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Chambers, Cynthia R. "The Friends of Lazarus Job Internship Program". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3858.
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Sykes, Michelle. "An Evaluation of the FRIENDS program : A Therapeutic Intervention for Anxious Young People". Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503424.
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The rise in mental health issues in children and adolescents in the U.K has increased the need for evidence based therapeutic interventions. The focus of the research in this thesis was to contribute towards the growing evidence base for effective cognitive-behavioural therapy (CBT) interventions suitable for young people which could be delivered in school settings. This research specifically aimed to evaluate a manual based intervention to address anxiety in young people. The 'FRIENDS for Youth' (Barrett 1998) program was chosen for its existing success in Australia and its strong roots in CBTtheory. The underlying theory behind CBT links back to Bandura's (1986) Social Cognitive Theory. This theory outlines that human behaviour is determined by the reciprocal interaction of three factors; cognitive, behaviour and the environment. Social Cognitive Theory places a strong emphasis on cognition and suggests that an understanding of the cognitive process involved can lead to behaviour being predicted, understood and changed. Bandura (1986) postulated that individuals hold a self-system that provides them with a degree of control over their own thoughts, feelings and actions. Bandura theorised that it was this self-system that contained the cognitive and affective structures and allowed for individuals to learn through observation, plan alternative strategies, regulate and change behaviour and engage in self reflection. Based on this theory, CBT follows the idea that understanding, recognising and restructuring individual cognitions can lead to changing behaviours. Bandura (1986) also felt self reflection was an important component in behaviour change as it led people to evaluate their experiences and alter their own thought processes. These self evaluations include perceptions of self efficacy Le. a person's beliefs about personal competence. Beliefs of efficacy verify the level of effort a person will make in a difficult situation, how long they will persist in overcoming barriers and their level of resilience in facing adverse situations. Greater levels of self efficacy predict greater levels of effort, persistence and resilience. Social cognitive theory also suggeststhat perceived self efficacy plays a central role in anxiety arousal. In threatening situations, perceived coping inefficacy results in high levels of anxiety and distress with anxiety arousal and avoidant behaviour being co-effects of the perceived inefficacy (Bandura, 1989). Even more interesting and indeed of relevance to the research being proposed is Bandura's (1989) notion that efficacy beliefs also influence individual's thoughts processes and emotional reactions. Low levels of self efficacy suggest there is a belief that things are tougher than they actually are which in turn fosters feelings of stress, anxiety and depression which in turn narrows the ability to problem solve. The most effective way to develop self efficacy is to create a strong sense of efficacy through mastery of experiences which are structured to build coping skills and instil beliefs that one can have some control over the situation. Smith, Arkoff & Wright (1989) reported that perceived efficacy predicted improvements in performance and reduced anxiety in his sample of highly anxious students. Bandura, Adams & Beyer (1977) suggested that the impact of therapy upon behaviour change is mediated by the extent to which the individuals acquire the belief they can perform the behaviours to which the therapy is orientated. With that in mind, the focus of this research is to assess the effects, experience and effectiveness ofthe FRIENDS program when used as a targeted therapeutic intervention in a secondary school for a small group of self selected young people with anxiety. Paper 1 focuses on the summative evaluation, looking at the outcome effects the FRIENDS program has on participant's levels of anxiety, self efficacy and well being whilst Paper 2 focuses on the more formative evaluation. This paper looks at the young people's lived experience of the intervention and the meanings and value they placed upon the experience. Together, the results of the research from these two papers allows for an overall evaluation of the FRIENDS program to be made which builds upon the earlier work of Barrett (1998) and the existing success of the FRIENDS program as demonstrated in the Australian literature. The findings of this research not only extend the evidence base towards the impact FRIENDShas on its users but also considers the social validity of the program through examining the users' perceptions of the program. Furthermore, the findings contribute towards discussion regarding the impact the program has and the value of the intervention as a therapeutic intervention which could be used in secondary schools in the U.K. The results of this study found significant reductions in anxiety levels using pre- and postcomparisons. Greatest differences were found for social anxiety, generalised anxiety and oeD. Lasting changes to anxiety levels were maintained at follow up. An increase in social self efficacy was also found although these changes were not found to be significant. No significant changes were found for well being. Significant themes found from the qualitative analysis show that the young people placed value upon the friendships they formed during the intervention, the positive changes they saw in themselves which they attributed to the FRIENDSprogram and the usefulness of the new skills they developed as part of the program. The results of the focus group suggested a high social validity of the FRIENDS program from the participant's direct experience. Together, these findings provide evidence of a wider impact of success that was measured by the outcomes alone in paper 1.The research outlined in this thesis discusses the findings of the two phase evaluation and gives consideration to future direction and areas for further research. Lastly, questions are raised about the role of the educational psychologist and the delivery of therapeutic interventions. This research will be of benefit to educational psychologists and other professionals working with children and young people as a way of raising their awareness of mental health in young people and strengthening the evidence base for FRIENDSas a therapeutic program to be used in practice. Although this research was very small scaled, the findings have made a start at outlining some of the benefits for the use of the FRIENDS program in schools to reduce anxiety. These findings could also be used to contribute towards the development of policy and practice regarding the way anxiety is managed within schools and the accessibility of therapeutic type interventions available to school settings.
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Kavanagh, Candice. "Effects of the FRIENDS for Life Program on Anxiety, School Functioning, and Social Functioning". Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31223.
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The aim of the current pilot trial was to evaluate the effects of the group-based FRIENDS for Life (FFL) program on school and social functioning in children with elevated levels of anxiety. Participants were 15 children aged eight to 12 identified by their parents as experiencing elevated levels of anxiety. Children attended six two-hour sessions of the FFL program and completed measures of anxiety, school functioning, and social functioning at pre- and post-treatment. Results indicated nonsignificant reductions from pre- to post-treatment in both child- and parent-report anxiety with large and medium effect sizes, respectively. Working memory scores increased significantly and there was a trend toward a significant increase in academic performance; large within group effects were found for both increases. The increase in academic functioning scores was significant with a moderate effect size only for child-report scores. A significant improvement with a large effect size was found for child-report peer relations scores and significant decreases were found for parent-report asocial behaviour and relational aggression scores, both with moderate effect sizes. Overall, children in this study demonstrated improvements in anxiety, school functioning, and social functioning. While reduction in anxiety is the primary focus of the FFL program additional benefits include improvements in school and social functioning. Though results are encouraging it is important to note that this was an uncontrolled pilot study with a small sample size. Thus results should be interpreted with caution. Nevertheless, the generally positive findings of this trial suggest a larger controlled trial is warranted. If these findings are replicated in a larger trial, the FFL may be a cost-effective, easily implemented, and versatile anxiety prevention program that can help change the trajectory of anxious children’s school and social functioning.
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Fast, Alexandra. "Mobbning : en undersökning om antimobbningsarbete". Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17480.
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Detta examensarbete belyser hur svenska skolor arbetar mot mobbning. Mobbning är ett stort problem som orsakar stor oro bland skolbarn. 1969 ville läkaren Peter-Paul Heinemann uppmärksamma mobbning då han upptäckte att många barn blev mobbade och att vuxna inte brydde sig. 1973 forskade psykologen Dan Olweus kring pojkars beteende kring mobbning. Detta var början till antimobbningsarbetet. Det finns ett flertal antimobbningsprogram och jag har valt att undersöka Friendsprogrammet och Olweusprogrammet. Skolverket har även sammanställt en rapport rörande effekterna av dessa program. Jag ville också undersöka hur barn definierar ordet mobbning. För att komma fram till undersökningsresultat rörande dessa två ovanstående antimobbningsprogram och barns definiering av begreppet mobbning har jag forskat i vetenskapliga undersökningar och litteratur samt även utfört intervjuer med barn i åldrarna 7-9 år och skolpersonal. Jag valde två skolor som arbetar med dessa två program och barnintervjuerna gjordes med tillåtelse av barnens föräldrar. Intervjusvaren jämfördes sedan med de vetenskapliga rapporterna och litteraturen. Slutsatsen av min undersökning är att dessa två program har både för- och nackdelar. Olweusprogrammet kräver resurser och tid. Friendsprogrammet involverar barnen som riskerar att få en utsatt position. Barnen kunde utan problem definiera innebörden av mobbning.
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Lewis, Krystal Monique. "An Ounce of Prevention: Evaluation of the Fun FRIENDS Program for Kindergarteners in a Rural School". Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/49691.
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Anxiety disorders are among the most common psychological disorders in childhoodwith reported rates as high as 41.2% (Cartwright-Hatton, McNicol, & Doubleday, 2006; Cooley,
Boyd, & Grados, 2004). A majority of the anxiety intervention programs target children who are
7 years of age and older. Yet, many anxiety disorders develop in the preschool years (APA,
2000). Therefore, it seems desirable to work with young children who display early signs of
anxiety to provide them with skills that would protect them from later full-blown
psychopathology. Early intervention and prevention programs may be effective ways to modify
the developmental trajectory of anxiety disorders.
The present research reports findings from an anxiety prevention program for 4-7 year
olds. One hundred and ten children from two schools in a rural part of Southwest Virginia
participated. Fifty-seven children from one school received a classroom-based prevention
program on a weekly basis over 20 weeks. Fifty-three children from a second school served as a control group. The mean age of the sample was 5.11 years. Results suggested that anxiety was positively correlated with emotional symptoms (r = .67, p<.001), peer difficulties (r = .21,p<.05), and total difficulties (r =.29, p<.03) on the Strengths and Difficulties Questionnaire for all children. Overall, there were significant decreases in anxiety symptoms from pre to follow-up for both groups of children [F (1, 105) = 7.79, p =.006]. Unexpectedly, anxiety symptoms increased from pre to post for children in the intervention school whereas they decreased for children in the control school. Although these findings are reversed of what was expected, these results may have important implications concerning the importance of providing anxiety education and awareness for teachers. Implications of the current findings, limitations of the study, and directions for future research and dissemination are discussed.
Ph. D.
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Broilo, Neto Gilberto. "Code-switching e footing para a construção do humor : estudo de caso da sitcom "Friends"". reponame:Repositório Institucional da UCS, 2017. https://repositorio.ucs.br/handle/11338/3243.
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Esta dissertação trata de code-switching e footing na sitcom estadunidense Friends. Tanto a troca linguística como o posicionamento identitário são elementos de análise da Sociolinguística Interacional (GOFFMAN, 1981; HUDSON, 1996; DURANTI, 1997), que é a teoria basilar desta investigação. Não somente aspectos teóricos desse arcabouço são utilizados como também estudos sobre humor (RASKIN, 1979; WRIGHT, 1875), sitcom (FURQUIM, 1999; SAVORELLI, 2010; VANDAELE, 1996), multimodalidade (GOODWIN, 2010; KRESS; LEEUWEN, 1996; VIEIRA; SILVESTRE, 2015), estereótipos (LAKOFF, 1987; SCHIAPPA; GREGG; HEWES, 2005), performance (TURNER, 1987), generalização social (BLUM, 2004), dentre outros. A fim de responder ao problema desta pesquisa, que reside em entender se o code-switching e o footing são mecanismos de geração do humor na sitcom Friends, optamos pelo estudo de caso dessa comédia seriada e pela investigação dos atos comunicativos em que se fazem presentes a alternância de código linguístico e o reposicionamento identitário. O objetivo geral da pesquisa é examinar a relação entre a geração de humor e as situações em que há a presença de code-switching entre Inglês Americano e do Inglês Britânico e de posicionamento entre variedades do Inglês Americano, além de considerar o posicionamento multimodal das interações comunicativas em episódios da sitcom Friends. Os objetivos específicos são (a) identificar os construtos identitários culturais na sitcom Friends, (b) identificar as situações de code-switching na geração de humor, (c) analisar situações de code-switching e aspectos multimodais na interação comunicativa e (d) analisar os efeitos do humor, com ênfase em fatores culturais intervenientes. Com a finalidade de cumprir com esses objetivos, alicerçamos nossa pesquisa, também, nos estudos de framing (GOFFMAN, 1974), que foram identificados nas cenas em que há code-switching e footing, que foram transcritas a partir da simbologia da Análise da Conversa (SACKS; SCHEGLOFF; JEFFERSON, 1974). Os resultados demonstram que, nos episódios da série Friends que foram analisados, o code-switching e o footing são mecanismos potenciais estratégicos de geração de humor que se formam em situações plurais com diversas funções de comicidade, tais como: sátira cultural, caricaturização estereotipada, representação da realidade, dentre outras.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-10-25T12:01:06Z No. of bitstreams: 1 Dissertacao Gilberto Broilo Neto.pdf: 2137616 bytes, checksum: dff4b5374bbd97c9f849d7dd7b3da707 (MD5)
Made available in DSpace on 2017-10-25T12:01:07Z (GMT). No. of bitstreams: 1 Dissertacao Gilberto Broilo Neto.pdf: 2137616 bytes, checksum: dff4b5374bbd97c9f849d7dd7b3da707 (MD5) Previous issue date: 2017-10-25
This dissertation is about code-switching and footing in the north-american sitcom Friends. Both the switch of language and the identity positioning are objects of analysis for the Interactional Sociolinguistics area (GOFFMAN, 1981; HUDSON, 1996; DURANTI, 1997), which is the main theory of this investigation. Not only theoretical aspects of this background are used but also studies about humour (RASKIN, 1979; WRIGHT, 1875), sitcom (FURQUIM, 1999; SAVORELLI, 2010; VANDAELE, 1996), multimodalidality (GOODWIN, 2010; KRESS; LEEUWEN, 1996; VIEIRA; SILVESTRE, 2015), estereotypes (LAKOFF, 1987; SCHIAPPA; GREGG; HEWES, 2005), performance (TURNER, 1987), social generalization (BLUM, 2004), among others. In order to solve the problem of this research, which resides in understanding whether both code-switching and footing are strategies of humour in the sitcom Friends, we opted for the case study of this situational comedy and for the investigation of the communicative acts in which the switch of linguistic codes and identity repositiong are found. The general objective of this research is to examine the connection between humour creation and the situations in which there is evidence of code-switching between American English and British English, positioning between American English varieties and the multimodal positioning of communicative interactions in episodes of the sitcom Friends. The specific objectives are (a) to identify the constructs of cultural identity in the sitcom Friends, (b) to identify the situations of code-switching in the humour generation, (c) to analyse the situations of code-switching and the multimodal aspects of the communicative act and (d) to analyse the effects of humour, highlighting the intervenient cultural aspects related to such effects. In order to fulfill these objectives, we, also, based our research on the studies of framing (GOFFMAN, 1974), which are identified in the scenes of code-switching and footing, being transcribed according to the Conversation Analysis symbolic conventions (SACKS; SCHEGLOFF; JEFFERSON, 1974). The results show that, in the episodes of the series Friends analysed, both code-switching and footing are potential strategic mecanisms to create humour formed in several situations through different comical functions, such as: cultural satire, stereotyped caricature, reality representation, among others.
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Bacchus, Natashia Soraiya. "Teacher Implementation of a School Based Anxiety Prevention Program in British Columbia". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5303.
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The Friends for Life program is an evidence-based practice being used in schools to assist children to learn skills to manage anxiety. The Friends for Life program has been used by school districts in British Columbia, Canada, for over 10 years, yet there is little research on how the program is being implemented in schools by teachers. This qualitative case study investigated the implementation practice of the Friends for Life program by teachers in Grades 4 and 5. Semi-structured interviews were conducted with 8 teachers from a smaller school district in British Columbia, Canada. The results yielded themes, which described critical factors that helped or hindered teachers in implementing the program with fidelity. A key finding of the study demonstrated teachers were running the program weekly, as per program guidelines. A key factor that was identified as helping teachers to implement the program with fidelity was support of school counselors, district staff, and the building administrator. The implications for social change include providing school administrators with information, which can help them to support teachers to implement the Friends for Life program with fidelity. As a result of these findings the Friends for Life program may consider updating the training materials and program implementation protocols in order to ensure teachers are implementing the program with fidelity and therefore, children are learning the skills they need to manage their anxieties and worries.
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Woodfine, Debra A. "Friends and Neighbours (F.A.N.) Club, a prevention program on bullying : understanding and learning from the child's experience". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29558.
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Bullying within our schools is a serious social problem requiring extensive and holistic prevention programs to effectively address the problem. This present study set out to gain a better understanding of the child's experience after participating in a Friends and Neighbours (F.A.N.) Club puppet show on bullying. Eight children were interviewed and the results indicated that the program is well received by the children but the F.A.N. Club needs to be more systemic in its approach to include more school and parental involvement. In addition, further focus is needed on the role of bystanders to bullying. The F.A.N. Club is effective in teaching assertiveness skills to the victims of bullying but is missing a teaching opportunity with the bullies and the bystanders to bullying. Further findings are discussed with reference to the ecological perspective and the implications for social work.
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Buckley, Lisa D. "The design and preliminary evaluation of an intervention to reduce risk-taking behaviour among adolescents : the potential for protective behaviour toward friends". Queensland University of Technology, 2008. http://eprints.qut.edu.au/16577/.
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Many adolescents are at risk of injury as a result of lifestyle, with high morbidity and mortality rates primarily affected by engagement in risk-taking behaviour (AIHW, 2004b). The study aimed to reduce injury through the design, implementation and evaluation of an intervention to affect risk-taking behaviour. The intervention was guided by theory,(Theory of Planned Behavior, TPB Ajzen, 1985) and selectively focused on increasing protective behaviour toward friends. To meet the aim, the intervention focused on the following risk-taking behaviours: alcohol use, interpersonal violence, being a passenger of, and own risky use of a motor vehicle or bicycle. The average age of participants of the study was fourteen. The program of research was divided into three stages that, as a whole, met the aim of designing and evaluating an intervention to reduce risk-taking behaviour among adolescents.
The aim of the first stage was to provide the detail required for the program design (Stage 2). Stage 1 comprised a number of research processes including (i) a comprehensive literature review. The literature review included the rationale for reducing injury and risk-taking behaviour among adolescents, examination of the friendship relationship and assessing key issues and components of previously evaluated behaviour change programs. Stage 1 also included (ii) an assessment and operationalisation of the theoretical design (Theory of Planned Behavior and cognitive behavioural strategies). It was also found, in this Study 1, that the constructs of the TPB could explain friends' protective behaviour. Further, Stage 1 included (iii) Study 2, a qualitative evaluation of injury, risk-taking behaviour and key risk and protective factors for risk-taking behaviour from the perspective of young people conducted through focus groups. The information gathered in Stage 1 was used to develop the design of the program which comprised Stage 2. The next stage (Stage 3) involved an impact evaluation of the program. Firstly, in Study 3, a qualitative study was conducted to assess intervention participants' and teachers' perceptions of the program and adolescents' change in behaviour and attitudes. Intervention participants felt that they reduced their risk-taking behaviour and increased their protective behaviour toward their friends. Overall, adolescents and teachers viewed the program favourably. Secondly, in Study 4, a quantitative evaluation was conducted. Preliminary investigations found significant differences in change and behaviours among individuals from different ethnic backgrounds and, as such, analyses were conducted with the majority, Caucasian group only. The results indicated a reduction in risk-taking behaviours from baseline to follow-up in the intervention group and an increase in the comparison group. There was no support for the prediction that intervention students would increase their protective behaviour relative to the control group. Overall, the findings indicated challenges associated with designing and implementing an effective program to reduce risk-taking behaviour among adolescents.
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Buckley, Lisa. "The design and preliminary evaluation of an intervention to reduce risk-taking behaviour among adolescents : the potential for protective behaviour toward friends". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16577/1/Lisa_Diane_Buckley_Thesis.pdf.
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Many adolescents are at risk of injury as a result of lifestyle, with high morbidity and mortality rates primarily affected by engagement in risk-taking behaviour (AIHW, 2004b). The study aimed to reduce injury through the design, implementation and evaluation of an intervention to affect risk-taking behaviour. The intervention was guided by theory,(Theory of Planned Behavior, TPB Ajzen, 1985) and selectively focused on increasing protective behaviour toward friends. To meet the aim, the intervention focused on the following risk-taking behaviours: alcohol use, interpersonal violence, being a passenger of, and own risky use of a motor vehicle or bicycle. The average age of participants of the study was fourteen. The program of research was divided into three stages that, as a whole, met the aim of designing and evaluating an intervention to reduce risk-taking behaviour among adolescents.
The aim of the first stage was to provide the detail required for the program design (Stage 2). Stage 1 comprised a number of research processes including (i) a comprehensive literature review. The literature review included the rationale for reducing injury and risk-taking behaviour among adolescents, examination of the friendship relationship and assessing key issues and components of previously evaluated behaviour change programs. Stage 1 also included (ii) an assessment and operationalisation of the theoretical design (Theory of Planned Behavior and cognitive behavioural strategies). It was also found, in this Study 1, that the constructs of the TPB could explain friends' protective behaviour. Further, Stage 1 included (iii) Study 2, a qualitative evaluation of injury, risk-taking behaviour and key risk and protective factors for risk-taking behaviour from the perspective of young people conducted through focus groups. The information gathered in Stage 1 was used to develop the design of the program which comprised Stage 2. The next stage (Stage 3) involved an impact evaluation of the program. Firstly, in Study 3, a qualitative study was conducted to assess intervention participants' and teachers' perceptions of the program and adolescents' change in behaviour and attitudes. Intervention participants felt that they reduced their risk-taking behaviour and increased their protective behaviour toward their friends. Overall, adolescents and teachers viewed the program favourably. Secondly, in Study 4, a quantitative evaluation was conducted. Preliminary investigations found significant differences in change and behaviours among individuals from different ethnic backgrounds and, as such, analyses were conducted with the majority, Caucasian group only. The results indicated a reduction in risk-taking behaviours from baseline to follow-up in the intervention group and an increase in the comparison group. There was no support for the prediction that intervention students would increase their protective behaviour relative to the control group. Overall, the findings indicated challenges associated with designing and implementing an effective program to reduce risk-taking behaviour among adolescents.
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Taberski, Derrick James. "A Gricean analysis of a situation comedy". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1439.
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Fukushima-Flores, Marnie. "FRIENDS parent project : effectiveness of parent training in reducing parent anxiety in a universal prevention program for anxiety symptoms in school children". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7975.
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Anxiety is one of the most pervasive childhood mental health disorders of our day. This is reflected in the growing body of research investigating the most effective ways to treat and prevent childhood anxiety. This study adds to the discussion by examining the parent component of a school based universal prevention and intervention program. Participating parents (N = 122) completed four measures on anxiety, the Anxiety Sensitivity Index (ASI, Reiss, Peterson, Gursky, & McNally, 1986), the Center for Epidemiological Studies-Depression (CES-D, Radloff, 1977), the Penn State Worry Questionnaire (PSWQ, Meyer, Miller, Metzger, & Borkovec, 1990), and the Screen for Child Anxiety Related Emotional Disorders (SCARED, Birmaher et al., 1999) before and after the parent program. The effectiveness of the program was investigated by analysing mean scores of the parent self-reported anxiety symptoms and parent reports of child anxiety symptoms. The main analyses conducted were 2 x 2 between-within ANOVAs for each measure. The hypothesis that parents who participated in the program (n = 20) would report reduced anxiety symptoms for themselves and for their children when compared to parents who did not attend (n = 120) was not confirmed. The parent’s satisfaction level with the program was also studied with high acceptability ratings providing strong social validity for this program. Implications of the findings, strengths, limitations and suggestions for further research are discussed.
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SHI, YUE y VINEETA PENDSE. "Identifying Users, Customers and Stakeholders : A Case Study of Salta Friends AB’s Application for the Persons with Disabilities". Thesis, KTH, Skolan för industriell teknik och management (ITM), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-299947.
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När man utvecklar en applikation för informations- och kommunikationsteknik (ICT) som syftar till att hjälpa funktionsnedsatta individer är det viktigt att ta hänsyn till deras utmaningar och behov. Samtidigt är det också viktigt att förstå svårigheten i att utforma en universell ICT-applikation som ska passa dem alla på grund av deras motstridiga behov och kapacitet. Dessutom har många av dem ekonomiska svårigheter. Därför uppstår frågan om hur man prissätter dessa ICT-applikationer. Denna forskning bygger på en fallstudie av en ICT-applikation som utformats av Salta Friends AB som arbetar med att öka det sociala engagemanget för personer med funktionsnedsättning. Studien är kvalitativ och 15 intervjuer av olika intressenter till applikationen har genomförts. Dessa intervjuer gav insikter som hjälpte till att kartlägga deras olika behov och utmaningar. Utmaningarnas fokus ligger på de allmänna, sociala och tekniska kontexterna som slutanvändaren möter. Baserat på dessa insikter har ett antal faktorer tagits fram som man bör beakta då man inriktar sig på lämpliga kunder och användare till ICT-applikationer. Dessutom diskuteras alternativa inkomstkällorna som kan finnas för dessa applikationer för några identifierade kunder. Slutligen förklaras varför det underlättar att involvera de funktionsnedsatta individerna i ett tidigare skede i produktutvecklingsprocessen vid valet av lämpliga kunder och användare samtidigt som man tar fram rätt prissättningsmodell. Forskningen ger också förslag till den Salta Friends AB nästa steg i detta arbete.While developing an Information and Communication Technology (ICT) application aimed at assisting persons with disabilities, it is important to take their challenges and needs into consideration. Simultaneously, it is important to understand the difficulty in designing a universal ICT product for them owing to their conflicting needs and capabilities. Additionally, many of them face economic hardships. Therefore, the issue of how to price these ICT applications arises. This research follows a case study of an ICT application devised by a Salta Friends AB to increase the social involvement of people with disabilities. It is a qualitative research conducted with the help of 15 interviews of different stakeholders of the application. These interviews provide insights that will help in mapping their different needs and challenges. The focus of the challenges is on the general, social, and technological context faced by the end-user. Based on these insights, factors have been recommended to be considered while targeting the appropriate customers and users for ICT applications. It also discusses the alternate sources of income that can exist for these applications by identifying a different customer. And finally, the research explains why including the persons with disabilities at an earlier stage in the product development process helps ease the selection of the right customers and users along with devising the right pricing model. The research also provides propositions and suggestions for Salta Friends AB and their next steps.
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Webster, Hayley Monique y n/a. "An Ecological Approach to the Prevention of Anxiety Disorders during Childhood". Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030807.105928.
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Research shows that anxiety disorders are common and problematic in children. Treatment studies demonstrate that cognitive-behavioural interventions for children can successfully minimise these problems. Further, when implemented as early intervention or prevention programs, these interventions can prevent the onset of anxiety problems in 7 to 14 year olds and reduce existing levels of anxiety. This type of preventive approach has enormous potential for improving community mental health in a low cost model of service delivery. Yet, to develop this as a viable service model, these programs need to be evaluated under 'real world' conditions as opposed to specialist university clinical teams. In this research, the long-term effectiveness of an ecological model of the prevention of anxiety disorders for children was conducted. In the first study, teachers (N = 17) were trained intensively in the principles of anxiety and the FRIENDS anxiety prevention program (Barrett, Lowry-Webster & Holmes, 1999). Measures were taken of the PROXIMAL effects of training on the knowledge and self-efficacy of participating teachers at two points in time. Compared to teachers in a control group (N= 17) and a group comprised of psychologists regarded as experts in the FRIENDS anxiety program (N= 22), trained teachers demonstrated significant increases in the levels of knowledge and self-efficacy at time two. These increases approached levels exhibited by experts in terms of knowledge, and were not significantly different from experts in their levels of self-efficacy to implement the FRIENDS program following training. This study also explored the quality or fidelity of program implementation by these trained teachers (INTERMEDIATE EFFECTS). Results demonstrated that trained teachers implemented the program with high levels of integrity in accordance with the FRIENDS intervention manual. The second study sought to investigate the outcomes for participating children in terms of actually preventing and reducing existing levels of anxiety. Also of interest was the impact this intervention had on levels of depression. Participants were 594 children aged 10-13 years from 7 schools in Brisbane Australia. Children, and parents reported on children's social, emotional and behavioural characteristics at three-assessment points over 12 months. Results were examined universally (for all children) and for children who scored above the clinical cut-off for anxiety at pre-test. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms regardless of their risk status at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced significant improvements at posttest. The results indicated that intervention gains were maintained over a period of 12 months, as measured by self-reports and diagnostic interviews. Moreover, evidence of a prevention effect was also demonstrated, with a significantly greater percentage of children in the control group progressed to "at risk" or "remained at risk" compared to children in the intervention group. Additionally, 85% of children in the intervention group who were scoring above the clinical cut-off for anxiety and depression were diagnosis free in the intervention condition at 12-month follow-up, compared to only 31.2% of children in the control group. Implications of these findings are examined, alongside limitations of the study and directions for future research.
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Webster, Hayley Monique. "An Ecological Approach to the Prevention of Anxiety Disorders during Childhood". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365682.
Texto completoResumen
Research shows that anxiety disorders are common and problematic in children. Treatment studies demonstrate that cognitive-behavioural interventions for children can successfully minimise these problems. Further, when implemented as early intervention or prevention programs, these interventions can prevent the onset of anxiety problems in 7 to 14 year olds and reduce existing levels of anxiety. This type of preventive approach has enormous potential for improving community mental health in a low cost model of service delivery. Yet, to develop this as a viable service model, these programs need to be evaluated under 'real world' conditions as opposed to specialist university clinical teams.
In this research, the long-term effectiveness of an ecological model of the prevention of anxiety disorders for children was conducted. In the first study, teachers (N = 17) were trained intensively in the principles of anxiety and the FRIENDS anxiety prevention program (Barrett, Lowry-Webster & Holmes, 1999). Measures were taken of the PROXIMAL effects of training on the knowledge and self-efficacy of participating teachers at two points in time. Compared to teachers in a control group (N= 17) and a group comprised of psychologists regarded as experts in the FRIENDS anxiety program (N= 22), trained teachers demonstrated significant increases in the levels of knowledge and self-efficacy at time two. These increases approached levels exhibited by experts in terms of knowledge, and were not significantly different from experts in their levels of self-efficacy to implement the FRIENDS program following training. This study also explored the quality or fidelity of program implementation by these trained teachers (INTERMEDIATE EFFECTS). Results demonstrated that trained teachers implemented the program with high levels of integrity in accordance with the FRIENDS intervention manual.
The second study sought to investigate the outcomes for participating children in terms of actually preventing and reducing existing levels of anxiety. Also of interest was the impact this intervention had on levels of depression. Participants were 594 children aged 10-13 years from 7 schools in Brisbane Australia. Children, and parents reported on children's social, emotional and behavioural characteristics at three-assessment points over 12 months. Results were examined universally (for all children) and for children who scored above the clinical cut-off for anxiety at pre-test. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms regardless of their risk status at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced significant improvements at posttest. The results indicated that intervention gains were maintained over a period of 12 months, as measured by self-reports and diagnostic interviews. Moreover, evidence of a prevention effect was also demonstrated, with a significantly greater percentage of children in the control group progressed to "at risk" or "remained at risk" compared to children in the intervention group. Additionally, 85% of children in the intervention group who were scoring above the clinical cut-off for anxiety and depression were diagnosis free in the intervention condition at 12-month follow-up, compared to only 31.2% of children in the control group. Implications of these findings are examined, alongside limitations of the study and directions for future research.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Full Text
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Naeem, Nomair A. "Programmer-friendly decompiled Java". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101644.
Texto completoResumen
Java decompilers convert Java class files to Java source. Common Java decompilers are javac-specific decompilers since they target bytecode produced from a particular javac compiler. We present work carried out on Dava, a tool-independent decompiler that decompiles bytecode produced from any compiler. A known deficiency of tool-independent decompilers is the generation of complicated decompiled Java source which does not resemble the original source as closely as output produced by javac-specific decompilers. This thesis tackles this short-coming, for Dava, by introducing a new back-end consisting of simplifying transformations.The work presented can be broken into three major categories: transformations using tree traversals and pattern matching to simplify the control flow, the creation of a flow analysis framework for an Abstract Syntax Tree (AST) representation of Java source code and the implementation of flow analyses with their use in complicated transformations.
The pattern matching transformations rewrite the ASTs to semantically-equivalent ASTs that correspond to code that is easier for programmers to understand. The targeted Java constructs include If and If-Else aggregation, for-loop creation and the removal of abrupt control flow. Pattern matching using tree traversals has its limitations. Thus, we introduce a new structure-based data flow analysis framework that can be used to gather information required by more complex transformations. Popular compiler analyses e.g., reaching definitions, constant propagation etc. were implemented using the framework. Information from these analyses is then leveraged to perform more advanced AST transformations.
We performed experiments comparing different decompiler outputs for different sources of bytecode. The results from these experiments indicate that the new Dava back-end considerably improves code comprehensibility and readability.
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Lock, Sally y n/a. "A Developmental Approach to the Prevention of Anxiety Disorders During Childhood". Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040615.140812.
Texto completoResumen
The studies presented in this thesis sought to investigate a number of developmental factors that influence the efficacy of preventive intervention for child anxiety disorders. Preventive intervention has emerged as a vital step forward in clinical research following data indicating anxiety disorders are among the most common forms of psychopathology in youngsters (Kashani & Orvaschel, 1990; Mattison, 1992). Several risk and protective factors associated with childhood anxiety disorders have been identified, along with effective treatment protocols (Kendall, 1994; Howard & Kendall, 1996; Barrett, 1998, 1999; Silverman et al., 1999a, 1999b), as prerequisites to the development of preventive programs for child anxiety problems (Spence, 2001). The first objective of this research was to add to the literature on risk and protective factors by investigating the role of peer interaction in the development of child anxiety problems. Study one examined developmental differences in the influence of peer interaction on children's anxiety-related cognition and behaviour. One hundred and sixty two children enrolled in grade 6 (n = 96) aged between 9 and 10 years, and grade 9 (n = 66) aged between 14 and 16 years participated in the study. Participants were stratified into either an at risk group or to a healthy group, based on their anxiety scores on the Spence Child Anxiety Scale (SCAS; Spence, 1997), and further allocated to a peer group comprising of 3 'healthy' (non-anxious) and 3 'at risk' (high anxious) children. Prior to and following a peer discussion, participants completed a standardised self-report measure of threat interpretation and response plans to two ambiguous vignettes (Barrett, Rapee, Dadds, & Ryan, 1996; Dadds, Barrett, Rapee, & Ryan, 1996). Results showed all participants evidenced changes in threat interpretation and response plans following the discussion with peers (p < .001). Overall, findings highlight the potential importance of peer interaction in the development of anxiety-related cognition and behaviour. The findings of study one have important implications for the future development of school-based intervention programs; specifically those conducted in the classroom. Study two sought to advance the current research on preventive intervention for child anxiety by establishing the age at which youngsters benefit the most from the FRIENDS program as a classroom-based universal intervention. Study two presents the results of a longitudinal study evaluating the effects of a universal school-based intervention for child anxiety at two developmental stages. The study involved a cohort of 733 children enrolled in grade 6 (n = 336, 45.6%) aged between 9 and 10 years, and grade 9 (n = 401, 54.4%) aged between 14 and 16 years, Participants were allocated to either a school-based cognitive behavioural intervention or to a monitoring group. Participants completed standardised measures of anxiety, depression and coping style. Participants identified as 'at risk' of an anxiety disorder were assessed for a clinical diagnosis with a structured diagnostic interview. Results indicated the universal intervention effective in significantly reducing anxiety (p < .001), depression (p < .001) and behaviour avoidance in children at post- intervention and 12-month follow-up intervals. Grade 6 children reported significantly higher anxiety at pre-intervention and greater reductions in anxiety at post intervention compared with the grade 9 (p < .001), although both primary and secondary school participants showed equal reductions in anxiety at 12-month follow up. Overall, findings suggest universal intervention potentially successful in reducing symptoms of anxiety and increasing coping skills in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting earlier preventive intervention potentially more advantageous than later intervention. Developmental differences in anxiety, depression and coping strategies are discussed in addition to the implications and limitations of this study and directions for future research.
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Lock, Sally. "A Developmental Approach to the Prevention of Anxiety Disorders During Childhood". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/367924.
Texto completoResumen
The studies presented in this thesis sought to investigate a number of developmental factors that influence the efficacy of preventive intervention for child anxiety disorders. Preventive intervention has emerged as a vital step forward in clinical research following data indicating anxiety disorders are among the most common forms of psychopathology in youngsters (Kashani & Orvaschel, 1990; Mattison, 1992). Several risk and protective factors associated with childhood anxiety disorders have been identified, along with effective treatment protocols (Kendall, 1994; Howard & Kendall, 1996; Barrett, 1998, 1999; Silverman et al., 1999a, 1999b), as prerequisites to the development of preventive programs for child anxiety problems (Spence, 2001). The first objective of this research was to add to the literature on risk and protective factors by investigating the role of peer interaction in the development of child anxiety problems. Study one examined developmental differences in the influence of peer interaction on children's anxiety-related cognition and behaviour. One hundred and sixty two children enrolled in grade 6 (n = 96) aged between 9 and 10 years, and grade 9 (n = 66) aged between 14 and 16 years participated in the study. Participants were stratified into either an at risk group or to a healthy group, based on their anxiety scores on the Spence Child Anxiety Scale (SCAS; Spence, 1997), and further allocated to a peer group comprising of 3 'healthy' (non-anxious) and 3 'at risk' (high anxious) children. Prior to and following a peer discussion, participants completed a standardised self-report measure of threat interpretation and response plans to two ambiguous vignettes (Barrett, Rapee, Dadds, & Ryan, 1996; Dadds, Barrett, Rapee, & Ryan, 1996). Results showed all participants evidenced changes in threat interpretation and response plans following the discussion with peers (p < .001). Overall, findings highlight the potential importance of peer interaction in the development of anxiety-related cognition and behaviour. The findings of study one have important implications for the future development of school-based intervention programs; specifically those conducted in the classroom. Study two sought to advance the current research on preventive intervention for child anxiety by establishing the age at which youngsters benefit the most from the FRIENDS program as a classroom-based universal intervention. Study two presents the results of a longitudinal study evaluating the effects of a universal school-based intervention for child anxiety at two developmental stages. The study involved a cohort of 733 children enrolled in grade 6 (n = 336, 45.6%) aged between 9 and 10 years, and grade 9 (n = 401, 54.4%) aged between 14 and 16 years, Participants were allocated to either a school-based cognitive behavioural intervention or to a monitoring group. Participants completed standardised measures of anxiety, depression and coping style. Participants identified as 'at risk' of an anxiety disorder were assessed for a clinical diagnosis with a structured diagnostic interview. Results indicated the universal intervention effective in significantly reducing anxiety (p < .001), depression (p < .001) and behaviour avoidance in children at post- intervention and 12-month follow-up intervals. Grade 6 children reported significantly higher anxiety at pre-intervention and greater reductions in anxiety at post intervention compared with the grade 9 (p < .001), although both primary and secondary school participants showed equal reductions in anxiety at 12-month follow up. Overall, findings suggest universal intervention potentially successful in reducing symptoms of anxiety and increasing coping skills in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting earlier preventive intervention potentially more advantageous than later intervention. Developmental differences in anxiety, depression and coping strategies are discussed in addition to the implications and limitations of this study and directions for future research.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Health)
Full Text
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Ritchie, Beth. "An evaluation of the programme acceptability of FRIENDS, an emotional well-being programme". Thesis, University of East London, 2010. http://roar.uel.ac.uk/3700/.
Texto completoResumen
The aim of this study was to explore whether a ten week Cognitive Behavioural programme (FRIENDS) was acceptable to children, parents and teachers. FRIENDS is designed for use in schools with whole classes of children, aged seven to eleven years old. The study took place in a primary school in the South East of England. The programme was delivered by the researcher to a year three class and year five class of children. Following each session, children were asked to complete a questionnaire exploring their experiences. Two weeks after the end of the programme, six children from year three and five children from year five were interviewed in separate focus groups, to find out what they thought about FRIENDS. Similarly, four parents were interviewed in a focus group, and three teachers were interviewed individually to explore their experiences of FRIENDS. Thus, key stakeholders' views about FRIENDS were gathered. Analysis of the findings suggested that participants thought FRIENDS was a positive experience for them. However, year five children mentioned less positive experiences than the other participants, and teachers and parents highlighted the positive experience for the children, rather than for themselves. All participants identified negative experiences, including; the homework and the difficulty in accessing the programme because of the ability needed and reliance on reading and writing activities. Participants often identified areas of improvement linked to their negative experiences, e.g. to use differentiation, to cater for different learning styles. Children and parents felt that FRIENDS had made an impact through its teaching of skills, such that children applied some of the skills taught, which bought about positive behavioural changes in the children. The theoretical underpinnings, relevant literature and findings from this research are discussed in relation to implications for professional practice and future recommendations for research.
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Wilson, Elyse. "Teaching Children About Emotions and Friend Using a Computer Program". Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/8383.
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The purpose of this study was to evaluate the effectiveness of a computer program in conjunction with instruction from the researcher, in helping individuals with Autism Spectrum Disorders improve their emotional and social skills. In an A-B- A with replication across participants design, three participants used the program for 20 minutes a day for 15-18 sessions in a school setting, across six weeks. The researcher provided one on one support to participants while they used the program. The participants were aged 10 to 12 and had previously been diagnosed with Asperger’s Syndrome or High-Functioning Autism. Participant’s progress was measured by conducting pre-and post intervention interviews with parents and teachers of participants, and the participants themselves. Data was also collected while the participant used the computer program and from the diary entries completed each session. Naturalistic observations were conducted to determine if any effects of the program were generalized. The results demonstrated that participant’s emotion recognition improved as shown by an increase in emotion scenarios completed in the computer program. In addition emotion expression skills improved as demonstrated by content of participant’s diary entries. An improvement in social skills was also shown by participants becoming more engaged in group activities, physical education and making friends. The results show preliminary evidence for the program, in conjunction with individualized support, being a promising treatment method to teach emotion recognition and social skills. It is unclear how much of an effect the support of the researcher and the diary component, had on participants progress. Future research should focus on making outcomes more consistent and widely generalized. Implications for research, practice and program development are discussed.
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Tort, Ayala Laura Susana. "Principles and recommendations to design aging-friendly homes". Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122341.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2019Cataloged from PDF version of thesis. "Some pages in the original document contain text that runs off the edge of the page. (See Appendix C)"--Disclaimer Notice page.
Includes bibliographical references (pages 82-84).
The aging population is increasing at an unprecedented rate, and with it, the number of older adults that decide to age in place. Some public and private efforts have been made in order to better understand the mobility and physical needs of older adults in home environments. However, most of these efforts have missed a holistic definition of home and how the human dwelling is influenced by aging. This thesis is composed of three studies: a national survey, a series of in-home interviews, and an intergenerational workshop. The overall objective of these studies was to understand how older adults live and move within their homes, as well as what their emotional and functional expectations of their homes are. The outcome of this work is a set of principles and recommendations that design professionals can use when designing home environments or home-related products. These principles and recommendations are meant to serve as a guide to approach a project with the right mindset-a mindset that augments empathy and understanding for older adults, and that challenges the preconceptions of what a home is and what it should do for us as we age.
by Laura Susana Tort Ayala.
S.M. in Engineering and Management
S.M.inEngineeringandManagement Massachusetts Institute of Technology, System Design and Management Program
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Miller, Thomas W. "Critical Friends Group : the effects in an elementary school setting /". Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-1/millert/thomasmiller.html.
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Harrington, Carolyn D. "Critical friends group effects on teacher practice and collaboration /". View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/harringtonc/carolynharrington.pdf.
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Caresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /". Diss., UMK access, 2005.
Buscar texto completoResumen
Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2005."A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.
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Kraner, Mariah Ann. "Friends or Foes?: Examining Social Capital of International NGOs and Food Security Programs". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1647.
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Food insecurity and chronic hunger are devastating global problems currently facing more than a billion people. There are many actors involved in the response to stomp out world hunger, including International Non-Governmental Organizations (INGOs). These INGOs, however, work in tumultuous environments with limited resources. This dissertation examines the INGOs involved in the food security dilemma (N=51) to investigate how they use resources to reach hungry populations.
It is hypothesized INGOs use a mix of material resources and social capital to enhance their organizational performance. However, little is known about the impact these resources have on reaching communities in need. Social network analysis is used to examine the connections between and among INGOs to create a measure of organizational social capital. In addition, material resources, such as human resources, revenue and volunteers are used to examine an organization's material capacity. Material and social resources are examined through a moderated regression analysis to evaluate how they interact, and if the promotion of both types of resources is beneficial to the INGOs and the communities they serve. With data from over 1186 projects globally, results are presented regarding the effectiveness of social capital and material resources in reaching the world's "bottom billion."
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Stallemo, Kjetil. "Patient friendly Presentation of Electronic Patient Records". Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-8870.
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Reading an electronic patient record (EPR) is a very challenging task because of the medical jargons, which are almost impossible to understand for the layman. This becomes a highly relevant challenge because of the more extensive use of the internet to get medical information. Also the Norwegian laws state that the patient has the right to read his or her own EPR. A master thesis executed in 2006, and a specialization project in 2007 addressed this subject and developed a prototype for adapting EPRs to a patient presentation. This thesis continues this work and aims to extend the system with more functionality and improve the translation of the EPRs. The main issues discussed in the thesis are how disambiguating between Norwegian words and medical terms, provide summaries of EPRs, and supply the patient with external information about his or her health condition. In addition the refined user interface from the specialization project was implemented. The conclusion of this thesis is that the Support Vector Machine classifier with character bigrams provides good and accurate disambiguation between Norwegian words and medical terms. The external information functionality provides correct and quality assured information from the patient hand book. There are still some issues, and possible improvements on providing only precise and relevant articles. Summarizing of EPRs is achieved through named entity extraction of ICD codes, and then presenting the codes together with their corresponding descriptions. This implementation seems to be accurate, correct, and precise.
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Cheung, Karmen. "New development : friend or foe to Chinatown small businesses?" Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111376.
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Thesis: M.C.P., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2017.Thesis: S.M. in Real Estate Development, Massachusetts Institute of Technology, Program in Real Estate Development in conjunction with the Center for Real Estate, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 84-87).
Chinatowns in cities like Boston, New York, or Philadelphia have well established reputations as vibrant ethnic neighborhoods that draw tourists as well as working-Chinese immigrants. The individual businesses that line the streets of Chinatown are crucial to creating these unique urban neighborhoods. As cities are undergoing a new era of growth and real estate activity in urban centers is booming, the impacts on small businesses has not yet been widely researched. This thesis uses Chinatowns (in Boston, New York, and Philadelphia) as case studies to uncover the impacts of new real estate developments on small businesses. The research relied on a mixed-method approach, utilizing quantitative data from city reports or census data, as well as qualitative data derived from interviews with local stakeholders, particularly small business owners. The broad categories of impact documented include: (1) changes to inventory and availability of ground floor retail space, (2) a homogenization of storefront design, (3) changes to the residential community, and (4) rise in occupancy costs. In contrast, the top concerns identified by business owners were (1) the image of Chinatown as dirty and (2) the availability of parking. This thesis was not able to fully address the mismatch between the impacts of development and the concerns of business owners but is an area that deserves more research. The conclusion of this thesis provides readers with a preliminary framework for assessing displacement risks that can be applied to other ethnic districts and suggests possible interventions that can mitigate some of these risks.
by Karmen Cheung.
M.C.P.
S.M. in Real Estate Development
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Mostert, Jacomina Jemona. "Pilot study of the effectiveness of the FRIENDS programme in a South African sample". Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/444.
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Xu, Xia Ying. "Chinese audiences & US sitcoms : the case of friends". Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1874204.
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Wilson, Cindy L. "An expanded, user-friendly program for the selection of exploratory drill hole locations". Ohio : Ohio University, 1986. http://www.ohiolink.edu/etd/view.cgi?ohiou1183383020.
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Birrell, Susan Lee. "Incorporating "gay friendly" literature into your current first grade literature-based reading program". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/677.
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Vermeulen, Corne Margaretha Maria. "Exploring the desired features of a family-friendly programme". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60528.
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Orientation: Rapid changes in the workforce, such as increases in working women and dual-earner couples and single parent families, have led to increases for both men and women in their work and household responsibilities. Employees who are unable to fulfil both work and non-work roles efficiently may experience problems with their health and psychological state, have reduced job satisfaction, burnout, higher absenteeism and work tension. In order to assist employees during these turbulent times many organisations have implemented family-friendly programmes to accommodate employees. The specific needs of employees in the South African context in terms of family-friendly programme seem to be unknown. Research purpose: The main purpose of this study was to investigate the receptiveness of South African working mothers towards a family-friendly programme and to determine the desired features of such a programme. Motivation for the study: Research regarding the use and benefits of family-friendly programmes was done in the United States, Europe, the United Kingdom and Asia. However, the specific needs of employees in the South African context in terms of family-friendly programmes seem to be unknown. Therefore, in this study, the focus will be to explore the receptiveness of working mothers towards a family-friendly programme, as well what an effective family-family programme might entail for them in the South African context. Research approach, design and method: The research was conducted using a qualitative research design within the interpretivism paradigm. A combined convenient and purposive non-probability sample (N = 11) was taken from working mothers employed at a printing and bar coding organisation in Gauteng. Data was collected by means of semi-structured interviews and analysed by making use of thematic analysis.
Main findings: The results of this study indicate that working mothers experience work-life conflict and they would make use of family-friendly programmes if their organisations could provide these programmes. They would like features such as a day-care facility, transport service, flexible working hours, working from home, career guidance, a support group for parents and a baby room. Practical/Managerial implications: This research identified that there is a need for family-friendly programmes in the South African context. Such programmes can assist employees in reducing work-life conflict and, mostly likely, enhance job satisfaction and work engagement. Contribution/Value-add: This study can possibly create awareness about the need for family-friendly programmes in South Africa and provide management with insight about the desired features of such a programme. This study further adds value to the limited research about the needs and desired features of a family-friendly programme in the South African context.Mini Dissertation (MCom)--University of Pretoria, 2016.
Human Resource Management
MCom
Unrestricted
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Paul, Julie. "Evaluating the impact of a universal FRIENDS for Life Programme on emotional distress and academic self-perceptions". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12978/.
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FRIENDS For Life' (Barrett, 2004) is a ten-week programme for children aged 7 - 11 years, based on cognitive behavioural principles, designed to teach coping skills and techniques to manage anxiety and depression. This study describes an evaluation of a universal programme, delivered to a class of Year 5 children in a school in a socio-economically disadvantaged community located in the East of England. A review of literature, combining narrative and systematic approaches, presents what is known about the development of emotional distress and academic self-perceptions in children, underpinned by the principles of Social Cognitive Theory (Bandura, 1986). Evidence for the effectiveness of Cognitive Behavioural Therapy with children is critiqued, with specific attention to the FRIENDS programme delivered as a universal intervention. A quasi-experimental non-equivalent groups design (intervention group and wait-list control) was employed to evaluate the impact of the programme upon children's levels of emotional distress, their academic self-perceptions and teacher ratings of pupil behaviour. Pre and post-test measures comprised the Paediatric Index of Emotional Distress, (O'Connor et al, 2010), the Myself-As-Learner Scale (Burden, 1998) and the Strengths and Difficulties Questionnaire (Goodman, 1997). A change score analysis revealed statistically significant reductions in self-reported levels of emotional distress and teacher-rated hyperactivity for the intervention group in comparison to the control group. Both groups showed significantly improved overall behaviour and prosocial skills. There was no evidence of a significant change between or within groups for academic self-perceptions. The limitations associated with quasi-experimental designs are highlighted, together with the difficulties of operationalising abstract constructs such as 'emotional distress' and 'academic self-concept.' The results are discussed in relation to the theoretical and methodological implications highlighted in previous chapters. Particular attention is paid to the significance of contextual influences operating in concert with the programme components in mediating outcomes. Implications for future research and the role of the Educational Psychologist supporting universal therapeutic programmes in schools are discussed.
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Dore, Magherita. "The audiovisual translation of Humour : Dubbing the first series of the TV comedy programme Friends into Italian". Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525323.
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Smith, Samantha L. H. "The impact of the FRIENDS emotional health programme on anxiety, self-statements and coping strategies in children". Thesis, University of East London, 2010. http://roar.uel.ac.uk/3701/.
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The aim of this study was to evaluate the impact of the FRIENDS programme - a ten week cognitive behavioural intervention for anxiety in children - on anxiety, negative selfstatements and coping strategies. The study took place in a large county within the south of England. Five schools agreed to participate in the study and parental and child consent was obtained for 83 participants. The children included in the study were aged between 9 and 10 years of age. The study utilised a quasi-experimental design incorporating an experimental and wait-list control group and pre- and post-test measures. The measures consisted of self-report questionnaires which were used to record changes in anxiety, use of negative selfstatements and coping strategies. The findings showed the intervention was effective in increasing the use of approach coping strategies in children, although there was no significant reduction in avoidant coping strategies, as hypothesised. However, the expected reduction in anxiety was not evidenced. Furthermore, the intervention was found to significantly increase the self-reported use of negative self-statements. These findings are then discussed in relation to previous literature in the field and the implications for professional practice and recommendations for future research are then noted. It is concluded that, until the long term effects of this programme on negative selfstatements and coping are known, the results from this study can not be used to support the recommended use of the FRIENDS programme in schools. Further research is therefore needed to ascertain the long term impact of the programme on negative self-statements and coping. Further research can also usefully investigate the relationships between negative self-statements and anxiety and also coping and anxiety.
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Sutton, T. P. "Integrated species distribution modelling system : a user friendly front end to the GARP modelling toolkit". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/53748.
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Thesis (MA)--Stellenbosch University, 2004.ENGLISH ABSTRACT: At a social, ecological and biological level it is important tha t we gain a better understanding of species distribution and the constraints to species distribution. Various modelling tools and approaches are available to provide this type of functionality. The GARP (Genetic Algorithm for Rule set Production) Modelling System (GMS) was selected because of its strong predictive modelling abilities and its ability to represent the results of model iterations in both a tabular and cartographic manner. A shortcoming in this system was identified in tha t it requires strong information technology skills in order to carry out the modelling process. This can be attributed to the lack of a user-friendly interface to the system. In order to address this a loosely coupled system was developed that provides an easy to use web-based front end to the GMS. This Integrated Modelling System extends the core functionality of the GMS by providing a system that provides detailed history for each analysis, allows fine tuning of the modelling process, integrates directly with a biodiversity database containing specimen observations, and provides a simple ‘wizard’ interface to the modelling process.
AFRIKAANSE OPSOMMING: Van ’n sosiale, ekologiese en biologiese standpunt is dit belangrik dat ons spesies verspreiding en die beperkings daarvan verstaan. ’n Verskeidenheid sagteware pakkette en metodologiee is beskikbaar om spesies verspreiding te modelleer. Die GARP (Genetic Algorithm for Rule set Production) sagteware was gebruik vir sy sterk voorspellingsvermoe, en sy kapasiteit vir kartografiese en tubulere tentoonstelling van model resultate. ’n Tekortkoming met hierdie stelsel was gei'dentifiseer - dit is nie gebruikersvriendelik nie en gebruikers het sterk informasie tegnologie vermoens nodig. Om hierdie tekortkominge aan te spreek was ’n sagteware program ontwerp wat van GARP gebruik maak deur middel van ’n webblaaier. Hierdie ge'integreerde stelsel bou op die basiese funksionaliteit van GARP om ’n werk omgewing te skep wat ’n gedetailleerde geskiedenis van elke model stoor, fyn beheer oor die model toelaat, direk met ’n bio diver siteits databasis koppel, en van ’n eenvoudige ’wizard’ stelsel gebruik maak om gebruikers opsies te bepaal.
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Rasberry, Rick L. "An analysis of the "Friend Day" program, written by Elmer Towns and published by Church Growth Institute, Lynchburg, Virginia". Lynchburg, Va. : Liberty University, 1995. http://digitalcommons.liberty.edu.
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Pugh, James Christopher. "A user friendly preprocessor for plane and space frames and space trusses". Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/44655.
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A user friendly preprocessor was developed and documented for the plane and space frame and space truss structural analysis programs that are based on the matrix displacements method. This preprocessor is comprised of three programs. The main program in the preprocessor is to allow the user to create error free input data files. This program also allows modifications of existing input data files. The two other programs are the library manager and the graphics presentation. The library manager is used to manage the libraries of the element and material properties. The graphics presentation is used to display a plane structure on the graphics display. In Chapter 2, the development of a user friendly preprocessor is discussed. After a short review of the extension of the analysis program from plane frame to space frame in Chapter 3, the preprocessor and its supporting programs are described in detail in the user manual in Chapter 4. Possible extensions to the preprocessor are discussed in Chapter 5. The appendix contains examples of input data files for these structural analysis programs.
Master of Science
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Johnson, Yolande. "A pet-friendly workplace policy to enhance the outcomes of an Employee Assistance Programme (EAP)". Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10172005-154203.
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Pollard, Maria. "Learning about breastfeeding in a baby friendly accredited pre-registration midwifery programme". Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12407.
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Vicentini, Giseli Previdente Martins. "A linguística de corpos e o seriado Friends como base para o ensino de chunks em sala de aula de língua inglesa". Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/13784.
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Previous issue date: 2006-05-18Conselho Nacional de Desenvolvimento Científico e Tecnológico
The aim of this study was to suggest a complementation of an activity from the coursebook InsideOut Upper Intermediate (Kay e Jones, 2001), through Corpus Linguistic analysis. The main theoretical underpinning for the research is provided by Corpus Linguistics, which is an area that is concerned with the collection and analysis of corpora, which are collections of texts that have been carefully collected for linguistic research. Although the literature in the area is extensive, there is a shortage of research dealing with the areas of Corpus Linguistics and English Language Teaching the way this research attempts to do. Two corpora have been used in this research. The main corpus, which is a collection of all the episodes of the sitcom Friends, is made up of 883,453 words; the other corpus was a reference corpus containing 4.,35,731 words from the oral component of the British National Corpus (BNC). The research questions investigated in this study aimed at the identification, in the corpora, of the most frequent lexicogrammatical patterns of the words and expressions focused by the activity in the coursebook. The analysis made it possible to select lexicogrammatical patterns for inclusion in activities that were designed to complement activities in the coursebook. These were detailed in the third chapter of the disseertation. The study presented here will hopefully make an original contribution to the existing body of corpus-based research, more specifically in the area of Corpus Linguistics and English Language Teaching, by detailing an attempt at bringing together DDL and Sociointeractionism in practical activities for the EFL classroom
O trabalho teve como objetivo geral sugerir a complementação de uma atividade proposta pelo material didático InsideOut Upper Intermediate (Kay e Jones, 2001), tomando-se como ponto de partida, a investigação lingüística por meio de corpora. Para tanto, o trabalho encontrou suporte teórico na Lingüística de Corpus, que pode ser definida como a área da Lingüística que se ocupa da coleta e exploração de corpora, ou conjunto de dados lingüísticos textuais, em formato legível por computador, que foram coletados criteriosamente com o propósito de servirem para a pesquisa de uma língua ou variedade lingüística (Berber Sardinha, 2004:3). Além da Lingüística de Corpus, a pesquisa também inspirou-se na teoria socionteracionista de Vygotsky (1933/1989), mais especificamente, adotando critérios para a elaboração de material didático com características de mediação, descritos por Feuerstein (1990). Dois corpora foram empregados na pesquisa. O corpus de estudo é composto por todos os episódios das dez temporadas do seriado Friends, totalizando 883.453 palavras. O corpus de referência é composto pela parte oral do British National Corpus (BNC) 4.335.731 palavras. As questões de pesquisa propostas foram as seguintes: (1) Quais são os padrões léxico-gramaticais mais freqüentes das palavras e expressões propostas pela atividade do livro didático a ser complementado? (2) Os padrões encontrados no corpus de estudo também estão presentes no corpus de referência? (3) Como o resultado da análise pode ser transformado em atividades que promovam a conscientização desses padrões? (4) As atividades elaboradas colocaram em prática os princípios teóricos e metodológicos propostos em relação aos critérios de elaboração estabelecidos? Os resultados das análises permitiram a escolha criteriosa dos itens a serem utilizados na elaboração das atividades sugeridas no final do capítulo três. A pesquisa pretende ter contribuído para a área de Lingüística de Corpus mais especificamente para a área de Lingüística de Corpus e Ensino, na medida em que proporciona uma aplicação da Lingüística de Corpus e de seus procedimentos e ferramentas no ensino de Língua Inglesa. Além disso, ao fazer uso de critérios do DDL e da EAM conjuntamente, para a elaboração e sugestão de atividades didáticas, por meio de um corpus de linguagem oral, audiovisual, espera-se ter mostrado alguns possíveis caminhos para a aproximação entre DDL e alguns princípios do Sociointeracionismo, visando a preencher uma lacuna importante na literatura
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Ruggiere, Paul. "Work-family responsiveness in organizations: The influence of resource dependence and institutionalization on program adaptation". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2450/.
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Changes in workforce demographics, employee sentiments, and working conditions have increased attention on employees' needs to balance the demands of work life and family life. Despite apparent growing interest among companies to be responsive to these needs, the number of companies demonstrating high levels of work-family responsiveness is relatively small. The frameworks of resource dependence theory and institutional theory were used to develop a model to explain differences in work-family responsiveness among for-profit companies. The theoretical models were tested on survey data collected through a stratified random sample of 692 for-profit companies. The data were further enhanced with secondary data sources.
While the institutional model explained more variance in work-family responsiveness than the resource dependence model, a model combining both theories best explains work-family responsiveness among for-profit companies. High industry-region diffusion of family-friendly benefits was one of several strong predictors of work-family responsiveness. Also, the greater the proportion of professionals in a company's industry, the greater was the level of work-family responsiveness. Companies that measured effectiveness outcomes were more likely to offer family-friendly benefits. The same was true for companies with more positive assessments regarding the impact of their family-friendly benefits. Organizations that were large, publicly traded, or had human resource departments also demonstrated greater levels of work-family responsiveness.
Future research should include variables introduced in this study and should expand the range of variables as to include other theoretical perspectives. Policy makers for companies, advocacy groups and government leaders will find the results of this study beneficial. Companies operating in environments characterized by strong diffusion of family-friendly benefits among similar companies will be well served by developing policies and programs that conform to these norms. Advocates and government leaders should understand that recent interest in work-family responsiveness is unlikely equally benefit all sectors of employment.
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Nicotra, Laura. "The figurative programme of the architraval friezes in the Forum of Trajan, Rome". Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/37919.
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In Rome's Forum of Trajan fragments from architraval friezes with figurative motifs of seven different types have been discovered over the centuries: eagle-headed griffins and candelabra; eagle-headed griffins and tripods; eagle-headed griffins and cupids; lionheaded griffins, cupids and vases; cupids in acanthus; Victories killing bulls and dressing candelabra; sphinxes. The aim of this research is to investigate if there is a connection between these decorative motifs and the architectural structures where they were exhibited, and if their iconographic choice depends on their deeper significance in the Forum's wider context. Following an introduction to the history of the excavation of the Forum and to its different sections, for each frieze type is proposed a comprehensive analysis of all the fragments with an ascertained provenance from the Forum, which have never previously been studied together. Their location in the different buildings forming the Forum's complex, as identified through information from excavation reports, drawings and the relevant reconstruction of the architectural orders is discussed, as well as their iconography and comparison with other artworks and monuments, which attests that Trajan chose a traditional iconography already used in previous similar examples in contexts comparable to the various structures of Trajan's Forum. Against this background, we argue that the reliefs were part of a wider figurative programme, and Trajan expressed the messages he wanted to transmit through the traditional language of his predecessors. Griffins, cupids, Victories and sphinxes are polysemous mythological figures, attributes of different divinities: their symbolism related to diverse gods depending on their various aspects can be interpreted according to the function of the buildings forming the Forum when it is known, or can help to investigate the use of these structures when it is not known.
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Gavin, Adrian. "The perceptions of sub-clinically anxious children, their parents and teachers, of a targeted intervention based on the 'FRIENDS for Life' programme". Thesis, University of Lincoln, 2015. http://eprints.lincoln.ac.uk/19883/.
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A participatory action research and constructivist grounded theory-based intervention, by an educational psychologist, to determine helpful and unhelpful factors in targeted group intervention with three anxious primary school girls. The aims of this research were to explore the perceptions of anxious, reticent children, their parents and teachers of a modified and targeted intervention, implemented by an educational psychologist (EP) and based on the FRIENDS for Life programme (FRIENDS)(Barrett, 2004). A case study approach was used to gather the data necessary to address the aims. The targeted intervention was delivered weekly by the EP using an integrated, study-specific, participatory action research (PAR) and constructivist grounded theory (Charmaz, 2014) (CTG) approach for data analysis and theory development. Two settings within a primary school were strategically used by the EP to dilute any stigma associated with intervention for the three anxious target group (TG) girls aged between nine and eleven (N=3). The three girls were also participant during the same period in the universal application of the programme with the rest of their class peers (N=9). The thesis takes as it starting point the fact that anxiety is thought to be one of the most common forms of psychological distress in children and young people (CYP) (Cartwright-Hatton et al., 2004) with prevalence being reported as high as twenty one per cent (Kashani and Orvaschel, 1990) and most studies estimating around ten per cent (Carr, 2006). Fortunately, the school-based programme FRIENDS for Life, (FRIENDS), based on Cognitive Behaviour Therapy (CBT) principles, appears to be efficacious both at a targeted and universal level with CYP. Little is known however about this programme’s application specifically with sub-clinically anxious CYP who are frequently apprehensive about verbal interaction at school and for whom mild to moderate anxiety is indicated. This study attempts to fill this gap. Modifications were made to the FRIENDS programme activities to allow for children’s non-verbal programme participation and to optimise the reticent target group children’s comfort within the group setting. The role of the EP in building therapeutic alliance with the anxious children was also explored. Study findings suggest that the intervention was positively perceived by participants and that the children perceived story-writing to be their preferred way of working with FRIENDS programme content. The use of the seven principles, based on the acronym PRECISE, was deemed useful to the EP in building therapeutic relationship with the reticent children. Findings underpin the study’s proposal for a conceptual model for EPs involved in group work with anxious children. The proposed ‘EPPPE’ model describes how EPs can use the PRECISE (P) principles in applying their skills in sensitive Programming (P) within a school community’s cognitive Ecological (E) context to support anxious children in targeted intervention.
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Gomes, Thaylla Carvalho Cavalcante. "Efeito de um programa voltado para o desenvolvimento de habilidades socioemocionais em crianças pré-escolares: intervenção na comunidade". Universidade Presbiteriana Mackenzie, 2018. http://tede.mackenzie.br/jspui/handle/tede/3506.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Mental health prevention focus on the healthy development in various stages of life, and seek anticipated actions to reduce the risks and problems that hinder healthy development. Mental health prevention programs seek to strengthen socio-emotional skills and minimize the effects of risk factors (environmental and individual). The Friends Program- Fun Friends – is a preventive intervention aimed at children aged 4 to 7 years with evidence of effectiveness in the development of social-emotional abilities and in the reduction of anxiety. It is the only intervention program with this objective developed for this age group. However, there is only one studies in Latin America with this program. Thus, the objective of the present study is to verify the effect of the Friends Program - Fun Friends – in reducing the emotional/behavioral problems of children living in a community with an high index of social vulnerability. The study included 40 participants: 17 children aged 4 to 5 years attending a single municipal school for children in a city in the São Paulo area, 17 parents/guardians of children, and 6 teachers. The children were assigned to participate in the project by the faculty of the institution that identified those who were at risk for the development of Behavioral problems. There were 10 consecutive group meetings with children's activities and 2 meetings of reinforcement of the developed abilities, having interval of one month between meetings. The intervention was carried out in the school premises. Parents and teachers evaluated children's behaviors before and after the intervention. The results show that, in the parents perspective, there was no statistical difference regarding the anxiety symptoms evaluated using the PAS scale (p=0.139) and in the emotional/behavioral problem scales of CBCL/1.5-5 (p=0.508). In the teachers' perspective, there was a reduction of the anxiety symptoms on the PAS-TR scale (p=0.004) and the emotional/behavioral problems scales on the C-TRF (p=0.008). Several children no longer had problems in the clinical range at various C-TRF scales, indicating a significant decrease in emotional/behavioral problems. Thus, the present study evidenced that the use of the Friends - Fun Friends - program with preschool children showed a positive effect in the perspective of the teachers, even when partially applied (with low parental participation) in a Brazilian community with high index of social vulnerability. It discusses the importance of each environment in the development and maintenance of children's behavioral repertoire, as well as variables that may be associated with differences in the results found considering the informants. It is hoped that the study may foster new selective prevention work, collaborating to establish public policies aimed at children's mental health.
A prevenção em saúde mental tem como foco o desenvolvimento saudável do sujeito em suas diversas fases da vida, além de buscar, por meio de ações antecipadas, reduzir os riscos e problemas que impedem o desenvolvimento saudável. Tais programas buscam fortalecer as habilidades socioemocionais e minimizar os efeitos dos fatores de risco (ambientais e individuais). O método Friends – Fun Friends – é um programa preventivo voltado crianças de 4 a 7 anos com evidencias de efetividade no desenvolvimento de habilidades socioemocionais e na redução da ansiedade. Apesar de ser o único programa interventivo com esse objetivo desenvolvido para essa faixa etária, apenas um estudo foi realizado na América Latina com esse programa. Assim, o objetivo do presente estudo foi verificar o efeito do método Friends - Fun Friends – na redução dos problemas emocionais/comportamentais de crianças de uma comunidade com alto índice de vulnerabilidade social. O estudo contou com 40 participantes, sendo 17 crianças com idades entre 4 a 5 anos que frequentam uma única escola municipal de ensino infantil de uma cidade da grande São Paulo, 17 pais/responsáveis das crianças e 6 professoras. As crianças foram indicadas para participar do projeto pelo corpo docente da instituição que identificou aquelas que estavam em situação de risco para o desenvolvimento de problemas de comportamento. Foram realizados 10 encontros grupais consecutivos (semanais) com atividades infantis e 2 encontros de reforço das habilidades desenvolvidas, com intervalo de um mês entre os encontros. A intervenção foi realizada nas dependências da escola. Os pais e professores avaliaram os comportamentos das crianças antes e depois da intervenção. Os resultados evidenciam que, na visão dos pais/responsáveis, não houve diferença estatística no que se refere aos sintomas de ansiedade avaliados pela escala PAS (p=0,139) e na escala total de problemas emocionais/comportamentais do CBCL/1,5-5 (p=0,508). Na perspectiva das professoras, houve redução estatisticamente significativas dos sintomas de ansiedade na escala PAS-TR (p=0,004) e na escala total de problemas emocionais/comportamentais no C-TRF (p=0,008). Diversas crianças deixaram de apresentar problemas com intensidade/frequência indicativos da faixa clínica em diversas escalas do C-TRF, o que significa uma diminuição significativa dos problemas emocionais/comportamentais. Dessa forma, o presente estudo evidenciou que a aplicação do método Friends – Fun Friends – com crianças pré-escolares obteve efeito positivo sobre a ansiedade e problemas de comportamento na perspectiva das professoras, mesmo quando aplicado parcialmente (com reduzida participação dos pais) em uma comunidade brasileira com elevado índice de vulnerabilidade social. Discute-se a importância de cada ambiente no desenvolvimento e manutenção do repertório comportamental infantil, bem como variáveis que podem estar associadas com as diferenças nos resultados encontrados a partir dos múltiplos informantes. Espera-se que o estudo possa fomentar novos trabalhos de prevenção seletiva, e colaborar para o estabelecimento de políticas públicas voltadas para a saúde mental infantil.
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Ferreira, Ana Teresa Ramos. "Olhares acerca do programa condominio amigo: uma proposta de intervenção". Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/12421.
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Previous issue date: 2013-02-25Friendly Condominium Program viewings as an intervention proposition. We have as a main goal to elaborate considerations about the intervention proposition in the Friendly Condominium Program in relation to the getting old process and the elderly support. Concerning the applied methodology, the research has a qualitative aspect which methodologic proposion was developed through a combination of a bibliographic, documental and field research in which the taking part in the observation process was applied. Therefore, we take the contributions of many aging and urbanization authors as basis to this research. The material collected to be analysed was the result of the written report of the three qualifying course and other written materials belonging to the OLHE Program in the years of 2009 and 2010. As well as, the attendance and observation in the last course which happened in the Copan building, in the year 2010, and the everyday sociability and reports, which intention was to illustrate the aspects referring to the intervention proposition in the Friendly Condominium. We come to the conclusion that the qualifying program purpose is obtained. The four meetings of two hours each and the themes studied are suitable with the proposed goal and they also make people reflect based on the informations, as well as, make people arouse interest to the necessity of a supporting and solidarity group organization. Nevertheless, this goal will only be reached if everybody takes place in the process (the building employees, elderly, tenants and works manager). We believe that the goals will only be reached based on a thinking way change through an information education program about the aging and the solidarity groups
Olhares acerca do Programa Condomínio Amigo enquanto proposta de intervenção. Objetiva-se elaborar considerações a respeito da proposta de intervenção do Programa Condomínio Amigo em relação ao processo de envelhecimento e apoio ao idoso. Quanto à metodologia aplicada, a pesquisa tem caráter qualitativo cuja proposta metodológica desenvolveu-se através da combinação de pesquisa bibliográfica, documental e de campo, em que se utilizou a observação participante. Para tanto, assume-se como base as contribuições de diversos autores da área do envelhecimento e da urbanização. O material coletado para análise foi fruto dos relatórios desenvolvidos dos três cursos de capacitação promovidos e materiais transcritos pertencentes ao OLHE dos anos 2009 e 2010, bem como do acompanhamento e observação do último curso ocorrido nas instalações do Edifício COPAN, localizado na cidade de São Paulo, no ano de 2010, da vivência diária e relatos cuja intenção era ilustrar os conteúdos referentes à proposta de intervenção do Condomínio Amigo. Conclui-se que a capacitação consegue atingir sua função. A distribuição em quatro encontros de 2 horas cada e os temas abordados são condizente com o objetivo proposto e conseguem sensibilizar a clientela através da informação, além de despertarem para a necessidade de construção de rede de apoio e solidariedade. Entretanto, percebe-se que tal entendimento só será alcançado mediante a participação de todos (funcionários, idosos, moradores e chefes). Acredita-se que a transformação só será alcançada a partir da mudança de pensamento, mediante a educação/informação sobre o envelhecimento e as redes de solidariedade
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Green, Sarah L. "An evaluation of a FRIENDS for Life programme in a mainstream secondary school and its impact on emotional distress, anxiety and coping skills". Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13587/.
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‘FRIENDS for Life’ is a manualised, 10 week, Cognitive Behavioural Therapy (CBT) based programme designed to be run in school and community settings (Barrett, 2010b). The programme has been introduced to schools within the local authority where the researcher is based via the local Targeted Mental Health in Schools (TAMHS) project. The programme is well reviewed and is recommended by the World Health Organisation for the treatment of anxiety disorders in children (World Health Organisation, 2004). Previous research has evaluated the programme when delivered in closely monitored situations with optimal implementation. The aim of this study is to evaluate the impact of FRIENDS for Life as implemented in a mainstream secondary school by school staff trained as part of the TAMHS initiative. This study makes an original contribution to the existing research base by evaluating the programme in a naturalistic, real world setting using an alternative methodology to the majority of published evaluations. Data regarding implementation of the programme was collected and analysed using activity theory. A single case experimental design was used to monitor the impact of the intervention on the emotional distress, anxiety levels and coping strategies of 5 secondary school participants (aged 11-13) who had been identified by school staff as appearing anxious. The findings suggest that participation in FRIENDS did not result in the hypothesised reductions in emotional distress, anxiety and negative coping skills or the hypothesised improvement in active coping skills. These results are discussed with regard to the finding that some aspects of the programme were not delivered. Analysis of the context using activity theory suggested that factors such as lack of time, space for delivery and experience and training impacted upon implementation. Methodological issues contributing to these findings are considered and implications for the local TAMHS project and for Educational Psychologists are discussed.
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Rampazzi, Elaine. "A linguística de corpus e os seriados Seinfeld e Friends como base para o ensino de verbos frasais e verbos preposicionados para alunos de língua lnglesa". Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/14030.
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Previous issue date: 2008-10-28Conselho Nacional de Desenvolvimento Científico e Tecnológico
The aim of this research was to create activities that can aid the development of the oral fluency of English students of language institutes through Corpus Linguistics analysis. In that regard, the research aimed at finding which are the most frequently phrasal verbs and verbal associations in the oral speech as well as its most typical lexical patterns - to help teachers in preparing material Hence, the main theoretical underpinning for the present study was provided by Corpus Linguistics, which can be defined as a field of Linguistic study concerned with collecting and analysing corpora, which are collections of electronic texts that have been carefully collected for linguistic research. Three corpora have been used in this study. The main corpus is composed by all the episodes of the ten seasons of the sitcom Friends and the nine seasons of the sitcom Seinfeld, made up of 1.622.991 words. The reference corpus contains the oral component of the British National Corpus (BNC), amounting to 4,335,731 words. The research questions pursued in this study aimed at identifying, in the corpora, the most frequent phrasal verbs and prepositional verbs used in oral speech as well as the its most frequent lexicogrammatical patterns. The results of the analysis made it possible to select the terms and its lexicogrammatical patterns to be included in the activities suggested at the end of chapter three. This study will hopefully have made a creative contribution to the existing body of Corpus Linguistics research, more specifically in the area of EFL teaching, as it provides a practical use of Corpus Linguistics and its tools in English Language Teaching and proposes classroom activities based on an oral and audiovisual corpus, seeking to provide the EFL classroom with more enjoyment and efficiency
Esta pesquisa teve como objetivo descobrir os verbos frasais (phrasal verbs) e verbos preposicionados mais freqüentes no corpus de estudo, bem como os padrões léxico-gramaticais com os quais podem ser encontrados neste mesmo corpus, partindo-se da investigação linguística utilizando corpora. Ao mesmo tempo, teve como objetivo secundário aplicar o resultado da análise na preparação de atividades que ajudem a promover o aprendizado de alguns destes padrões, criteriosamente selecionados dos corpora dos seriados Friends e Seinfeld. Para tanto, a presente pesquisa buscou suporte teórico na Lingüística de Corpus que podemos definir como o ramo da Lingüística que se ocupa da coleta e exploração de corpora, ou conjunto de dados lingüísticos textuais, em formato legível por computador, que foram coletados criteriosamente com o propósito de servirem para a pesquisa de uma língua ou variedade lingüística (Berber Sardinha, 2004:3). Três corpora foram utilizados na pesquisa. O corpus de estudo é composto por todos os episódios das 10 temporadas de Friends e das nove temporadas do seriado Seinfeld, totalizando 1.622.991 palavras. O corpus de referência é composto pela parte oral do British National Corpus (BNC), com 4.335.731 palavras. As perguntas de pesquisa tiveram o objetivo de identificar, nos corpora, os chunks mais frequêntes para verbos frasais e preposicionados utilizados no discurso oral, bem como seus padrões léxico-gramaticais mais frequêntes. Os resultados da análise permitiram a escolha criteriosa dos itens a serem utilizados na elaboração das atividades sugeridas ao final do capítulo três. A pesquisa pretende ter contribuído para a área de Lingüística de Corpus, especificamente para a área de Ensino de Idiomas, na medida em que proporciona uma aplicação da Lingüística de Corpus e de suas ferramentas no ensino de Língua Inglesa e propõe a elaboração de atividades didáticas com base em um corpus de linguagem oral e audiovisual, buscando transformar o estudo de Língua Inglesa em sala de aula em uma experiência mais divertida e eficaz
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Li, Kai Verfasser], Hans-Rudolf [Akademischer Betreuer] Fries y Henner [Akademischer Betreuer] [Simianer. "Modelling genomic selection schemes in Bavarian pig breeding programs using ZPLAN+ / Kai Li. Gutachter: Henner Simianer ; Hans-Rudolf Fries. Betreuer: Hans-Rudolf Fries". München : Universitätsbibliothek der TU München, 2014. http://d-nb.info/1060825392/34.
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King, Nancy. "Towards eco-friendly communities and sustainability : a study of a government environmental education programme : research project report". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/2844.
Texto completoResumen
This qualitative case study reports on how the NSW Department of·
Environment & Conservation and the Local Community Services
Association, developed and delivered community education promoting
sustainability. The Eco-friendly Communities programme is
critically examined to determine whether it aligned with key
objectives of the United Nations Agenda 21, Chapter 36, and the
NSW state government's Learning for Sustainability education
plan. The study also investigated whether the adult education
delivered was effective in terms of meeting established principles.
Interviews and document analysis were used because the writer sought
to understand in depth how the partnership worked and which adult
education pedagogies were employed. Six core issues are discussed.
These are the contested term 'sustainability', social, economic and
environmental connections, the lack of integration across sectors,
models for delivering ESD, differences between ESD and EE and the
value of social marketing as a tool for educators. This study provides a
community education model capable of being transferred to other
sectors, and examines the themes of leadership/direction, involvement
and integration. Most importantly, it shows how an education
programme can be structured to facilitate social change at three levels individual,
organisational and community while still meeting wider
objectives.