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1
Dashlooty, Ashraf. "Sexual coercion among year 11 and year 12 high school students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0079.
Full textAbstract:
Adolescence is a time of accelerated physical and sexual growth, and many students become sexually active before they finish secondary schooling. Unfortunately, many adolescents and young adults experience sexual coercion in their intimate relationships. Sexual coercion is defined broadly as verbal or physical pressure to engage in sexual activity. This study sought to examine sexual coercion experiences of Year 11-12 high school, male and female students in their peer dating and relationships. Before retrieving such information, a modified Sexual Experiences Survey (SES) questionnaire was designed. This was named the Adolescent Dating and Relationship Survey (ADRS) which, subsequently, was examined by experts in the area, and validated via a pilot study using 30 university students. Thirdly, the study administered the ADRS to 341, Year 11 and Year 12 students to examine how they responded to their sexually coercive experiences. The participants were actively engaging in relationship behaviours, with nearly 50% of the females and 70% of the males reporting a relationship with a partner of the same age. However, significantly more females dated older partners and, conversely, more male students were involved with younger partners. The female students tended to have longer relationships than the males, especially for relationships of 9 to 12 months or longer. Participants did not report sexual coercion experiences via threat or blackmail, nor were the males threatened with a weapon. The most frequently cited forms of coercion by both female and male students were: made to feel guilty, being plied with alcohol and/or other drugs, being pressured by begging and/or arguing, and being lied to. However, the female students reported being physically restrained significantly more than the males. As a group they responded to these sexually coercive acts via all forms 2 measured except the males, who did not resort to either fighting off or yelling. Talking about the experience later was the response commonly reported by the students. Further, female students responded to sexual coercion by saying either,
2
Antel, Katherine. "Splenectomy for immune thrombocytopenia : our 11-year experience." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/14134.
Full textAbstract:
Splenectomy has been practiced for the treatment of ITP for the past few decades. Currently it is utilised when a patient is either dependent or resistant to steroid treatment and the platelet count remains less than 30×109/L. Recently new agents have been added to the armamentarium used to treat ITP, including immune-suppressants such as rituximab and the new thrombopoetin-receptor agonists. This has brought into question the role of surgery for the treatment of ITP, and the need to compare the response and complication rates of splenectomy to these newer agents. Historic studies done on splenectomy for the treatment of ITP have been performed in the setting of low HIV prevalence. There is a relative paucity of data on the response rate in HIV-associated thrombocytopenia to splenectomy and the durability of response to splenectomy is unclear in this patient population. We retrospectively analysed 73 consecutive patients who underwent splenectomy for ITP from 2001 to 2011. The primary objective was to determine the rate of complete response, this was defined as a platelet count greater than 100×109/L at one year post splenectomy. Results were compared between HIV positive and HIV negative patients. The secondary objectives were: to evaluate the intra-operative and post†operative complications and mortality in the HIV positive and HIV negative groups, and to investigate for associations between co-morbidities, pre-operative treatment and response to splenectomy.
3
Norman, Kay. "Year 11 pupils' perception of nursing : an exploratory study." Thesis, Keele University, 2014. http://eprints.keele.ac.uk/626/.
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This thesis aims to explore Year 11 pupils’ perceptions of nursing, the influences that affect these perceptions, and the way in which these reflect the discourses within and about the nursing profession. The objective of this research is to provide data which will contribute to the body of knowledge around nurse recruitment and career advice; to foster an increasing understanding of nursing roles, requirements, opportunities, and how to make nursing more appealing to young people. Forty individual interviews were conducted with Year 11 pupils from four different comprehensive schools within the West Midlands region (age 15-16 years). They were interpreted using a qualitative approach; drawing on social constructionism. Findings suggest that nursing continues to be viewed in stereotypical terms as a vocation, lacking status as a profession and unappealing as a career. Although nursing appears to be respected, evidenced in expressions of ‘moral worth’ in society, it is not perceived to be seen as producing the expected outcomes of financial reward, status and social credibility. There is an apparent lack of knowledge and understanding of nursing roles, educational requirements and opportunities available within nursing, with few current terms of reference that can be drawn upon. Parents and family are seen to have the biggest influence on perceptions of careers. Pupils who identified nurses within their families portrayed a negative image of nursing to participants. Conclusions suggest that higher education institutes, the nursing profession, media, schools, and career personnel need to work together to ensure a current, comprehensive understanding of nursing is portrayed to young people. The nursing profession must identify role models to champion the image of nursing, to inspire and encourage conditions that will motivate the current workforce to promote a positive culture within itself, to represent this to others.
4
Gordon, Phillipa, and n/a. "Years 11 and 12 English curriculum in the A.C.T 1984." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060712.110221.
Full textAbstract:
In 1976, following the recommendations of the Campbell Report, school-based course development and assessment
replaced the New South Wales Higher School Certificate
courses and public examinations. Under the auspices of
the A.C.T. Schools Authority, the A.C.T. Accrediting
Agency took control of administering the new system.
Nine years after the system was introduced, the benefits
of the new system were very clear in the area of English
curriculum at Years 11 and 12 level. To a considerable
degree, the hopes of the Campbell Report have been
fulfilled in terms of providing students with greater
freedom of choice and flexibility in the selection of
options in an English course composed of a number of term
or term equivalent units. Assessment instruments have
become much more wide-ranging. Teacher/student
relationships have become less authoritarian. Teaching
strategies and learning approaches have generally made
students more active participants in the learning process.
The field study drew heavily on English course documents
in the senior secondary colleges, presenting an overview
of the workings of the English curriculum. Because
courses are being continually reaccredited, it was
necessary to set the curriculum overview at a particular
time, in 1984. As the A.C.T. is a small education system
in Australian terms, it was possible to gain some concept
of the whole picture, although 428 term units is not an
inconsiderable number.
The field study, because of its significant data base,
poses more questions than it answers. It does, to a
degree, present "what is", or rather "what was" in the
1984 English curriculum at Years 11 and 12 level in A.C.T.
colleges. And it points directions for further research.
5
Frazier, Kimberly Grimes. "First-Year Experience Collaboration among Academic Affairs and Student Affairs at Public State University." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/eps_diss/11.
Full textAbstract:
February 2003 was the inauguration of the Foundations of Excellence project with an open invitation to chief academic officers at approximately 900 of both the American Association of State Colleges and Universities (AASCU) and the Council for Independent Colleges (CIC) member institutions. The Policy Center on the First Year of College, under the direction of the Executive Director, John N. Gardner, invited the various campuses to develop standards and guidelines for the first year, which were termed as Foundational Dimensions or simply Dimensions. As a result, over 200 member institutions agreed to participate in the project by establishing campus-wide task forces to look at the initial list of six Dimensions developed by the Policy Center and Penn State research partners. These Dimensions were designed to be essential characteristics of institutional effectiveness in promoting the learning and success of every first-year student. This is a case study of one of the founding institutions of the Foundations of Excellence endeavor, Public State University (PSU). In particular, this study utilizes the Foundations of Excellence Dimensions Statements as a basis to assess Public State University’s first-year experience collaboration efforts. Furthermore, this research is specifically grounded in the 2nd Dimensions Statement of the Foundations of Excellence, looking at what the Public State University first-year experience program looks like through academic affairs and student affairs collaborative partnerships. This study specifically examines PSU’s established partnerships within the First Year Orientation and Advising Committee (FYOAC) and the University College Advisory Council (UCAC) and determines what participants mean by collaboration. Through the use of a rubric, the analysis of the data resulted in a significant finding in reference to collaboration literature. The findings indicated that the literature on academic and student affairs collaboration should include information on institutional culture and investigate whether the underpinnings of institutional culture are actually social systems that are inextricably tied to their external environments, which in turn have a direct impact on foundational benchmarks on collaboration for First-Year Experience programs. Implications of this study’s results are addressed, limitations of this study are discussed, and recommendations for future research are given.
6
Soustal, F. G., and n/a. "College course selections years 11 and 12 : students' aspirations and ultimate career choice." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061108.172700.
Full textAbstract:
This field study aims to identify and examine the consequences and
influences of course selections and career choices made by students,
their parents and college staff. Because of a lack of information
regarding the implications of their selected programmes of study,
many students choose unwisely and as a result, have become confused
about the relevance of their choices in relation to the achievement
of their ultimate career aspirations. To achieve the aims of this
study, an analysis of the course selections and career choices of the
Year 12 graduates of 1983 from Copland College was completed.
This field study is divided into three main sections. The first
section comprises Chapters I and II which outline the historical
development of secondary colleges within the Australian Capital
Territory. The author briefly discusses the influence of both the
Hughes and the Campbell Reports and illustrates how these Reports
were used as the basis for the establishment of the educational
structure we now have for our senior secondary college students in
Canberra. In addition, this section details the historical background
of careers education within the Australian Capital Territory
and the influences this has had on the status of career education
at Copland College.
The second section covers Chapters III, IV and V. In this section
the function of the Student Services Faculty within Copland College
is discussed and also a brief explanation given of the type of
information gathered by college and administrative staff for career
and course advice. The author provides a description of the procedures
II
used to obtain and collate the information collected for this field
study. A questionnaire method of data collection was the basis used
to examine the post-collegiate activities of over 240 graduate
students of 1983, and part of the questionnaire relates specifically
to the destinations of these ex-students.
Finally, the third section incorporates Chapters VI and VII. It
details the results of my research covered in earlier chapters and
at the same time, synthesizes that of other educationalists as
it relates to this field study. The concluding portion of this
section sets out recommendations proposed to meet the problems
identified in such areas as student course selections and careers
advice.
7
Orrick, Anne M. "Factors associated with affective distress in year 11 and 12 students /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18449.pdf.
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8
Devincenzi, Karl. "Aspiring towards higher education? : the voice of the year 11 student." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3300.
Full textAbstract:
In 2001 the then UK Government set a national target to get 50 per cent of young people between the ages of 18 and 30 into higher education by the year 2010. To achieve this goal, higher education institutions were required to deliver Widening Participation initiatives that would target under-represented groups in a bid to raise aspirations and bring them into the sector. The study that underpins this thesis was an investigation into the issues surrounding widening participation from the perspective of students in their final year of compulsory schooling. It began as a year-long longitudinal study of the students’ views as they moved towards a key transitional point in their lives. Nine students were identified from Year 11 in one school. Three were drawn from each of the following three categories or groups of students: (i) ‘traditional students’, these were students who were deemed as belonging to groups that were already well-represented in higher education; (ii) ‘non-traditional’ students, these were deemed ‘non-traditional’ in the sense that they were seen as belonging to groups that were under-represented in higher education; (iii) ‘widening participation’ students, these were recipients of a widening participation initiative delivered by their nearest university which, by implication, also deemed them as being ‘non-traditional’ in the sense that they were seen as belonging to groups that were under-represented in higher education. Each participant was interviewed in-depth three times whilst they were in Year 11; in December 2003, in March 2004, and again in June 2004. Whilst all interviews sought to elicit information about their lives at that point in time, the first interview was intended to gather relevant information about their past lives, the second a more in-depth look at their current lives, and the third focused on their future lives. Follow-up data were collected from some of the participants in 2009, 2010 and 2011. An in-depth interview also took place in June 2004 with the university’s Widening Participation Officer and the school’s Head of Year 11 and Widening Participation Co-ordinator. They are considered to be key informants to widening participation initiatives, more broadly in the case of the former, and specific to the school in the case of the latter. The thesis reports on the process through which participants were selected (or not selected) for widening participation intervention, learning identities in school and out, imagined futures, choices, and ultimately what happened to those students who were tracked beyond Year 11. Flaws in the widening participation policy agenda at the time of the main data collection period were identified as: (i) the individualization of the problem which drew attention away from the structural nature of the problem of under-representation and also from deep-rooted flaws within the education system; (ii) the lack of awareness of the longitudinal nature of the problem whereby entrance into higher education is dependent on prior learning and prior qualifications – this resulted in little or no account being taken in the selection process of widening participation-targeted individuals’ previous patterns of achievements, such that they may not be on a trajectory that makes higher education a viable option, and (iii) the valuing of non-participation in higher education. The thesis concluded by acknowledging that a new legislative framework about to be implemented in 2012 appears to be addressing some of these concerns. Issues that remain unaddressed include deep-rooted problems within the formal education system, the valuing of non-participation and of vocational training, and an appreciation that learning takes place on a trajectory.
9
Anderson, Kathy. "Making their marks : teachers' understandings of art assessment at Year 11." Thesis, University of Canterbury. School of Christchurch College of Education, 2003. http://hdl.handle.net/10092/3616.
Full textAbstract:
This thesis investigates understandings that secondary school art teachers hold
about assessment of year 11 students' artwork. My experience as an art educator
has lead to my interest in this area. Boughton (1997) also argues that there is a
need for more systematic investigation to underpin the practices of assessment in
art.
An analysis of the fields of art education and assessment provided the context for
the study and also informed the research process and research question. The
field of art and art education is historically and theoretically contested and this
influences curricula design and examination prescriptions creating a complex
field for teachers to be involved in.
A qualitative approach was chosen using unstructured interviews, participant
observations in classroom settings and document analysis. Three female and
three male teachers participated. The schools were similar sizes and included
state, private, co- educational, single sex and semi rural. All teachers were
trained and three were practising artists.
Kvale cited in Hill (2001) explains how unstructured interviews allow openness
to changes in sequences and forms of questions in order to follow up the answers
given and stories told by participants. This was important in this study as the
conversations of teachers refocused discussions during follow-up visits.
Assessment events were videoed and replayed to participants to stimulate
discussion. A qualitative approach was seen as appropriate for this project as the
field of art education that teachers work in is continually being redefined and
reconstructed.
The writing process continually evolved as I read the literature. Burr (1995:4)
provided insights into social constructionist methods describing how II our
current accepted ways of understanding the world is a product not of objective
observation of the world, but of the social processes and interactions in which people are constantly engaged with each other." As my writing evolved, the
research question was redefined. Originally the research focus had been to find
out how teachers went about assessing art. This was refocused into how they
position themselves and are affected by the competing discourses in art
education. It seemed that the data analysis and writing processes informed each
other.
The findings revealed three interconnecting layers, which provided insights into
teachers' assessment practices. These layers included new assessment discourses
such as standards based and formative assessment methods, summative
assessment and national examination discourses, and traditional views about
intelligence. The teachers' assessment methods were dominated by summative
pressures, which resulted in professional concerns for teachers. These included:
knowing what was acceptable practice,; needing to have agreement; maintaining
standards; and establishing subject status for art education. The influence of
traditional ideas about academic intelligence also seemed important to these
teachers and contributed to maintaining the status of art education. These
teachers used ideas about academic intelligence to categorize students' abilities
and to inform assessment judgements.
The thesis concludes by asking why art teachers have continued to value
summative assessments, which have resulted in a narrow formalist approach in
classroom practice and continual controversy about assessment judgements. It
seems that the status of art education is validated through examination results. It
appeared from this study that positioning art within an academic examination
structure has compromised the curriculum basis for art education.
10
Opie, Morwenna. "An 11-year follow-up of the babytalk early language intervention." Thesis, University College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406516.
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11
Pickard, Zoe. "Drug use among 11-16 year-olds in Stockton-On-Tees : how family attitudes and perceived social norms are linked to drug abuse in 11-16-year-olds /." Leeds : University of Leeds, 2006. http://0-www.leeds.ac.uk.wam.leeds.ac.uk/library/secure/counter/geogbsc/200506/pickard.pdf.
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12
Simmonds, Marie. "A difficult year? A study of the stressors, coping strategies and support needs of young people in year 11." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267016.
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13
Andersson, Kristin. "Explicit and implicit comparison of English and Swedish in English course books for year 7 and year 11 in Sweden." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47873.
Full textAbstract:
This paper compares and contrasts how linguistic transfer has been incorporated in English course books for year 7 and year 11 in Swedish schools. This study has focused on finding explicit and implicit reference to transfer and interference in English course books for Swedish students by identifying references from the authors where they have pointed to similarities and differences between Swedish and English. The results of the study showed that comparisons between the languages were used in all books, but explicit references were more common than implicit references. Of the four different linguistic levels (pronunciation, grammar, vocabulary, pragmatics) examined in this study, grammatical comparisons were the most frequent. However, the authors of the books for year 7 used more comparisons between the languages than the authors of the year 11 books. One conclusion that can be drawn from the present study is that it is up to the authors of the course books to decide to what extent they should compare and contrast the two languages, since the national curricula for the subject English give no indications of how the subject of transfer should be dealt with in language acquisition.Den här uppsatsen jämför hur lingvistisk överföring behandlas engelska kursböcker för årskurs 7 och årskurs 11 i svenska skolor. Studien har fokuserat på att undersöka i vilken mån författarna uttryckligen eller underförstått refererat till överföring och transfer genom att identifiera var kursböckerna innehåller information om likheter och skillnader mellan svenska och engelska. Resultaten från denna studie visar att sådana jämförelser mellan språken fanns i alla böcker, men att uttrycklig jämförelse var det vanligast sättet för författarna att visa på likheter och skillnader. Av de fyra olika lingvistiska nivåer som användes i denna studie (uttal, grammatik, ordförråd, pragmatik), förekom jämförelse av grammatik mest. Författarna till böckerna för årskurs 7 använde sig mer av jämförelser mellan språken än författarna till böckerna för årskurs 11. En slutsats som man kan dra av denna studie är att det är upp till författarna själva att bestämma i vilken mån de ska jämföra de två språken, eftersom läroplanen för ämnet engelska inte ger någon information om hur överföring ska hanteras i språkinlärning.
14
Farrin, Jane Mary. "A comparison of basic processing speed in 7 and 11 year-old children /." Title page, abstract and contents only, 1991. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsf246.pdf.
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15
Wilson, Hannah. "The development of national identity in 5 to 11 year old English schoolchildren." Thesis, University of Surrey, 1998. http://epubs.surrey.ac.uk/1049/.
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16
Wong, Billy. "Science aspirations : investigating the views of 11-14 year old minority ethnic pupils." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/science-aspirations-investigating-the-views-of-1114-year-old-minority-ethnic-pupils(460d6054-5b0b-4033-bfd3-b461db5fcada).html.
Full textAbstract:
The importance of science for the economy and the value of scientific literacy in contemporary society are widely acknowledged. However, there are concerns that young people, particularly girls and minority ethnic students, are ‘leaking’ from the science education pipeline (notably the physical sciences). This study draws across sociology of education and science education literature to explore the science and career aspirations of minority ethnic pupils aged 11-14 in London. British pupils from Black Caribbean, Bangladeshi and Pakistani backgrounds were investigated as examples of typically ‘low’ academic achievers and participants in science (e.g. at GCSE and A-level), and British pupils from Indian and Chinese backgrounds were investigated as examples of typically ‘high’ achievers and participants in science education. Forty-six semi-structured interviews, six focus group discussions and 22 hours of classroom observations were conducted with minority ethnic pupils. Five science teachers and one parent were also interviewed. The study aims to explain current uneven patterns of science participation and achievement rates amongst minority ethnic students, focusing on why some students aspire, and others do not, towards science. The study found that although a diverse range of students aspired to science-related careers, the relationship between students’ achievement, aspirations, interest and capital in science was complex. A typology of ‘student science engagement’ was developed, mapping seven forms of student participation in science. British Black Caribbean students were the least likely, and British Indians were the most likely, to be engaged in science. Many British Bangladeshi students expressed science career aspirations, despite their tendency to have low science achievements, and most British Chinese pupils achieved highly in science, even though few have expressed aspirations towards science. The typology and reasons for these variations were explored using Bourdieu’s notions of habitus and capital, and sociological theorisations of identity (e.g. exploring the purchase of ‘science identity’). The study builds on the small but growing understanding regarding how minority ethnic students experience, aspire and identify with science.
17
Fletcher, Josephine Florence. "The wider systemic conditions that support reading for 11 to 13 year-old students." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6636.
Full textAbstract:
This thesis addresses better understandings of the wider systemic factors that support 11- to 13-year-old students in reading. A socio-constructivist paradigm was used to view multiple constructions of realities. Using a socially constructed ontology a mainly qualitative approach was instigated. From five case study New Zealand schools the principals, literacy leaders, teachers, parents and students were interviewed. Additionally, a structured observation schedule was used to observe the teachers during a guided reading lesson. By viewing the phenomenon through a range of participants’ lenses I aimed to portray the richness of the case studies and provide thick descriptions of the phenomenon.
The thesis uncovered that the research literature contains few studies of the teaching of reading to children aged 11 to 13. This appears to be because much of the research has been carried out in the UK and USA where children move out of primary (elementary) education at age 11 or younger. This suggests a need for an international comparative study to determine if this factor is significant in the reading achievement of 11- to 13-year old-children. My research shows the reading development of these young adolescents in New Zealand occurs within a variety of contexts. Teachers alone cannot bear the burden of sole responsibility for the reading achievement of young adolescent students. There was a complex array of wider factors that supported teachers in developing regular, sustained and effective reading programmes. All of the schools had been involved in sustained professional development in literacy which was led by an external provider. The principals had taken an active part in the professional development alongside their staff. Additionally, the principals at each school had appointed a literacy leader to support staff in the teaching of reading. The principals had developed relational trust with their staff and together were working towards a shared vision. Apparent across all interviews with parents, students, teachers and literacy leaders was a quiet confidence that each of the case study schools were being led in a successful manner. What some of the parents did bring to attention was the range of experiences they had with different schools the children in their families had attended. A surprise finding in the analyses of the structured observation of guided reading was that even though the eight teachers had been nominated as effective teachers of reading, many of these teachers allowed little opportunity for student-led dialogue.
This case study research investigation found numerous areas of effective practice both within the classroom and by the wider school staff, but it also identified some common aspects in these particular five schools where teacher, wider school-community practices and national educational policy could be enhanced. Additionally, the quantitative analyses of data from the teachers’ and students’ interactions during guided reading illuminated the sometimes contradictory nature of interview data and observation data. This finding highlighted the importance of including quantitative analysis of classroom observation data when investigating teachers’ practices, as the difference between ‘rhetoric’ and ‘classroom reality’ can differ. The evidence from these case studies strongly suggests that learning to read is not a skill that is learnt in isolation. Reading is not only a complex skill to achieve, but it is also contextual. Therefore, understanding the context and the varying players, who all have specific roles in supporting reading, are the cornerstones of knowing how we as a society can improve reading outcomes for all students.
18
Bacon, Jan Garver. "Socio-Behavioral Correlates of 6- to 11-year-old Offspring of Alcohol Consuming Parents." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/5991.
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There is a lack of simple random sample based research into whether there are social skill and behavior problem differences for six- to eleven-year-old boys and girls which correlate with rates of parental alcohol consumption, social sequelae of parental alcohol consumption, reported level of marital conflict, and extended family history of alcoholism.
This simple random sample study correlates the above variables with T scores on the behavior problem and social competence scales of the Achenbach Child Behavior Checklist and Child Behavior Checklist - Teacher's Report Form for six- to eleven-year-old children (N=lOO). Behavior problem scales include disorders of affect, thought, and conduct, and attentional problems. Social competence scales include measures of activity level, social involvement, and school performance and working hard, behaving appropriately, learning, and happiness at school. Variables which demonstrate high correlations (p ≤ .05) are also examined using multiple regression.
Both males and females are shown to be impacted both in magnitude and pervasiveness of effect. The single most affected dependent variable for both males and females is delinquent behaviors. Dad's score on the Michigan Alcoholism Screening Test is the independent variable that most frequently predicts the largest amount of variance in regression equations.
19
Psiwa, Nathan Kitio. "Perception of occlusal appearance in 11 to 12 year-old school children in Nairobi, Kenya." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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A public orthodontic system generally is designed to prioritize patients so that those who have the greatest need receive treatment. The aim of this study was to compare the subjective perceptions of the occlusal appearance of 11 to 12 year-old schoolchildren of Nairobi with the modified Aesthetic Component (AC) scale of the Index of Orthodontic Treatment Need (IOTN). The objectives were to assess the children&rsquos perception of their occlusal appearance, categorise the occlusal appearance using the AC scale, by both the children and researcher
and to compare the children&rsquo
s&rsquo
perception and the AC of the IOTN.
20
McCormack, John Patrick. "A three-dimensional mechanistic ozone transport model: Applications to midlatitude trends and 11-year variability." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290698.
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Thirteen years of satellite-based total ozone measurements, extending from January 1979 through December 1991, are analyzed with a multiple regression statistical model to isolate the components of interannual variability associated with (1) linear trends and (2) the 11-year variation in solar ultraviolet irradiance. Lower stratospheric temperature and geopotential height data obtained from satellite- and ground-based sources are analyzed in similarly, providing a comprehensive assessment of the interannual variability in the lower stratosphere over the 1979-1991 period. The results of the statistical analyses indicate coherent variations in ozone, temperature, and geopotential height at extratropical latitudes in NH winter which are related to both the trend and solar-cycle components; the amplitudes of these variations exhibit pronounced spatial dependences. A three-dimensional mechanistic ozone transport model is used to describe the spatial distribution of total ozone in NH winter using observed lower stratospheric temperature and geopotential height fields. Application of this model on a year-to-year basis demonstrates that a large percentage of the observed interannual variability in the spatial distribution of total ozone is directly associated with changes in the dynamical structure of the lower stratosphere. The influence of dynamical variability on zonal mean total ozone is also investigated using an empirical approach. From the results of the observational and modeling studies, it is concluded that changes in the dynamics of the lower stratosphere over the 1979-1991 period have contributed significantly to the observed total ozone trends in the Northern Hemisphere. In contrast, the observed variability in total ozone associated with the 11-year solar cycle could not be explained in terms of a systematic variation in the dynamical forcing of the lower stratosphere in-phase with the 11-year cycle.
21
Stainthorp, Rhona Winifred. "A longitudinal study of the development of reading strategies in 7 to 11 year children." Thesis, University College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308819.
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22
McIver, Malcolm Peter. "Teacher absence and the educational outcomes of Year 11 pupils in mainstream schools in England." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615115.
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23
Qahwaji, Dina Mahmoud. "Environmental determinants of levels and patterns of physical activity among 9-11 year old children." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/47b690eb-60c9-4b11-a351-af3d2440b0d3.
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24
Bradshaw, P. R. "ICT and its assessment at 16 : an enquiry into the perceptions of year 11 students." Thesis, Nottingham Trent University, 2011. http://irep.ntu.ac.uk/id/eprint/171/.
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This study, conducted between 2006 and 2011, enquired into student perceptions of Information and Communications Technology (ICT) and its assessment at aged 16. The prevailing orthodoxies amongst writers, commentators and educationalists are that the subject does not reflect the learning and use made by young people of technology. The voice of the learner, so often lauded in aspects of school democracy and in formative assessment, has not been heard in respect of the high-stakes assessment at the end of Key Stage (KS) 4 in schools in England. This research was a step in filling that void. Taking an interpretive phenomenological approach three phases of empirical data collection were used each building on the previous ones. To bring the student perception and voice to the fore a repertory grid analysis was initially used to elicit constructs of learning and assessment directly from the students. This was followed by a questionnaire and semi-structured interviews across a sample of state-funded schools in England. The use of a multiple-phase data collection allowed phenomena to be distilled with successively more depth at each phase. Three phenomena emerged as central to the students’ views. Firstly students identified ICT as a subject that was predominantly about their future lives. They equated what they were doing in school with their perceptions of the needs of future education, employment and as a tool for life. Secondly they, in common with many commentators, saw creativity and ICT as being intrinsically linked. Thirdly their views were dominated by the culture of the school in which they were studying. The institutional habitus gave an enculturation to their perceptions which coloured everything else. Thus they valued creative and open-ended activity in the use of technology, but only where that contributed to formal, in-school, learning.
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Peterson, Kara L. "Identity Development in the Gap: Emerging Adults' Experiences in Structured Gap Year Programs." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/11.
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Identity development primarily occurs the most throughout the adolescent and emerging adulthood years (Arnett, 2000), which can be facilitated through gap years. Previous research has shown gap years to be beneficial (Heath, 2007; King, 2010; O’Shea, 2014). However, research has not addressed the personal perspective of gap year alumni on their own identity formation through structured gap year programs. This qualitative, phenomenological study sought to explore the impact of structured gap years on emerging adults’ identity development as well as identify the types of experiences that were effective for personal growth. The study examined the experiences of 15 participants, both gap year alumni and professionals employed by a gap year program. The findings revealed three common themes concerning identity development and four types of experiences that were beneficial for identity formation. Based on the findings and the limitations of the study, the researcher made recommendations for further research.
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Goodwin, III James Lester. "The natural history of sleep disordered breathing in 6-11 year old Caucasian and Hispanic children." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280181.
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Sleep disordered-breathing (SDB) including obstructive sleep apnea syndrome (OSAS) is increasingly recognized as an important cause of morbidity in children. Clinical symptoms of OSAS in children include snoring, nocturnal arousals, restlessness during sleep, enuresis, daytime sleepiness and hyperactivity. Evidence also suggests that the adverse effects of SDB include behavioral, learning, and personality problems. No large epidemiological study using polysomnography has been conducted to determine the prevalence and correlates of SDB in young children. The Tucson Children's Assessment of Sleep Apnea study (TuCASA) is a prospective cohort study designed to determine the prevalence of objectively documented SDB in pre-adolescent children and to investigate its relationship to symptoms, performance on neurobehavioral measures, and physiologic and anatomic risk factors. Hispanic and Caucasian children were recruited to participate in TuCASA by soliciting the cooperation of elementary schools in the Tucson Unified School District (TUSD). Through the use of a screening survey completed by parents, the TuCASA study has shown that children between 4-11 years of age with learning problems (LP) are more likely to have habitual snoring (SN) and excessive daytime sleepiness (EDS). Additionally, Hispanic children in this age group are more likely to have parental report of EDS, witnessed apnea (WA), and SN. Similar to studies in adults, girls 4-11 years of age are more likely to have parental report of daytime sleepiness than boys. Furthermore, the TuCASA study has demonstrated the feasibility of collecting high quality unattended multi-channel polysomnography in children ages 5 to 12 years. More importantly, the TuCASA study has documented the relationships between respiratory disturbance indices based on polysomnography and parental report of clinical symptoms of SDB in children ages 6-11. There are threshold values of respiratory disturbance index (RDI) associated with an increase in the prevalence of clinical symptoms of SDB. Until now, data linking objective indices of RDI severity to the presence of clinical symptoms have been lacking. Additionally, these findings contribute much needed information for determining clinically significant levels of RDI based on differing definitions of respiratory events. Therefore, these results represent an important step towards examining the natural history of SDB and the relationship between SDB severity and specific clinical outcomes in pre-adolescent children.
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Rigley, Lynda Susan. "A longitudinal study of the dietary habits, heights and weights of 8-11 year old children." Thesis, University of Huddersfield, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332818.
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Quist, Noel. "Performance on Natural Dissemblance Tasks in 7-11 Year-Old, Language-Impaired and Typically Developing Children." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1426.
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Studies over the past several years have shown that children with language impairment (LI) have greater difficulty in social situations than typically developing children. More specifically, studies have shown that children with LI have more difficulty with dissemblance. This study was conducted to assess whether these children are less likely to dissemble in real-life situations. Forty-four children aged 7 to 11 years (22 LI and 22 typically developing) were presented with four situations designed to elicit dissemblance. Their reactions were scored and compared. The results of this study showed subtle differences between children with LI and typically developing children. Children with LI were more likely to display emotions, and the typically developing children were more likely to have non-committal and dissembled responses. These tasks were pilots, and further research is suggested.
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Iordanaki, Evangelia. "A socio-cultural study exploring Greek and English 11-year-old children's responses to wordless picturebooks." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267984.
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This thesis investigates how Greek and English 11-year-old students respond to wordless picturebooks. Through the identification of themes in their responses, the study explores the children's engagement while interpreting these books, and also demonstrates how wordless picturebooks can be addressed to and enjoyed by fluent readers. The central tenets of the thesis are described through a socio-cultural perspective of reader response theories. The approach taken places emphasis on the reader's active engagement, for each reader uses visual decoding skills and culturally-oriented knowledge in an effort to resolve the ambiguities of the pictures in a wordless story. The socio-cultural dimension is highlighted throughout this study since the entire process of reading is considered a socio-cultural event. Case studies were conducted, comprising of two groups of four 11-year-old students in England and two groups of the same size in Greece. The data collected includes the children's videoed group discussions, their drawings and their individual short semi-structured interviews. The sessions were verbatim transcribed and analysed drawing on existing frameworks for the analysis of children's discussions on picturebooks, but also incorporating new categories emerged from the data. Based on empirical evidence, this study refines and extends pre-existing research on reader response theories and wordless picturebooks. The main findings indicate that the children's engagement with wordless picturebooks is a dynamic process shaped by four factors: visual decoding, expectations, emotions, and context. The importance of expectations is particularly highlighted, as the children's narrative and cultural expectations were either reinforced or challenged by their reading of the wordless books. This study has implications for teachers, researchers and publishers. It widens the range of readership of wordless picturebooks and increases the purposes of their use, as it reveals their special nature and complexity. Last, this thesis encourages teachers to support students' technical vocabulary on images, and invites schools to integrate wordless picturebooks into their curriculum for older children.
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Rutherford, Zoe Hope. "School day intervention opportunities for increasing 7-11 year old children's moderate to vigorous physical activity." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6020/.
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The development and maintenance of healthy physical activity behaviours from an early age is a priority for public health in the UK. Schools provide a number of different opportunities (time inside and outside of the curriculum) and resources in the form of space, equipment and staff for children to learn and develop healthy behaviours, at a time when they are most receptive to behaviour change. The overall aim of the thesis was to identify the different opportunities within the school context whereby children could be physically active and use theoretically driven, whole school interventions to optimise and subsequently increase healthful physical activity. Study 1 demonstrated that primary schools wishing to use pedometers within their curricula can be confident that the EZ-V model is sufficiently accurate to measure physical activity in the form of steps taken (r=0.897). Using the EZ-V pedometer, Study 2 demonstrated that feedback from pedometers along with information on how children can be physically active during the school day, can significantly increase children's mean daily steps-min"' compared to feedback alone or control groups over the course of a school week. Furthermore, boys were significantly more active than girls across each treatment group. Study 3 explored the affect of the primary school travel plan (TP) on the moderate to vigorous physical activity (MVPA) of 7-11 year olds during the winter and summer season. In order to examine the impact of the TP, schools were separated into schools deemed to have an Established TP (implemented for at least 2 years) or `New' schools (i. e., had just drafted their TP and were in the first year of its implementation). Children in the New TP schools accumulated 7.24 (winter) and 24.11 (summer) more minutes of MVPA (5.2% and 15.66% respectively) throughout the day compared with those in the Established TP school children (F(1,35=) 0.955, p=0.207, d=0.33). Overall, children were more active during the summer by 7.81 minutes (F(I, 35) = 0.089, p=0.768, d=0.1). The final study examined the affect of a 12 week, multi-component, whole school intervention which aimed to increase children's school day MVPA. Following baseline physical activity measures via accelerometry, intervention components consisting of a Health Week, Playtime Pals and a Pedometer Challenge were delivered sequentially over the first 6 weeks. Subsequent accelerometer data were collected after each intervention was delivered at 2,4,6 and 12 weeks. Results showed that from baseline to follow-up, children increased their MVPA by 6.57 minutes during the school day, which according to the Q statistic was likely to be beneficial. Results from the Pedometer Challenge found that boy s' mean pedometer steps"day-' were significantly higher than girls' (F(I, 95)= 9.987, p=0.002, d=0.65) and overall, mean pedometer steps-day"' significantly increased from week one to week five (F(,, 93)= 5.845, p=0.018, d=0.24). When the lowest and highest active 50% groups were compared, children in the lowest active 50% group significantly increased their steps from week one to week five (F(l, 47)= 20.847, p=0.000, d=0.93), while the highest active 50% did not (F(1,47)= 0.000, p=0.990, d=0). Furthermore, boys in the highest active 50% group were found to accumulate significantly more steps than the girls, in the highest active 50% group (F(I, 46)= 14.701, p=0.000, d=0.81), while there was no significant difference between the boys' and girls' pedometer steps in the lowest 50% group (F(l, 46)= 0.456, p=0.503, d=0.14). The overall findings of the thesis suggest that schools can successfully optimise the different opportunities during the school day in order to increase children's physical activity, but that larger, controlled and longitudinally designed studies are needed to confirm cause and effect. Most importantly, these changes may have most impact in the least active boys and girls. Interventions such as this should therefore be targeted at the least active children to ensure that they benefit as much as possible from the opportunity to increase their daily physical activity.
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Hagman, J. (Juha). "Resource utilization in the treatment of open angle glaucoma in Finland: an 11-year retrospective analysis." Doctoral thesis, Oulun yliopisto, 2012. http://urn.fi/urn:isbn:9789514299872.
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Abstract The aim of this 11-year retrospective study was to evaluate the impact of two spending patterns in glaucoma care on patient outcomes. Two cities were selected to the study because the statistics of Finnish Social Insurance Institution have repeatedly shown a difference in their mean costs of glaucoma medications per patient, i.e. Oulu spending more and Turku less than the national average. Patients with newly diagnosed open angle in 1994–96 were identified from the national register for reimbursement of medication costs. Patients were 45–74 years old when treatment was initiated after which they had consistently used glaucoma medication ≥ 10 years. For availability of cost data, their place of residence was required to remain unchanged during 1994–2006. In 2006 Social Insurance Institution sent invitations to 360 patients of whom 168 patients (47%) participated and completed the protocol (85 in Oulu and 83 patients in Turku). All patients underwent an ophthalmic examination (visual acuity, intraocular pressure, visual field test, retinal nerve fiber layer and optic disc photography). In addition, patients filled out the 15D health related quality of life questionnaire. All costs of glaucoma care during 11 years were collected for each patient individually. For each follow up year, the total cost was added up including medications, physician visits, diagnostic and follow-up tests as well as laser or surgical procedures. The total 11-year costs of glaucoma care per patient were 35% higher in Oulu (6010 €) compared to Turku (4452 €). Total costs increased with worsening of the disease. After 11 years on treatment, 40% of patients did not show any structural or functional damage. Medication costs accounted up to 73% of total costs. In addition to 29% higher medication costs in Oulu, other than medication costs were also 46% higher in Oulu. In different stages of glaucoma, more treatments (medication, laser and surgery) and more tests (photographs and visual fields) were taken in Oulu. In spite of the higher resource consumption, the 15D instrument did not indicate better quality of life in patients living in Oulu. There was actually a statistically significant counterintuitive difference in the early glaucoma group, i.e. patients using more resources reported worse quality of life. This is the first study evaluating the impact of high resource utilization on quality of life and reporting 15D utility values in different stages of glaucoma. Results from this study indicate that the higher resource allocation may not always lead to measurable benefits to the patients or society in terms of less glaucoma-induced visual disability and/or better quality of life. Further data from randomized trials with both unselected populations as well pragmatic randomized trials of ‘usual patients’ with large sample sizes are requiredTiivistelmä Tämän 11 vuoden retrospektiivisen tutkimuksen tavoite oli arvioida kahta eri kuluttamismallia glaukooman hoidossa ja niiden vaikutusta hoitotuloksiin. Tutkimusalueiksi valitut kaksi kaupunkia ovat vuosia erottuneet toisistaan Kansaneläkelaitoksen (Kelan) tilastoissa glaukoomapotilaiden keskimääräisten vuosittaisten lääkekustannusten osalta. Oulussa kustannukset potilasta kohden vuodessa ovat olleet korkeammat kuin Turussa. Turussa vuosittaiset lääkekustannukset ovat vuosia jääneet alle kansallisen keskiarvon. Kelan lääkekorvausrekisteristä poimittiin potilaita, joilla oli todettu tuore avokulmaglaukooma ja aloitettu hoito vuosien 1994–96 välillä. Potilaat olivat 45–74-vuotiaita lääkityksen alkaessa. Tämän jälkeen he olivat käyttäneet lääkitystä yhtäjaksoisesti yli 10 vuotta. Kustannustietojen saatavuuden vuoksi potilaiden tuli olla asunut samalla paikkakunnalla 1994–2006 välisen ajan. Vuonna 2006 Kela lähetti kutsun tutkimukseen 360 potilaalle, joista 168 (47 %) osallistui (85 Oulusta ja 83 Turusta). Kaikki potilaat kävivät silmätutkimuksessa (näöntarkkuus, silmänpaine, näkökentät, hermosäie- ja näköhermonpään valokuvaus). Lisäksi potilaat täyttivät 15D-kyselykaavakkeen elämänlaadusta. Kaikki glaukooman hoidosta aiheutuneet suorat kustannukset kerättiin potilaskohtaisesti 11 vuoden ajalta. Jokaisen seurantavuoden osalta määritettiin kokonaiskustannukset, sisältäen lääkityksen, lääkärikäynnit, näkökentät, valokuvat, laser- ja kirurgiset toimenpiteet. Kokonaiskustannukset 11 vuoden seurantajaksolla olivat 35 % korkeammat Oulussa (6010 €) verrattuna Turkuun (4452 €). Kokonaiskustannukset nousivat glaukooman vaikeusasteen kasvaessa. 11 vuoden lääkehoidon jälkeen 40 %:lla potilaista ei ollut glaukoomaan viittaavia vaurioita silmissään. Lääkekulujen osuus kokonaiskuluista oli jopa 73 %. Oulussa lääkekustannukset olivat 29 % ja muut hoitokustannukset 46 % korkeammat kuin Turussa. Jokaisella glaukooman vaikeusasteella hoitoresursseja käytettiin Oulussa Turkua enemmän. 15D-mittarilla tutkittuna Oulussa elämänlaatu ei ollut parempi kuin Turussa suuremmasta resurssikulutuksesta huolimatta. Tutkimuksessa todettiin yhden alaryhmän (varhainen glaukooma) kohdalla jopa viitteitä siitä, että elämänlaatu on huonompi suuremman resurssikulutuksen alueella. Tämä on ensimmäinen tutkimus, joka arvioi suuremman resurssikulutuksen vaikutusta elämänlaatuun. Tutkimus myös raportoi 15D-arvot eri glaukooman vaikeusasteilla. Tulokset viittaavat siihen, että suurempi resurssikulutus ei aina johda mitattaviin hyötyihin potilaan tai yhteiskunnan kannalta, kun päätetapahtumana on glaukooman aiheuttama näkövammaisuus tai parempi elämänlaatu. Tarvitsemme lisää suuremmalla potilasmäärällä tehtyjä satunnaistettuja tutkimuksia
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Cho, Hye Jeong. "Imagination in the formation of Christian faith : with special reference to the child (7-11 year old)." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49764.
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Thesis (DTh)--Stellenbosch University, 2003ENGLISH ABSTRACT: This study alms to investigate the function of imagination for faith formation of the child aged 7-11 years. Chapter one proposes the problems, proposition and significance of this dissertation, and sketches a brief overview of the further chapters. Chapter two provides a general understanding of the children, aged 7-11, in terms of their developmental stages and using a holistic approach. To encourage them to have faith, this chapter primarily investigates the character of faith in dimensions: the cognitive dimension (knowledge and mystery), the affective dimension (trust and community), and the behavioural dimension ( word and deed). In this holistic perspective, the imagination as the affective dimension, is placed in the centre through which the cognitive aspects and the behavioural aspects can be drawn together. Chapter three deals with the Bible as the source of Christian child education in which the Bible is defined as story and image. Through this new understanding of the Bible, the purpose of this chapter is to present the relevance of the Bible itself for the 7-11 year age- group children. The Bible as story has a plot structure that process from conflict to resolution, through which children can participate in the Bible with wonder and mystery. The Bible as image is an appropriate form to explain transcendent God to children who are living in perceived reality and can therefore engage with the Bible via feeling and seeing. Chapter four explores the significance and function of imagination by defining it as 'the anthropological point of contact for divine revelation.' From Green's definition, this chapter develops three functions of imagination for 7-11 year-old children. These are: holistic imaginationhelping towards the balanced faith development of children; incarnational imagination-incorporating God's revelation into the present situation of children; and alternative imagination-shaping the biblical word in the present world. Finally, chapter five investigates the most effective method of enabling the child to imagine God and His world described in the Bible. For the answer, this chapter suggests the storytelling method which evokes and appeals to the imagination of children. Thus, I strongly propose that the alternative way for the effective teaching of children teaching, which overcomes the shortcomings of the traditional cognitive teaching is imaginative- narrative or imaginative- storytelling education.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om ondersoek in te stel na die funksie van verbeelding in die geloofsvorming van die 7-11 jarige kind. In Hoofstuk 1 word die probleem, hipotese en belang van die proefskrif bespreek en 'n bree oorsig van die verdere hoofstukke geskets. Hoofstuk 2 bied 'n algemene verstaan van die 7-11 jarige kind, in terme van sy ontwikkelingsfases deur gebruik te maak van 'n holistiese benadering. Hierdie hoofstuk ondersoek primer die karakter van geloof in drie dimensies, naamlik die kognitiewe dimensie (kennis en misterie), affektiewe dimensie ( vertroue en gemeenskap) en die gedragsdimensie (woord en daad). Binne hierdie holistiese perspektief word verbeelding, as die affektiewe dimensie, III die sentrum geplaas waardeur die kognitiewe sowel as die gedragsaspekte mekaar kan ontmoet. Hoofstuk drie stel ondersoek in na die Bybel as 'n bron vir Christen kinders se opvoeding, waarin die Bybel gedefinieer word as verhaal en beeld. In terme van hierdie nuwe verstaan van die Bybel wil die hoofstuk die relevansie van die Bybel self vir die 7-11 jarige kind voorstel. Die Bybel as storie het 'n bepaalde struktuur om van konflik na resolusie te beweeg, waardeur kinders deel kan he in die Bybel, met wonder en misterie. Die Bybel as beeld is 'n geskikte vorm om 'n transendente God aan kinders te verduidelik wat in 'n waarneembare realiteit leef, deurdat kinders die Bybel kan betrek deur te sien en te voel. Hoofstuk vier ondersoek die belang en funksie van verbeelding deur dit te definieer as die "antropologiese kontakpunt vir goddelike openbaring." Na aanleiding van Green se definisie ontwikkel hierdie hoofstuk drie funksies van verbeelding vir die 7-11 jarige kind naamlik: holistiese verbeelding - wat bydra tot 'n gebalanseerde geloofsontwikkeling van kinders. inkarnerende verbeelding - wat God se openbaring inkorporeer binne die huidige situasie van kinders: en alternatiewe verbeelding - wat lei tot die skep van 'n bybelse wereld binne die teenwoordige wereld. Hoofstuk 5 ondersoek die mees effektiewe metode wat die kind in staat stel om God en Sy wereld, soos beskryf in die Bybel, voor te stel. In hierdie hoofstuk word 'n verhalende metode (die vertel van stories) wat die verbeelding van kinders aanspreek en appel daarop maak, voorgestel. Daar word geargumenteer dat die alternatiewe wyse vir die effektiewe onderrig van kinders, wat verskeie van die tekortkominge van tradisionele kognitiewe onderrig oorkom, verbeeldingryke en verbeeldingryke en verhalende onderrig is.
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Myotin, Emmi. "Sports socialisation of 11 to 20 year old Brazilian girls in the 1990s : a social psychological study." Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/14397.
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This doctoral thesis sets out to make an original contribution to an underdeveloped field of research. It analyses in detail the sports socialisation of 11 to 20 year old schoolgirls in the 1990s in Brazil. Admittedly, there is an acknowledged and growing body of research on this subject, particularly in the Anglo-Saxon world and in other European countries. In Brazil, however, there is a real dearth of thoroughgoing analysis of its complexities. By means of substantial empirical data analysis (1 497 subjects, aged between 11 and 20) this study in social psychology not only brings to light the very real problems of female adolescent socialisation into sport and other physical activities. It also sets these problems in a far more complex context than existing research in Brazil has been prepared to do. To this end both institutional (social, cultural, economic, political) and individual (above all gender) variables will be examined together. The substantial critical review encompasses the state of research in the subject of women's sports socialisation over the last twenty-five years. It presents patterns in an international context, discusses the under-representation of women and goes on to consider institutional and individual factors with a bearing on women's sport participation. A final review section on the adolescent will provide the hypotheses which are tested against the empirical findings, by use of a questionnaire (included in the appendix). After a careful presentation of the methodology, a detailed breakdown of the results is then presented. 42.8% of respondents played at least one sport once a week, and the index of participation decreased from the age of 13. Volleyball, gymnastics and swimming are practised, and football and weight-lifting considered the least appropriate forms of sporting practice for women. Motives adduced for participation included health, being in shape, and making friends. In terms of influences, the PE teacher emerges as the most important socialising agent. The analysis made of the situation of sports in Brazil reveals the persistence of stereotypes and consequent low levels of women's sports participation. The final chapter engages in a thoroughgoing critique of these findings in both an international and national context and makes some suggestions as to potential political applications of the results.
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Kubin, Anne [Verfasser]. "A model study on the influence of the 11-year solar cycle on the atmosphere / Anne Kubin." Berlin : Freie Universität Berlin, 2011. http://d-nb.info/1025552059/34.
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Cedillo, Ávalos Tenoch Esaú. "Exploring algebra as a language-in-use : a study with 11-12 year olds using graphic calculators." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021709/.
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The thesis presents a research that focuses on how children's learning processes occur when algebra is introduced as a language-in-use. The research incorporates graphic calculators as a means for providing children with a computing environment where communication is held by using a symbolic language similar in syntax and notation to the algebraic code. The use of calculators is shaped by a set of tasks specifically designed for this study. The tasks are arranged in order to simulate the social processes through which children learn the mother tongue. The design of the learning environment is based on Bruner's research on children's language acquisition. According to this, the major aim of the study is to investigate the ways in which the calculator's symbolic code shapes children's expressions of general relationships, and more specifically the kinds of notions and strategies that children develop through using calculator language. The study seeks for an explanatory framework that might provide a better understanding of the potential of technological resources in the teaching of algebra. The study drew promising results that provide evidence for an alternative approach to teaching algebra. The thesis offers a discussion of the theoretical background and its relationship with the teachina method. It also provides an analysis of children's achievements and difficulties.
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Rodriguez, Serena Ann. "Individual-Level and Clinic-Level Factors Associated with HPV Vaccine Initiation Among 11-17 Year Old Adolescents." Thesis, The University of Texas School of Public Health, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10617873.
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The human papillomavirus is the most common sexually transmitted infection, and persistent infection with oncogenic types can lead to cervical, anal, vaginal, vulvar, penile, and oropharyngeal cancers. HPV vaccination can protect against infection. However, vaccine series initiation and completion rates are below national goals. This dissertation aimed to identify individual- and clinic-level factors associated with HPV vaccination among adolescents aged 11-17 years to inform future interventions aimed at increasing vaccination and reducing HPV-related cancers.
This dissertation is in the form of three manuscripts each contributing to the overall aim. In manuscript 1, we conducted a systematic review of reviews identifying parental, provider, and clinic-level factors associated with HPV vaccination among adolescents. We synthesized findings from 12 reviews into a multilevel framework of HPV vaccination that can broaden our understanding of HPV vaccination and can inform future interventions by highlighting the relations between factors and potential intervention points. In manuscript 2, we examined correlates of parental intentions to vaccinate and parental psychosocial predictors of HPV vaccination for low income, underinsured Hispanic adolescent females. Findings can inform the development of targeted interventions for this population. In manuscript 3, we identified clinic characteristics and Consolidated Framework for Implementation Science Inner Setting constructs associated with HPV vaccine series initiation rates within a pediatric clinic network. Understanding clinic-level factors associated with vaccination can inform implementation of clinic systems and policies aimed at increasing vaccination rates.
Overall, these manuscripts contribute to the literature examining multilevel factors associated with adolescent HPV vaccination. Findings inform future multilevel interventions aimed at increasing HPV vaccination and targeting parent-, provider-, and clinic-levels.
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Lena, Bruno Patias. "Crop evapotranspiration and crop coefficient of jatropha from first to fourth year." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/11/11152/tde-06012017-111443/.
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The determination of crop coefficient (Kc) with adequate methodology is important to quantify regional water requirement. Jatropha (Jatropha curcas L.) Kc is still unknown and this information will be essential to provide reliable irrigation parameters, as well as for crop zoning. The objective of this study was to determine jatropha actual crop evapotranspiration (ETc) and Kc from 1st to 4th growing year, and correlate Kc with leaf area index (LAI) and cumulative thermal unit (CTU). The experiment was performed from March 2012 to August 2015 at \"Luiz de Queiroz\" College of Agriculture (ESALQ)/University of São Paulo (USP), at Piracicaba city, SP, Brazil. The experiment was divided into center pivot, drip, and rainfed treatments. Two large weighing lysimeters (12 m2 each lysimeter) per treatment were used to determine jatropha ETc (one plant per lysimeter). Reference evapotranspiration (ET0) was determined by Penman-Monteith method from a weather station data situated close to the treatments. Daily Kc was determined for the two irrigated treatments by the ration between ETc and ET0 (Kc=ETc/ET0). LAI was determined using the LAI-2200 plant canopy analyzer, which was previously calibrated for jatropha canopy type. In all growing years, LAI was almost zero at the beginning of vegetative stage, increasing until a maximum during productive stage, and decreasing to zero in the leaf senescence stage. Annual ETc trend during the three growing was very similar, which was explained by the different growing periods and the LAI variation. In the 1st year Kc was 0.47 for both treatments. In the 2nd, 3rd, and 4th years Kc ranged from 0.15 to 1.38 for center pivot treatment and from 0.15 to 1.25 for drip treatment. Kc average in 2nd, 3rd, and 4th years during vegetative and productive growing periods was 0.77, 0.93, and 0.82 for center pivot treatment, respectively, and 0.69, 0.79, and 0.74 for drip treatment, respectively. The relationship between Kc and LAI for the center pivot treatment was adjusted to a logarithmical equation with coefficient of determination (R2) and root mean square error (RMSE) of 0.7643 and 0.334, respectively. For the drip treatment R2 was 0.8443 and 0.2079, respectively. In all three years analyzed, Kc related to CTU by a 3rd degree polynomial equation for both treatments.A determinação de coeficiente de cultivo (Kc) com metodologia adequada é essencial para quantificar o consumo hídrico de cultivos em diferentes regiões. Valores de Kc do pinhão-manso (Jatropha curcas L.) ainda não foram determinados e essa informação é muito importante para auxiliar o manejo de irrigação de maneira adequada. O objetivo desse estudo foi determinar a evapotranspiração (ETc) e Kc do 1º ao 4º ano de cultivo do pinhão-manso, e correlacionar Kc com o índice de área foliar (IAF) e a soma da unidade térmica (SUT). O experimento foi realizado de março de 2012 à agosto de 2015 na Escola Superior de Agricultura \"Luiz de Queiroz\" (ESALQ)/Universidade de São Paulo (USP), na cidade de Piracicaba, SP, Brasil. O experimento foi divido nos tratamentos irrigados por pivô central, gotejamento e sem irrigação. Foram utilizados dois lisímetros de pesagem (12 m2 de superfície em cada lisímetro) por tratamento para realizar a determinação de ETc (uma planta por lisímetros). A evapotranspiração de referência (ET0) foi determinado pelo método de Penman-Monteith a partir de dados meteorológicos coletados na estação meteorológica localizada ao lado do experimento. Valores diários de Kc foram determinados nos tratamentos irrigados pela razão entre ETc e ET0 (Kc=ETc/ET0). IAF foi determinado utilizando o equipamento LAI-2200 Plant Canopy Analyzer, que foi previamente calibrado para adequar as características do dossel do pinhão-manso. Em todos os anos avaliados, o IAF foi quase zero durante o início do período vegetativo, aumentando os valores conforme a planta começou a se desenvolver até atingir valores máximos durante o período produtivo, decrescendo os valores até zero no estádio de desenvolvimento de senescência foliar. A variação anual de ETc no 2º, 3º e 4º ano foi muito similar, explicado pelos diferentes períodos de desenvolvimento da cultura e a variação de IAF no ano. No 1º ano, Kc foi 0,47 para os dois tratamentos irrigados. No 2º, 3º e 4º ano, Kc variou de 0,15 a 1,38 no tratamento irrigado por pivô central e de 0,15 a 1,15 no tratamento irrigado por gotejamento. A média dos valores de Kc no 2º, 3º e 4º ano durante os períodos vegetativos e produtivos foi de 0,77, 0,93 e 0,82 no tratamento irrigado por pivô central, respectivamente, e 0,69, 0,79 e 0,74 no tratamento irrigado por gotejamento, respectivamente. A relação entre Kc e IAF mostrou, para o tratamento irrigado por pivô central, um ajuste logaritmo com coeficiente de determinação (R2) e somatória do erro médio ao quadrado (SEMQ) de 0,7643 e 0,334, respectivamente, e 0,8443 e 0,2079 para o tratamento irrigado por gotejamento, respectivamente. Nos três anos analisados, Kc correlacionado com SUT mostrou o melhor ajuste à equação polinomial de 2ª ordem para os dois tratamentos.
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Sioberg, Andrew. "Effect of Age on 11- to 18-Year-Olds’ Discrimination of Nuances in Instrumental and Speech Phrase Interpretations." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001130.
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Goodey, Joanna Samantha. "The socialisation of gendered fear among 11-16 year olds: a case study in a northern English school." Thesis, University of Hull, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484073.
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Hurst, Noel Quist. "Performance on naturalistic dissemblance tasks in 7-11 year old children with language impairment and typically developing children /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2432.pdf.
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Pisecco, Stewart (Stewart Anthony). "Correlates, Antecedents, and Consequences of Reading Disabilities in 11-Year-Old Children with ADHD as a Major Correlate." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279316/.
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The purpose of this study was to follow the development of children with reading disabilities only, reading disabilites and ADHD, ADHD only, and a comparison group from the ages of 3 to 18. Differences were examined on the following variables: (a) Antecedent variables- Reynell Developmental Language Scales, Temperament, and Family Adversity; (b) School-age variables- behavioral and academic self-concept ratings; and (c) Psychological adjustment variables at age 18- self-reports of delinquency. Children from the reading disabled groups exhibited receptive language deficits, were from families who during the early childhood years had less resources to cope with problem situations, exhibited difficult temperamental characteristics, and had negative academic self-concepts. Distinctions were also noted between a "pervasive" and "situational" presentation of behavioral problems. During late adolescence the reading disabled groups exhibited similar levels of delinquency as their non-disabled peers. The implications of this study and directions for future research are discussed.
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Swain, Jon. "An ethnographic study into the construction of masculinity of 10-11 year old boys in three junior schools." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10007485/.
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This thesis investigates the construction of masculinity of 10-11 year old boys at school. It is a comparative ethnographic study set in three junior schools differentiated by the social characteristics of their intake. The two main sources of data come from participant observation and interviews with children. The thesis draws on social constructionist and feminist-inspired theories and argues that the boys construct, negotiate and perform a range of different masculinities which are contingent on the meanings and practices found within each school. It is argued that there is a hierarchy of masculinities, of which one can be identified as dominant within each setting. Whilst, in each school, some masculinities are subordinated, the study found that not all boys aspire to, or compete with, the dominant form of masculinity and the version of the 'idealised' boy this presents. Some boys appear content to pursue their own forms of masculine identity. The boys' peer group is a powerful influence on the formation of masculinity. The study investigates the various strategies and symbolic resources that the boys are able to draw on to gain status and to classify and position themselves both within their own peer groups and in relation to the official culture in each school. The part played by the body is a dominant theme in the analysis presented and many forms of masculinity are seen as being defined through embodied practices. The most esteemed and extensively used resource across all three schools is physicality/athleticism exemplified by demonstrations of strength, power, fitness, skill and speed. While the official practices of the school attempt to regulate and control the boys' bodies to render them docile and receptive, the boys were, at times, active and demonstrated agency in resisting these attempts. The majority of boys form a pragmatic accommodation with the school regime and work hard for instrumental reasons, for instance to pass examinations that they see as leading to improved career opportunities and material remuneration
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Bodger, Frances. "The nature of syntactic and textual transformations in the writing of 9-11 year olds : a longitudinal study." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019972/.
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The research studies children's syntactic and textual transformations in the latter stages of primary school. Previous research has established that children transform their writing in response to participation in ever-changing communication contents and in the school context, in response to reading and writing texts which represent the world relatively abstractly. While much is understood across disciplines about the broad differences between children's and adult's writing, little is understood about the linguistic and conceptual evolution of the 'synoptic' mode in children's writing and their 'interests' in representing knowledge and experience from this perspective.
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Cozett, Colleen. "Factors influencing particpation in physical activity in 11-13 year-old primary school children in the Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4190.
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Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES)Physical inactivity is increasing among adolescents worldwide and may be contributing to the increasing prevalence of overweight and obesity. South African adolescents are physically inactive and obesity has become an alarming trend. Physical activity behaviours have multiple levels of influence that include predisposing factors, reinforcing factors and enabling factors. This study aimed to identify the predisposing, reinforcing, and enabling factors of physical activity and which ones were the strongest predictors of physical activity participation among adolescents in the Western Cape. The study sample was conveniently selected from two schools in the Metropole South Education District. Using the children’s physical activity questionnaire and the children’s physical activity correlates questionnaire, a sample of 348 participants completed the questionnaires. Demographic variables were analysed using descriptive statistics which included means and standard deviations. Pearson correlation and regression analysis were performed to determine the relationship between the variables and to determine the strongest predictors of physical activity overall. Parental influence (r=0.236, p<0.01), peer influence (r = 0.012, p<0.05), perceived physical activity self-efficacy (r=0.212, p<0.05) and perceived physical activity competence (r = 0.192, p < 0.05) were all strong predictors of PA. However, parental influence was the strongest predictor overall (r=0.236, p<0.01). Adolescents are more likely to participate in physical activity if their parents encourage, support and participate in physical activity with them.
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Peard, Robert, and mikewood@deakin edu au. "The Effect of social background on the development of probabilistic concepts." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.154933.
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This research explores how the social backgrounds of a group of students contributed to their intuitive knowledge in probabilistic reasoning, and influenced their processing of the associated mathematics. A group of Year 11 students who came from families for whom the phenomenon of track gambling formed an important part of their cultural background was identified. Another group consisting of students in the same mathematics course (Year 11 Maths in Society) but from families for whom the phenomenon of gambling in any form was totally absent from their social backgrounds was identified. Twenty students were selected from each group.
The research employed a qualitative methodology in which a phenomenographic approach was used to investigate the qualitatively different ways in which individuals within the two groups thought about concepts involving probabilistic reasoning, and processed the related mathematical skills and concepts. The cognitive processes involved in the applications of probabilistic and related mathematical concepts in a variety of both gambling and non-gambling situations were studied in order to determine whether this culturally based knowledge could be viewed as a type of ethnomathematics.
Data were obtained through individual structured interviews which enabled patterns of reasoning to be compared and contrasted. Analyses of these data enabled intuitive mathematical understandings possessed by the gamblers not only to be identified, but also to be linked with their social backgrounds. Also differences between how individuals in the two groups processed probabilistic and associated mathematical knowledge were determined. This research complements and extends existing knowledge and theories related to culturally-based mathematical knowledge. Implications for further research, for classroom teaching, and for curriculum development in the study of probability in senior secondary mathematics classes are discussed.
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Hopper, Rosemary. "Carrots or maltesers : does it matter? : context and quality : perspectives on reading and fiction for 11-16 year olds." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14936.
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This research was designed to investigate issues of quality in the reading of fiction of 11 – 16 year olds in school; this included the reading of fiction as part of the curriculum and private reading for pleasure. It is research which found its roots in the surveys of children’s reading habits carried out by Jenkinson (1946), Whitehead, Capey, and Maddren, (1977), Hall and Coles (1999) and Clark, Osborne and Akerman (2008). These surveys, over sixty years, show how attitudes to reading for 11 – 16 year olds, their reading habits and their preferred texts have changed. Judgements of quality in children’s chosen reading are implied in those studies but criteria for these judgments of quality are not defined. The National Curriculum (NC) for England (2008) explicitly refers to texts considered to be of high quality and lists prescribed texts and authors, but does not define what is meant by quality. The study was designed to investigate how teachers and students in secondary schools (11 – 16 year olds) in England conceptualised quality in the fiction used in class and for private reading. Individual teachers and groups of 11 – 16 year olds from four schools in the South-West of England were interviewed using semi-structured interviews. The interview data were analysed using a Cultural and Historical Activity Theory (CHAT) framework. The findings indicate that interpretations of quality are complex and often linked to examination syllabus requirements; the iterations of the NC for English in England; and discrete individual school and departmental needs. This can cause professional tension amongst teachers relating to the imposed rules, to external expectations and to the lack of teacher autonomy. The study offers new insights into how fiction for 11 – 16 year olds is used and conceptualised in school. This is represented theoretically through the framework of CHAT and in terms of the confusion at the intersection of boundary objects. The outcomes of the research will also contribute to clarifying how texts written for young adults may be judged and to the conceptualisation of a pedagogy to support the use of fiction with 11 – 16 year olds in school.
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Hillary, Bethany Lynne. "The relationship between nonword repetition performance and social behaviors in 7- to 11-year-old children with language impairment /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2775.pdf.
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Truong, Mya Sioux. "The quality of discourse on growth and life cycles among 9-11 year olds in a knowledge building classroom." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554688.
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Hillary, Bethany Lynne. "The Relationship Between Nonword Repetition Performance and Social Behaviors in 7- to 11-Year-Old Children with Language Impairment." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1628.
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Recent literature has suggested a link between verbal working memory and language impairment (LI) in children. There is limited research, however, about the link between verbal working memory and social behaviors in children with LI. This study was designed to explore the relationship between social behaviors (measured by the Teacher Behavior Rating Scale; Hart & Robinson, 1996) and verbal working memory abilities (measured by a 3-, 4-, and 5-syllable nonword repetition task) in children with LI. Thirty-six children (18 with LI and 18 typically developing) aged 7 to 11 years participated in the study. Children with LI were rated by teachers as having significantly higher levels of reticence and lower levels of likeability and prosocial behaviors compared to typically developing peers. Children with LI also scored significantly lower on the nonword repetition task at the 3- and 4-syllable levels. Regression analyses revealed that nonword repetition scores were significant predictors of reticence and prosocial behaviors when examining all children as a group, accounting for 22% and 42% of the variance, respectively. As nonword repetition performance increased, reticence ratings decreased and prosocial behavior ratings increased. Nonword repetition did not significantly predict ratings on reticence or prosocial behaviors when examining language groups separately. Nonword repetition was not a significant predictor of likeability for children in this study. These findings indicate a relationship between nonword repetition performance and social behaviors in children with and without LI.
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Van, Wyngaard Tirsa. "Pre-operative localization and surgical outcomes for primary hyperparathyroidism (PHPT): An 11-year review at a South African hospital." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29225.
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Introduction:
Primary Hyperparathyroidism (PHPT) is characterized by hypersecretion of PTH leading to hypercalcaemia with successful surgery being the only definitive cure. Broadly, three techniques of parathyroidectomy exist: open bilateral neck exploration and minimally invasive parathyroidectomy, which is subdivided into open focused approaches and endoscopic focused approaches. A focused parathyroid gland exploration guided by pre-operative imaging is associated with less morbidity compared to a bilateral approach. Focused explorations may target either the side or the specific parathyroid gland identified.
Aim:
The primary aim of this study was to evaluate the accuracy of pre-operative localisation for PHPT in a single centre. The secondary aim was to review the type of parathyroid surgery performed and the final Parathyroid Hormone (PTH) levels in patients who have undergone parathyroidectomy for PHPT.
Methods:
This is a retrospective review of all patients who underwent primary surgery for PHPT between 2005 and 2015. Patients were identified from a general operative database. Data was collected from pathology records, operative notes, nuclear medicine and radiology reports and captured on a confidential data sheet.
Results:
Records of 98 patients were found and included. Sestamibi had a sensitivity of 88%, a positive predictive value of 83% and an accuracy of 75%. Ultrasound had a sensitivity of 52%, a positive predictive value of 78% and an accuracy of 44%. The total number of cases in which both ultrasound and sestamibi were done was 73. Sestamibi and ultrasound showed concordant results in 25 cases. The overall surgical success rate was 94% (92/98). The cure rate for patients in whom sestamibi and ultrasound were concordant, was 96% (24/25). The minimum and maximum calcium levels in the cohort were 2.2 and 4.41 respectively, with a mean of 2.86. PTH levels ranged between 4.2 and 186 with a mean of 33.8. One double adenoma was proven on histology. The rest were all single adenomas. The total number of malignancies were 3 of which 1 was part of a MEN syndrome.
Conclusion:
Our surgical success rate was 94%. When imaging modalities were concordant, surgical success was achieved in 24 cases, thus in 96% of the subgroup. Our figures compare favourably with international standards. There is scope for improvement in the accuracy of both ultrasound (46%) and sestamibi (75%) localization. Currently a combination of both imaging modalities is still recommended.