Administrators at the focus school had not determined if participation in a music program has influenced students' academic achievement, thereby ushering doubt about the utility of this program. The purpose of this causal-comparative study was to determine the impact of the music program on students' English language arts (ELA) and math Measure of Academic Progress (MAP) scores. The theoretical foundation for this study was Miendlarzweska and Trost's model of musical training, which indicates the impact of musical training on academic, social, and cognitive outcomes and identifies factors that mediate that impact. Archival data were retrieved on 74 Grade 5-8 students who participated in the program during the 2012-2013 school year and who also participated during the 2011-2012 school year as Grade 4-7 students. Analysis of covariance indicated no significant effect on ELA or math MAP scores for music program participation. Implications for positive social change include providing initial research findings to the local site on the potential academic impact of this music program. Further research with recent data and larger sample sizes were recommended. Additional research at the local level may yield results that can help administrators better support higher levels of student success.

Maternal prenatal exposure to hurricanes and tornadoes could contribute to an increased risk for adverse birth outcomes. Little is known about the effects of Hurricane Katrina of August 2005, on pregnancy outcomes in Mississippi. Additionally, little is known about the influence of the April 2011 Alabama tornado disaster on births in that state. The purpose of this study was to bridge this knowledge gap by examining the relationship between maternal prenatal exposure to these storms and adverse infant health outcomes. The theoretical framework guiding this retrospective, cross-sectional study was the life course approach. Data for this investigation included 2,000 records drawn from the Linked Infant Births and Deaths registers. Chi-square and logistic regression analyses were performed. Results indicated hurricane exposure was not a predictor of preterm birth (OR = .723, 95% CI = [.452, 1.16]; p = 1.76) or low birth weight (OR = .608, 95% CI = [.329-1.13]; p = .113). However, an association was observed between tornado exposure and preterm birth (OR = 1.68, 95% CI = [1.19-2.39]; p = < 0.05) and low birthweight (OR = 1.91, 95% CI = [1.27-2.87]; p = < 0.05). Findings suggest pregnant women are vulnerable to natural disaster storms, and are at risk for adverse pregnancy outcomes. The implications for social change include informing preparedness efforts to reduce vulnerability to increased pregnancy risk factors and adverse birth outcomes, consequential to hurricane and tornado disasters.

The present thesis examined emotion regulation differences among victims and non victims of bullying and its role as a mediator in the link between victimization and internalizing or externalizing outcomes. Participants from Grades 6 to 8 (n = 240) completed measures that assessed level of victimization, emotions felt relative to emotions expressed during bullying situations, and internalizing and externalizing symptoms. Weak victim-related differences revealed that boy victims reported feeling more shame and expressing more fear than nonvictims, whereas girl victims reported expressing more shame and feeling and expressing more anger and sadness. A new measure of emotional regulation did not reveal any victim -related differences , nor was emotional regulation found to play a mediating role. Discussion focuses on how antecedent- and response-focused regulation can account for victim-related differences found, and how victims' emotional regulation difficulties may be more attributable to antecedent-focused regulation and poor evaluation of consequences of expressing certain emotions than emotional inhibition during a bullying interaction.

A thesis submitted to the College of Dental Medicine of Nova Southeastern University of the degree of Master of Science in Dentistry. Objectives: The purpose of this study was to evaluate clinical outcomes based on the American Board of Orthodontics Objective Grading System (ABO-OGS) in a 30-month postgraduate orthodontic residency and to determine what factors affected these treatment outcomes. Methods: Consecutively debonded cases from July 1, 2010 to June 30, 2011 treated by residents in the Orthodontics Department at Nova Southeastern University were graded using the ABO-OGS. The age and sex of the patient, the treatment time, the missed appointments and the number of providers were documented. Discrepancy indices were calculated for each patient. These variables were assessed and their associations with the obtained treatment outcome scores were evaluated. Results: The average OGS score of the debonded cases was 33.87. There was no significant correlation between total OGS score and the demographic or explanatory variables. There were significant correlations found between the discrepancy index (DI) and the treatment time, the number of providers, but not the OGS. Significant correlations were also identified between treatment time and the number of failed appointments and the number of providers. Extraction cases were shown to have a significantly longer treatment time. Out of the eight objective measurements of the OGS, occlusal contacts, marginal ridges, buccolingual inclination and alignment/rotations scored the highest points in our evaluation with an average of 7.81, 6.37, 5.04, and 5.01 respectively. Conclusions: This study indicated the Nova Southeastern University Orthodontic Department average OGS score is about 6 points higher than the ABO clinical exam passing score. The initial complexity of a case was not a pre-determined factor for the final treatment results. This study identified several aspects of treatment outcomes that need improvement including, occlusal contacts, marginal ridges, correcting buccolingual inclination and improving the alignment.

SAMMANFATTNING Bakgrund: Ätstörningar uppträder oftast hos kvinnor i reproduktiv ålder. Orsaker till ätstörning är svåridentifierade men sociala, psykologiska och biologiska processer verkar samverka. Ätstörningar kan vara svåra att behandla då många kvinnor är hemlighetsfulla kring sin ätstörning för att de skäms över sitt störda ätbeteende. Forskning tyder på att kvinnor med någon form av ätstörning löper risk för komplikationer under graviditeten och i samband med förlossningen samt vid övergång till moderskapet. Samtidigt som kvinnor med ätstörning ska hantera oro för fostrets/barnets välbefinnande försöker de hantera sin ätstörning, vilket kan göra dem sårbara. Det är betydelsefullt för mödravården att ha kännedom om hur ätstörningar påverkar graviditetsutfall för att kunna ge dessa kvinnor adekvat behandling och stötta dem på bästa sätt. Syfte: Att beskriva vilken effekt tidigare eller pågående ätstörning har på graviditetsutfall och övergång till moderskapet. Metod: En litteraturöversikt där sökning genomförts i databaserna Cinahl, Pubmed och PsycINFO. Tjugotvå vetenskapliga artiklar utgör resultatsammanställningen, varav sexton har kvantitativ ansats och sex kvalitativ ansats. Resultat: Pågående eller tidigare ätstörning hos gravida kvinnor påverkar kvinnans graviditet och graviditetsutfall genom ökad risk för depression och ångest under graviditeten och postnatalt samt för prematur födsel. Ätstörning ökar kvinnans sårbarhet under graviditeten och vid övergång till moderskapet på grund av hennes oro över viktuppgång och att inte bli eller vara en tillräckligt bra mamma. Pågående eller tidigare ätstörning hos mamman påverkar barnet genom ökad risk för låg födelsevikt och/eller SGA-barn. Kvinnor med ätstörning visar svårigheter i det interaktiva mönstret med barnet och har ofta svårt att känna igen barnets hunger och att kunna skilja på barnets hunger och dess behov av närhet. Kvinnor med ätstörning har ett ökat behov av stöd under graviditeten och postpartum. Motstridiga resultat framkom avseende prematur födsel, missfall, kejsarsnitt och instrumentell förlossning, inducerad förlossning, födelsevikt, SGA-barn, intrauterin tillväxthämning och Apgar-poäng. Slutsats: Denna litteraturöversikt visar att kvinnor med pågående eller tidigare ätstörning har högre risk för negativa utfall under graviditeten och perinatalt samt försämrade förutsättningar vid övergången till moderskapet. Flera studier visade på motstridiga resultat. Kliniska implikationer: Det är betydelsefullt att tidigt i graviditeten identifiera kvinnor med ätstörning för att kunna hindra eller lindra negativa utfall. Eftersom kvinnor med ätstörning ofta döljer sitt störda ätbeteende, försvåras identifieringen av dem. Ett enkelt verktyg som möjliggör screening av ätstörningar skulle möjligen underlätta upptäckten av ätstörning tidigt i en graviditet.

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This thesis studies the impacts of school entry policy and information revelation on student outcomes using a sample of students from the province of British Columbia (BC), Canada. The questions examined by the first two essays arise from a policy used by many industrialized countries, whereby students born within a 1-year time span all begin school at the same time. This policy creates large differences in age among students in the same class, which are thought to affect their academic performance along a number of dimensions. In the first essay, I contribute to the literature by establishing the persistence in test score differentials among students in the same class who differ in age. I show that in grade 4 older students outperform younger students by a large margin in numeracy, reading and writing, an effect that persists to a lesser magnitude until grade 10. The persistence is strongest for the writing skill, and it is also much stronger for girls than for boys. The strength of the test score differential in grade 10 suggests that the effects of age could have more lasting effects on cognitive and labour market outcomes. In the second essay, I take a closer look at how age affects outcomes, by disentangling the entry age effect from the test age effect. Nearly all studies in this literature interpret age-related differences in student outcomes as the result of entry age, but because students who enter later are also older at every stage in compulsory schooling, the entry age effect has not been separated from the test age effect. Using a set of students entering school at the time of BC's dual entry experiment, I show that test age is largely responsible for age-related differences in the probability of repeating grade 3, and entry age is largely responsible for age-related differences in grade 10 numeracy and reading scores. I show further that having an extra year of schooling reduces the likelihood that a student repeats grade 3, but has a negligible impact on grade 10 test scores. Both the entry age and test age effects are stronger for boys than they are for girls. The final essay examines whether school choices change when parents are exposed to a new source of information on school quality. I model the effect of new information on choices using a simple expected utility framework and show that parents will use the new information to make different choices if they do not perceive it to be too noisy and if they have poor prior information on school quality. Furthermore, they make increasing use of the new information as more observations become available, since it becomes a more accurate predictor of true quality. Using the sudden release of BC's new standardized testing regime, I then study whether there is empirical support for the model. I show that the likelihood of switching out of a school increases when a school performs worse on the test, and that enrollment into kindergarten responds positively to increases in test scores. The response becomes stronger when more test score observations are available. Finally, I show variance in the response among parents living in less-educated neighbourhoods and among those who do not speak English at home, suggesting that prior information does play a role in the information use. / Thesis / Doctor of Philosophy (PhD)

BACKGROUND. The study of patient reported outcomes (PROs) has seen an exponential increase in recent years. In order to be useful in practice, PRO questionnaires should be evaluated for validity, reliability, and responsiveness. Responsiveness, which assesses a questionnaire’s ability to capture changes in quality of life (QOL) when they occur, has not formally been evaluated in hemophilia-specific questionnaires. PRIMARY OBJECTIVE. To evaluate the responsiveness of the Patient Reported Outcomes, Burdens, and Experiences (PROBE) questionnaire in individuals living with hemophilia A or B following events of interest. SECONDARY OBJECTIVES. To evaluate the responsiveness of PROBE over periods in which no events occur. To explore the use of regression analysis in aiding interpretability. To assess the presence of response shift in the study population. METHODS. Participants will be asked to complete PROBE, as well as questions indicating changes in QOL, following a bleed or surgical intervention, and every 6 months. Responses will be evaluated using anchor-based and distribution-based approaches. OUTCOMES. Minimally important differences (MIDs) and minimally detectable changes (MDCs) will be calculated, graphically represented, and compared to determine a single or small range of MID values. STUDY IMPLICATIONS. Understanding responsiveness will provide increased interpretability of PROBE scores. Using an MID value, one can be confident that a change in PROBE score greater than the MID is beyond measurement error and indicates a change in QOL. This will allow for the use of PROBE in future research trials of drug effectiveness and can offer patients’ perspectives on their changes in QOL when switching to novel therapies. In addition, physicians may be able to use PROBE as a method of tracking and better understanding changes in their patients’ health statuses in the clinical setting. / Thesis / Master of Science (MSc) / This project hopes to identify the responsiveness of the Patient Reported Outcomes, Burdens, and Experiences (PROBE) Questionnaire. The responsiveness of a questionnaire is its ability to detect a change in health status when one has occurred. In order to measure whether PROBE can detect these changes, participants living with hemophilia A or B will be asked to fill out the questionnaire, as well as a few questions aimed at determining if their quality of life has changed, after they have a bleed or a surgery, as well as after 6 months. Collecting this information will help us understand how much the PROBE score needs to change in order for patients to consider a small but important change in health to have occurred. This will help with interpreting the PROBE score, which could then be used in research or in hemophilia clinics across Canada.

This research study is a concept analysis of the Critical Cross-Field Outcomes (CCFOs). Legislation and related documentation such as SAQA Bulletins, respective Acts, and position papers of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF) describe the CCFOs as one of the transformational tools utilised by the SAQA to ensure access, portability and lifelong learning. CCFOs express the intended results of education and training and underpin all learning processes, thus enhancing the learning process and contributing to the full development of an individual. CCFOs are generic and cross-curricular, they are not restricted to any specific learning context, but inform the formulation of specific outcomes in the individual areas of learning for all learners at all levels on the NQF. CCFOs should direct education, training and development practices, as well as the design and implementation of learning programmes. Learning materials should also be designed and utilised accordingly. Critical Cross-Field Outcomes are also referred to as soft competencies, personal competencies, thinking competencies and life competencies, which are the abilities that people need to be active, responsible and successful members of society. They provide the means to build a career and make the person more effective in executing a job. CCFOs should be developed during learning processes so that learners are able to deploy them when achieving work-related outcomes. Knowledge is of little value if it cannot be utilised in new situations or in a form very different from that in which it was originally encountered. Although knowledge is a necessary requirement in education, training and development, it is not sufficient for becoming an expert. What is needed is some evidence that the learners can do something with their knowledge, which implies that they can apply what they know to new situations and problems. The CCFOs are tools that the learner or facilitator can utilise to access knowledge and to develop new knowledge of purposeful objectives. The outcome of this research is a categorisation of underpinning competencies related to the CCFO statements that facilitators, proposers of qualifications, service providers and Education and Training Quality Assurance (ETQA) Managers can use to incorporate the CCFOs in the education, training and development initiatives. These competencies also serve as the starting point for the outcomes-based principle of designing back. These competencies can also be utilized as a benchmark for conducting competencies audits on the CCFOs. Selected competencies are to be implemented at all levels of the NQF in all the fields as identified by SAQA. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

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