Stress is a fact of life. There has been much research done since the early 1970's dealing with the various aspects and relationships of stress and life events for all stages of human development. The purpose of this study was to investigate perceived life-event stressors of 9th grade and 12th grade students in three Pacific Northwest rural schools. The study also sought to a) ascertain whether male students in the 9th grade and 12th grade perceive stressful life events differently than female students in the same grade, and b) explore if there was a difference in perceptions of students of "different" rural community populations and different age populations (9th & 12th graders).

The purpose of this correlational study, which took place in a Central Florida school district, was to investigate the relationship between the quality of the early childhood education (ECE) programs and students' kindergarten readiness scores. Vygotsky's sociocultural theory, which states that a child's environment, culture, and language are related to academic and social development, was the theoretical framework for this study. Many ECE centers have been rated using the Early Childhood Environment Rating Scale (ECERS). Additionally, some children in those centers have been rated for kindergarten readiness using the Florida Kindergarten Readiness Screener (FLKRS) developed by the Florida Department of Education (FLDOE). The sample included 55 ECE centers that had an ECERS rating with students who had FLKRS scores. This study addressed whether FLKRS scores were positively correlated with ECERS ratings. Data were analyzed using the Pearson product moment correlation. Results indicated a positive and significant correlation between ECERS ratings and FLKRS scores. A white paper was prepared to raise awareness regarding the availability of quality ECE centers to young learners. Implications for social change include an increased number of quality ECE programs in local neighborhoods as well as increased awareness of the importance of an environmental rating scale to monitor program quality.

Although upper limb motor impairments are common, the primary tools for assessing and tracking these impairments in a clinical setting are subjective, qualitative rating scales that lack resolution and repeatability. Markerless motion capture technology has the potential to greatly improve clinical assessment by providing quick, low-cost, and accurate tools to objectively quantify motor deficits. Here we lay some of the groundwork necessary to enable markerless motion capture systems to be used in clinical settings. First, we adapted five motor tests common in clinical assessments so they can be administered via markerless motion capture. We implemented these modified tests using a particular motion capture sensor (Leap MotionTM Controller, hereafter referred to as the Leap Motion sensor) and administered the tests to 100 healthy subjects to evaluate the feasibility of administrating these tests via markerless motion capture. Second, to determine the ability of the Leap Motion sensor to accurately measure tremor, we characterized the frequency response of the Leap Motion sensor. During the administration of the five modified motor tests on 100 healthy subjects, the subjects had little trouble interfacing with the Leap Motion sensor and graphical user interface, performing the tasks with ease. The Leap Motion sensor maintained an average sampling rate above 106 Hz across all subjects during each of the five tests. The rate of adverse events caused by the Leap Motion sensor (mainly jumps in time or space) was generally below 1%. In characterizing the frequency response of the Leap Motion sensor, we found its bandwidth to vary between 1.7 and 5.5 Hz for actual tremor amplitudes above 1.5 mm, with larger bandwidth for larger amplitudes. To improve the accuracy of tremor measurements, we provide the magnitude ratios that can be used to estimate the actual amplitude of the oscillations from the measurements by the Leap Motion sensor. These results suggest that markerless motion capture systems are on the verge of becoming suitable for routine clinical use, but more work is necessary to further improve the motor tests before they can be administered via markerless motion capture with sufficient robustness for clinical settings.

The aim of the monograph is to contribute towards bridging the gap between methodological developments that have evolved in the social sciences, in particular in psychometric research, and methods of statistical modelling in a more general framework. The first part surveys certain special psychometric models (often referred to as Rasch family of models) that share common properties: separation of parameters describing qualities of the subject under investigation and parameters related to properties of the situation under which the response of a subject is observed. Using conditional maximum likelihood estimation, both types of parameters may be estimated independently from each other. In particular, the Rasch model, the rating scale model, the partial credit model, hybrid types, and linear extensions thereof are treated. The second part reviews basic ideas of generalized linear models (GLMs) as an an excellent framework for unifying different approaches and providing a natural, technical background for model formulation, estimation and testing. This is followed by a short introduction to the software package GLIM chosen to illustrate the formulation of psychometric models in the GLM framework. The third part is the main part of this monograph and shows the application of generalized linear models to psychometric approaches. It gives a unified treatment of Rasch family models in the context of log-linear models and contains some new material on log-linear longitudinal modelling. The last part of the monograph is devoted to show the usefulness of the latent variable approach in a variety of applications, such as panel, cross-over, and therapy evaluation studies, where standard statistical analysis does not necessarily lead to satisfactory results. (author´s abstract) / Series: Research Report Series / Department of Statistics and Mathematics

This study aimed to develop and validate a rating scale for assessing English First Additional Language essays at Grade 12 level for the final National Senior Certificate examination. The importance of writing as a communicative skill is emphasised with the re-introduction of writing as Paper 3 of the English First Additional Language examination at the end of Grade 12 in South Africa. No empirical evidence, however, is available to support claims of validity for the current rating scale. The literature on the concept of validity and the process of validation was surveyed. Theoretical models and validation frameworks were evaluated to establish a theoretical base for the development and validation of a rating scale for assessing writing. The adopted framework was used to evaluate the adequacy of the current rating scale used for assessing Grade 12 writing in South Africa. The current scale was evaluated in terms of the degree to which it offers an appropriate means of assessing Grade 12 Level essay writing while adhering to requirements of the National Curriculum Statement. It was found lacking and the need for a new, validated rating scale was established. Various approaches to scale development were considered in consideration of factors that impact scores directly, viz. the type of rating scale, rater characteristics, scoring procedures and rater training. A new scale was developed and validated following an empirical procedure comprising four phases. The empirical process was based on an analysis of actual performances of Grade 12 English learner writing. A combination of quantitative and qualitative methods was used in each of the four phases to ensure the validity of the instrument. The outcome of this project was an empirically developed and validated multiple trait rating scale to assess Grade 12 essay writing. The proposed scale distinguishes five criteria assessed by means of a seven-point scale. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2009.

This study aimed to develop and validate a rating scale for assessing English First Additional Language essays at Grade 12 level for the final National Senior Certificate examination. The importance of writing as a communicative skill is emphasised with the re-introduction of writing as Paper 3 of the English First Additional Language examination at the end of Grade 12 in South Africa. No empirical evidence, however, is available to support claims of validity for the current rating scale. The literature on the concept of validity and the process of validation was surveyed. Theoretical models and validation frameworks were evaluated to establish a theoretical base for the development and validation of a rating scale for assessing writing. The adopted framework was used to evaluate the adequacy of the current rating scale used for assessing Grade 12 writing in South Africa. The current scale was evaluated in terms of the degree to which it offers an appropriate means of assessing Grade 12 Level essay writing while adhering to requirements of the National Curriculum Statement. It was found lacking and the need for a new, validated rating scale was established. Various approaches to scale development were considered in consideration of factors that impact scores directly, viz. the type of rating scale, rater characteristics, scoring procedures and rater training. A new scale was developed and validated following an empirical procedure comprising four phases. The empirical process was based on an analysis of actual performances of Grade 12 English learner writing. A combination of quantitative and qualitative methods was used in each of the four phases to ensure the validity of the instrument. The outcome of this project was an empirically developed and validated multiple trait rating scale to assess Grade 12 essay writing. The proposed scale distinguishes five criteria assessed by means of a seven-point scale. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2009.

No description available.

The purpose of this quantitative, cross-sectional survey study was to compare school counselors’ and principals’ perceptions of the frequency with which school counselors perform activities that align with the ASCA National Model (ASCA, 2005) and those activities that do not, as measured by the School Counselor Activity Rating Scale (SCARS) (Scarborough, 2005). Results indicate that the school counselors and principals that participated in the study agreed that school counselors are spending most of their time engaged in activities that align with the ASCA National Model (ASCA, 2005). Significant differences (p < .05) appeared on 10 items in which five were related to counseling activities, primarily as they relate to small group counseling. Principals indicated their school counselors were conducting small group activities related to academic and substance abuse issues more frequently than the school counselors indicated. Other areas that showed significant differences (p < .05) between school counselors’ and principals’ responses included conducting classroom guidance lessons on substance abuse issues, consulting with school staff regarding students’ behavior, and such coordination activities as professional development and school counseling advisory teams. School counselors indicated they engaged in the non-counseling activity of substituting/covering classes more frequently than principals indicated (p = .032). Implications for school counselors, principals, and counselor education and education administration faculty are discussed.

Importance prioritised coding is a principle aimed at improving the interpretability (or image content recognition) versus bit-rate performance of image coding systems. This can be achieved by (1) detecting and tracking image content or regions of interest (ROI) that are crucial to the interpretation of an image, and (2)compressing them in such a manner that enables ROIs to be encoded with higher fidelity and prioritised for dissemination or transmission. Traditional image coding systems prioritise image data according to an objective measure of distortion and this measure does not correlate well with image quality or interpretability. Importance prioritised coding, on the other hand, aims to prioritise image contents according to an 'importance map', which provides a means for modelling and quantifying the relative importance of parts of an image. In such a coding scheme the importance in parts of an image containing ROIs would be higher than other parts of the image. The encoding and prioritisation of ROIs means that the interpretability in these regions would be improved at low bit-rates. An importance prioritised image coder incorporated within the JPEG 2000 international standard for image coding, called IMP-J2K, is proposed to encode and prioritise ROIs according to an 'importance map'. The map can be automatically generated using image processing algorithms that result in a limited number of ROIs, or manually constructed by hand-marking OIs using a priori knowledge. The proposed importance prioritised coder coder provides a user of the encoder with great flexibility in defining single or multiple ROIs with arbitrary degrees of importance and prioritising them using IMP-J2K. Furthermore, IMP-J2K codestreams can be reconstructed by generic JPEG 2000 decoders, which is important for interoperability between imaging systems and processes. The interpretability performance of IMP-J2K was quantitatively assessed using the subjective National Imagery Interpretability Rating Scale (NIIRS). The effect of importance prioritisation on image interpretability was investigated, and a methodology to relate the NIIRS ratings, ROI importance scores and bit-rates was proposed to facilitate NIIRS specifications for importance prioritised coding. In addition, a technique is proposed to construct an importance map by allowing a user of the encoder to use gaze patterns to automatically determine and assign importance to fixated regions (or ROIs) in an image. The importance map can be used by IMP-J2K to bias the encoding of the image to these ROIs, and subsequently to allow a user at the receiver to reconstruct the image as desired by the user of the encoder. Ultimately, with the advancement of automated importance mapping techniques that can reliably predict regions of visual attention, IMP-J2K may play a significant role in matching an image coding scheme to the human visual system.

Capacidade funcional surge como novo conceito quando aborda a saúde do idoso, principalmente em se tratando de idosos com doença de Alzheimer (DA) onde o déficit cognitivo é esperado aliado ao funcional. Dessa forma as pesquisas relacionadas à capacidade funcional do idoso com DA vêm ao encontro das questões relacionadas ao cuidado desse idoso. Trata-se de um estudo observacional e transversal que teve com objetivo identificar comorbidades dos idosos com DA, mensurar nível de independência funcional, segundo a Medida da Independência Funcional (MIF), comparando com o estagiamento da demência, segundo a Avaliação Clínica da demência (Clinical Dementia Rating scale - CDR). A amostra foi constituída de 67 idosos. Os dados foram coletados em entrevistas domiciliares, utilizando-se de instrumento para identificação e perfil sociodemográfico, do Mini Exame do Estado Mental (MEEM) para avaliação do déficit cognitivo, da Medida de Independência Funcional (MIF) para avaliação da funcionalidade e, para estagiamento da demência, foi utilizada CDR. A média de idade dos idosos foi de 79 anos (+ 7,2), sendo 41,8% na faixa etária entre 75-79 anos. Houve predominio de mulheres 77,6% e viúvos 49,3%. Os idosos possuíam média de escolaridade de 5,6 anos, 73,1% tinham renda própria, 46,3% possuíam renda familiar de até 5 salários mínimos e residiam em média com 3,5 pessoas. Quanto às comorbidades existentes, 23,9 não possuíam e 53,7% tinham hipertensão arterial. O déficit cognitivo foi de 82%, e a média no MEEM de 9,3. Sobre o estagiamento da demência, 46,3% apresentavam demência grave, 22,4%% demência moderada e 31,3% demência leve. Quanto a funcionalidade, a variação dos escores observados na MIF foi igual à variação possível para MIF motora. A média geral da MIF global encontrada foi 71,1, a médias da MIF global foram 107,9; 84,5 e 39,7 para os idosos com demência leve, moderada e grave respectivamente. Os idosos com demência leve possuíam independência modificada ou necessitavam de supervisão, aqueles com demência moderada possuíam dependência mínima ou necessidade de supervisão e os idosos com demência grave eram totalmente dependentes. Foi encontrada forte correlação entre o nível de independência funcional (MIF global) com o estágio da demência e com o desempenho cognitivo (p<0,001). Não foram encontradas correlações estatisticamente significantes entre a funcionalidade e idade, sexo e presença de (co)morbidades. Concluiu-se que a capacidade funcional dos idosos com DA está relacionada ao estágio da demência, isto é, quanto mais grave a demência, maior o nível da dependência. / Functional capacity emerges as a new concept in elderly health, mainly with respect to elderly people with Alzheimers disease (AD), when a cognitive deficit is expected, connected with a functional deficit. Thus, research on functional capacity in elderly people with AD is relevant for elderly care delivery. This observational, crosssectional study aimed to identify co-morbidities of elderly people with AD, to measure the functional independence level according to the Functional Independence Measure (FIM), in comparison with the dementia staging according to the Clinical Dementia Rating scale (CDR). The sample consisted of 67 elderly. Data were collected during interviews at the elderlys home, using an identification and sociodemographic profile instrument, the Mini-Mental State Examination (MMSE) to assess cognitive deficit; the Functional Independence Measure (FIM) for functional assessment, and CDR to asses dementia staging. The mean age was 79 years (+ 7.2), with 41.8% between 75 and 79 years old. Women 77.6% and widowed people 49.3% were predominant. The elderlys mean education level was 5.6 years, 73.1% gained their own income, 46.3% gained a family income of up to 5 minimum wages and lived with an average of 3.5 people. As to existing co-morbidities, 23.9 had none and 53.7% had arterial hypertension. The cognitive deficit was 82% and the mean MMSE score 9.3. In dementia staging, 46.3% presented severe, 22.4%% moderate and 31.3% light dementia. With respect to functionality, the variation in FIM scores was equal to the possible variation for motor FIM. The mean global general FIM score was 71.1, the mean global FIM scores were 107.9 for light; 84.5 for moderate and 39.7 for severe dementia. Elderly with light dementia displayed modified independence or needed supervision; those with moderate dementia showed minimal dependence or supervision and elderly with severe dementia were fully dependent. A strong correlation was found between the functional independence level (global FIM) and dementia stage and with cognitive performance (p<0.001). No statistically significant correlations were found between functionality and age, gender and presence of co-morbidities. It was concluded that the functional capacity of elderly people with AD is related with the stage of dementia, that is, the more severe the dementia, the higher the level of dependence will be.