Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9998049.

Thesis (Ph. D.) in Psychology--University of Maine, 2002. / Includes vita. Includes bibliographical references (leaves 96-116).

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 88-103). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.S.W.)--University of Hong Kong, 1984.

Thesis (M.S.W.)--University of Hong Kong, 1982.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 204-209). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 77-89).

Public health organisations of today are increasingly subject to the same market forces and competition as are private enterprises, and will inevitably have to go through the same transition towards a more professional leadership as they did a couple of decades ago. The purpose of this thesis is to investigate the importance of the development of leadership competencies for leaders in professional bureaucracies, more specifically public health care organisations, and to find out if their members are prepared for the organisational change that is forcing its way to make these organisations more leadership efficient. An increasingly popular view is that there is a lot to be gained by encouraging leaders to either participate in a local leadership education program or to take a university course in leadership and administration. If clinician-leaders are to take an active part in forming their future, they will have to take leadership seriously and come to terms with the idea that leadership education is necessary in addition to academic merits.

Individuals diagnosed with developmental disabilities often lack the skills needed to gain meaningful employment in the community. One crucial skill is interviewing as this is the first and often the only pre-job interaction an individual has with his or her employer. In a short interaction, the person must convey information about specific work history, employability, and a general impression of character. This study evaluated the effectiveness of video feedback in improving job interview behaviors for three young adults with developmental disabilities. The interview related-behaviors were appropriate greeting, responses to interview questions, and appropriate closing statement. The performance across the participants was assessed in simulated interviews under a multiple-baseline design across behaviors and participants, with all participants reaching 100% correct performance of all three behaviors after video feedback was implemented. The social validity supports the feasibility of this video feedback intervention. Issues related to future research and implications for the field are discussed.

This paper is a curriculum proposal for a mid to high beginner adult English as a Second Language class. It is hoped that this curriculum will prove to meet students’ academic needs, especially in terms of development of literacy, listening skills, and language learning strategies. In addition to this, the lessons include a critical orientation; that is, the class is structured to facilitate student engagement with social issues, namely racism and economic struggles. With these considerations in minds, two units comprising half the semester were developed and relevant extra materials are provided. / text