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Florio, Zintel Linda. "Exploring personal development and implications for leadership". Thesis, Cranfield University, 2012. http://dspace.lib.cranfield.ac.uk/handle/1826/8044.
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In leadership development, an established literature and a fertile praxis fall short of clarifying how individuals may develop the many and varied capabilities that contribute to leadership processes. Literature promoting personal growth tends to reduce personal development to cognitive development or rely on broadly defined and under-evidenced notions. The adult development literature offers to this research a conceptualization of personal development as systemic qualitative change in individual sensemaking. As sensemaking develops, it progresses toward greater integration (of interdependent cognitive, emotive, purposive, and conative dimensions), sophistication, and self-determination. The research aimed to examine how changes in the sensemaking of individuals may result in developmental outcomes relevant for personal and leadership development.
This inquiry moves from a perspective idealist ontology and a social constructivist epistemology, selects philosophical hermeneutics as a research paradigm, and embraces exploratory qualitative longitudinal research. Purposive sampling guided the selection of research context, a leadership program focused on personal growth. Transcripts from 32 semi-structured constructivist-phenomenological interviews, collected from nine participants across fourteen months, were analyzed through constructivist grounded theory. Development was assessed ipsatively according to a literature-based framework. Contributions, in terms of substantive theory, are not generalizable beyond research context and sample.
This research advances the differentiation of developmental context, process and outcomes. Context is found to transcend holding environment—to be ideally conducive to a specific type of change in virtue of a distinctive emerging quality. While vector processes facilitate development, core processes (individual sensemaking) are development. In terms of outcomes, the research supports an association between personal development and development of leadership capabilities, but questions whether self-awareness or personality adjustments per se constitute authentic personal or leadership development.
This research exposes a pattern of seeking affirmation, associated with disproportionate identity salience of external image, which is potentially capable of hindering personal development by triggering maladaptive rather than adaptive self-reflection.
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Swartz, Katherine Lively. "Achievement Of Developmental Milestones Among Salvadorian Orphans". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26227.
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El Salvador has a large population of children living in orphanages where, as predictions from previous research indicate, many will not meet developmental milestones that could be remediated with research and development.
The purpose of this study was to determine milestone achievement and environmental impact among Salvadorian orphans at selected sites, in order to make recommendations for appropriate training materials to allow for the mentoring of caregivers to advance milestone achievement among the orphans.
The five objectives addressed in the research are in context of two investigator selected orphanages in El Salvador:
1. Determine the current level of development of orphans using the Battelle Developmental Inventory Screening Test.
2. Determine characteristics of caregivers who have frequent interactions with the orphans.
3. Determine areas of strength and deficiency among the orphans with respect to Personal-Social, Adaptive, Motor, Communications, and Cognition.
4. Determine the level of association between selected characteristics of orphans with developmental milestone achievement.
5. Develop a model caregiver-training program for implementation at the two selected orphanages based on investigator-derived characteristics and related findings.
Screening Tool strengths and deficiencies were identified among the orphans with respect to Personal-Social, Adaptive, Motor, Communications, and Cognition. The Batelle Developmental Inventory Screening Tool in Spanish was completed on 34 qualifying children at Hogar Immaculado Corazon de Maria orphanage and an additional ten screening tools were completed on qualifying children at Casa de Mi Padre. Statistical analyses determined the level of association between selected characteristics of orphans with developmental milestone achievement. Using findings from this initial phase, a model caregiver-training program was developed and implemented at the two selected orphanages based on investigator-derived characteristics and related findings. Conclusions from the study and recommendations were developed from the findings.
The level of achievement of developmental milestones among the selected orphans was below the expected level for their chronological age. The caregivers employed by the two orphanages were a diverse group of individuals from a variety of backgrounds. The majority of them described themselves as not having formal education in child development. The strong interest they demonstrated during the training program indicated an eagerness and willingness to learn. The areas of greatest deficiency were communication and cognitive scores. The areas of relative strength were Adaptive and Motor skills.
There were few statistically significant relationships between the selected independent variables and the scores on the screening tool with the exception of association between motor scores and both the child?s nutritional status and the number of months they have spent in the orphanage. Months spent in the orphanage also show some evidence of association with communication scores, but not statistically significant. The model intervention program was successfully implemented and should be part of an on-going training program. Future research should replicate this study in similar setting and provide additional probes with a larger sample to substantiate these finding and more in depth understanding for enhancement of both theory and practice.Ph. D.
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Boober, Becky Hayes. "Spirited Youth/Thriving Youth: Adolescents' Perspectives on Nurturing Thriving Outcomes Through Faith Development". Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/BooberBH2005.pdf.
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Neely-Barnes, Susan L. "Consumer choice in developmental disability services : assessing the impact on quality of life indicators /". Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8135.
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Harper, Christopher R. "Developmental Psychopathology and Childhood Obesity: A Developmental Cascade Model". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/psych_diss/117.
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Childhood obesity is a growing concern for practitioners and researchers. In addition to obesity being a risk factor for cardiovascular disease, children classified as obese are more likely to demonstrate other risk factors associated with cardiovascular disease. Furthermore, children classified as obese are more likely to be victims of bullying and discrimination. This dissertation tested a dynamic cascade model of the development of childhood obesity. It was hypothesized that externalizing behaviors and internalizing problems would lead to increased body mass index. This model was tested in Mplus v7 (Muthén & Muthén, 1998) using data from the NICHD Study of Early Child Care. This dissertation used parent report of externalizing behaviors and internalizing behaviors, teacher report of externalizing behaviors, and body mass index to examine several different ways in which developmental psychopathology related to childhood obesity. The results suggested that body mass index predicts the development of internalizing problems in late childhood. However, externalizing behaviors were not directly or indirectly associated with body mass index. These findings suggested that the assessment of children with internalizing problems should include an assessment of their weight and weight related concerns.
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Taylor, Diane L. (Diane Louise). "The Developmental Characteristics of Young Children Prenatally Substance-exposed". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278190/.
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The purpose of this study was to explore the developmental characteristics of young children (ages 11-60 months) with prenatal substance-exposure. A developmental rating scale, the Developmental Checklist (DC) of the Developmental Observation Checklists (DOCs) was utilized. The DC measures the domains of language, motor, social/behavioral, and cognition, as well as overall developmental status.
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Seal, Amy. "Scoring sentences developmentally : an analog of developmental sentence scoring /". Diss., CLICK HERE for online access:, 2001. http://contentdm.lib.byu.edu/ETD/image/etd12.pdf.
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Seal, Amy. "Scoring Sentences Developmentally: An Analog of Developmental Sentence Scoring". BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/1141.
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A variety of tools have been developed to assist in the quantification and analysis of naturalistic language samples. In recent years, computer technology has been employed in language sample analysis. This study compares a new automated index, Scoring Sentences Developmentally (SSD), to two existing measures. Eighty samples from three corpora were manually analyzed using DSS and MLU and the processed by the automated software. Results show all three indices to be highly correlated, with correlations ranging from .62 to .98. The high correlations among scores support further investigation of the psychometric characteristics of the SSD software to determine its clinical validity and reliability. Results of this study suggest that SSD has the potential to compliment other analysis procedures in assessing the language development of young children.
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Plebanek, Daniel Joseph. "Paying Attention to Development: Understanding Developmental Differences in Selectivity". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499425770379572.
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Hwati, Lucky. "Participatory development (PD): NGOs and developmental practice in Zimbabwe". Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1015315.
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The rising to prominence of Non- Governmental Organizations (NGOs) as essential partners to development was as a result of a shift in development authority into decentralized governance. Prior to this, the state was the central player in development. At liberation from political colonial control, most African governments adopted a centralized governance system. This meant that even in their drive to eco-socio development the state was the sole and most important driver. As explained by Allen (1995), in order to keep their grip on power, African leaders invented different solutions. Among them was an amplified centralization of its administrative device, or the creation of a centralized bureaucratic organization. Indeed, from 1960, the majority of African leaders banned political competition and instituted one-party regimes under which an ever-expanding bureaucracy was used to distribute resources to political allies, often under the form of membership in administrative positions (Allen, 1995). It was this need to keep a firm grip on power which saw most governments spearheading their own development, with NGOs playing a peripheral role. In the second instance, the state was instrumental in leading development. Throughout Africa, numerous government boards and ministries were created, each with a specific role to play in development (Willis, 2011; Allen, 1995). In the same way, most governments instituted policies and plans, with specific time frames, where certain development targets were supposed to be met. This system was adopted and became more pronounced in countries such as Malawi, Zambia and Zimbabwe.
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Hoang, Tuan-Hoa Information Technology & Electrical Engineering Australian Defence Force Academy UNSW. "Evolutionary Developmental Evaluation : the Interplay between Evolution and Development". Awarded by:University of New South Wales - Australian Defence Force Academy. Information Technology & Electrical Engineering, 2009. http://handle.unsw.edu.au/1959.4/44870.
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This thesis was inspired by the difficulties of artificial evolutionary systems in finding elegant and well structured, regular solutions. That is that the solutions found are usually highly disorganized, poorly structured and exhibit limited re-use, resulting in bloat and other problems. This is also true of previous developmental evolutionary systems, where structural regularity emerges only by chance. We hypothesise that these problems might be ameliorated by incorporating repeated evaluations on increasingly difficult problems in the course of a developmental process. This thesis introduces a new technique for learning complex problems from a family of structured increasingly difficult problems, Evolutionary Developmental Evaluation (EDE). This approach appears to give more structured, scalable and regular solutions to such families of problems than previous methods. In addition, the thesis proposes some bio-inspired components that are required by developmental evolutionary systems to take full advantage of this approach. The key part of this is the developmental process, in combination with a varying fitness function evaluated at multiple stages of development, generates selective pressure toward generalisation. This also means that parsimony in structure is selected for without any direct parsimony pressure. As a result, the system encourages the emergence of modularity and structural regularity in solutions. In this thesis, a new genetic developmental system called Developmental Tree Adjoining Grammar Guided Genetic Programming (DTAG3P), is implemented, embodying the requirements above. It is tested on a range of benchmark problems. The results indicate that the method generates more regularly-structured solutions than the competing methods. As a result, the system is able to scale, at least on the problem classes tested, to very complex instances the system encourages the emergence of modularity and structural regularity in solutions. In this thesis, a new genetic developmental system called Developmental Tree Adjoining Grammar Guided Genetic Programming (DTAG3P), is implemented, embodying the requirements above. It is tested on a range of benchmark problems. The results indicate that the method generates more regularly-structured solutions than competing methods. As a result, the system is able to scale, at least on the problem classes tested, to very complex problem instances.
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Meca, Alan. "Ethnic and American Identity Development: A Developmental Systems Approach". FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1123.
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Given the role ethnic identity has as a protective factor against the effects of marginalization and discrimination (Umaña-Taylor, 2011), research longitudinally examining ethnic identity has become of increased importance. However, successful identity development must incorporate elements from both one’s ethnic group and from the United States (Berry, 1980). Despite this, relatively few studies have jointly evaluated ethnic and American identity (Schwartz et al., 2012). The current dissertation, guided by three objectives, sought to address this and several other gaps in the literature. First, psychometric properties of the Multigroup Ethnic Identity Measure (MEIM) and the American Identity Measure (AIM) were evaluated. Secondly, the dissertation examined growth trends in recently immigrated Hispanic adolescents’ and their caregivers’ ethnic and American identity. Lastly, the relationship between adolescents’ and caregivers’ ethnic and American identity was evaluated. The study used an archival sample consisting of 301 recently immigrated Hispanic families collected from Miami (N = 151) and Los Angeles (N = 150). Consistent with previous research, results in Study 1 indicated a two-factor model reliably provided better fit than a one-factor model and established longitudinal invariance for the MEIM and the AIM. Results from Study 2 found significant growth in adolescents’ American identity. While some differences were found across site and nationality, evidence suggested recently immigrated Hispanic adolescents were becoming more bicultural. Counterintuitively, results found a significant decline in caregivers’ ethnic identity which future studies should further examine. Finally, results from Study 3, found several significant positive relationships between adolescents’ and their caregivers’ ethnic and American identity. Findings provided preliminary evidence for the importance of examining identity development within a systemic lens. Despite several limitations, these three studies represented a step forward in addressing the current gaps in the cultural identity literature. Implications for future investigation are discussed.
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Caiconte, Zavala Cristian. "The Developmental Unconscious: Labour and Enjoyment in Korea's Developmental Era". Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28900.
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This thesis offers an innovative reinterpretation of Korea’s developmental era (1961-1987) that questions the subject-object epistemology that currently permeates the literature on the topic. It does so by criticising both empiricist approaches, such as the developmental state theory, as well as poststructuralist explanations such as Foucauldian discourse analysis. Both epistemological standpoints, the thesis argues, cannot adequately explain the rapid pace of Korean developmentalism and the profound social costs associated with it. Drawing on Karl Marx’s critique of political economy and Jacques Lacan’s theory of the unconscious, this thesis departs from stable and “rational” theoretical frameworks to instead understand developmental acceleration through the notions of contradiction and excess. In this way, it asks what are the often concealed historical dynamics that effected such acceleration in the first place. For this purpose, the thesis first analyses the speeches and other texts of Park Chung Hee, the architect of Korea’s developmental project, to arrive at a definition of the most abstract historical determinations of the period under investigation. This gives rise to the argument that the “miracle” of Korean development rests ultimately on the sublimation of “hard work”, a peculiar form of social compulsion that works in conjunction with processes of profit maximisation. Second, the thesis demonstrates the materialisation of the absolutisation of Korean labour by analysing the narratives of yŏgong (“factory women”) and the state-appointed leaders of the Saemaul Undong. Crucially, these narratives reflect the specific symbolic practices, or, in Lacanian terms, unconscious enjoyment, through which Korean workers reasserted the alienated structure that exploited them. The thesis shows that what the literature understands as a conscious statist deviation from the liberal path to development can be better grasped as a developmental unconscious—namely, a dynamic structure constituted both by the intentional activity of Korean people and the unintentional reproduction of the logic of capitalism, which remains covert, impersonal, and in permanent contradiction with Korean people’s will.
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Ericsson, Rolf. "A Comparative Study of Head Development in Mexican Axolotl and Australian Lungfish: Cell Migration, Cell Fate and Morphogenesis". Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3444.
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Pitchford, Ian. "Evolutionary developmental psychopathology". Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246994.
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Epps, Susan Bramlett, Robert C. Barnhart, Mary Jo Davenport i Vey M. Norquist. "Developmental Coordination Disorder". Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2556.
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For the last 100 years, poor motor coordination in children has been recognized as a developmental problem. As early as 1937, these children were classified as “clumsy.” Since then, other terms such as “motorically awkward,” “motor impaired,” and “physically awkward” have been used to describe these children, and the terms “developmental apraxia” and “perceptual motor difficulties” have been used to characterize this developmental problem. Since the 1994 International Consensus Conference on Children and Clumsiness, the term “developmental coordination disorder” (DCD) has been used to describe the condition of children with motor incoordination.
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Eichas, Kyle Robert. "An Investigation of Multiple Pathways of Developmental Intervention Change". FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/239.
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Convergence among treatment, prevention, and developmental intervention approaches has led to the recognition of the need for evaluation models and research designs that employ a full range of evaluation information to provide an empirical basis for enhancing the efficiency, efficacy, and effectiveness of prevention and positive development interventions. This study reports an investigation of a positive youth development program using an Outcome Mediation Cascade (OMC) evaluation model, an integrated model for evaluating the empirical intersection between intervention and developmental processes. The Changing Lives Program (CLP) is a community supported positive youth development intervention implemented in a practice setting as a selective/indicated program for multi-ethnic, multi-problem at risk youth in urban alternative high schools. This study used a Relational Data Analysis integration of quantitative and qualitative data analysis strategies, including the use of both fixed and free response measures and a structural equation modeling approach, to construct and evaluate the hypothesized OMC model. Findings indicated that the hypothesized model fit the data (χ2 (7) = 6.991, p = .43; RMSEA = .00; CFI = 1.00; WRMR = .459). Findings also provided preliminary evidence consistent with the hypothesis that in addition to having effects on targeted positive outcomes, PYD interventions are likely to have progressive cascading effects on untargeted problem outcomes that operate through effects on positive outcomes. Furthermore, the general pattern of findings suggested the need to use methods capable of capturing both quantitative and qualitative change in order to increase the likelihood of identifying more complete theory informed empirically supported models of developmental intervention change processes.
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Lynam, Abigail. "Embracing Developmental Diversity| Developmentally Aware Teaching, Mentoring, and Sustainability Education". Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629433.
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This research examined the personal, professional, and developmental impact of introducing a constructive developmental perspective to faculty and students in a post-secondary program in sustainability education and leadership development. It also explored the relationship between adult development and sustainability education, teaching, and mentorship. There is increasing emphasis on integrating human interiors (values, beliefs, worldviews) in sustainability work. However, little research has examined the relationship between adult development and sustainability education. The purpose of this research was to explore deepening the transformative nature of learning and leadership development in graduate education through the use of a developmental framework and assessment, and to contribute to advancing the application of adult developmental research to adult learning and sustainability education. The site of study was Prescott College, and the sample of 11 included four Ph.D. faculty and seven students. This mixed-methods study included semi-structured interviews, a five-month action inquiry process, and a pre and post developmental assessment. The findings demonstrate that sustainability is significantly different for individuals assessed at different developmental stages; learning about adult development is transformative developmentally, personally, and professionally; a developmental awareness may deepen the transformative impact of graduate sustainability education and leadership development; and teaching about adult development is more effective when it is developmentally responsive. Integrating a developmental awareness into graduate and sustainability education is recommended to support learning and growth at all stages of development, support the development of the educators themselves, and support skill development for working well with diverse groups.
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Gannon, Monte. "Validity of the Developmental Checklist of the Developmental Observation Checklist System". TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/397.
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This study investigates the use of the Developmental Checklist (DC) of the Developmental Observation Checklist System (DOCS; Hresko, Miguel, Sherbenou, & Burton, 1994) as a screening measure for children birth to three years of age. Kentucky regulations require the use of the DC for screening in the KEIS-First Steps program, yet there is little information regarding the effectiveness of the measure as a screening tool. Evaluation data are presented for 51 children between the ages of 2 and 35 months on the DC and the Battelle Developmental Inventory, 2nd Edition (BDI-2; Newborg, 2005). The DC and BDI-2 domains evidence no significant correlations for this sample. However, significant moderate to strong intracorrelations were evidenced within each measure. Analysis of contingency table components using the BDI-2 as the criterion measure yield specificity (percentage of true negatives) and sensitivity (percentage of true positives) for cutoff standard scores of 94, 85, and 77 on the DC. The number of accurate referrals and accurate nonreferrals comprise the classification consistency between the two measures. Adequate sensitivity (above 80%) is evidenced at the most liberal cutoff for the DC (standard score < 94) at both BDI-2 placement criterions (I'A and 2 SD below the mean) for all domain comparisons. However, there is a cost of less than adequate specificity at this level (94 or below). Good sensitivity was also evidenced for one additional comparison, the Adaptive/Social comparison at the 2 SD BDI-2 criterion with the 85 cutoff on the DC. Classification consistency was not evident at 1 Yi SD on the two domains criterion on the BDI-2 for even the most liberal DC cutoff score (standard score <94). However, sensitivity levels are adequate for all domain comparisons at the liberal cutoff standard score of < 94. The results indicate concern for the use for the DC with the BDI-2 using anything but the most liberal cutoff on the DC. A discussion of practical implication for use of the DC questions the use of the DC with the BDI-2 and provides suggestions for further research with the DC.
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Michel, Fiona. "Do developmental changes in inhibitory ability underpin developmental changes in intelligence?" University of Western Australia. School of Psychology, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0064.
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[Truncated abstract] Intelligence in children increases with age until adult levels of performance are achieved. Dempster (1991) proposed that developmental changes in inhibitory processes underpin these changes in the development of intelligence. The evidence Dempster presented to support this thesis typically takes the form of noting changes in inhibitory performance that occur in the same time frame as changes in psychometric intelligence (Dempster, 1991, 1992, 1993; Dempster & Corkill, 1999). He also provides correlational evidence from studies in which intelligence scores are correlated with various inhibitory measures. One problem with much of the evidence presented by Dempster is that it does not distinguish between developmental and individual differences in inhibition and/or intelligence. Developmental differences are differences in performance between children at different ages. Individual differences are differences in performance between children of the same age. The majority of evidence Dempster provides concerns individual differences in inhibition and the relationship of these differences to intelligence rather than the relationship of any developmental differences to intelligence. Anderson (1987) suggests that the processes underpinning these two types of differences are not necessarily the same. For example, individual differences may be related to speed of processing, while developmental differences may be related to changes in inhibitory ability. Therefore, a more accurate test of Dempster’s thesis is to assess whether developmental changes in inhibition are related to developmental changes in intelligence, rather than whether individual differences in inhibition are related to intelligence. This was the primary goal of this thesis. A secondary goal was to address whether or not any developmental changes seen were primarily due to changes in inhibition or could be accounted for by changes in speed of processing. Measures which utilise difference score reaction time (RT) measures as inhibitory indices such as the stroop task do not typically account for this potential confound. A number of researchers have addressed this problem of difference score measures and proposed alternative analytic techniques (Christ, White, Mandernach, & Keys, 2001; Christ, White, Brunstrom, & Abrams, 2003; Faust, Balota, Spieler & Ferraro, 1999). Each inhibitory measure used in the current study will attempt to control for group and individual speed differences, either by utilising one of these alternative techniques or using regression analysis to identify the contribution of speed to the developmental shift in intelligence.
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PERSICI, VALENTINA. "Neural entrainment, hierarchical processing, and morphosyntactic and rhythmic predictions in typical development, in Developmental Dyslexia, and in Developmental Language Disorder". Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/277377.
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Il presente lavoro indaga i meccanismi di predizione e di sincronizzazione neurale nei bambini, sulla base dell’ipotesi che questi possano essere elementi rilevanti nei processi di elaborazione ritmica e morfosintattica. Sia il metro ritmico che il linguaggio sono organizzati in strutture gerarchiche in cui gli elementi sono ordinati secondo regole specifiche (Fitch & Martins, 2014). La conoscenza di queste regole porta alla formazione automatica di aspettative riguardo al materiale in arrivo; queste aspettative sono ritenute fondamentali per l'elaborazione efficiente del linguaggio e del ritmo, così anche come per la lettura (Guasti et al., 2017).
In questa tesi abbiamo ipotizzato che migliori capacità di elaborazione gerarchica nel ritmo possano portare a migliori capacità di processamento di strutture gerarchiche nel linguaggio e che deficit in queste abilità possano portare allo sviluppo di disturbi del linguaggio e/o della lettura. Per valutare se le abilità nel fare previsioni strutturali correlino tra ritmo e il linguaggio, abbiamo studiato e confrontato le capacità di predire materiale linguistico (sulla base di informazioni morfosintattiche) e materiale ritmico in gruppi di bambini a sviluppo tipico (in inglese, TD) con o senza formazione musicale e in partecipanti con dislessia evolutiva (in inglese, DD). I risultati hanno confermato le nostre ipotesi, in quanto hanno mostrato predizioni strutturali migliori nei musicisti rispetto ai non-musicisti nel gruppo dei tipici e migliori predizioni strutturali nei TD rispetto ai bambini con dislessia. Inoltre, i risultati suggeriscono miglioramenti nell’efficienza delle strategie di processamento con l’aumentare dell’età.
In secondo luogo, abbiamo ipotizzato che differenze individuali nella forza e nella efficienza con cui si fanno predizioni temporali e di contenuto possano dipendere da differenze individuali nell’efficienza e nella precisione dei meccanismi neurali di sincronizzazione delle oscillazioni cerebrali rispetto agli stimoli uditivi. Per testare queste ipotesi, abbiamo analizzato le risposte neurali di bambini TD e di bambini affetti da disturbo evolutivo del linguaggio (in inglese, DLD) in un paradigma sperimentale progettato per suscitare diverse interpretazioni metriche (e quindi gerarchiche). I risultati hanno mostrato che tutti i bambini erano sensibili alle caratteristiche metriche degli stimoli e che le differenze individuali nell’attività neurale predicevano le prestazioni in compiti sintattici. Inoltre, i risultati hanno suggerito che i bambini con DLD potrebbero avere attività oscillatoria atipica nella banda di frequenza gamma (che, secondo gli studi in letteratura (p.es., Ding et al., 2017), è importante per l’elaborazione gerarchica).
In accordo con Ladányi, Persici, et al. (in revisione), sosteniamo che l’attività oscillatoria a livello neurale possa svolgere un ruolo chiave nel supportare il processamento degli elementi di base e delle strutture gerarchiche, sia nel ritmo che nel linguaggio, e che questo supporto passi attraverso il miglioramento delle predizioni strutturali. Sosteniamo, quindi, che migliori capacità di sincronizzazione neurale si traducano in migliori capacità di predizione strutturale e che queste, a loro volta, possano influenzare positivamente l’elaborazione ritmica e linguistica.
Le evidenze presentate in questo lavoro rimarcano l’importanza dello studio dell’attività oscillatoria cerebrale nei bambini piccoli e suggeriscono la possibilità di utilizzare questi paradigmi nell’infanzia per poter predire il futuro sviluppo di disturbi del linguaggio e/o della lettura. Inoltre, gli studi qui riportati sottolineano come la formazione musicale sia importante per il miglioramento dei processi di elaborazione linguistica e suggeriscono che l’uso di attività ritmiche, in particolare, possa giocare un ruolo fondamentale nel trattamento dei disturbi del linguaggio e della lettura.This work investigates prediction mechanisms and neural entrainment in children as the possible elements underlying both rhythmic and morphosyntactic processing. Both rhythmic meter and language are organized in hierarchical structures in which elements are ordered following specific rules (Fitch and Martins, 2014). Knowledge of these rules triggers compulsive expectancies regarding incoming material; these are assumed to be fundamental for efficient language and rhythmic processing and for reading (Guasti et al., 2017; Grüter, Rohde and Schafer, 2014; Miyake, Onishi and Pöppel, 2004; Persici et al., 2019). In this work we hypothesized that better hierarchical processing abilities in rhythm may transfer to the language domain, and that deficits in hierarchical processing may lead to language and/or reading disorders. To test whether abilities in making structure-based predictions correlate across domains, we investigated the abilities to infer the arrival of morphosyntactic and rhythmic material in groups of children with typical language development (TD) with or without musical training, and in participants with Developmental Dyslexia (DD). Results confirmed our hypotheses, as they showed better structure-based predictions in musician children than in non-musician TD children, and in TD children than in DD children. Results also suggested that efficiency of processing strategies improves with age. Secondly, we hypothesized that individual differences in strength of timing and content structure-based predictions may be the result of individual differences in the efficiency and precision with which brain oscillations entrain to auditory stimuli (‘neural entrainment’). To address these hypotheses, we tested the neural responses of TD children and of children with Developmental Language Disorder (DLD) in an experimental paradigm that was designed to elicit different metrical (hierarchical) interpretations. Results showed that all children were sensitive to hierarchical structures, and that individual differences in neural activity predicted individual differences in syntactic performance. Importantly, results also suggested that children with DLD might have atypical oscillatory activity in the gamma frequency band, which is important for hierarchical processing (Ding et al., 2017). In line with Fiveash et al. (submitted) and in Ladányi, Persici, et al. (submitted), we propose that neural oscillatory activity plays a key role in supporting the processing of both surface-level features and of syntactic structures in both musical rhythm and language, through an enhancement of structure-based prediction abilities; individual differences in neural entrainment will lead to individual differences in strength of predictions, which in turn will lead to individual differences in language and rhythm performance. The evidence presented in this work indicates that neural oscillatory activity gives an important insight into the language abilities of children and suggests that studying neural responses to rhythm in infancy may help predict the later development of language/reading disorders. Furthermore, our results suggest that musical training has positive effects on hierarchical processing, and that musical interventions centered on rhythm may enhance mechanisms of neural entrainment and timing, as well as hierarchical processing skills.
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Lau, Wai-yee Aster, i 劉慧儀. "Factors associated with children having developmental concerns from parents and physicians: a retrospectivecohort study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45172614.
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Chavalala, Khayizeni Isaac. "Perspectives of social workers in implementing the developmental social welfare approach in the Department of Social Development in Mopani District Limpopo". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60427.
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In 1997 the democratic government of South Africa adopted the White Paper for Social Welfare (Republic of South Africa [RSA], 1997) which committed the country to a developmental approach to social welfare. The implementation of the developmental approach to social services is a shared responsibility of the state, non-governmental organisations and the private sector (Patel, 2015:93). Despite the ongoing studies relating to developmental social welfare service delivery, there is insufficient evidence of the shift made towards a developmental approach by government social workers employed by the Department of Social Development.
The goal of the study was to explore social workers? perspectives on the shift towards the developmental approach in social service delivery in the Department of Social Development in the Mopani District, Limpopo.
The study employed a qualitative research approach and a case study research design. The sample for the study was selected purposefully and included thirty-two (32) social workers and four (4) supervisors from four sub-districts in the Mopani District. Data was collected through one focus group interview with social workers and one-on-one interviews with supervisors in the four regions respectively.
The research findings indicate that social workers have made a partial shift towards a developmental approach in service delivery. The shift is more evident in protection and prevention service delivery than in promoting socio-economic development. The shift is reflected in some strides towards a human rights-based approach; social and economic development; participation; partnerships; and efforts to link micro and macro practice. The findings further point out the barriers that hinder social workers from making significant progress towards the developmental approach.
The overall conclusion of this research endeavour is that there is a need in the Department of Social Development for guidelines and capacity building of social workers and supervisors in the developmental approach. The study recommends guidelines to accelerate the progress of implementing the developmental approach in the Mopani District.Mini Dissertation (MSW)--University of Pretoria, 2016.
Social Work and Criminology
MSW
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Garrigue, Marie. "Leader Developmental Readiness of Generation Y in the Training Industry". Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc271816/.
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Members of Generation Y in the training and development industry will be required to assume leadership roles as Baby Boomers retire, yet little empirical research exists regarding how best to prepare them for leadership. The purpose of this study was to examine differences in leader developmental readiness between generational cohorts in the training industry, specifically Baby Boomers, Generation X, and Generation Y. Leader developmental readiness provided a definition of developmental readiness for leaders using the five constructs (learning goal orientation, developmental efficacy, self-awareness, leader complexity, and metacognitive ability). A volunteer sample was compiled from members of the ASTD National LinkedIN group (n = 636). Results were analyzed using structured means analysis with maximum likelihood (ML) estimation. Generational cohorts demonstrated differences in leader developmental readiness. Baby Boomers indicated statistically and practically higher metacognitive ability and developmental efficacy than Generation Y. Results demonstrated statistically and practically higher leader complexity in Generation Y and both Generation X and Baby Boomers. These results should inform leader development practitioners as they continue to use existing methods in preparing the different generations for leader development interventions while pointing to possible needs to increase the metacognitive ability and developmental efficacy in Generation Y and ensure accurate perception of leader complexity in those individuals. Further research would be helpful to confirm or refute findings and expand on the target population for enhanced generalizability.
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Cooley, Marissa Elizabeth. "Developmental Surveillance and Screening Practices of Pediatrician/Family Physicians in the nine southern counties of Illinois". OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/527.
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Much emphasis has been placed on early detection of developmental delays and disabilities due to increased knowledge regarding the important role early intervention can play in a young child's development. The American Academy of Pediatrics (AAP) published policy statements in 2001 and 2006 describing the role of pediatricians in the process of developmental surveillance and screenings. This study seeks to determine the current developmental surveillance and screening practices of pediatricians and family physicians in the southern nine counties of Illinois. Specifically the study aims at looking at to what extent pediatricians/family physicians use standardized developmental screening tools to screen infants and toddlers as described in the AAP recommendations. What methods are pediatricians currently utilizing to screen infants and toddlers (standardized instruments, self made checklists, clinical judgment) In addition, this study looks at to what extent do pediatricians/family physicians follow the AAP's recommendation process for referrals of infants and toddlers identified as at-risk for developmental delays?
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Scheyvens, Henry 1965. "Evaluating aid : the developmental impact of Japan's official development assistance". Monash University, School of Political and Social Inquiry, 2001. http://arrow.monash.edu.au/hdl/1959.1/8632.
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Ethington, Kalene Mears. "Developmental Stages Associated with Organizational Learning: An Instrument Development Study". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8287.
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Background: Previous research has identified four distinct developmental stages associated with organizational learning in high-performing hospital units: identity and ownership, team and respect, accountability and support, and reliability and sustainability. We designed a research instrument to measure these constructs. The purpose of this thesis was to establish the content and predictive validity of this instrument.Methods: The Organizational Learning Development Instrument (OLDI) consists of a total of 35 items in Likert-scale format. Item-level and instrument-level content validity were assessed using three cycles of cognitive interviewing with 28 nurses, and eight expert ratings. The OLDI was administered to nurses in Magnet® hospitals via a web-based survey. National Database of Nursing Quality Indicators (NDNQI) and Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) reports were used for comparison of hospital performance. Predictive validity was tested using multiple linear regression. Based on a power analysis for multiple linear regression, reaching 80% power, with a medium effect size of 0.15, an alpha of 0.05, and five predictor variables, the target sample size was 92 hospital units.Results: Results from 63 inpatient units in 11 Magnet® hospitals were used. The scale- level content validity for this instrument was 0.95 and item-level content validity index scores ranged from 0.86 to 1.0, suggesting excellent content validity. No significant relationships were found between OLDI results and NDNQI measures. Significant correlations (P<.05) were found between several OLDI constructs and HCAHPS composites.Discussion: Correlations with HCAHPS scores help validate the OLDI, as well as the theory underlying the instrument. The OLDI may not have predicted NDNQI measures due to a lack of instrument sensitivity or because NDNQI results are strongly influenced by other factors. Nurse managers can use the OLDI to predict unit performance related to patient satisfaction and to determine actions that may improve unit performance. Replicating this study with a larger sample size and more diverse hospital performance and more uniform unit type could further validate this instrument.
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Alder, Olivia A. "Epigenetic regulation of key developmental genes during early mouse development". Thesis, Imperial College London, 2009. http://hdl.handle.net/10044/1/5689.
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In undifferentiated ES cells, many Polycomb Repressive Complex 2 (PRC2) target genes carry not only repressive H3K27me3 but are also enriched for conventional indicators of active chromatin including methylated H3K4. This so-called bivalent domain structure is thought to silence key developmental regulators while keeping them poised for future activation (or repression). Consistent with this hypothesis, bivalent genes assemble RNAP II preferentially phosphorylated on Serine 5 residues (poised RNAP II) and are transcribed at low levels. Productive expression is, however, prevented by the action of PRC1. Here, I have focused on the pre-implantation stage of mouse development to evaluate whether bivalent or poised chromatin signatures are indeed specific attributes of emerging pluripotent cells and investigate how the fate of key developmental genes is specified while the first lineage decision event (extra-embryonic lineage formation) occurs. Using blastocyst-derived stem cells and chromatin immunoprecipitation (ChIP), I have shown that lineage-inappropriate genes retain bivalent histone marking in extra-embryonic trophoblast stem (TS). However, and in contrast to ES cells, PRC1 (Ring1B) and poised RNAP II are not recruited to these loci in TS cells, indicating that gene priming is a unique hallmark of pluripotent cells in the early embryo. To investigate the intricate relationship between lineage identity and dynamic chromatin changes, I exploited the potential to convert ES cells into trophoblast-like stem (TSL) cells using a previously established artificial system dependent on doxycycline (Dox) induced repression of an Oct4 transgene. I demonstrated that Suv39h1-mediated H3K9me3 alongside DNA methylation is targeted to PRC2-bound bivalent, lineage-inappropriate genes upon trophectoderm lineage commitment. A change in chromatin conformation was observed upon differentiation of ES cells to TSL cells comparable to that seen in TS cells derived in the traditional manner from the trophectoderm (TE) of blastocyst stage embryos. Most importantly, I have begun to explore when epigenetic differences are specified, at the locus level, from 8-cell stage embryos onwards using newly designed Carrier ChIP technology. This data validated the occurrence of bivalent chromatin domains in vivo and further support the view that alternative strategies operate in the TE to silence key developmental regulators upon blastocyst lineage segregation.
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Adams, Jessica Lyn. "Multiracial identity development : developmental correlates and themes among multiracial adults /". Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250186768.
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Barnes, Kelly Anne. "Implicit learning in typical development and children with developmental disorders". Connect to Electronic Thesis (ProQuest), 2008. http://0-gateway.proquest.com.library.lausys.georgetown.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3320707.
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Corbett, Fleur Phaedra. "Visual motion processing in typical development and developmental coordination disorder". Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10039362/.
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This thesis is concerned with the maturation of global motion coherence sensitivity in typical development and in Developmental Coordination Disorder (DCD), in relation to the dorsal stream vulnerability hypothesis. Dorsal stream vulnerability, indicated by poorer coherence sensitivity to motion relative to form, has been reported in many neurodevelopmental disorders. As dorsal stream networks underpin a cluster of visuomotor, visuospatial and oculomotor functions, in addition to motion perception, both visuomotor ability and motion coherence sensitivity were examined. Coherence sensitivity to rotational, radial and translational motions was compared with behavioural and electrophysiological techniques. Results indicated that typical adults show greatest coherence sensitivity to rotational motion, followed by radial and translational motions, and distinct patterns of coherence-sensitive visual event-related potentials for each motion. Discrimination of motion direction was better than coherent motion detection, consistent with models of the neural representation of motion coherence. In typical 6-14 year olds, coherence sensitivity to form matured earlier than to motion, with developmental trajectories converging in adulthood. Children’s coherence sensitivity matured earlier for radial motion than rotational or translational motions. These studies provide the first normative data for the maturation of coherence sensitivity to radial, rotational and translational motions and form, demonstrating asynchronous development and differential coherence sensitivity to each motion. In adults with DCD, coherence sensitivity to both motion and form was impaired relative to typical adults but adults with DCD were not selectively disadvantaged in using motion information in a visuomotor context. Young children with DCD showed a specific deficit in coherence sensitivity to motion relative to form, concordant with the dorsal stream vulnerability concept. Motor impairment correlated with motion coherence sensitivity in children with DCD. These studies showed that dorsal stream impairments could have a role in the early development of DCD, even when not evident in later development, when poor motor competency persists.
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Fierro, Jr Javier. "Glutamatergic Synapse Formation in Developing Zebrafish Embryos". Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18752.
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In order for a human being to process complex thought, cells within the brain must communicate with each other in a very precise manner. The mechanisms which underlie the development of these connections, however, are poorly understood and thus require a thorough investigation. In this dissertation, we attempt to identify components involved in stabilizing synaptic contacts and the mechanisms by which synaptic proteins are trafficked to newly forming contact sites. Interestingly, we also identify a gene involved in the formation of the myotome.
To identify proteins involved in stabilizing synaptic contacts, we characterized the function of 4.1B in developing zebrafish embryos. 4.1B is a scaffolding molecule involved in stabilizing protein complexes at sites of cell adhesion. We identified two 4.1B genes in the zebrafish genome, 4.1B-a and 4.1B-b, which are differentially expressed and have evolved divergent functions. 4.1B-a is expressed within the central nervous system, specifically within primary motor neurons. Knockdown studies show a reduction in the number of synapses and altered kinetics of touch evoked-responses, suggesting a role in synaptic stabilization. In contrast, 4.1B-b is primarily expressed in muscle cells. Knockdown of 4.1B-b results in severe muscle fiber disorganization as well as altered locomotor behaviors. Together, these data suggest the basic functions of 4.1B are evolutionarily conserved, with new roles described in the development of synapses and muscle fibers.
To determine the mechanisms that underlie protein recruitment to newly forming synapses, we examined the recruitment of three distinct transport packets in the zebrafish spinal cord. During presynaptic assembly, we found synaptic vesicle protein transport vesicles preceded piccolo-containing active zone precursor transport vesicles, which in turn preceded synapsin transport vesicles. We identified the last transport packet as a unique and independent mechanism for the recruitment of synapsin, a protein involved in regulating the reserve pool of synaptic vesicles. Importantly, we found cyclin-dependent kinase 5 regulated the late recruitment of synapsin transport packets to synapses, thus identifying kinases as a key signaling molecule in the formation of synaptic contacts. Together, this work provides new insight into the mechanisms that underlie synaptogenesis.
This dissertation includes both previously published and unpublished co-authored material.
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Tissell, Rachel L. "Child maltreatment risk| Associations with mothers' representations of childhood attachment, trauma, caregiving, and regulation". Thesis, Mills College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163157.
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Child maltreatment models view risk as a complex constellation of factors that emphasize parents’ trauma experiences and regulation processes. Attachment research has shown that mothers’ representations of childhood attachment and caregiving places their children at developmental risk. Studies to date have evaluated contributing factors separately, but little research considers mothers’ past and current experiences combined with relational trauma and familial regulation patterns. The current research adopted an integrated perspective using known maternal risk factors, and extended existing research in several unique ways by examining association with both adult trauma and childhood trauma; caregiving representations; pathological mourning; and capacity for emotion regulation. Seventy-five mothers with children between 19-74 months (40% boys) from diverse socio-economic and cultural backgrounds completed assessments of maltreatment risk, adult attachment, caregiving, relational trauma, parenting stress, and emotion regulation. Maternal representations of attachment were significantly related to risk, with unresolved mothers demonstrating the highest risk. There were significant positive associations between risk and relational trauma – both frequency and subjective distress with parents and partners. Helpless and heightened caregiving representations, parenting stress, and emotion regulation were also all significantly related to risk. This is the first study to consider maltreatment in the context of relational trauma as defined by Bowlby’s (1980) model of pathological mourning. Risk scores were significantly greater for mothers classified in pathological mourning groups than other mothers. These findings punctuate the effects of problems associated with mourning attachment trauma on maternal regulatory capacities and parenting risk. Implications for infant mental health research and intervention are discussed.
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Guastaferro, Katelyn M. "Teaching Young Mothers to Identify Developmental Milestones". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/iph_theses/179.
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Inappropriate parental expectations of age-appropriate behaviors and unawareness of developmental milestones can increase instances of child maltreatment. Additionally, experiences of child maltreatment can have a negative impact on the developmental trajectory of a child. The present research describes a parental aide, the tDevelop, delivered to parents at risk for child maltreatment through SafeCare Parent-Child Interaction (PCI) training with the aim of increasing identification of developmental milestones and age-appropriate activities. Two high-risk families with children close to 24-months of age were recruited from a residential program for young mothers working to develop self-sufficiency skills. The families were presented with the tDevelop along with traditional PCI information, including Planned Activities Training and age-appropriate activities. Data from a multiple-probe, single-case experimental design, suggest that mothers are able to recognize developmental milestones with increased accuracy upon intervention with the tDevelop. These findings suggest that the enhanced PCI protocol may enhance parental identification of developmental milestones.
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Ntjana, Ngwanamontjane E. "The progress of developmental social welfare : a case study in the Vhembe district, Limpopo". Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46179.
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In 1994 the new democratic South Africa called for the shift in legislation and policies. Social welfare service delivery post-1994 has to be aligned with the principles and key themes of developmental social welfare heralded by the RDP (1994), the Constitution of the Republic of South Africa, 1996, as well as the Copenhagen Commitments to Social Development (1995).
In the social welfare sector, the White Paper for Social Welfare of 1997 was adopted as social welfare policy for South Africa. The White Paper for Social Welfare is embedded in a developmental approach and charted a new path for social welfare in the promotion of national social development. Developmental social welfare is a pro poor strategy which strives to promote a welfare system that facilitates the development of human capacity and self-reliance within a caring and enabling socio-economic environment.
The goal of this study was to determine the progress of social welfare service delivery towards a developmental social welfare approach in the Vhembe district, Limpopo. A qualitative research approach was used for this study and the research design was an instrumental case study. The sample for the study was selected purposively and included 28 social workers and four supervisors from four sub-districts in the Vhembe district. Data was collected through four focus group interviews with social workers and one-on-one interviews with the supervisors. Research findings indicate that developmental social welfare service delivery in this district has progressed in terms of protective services to families and children. However, in terms of poverty reduction and sustainable livelihoods, the social service sector still lags behind. The overall conclusion is that the progress of social welfare service delivery towards the developmental approach is slow and unsatisfactory.
The recommendations of this study are captured in strategies that social workers could use to promote progress in developmental social welfare service delivery, strategies suggested for supervisors to promote progress in developmental social welfare service delivery, and lastly strategies on the creation of an enabling environment.Dissertation (MSW)--University of Pretoria, 2014.
tm2015
Social Work and Criminology
MSW
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Kerr, Sharyn. "Early behavioural markers in autism spectrum disorders : implications for theories of autism". University of Western Australia. School of Psychology, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0057.
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[Truncated abstract] There are few existing screening instruments designed to identify Autism Spectrum Disorders (ASD) at an early age, such as the Checklist for Autism in Toddlers (CHAT) and the Modified Checklist for Autism in Toddlers (M-CHAT). Unfortunately, many are limited in their ability to identify children at risk in the first two years of life while displaying an acceptable level of reliability. Given this limitation, the present study aimed to identify any additional early markers of ASD from either the retrospective analysis of early autistic symptomatology (parental report and video analysis of footage made before the diagnosis) or performance-based measures linked to different theoretical accounts of ASD. Specifically, measures addressing theory of mind, executive dysfunction and weak central coherence were developed. In the first study, parents of three groups of children those of typical development (n = 19, mean CA = 26 months), children with an ASD (n = 39, mean CA = 34 months) and children with developmental delay (n = 14, mean CA = 28 months) were interviewed about their child's early development. In the first study, parents of three groups of children those of typical development (n = 19, mean CA = 26 months), children with an ASD (n = 39, mean CA = 34 months) and children with developmental delay (n = 14, mean CA = 28 months) were interviewed about their child's early development. Several behaviours discriminated children with ASD from children with typical development and children with delayed development. ... A discriminant function analysis using the two factor scores indicated that Factor 1 discriminated the ADI-R groups, while Factor 2 scores did not add to the ability of Factor 1 scores to discriminate the ADI-R groups. Furthermore, while the finding that joint attention behaviours differentiated children with ASD from children with typical development and children with delayed development, more research is needed to determine if this impairment is a precursor of a theory of mind deficit or if this impairment and later appearing impairments in theory of mind are the result of a more global impairment in social-emotional approach behaviours. Additional research is also needed to determine the relationship between the early appearing deficits in joint attention and the impairments in social relating behaviours that appear to develop later in the chronology of ASD development and how both of these relate to the theory of mind hypothesis of ASD.
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Wong, Hai Ming. "Developmental defects of enamel". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36269815.
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Langer, Michelle M. Thissen David. "Linking in developmental scales". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,483.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.
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Wong, Hai Ming, i 王海明. "Developmental defects of enamel". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36269815.
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Wybrow, Dean P. "Subtypes of developmental dyslexia". Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654953.
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This thesis is an examination of the idea that dyslexia is a heterogeneous condition and can be characterised by distinct subtypes. The thesis contains four studies conducted on a sample of 41 dyslexic children and around 300 normally reading children. The first three are concerned with the theory that the dual route model of reading applies to developing as well as adult reading. Study One used a regression outlier approach to compare children's nonword reading and irregular word reading and found that roughly equal incidence of surface and phonologica l dyslexia can be found in children. Study Two found, via path analysis of component reading tasks in normal readers, that a particular well-used reading test is inappropriate for use in some studies of surface dyslexia, and Study Three showed, via analysis of predicted word reading ability compared to age, that the dual route model is capable of predicting children's reading performance. Study Four was an investigation of the hypothesis that some dyslexic children have naming speed deficits rather than phonological deficits and the further hypothesis that surface dyslexia and naming speed dyslexia are two manifestations of the same condition. Use of the regression-outlier approach to compare naming speed, nonword reading and irregular word reading found limited support for these hypotheses. The thesis shows that the dual route theory is applicable to developing reading and that dyslexia is characterised by heterogeneity. Future research should bear in mind the diverse nature of dyslexics and attempt to explain this diversity.
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Faux, S. A., i Wendy M. Nehring. "Intellectual and Developmental Disabilities". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6713.
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Book Summary: Nurses play a key role in high-quality health care for people with intellectual and developmental disabilities (IDD)--and now this up-to-date textbook fully prepares them to provide patients with the best possible services across the lifespan. The most comprehensive text available for nurses who specialize in IDD, this essential book clarifies evidence-based practices and gives readers an integrated, interdisciplinary approach to care that meets each person's individual needs.
Cecily Betz and Wendy Nehring--authors of the respected text Promoting Health Care Transitions for Adolescents with Special Health Care Needs and Disabilities--gather the latest research and wisdom of 18 diverse authorities in the medical field. Together, they give pre- and in-service nurses the foundation of knowledge they need to help ensure equal access to health care for people with IDD choose from today's models and philosophies of carepromote their patients' psychosocial developmentprovide effective physical careconduct health assessments and develop individualized plans of caremaintain successful interdisciplinary collaboration with other professionals address the issues associated with specific disabilities, including autism, Down syndrome, cerebral palsy, fragile X, sensory impairment, and medical and behavioral health problems support developmental transitions across the lifespan expand their knowledge of genetics and apply it to nursing practice skillfully manage ethical and legal issuesunderstand the service agencies used by individuals with IDD Enhanced with clinical practice guidelines to support effective work with individuals who have IDD, this textbook lights every nurse's path to person-centered, evidence-based care that improves their patients' lives.
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Ben, Husien Mohammed. "Symptomatic developmental venous anomalies". Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20556.
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Developmental Venous Anomalies are a normal variant that may be associated with other cerebral vascular malformation. They have bean previously referred to Venous angiomas. DVAs are the most frequently encountered cerebral vascular malformation and their incidence is reported to be high as2.6%. DVAs are classified into two types based on draining veins. Either deep or superficial. Those that drain into sub-ependymal veins are classified as deep and those that drain into cortical pial veins are classified as superficial. The trans-cerebral veins join either the deep or superficial venous systems by crossing a varying length of the brain parenchyma. Controversy surrounds their exact clinical significance, as DVAs are rarely symptomatic. The symptoms displayed by a patient can be related to a lesion that is associated with DVAs, such as a cavernoma. To describe the patients presenting to a single unit over a 10-year period with symptoms attributable to aDVA. Out of 19 patients in the database with the diagnosis of DVA, 10 were identified where the clinical presentation was directly related to the DVA. Seven of the patients presented with haemorrhage, 6 had parenchymal bleeds and one was intraventricular. Two patients had neurological deficit, 1 was transient and one was progressive. One patient had sudden severe headache with no evidence of haemorrhage on CT scan. The age range was from 14 to 55 with a mean of 32,7 years. Four patients were male and 6 were female. Of the patients that presented with haemorrhage only one had a fistula, three other patients with haemorrhage had evidence on DSA of stenosis of the large collector vein, In the remaining 3 patients no reason for the bleed could be detected. One patient presented with left hemianopia that resolved after several hours, DSA showed minimal caput medusa with delayed filling of the collector vein. The other patient that presented with progressive neurological deficit in the form of progressive leg spasticity and dysarthria, Angiography showed a large collecting vein that drains in the jugular bulb was stenosed. The last patient that presented with sudden severe headaches, with no haemorrhage identified on CT scan, On DSA there was early filling of the DVA veins compared to other cerebral veins and two prominent posterior communicating thalamoperforating vessels were seen.
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Petersen, Katherine. "Russian Repertoire: Developmental Perspectives". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1439481939.
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Ariew, Andre 1968. "Innateness: A developmental account". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289478.
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Ascriptions of innateness are ubiquitous in the cognitive, behavioral and biological sciences. For example, some linguists think that humans possess an "innate" language aquisition device. Some ethologists think that a great number of animal behaviors are "innate". Implicit in these ascriptions is the belief that innateness is a well-understood biological phenomenon. The question I would like to address in this dissertation is, what makes a morphological, physiological or behavioral feature "innate"? According to some nay-sayers, innateness is not well-defined in biology and the practice of ascribing innateness to various biological traits should be dropped from respectable science. Proponents of this view think that the notion of innateness rests on a dichotomous conception of development that has been, through decades of powerful criticism, proven to be mistaken. Accordingly the burden of proof rests on those who employ the innateness concept to demonstrate that despite the criticisms there really is a biological phenomenon underlying the concept. In this dissertation I will attempt to shoulder this burden.
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Gulley, Bill Linn 1949. "Developmental origins of deviance". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291451.
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Data concerning delinquency, deviance, and development were collected on over 800 adolescents aged 10 to 17. Structural models were constructed to investigate the effects of development (pubertal development and physical development) on delinquency. The view that variables typically used to define delinquency form a unitary latent trait was rejected. Instead two moderately related traits (r =.28) were required: (1) Criminal Behavior as defined by theft, aggression, and vandalism and (2) Autonomy Seeking Behavior as defined by substance use, sexual experimentation, and sensation seeking behaviors. Gender effects were found in levels of criminal behavior whereas autonomy seeking behavior was not so differentiated. Age effected only autonomy seeking behavior while pubertal development effected both traits. Differential gender effects were discovered in the influence of age on autonomy seeking behavior and the effect of pubertal development on both traits. Girls appear to be more strongly influenced by pubertal development for both traits while boys appear to be more susceptible to age effects.
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Smith, Heather Kathleen. "Church attendance of adults with developmental disabilities". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1362.
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Vahid, Edward. "Psychological perspectives on progression and development within elite developmental performance domains". Thesis, Cardiff Metropolitan University, 2016. http://hdl.handle.net/10369/8148.
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Understanding the processes involved in effective talent development represents an aspiration for individuals involved in elite performance (Abbott and Collins, 2004). The available literature acknowledges a generally significant and extensive commitment required to effectively transition to an elite stage (Ericsson, Krampe and Tesch-Romer, 1993). The aim of this thesis was to explore the developmental trajectories of dancers in an elite dance company from the perspectives of staff and performers. The research deployed a series of qualitative methods (including observations, interviews, focus groups and audio diaries) to gain an insight into the conditions supporting and / or inhibiting individuals’ progression. The data were initially discussed in the context of two motivational theories (i.e., achievement goal theory, [Nicholls, 1984], and self-determination theory, [Deci and Ryan, 1985]). However, as the thesis evolved, the data increasingly challenged the utility of these respective theories. Subsequently, several sociologically oriented concepts developed by Pierre Bourdieu (1986) were introduced to better make sense of the findings. The introduction of the sociological perspectives was reflective of the evolving nature of the thesis; such an evolution was conceptual, methodological and personal in nature, and was documented in a series of reflexive ‘bridging commentaries’. The final picture that emerges is of an elite context characterised by social dynamism, historicity and complexity. In this regard, the thesis reflects the importance of taking an increasingly ‘social’ view of talent development; one that engages with the culture of an organisation, and how this culture both shapes and is shaped by the individuals who experience it.
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Bolesta, Andrzej. "China as a post-socialist developmental state : explaining Chinese development trajectory". Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/536/.
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This thesis is intended to contribute to the discussion on China’s socio-economic development during the post-socialist period of reform and opening up. It is aimed at providing an explanation of the Chinese contemporary development trajectory, by establishing an institutional and policy model, which China is believed to have been following. This model is also believed to offer some general solutions to the underdeveloped countries in systemic transformation. The thesis argues that China’s post-socialist development trajectory has been determined by the provisions of the Developmental State (DS) model, as far as state development policies, state ideology, and state institutional arrangements are concerned, and to the extent, that China has become a genus of the Post-Socialist Developmental State (PSDS) model – this model being an alternative to the post-socialist neoliberalism. In the course of scholarly enquiry, China’s development trajectory is analysed against the paths of historical developmental states, and against the general and developmental aspects of the process of post-socialist transformation. I start by analysing the features of the historical developmental states and by investigating whether the provisions of the DS model are viable contemporarily and how the model extends to the discussion on China’s development. I then examine China’s post-socialist transformation, partly in its DS context. Next, I analyse the features of China’s development trajectory in comparison with the features of historical developmental states, as far as ideology and political and economic arrangements as well as state development policies are concerned. Finally, based on the previous analyses, I explain the DS-determined postsocialist development trajectory of China, address the causal relation between the DS institutionalisation and post-socialist transformation, and construct the PSDS model, as a general guideline for states in transition.
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Chivers, Clare. "Disorders of sex development : developmental challenges and mothers' experiences of support". Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/12845/.
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An increasing body of research has sought to determine the impact of Disorders of Sex Development (DSD) on the family of the affected child. Little is currently understood about the support needs of the family and how well these needs are met. With a focus on mothers as primary caregivers, Interpretive Phenomenological Analysis was used to analyse semi-structured interviews with eight mothers of children with DSD about their experiences of support. Four master themes emerged which encapsulated the stages in their child’s development when mothers most needed support, the importance of developing an understanding of the child’s condition, the lack of an acknowledgement of the emotional needs of the parent, and the importance of having close and trusted networks for support. Continuity and availability of support were considered important and while all participants prioritised maintaining privacy about the condition, a minority felt that this impacted on the level of support they received. Key periods of time for support were identified and while some felt that they were well supported others felt that their support did not meet their emotional needs. The results were discussed in light of previous research, and the clinical implications considered.
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Lekome, Botsang Patricia. "Professional development of primary school educators through the developmental appraisal system". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.
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