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<p><strong>Abstract</strong></p> <p><strong>Purpose: </strong>While most children diagnosed with cancer survive their initial disease, the intensive treatments they receive place them at risk for late effects. Long-term follow-up (LTFU) care is recommended for cancer survivors for surveillance and early detection of late effects. Knowledge, or lack thereof, regarding diagnosis, treatment and late effects is an important barrier and/or facilitator for attending LTFU care in adolescent and young adult (AYA) cancer survivors. The purpose of our study was to examine the extent of knowledge in Canadian AYA survivors of childhood and adolescent cancer, and identify factors associated with such knowledge.</p> <p><strong>Methods: </strong>Survivors of childhood and adolescent cancer, between the ages of 15 and 26 years, were recruited from three pediatric oncology centres. Patients were invited to participate in the study through mail and clinic recruitment. A questionnaire booklet, including the Cancer Knowledge Survey that asked questions about cancer, treatment and late effects, was administered to collect necessary information. Clinical data was extracted from hospital records to validate participants’ answers.</p> <p><strong>Results: </strong>250 (response rate= 75.5 percent) out of 331 patients invited to participate completed the questionnaire booklet. 18 (7.2 percent) participants lacked information regarding their type of cancer, whereas 25 (10.3 percent) participants were ‘not knowledgeable’ of their treatment. Lack of knowledge regarding treatment was associated with being non-white [odds ratio= 0.3 (0.2-0.6)] compared with white. Also, 83 (33.5 percent) participants were unaware of their late effects. Lack of knowledge regarding late effects was associated with younger age [odds ratio= 1.2 (1.1-1.3)], and having leukemia compared with embryonal tumour [odds ratio= 3.41 (1.10-10.6)].</p> <p><strong>Conclusion:</strong> Results from this study highlights important knowledge deficits, especially in terms of understanding risk of late effects from cancer treatments. Findings from this study can be used to design programs and interventions aimed at increasing cancer knowledge in AYA cancer survivors.</p> / Master of Science (MSc)

Objective: The primary objective of this study was to describe the prevalence of stalking victimization among a randomly selected sample of female and male undergraduate students. We examined the proportion of relationship violence victimization due to stalking and the co-occurrence between stalking and three additional forms of victimization (physical, sexual, and emotional violence). Design: Cross-sectional, self-administered, anonymous paper and pencil survey. Setting: Three urban colleges. Participants: 910 female and male undergraduate students attending randomly selected classes on the days of survey administration. Outcome Measures: Experience with stalking victimization and co-occurrence of physical, sexual, and emotional victimization since coming to college. Results: Over half the survey respondents were female (57.1%). Nearly one-third of students reported experiencing any victimization (physical, sexual, emotional, and/or stalking) since coming to college. Stalking was the most frequently reported form of victimization (16.0%). Of the students reporting any victimization since coming to college, 29.7% experienced only stalking victimization and would not have been identified had stalking victimization not been assessed. A majority of stalking victims (59.6%) reported no co-occurring forms of victimization. Among stalking victims who reported at least one additional form of victimization, 57.6% reported both stalking and emotional victimization, 49.2% reported both stalking and sexual victimization, and 27.1% reported both stalking and physical victimization. Although most stalking (41.1%) was perpetrated by individuals known to the victim, such as friends, the perpetrators identified were less frequently (13.7%) intimate or romantic partners. Women were more likely than men to report stalking victimization (22.1% vs. 7.9%, p&lt;0.001). Conclusions: Stalking was the most frequently reported form of victimization experienced since coming to college. Stalking may represent a unique component of relationship violence, as nearly 60% of students who reported stalking reported no other co-occurring forms of victimization (physical, sexual, or emotional). Further, stalking victims primarily reported that the perpetrator was someone known to them, although not necessarily an intimate partner. Awareness of stalking among those providing care for and resources to adolescents and young adults is critical to improving the safety and well-being of those affected. / Public Health

Using the perspective of sexual script theory (Gagnon & Simon, 1973) and growth curve modeling, this study examined whether characteristics of parents and parent-adolescent connectedness influence change in lifetime number of sexual partners from adolescence through young adulthood. Living in a blended family, having at least one college-educated parent and on-time parent-adolescent sexual communication positively predicted later lifetime number of sexual partners. Parent religiosity and parent-adolescent connectedness negatively predicted later lifetime number of sexual partners. Parent-adolescent sexual communication that focused on negative consequences of sex and parent disapproval of adolescent sexual activity were not significant in the overall model. Control variables included adolescent race/ethnicity, gender, physical maturity, marriage history, virginity pledge history, and expectations of positive consequences of sex. Physical maturity and gender were not significant in the overall model. In conclusion, parents have significant and far-reaching influence on their children's later sexual behavior. This study extended research in the field by examining lifetime number of sexual partners across four time points, which allowed observation of change in this outcome variable with age and accounted for the nested nature of the data. / Master of Science

Thesis advisor: Theresa O'Keefe / The landscape of religious belonging is rapidly changing in the United States. This dissertation contributes to conversations concerned with how to engage young adults in faith development in the rise of religious disaffiliation. This dissertation specifically engages the lived reality that while many young women struggle with belonging in the Catholic Church, they are negotiating ways to participate and resist from within the community of the faithful. An experience of ambivalence often manifests from the dialectical nature of this negotiation. Drawing from the work of religious scholar Mary Bednarowski, I argue that ambivalence, cultivated as a virtue, can serve as a prophetic posture from which to participate in transforming the Church. I suggest a narrative pedagogical approach of critique, conserve, and transform to encourage prophetic participation. The articulation of ambivalent belonging towards institutional religion can serve as an access point for belonging and faith development for young adult women. This work is rooted in an ecclesiology that articulates the ambivalent nature of the pilgrim Church, grounded in the vision of Vatican II, that is open to how the Spirit is working through all the faithful, revealing God’s hope-filled mission in the world. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

Schools have changed dramatically in the last two decades with the advancements that have been made in technology. One of teachers' main concerns is the appropriate selection of software for classroom use (Hall and Martin, 1999). In our technology driven world, it is essential for future educators to learn all they can about technology. Teachers use software as a supplement or enrichment for curriculum taught in the classroom. Therefore, it is necessary to evaluate software for its most effective use in the classroom. There are many different software applications on the market, and it is crucial that teachers know how to provide input when selecting these for their classrooms. T. Oppenheimer (1997) suggests, based on a 1996 poll taken by U.S. teachers, that computer skills and media technology is more essential than the study of European History, biology, chemistry, and physics. This study was designed to create a checklist for teachers to use when evaluating software specifically used in a balanced literacy program. The purpose is to answer the following questions: 1. Can an instrument be developed for the evaluation of software to be used in a balanced literacy program? 2. What are the results of applying such an instrument to selected software? This paper reviews literature related to software evaluation and observation of software used in elementary classrooms. The checklist is comprised of scoring systems of various related checklists and rubrics that deal with evaluating software, and there are a few original questions based on relevant information about children's learning, literacy in the classroom and technology in the classroom. The software was selected due to my previous observations and seminars attended that related to software usage in the classrooms.