Media Violence and Adolescents’ ADHD-Related Behaviors: The Role of Parental Mediation

We examined the role of parental media mediation in the relationship between media violence and adolescents’ ADHD-related behaviors. Survey data from 1,017 adolescents (10–14 years) show that parents can play an important role in this relationship, depending on the media mediation strategies that they use (i.e., restrictive or active mediation) and how they apply these strategies (i.e., in a controlling, inconsistent, or autonomy-supportive way). Our findings support the notion that contextual factors are critical in understanding media effects, and provide directions for how parents can manage their adolescents’ violent media use, and possibly by extension, their ADHD-related behaviors.     

The bells: A re‐appraisal

The Bells, although universally described by critics as melodrama, departs markedly from the traits most usually associated with the form. An investigation of this seeming contradiction leads to the testing of an alternate model for melodrama and an illumination of the play's structure by means of this model. The resulting analysis points clearly to the need for more theoretical work into the nature of melodrama.     

Comparison of the predictive validities of two McCarthy short forms

Scores on Kaufman's (1977) McCarthy short form and the McCarthy Screening Test (1978) were obtained for a sample of 53 first graders in their first month of school. Nine months later, the Metropolitan Achievement Test was administered to the sample. The correlation between Kaufman's estimated General Cognitive Index and the Metropolitan Basic Battery raw score was .71. Biserial correlations between “At Risk” and “Not At Risk” classifications of the McCarthy Screening Test and Metropolitan Basic Battery raw scores ranged from .43 to .78. Kaufman's short form scores usually indicated a smaller number of false negatives than did McCarthy Screening Test scores. Implications of these findings for these findings for first-grade screening are discussed.     

The role of outdoor recreation in family enrichment

The family is the fundamental unit in society and perhaps the oldest and most important of all human institutions. Several studies have indicated a positive correlation between strong, successful families and family participation in outdoor recreational activities. This paper addresses the role of structured outdoor recreation programming in family enrichment. Findings from two studies based in the United States are presented: one on the effect of a one-day family outdoor adventure program on parental and child perceptions of family functioning and the other from a qualitative inquiry into the meaning of family residential camping experiences. The first study collected both quantitative and qualitative data from 24 families who participated in an 8-hour outdoor adventure program. The second study utilized structured interviews with 11 families participating in a residential camp experience. Findings from both studies demonstrate that structured outdoor family recreation programming has a strong positive relationship with family strength. Furthermore, findings indicate that the type of outdoor adventure activities being used in the treatment of dysfunctional and maladaptive families is also effective in providing family enrichment experiences.     

Diagnostic utility of tumor markers in identification of unknown primary?

A 67 years old male patient presented with skeletal metastasis and an unidentified primary neoplasm was referred to department of Biochemistry, NIMS for estimation of tumor markers. High values of CA-19-9, CEA and repeated biopsy reviews identified primary malignancy in gall bladder.     

Assessing emergent literacy in preschool classrooms

Recent research on the literacy development of children during the preschool years has emphasized the notion of “emergent literacy,” according to authors Kontos (1986) and Teale and Sulzby (1986). According to this view, preschool children learn about reading and writing as they participate in a literate culture. Early social interactions involving print are crucial to children's reading and writing development, according to the Early Childhood and Literacy Development Committee (1986).     

Measuring educational quality by appraising theses and dissertations: pitfalls and remedies

In this paper, we argue that, as indicators of the educational quality of graduate degree programs, student theses and dissertations are best used in specific contexts. High-quality theses and dissertations, that is, may be the result of factors such as verbal skills students already possessed at admission or of complex interactions between supervisors and students, not only effective class design or offerings. Consequently, this paper recommends ways for programs to avoid making post hoc errors in assessing educational quality and suggests strategies to make the critical appraisal of theses and dissertations a productive, quality-enhancing activity.