Der Essstörungen im Kindesalter-Fragebogen (Eating Disorders in Youth-Questionnaire; EDY-Q) ist ein aus 14 Items bestehendes Instrument zur Erfassung von restriktiven Essproblemen bei 8-13-jährigen Kindern im Selbstbericht. Die Items basieren auf den Kriterien der Störung mit Vermeidung oder Einschränkung der Nahrungseinschränkung (Avoidant/Restrictive Food Intake Disorder; ARFID), definiert im Diagnostischen und Statistischen Manual Psychischer Störungen, 5. Auflage (DSM-5; American Psychiatric Association, 2013), auf den „Great Ormond Street“-Kriterien (Bryant-Waugh & Lask, 1995) und auf der Literatur zu restriktiven Essproblemen mit Beginn im frühen Lebensalter. Zwölf der 14 Items des EDY-Q erfassen Symptome von ARFID, inklusive der drei vorgeschlagenen Varianten (Bryant-Waugh, Markham, Kreipe & Walsh, 2010) Nahrungsvermeidung mit emotionaler Störung (food avoidance emotional disorder; FAED), selektives Essen (selective eating; SE) und funktionelle Dysphagie (functional dysphagia; FD). Zwei zusätzliche Items erfassen Pica und die Ruminationsstörung, zwei weitere Fütter- und Essstörungen mit Beginn im frühen Lebensalter, die im DSM-5 beschrieben sind (American Psychiatric Association, 2013).

The Eating Disorders in Youth-Questionnaire (EDY-Q) is a 14-item instrument for assessing early-onset restrictive eating disturbances in 8-13 year old children via self-report. The items are based on: the criteria for Avoidant/Restrictive Food Intake Disorder (ARFID) in the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5; American Psychiatric Association APA, 2013); the Great Ormond Street criteria (Bryant-Waugh & Lask, 1995); and literature on early-onset restrictive eating disturbances. The EDY-Q consists of fourteen items, twelve of which cover ARFID symptomatology, including its three proposed variants (Bryant-Waugh, Markham, Kreipe & Walsh, 2010), food avoidance emotional disorder (FAED), selective eating (SE), and functional dysphagia (FD). Two additional items briefly address Pica and Rumination Disorder, two other early-onset feeding or eating disorders described in the DSM-5 (APA, 2013). The English version of the EDY-Q was translated from the German version (van Dyck & Hilbert, 2016) by AH. This translation was controlled by a retranslation procedure through a licensed translator.

Existing music questionnaires have shown that postlingually deafened adult cochlear implant (CI) users generally find music to be less enjoyable following implantation. However, they did not investigate, in detail, which factors influence CI users’ music listening enjoyment, nor did they examine the approach a music training program should take. In order to obtain such information, a questionnaire, the University of Canterbury Music Listening Questionnaire (UCMLQ), was developed. The UCMLQ investigated: (i) the effect of implantation on CI users’ music listening enjoyment (determined by comparing the levels of enjoyment experienced post-implantation to prehearing loss, and just before implantation); (ii) the effect of a hearing aid in the unimplanted ear on CI users’ music perception and appreciation; (iii) the effect of timbre on music listening enjoyment whereby respondents will be asked to rate the pleasantness and naturalness of common instruments and voices, and also, give ratings on the instruments’ sound quality based on what they expect these instruments to sound to a person with normal hearing; (iv) whether respondents have a preference for a particular musical style (e.g. Country and Western, Jazz, Classical, etc); (v) whether respondents’ have a preference for, firstly, low-pitched versus high-pitched instruments/voices; secondly, music with instruments-only, voice-only, or both instruments and voice; and lastly, music with smaller number of performers versus greater number of performers; (vi) practical methods or ‘tips’ for enhancing everyday music listening enjoyment were collated; and finally, (vii) respondents were asked for their views and opinions on the content and logistics of a ‘take-home’ MTP for improving their music listening enjoyment. One-hundred postlingually deafened adult CI users, ranging in age from 18 to 88 years (mean = 62.1, SD = 17.1), completed the UCMLQ. All respondents used a Nucleus CI24 implant and the ACE speech processing strategy. Results showed that following implantation, respondents generally found music to be less enjoyable but they also preferred certain types of instruments and music: (i) low-frequency instruments over high-frequency instruments; (ii) certain instruments (e.g. the guitar) over others (e.g. brass instruments); (iii) smaller numbers of performers as opposed to larger numbers; (iv) Country and Western music as opposed to Pop/Rock, Jazz, Classical-small group, and Classical-orchestra; and (v) music with a slow rhythm/beat, and words. A comparison of the ratings given by CI and Hearing Aid (CI+HA) users and CI-only users also revealed that CI+HA users felt that they were significantly more able to follow the melody-line of musical styles, identify these styles, and they also rated musical styles to sound significantly ‘more normal’ than the CI-only users did. However, no statistically significant difference was found between the two groups’ (CI+HA users versus CI-only users) ratings for common instrumental sounds. In regards to respondents’ interest in partaking in a ‘take-home’ music training program (MTP), 54% of respondents stated that they would be interested in undertaking one. Respondents also indicated that the MTP should focus on improving their ability to recognise tunes, in particular, tunes known before implantation, and commonly-known tunes, and the MTP should offer a wide range of musical styles. In addition, training sessions should be of 30- minutes duration, 2 times per week, and the MTP should come in the form of a DVD with subtitles. Overall, this study collected information which not only helps us to better understand CI users’ appreciation of music but also could be used in the shaping and development of a future MTP.

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.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

This thesis examines the tendency of customers - men and women, whether and how their buying habits are changing. Next the approximation of gender roles and manifestations of this process in shopping behavior are examined.

MSc (Occupational Therapy), Faculty of Health Sciences, University of the Witwatersrand / As there are no occupation based outcome measures evaluating the effect of occupational therapy in the pre-school child with an Autism Spectrum Disorder (ASD) an Occupational Performance Questionnaire (OPQ) was developed to address this. The OPQ was tested for content validity and reliability before a 12 month intervention study to establish construct validity and response to change in children with ASD receiving Occupational Therapy using a Sensory Integration frame of reference (OT-SI) was done. The results of 19 subjects on the OPQ were compared with the results on two other standardised measures -the Short Sensory Profile (SSP), and Parenting Stress Index (PSI-SF) at six monthly intervals. Convergent validity between family impact on the OPQ and the PSI-SF was moderate but for occupation performance on the OPQ and the SSP it changed from negligible to moderate over 12 months. The OPQ is responsive to change as correlations between improvements in the three outcome measures were moderate. The OPQ was found to still need attention in terms of item reliability and validity.

Thesis advisor: Judith A. Vessey / Teasing among children is pervasive; however, it has received remarkably little attention in the empirical, theoretical, or methodological literature in Taiwan. The purposes of this study were to translate and psychometrically validate the Chinese versions of the CATS (CATS-C). The purposes for this study were accomplished in two major phases. Phase I focused on translating the CATS and evaluating the psychometric equivalency of the original English and translated CATS-C. First, the CATS was translated into Chinese and semantic equivalence was determined by three different kinds of evaluations during the translation process. Then, the semantic equivalence of the translated CATS-C was empirically tested with 25 6th grade bilingual students. The results of the paired sample t-test and the Pearson correlation indicated congruence between the two versions of the CATS on the semantic equivalence. In order to evaluate each item’s relevance in Taiwanese culture, a Content Validity Index (CVI) was calculated among the ratings of the five Taiwanese elementary school teachers. The CVI was .88 for the entire CATS and were .66 to 1.0 for the four subscales. One additional item, “personal hygiene”, was included at the suggestion of the experts. ii Phase II focused on evaluating the psychometric properties of the CATS-C. The 33-item adapted CATS-C was tested on a sample of 343 4th through 6th grade Taiwanese students to determine its psychometric properties. Construct validity was assessed through PCA with Varimax rotation. Reliability was tested through the analysis of internal consistency. The results showed that five-component solution was the most appropriate and interpretable solution for the 29-item CATS-C after deleting four items. Cronbach’s alpha was .91 for the total CATS-C scale and were .73 - .83 for the five CATS-C subscales. The 29-item CATS-C with five components is a culturally appropriate instrument which has potential for determining Taiwanese students at high risk from teasing. Further studies are recommended to test the reliability and validity of the CATS-C. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

This diploma thesis is focused on franchising and a practical application of a theory. The theoretical part describes basic principles of franchising, its advantages and disadvantages and franchise agreement. I put more emphasis on development and current state of franchising in the Czech Republic. I describe and evaluate franchising in the company Alpine Pro in the practical part of the thesis. I show that a purely Czech franchise concept is able to succeed in stiff competition - and not only in the Czech Republic. The aim is to evaluate franchisor - franchisee relationship (on the basis of the questionnaire research) and to suggest some measures and recommendations that would lead to improvement of the weak points of the franchise concept Alpine Pro.