title: Translation and validation of the Arabic version of the Digital Stress Scale (DSS-A) with three Arabic-speaking samples

authors: Krägeloh, Christian U.

abstract: Objective: Given the ubiquitous nature of digital technologies such as smartphones, research has increasingly focused on the health outcomes of prolonged use of such technologies. The Digital Stress Scale (DSS) has been developed recently, but it is currently only available in English and Chinese, and validations in other languages are warranted. 
Methods: The 24-item DSS was translated into Arabic using the method of translation and back-translation. Using a general population sample (n = 1069) from Saudi Arabia, Oman, and Jordan, the psychometric properties of the Arabic DSS (DSS-A) were investigated using higher-order confirmatory factor analysis.
Results: The original five-factor structure was replicated for the DSS-A without the need for any modifications such as item deletion or reassignment of items to another factor. Reliability was excellent for the total scale score (α = 0.92) as well as for the five subscales (α ranged between 0.81 and 0.91). Convergent validity was supported by significant correlations between the DSS-A and psychological distress. 
Conclusion: The strong psychometric properties of the DSS-A imply that this scale can now be used with high validity and reliability to explore the role of digital stress and its sub-characteristics in Arabic-speaking populations.

text: Translation and validation of the Arabic version of the Digital Stress Scale (DSS-A) with three Arabic-speaking samples Objective: Given the ubiquitous nature of digital technologies such as smartphones, research has increasingly focused on the health outcomes of prolonged use of such technologies. The Digital Stress Scale (DSS) has been developed recently, but it is currently only available in English and Chinese, and validations in other languages are warranted. 
Methods: The 24-item DSS was translated into Arabic using the method of translation and back-translation. Using a general population sample (n = 1069) from Saudi Arabia, Oman, and Jordan, the psychometric properties of the Arabic DSS (DSS-A) were investigated using higher-order confirmatory factor analysis.
Results: The original five-factor structure was replicated for the DSS-A without the need for any modifications such as item deletion or reassignment of items to another factor. Reliability was excellent for the total scale score (α = 0.92) as well as for the five subscales (α ranged between 0.81 and 0.91). Convergent validity was supported by significant correlations between the DSS-A and psychological distress. 
Conclusion: The strong psychometric properties of the DSS-A imply that this scale can now be used with high validity and reliability to explore the role of digital stress and its sub-characteristics in Arabic-speaking populations.

year: 2023-12-01

title: Looking back to look forward to the female gaze: An analysis on the foundational filmmakers and their female protagonists.

authors: Searle, Katherine

subjects: female gaze

abstract: This thesis examines theories of the female gaze through recognizing the foundational filmmakers and screenwriters who have explored varying female experiences throughout cinema history. Theories of the gaze stemmed from Laura Mulvey’s fundamental 1975 essay, from which her argument posited that mainstream Hollywood cinema constructs male centred subjects who control the gaze of the narrative, whilst female characters are depicted as objects who cater to the desires of the male spectator. Since then, theorists and scholars have explored ideas of a female gaze from which female-centred narratives are explored by filmmakers. Such narratives are explored by female protagonists who control the gaze through techniques crafted by directors and/or screenwriters, reflecting key ideologies and issues that resonate with the female spectator.  

This research aims to discover how theories of the female gaze have been reconstructed throughout cinema history by female directors and/or screenwriters through the representation of their female protagonists. Through conducting comparative text analysis, this thesis analysed two films within four key periods in cinema including; the French New Wave, New Hollywood Cinema, the Blockbuster Age, and contemporary Independent Cinema, to explore a range of innovative and nuanced female protagonists who have represented various female experiences on screen.  

This analysis showcases the long-standing history of theories surrounding the female gaze, and identifies the socio-cultural contexts that influenced the reconstruction of the gaze by filmmakers across time and space. The results of this research highlights the different interpretations of the female gaze by key filmmakers and/or screenwriters, illustrates similarities and disparities between protagonists by filmmakers during similar periods, and reveals the importance of 
socio-cultural contexts that underpin various representations of female experiences throughout cinema history.

text: Looking back to look forward to the female gaze: An analysis on the foundational filmmakers and their female protagonists. This thesis examines theories of the female gaze through recognizing the foundational filmmakers and screenwriters who have explored varying female experiences throughout cinema history. Theories of the gaze stemmed from Laura Mulvey’s fundamental 1975 essay, from which her argument posited that mainstream Hollywood cinema constructs male centred subjects who control the gaze of the narrative, whilst female characters are depicted as objects who cater to the desires of the male spectator. Since then, theorists and scholars have explored ideas of a female gaze from which female-centred narratives are explored by filmmakers. Such narratives are explored by female protagonists who control the gaze through techniques crafted by directors and/or screenwriters, reflecting key ideologies and issues that resonate with the female spectator.  

This research aims to discover how theories of the female gaze have been reconstructed throughout cinema history by female directors and/or screenwriters through the representation of their female protagonists. Through conducting comparative text analysis, this thesis analysed two films within four key periods in cinema including; the French New Wave, New Hollywood Cinema, the Blockbuster Age, and contemporary Independent Cinema, to explore a range of innovative and nuanced female protagonists who have represented various female experiences on screen.  

This analysis showcases the long-standing history of theories surrounding the female gaze, and identifies the socio-cultural contexts that influenced the reconstruction of the gaze by filmmakers across time and space. The results of this research highlights the different interpretations of the female gaze by key filmmakers and/or screenwriters, illustrates similarities and disparities between protagonists by filmmakers during similar periods, and reveals the importance of 
socio-cultural contexts that underpin various representations of female experiences throughout cinema history.

year: 2025-02-21

title: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve

authors: Ford, Therese

subjects: Culture

abstract: Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

text: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

year: 2010