The purpose of this research was to examine the relationship of the self-concepts of a sample of 248 children with developmental disabilities with demographic variables and measures of child functioning and family situational variables. In addition, responses on a measure of self-concept were compared with those of a normative sample provided by Harter. Results indicated that, using this measure and these populations, there were no differences in the self-concept of children with disabilities and those without disabilities. Canonical correlation analysis indicated that children's cognitive achievement and independent functioning skills were moderately related to their self-concepts, but demographic variables and family functioning explained very little of the variance of the self-concept constructs as measured here .

abstract: With the fast pace of globalization and the rise of encounters in digital spaces, CALL scholars have become increasingly interested in how digital tools mediate intercultural encounters. However, despite their evident success in connecting students from around the world, current online intercultural exchanges continue to present problems such a promotion of positive experiences over deep intercultural learning and lack of real-life value (O’ Dowd, 2018). In addition, digitally-mediated intercultural learning research is based on the same theoretical approaches to learning that guide CALL research (Firth & Wagner, 1997; Lafford, 2017). Although such frameworks are successful in allowing researchers to conceive of digital tools as mediators for human interaction, they have yet to embrace the potential of digital artifacts themselves as intercultural interlocutors. Aiming to address this gap in the research, this investigation used Atkinson’s (2010, 2014) sociocognitive approach to language learning to understand the role that digital tools have in intercultural learning. Also integrating Dervin’s (2011) liquid approach to interculturality—which focuses on understanding intercultural learning as a co-constructed process—the research questions that guided this investigation asked: (a) does film annotation mediate intercultural learning? and, (b) in what ways does film annotation mediate intercultural learning? In answering these questions, the study looked at the intercultural learning process of five advanced learners of Spanish, as they interacted with annotated film clips, and engaged in peer discussion around the themes of colonialism and coloniality presented in the film clips. Data were collected through pre and post-tests, video recordings of peer discussions, and screen recordings of participants’ interaction with the annotated film clips. Findings showed that film annotation allowed participants to notice, retrieve and take notes on important cultural information, which they later incorporated in discussion with peers. Based on this evidence, and aligned with the aforementioned theoretical frameworks, this investigation poses that intercultural learning is a fluid, iterative process. The study also suggests that digital artifacts—as well as human interlocutors—play an important role in enabling learning processes, therefore, the role of such artifacts should be studied more in depth. / Dissertation/Thesis / Doctoral Dissertation Spanish 2019

The purpose of the research was to develop a test of oral communicative competence for English as a Second Language (ESL) students at the college level. This research first reviewed the current literature on the topic of communicative competence from the perspectives of linguistics and sociolinguistics, discourse analysis, and speech communication. The 1iterature on testing for communicative competence within the ESL and foreign language teaching fields was also reviewed. A 7-minute oral semi-direct taped test was then developed and administered to a trial group of 5 ESL students and a final group of 25 ESL students at Portland State University. The test consisted of 5 short information questions and 10 social situations to which the subject was requested to respond. The test was rated for three separate criteria: intelligibility, grammatical correctness, and appropriateness. Two different raters were used for each criterion; another rater rated for all criteria. A reliability study was conducted on the raters wherein the reliability of the raters was shown to be significantly high. The validity of the test was established by conducting face-to-face interviews with the trial and final subjects prior to their taking the taped tests. The results showed that the degree of association between the overall ratings on the taped test and the overall ratings on the interview was significant, though not significant for individual criteria. A correlation with the CELT listening comprehension test was not significant.

Kenya has experienced severe arboviral outbreaks of public health concern in the recent past, including yellow fever (YF), Crimean Congo hemorrhagic fever (CCHF), chikungunya, and Rift Valley fever (RVF) among others. Most of these infections are under diagnosed and hence neglected due to non-specific nature of their symptoms. Often they are mistaken for endemic tropical diseases such as malaria and typhoid infections and are only recognized during major outbreaks which result in adverse public health and economic consequences to the affected communities. Ongoing inter-epidemic surveillance in RVF virus hotspots in Kenya has indicated continued intense transmission of Bunyamwera virus (BUNV) in the absence or under low level activity of RVF virus. BUNV belongs to the genus Orthobunyavirus of the family Bunyaviridae. These are segmented RNA viruses whose members have the potential for genetic reassotment and/or drift. Recently, Ngari virus (NRIV), a natural reassortant virus associated with hemorrhagic fever was documented to have emerged from BUNV, which previously was not associated with such symptoms. However, the vectors that are involved in the maintenance and transmission of BUNV and NRIV are diverse and their role in virus maintenance/dynamics is poorly known. It is thus important to investigate the dynamics of BUNV and NRIV in selected transmission foci in an effort to understand their circulation better in order to be able to control and predict outbreaks. In this study, we determined the evolutionary and phenotypic diversity of BUNV and NRIV isolates previously obtained from vectors in parts of Kenya. We have provided genetic sequences of two BUNV and three NRIV isolates which contribute to addressing paucity of genetic sequences associated with this group of viruses. Phylogenetic analysis of these sequences in addition to other sequences in GenBank revealed evidence of geographic/temporal clustering that requires further investigation. Next, we demonstrated that plaque purified phenotypes of selected BUNV and NRIV isolates differ in in vivo growth kinetics and pathogenicity in mice, possibly related to specific mutations within the genome. The phenotypic changes and identification of mutations possibly associated with these changes support further investigation of specific mutations using site directed mutagenesis. In addition, we determined the competence of some of the mosquito species implicated in their transmission, Anopheles gambiae, Aedes aegypti and Culex quinquefaciatus and evaluated the dynamics of their transmission in these vectors. We conclude that Anopheles gambiae is likely a more competent vector for NRIV than Aedes aegypti and is a moderately competent vector for BUNV, which has implications for animal movement in malaria endemic areas where the vector is present. We also report evidence of BUNV transovarial transmission in both Aedes aegypti and Anopheles gambiae with the prevalence of transmission related to the ovarian cycle. Finally, we determined the level of human exposure to these viruses in the transmission foci. Orthobunyavirus-specific antibodies were detected by plaque reduction neutralization test in 89 (25.8%) of 345 persons tested. Multivariable analysis revealed age and residence in North Eastern Kenya as risk factors. In conclusion, we propose that acute febrile disease surveillance needs to be implemented in North Eastern Kenya. This study helps identify the virus strains/populations and the vector species that play a critical role in sustenance and transmission of BUNV and NRIV in different ecosystems in the country. All these are important in understanding virus circulation, potential for emergence and risk to populations in areas of circulation, and will help in making decisions for intervention and management. Generated sequence data in this study contributes to global phylogenetic characterization of Orthobunyaviruses worldwide and their molecular epidemiology. The study also shed light/improve our knowledge on the genetic stability or diversity and evolutionary trends of Orthobunyavirus strains in Kenya. / Thesis (PhD)--University of Pretoria, 2015. / Medical Virology / PhD / Unrestricted

This study investigated how a medium's richness, the type of organizational communication message, and organizational level of the respondent affected two dimensions of communication competence: appropriateness and effectiveness. In total, 93 employees of a single organization responded to a three-part questionnaire that posed episode specific questions assessing the competence that they would attribute to the use of each of five media in each of the three episodes. Research questions addressed the effects of the richness of five media (face-to-face; voice mail; electronic mail; written memo; and typed document) on communication effectiveness and appropriateness ratings when episodes involving production-, innovation-, and maintenance-type organizational functions were considered. Also considered as an independent variable was respondent occupation level (physical, clerical, managerial) to determine if ratings of communication competency change given the organizational level of the respondent. A 3 x 3 x 5 factorial analysis of variance (AN OVA) was employed to analyze the effect of the three independent variables on perceived communication effectiveness and appropriateness. Results showed that the effect of type of medium on perceived communication effectiveness and communication appropriateness of a message depended on the nature of the situation in which the medium was used and that the effect of organizational level on perceived communication competence depended on the type of medium used. Organizational level alone did not have an effect on perceived effectiveness and appropriateness, nor did the interaction of organizational level and type of message affect communication competency ratings. Strong support was found for the role of face-to-face communication as the most effective and appropriate medium for organizational communication regardless of the situation.

The current study explored the relation between sustained attention and the social skills of assertion, cooperation, self-control, and peer competence and whether sex moderated this relation. Data from the National Institute of Child Health and Development – Study of Early Child Care and Youth Development were analyzed. Structural equation models were used to test the possibility of sex as a moderator for each relation. Results suggest sex moderates the relation between sustained attention and assertion skills. Additionally, results suggest sex moderates the relation between sustained attention and cooperation skills. However, results suggest sex did not moderate the relation between sustained attention and self-control and also suggest sex did not moderate the relations between sustained attention and peer competence. Such relations emphasize the importance of understanding social outcomes for children who struggle with attention and should be utilized by educators, parents, and families to ensure social success for children with attention problems.

No description available.

No description available.

According to the WHO cancer is one of the leading causes of morbidity and mortality in the world. In 2012 there was 14 million of new cases worldwide. A number of new cases is expected to rise in future. An increasing number of cases demanding a new approach from health care systems regarding the staff education, hospital equipment and interprofessional cooperation in order to give full service to the customers (patients). For several years palliative care education is a top priority in the education of nurses due to the fact that there are serious deficiencies in that area (Komaromy et al. 2000, Miller et al. 2004, Goodridge et al. 2005, Hasson et al. 2008). Nurses are the forefront of caring for terminally ill patients and their families approaching the end of life, which does not minimize role of other healthcare professionals, but nurses have main role in this process. Definition and competencies of nurses involved in this process must be precisely identified and measured from time to time in order to improve the process of end of life care and palliative care nursing. Continuous development of guidelines and protocols for palliative care nursing is particularly relevant (Watts, 2013; Gambles et al 2009, Hockey et al 2005, Jack et all 2003). Development of competencies is one of key issues in contemporary education it and can be achieved with development of proper curriculum and education schedule, especially development of a proper instrument for measurement of competencies. This research has identified most important 10 competencies in accordance with WHITE paper for EAPC and WHO. General objective. This research has one general objective and it is creation and validation of new questionnaire about competencies in field of palliative care nursing with aspect of realization of core competences in developed and under developing systems. This questionnaire is a new instrument in field of competence measurement in palliative care nursing. Specific objectives of the research are based on evaluation and comparison of competences among nurses from Bosnia and Herzegovina and Spain (Valencia area). Methodology. Methodology comprises research, cross – section, analytical method of research. Actions taken in this process were literature review, analysis of data available curricula of nursing schools, literature research, development of new instruments for measurement of competences in palliative care nursing, interviews with nurses in Bosnia and Herzegovina, development of online platform for nurses in Spain, translation of instruments to Spain language, data processing, Comparison of results from both group were done by every single item of instrument and by every competences. Results. Results are presented in two different parts: Part I (one) of results is about development of instrument PALCOM and part II (two) is about the data collected from Bosnia and Herzegovina and Spain. All results are shown in proper table and graphs that are reflecting research process. Results show the significant statistical difference between groups in Bosnia and Herzegovina and Spain (Valencia area) in some aspects, while in several aspect there is no difference. Working experience and level of education are in directly linked with self-competence measurement. There is a high statistical difference between groups with different level of education, and working experience, which has a direct impact on development of competence of nurses. Conclusion. Need for measurement of competencies is expressed in the daily development of palliative care, community palliative care, hospice care and subspecialty palliative care. Questionnaire that can measure all competencies does not exist but using general competencies in PALCOM questionnaire can cover this entire field with measurement of various domains and competencies specific to that domains. PALCOM as an instrument for evaluation of competencies in the field of palliative care, is, for the time being, a reliable instrument. With the development of palliative care, improvement can be done in the area of competencies in palliative care nursing. PALCOM is applicable in various health care systems and educational systems and it does not depended on external factors. PALCOM as instrument measures the competence level of nurses and preparedness for work in palliative care settings. First scale measure knowledge, while second scale is self-measurement of competences in accordance with the level of education and work experience. Need for the appropriate instrument for measuring competences in palliative care nursing leads us to this instrument following most economical and reasonable way of developing.

Oppression is often mentioned in multicultural literature as a cognate to Racial Identity Development and Multicultural Competence. However, to this point, no studies have empirically examined the oppression construct in terms of relevant characteristics, processes, or relationships to other multicultural constructs. This study presents a conceptual model of oppression and explores psychometric properties of a scale designed to assess oppression attitudes of Master's level counselor-trainees enrolled in CACREP accredited programs. Expert panel review of the original 78-item instrument produced strong content validity evidence for the Oppression Attitudes construct. A pilot study (N = 83) was conducted for which an Exploratory Factor Analysis (EFA) of the Oppression Attitudes Scale resulted in a 3-Factor solution representative of Personal Oppression Attitudes, Program-Related Oppression Attitudes, and Professional Identity-Related Oppression Attitudes of Master's level counselor-trainees. Construct validity evidence was supported during the field study (N = 248) via convergent and discriminant analyses, and Confirmatory Factor Analysis (CFA). Correlations between OAS scores (i.e., higher scores indicate anti-oppressive attitude) and Multicultural Competency scores (r = .59, p < .01) on the Multicultural Counseling Knowledge and Awareness Scale (MCKAS), and between OAS scores and Phase-2 Racial Identity Development Scores (r = .23 to .65, p < .01) on the White Racial Identity Attitudes Scale (WRIAS) provided evidence of convergent validity amongst the theoretically related constructs. Correlations between OAS scores and the Marlowe-Crowne Social Desirability Scale-Form C (r = .14, p < .05), along with correlations between the OAS and Phase 1 White Racial Identity Attitudes (r = -.22 and -.64, p < .01) indicated adequate discriminant validity between the OAS and unrelated constructs. Internal consistency reliability for OAS subscales was examined during the pilot study (α = .91, .88, and .90) and the field study (α = .89, .87, and .80) indicating high subscale item homogeneity. Racial Identity Development scores and Multicultural Competency Scores were found to be predictors of Oppression Attitudes, adding support for the conceptual model. Additionally, beginning counseling students were shown to have significantly lower OAS scores than more experienced students, suggesting benefits to CACREP training.