is ascertained that the infection almost was inside the hospital. The medical control system and policies were unsuitable and the medical workers operated without protection facilities. Therefore, the workers were infected SARS and six persons died for medical job. This disaster is due to the incompleteness of medical administration. To promote medical quality and performance, combining knowledge-management, clinic administration and quality control is necessary. The knowledge-management includes the acquiring, spreading, cumulating and sharing of knowledge. This study adopts questionnaire law and expert interview law quantity measuring tool.The statistic analysis is based on research framework and model. After the retrieval of questionnaire, the data are coded, checked, keyed. According to the change of quantity-measuring dimensions, the linear analysis- Pearsons relationship is chosen as proper statistic analytical tool. The regression analysis was conducted by SPSS 10.0 software. The result is used to understand the knowledge management of medical industry and discuss the factors, including individual cognition, organization culture, operating aspect and strategy consideration, affecting the performance of knowledge management. It is found that, the establishment of encouragement system, performance comments, on-the-job training, experience inheritance education, and psychology construct coach are all necessary to carry out the knowledge management of medical administration in medical industry. It is very important that the decision makers and directors should emphasize actually knowledge management and execute completely to enhance competition advantage and insure the medical service quality.