Dissertations / Theses on the topic 'Interventions'
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Mortlock, Alice Mary. "Assessing the Conditions for Multilateral Interventions or Non-Interventions: Intervention and Non-Intervention in the Asia Pacific Region." Thesis, University of Canterbury. Political Science and Communication, 2006. http://hdl.handle.net/10092/933.
Full textHarrison, April. "Middle School Tier 2 Vocabulary Interventions." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19244.
Full textSmith, Lindsay C. "Organizational Change Development Interventions: Are Multiple Interventions Useful?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4802/.
Full textParker, Michael W. "Impact of adventure interventions on traditional counseling interventions /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1992.
Find full textYang, Rena M. Arch Massachusetts Institute of Technology. "Atmospheric interventions." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/97278.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 135).
Humans have been sheltering themselves from the harsh elements of their surroundings to maintain comfort since the discovery of the hearth. With the rise of the Industrial Revolution came innovations that made mitigating external conditions convenient and easy. The standard 70 degree Fahrenheit, with 30-candle-feet of illumination, 30-50% humidity, and ventilation became the norm and is replicated and placed regardless of existing conditions, creating homogeneous environments. Our conventional conception of the relationship between architecture and the environment is based on false assumptions that we reside comfortably in the standard air-conditioned 70 degrees, effectively producing desensitizing spaces. For a body to understand and experience space, it is important for these environments to have an atmospheric affect that is absorbed through the senses. Architecture is then seen as a stimulus by provoking and challenging the body and creating a consciousness of body and environment. This thesis states that the sensorial appreciation in architecture can be explored through sequenced and curated experiences of architecture to use, amplify and appease the senses. This creates new atmospheric conditions conceived of relative sequencing and juxtapositions, rather than appeasing and mediating the existing environment. This idea is explored through three interventions on the Harvard Bridge in Boston, Massachusetts that seeks to engage the hostile environmental conditions.
by Rena Yang.
M. Arch.
Gorman, C. Allen. "Organizational Interventions." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/414.
Full textKramer-Jefferson, Kathryn R. "Behavior Intervention Teams| Examining Interventions with Community College Students Threatening Self-Harm." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608638.
Full textEffective in 2011, The Department of Justice implemented a change to the direct threat standard, which is part of Title II of the Americans with Disabilities Act. This change removed the threat of harm to self from the direct threat standard and potentially limits the actions that colleges can take when working with and responding to students who threaten self-harm. This study sought to determine how this change influenced the work of behavior intervention teams when responding to community college students who threaten self-harm. Higher numbers of students are arriving on college campuses with significant mental health challenges, especially community colleges that typically have open enrollment policies and attract at-risk students. Many behavior intervention teams were formed in the aftermath of the Virginia Polytechnic Institute and State University shootings in April 2007, some through state mandates, and others as best practices. This multiple-case study gathered information from community college behavior intervention teams regarding these changes, as well as their current procedures when responding to this student population. The intent of this research study was to provide guidance and contribute to best practices among community colleges, when responding to and intervening with students threatening self-harm.
Bob-Manual, Kio Laurence. "Military intervention in Africa : External military interventions and security prospects in Africa." Thesis, University of Bradford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290250.
Full textMashishi, Alfred Kgwadibd. "Intervention in Africa: assessing the rationale behind sub-regional peacemaking military interventions." Thesis, Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/1088.
Full textThis thesis examines the factors that are more likely to lead to peacemaking military intervention by a sub-regional hegemon in Africa. It seeks to answer the question of what motivates the sub-regional hegemons to undertake peacemaking military intervention in Africa. It argues that the emerging model of African peacemaking military intervention depends on a sub-regional hegemon's decision to intervene because of its ability to provide necessary resources needed for such operation. Hence, the sub-regional hegemon will conduct peacemaking military intervention when, where and if it suits its interest. The conclusion reached by this thesis is that self-regarding peacemaking intervention by sub-regional hegemon is effective in resolving conflicts in Africa.
Lieutenant, South African Navy
Mashishi, Alfred Kgwadibe. "Intervention in Africa : assessing the rationale behind sub-regional peacemaking military interventions /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FMashishi.pdf.
Full textThesis advisor(s): Letitia Lawson, Jeff Knopf. Includes bibliographical references. Also available online.
Vyas-Lee, J. "Perinatal psychosocial interventions." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17719/.
Full textFerguson, Nancy. "Effective literacy interventions." Thesis, University of Dundee, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761245.
Full textLancaster, Linus. "Soils and interventions." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/4761.
Full textWren, Y., S. Roulstone, and A. Lynn Williams. "Computer-Based Interventions." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
Full textBeecher, Emily Morgan. "A Systematic Review of Interventions for Implementation Fidelity for Academic Interventions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8791.
Full textMuramoto, Myra L., Eva Matthews, Cheryl K. Ritenbaugh, and Mark A. Nichter. "Intervention development for integration of conventional tobacco cessation interventions into routine CAM practice." BioMed Central Ltd, 2015. http://hdl.handle.net/10150/610279.
Full textRolley, John Xavier. "Improving care for people undergoing percutaneous coronary interventions: elements of effective interventions." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/810.
Full textTardio, Marco Carlos. "Interventions into the city." Thesis, Georgia Institute of Technology, 1989. http://hdl.handle.net/1853/24172.
Full textGore, D. M. "Early interventions in keratoconus." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1472290/.
Full textSekhon, Mandeep. "Acceptability of healthcare interventions." Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/19917/.
Full textLockey, D. J. "Pre-hospital trauma interventions." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1416433/.
Full textWilkinson, Amos Herr. "DIABETIC NURSE PRACTITIONER INTERVENTIONS." Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/610475.
Full textJohnson, Joana. "Psychosocial interventions and museums." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13809/.
Full textWilliams, A. Lynn, Sharynne McLeod, and R. J. McCauley. "Direct Speech Production Interventions." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
Full textFontanini-Axelrod, Angela M. "Linking assessment to intervention utilizing experimental analysis of reading problems to develop individualized interventions /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3200636.
Full textSource: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4296. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 11, 2006).
Miller, Heidi Thomson. "Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention." Thesis, Bethel University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690941.
Full textThis is a quantitative research project utilizing secondary data. Reading Recovery and Leveled Literacy Intervention are two early literacy interventions based on a whole language and phonetic approach to reading instruction. For the purposes of this study, the end-of-first-grade benchmark is a Developmental Reading Assessment (DRA) 18 and the end-of-second-grade benchmark is a DRA 30. This study utilizes descriptive analyses, ANOVA, and ANCOVA analyses of variance, and regression analyses to determine which programs bring tier 3, non-special education readers to grade level status at the conclusion of first grade. Reading Recovery successfully brings first-grade students to grade level status (p = .002), and 47.1% of students who participated in this intervention met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 16. For students who participated in Leveled Literacy Intervention (LLI), 35.3% met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 14. LLI was not found to be statistically significant (p = .607). For students who participated in both Reading Recovery and Leveled Literacy Intervention, 30.1% met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 14. The combination RR and LLI group was not found to be statistically significant (p = .877).
According to this study, for students who participate in either Reading Recovery or Leveled Literacy Intervention, a child’s gender (ANOVA p = .000, ANCOVA p = .000), and ethnicity (ANOVA Black p = .214, Other p = .067; ANCOVA Black p = .765, Other p = .556) is not a significant predictor of their end-of-first-grade DRA level. Depending upon the analysis conducted, a child’s free or reduced lunch rate (ANOVA p = .005, ANCOVA p = .283) is a significant predictor of their end-of-first grade DRA level F(2,1) = 5.416, p = .005 with an R2 value of .033 and an error of 612. As anticipated, a child’s initial kindergarten DRA level remains the most significant predictor of their end-of-first-grade DRA level (ANOVA p = .000, ANCOVA p = .000). The lowest scoring students in kindergarten tend to also be the lower scoring students at the end of first and second grades. The second greatest predictor for children who do not participate in Reading Recovery or Leveled Literacy Intervention is the child’s free or reduced lunch rate (p = .005). However, when an ANCOVA analysis of variance analyzed only students with a complete data set, kindergarten through second grade, a child’s lunch rate (p = .283) was shown not to be a significant predictor of end-of-first-grade DRA reading level. Additionally, a child’s lunch rate is not shown to be a significant predictor of a child’s text growth gain.
The study follows students who met the end-of-first-grade DRA 18 benchmark into second grade to ascertain if the students are able to maintain their grade level status. For students who participated in Reading Recovery and met the end-of-first-grade benchmark, 58.7% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 30. For students who participated in Leveled Literacy Intervention and met the end-of-first-grade benchmark, 62.8% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 30. For students who participated in both Reading Recovery and Leveled Literacy Intervention and met the end-of-first-grade benchmark, 53.8% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 28.
Finally, the study utilized a regression analysis to determine if there is a difference in reading achievement growth based upon a student’s participation in Reading Recovery or Leveled Literacy Intervention. All analyses were controlled for initial DRA level, gender, ethnicity, and free or reduced lunch rate. The results found that while both programs appear to be moving students towards grade level status, Reading Recovery’s results are significant (p = .002), LLI’s results are not significant (p = .607), and the combination group of both RR and LLI are not significant (p = .877). According to this one year study, for students who participated in Reading Recovery or Leveled Literacy Intervention as first graders, once a child learns how to read, the variables—initial DRA level, gender, ethnicity and socio-economic status—do not affect a child’s continued reading achievement.
Chodkiewicz, Alicia. "School-based positive psychology interventions : the development of a new evaluation process and intervention." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/32974.
Full textGaffney, C. L. "Complex interventions for children and young people : exploring service delivery frameworks and characterising interventions." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/1367068/.
Full textMitchell, Karen S. "Innovative Interventions for Disordered Eating: A Pilot Comparison Between Dissonance-Based and Yoga Interventions." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1067.
Full textTahir, Sabri. "Humanitarian Interventions in Complex Societies : A comparative study of Kosovo, Libya and Somalia Interventions." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-321419.
Full textNg, Jun Jie. "The effectiveness of electronically delivered interventions (E-interventions) for alcohol use among young people." Thesis, Ng, Jun Jie (2020) The effectiveness of electronically delivered interventions (E-interventions) for alcohol use among young people. Masters by Coursework thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/60671/.
Full textvan, Beurden Samantha Barbara. "Designing, delivering, and evaluating novel interventions to support dietary change for weight management." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34519.
Full textKissell, Tina Marie Eberly. "Interventions with good intentions| Effective implementation of Response to Intervention in two rural school districts." Thesis, The University of North Carolina at Greensboro, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609579.
Full textThis dissertation examined the implementation of Response to Intervention (RtI) in two rural school districts in south central North Carolina. Federal legislation requiring an increase in school system accountability included the expectation for implementing differentiating levels of academic intervention for struggling students. Implementation structure and pragmatics differ from district to district as the process design remains with local education units. The filtering of federal legislative expectations to state-level administration and subsequently to school system and ultimately school site leadership is a long journey that can result in varied interpretations. The communication of methodology and expectations from district-level administration to school-level practitioners is crucial for effective implementation. Therefore, an understanding of and a focused vision for Response to Intervention implementation is essential throughout district and school leadership (Kratochwill, Valopiansky, Clements, & Ball, 2007).
This dissertation explored the district-level to school-level facilitation of RtI implementation in two rural but very different districts in south central North Carolina, both identified to demonstrate stellar RtI implementation processes. Individual staff members were interviewed at the district and school-level (elementary, middle, and high) using a structured interview protocol to explore this process of implementation. The responses were then analyzed using a theme matrix. A consistent set of core strategies, practices, and beliefs were found in schools in the two districts, although facilitation of the expectations from district to school-level differed significantly and impacted the breadth and levels of implementation. Monitoring the fidelity of the process remained at the school level. The results reinforce the barriers that rural districts confront in complying with federal mandates.
Decker, Kelsey. "Language and Play Everyday: Enhancing Early Intervention Provider Knowledge and Use of Naturalistic Communication Interventions." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23745.
Full textRubio, Valera Maria. "Pharmacist interventions in depressed patients." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/95993.
Full textSaikus, Christina Elena. "Towards mri-guided cardiovascular interventions." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/44912.
Full textPlaatjes, Carlton Henry. "Assessing conflict and management interventions." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1018930.
Full textRossiter, Penny, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "Problematising the political : feminist interventions." THESIS_CAESS_HUM_Rossiter_P.xml, 2002. http://handle.uws.edu.au:8081/1959.7/579.
Full textDoctor of Philosophy (PhD)
Mullen, Nadia, and n/a. "Maintenance of interventions in organisations." University of Otago. Department of Psychology, 2007. http://adt.otago.ac.nz./public/adt-NZDU20071015.160435.
Full textBaydala, Angelina. "Lifestyle interventions, stress, and fitness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24645.pdf.
Full textMongrain, Steeve. "Government interventions under asymmetric information." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ38321.pdf.
Full textMacFarlane, Shaun David. "Interventions with underachieving mathematics students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ61459.pdf.
Full textMahdavi, Seyedeh Sara. "Prostate segmentation for medical interventions." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43633.
Full textEkberg, Kerstin. "Workplace health : influences and interventions." Linköpings universitet, Arbetslivsinriktad rehabilitering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-21821.
Full textTolman, Cae Jonathan. "Systematic Clinical Interventions in Uraemia." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503347.
Full textNguyen, Hien. "Designing effective digital behaviour interventions." Thesis, University of Aberdeen, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542650.
Full textBloomfield, Leslie. "Lightweight Interventions for Reflective Documentation." Research Showcase @ CMU, 2015. http://repository.cmu.edu/theses/82.
Full textHillman, Alana S. "Early Interventions and Student Achievement." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619165.
Full textEducating children is a costly endeavor; however, when children with special needs enter kindergarten unprepared emotionally, socially, or academically, the increased costs and support systems have to be absorbed by the schools and communities. The purpose of this study was to determine if there was a significant difference between the academic achievement of students participating in Early Childhood Special Education (ECSE) compared to students without ECSE services with DIAL-3 scores ranked in the 20th percentile or below. Achievement scores for second and third graders in one urban school district were utilized to compare the scores of ECSE and non-ECSE students. The sample included the TerraNova and Performance Series assessment scaled scores of 30 ECSE students and 30 non-ECSE students for a total of 60 students from academic years 2008 to 2012 from the participating school district. A stratified sampling was utilized within the two groups of students' assessment scores. Standard calculations included means, standard deviations, and a t-test. When comparing the second grade achievement scores, ECSE students had statistically significant gains on the overall scaled scores than the non-ECSE students. When comparing the third grade Performance Series reading, language arts, and math scaled scores of the ECSE students to the non-ECSE students, the ECSE students had statistically higher achievement scaled scores compared to the non-ECSE students. When comparing the third grade Performance Series reading and language arts standard item pool scores of the ECSE students to the non-ECSE students, the ECSE students had statistically higher achievement standard item pool compared to the non-ECSE students. The Performance Series standard item pool scores were not statistically significant between the two groups.
Schaffner, Angela D. "Preferences for interventions in counseling." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1222832.
Full textDepartment of Secondary, Higher, and Foundations of Education
Thomas, Michael. "Existential interventions in eating disorders." Thesis, University of Nottingham, 2001. http://eprints.nottingham.ac.uk/11482/.
Full text