This journal article format dissertation examined aspects of survey research methodology in health education. In the first study, the author examined articles published in Health Education and Behavior, Health Education Journal, Health Education Research, and International Electronic Journal of Health Education to assess if authors report survey instrument characteristics and results of psychometric property tests for data collected with survey instruments. In the second study, the author examined the validity and reliability of data collected from 1,992 Indiana middle and high school students with the Adolescent Health Risk Behavior Survey (AHRBS) instrument. The AHRBS instrument was created using the Biopsychosocial Model (BPSM) theoretical framework and investigates the relationships and influences of adolescents? intrapersonal and normative perceptions on alcohol, tobacco, and other drug (ATOD) use. In the third study, the author used reliable measures for the data to conduct mediation analyses to examine the effects of adolescent perceptions of their social environment, such as perceived peer disapproval, perceived parental disapproval, and perceived peer behavior, on adolescent lifetime inhalant use in the presence of the theorized mediator variable, characteristics of the peer group. The author concluded the following: (1) published articles in the four health education journals inconsistently reported survey instrument characteristics or results of psychometric property testing for the data collected with survey instruments; (2) systematically eliminating items due to their limited contribution to scale reliability for these data using exploratory factor analyses, confirmatory factor analyses, and calculating internal consistency reliability shortened the AHRBS instrument by 41.18% and improved the reliability of measures for these data; and (3) the effects of perceived peer disapproval, perceived parental disapproval, and perceived peer behavior on adolescent lifetime inhalant use were significantly mediated by characteristics of the peer group as theorized by the BPSM. Findings of this dissertation have implications for the field of health education. First, survey instrument characteristics and internal reliability coefficients for data collected with instrument scales should be reported in published manuscripts. Second, researchers should examine the validity and reliability of data collected with survey instruments. Third, only reliable measures for the data should be used in statistical analyses.

This is a report of an investigation of aspects of preservice teachers� perceptions of teaching and learning English and mathematics and factors influencing them. The participants of the investigation were primary preservice teachers from two tertiary institutions of Victoria, one located inner city, and the other in a regional centre. Of the 349 participants, 163 were commencing and 186 were graduating from their degrees. Preservice teachers completed questionnaires indicating their intentions to use particular practices in their literacy and numeracy lessons. Thirty-one of the 349 surveyed voluntarily discussed key issues arising from the survey during semi-structured audiotaped sessions. Five lecturers responsible for the planning of the compulsory English and mathematics education units at both institutions were interviewed about the survey data and provided written documentation for their units as evidence of their coursework. Data analyses indicated that preservice teachers often considered practices equally appropriate for literacy and numeracy teaching and intended to use them in similar ways. It seemed that preservice teachers enter their degrees with strong opinions about teaching and learning based not only on their recollections of experiences as learners but also from more recent relevant experiences such as their dealings with children as babysitters, tutors, and classroom helpers. They also gained knowledge about teaching contexts from their informal but regular conversations with friends and family who teach. From the examination of the documentation for coursework and discussions with lecturers, it seemed that the content of the literacy and numeracy education units at the two institutions were similar. Overall, the data indicated that many of the preservice teachers� intentions were consistent with the intent of coursework especially when they described general teaching practices. However, in cases where practices were discipline-specific there were limited changes in preservice teachers� intentions even after completing their courses. The prospective teachers reported that they considered their recent salient experiences of teaching and their observations of teachers� practices in schools more influential than coursework.

This is a report of an investigation of aspects of preservice teachers� perceptions of teaching and learning English and mathematics and factors influencing them. The participants of the investigation were primary preservice teachers from two tertiary institutions of Victoria, one located inner city, and the other in a regional centre. Of the 349 participants, 163 were commencing and 186 were graduating from their degrees. Preservice teachers completed questionnaires indicating their intentions to use particular practices in their literacy and numeracy lessons. Thirty-one of the 349 surveyed voluntarily discussed key issues arising from the survey during semi-structured audiotaped sessions. Five lecturers responsible for the planning of the compulsory English and mathematics education units at both institutions were interviewed about the survey data and provided written documentation for their units as evidence of their coursework. Data analyses indicated that preservice teachers often considered practices equally appropriate for literacy and numeracy teaching and intended to use them in similar ways. It seemed that preservice teachers enter their degrees with strong opinions about teaching and learning based not only on their recollections of experiences as learners but also from more recent relevant experiences such as their dealings with children as babysitters, tutors, and classroom helpers. They also gained knowledge about teaching contexts from their informal but regular conversations with friends and family who teach. From the examination of the documentation for coursework and discussions with lecturers, it seemed that the content of the literacy and numeracy education units at the two institutions were similar. Overall, the data indicated that many of the preservice teachers� intentions were consistent with the intent of coursework especially when they described general teaching practices. However, in cases where practices were discipline-specific there were limited changes in preservice teachers� intentions even after completing their courses. The prospective teachers reported that they considered their recent salient experiences of teaching and their observations of teachers� practices in schools more influential than coursework.

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With an increasing reliance on satisfaction exit surveys to measure how university alumni qualify their experiences during their degree program, it is uncertain whether satisfaction is sufficiently salient, for some alumni, to generate distinguishable satisfaction scores between respondents and nonrespondents. This thesis explores whether, to what extent, and why nonresponse to student satisfaction surveys makes any difference to our understanding of student university experiences. A modified version of Michalos’ multiple discrepancies theory was utilized as the conceptual framework to ascertain which aspects of the student experience are likely to be nonignorable, and which are likely to be ignorable. In recognition of the hierarchical structure of educational organizations, the thesis explores the impact of alumnus and departmental characteristics on nonresponse error. The impact of survey protocols on nonresponse error is also explored. Nonignorable nonresponse was investigated using a multi-method approach. Quantitative analyses were based on a combined dataset gathered by the Graduate Student Exit Survey, conducted at each convocation over a period of three years. These data were compared against basic enrolment variables, departmental characteristics, and the public version of Statistic Canada’s National Graduate Survey. Analyses were conducted to ascertain whether nonresponse is nonignorable at the descriptive and analytical levels (form resistant hypothesis). Qualitative analyses were based on nine cognitive interviews from both recent and soon-to-be alumni. Results were severely weakened by external and internal validity issues, and are therefore indicative but not conclusive. The findings suggest that nonrespondents are different from respondents, satisfaction intensity is weakly related to response rate, and that the ensuing nonresponse error in the marginals can be classified, albeit not fully, as missing at random. The form resistant hypothesis remains unaffected for variations in response rates. Cognitive interviews confirmed the presence of measurement errors which further weakens the case for nonignorability. An inadvertent methodological alignment of response pool homogeneity, a misspecified conceptual model, measurement error (dilution), and a non-salient, bureaucratically-inspired, survey topic are proposed as the likely reasons for the findings of ignorability. Methodological and organizational implications of the results are also discussed.

With an increasing reliance on satisfaction exit surveys to measure how university alumni qualify their experiences during their degree program, it is uncertain whether satisfaction is sufficiently salient, for some alumni, to generate distinguishable satisfaction scores between respondents and nonrespondents. This thesis explores whether, to what extent, and why nonresponse to student satisfaction surveys makes any difference to our understanding of student university experiences. A modified version of Michalos’ multiple discrepancies theory was utilized as the conceptual framework to ascertain which aspects of the student experience are likely to be nonignorable, and which are likely to be ignorable. In recognition of the hierarchical structure of educational organizations, the thesis explores the impact of alumnus and departmental characteristics on nonresponse error. The impact of survey protocols on nonresponse error is also explored. Nonignorable nonresponse was investigated using a multi-method approach. Quantitative analyses were based on a combined dataset gathered by the Graduate Student Exit Survey, conducted at each convocation over a period of three years. These data were compared against basic enrolment variables, departmental characteristics, and the public version of Statistic Canada’s National Graduate Survey. Analyses were conducted to ascertain whether nonresponse is nonignorable at the descriptive and analytical levels (form resistant hypothesis). Qualitative analyses were based on nine cognitive interviews from both recent and soon-to-be alumni. Results were severely weakened by external and internal validity issues, and are therefore indicative but not conclusive. The findings suggest that nonrespondents are different from respondents, satisfaction intensity is weakly related to response rate, and that the ensuing nonresponse error in the marginals can be classified, albeit not fully, as missing at random. The form resistant hypothesis remains unaffected for variations in response rates. Cognitive interviews confirmed the presence of measurement errors which further weakens the case for nonignorability. An inadvertent methodological alignment of response pool homogeneity, a misspecified conceptual model, measurement error (dilution), and a non-salient, bureaucratically-inspired, survey topic are proposed as the likely reasons for the findings of ignorability. Methodological and organizational implications of the results are also discussed.

Abstract In the recent years, there has been a wave of financial globalization and it caused the rapid expansion of financial markets, financial markets become more open, capital flows speeded greatly, and new financial product published in the market, increased the degree of mutual influence. In the 2007, the subprime mortgage of America caused the global financial crisis. Most invest banks such as Lehman Brother and brokers and lots of investors were hurt deeply by the financial crisis and the assets reduced rapidly as well. Due to the collapse of the financial system, lots of banks need to issue new financial product like Dual Currency Deposit (DCD) to customers instead of structure note. However, the new financial products have sold very well, it caused great concern to the government to restrict strictly to financial consultants and establish the classification for investors. The thesis use survey research and collect relevant reference to discuss the change of the investors¡¦ investment behavior and risk preference of the new financial products after the financial crisis. The questionnaire can be divided into four parts which are personal data¡Binvestor¡¦s risk attributes¡Bthe risk of new financial products and investment related information. In conclusion, we found the level of personal risk and commodity risk inconsistently. For the reason, the investment risk does affect the confidence of investors after the financial crisis. Furthermore, the financial institutions can target the groups of 40-49 year old ages as the future marketing. Most respondents believed that the investment environment between Taiwan and Hong Kong are different in financial policies¡Bfinancial officers knowledge. Consequently, we wish can provide Taiwan financial institutions for further reference for professional investors with specialized service and qualified financial consultants. Keyword: financial crisis, structured product, risk, investment behavior, survey research

INTRODUCTION: The leading cause of injury and death among children in the United States is motor vehicle crashes. Even though laws have been amended and public awareness campaigns and education has increased, many children are still improperly restrained or not restrained at all. When correctly used, child restraints significantly reduce risk of injury or death in a motor vehicle crash. AIM: The purpose of the questions is to exhibit the baseline knowledge of participants before receiving car seat education from certified technicians. METHODS: Over an eight week period, Safe Kids Cobb County Car Seat Technicians distributed a 16-item survey, with 10 knowledge-based questions and 6 demographic questions to Inspection Station participants. Descriptive statistics were run and t-tests were calculated to determine if participant age, ethnicity, and gender were associated with overall knowledge scores. A simple linear regression test was run to determine the association between participant education level and total car seat safety knowledge. RESULTS: One-hundred and sixty nine surveys were completed. Participant knowledge of car seat safety ranged from 0% to 90% on all ten items. No significant correlation between participant knowledge and age was found. The relationship between total knowledge and education level was found to be slightly significant. However, ethnicity and gender were found to be significantly associated with total knowledge scores. DISCUSSION: The results from this study describe baseline knowledge among a sample of participants at Safe Inspection Station activities held in Cobb County, Georgia. These results can help inform tailoring of future programming so that the impact of enhanced health education / prevention messages for intended populations can be maximized.

Members of Congress must manage both their representative and legislative responsibilities. / Government

In this thesis I carry out an encompassing analysis of the problem of measurement error in retrospectively collected work histories using data from the “Longitudinal Study of the Unemployed”. This dataset has the unique feature of linking survey responses to a retrospective question on work status to administrative data from the Swedish Register of Unemployment. Under the assumption that the register data is a gold standard I explore three research questions: i) what is the prevalence of and the reasons for measurement error in retrospective reports of unemployment; ii) what are the consequences of using such survey data subject to measurement error in event history analysis; and iii) what are the most effective statistical methods to adjust for such measurement error. Regarding the first question I find substantial measurement error in retrospective reports of unemployment, e.g. only 54% of the subjects studied managed to report the correct number of spells of unemployment experienced in the year prior to the interview. Some reasons behind this problem are clear, e.g. the longer the recall period the higher the prevalence of measurement error. However, some others depend on how measurement error is defined, e.g. women were associated with a higher probability of misclassifying spells of unemployment but not with misdating them. To answer the second question I compare different event history models using duration data from the survey and the register as their response variable. Here I find that the impact of measurement error is very large, attenuating regression estimates by about 90% of their true value, and this impact is fairly consistent regardless of the type of event history model used. In the third part of the analysis I implement different adjustment methods and compare their effectiveness. Here I note how standard methods based on strong assumptions such as SIMEX or Regression Calibration are incapable of dealing with the complexity of the measurement process under analysis. More positive results are obtained through the implementation of ad hoc Bayesian adjustments capable of accounting for the different patterns of measurement error using a mixture model.