Tesis sobre el tema "Primal play"
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Williams, Travis Andrew. "Ground-play yard-school play-school : a Ludic typology for primary education". Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/79140.
Texto completoThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 218-221).
This thesis explores how free play can be promoted, incentivized, and enabled through architecture to reinterpret the elementary school typology within the urban context of the Los Angeles Unified School District. The project is not a playground, but it is not just a school either. It functions as a play of ground that uses manipulated terrain to serve the programmatic needs of a school while also allowing for playful reinterpretation during its use. It combines the school yard with the school through the wielding of a visual datum of 56 inches that allows the space to be inhabited differently by adult faculty compared to young students. The system of ground is designed to be dextrous enough to create scalar variations in space and complex relationships between interior and exterior. It also exists as a recognizable language of objects, pauses, slopes and cliffs. These construct schools within schools, and rooms inside of other rooms serving students individually and collectively within a continuous volume where walls do not exist. In the end, the school tries to re-present a programmatically recognizable example of a typical school for the LAUSD. However, it does this while also creating a combination of play and school that is greater than the sum of those two parts and allows for scales of socialization that promote endless iterations of play.
by Travis Andrew Williams.
M.Arch.
Chancellor, Barbara y barbara chancellor@rmit edu au. "The Changing Face of Play in Australian Primary School Playgrounds". RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080414.120725.
Texto completoPykhtina, Olga. "Magic Land design and the use of interactive tabletops in non-directive play therapy with primary school children : to play or not to play?" Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2868.
Texto completoThomson, Sarah. "Play-grounded : the contested terrain of the primary school playground". Thesis, Keele University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502935.
Texto completoMackley, Honor. "Outdoor loose part materials mediating collaboration in primary play spaces". Master's thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/07270b0f59fcf72a105a90629ab3a4f95552b8fa6c924ae5092e50706be73ac6/3961057/Mackley_2019_Outdoor_Materials_Mediating_Collaboration_Play_Spaces.pdf.
Texto completoGolledge, Huw D. R. "Does inter-columnar neuronal synchrony play a role in visual feature binding?" Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323355.
Texto completoDunn, Julie. "Who's pretending : a study of the dramatic play of primary school children". Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/35848/1/35848_Dunn_1995.pdf.
Texto completoBurger, Tammie L. "The Effects of Free Play As an Instructional Tool on the Quality of Improvisation of First, Second, and Third Grade Children". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2730/.
Texto completoGreenland, Emma Elizabeth. "Acoustics of open plan classrooms in primary schools". Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506704.
Texto completoHassan, Laila Asaed. "Physical activity and play behaviour of primary school children in England and Libya". Thesis, Liverpool John Moores University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546742.
Texto completoBishop, Elizabeth May. "Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32100.
Texto completoBotha, Cynthia Evelyn. "The implementation of developmental play therapy with pre-schoolers in a primary school : a case study". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50160.
Texto completoENGLISH ABSTRACT: My study aims to explore whether a Developmental Play Programme can be implemented in a primary school with learners, using trained volunteer therapists from an old age home in the area. I also looked at the experiences of the learners and that of the volunteer therapists using Developmental Play Therapy as a therapeutic technique. The technique facilitates the development of child-adult relationships that are necessary for the development of children. The research is in the form of a qualitative case study. It is approached from an ecosystemic perspective i.e. learners are viewed as a core system which in turn is part of several other systems, for example the family, school, church, community etc. The systems are interdependent, which means that change in the one system also results in change within other systems. In the data production video recordings, unstructured interviews, observations and field notes are used. Data analysis was done using principles of coding. The results of the study show that Developmental Play Therapy is indeed an effective psychotherapeutic technique to use in a primary school with a group of learners and to use senior citizens as volunteer therapists to do the therapy.
AFRIKAANSE OPSOMMING: Die doel met die studie is om na te vors of die Ontwikkelende speelprogram op leerders in 'n primêre skool toegepas kan word, deur inwoners van 'n ouetehuis in die area op te lei as vrywillige terapeute. Ek het die ervaringe van die leerders en die van die vrywillige terapeute observeer waar Ontwikkelende Speelterapie as terapeutiese tegniek toegepas is. Die tegniek bevorder onder andere die ontwikkeling van ouer - kindverhoudings, wat noodsaaklik is vir die ontwikkeling van kinders. Die navorsing neem die vorm van 'n kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik wat beteken dat verandering in een sisteem ook verandering in die ander sisteme tot gevolg het. In die data - produksie is tegnieke naamlik video - opnames, ongestruktureerde onderhoude, observasies en veldnotas gebruik. Data - analise is volgens die beginsels van kodering gedoen. Die resultate van die onderhewige studie toon dat Ontwikkelende speelterapie 'n effektiewe psigoterapeutiese tegniek is om in 'n primêre skool te gebruik met 'n groep leerders, en om gebruik te maak van senior burgers as vrywillige terapeute om die terapie te doen.
Williams, Helen J. "The relevance of role play to the learning of mathematics in the primary classroom". Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-relevance-of-role-play-to-the-learning-of-mathematics-in-the-primary-classroom(150d24c2-a0b2-4114-a5a0-19e678a0f77c).html.
Texto completoLane, Suzanne Elizabeth. "Do environmental factors play a significant role in the aetiology of primary systemic vasculitis?" Thesis, University of East Anglia, 2001. https://ueaeprints.uea.ac.uk/38310/.
Texto completoMoulin, Elizabeth A. "Pre-primary children's progress and the school development plan". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/878.
Texto completoWalsh, Glenda. "The play versus formal debate : a study of early years provision in Northern Ireland and Denmark". Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325969.
Texto completoBreathnach, Helen. "Children's perspectives of play in an early childhood classroom". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110539/1/Helen_Breathnach_Thesis.pdf.
Texto completoRosen, Rachel. "Playing with inequality : an ethnographic study examining the ambiguities of young children's death and violence play". Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10018719/.
Texto completoZachariou, Antonia. "Musical play and self-regulation : an exploration of 6- and 8-year old children's self-regulatory behaviours during musical play sessions at Cypriot primary schools". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708961.
Texto completoRose, R. "Pilot study into the effectiveness of individual play therapy for vulnerable children in primary schools". Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404217.
Texto completoJones, Valerie. "An evaluation of PALS (Play and Learning to Socialise) in primary school settings in Ireland". Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019956/.
Texto completoPage, Richard Daniel. "The role that parents play in their children's academic progress at a previously disadvantaged primary school in Cape Town". University of the Western Cape, 2016. http://hdl.handle.net/11394/5462.
Texto completoDifferent studies indicate that parents, who offer their services as volunteers at their children's school, assist with homework and participate in school activities, can influence the learners’ academic success in a positive manner (Lunenberg & Irby, 2002; Sanders & Sheldon, 2009). Therefore, parents are considered to be one of the most important and indispensable stakeholders in education. Parental involvement in their children's schooling is a critical factor that influences academic success of learners, but despite its importance, parental involvement at previously disadvantaged primary schools appears to be discouragingly low. This study explored the role parents play in their children's academic progress at a previously disadvantaged primary school in Cape Town. The study attempted to answer the following research questions: (i) How does parental involvement influence the academic achievement of their children? (ii) What roles do educators expect parents to play in the development of their children's academic achievement? (iii) Which factors enhance and hinder parental involvement across the phases of primary schooling? (iv) How does parental involvement in children's academic progress change over time as learners' progress through the primary schooling phase? The study is located within the interpretive paradigm, using qualitative case study design. The study began by undertaking a literature review to explore the phenomenon of parental involvement in their children's schooling and its relationship to the academic achievement of learners. Therefore, data was collected using three groups of participants. Participants were purposively chosen with the aim of exploring perspectives about parental involvement (in their children’s schooling) from diverse role players. Data was collected via questionnaires and individual semi-structured interviews. Data was analysed thematically. The study's findings report on parental involvement in terms of both school-based (e.g. voluntary assistance at school) as well as home-based involvement (e.g. homework activities). The findings of this study revealed that parental involvement can positively influence academic achievement of primary school learners. The parent participants regarded education as important and this notion was affirmed by the learner participants. There was also sufficient evidence in this study to suggest that the parent participants associated the concept of parental involvement with more home-based activities. The learner participants in this study expressed both positive and negative feelings about their parents' involvement with regard to their homework activities. The learner participants reported that their mothers rather than their fathers assisted them with homework. The weaker scholastic achievement learner participants reported that they received less homework assistance from their parents in comparison to the average and strong scholastic achievement groups. The parent participants also reported that they were unable to assist their children with certain homework activities. The parent participants reported that the homework workload was far too much for their children. Encouraging their children to read was more prevalent in the average and strong scholastic achievement categories than the weak scholastic achievement group. The findings revealed that those parents who were more involved in their children's schooling produced academically stronger learners than those who were less involved. The educator participants reported that parental involvement had a positive influence on the learners' academic achievement. The findings highlight the various factors responsible for enhancing and hindering parental involvement at a specific primary school. The study revealed that parental support declined as the learner's progressed from one phase to the next. There is no doubt that parental involvement plays a pivotal role in a learner's academic achievement. Furthermore, since education is often regarded as the primary way to develop our country, encouraging parental involvement in their children’s schooling is essential in developing an educational society
Jones, Carol L. "Clinicians' Perceptions of North Carolina's 10-Year Primary Prevention Plan". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2664.
Texto completoParsons, Ashley. "Young Children and Nature: Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Design". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32281.
Texto completoMaster of Landscape Architecture
Jones, Anthony Robert. "The Role Cranberry Proanthocyanidins Play in the Primary Attachment of Bacteria to Surfaces: Bacillus cereus Model". Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/biology_diss/51/.
Texto completoTitle from title page (Digital Archive@GSU, viewed June 24, 2010) Sidney Crow Jr., committee chair; Kuk-Jeong Chen, Robert Simmons, George Pierce, committee members. Includes bibliographical references (p. 66-68).
López, Cartagena Clara Lucy, Verastegui Franz Ricardo Jäeger y Carranza Karina Ramírez. "Plan para mejorar el abastecimiento de materia prima reciclada en empresa productora de RPET". Master's thesis, Universidad del Pacífico, 2019. http://hdl.handle.net/11354/2361.
Texto completoAlvarez, Sara P. "NUESTROS SONIDOS: A CASE STUDY OF BILINGUAL MUSIC AND PLAY AMONG PRIMARY-SCHOOL AGE HERITAGE LANGUAGE LEARNERS". UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/7.
Texto completoParihuzičová, Veronika. "Ocenění společnosti FTV Prima, spol. s r.o". Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-124927.
Texto completoSchetzina, Karen E. y William T. Dalton. "Putting a PLAN into Practice for Child Obesity Management in Primary Care". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5020.
Texto completoLuk, Yuk Fun. "Effects of play on children's psychological adjustment from the perspectives of primary school children, class teachers and student guidance teachers". HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/438.
Texto completoLopez, Helen Trevino. "The Effects of a Therapeutic Play Intervention on Hispanic Students' Reading Achievement, Self-Concept, and Behavior". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2712/.
Texto completoSaleem, Mohammad. "A strategic plan for universal primary enrollment in Pakistan by the year 2000 /". Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11167646.
Texto completoTypescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Thurston Atkins. Includes bibliographical references: (leaves 208-215).
Morrow, Gillian Margaret. "Teacher planning in the primary school : the person, the plan and the practice". Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341782.
Texto completoPelton, Derrick Kyle. "Evidence-Based Plan for Promoting Physical Activity Among Deaf Adults in Primary Care". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311571.
Texto completoMiller, Julia Susan. "Videotaped exercises and instruction for primary care physiotherapy patients : exploring the role they play in shoulder and back pain". Thesis, University of Liverpool, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428997.
Texto completoStokes, Triona. "What is 'pretend play'? : investigating the perceptions of young children and other key stakeholders in three Irish primary school settings". Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709842.
Texto completoDalton, William T., Karen E. Schetzina, Nicole Holt, Hazel Fulton-Robinson, Ai-Leng Ho, Fred Tudiver, Mathew T. McBee y Tiejian Wu. "Parent-Led Activity and Nutrition (plan) for Healthy Living: Design and Methods". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5107.
Texto completoJarvis, Pamela Ann. "The role of rough and tumble play in childrens social and gender role development in the early years of primary school". Thesis, Leeds Beckett University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410328.
Texto completoMayeza, Emmanuel Simo. "Playing gender in childhood : how boys and girls construct and experience schooling and play in a township primary school near Durban". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96650.
Texto completoENGLISH ABSTRACT: Research on how children learn to behave in gendered ways has focused on a „top-down‟ process of socialisation which positions children as passive recipients of gender norms of the societies they inhabit. In contrast, this ethnographic study explores gender as constructed and experienced by children themselves with a specific focus on play as a means through which social identities are produced. This study focuses on children between the ages of six and ten and explores how they construct and experience being „boys‟ and being „girls‟ through play in a township primary school near Durban. This research is influenced by the emerging perspective in academic ways of thinking about childhood; identified by Prout and James (1997) as the „New Sociology of Childhood‟ (NSC). Departing from the traditional socialisation ways of thinking about children‟s social worlds from the perspectives of adults, the NSC views children as active agents in society whose social lives, behaviours and relationships are worthy of study in their own right. In this study, I engage with children‟s agency by adopting a critical child-centred methodological approach to explore symbolic meanings the young boys and girls in the study attach to play. In adopting this research approach, this study generates new understandings about ways in which South African boys and girls in the study construct and experience schooling and play. Findings raise various implications for ways of working with children, both in research and in education, in ways which engages with their own constructions of the stereotypes of masculinity and femininity through play.
AFRIKAANSE OPSOMMING: Nie beskikbaar
Piper, Anne y Anne Piper. "Facilitating the Use of Asthma Action Plans in Primary Care: A Quality Improvement Project". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623007.
Texto completoRiba, Bellera Lydia. "Registre i valoració de les creences i valors al pla de cures: percepció d'infermeres d'atenció primària de l'Institut Català de la Salut". Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/399294.
Texto completoEstamos ante cambios importantes que han hecho crecer una nueva sociedad pluricultural con creencias y valores muy diferentes. A las enfermeras necesitan conocer lo que piensa y cree la persona de quien cuidan y nos preocupa que estos datos, por diversos motivos, no queden registradas en el plan de cuidados. En este trabajo queremos saber, comprender y analizar lo que piensan las profesionales sobre las creencias y valores, como mecanismo de conocimiento integral de la persona para elaborar el plan de atención de enfermería. Es un estudio de diseño cualitativo. Se han escogido dos ámbitos aparentemente diferentes: el urbano y el rural. Las herramientas han sido: entrevista en profundidad semiestructurada para las enfermeras que trabajan en el centro y grupo focal para las de práctica avanzada; unas y otras están integradas al Equipo de Atención Primaria (EAP), hacen atención domiciliaria y utilizan los mismos recursos materiales para gestionar los cuidados. Han participado 47 profesionales (29 enfermeras del ámbito urbano SAP Litoral-Izquierda y 18 enfermeras del ámbito rural - ABS Rural Penedès). Los resultados han aportado expresiones de negatividad y de positividad, diferenciadas y contrapuestas entre sí. La negatividad ha proporcionado información sobre desacuerdo, dificultades, dudas y falta de conocimientos. La positividad refleja que son necesarias estos datos. Hace falta más formación, registros facilitadores y mejor comunicación interprofesional. Aportamos un conocimiento real y complementario sobre las vivencias de las enfermeras, con respecto a la interpretación y utilización de estos datos y la implicación en la práctica clínica dentro de los cuidados. No se han observado grandes diferencias entre la zona urbana y la rural. En todas partes las enfermeras se sienten colapsadas por la lucha constante entre el mundo laboral, el profesional y las necesidades de la población. Necesitamos más reflexión y menos imposición para ayudar a mejorar los procesos de cuidados. Palabras clave: creencias, valores, atención primaria, plan de cuidados y cuidados domiciliarios.
We are currently experiencing important changes that have led to a new multicultural society with different beliefs and values. Nurses need to be aware of the thoughts and beliefs of the individuals that they care for. We are concerned that, for various reasons, this information is not recorded in the care plan. Our objectives in this study are to determine, understand and analyse what nurses think about beliefs and values and how knowledge of them can play an integral part in creating a nursing care plan. This is a qualitative study. We have chosen two seemingly different ambits: the urban and the rural. We carried out semi-structured in-depth interviews for the nurses working at the health centre and created a focus group for those engaged in advanced practice. Both groups of nurses are members of the Primary Care Team, both carry out home visits and both use the same resources to manage patients’ health issues. 47 nurses participated (29 from the urban Litoral-Esquerra Primary Care Service and 18 from the Rural Penedès Basic Health Area). The interviews and focus group produced a range of varying and contrast opinions, both negative and positive. The negative opinions indicated levels of disagreement, difficulties, doubts and lack of knowledge. Positive opinions reflected a general belief that such patient information was necessary. As a result, more training, more records and better professional communication are needed. Our study provides real and complementary knowledge about the experiences of nurses that can be interpreted, used and applied to in clinical practice. We did not find any significant differences between the urban and rural areas. The nurses felt completely overwhelmed by the constant struggle between their work, the professional careers and the needs of the population. We need greater reflection and fewer impositions if we are going to improve care processes.
Davén, Jonatan. "Free Primary Education in Tanzania? : A case study on costs and accessibility of primary education in Babati town". Thesis, Södertörn University College, School of Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1833.
Texto completoIn 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to access and also brings forward the children’s perceptions on these restraints. The answers to these questions were sought in a case study, conducted in Babati District in Northern Tanzania. Data were collected through semi-structured interviews with households, school staff and primary school children and their responses has been compared to the national policy on primary education. The main conclusions of the study are that: Primary education is not free in Tanzania, as there are significant costs involved to send a child to primary school, such as school uniform, school material and various contributions to the running costs of the school. Neither is primary education equally accessible to all, as children from households, which cannot pay these costs, are sent home from school on a regular basis. Lastly, being sent home has a damaging effect on the children’s school performances and self-esteem.
Willaredt, Marc August [Verfasser] y Thomas W. [Akademischer Betreuer] Holstein. "Analsysis of the ENU-generated mouse mutant cbs: Primary cilia play a crucial role in cortical development / Marc August Willaredt ; Betreuer: Thomas Holstein". Heidelberg : Universitätsbibliothek Heidelberg, 2013. http://d-nb.info/1177040808/34.
Texto completoGonzález, Viana Angelina 1974. "Evaluación de la implementación a escala del Plan de Actividad Física, Deporte y Salud". Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/665821.
Texto completoIn adults, 10 minutes of moderate physical activity (PA) three times a day helps prevent non-communicable diseases and prolongs life expectancy. The Physical Activity, Sports and Health Plan (PAFES- Catalan acronym) seeks to increase adult’s PA through 3 elements 1) clinical guidelines for PA; 2) local PA resources; 3) PA screening/advice in primary health care (PHC). Implementation included training, support to municipalities, dissemination through web, and promotion of World Physical Activity Day (WPAD). This thesis aims to evaluate PAFES implementation and effectiveness through a scoping review of scaled PHC PA promotion programs, the impact and process evaluation with REAIM framework, its effect on the control of cardiovascular risk factors at PHC level, and evaluation of DMAF. PAFES presents good results for all REAIM dimensions, favours the control of blood pressure and diabetes, and the DMAF reaches large populations with a minimum cost.
Drexler, Stina. "Exploring the idea of an Outdoor Primary School : - from the perspective of West European Outdoor Education Professionals". Thesis, Linköpings universitet, Pedagogik och didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157461.
Texto completoJohansen, Pernilla y Mio Wendahl. "Konstruktionslek och genusskillnader inom teknikämnet. : - En systematisk litteraturstudie kring barns konstruerande samt vilka könsspecifika skillnader som finns inom teknikämnet". Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144396.
Texto completoLake, Gillian. "Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b.
Texto completoPozneanscaia, Cristina. "Hyperactive Behavior and Participation in Social Play in a Swedish Preschool Context : A Cross-Sectional Study". Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49522.
Texto completoPetersen, Rochelle Louisa. "Perceptions and expectations of patients regarding a new rehabilitation model to encompass the vision of the new health plan 2030". University of the Western Cape, 2017. http://hdl.handle.net/11394/6366.
Texto completoPeople with disabilities face many challenges. Some are made to feel inferior by others because of their physical or mental disabilities. Primary healthcare described by the Alma Ata Declaration as "health for all", is a process of care which encompasses a comprehensive approach to meet the basic healthcare needs of all, including people with disabilities. The main focus of the primary healthcare approach is to put people at the centre of healthcare. Primary healthcare utilises rehabilitation as a service. Rehabilitation services worldwide are set to improve the standard that the United Nations Convention of the Rights of People with Disabilities and National Committee of Rights People with Disabilities aims to achieve. There are however, gaps in the delivery of healthcare services at a primary level, as identified by the Western Cape Department of Health in South Africa. The 2030 healthcare plan was developed to fill the gaps at this level of service. The plan builds on the comprehensive service plan of healthcare 2010 which aimed to strengthen community-based services, primary healthcare and district hospitals. The plan also looks at how the Department of Health will operate using this platform. The framework was established to focus on changes inclusive of threats in the environment such as technological advances and the availability of resources, building on lessons learned in the Comprehensive Service Plan 2010 as well as a reimagined future to improve healthcare services for all. Key stakeholders in the Western Cape aim to improve these health services by providing patientcentred care, moving towards a goal orientated outcome, improving services at a district health level, improvement of equity, affordable health services and establishing premeditated partnerships.
Hirsh, Åsa. "The individual development plan as tool and practice in Swedish compulsory school". Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Livslångt lärande/Encell, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-22540.
Texto completoSvensk sammanfattning: s. 111-126.