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1
Schöner, Julian. "On Empathy, Memory, and Genetics: What Role Does Human Age Play?" Thesis, Stockholms universitet, Psykologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87168.
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Empathy and memory are two central aspects that make us human. In the following work, I combined these two areas with genetics and asked how they would interrelate against the background of age. At study, 28 younger and 32 older adults went through an item recognition/source memory paradigm with neutral and emotional (i.e., angry) faces. Dispositional empathy was measured using the Interpersonal Reactivity Index (IRI) and the Empathy Quotient (EQ). Further, 13 single-nucleotide polymorphisms (SNPs) from mainly oxytocin receptors (OXTR) were extracted. Results revealed that older adults had a lower score on the Fantasy dimension of the IRI. Younger and older adults did not differ in hit rate, but older adults showed a higher false alarm rate for neutral source memory. For emotional item recognition, older adults showed a higher liberal response bias whereas, for neutral source memory, younger adults showed a higher conservative response bias. For both memory and empathy, main effects and age interactions were found for OXTR rs237887, rs237897, rs2254298, rs4564970, and rs4686302. These findings illustrated the close interconnectivity of memory, empathy, and genetics over the human life span.
2
Moscato, Emily Marie. "Brand Communities and Well-being: Learning to Age in a Red Hat". Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64202.
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The older female segment plays a critical role in society's fabric, as women past retirement volunteer a significant amount in their communities and provide essential caregiving to family members and friends. Moreover, older females outnumber older males and with the baby boomer population aging over 65, this segment is becoming more influential. Yet there is surprisingly little marketing research that focuses on this older female segment, their lived experiences, and their well-being. Working within the tradition of consumer culture theory, this project is an ethnographic exploration of the Red Hat Society (RHS), a brand community which focuses on celebrating older women. This research adds to the theoretical understanding of older female consumers by exploring how older women negotiate the meaning of aging, gender, and identity. Extending on brand community literature, I suggest how the RHS manages to create a supportive, 'safe space' in which members are able to engage play and learning. Play performances, enacted in through costuming and other rituals within the brand community, are extended beyond the bounds of this 'safe space' to influence the identities and well-being of these women.Ph. D.
3
Skalsky, Brown Julie A. "Let’s Play: Understanding the Role and Significance of Digital Gaming in Old Age". UKnowledge, 2014. http://uknowledge.uky.edu/gerontol_etds/6.
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Despite a marked increase in the use of digital games among older persons, there is insufficient research that provides insight into the gaming experiences of this population. A major demographic shift within the senior gaming market has ushered in a new perspective on the use of digital games as a tool for physical and cognitive health, and improved socialization. It is proposed that individual notions of play, which are developed over the life course, influence digital game play engagement and interaction preferences, and contribute to well-being. This study explored how self-perceptions of play over the course of the senior gamer’s life influence digital game engagement. Because the emerging area of senior gaming lacks theoretical structure, grounded theory methodology was employed. A qualitative study based on semi-structured interviews of aging gamers was conducted. A total of forty participants (age 44 to 77 with a digital gameplay average of 11 hours per week) were identified and interviewed with the aid of an interview guide. Designed with a life course perspective in mind, this guide sought to explore each participant’s perception of play, personal forms of play throughout their life, and the role of digital games as a component of play in old age. Transcription and analysis (open, axial, and selective coding utilizing the method of constant comparisons) was employed throughout the entire interview process. Findings indicated that digital gaming is a valued form of play and a means for play continuity. An analysis of emergent themes led to the development of a theory that emphasizes three domains: ability, motivation, and experience. Two theoretical models that represent the static and dynamic nature of these domains within the life of a gamer demonstrate the theory. This theory provides understanding of the key factors that influence gameplay, which has the potential of being applied toward the development of better age- and ability-appropriate digital games for aging gamers.
4
Whitworth, Bernadette Ann. "Exploring Age Cohort Differences in Childhood Nature Experiences and Adult Feelings of Connection to Nature". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1367359205.
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Tjernberg, Wilmer. "Tabletop game player experience in the age of digitization : Social and material aspects of play". Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20134.
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This thesis explores physical and social aspects of playing tabletop games physically versus remotely. It also examines the experiences of contemporary players of tabletop games, with focus placed on play during the COVID-19 pandemic. The report begins with an explanation of tabletop games, including social and material aspects as examined in previous work. To explore the thesis’ problem area, several tabletop game players were interviewed, resulting in a number of recurring themes. The interview results suggest that social rituals and material aspects of tabletop games are highly important to players. This has implications for the future of tabletop games, many of which are discussed in the text.
6
Gonzalez, Azucena. "The Role Gender and Age Play in Hispanic Patients in Response to a Biased Physician". Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/320118.
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Snyman, Lourien. "Physical activity and homocysteine in Tswana adolescents : the play : study / L. Snyman". Thesis, North-West University, 2008. http://hdl.handle.net/10394/4319.
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Crane, Renee. "IAOx pathway metabolites play a protective role during age-related developmental leaf senescence in Arabidopsis thaliana". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099865.
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During leaf senescence nutrients are mobilized towards newly developing vegetative and reproductive structures. The IAOx pathway that produces auxin and defense molecules [indole glucosinolates (IGs) and camalexin] is up-regulated during senescence. To investigate the role of the IAOx metabolites we isolated two independent cyp79B2/cyp79B3 double mutants, which are deficient in IGs and camalexin and had reduced auxin levels. Chlorophyll, protein, and gene expression data indicate that cyp79B2/cyp79B3 mutants display early leaf senescence. Furthermore, leaves accumulated higher levels of hydrogen peroxide and seed production was significantly reduced. Auxin signaling at hydathodes and vascular tissue decreased as leaves aged, even though endogenous auxin levels increased. Since CYP79B2/CYP79B3 play only a minor role in auxin synthesis, it is most likely that IGs and/or camalexin are playing a protective role during age-induced developmental leaf senescence. Identifying molecules that slow down the rate of senescence may allow for genetic manipulation to increase nutritional value and crop yield
9
Kane, Eva. "Playing practices in school-age childcare: : An action research project in Sweden and England". Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-120283.
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Playing is a common part of children’s leisure time, and with children spending an increasing amount of this time in school-age childcare, in both Sweden and England, staff have the responsibility to facilitate play. The way play is conceptualised by staff may lead to different aspects of play being facilitated. These play practices are enabled and constrained by the arrangements of what this dissertation calls the school’s play practice architecture, i.e. where play practices are intertwined with a school’s practice architecture. The aim of the research was to explore how staff talked about play and how to facilitate it, how concepts of play contributed to different play practices and how it might be possible to transform play practice architectures. The research draws on conversations with staff in school-age childcare settings in two Swedish and one English school during an action research project. Just as action research was used to disturb and change practice in order to understand it, concepts from Deleuze and Guattari’s philosophy (1980/2004) were put to work to disturb taken-for-granted concepts of play in order to explore how play works. Article I explores what the staff talked about in relation to play and its facilitation. The conclusion is that the ability of staff to interpret children’s play as children exploring their agency is crucial when facilitating play in a learning institution. Article II examines some discursive orders about play in school-age childcare and goes beyond them by conceptualising playing as becoming-different. The article argues that when foregrounding play, staff recognised children and themselves as becoming-players. Article III investigates how to think practice as constant change. For any practice, planning is required, and yet the unexpected keeps happening. When playing was conceptualised as a “What If? As If” approach, which allowed for potentialities to become actualised, then this approach was also useful as an approach in practice. The analysis suggests that when engaging in a playing practice, practitioners develop new knowledge and simultaneously change social situations. The practice of playing, whether intentional or unintentional, can not only disturb but also transform play practice architectures. The practice of playing is sensitised to the disturbances caused by playing and also puts itself “in play”. This opens up for a continuous de- and reterritorialisation of play and playing in school-age childcare practice.
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Lampard, Kathryn Mary. "The effects of novel objects and age on the play behaviour of cotton-top Tamarins (Saguinus oedipus) /". Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09SPS/09spsl237.pdf.
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Alvarez, 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.
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The demographics in the United States continue to show a dramatic increase of immigrant students who speak a language other than English at home (Smitherman; U.S. Census); however, schooling ideologies and practices continue to treat developing bilingualism as a detriment to students entering school rather than a resource (Canagarajah; Heath; Matsuda; Valdés et al; Richardson; Santa Ana; Street). In this case study, conducted in the “Nuevo New South” (Mohl; Rich and Miranda), I observed how bilingual music and play in school-like settings can promote bilingual literacy practices and bridge gaps between traditional schooling practices and communities ways of languaging. Engaging in structured music and play practices creates spaces that can generate moments of felicidad and meta-construction of heritage language users as bilinguals.
12
Ladd, Adam J. "Bernini's Cornaro Chapel: Visualizing Mysticism in the Age of Reformation". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342488915.
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Bergman, Shelley E. "An integrative account of preschoolers' pretend-play narratives, the mediating impact of age, toy structure, and social knowledge". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64798.pdf.
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Heichler, Kate. "More than a new song new approaches to worship for the age-old church /". Theological Research Exchange Network (TREN) Access this title online. Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Muhammad, Yvonne Jean. "Low-income African American parents' views about the value of play for their preschool age children in Head Start". Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-11172009-192120.
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Thesis (Ph. D.)--Florida State University, 2009.Advisor: Marsha Rehm, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed on April 19, 2010). Document formatted into pages; [contains ix, 81 pages]. Includes bibliographical references.
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Wakerley, Eleanor. "The use of squiggling : a play technique as a diagnostic aid in the assessment of secondary school-age children with Asperger syndrome". Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/2930.
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Winnicott’s (1968, 1993) play technique squiggling was piloted as a measure of creative thinking abilities and a potential diagnostic aid in the assessment of Asperger syndrome. The internal consistency and inter-rater reliability of squiggling was found to be acceptable. Mixed results were found between the six subscales in terms of concurrent validity with the Torrance Tests of Creative Thinking (TTCT: Torrance, Bal & Safter, 2008). Squiggling subscales Elaboration and Imagination showed signs of psychometric strength. However, Fluency and Originality require revision. Concurrent validity of the subscales Flexibility and Integration were not established. A matched-participants design enabled testing of hypothesised differences in creative thinking abilities with children with Asperger syndrome using the TTCT (Torrance et al., 2008): Abstractedness, Fluency, Originality, Integration, Elaboration, Resistance to Premature Foreclosure and Flexibility. Children with Asperger syndrome demonstrated a significantly higher level of elaboration and abstract imagination in their drawings relative to a comparison group of typically-developing children matched on age, visual motor integration ability and non-verbal IQ. Findings indicate partial support for the Weak Central Coherence Theory (Shah and Frith, 1983) and Leslie’s (1987) Meta-Representational Deficit hypothesis. Children with Asperger syndrome demonstrated understanding and expression of abstract concepts as graphical representations, thereby supporting their use in clinical assessments and interventions. No support was found for the Executive Dysfunction Theory (Pennington & Ozonoff, 1996) or for the Hyper-Systemising Theory (Baron-Cohen, 2006). Some limitations include the heterogeneity of the clinical group, and the possible confounding effects of verbal intellectual abilities, extrinsic rewards and performance anxiety. Major strengths of the study include a successful matching procedure and the finding of group differences with large effect sizes on particular creative thinking abilities.
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Cohn, Debra S. "Play activity with anatomically correct dolls : is there a difference between preschool age children referred for sexual abuse and those not referred? /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596307358859.
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Camarata, Joseph. "Video Game Engagement, Gender, and Age: Examining Similarities and Differences in Motivation Between Those Who May or May Not Play Video Games". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3260.
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This research aims to fill a research gap by examining video games to explore whether gender, age, or hours played per week would exert any influence on the information of those who may or may not play video games. Mood Management Theory and Uses and Gratification Theory were used as the theoretical foundation for this study. Four-hundred-three East Tennessee State University students who received the survey via email were asked to voluntarily participate in a survey about their motivations behind playing video games. Results from MANOVA showed that the motivations of male participants on video games were significantly higher than were female participants on video games. Moreover, those who claimed to play five or more hours of video games per week were significantly higher than those who claimed to play zero hours per week.
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Garza, Yvonne. "Effects of Culturally Responsive Child-centered Play Therapy Compared to Curriculum-based Small Group Counseling with Elementary-age Hispanic Children Experiencing Externalizing and Internalizing Behavior Problems: a Preliminary Study". Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4707/.
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This study was designed to determine the effectiveness of culturally responsive child-centered play therapy when compared to a curriculum-based small group counseling intervention as a school-based intervention for Hispanic children experiencing behavioral problems that place them at risk for academic failure. Specifically, this study measured the effects of the experimental play therapy treatment, compared to Kids' Connection, on reducing Externalizing and Internalizing behavior problems of elementary school-age Hispanic children. Twenty-nine volunteer Hispanic children were randomized to the experimental group (n=15) or the comparison group (n=14). Subjects participated in a weekly 30 minute intervention for a period of 15 weeks. Pre- and posttest data were collected from parent and teachers using the Behavior Assessment Scale for Children (BASC). A two factor mixed repeated measures analysis of variance was computed for each hypothesis, to determine the statistical and practical significance of the difference in the pretest to posttest behavior scores of children in the two groups. According to parents' reports, the children receiving play therapy showed statistically significant decreases in externalizing behaviors problems, specifically conduct problems, and moderate improvements in their internalizing behavior problems, specifically anxiety. Teacher BASC results showed no statistical significance and negligible-to- small practical significance between the two groups at posttest as a result of treatment; however, problems with integrity of data collection of teacher BASCs were noted. This study determined that, according to parents' reports, culturally responsive child-centered play therapy is an effective intervention for school-aged, Hispanic children referred for behavioral problems that have been shown to place them at risk for both academic failure and future, more serious mental health problems. Additionally, culturally responsive considerations regarding counseling Hispanic children and families were explored. This was a progressive research study that, according to a review of the literature, is the first of its kind to focus on the effects of culturally responsive child-centered play therapy treatment with Hispanic, Spanish-speaking children.
20
McErlain, Katie J. "Female role-play in Golden Age drama : the approach of Calderón with comparative perspectives on Shakespeare and Sor Juana Inés de la Cruz". Thesis, Swansea University, 2018. https://cronfa.swan.ac.uk/Record/cronfa48162.
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This thesis examines a selection of Calderón's comedias de capa y espada and serves primarily to draw attention to the heroines of these plays both as individuals and as damas tramoyeras, artful figures in the best sense, whose various meta-dramatic capacities illustrate gender issues pertinent to Calderón and his society. My objective is to indicate why these female figures are significant in their own right, and in addition, to use their example as a means to widen an appreciation and understanding of the role of women in Calderonian drama in the broader sense. I shall demonstrate how women in his dramas function not at a secondary level, but as central figures who are uncannily modern in their outlook and behaviour. The four Calderonian capa y espada plays and their leading heroines chosen for analysis are (in the order in which they appear in the thesis): Clara of Mañanas de abril y mayo (1634), Marcela of Casa con dos puertas mala es de guardar (1629), Ángela of La dama duende (1629), and Laura of El secreto a voces (1642). My analysis of these heroines is underpinned by theories on comedy, irony and meta-theatre and draws upon perspectives on veiling (seventeenth-century and modern), the position of Golden Age actresses, cross-cultural comparative approaches to the comic heroines of the English dramatist Shakespeare and the Mexican writer Sor Juana Inés de la Cruz, as well as on contemporary feminist ideas and argumentation.
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Pretorius, Rachelle Ann. "Body composition and systematic low-grade inflammation in children : the PLAY study / Rachelle A. Pretorius". Thesis, North-West University, 2006. http://hdl.handle.net/10394/1096.
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Background: Obesity-related diseases are arising as a major problem among children. inflammation
has recently been identified to play an important role in the relationship between obesity.- as well as
stunting-related diseases.
Objectives: The aim of this study was to assess the association between serum tumour necrosis factor-alpha
(TNF-α), interleukin-6 (IL-6) and C-reactive protein (CRP) concentrations and a variety of
cardiometabolic and anthropometric indices of children in a township outside Potchefstroom, South
Africa.
Methods: Blood samples of 115 girls and 78 boys (mean age 15.6 ± 1.35) in the Physical Activity in
the Young (PLAY) study were cross-sectionally analysed. Trained fieldworkers collected the
demographic, Tanner growth stage and habitual physical activity information. Physiologists measured
the children’s blood pressure. Anthropometric measurements were taken by. trained post-graduate
students with level 1 or 2 qualifications in anthropometrics. A standard test battery was administered
by trained postgraduate students in Human Movement Science to assess muscular strength. flexibility
and endurance of the children. Blood samples were collected, centrifuged and stored frozen until
further analyses.
Results: Stunted girls had a significantly higher serum TNF-α concentration than the non-stunted girls
(p=0.03). The factor analyses showed that the inflammatory. status clustered with the height for age-z-scores
(HAZ) scores and the waist-hip-ratio (WHR). The HAZ-score of the over-fat boys (- 1.46) was
significantly smaller than the lean boys (- 1.14, p=0.0 1). whereas the over-fat girls had a trend for a
smaller HAZ-score (-1.07) than the lean girls (-0.89). No significant differences were found between
the over-fat and the lean children-s inflammatory status. TNF-α and CRP levels tended to be higher in
the over-fat children than in lean children. The girls' scrum IL-6 and CRP concentrations correlated
significantly with their body mass index (BMI) and WHR (p<0.05 )and their TNF-α and IL-6
concentrations correlated significantly with their WHR (p<0.01 and p<0.05, respectively).
Conclusion: In comparison to the non-stunted girls, stunted girls had a statistically significantly higher
TNF-α concentration. Unusual fat distribution that is found in over-fat and stunted children may be
associated with low-grade inflammation in children. More research is needed on these associations with
markers of inflammation in a long-term longitudinal study.Thesis (M.Sc. (Nutrition))--North-West University, Potchefstroom Campus, 2007.
22
Moriarty, Kristen S. "Reading buddies : cross-age tutoring as empowering pedagogy for young English language learners". Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760964.
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Globalization, and the movement of workers in the high technology industries of Silicon Valley have far reaching effects on the school systems which serve their children. This study takes place in a neighborhood public school in the heart of the area known as Silicon Valley, California, during the early implementation of the Common Core State Standards. During the time of this study, the student population in the valley was growing in number and diversity due to the impact of developments in the high technology industries in the valley, and the education system was recovering from drastic budget cuts as well as embracing a nationwide curriculum movement aimed at more standardization, high-stakes testing, and accountability. As the teacher in the role of participant observer and researcher, employing ethnographic methods of data collection, including video recordings, observations, interviews, and reflective journals and video journaling, student interactions were recorded and analyzed through the application of Bernstein’s theories of pedagogic interactions as well as sociocultural learning theory and the work of Vygotsky. The results indicate that Reading Buddies could be an example of an ‘empowering pedagogy’ which gives linguistically and socially marginalized children a voice in an educational milieu driven by high stakes testing and accountability with an emphasis on the use of English. The study highlights strategies used by young children acquiring English as an additional language to interact with and co-construct meaning of English language texts during weekly Reading Buddy sessions. Seeing the diversity found in the classrooms as a strength and benefit to the education system, this study explores how allowing space for children to bring every day knowledge, home languages, and personal experiences into literacy practices impacts their interactions with English Language texts.
23
Celic, Katarina. "Teacher and parents implemented interventions targeting symbolic play of preschool aged children with Autism spectrum disorder". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35942.
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The estimated prevalence of Autism spectrum disorder (ASD) in 2007 was approximately 6,5-6,6 per 1000 children. Symbolic play is, one of the diagnostic criteria in the cases of ASD. In preschool, symbolic play is predominant form of play. However, children with ASD show lower levels of symbolic play. It takes them more time to start with symbolic play and have problems in performance of it. Nevertheless, they might even never develop symbolic play skills. The need for interventions targeting symbolic play of children with ASD is increasing. Generally speaking, there appear to be very limited number of symbolic play interventions for children with ASD. Even if done, most have been performed in laboratory conditions. The interventions that have been undertaken to support symbolic play have taken form of being child centered, peer mediated or adult mediated, with emphasized role of caregivers as interventionists. The aim of this systematic literature review is to address parents and teachers implemented interventions targeting symbolic play of preschool aged children with ASD, with an emphasis on characteristics of these interventions and pretend play sequences. Findings reveal that interventions implemented by either parents or teachers in natural environment give positive outcomes in terms of symbolic play and its instances of preschool aged children with ASD. The review presented a limited number of studies dealing with this kind of interventions. Since all interventions show that symbolic play can be facilitated in this population, special attention should be payed to the methods used to improve symbolic play behaviours and defining and dividing symbolic play. More focus should be put on implementing interventions targeting symbolic play of children with ASD by caregivers, i.e. parents and teachers, in natural context. Inclusion of peers in these kinds of interventions emerges as possible and potentially successful as well.The estimated prevalence of Autism spectrum disorder (ASD) in 2007 was approximately 6,5-6,6 per 1000 children. Symbolic play is, one of the diagnostic criteria in the cases of ASD. In preschool, symbolic play is predominant form of play. However, children with ASD show lower levels of symbolic play. It takes them more time to start with symbolic play and have problems in performance of it. Nevertheless, they might even never develop symbolic play skills. The need for interventions targeting symbolic play of children with ASD is increasing. Generally speaking, there appear to be very limited number of symbolic play interventions for children with ASD. Even if done, most have been performed in laboratory conditions. The interventions that have been undertaken to support symbolic play have taken form of being child centered, peer mediated or adult mediated, with emphasized role of caregivers as interventionists. The aim of this systematic literature review is to address parents and teachers implemented interventions targeting symbolic play of preschool aged children with ASD, with an emphasis on characteristics of these interventions and pretend play sequences. Findings reveal that interventions implemented by either parents or teachers in natural environment give positive outcomes in terms of symbolic play and its instances of preschool aged children with ASD. The review presented a limited number of studies dealing with this kind of interventions. Since all interventions show that symbolic play can be facilitated in this population, special attention should be payed to the methods used to improve symbolic play behaviours and defining and dividing symbolic play. More focus should be put on implementing interventions targeting symbolic play of children with ASD by caregivers, i.e. parents and teachers, in natural context. Inclusion of peers in these kinds of interventions emerges as possible and potentially successful as well.
24
Dawkins, Narelle. "The effects of age, sex and dominance on the play behaviour of a captive group of lion-tailed macques (Macaca silensus) : a sociobiological approach /". Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psd271.pdf.
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DeMers, Sean David. "Great emergencies". Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/3069.
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In 1881 an assassin's bullet changes the course of American history. Could it be that Julia Sand was the only one to foresee the destiny of the country? Familiar with now President Arthur's exclusionary politics, Julia writes and urges the President to reform his ways and unite the Republican Party. Great Emergencies is a stage play about the lavish dangers of The Gilded Age, but ultimately a cautionary tale about those of us whose voices are doomed to be forgotten because of the ephemeral and apathetic nature of human history.
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Hanemann, Felizia [Verfasser], Axel [Akademischer Betreuer] Börsch-Supan, Joachim [Gutachter] Winter e Axel [Gutachter] Börsch-Supan. "Labor market inactivity and health in old age : What role do institutional, occupational and social factors play? / Felizia Hanemann ; Gutachter: Joachim Winter, Axel Börsch-Supan ; Betreuer: Axel Börsch-Supan". München : Universitätsbibliothek der TU München, 2018. http://d-nb.info/1154931773/34.
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Hanemann, Felizia Verfasser], Axel [Akademischer Betreuer] [Börsch-Supan, Joachim [Gutachter] Winter e Axel [Gutachter] Börsch-Supan. "Labor market inactivity and health in old age : What role do institutional, occupational and social factors play? / Felizia Hanemann ; Gutachter: Joachim Winter, Axel Börsch-Supan ; Betreuer: Axel Börsch-Supan". München : Universitätsbibliothek der TU München, 2018. http://nbn-resolving.de/urn:nbn:de:bvb:91-diss-20180221-1416499-1-5.
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Thies-Brandner, Yvonne Verfasser], Margrit [Akademischer Betreuer] Schreier, Klaus [Akademischer Betreuer] Boehnke e Dagmar [Akademischer Betreuer] [Unz. "Let's Play it Safe! Entertainment-Education in the Digital Age : Developing and Testing a Digital Entertainment-Education Game about HIV/AIDS Protection for Female Adolescents / Yvonne Thies-Brandner. Betreuer: Margrit Schreier. Gutachter: Margrit Schreier ; Klaus Boehnke ; Dagmar Unz". Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2014. http://d-nb.info/108729519X/34.
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Dafoe, Eric C. "The Effectiveness of Peer Mentoring with High School Student Mentors and Child Mentees". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062894/.
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This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.
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BIANCHI, ILARIA. "Il ragionamento mentale e la condivisione dei significati: fattori di sviluppo e fattori interpersonali che influiscono sulla comprensione degli altri in età prescolastica". Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/313.
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La capacità di capire la mente e di predire il comportamento in età prescolastica si basa su concetti mentali o i bambini capiscono gli altri costruendo significanti nell'interazione senza elaborare una formale teoria della mente – TOM? Studio 1: l'analisi coi modelli di Rasch delle performance di 141 bambini alla versione italiana della TOM Scale (Wellman, Liu, 2004) rileva la sequenza: desideri – credenze – emozioni. I risultati vengono letti nei termini della crescente capacità dei bambini a considerare prospettive diverse, e non solo in termini di sviluppo concettuale. Sudio 2: la codifica delle interazioni di 72 bambini nel gioco di finzione (con una griglia appositamente costruita) mostra un progresso nella costruzione collaborativa dei significati solo parzialmente associato alle abilità TOM e individua nella calma un correlato del successo TOM. studio 3: dall'intervista di 36 madri emerge un legame tra mindfulness materna e calma dei bambini, e tra mind-mindedness e mentalità psicologica materne e capacità di ragionamento mentale dei bambini. La letteratura e i risultati del presente lavoro portano a riconoscere che l'esperienza interpersonale sostiene lo sviluppo del ragionamento mentale e suggeriscono che future valutazioni della capacità di capire la mente coinvolgano più direttamente i bambini di quanto facciano gli attuali strumenti formali.Do preschoolers need mental concepts in order to reason and predict behavior, or do they construe meaning within interactions and do not need to build formal theories of mind - ToM? In study 1, the Rasch analysis of 141 children's performances on the Italian version of the ToM Scale (Wellman, Liu, 2004) shows a progression of understanding from desire, to belief to emotion. Results are discussed in terms of children's increasing experience at dealing with different perspectives that interacts with conceptual development. In study 2, the observation of 72 preschoolers' dyadic play interactions (coded with an exhaustive scheme developed ad-hoc) shows progress in children's collaborative construction of meaning, partially independent from abilities measured by the ToM Scale, and finds calmness as a correlate of ToM success. In study 3, the interview of 36 mothers reveals that maternal mindfulness is related to children's calmness and that maternal mind- and psychological mindedness are associated with children's facility at reasoning about the mental world. The theoretical review and empirical evidence collected lead to recognizing the role played by interpersonal and interactive experiences in framing mental reasoning, and suggest that future research measure social understanding in more participative, subjective situations than current formal assessment.
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BIANCHI, ILARIA. "Il ragionamento mentale e la condivisione dei significati: fattori di sviluppo e fattori interpersonali che influiscono sulla comprensione degli altri in età prescolastica". Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/313.
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La capacità di capire la mente e di predire il comportamento in età prescolastica si basa su concetti mentali o i bambini capiscono gli altri costruendo significanti nell'interazione senza elaborare una formale teoria della mente – TOM? Studio 1: l'analisi coi modelli di Rasch delle performance di 141 bambini alla versione italiana della TOM Scale (Wellman, Liu, 2004) rileva la sequenza: desideri – credenze – emozioni. I risultati vengono letti nei termini della crescente capacità dei bambini a considerare prospettive diverse, e non solo in termini di sviluppo concettuale. Sudio 2: la codifica delle interazioni di 72 bambini nel gioco di finzione (con una griglia appositamente costruita) mostra un progresso nella costruzione collaborativa dei significati solo parzialmente associato alle abilità TOM e individua nella calma un correlato del successo TOM. studio 3: dall'intervista di 36 madri emerge un legame tra mindfulness materna e calma dei bambini, e tra mind-mindedness e mentalità psicologica materne e capacità di ragionamento mentale dei bambini. La letteratura e i risultati del presente lavoro portano a riconoscere che l'esperienza interpersonale sostiene lo sviluppo del ragionamento mentale e suggeriscono che future valutazioni della capacità di capire la mente coinvolgano più direttamente i bambini di quanto facciano gli attuali strumenti formali.Do preschoolers need mental concepts in order to reason and predict behavior, or do they construe meaning within interactions and do not need to build formal theories of mind - ToM? In study 1, the Rasch analysis of 141 children's performances on the Italian version of the ToM Scale (Wellman, Liu, 2004) shows a progression of understanding from desire, to belief to emotion. Results are discussed in terms of children's increasing experience at dealing with different perspectives that interacts with conceptual development. In study 2, the observation of 72 preschoolers' dyadic play interactions (coded with an exhaustive scheme developed ad-hoc) shows progress in children's collaborative construction of meaning, partially independent from abilities measured by the ToM Scale, and finds calmness as a correlate of ToM success. In study 3, the interview of 36 mothers reveals that maternal mindfulness is related to children's calmness and that maternal mind- and psychological mindedness are associated with children's facility at reasoning about the mental world. The theoretical review and empirical evidence collected lead to recognizing the role played by interpersonal and interactive experiences in framing mental reasoning, and suggest that future research measure social understanding in more participative, subjective situations than current formal assessment.
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Wack, Elizabeth. "CYBER SEXY:ELECTRONIC GAME PLAY AND PERCEPTIONS OF ATTRACTIVENESS AMONG COLLEGE-AGED MEN". Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2777.
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The current study was conducted to determine whether or not electronic gaming is related to the formation of certain body ideals and appraisals of attractiveness. A sample of 219 college-aged males (age 18 to 32) completed a variety of measures designed to gather information about their game play habits, their perceptions of their own attractiveness (MBSRQ, SMAQ), and their perceptions of women's attractiveness (BCRS, FRS, photographs of women of different BMIs). Results indicate that men's ratings of women's attractiveness vary across the genres of games most frequently played but that frequency of play and age of commencement of game play are not related to self-perceptions of physical attractiveness, the association of positive attributes with muscularity, or the drive to become more muscular. However, results suggest that men's appearance satisfaction and the degree to which they value muscularity are influenced by the extent to which they compare their own appearance to that of the characters they play in the games. Results indicate that unlike other forms of media, electronic gaming is not related to decreased appearance satisfaction in players or the formation of unrealistic standards of attractiveness for women.M.S.
Department of Psychology
Sciences
Psychology PhD
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Wallace, Claire E. "Pretend Play and Resiliency: A Follow-Up Study of School-Aged Children". Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1370538072.
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Meany-Walen, Kristin K. "Adlerian Play Therapy: Effectiveness on Disruptive Behaviors of Early Elementary-Aged Children". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30494/.
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Approximately 20% of children experience serious mental health problems severe enough to meet diagnosis criteria, and less than one third of these children receive the services they need. Identifying effective school-based counseling interventions provides a viable and accessible solution, especially for families with financial barriers. This randomized, controlled outcome study examined the effectiveness of Adlerian play therapy (AdPT) compared to reading mentoring (RM) with 58 kindergarten through third grade students who qualified with clinical levels of disruptive behavior in the classroom. Participants were identified as 48% Latino, 33% European American, and 19% African American. Approximately four-fifths of participants were male. Children were randomly assigned to AdPT (experimental group) or RM (active control group) for 16 sessions of treatment. Children in both groups participated in twice weekly, individual, 30-minute interventions that took place in their schools. Results from a two (group) by two (repeated measures) split plot ANOVA indicated that, compared to the RM group over time, the AdPT group demonstrated statistically significant improvement on (a) disruptive behaviors in the classroom, as directly observed by objective raters and as reported by teachers, and (b) stress in the teacher-child relationship, as reported by teachers. Teachers and observers were blinded to children's treatment group assignment. AdPT demonstrated moderate to large effect sizes on all measures, indicating the practical significance of treatment. Further, 72% of children receiving AdPT improved from clinical/borderline levels of disruptive behavior problems to more normative functioning post-intervention, demonstrating the clinical significance of results. Whereas further research is warranted, results from this preliminary study are promising and support the use of AdPT in elementary schools to meet the needs of children exhibiting disruptive classroom behavior.
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Jacobson, Gilbert R. "An analysis of the decisions of New York State school districts to accept or reject the State's early retirement incentive plan /". Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10692265.
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Celic, Katarina. "Through the parents' and educators' eyes: Play of preschool aged children in need of special support". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40784.
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Play is the primary activity of childhood. It is connected to other areas of child’s development, therefore through play, children improve skills and abilities. The most common categorization of play is into the developmental and social aspect of play. The highest level of play is achieved when the true social play occurs. The ideal setting for social play to occur is early childhood education and care (ECEC) institutions. ECEC in Croatia is striving for inclusion of children with difficulties/special needs, as stated in Croatian ECEC leading documents. In this study, these children will be referred to as children in need of special support since is perceived that name reflects the bio-psycho-social model of disability that recognizes issues in child´s functioning, apart from the child itself, coming from the environment. All the services, for children in need of special support, including ECEC are disability-based. It has been found that children in need of special support experience problems during play which affects other domains of development. The purpose of the study is to investigate play of children in need of special support and the factors, i.e., facilitators and barriers for their play. Play of the children in need of special support is chosen to be explored through the perception of their parents and educators with the use of the grounded theory approach. After collecting data through interviews and preformed data analysis, characteristics of play children in need of special support display together with the factors that affect play positively or negatively emerged. Factors were found to affect children’s play directly or indirectly. The most outstanding facilitators for children’s play were found to be the parents’ and educators’ actions and attitudes regarding the importance of play. The most substantial barriers were found to lie in the children’s characteristics concerning play which were tended to be perceived as consequences of their difficulties and diagnosis-based educational and social systems. Furthermore, the schooling system forcing ECEC institutions to focus on early preparedness for academic success, putting play aside emerged as a notable barrier for the play.
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Lee, Eun-Yeop. "Measuring Social Competence in Preschool-Aged Children Through the Examination of Play Behaviors". Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3935.
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For young children, a primary component of social competence is establishing effective interactions with peers during play. To inform the development of practices that promote this competency starting in early childhood, quality assessment measures are needed. These instruments must have the capacity to establish linkages between the home and school as well as utilizing multiple informants. A promising early childhood assessment measure is the Penn Interactive Peer Play Scale (PIPPS), which is a rating scale created with parent and teacher versions. Previous research has established its validity for preschoolers from among various populations.
The purpose of this study was to examine the validity of the PIPPS system in a population of preschool children, by investigating: (1) the concurrent validity of parent and teacher versions of the PIPPS and a standardized assessment measure of social competence (PKBS-2 Social Skills Scale); (2) the relationship between teacher/parent ratings and child gender; (3) the relationships between the teacher and parent versions of vi the PIPPS; and (4) the predictive validity of teacher and parent ratings on the PIPPS and PKBS-2 with level of communication between the two parties.
To meet inclusion criteria, teachers and parents had to have contact with preschool students ages 3-5 years enrolled in a preschool classroom for at least 4 months, and who were proficient in either English and/or Spanish. In total, across the three participating preschool centers, 50 students were found eligible to participate in this study and 32 students returned with completed packets parent rating scales (64%).
Results indicated some relationship between the parent and teacher versions of the PIPPS and PKBS-2 Social Skills rating systems as well as the influence of communication level. However, there were no statistically significant findings for the influence of gender on these ratings. There were several limitations to the external validity of the results of this study. Limitations included sample bias and the use of self-report questionnaires. Implications and future directions for research are discussed.
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Doernberg, Ellen Ann. "A PLAY INTERVENTION FOR SCHOOL-AGED CHILDREN WITH HIGH-FUNCTIONING AUTISM SPECTRUM DISORDER". Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1575652159344106.
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Drown, Kimberly K. Cloward. "Dramatic Play Affordances of Natural and Manufactured Outdoor Settings for Preschool-Aged Children". DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2185.
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Concern for child wellness has led play professionals to explore natural playscapes as a means to enhance free play and consequently child development. For preschool-aged children, dramatic play is a particularly valuable free play that advances cognitive skills, social skills, and emotional intelligence. This study compared thedramatic play affordances of natural and manufactured outdoor play settings to determine which afford the most dramatic play for preschool-aged children. Twenty-four 3- to 5- year-olds were observed during daily playtime on a “natural playground” and an equipment-based “manufactured playground.” Behavior mapping identified settings that afforded the most solitary dramatic, sociodramatic, and complex sociodramatic play. The study suggests that environments designed with child-scale constructive play props, a sense of enclosure, and natural surroundings are more likely to support complex dramatic play. Intentional inclusion of these design elements may afford greater dramatic play in the preschool play yard.
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Anderson, Kelly King. "Pretend Play at Home: Creating An Educationally Enriched Environment for Emergent Literacy Among Preschool-Aged Children". Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd962.pdf.
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SILVA, DENNIS C. JR. "GREEN VALLEY: RECREATION RETIREMENT COMMUNITY & AGE SPECIFIC DEMOGRAPHIC PROJECTION PLAN FOR GREEN VALLEY, ARIZONA". The University of Arizona, 1998. http://hdl.handle.net/10150/555296.
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Ågren, Ylva. "Barns medierade värld : syskonsamspel, lek och konsumtion". Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-115397.
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This thesis focuses on sibling interaction and children’s everyday media practices in their homes. Ten sibling pairs, aged four to nine years, have been followed in their homes during a six-month period with media ethnographic methods. The data mainly consist of video recorded sibling interactions. The thesis draws on sociocultural theories, cultural sociological perspectives and insights from social interaction research. The analyses are grounded in the social interaction and meaning making acts that take place in media activities in the home settings. However they also extend to a broader societal context, in order to show how social structure and social action are constantly interwoven in children’s lives. The thesis documents how the media represent an important part of the child's everyday culture. Media create key reference frames and common platforms for the children’s games and play activities. The siblings use media and various artifacts to negotiate, challenge or assume desirable positions. Media artefacts can also be used as a way to present oneself. The younger siblings progressively work their way into the older siblings’ media landscapes, and the elder siblings become guides or role models in handling video games, music, and YouTube activities. In addition to purely practical skills when it comes to handling the technical equipment, the older siblings also mediate local taste hierarchies, norms, and values. The thesis also describes how children are social actors who interpret and reinterpret the constant ongoing movements in the media landscape. Moreover, the thesis highlights how consumption is closely linked to media practices. Mobiles, games consoles and membership on virtual gaming sites become highly valued phenomena and status markers in children’s media worlds.Detta arbete undersöker hur syskon samspelar och skapar mening och social ordning inom ramen för olika mediepraktiker. Med hjälp av medieetnografiska metoder har 14 barn i åldrarna fyra till nio år (tio olika syskonkonstellationer) följts i hemmiljö under en halvårsperiod. Materialet består främst av videoinspelad interaktion. Avhandlingen bygger på sociokulturella och kultursociologiska perspektiv, där individen ses som en aktiv, meningsskapande och samspelande aktör som påverkar och påverkas av sin sociala och kulturella kontext. Analysen är i huvudsak relaterad till de handlingar som äger rum i lokalt situerade aktiviteter och undersöker vad syskonen gör med medier i olika verksamheter, men visar även hur samhällelig kontext och barns aktörskap är parallella aspekter i barns liv. Avhandlingen synliggör hur medier utgör en stor och viktig del av barns vardagskultur. Medier är självklara referensramar och skapar gemensamma plattformar för barnens samtal och lekar. Syskonen använder medier och olika artefakter för att förhandla, utmana eller fördela positioner. Småsyskonen tar sig successivt in i de äldre syskonens medielandskap, medan de äldre ofta blir ledstjärnor eller ger sig själva tolkningsföreträde. Vidare visas hur kunskapsförmedling är ett väsentligt inslag mellan syskon. Utöver rent praktiska färdigheter i hur de tekniska apparaterna ska hanteras, förhandlas även smak, normer, värderingar och tillgång till symboliskt kapital. Spel, musik, TV, YouTube och medieartefakter används som resurser för självpresentation. Analyserna pekar på barnens aktörskap; barnen tolkar, omtolkar, utmanar och förhandlar innebörder och föreställningar om vad som är kultur för barn. Avhandlingen belyser även hur konsumtion intimt hänger samman med mediepraktiker. Mobiler, spelkonsoler och medlemskap på virtuella spelsidor blir åtråvärda artefakter och statusmarkörer i barnens medievärldar.
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Boxberger, Karolina, e Anne Kerstin Reimers. "Parental Correlates of Outdoor Play in Boys and Girls Aged 0 to 12: A Systematic Review". MDPI AG, 2019. https://monarch.qucosa.de/id/qucosa%3A33160.
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Outdoor play is one major source of physical activity (PA) in children. In particular, parents act as gatekeepers, because they can enable their children’s outdoor play. This systematic review aims to provide an overview of parental correlates of outdoor play. A systematic literature research of six electronic databases (ERIC, PsycARTICLES, PsycINFO, PubMed/Medline, SCOPUS, and Web of Science Core Collection) was conducted with previously defined search terms, focusing on children 0–12 years old. In total, 1719 potentially publications were screened based on eligibility criteria. Included studies were scored for overall study quality. Findings were summarized using a semi-quantitative method. Twenty-one peer-reviewed publications which examined the relationship of parental correlates and outdoor play were included. Overall, five parental correlates were associated with children’s amount of outdoor play: mothers’ ethnicity, mothers’ employment status, parents’ education level, the importance parents assign to outdoor play, and perceived social cohesion in the neighborhood. Merely four studies reported sex/gender-stratified results. In summary, only parents’ encouragement/support provided evidence for girls’ amount of outdoor play. The findings are considered to be of public health relevance for developing intervention programs to increase outdoor play and for improving child’s health. More research, especially considering sex/gender of the child, is required.
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McVey, Peta Kirsten. "A Palliative Approach for People with Declining Health Living in Hostel Accommodation: The State of Play". Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8141.
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In Australia, residential aged care facilities are increasingly becoming the place of care and site of death for older people with complex chronic illnesses. Consequently, it is becoming ever more relevant for these facilities to provide appropriate ongoing care as well as end of life care for this growing group of people. Since most related research to date has focused on end-of-life care in high-level care nursing home settings, little is currently known about the use of a palliative approach in caring for older people with complex needs living in hostel settings in Australia. This study aimed to: (i) map high-level care residents in residential low-level care settings (hostels) in relation to demographic information, medical illnesses, co-morbidities, physical function and individual symptoms, (ii) explore resident perceptions of their situation and how they would like their care to be managed into the future, (iii) explore aged care staff understandings of what constitutes a palliative approach, and their perspectives on how this approach is being incorporated into the care of their high-level residents in hostel settings, and (iv) review related organisational and managerial data such as policies, procedures and staffing. A concurrent mixed methods design incorporating both quantitative and qualitative approaches to data collection was conducted in two residential aged care facilities in NSW. Data collection was conducted over a eight month period. Descriptive statistics were used to summarise the characteristics of the 93 high-level care residents participating or participating by proxy (that is through the involvement of a person responsible acting on behalf of the resident), the prevalence of symptoms and the number of symptoms per resident, associations between symptoms and diagnosis, and the functional status and psychosocial well-being of participating residents. Three validated tools were used to describe the residents’ health status, wellbeing, and functional ability and assess current symptoms. A medical record audit tool was developed to collect demographic data, and organizational and managerial data tools were developed to collect information about polices, education and staffing levels. Of the 412 residents in the eight hostel facilities, 58% were categorised as requiring ‘high-level’ care. In addition, unstructured interviews were conducted with 72 high-level care residents and 21 persons responsible and semi-structured interviews were conducted with 30 aged care staff. The findings show that, although hostel staff are familiar with the concept of a palliative approach, the discourse of this approach to care is not widely adopted or operationalised within hostel settings. The study also demonstrates that staff, high-level care residents and their families all struggle with the difficulties and complexities of the transition towards the end of life within hostels, and particularly with the constraints that, in most cases, preclude the possibility of ‘dying in place’. This thesis presents a new way of conceptualising care for those people in hostels who are transitioning towards end of life: a community of care, in which a palliative approach is one of several elements of the care provided. Implementing communities of care within hostel settings is not, however, without challenges. Recommendations are made in this thesis about how some of these issues might be addressed.
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Rosales, Andrea. "Designing wearable and playful accessories to encourage free-play amongst school aged children : conception, participatory design and evaluation". Doctoral thesis, Universitat Pompeu Fabra, 2014. http://hdl.handle.net/10803/283134.
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De acuerdo a los estudios sociales, la vida cotidiana ha reducido las oportunidades de que los niños puedan disfrutar del juego libre, lo cual a largo plazo, puede perjudicar su desarrollo social y físico. La investigación en Interacción Persona Ordenador, ha abordado ésta cuestión de como usar sensores y reactores para estimular el juego libre, por ejemplo interviniendo los parques infantitles u objetos de uso compartido con estas tecnologías. Esta disertación explora el proceso de diseño y evaluación the accesorios digitales para ponerse, diseñados para motivar el juego libre entre los niños de edad escolar, en contextos alternativos. Esto se ha hecho para aprovechar las oportunidades de juego libre que pueden surgir cuando los niños estan en camino a algun lugar, asi como para motivar retos corporales y experiencias socials a partir de experiencias individuales. En este contexto la tesis discute (a) tres casso de estudios de accesorios juguetones, (b) una evaluacion cuantitativa y cualitativa sobre la capacidad de los accesorios para motivar el jugo libre, (c) el proceso de diseño de las experiencias jugables con la participación de niños y personas mayores (60+). Además, esta disertación presenta un conjunto de oportunidades de diseño que pueden ser tenidas en cuenta en la investigación de futuros objetos para motivar el juego libre.According to social studies, everyday life has reduced children’s opportunities for free-play, which, in the long term, can compromise their social and physical development. Previous HCI studies have been addressing the question of how to apply sensing and reactive technologies to encourage free-play by, for example, augmenting playgrounds and shared objects with these technologies. This dissertation explores the design process and evaluation of wearable digital accessories to encourage and facilitate free-play amongst school-aged children in alternative free-play settings. This is done in order to take advantage of free-play opportunities that arise on the move and to encourage body challenges and social experiences through individual exploration. In this context, the thesis discusses (a) three design cases of playful accessories, (b) a quantitative and qualitative evaluation to assess the ability of the accessories to encourage free-play, (c) the design process of playful experiences with the participation of children and older people (60+). This thesis also provides a set of design opportunities that can be taken into account in the research of future digitally-augmented objects to encourage free-play.
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Kirlew, Amber. "How play supports the development of the whole child : implications for parents of children ages 2 to 6". Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1281.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Early Childhood Education
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Wolf, Christa J. "A Descriptive Analysis of the Oberammergau Passion Play 2010". University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1374768702.
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Chen, Fong Peng. "Children learning through play : perspectives and practices of early childhood educators in Singapore preschools serving children aged four to six years". Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/10119.
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This research study seeks to explore preschool teachers’ perspectives about using play as a means to promote children’s learning in preschool settings serving children aged four to six years. This qualitative research study is guided by four research questions, (1) how do teachers in selected preschools in Singapore define play as a means to learning? (2)What do preschool teachers see as the benefits of play as a means to learning? (3) How do preschool teachers see their roles in promoting learning through play? (4)What do preschool teachers see as obstacles to using play as a means to promote learning? A case study approach, together with an interpretive paradigm is adopted. Eighteen early childhood teachers participated in this research study. Findings of this research study revealed that teachers (a) defined play differently, (b) believed that play was important for children’s learning and development across key domains (c) performed multi-faceted roles, and (d) encountered obstacles using play as a curricular tool. Based on the findings of this study, implications for the early childhood practices are deliberated and recommendations for future research are also suggested.
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Aghili, Ali, e Haris Ribac. "Prediction of early age and time dependent deformations in a massive concrete structure". Thesis, KTH, Betongbyggnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-231551.
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The heat development that occurs due to the hydration of cement is important to consider during casting of massive concrete structures. By using computer programs that are based on finite element methods (FEM), simulations can be performed on the heat- and strength development. In this project, a FE program called ConTeSt has been used in order to predict the temperature- and strain development in a massive concrete wall. If the potential risks in a concrete structure are evaluated before casting, economical savings, including a better casting plan could be obtained. The structure under investigation was a concrete wall behind one of the spillways in the hydro power dam of Storfinnforsen. Due to a re-construction of the wall, an opportunity occurred to develop a measurement plan of the casting and perform simulations on the wall. A sensitivity analysis was performed in order to investigate the effects on the temperature- and strain development, by varying the cement content, ambient temperature, wind speed and degree of restraint in translation. The results showed, that a higher cement content increased the rate of hydration and hence the temperature in the concrete. Higher wind speeds contributed to more cooling of the concrete which, in some cases, resulted in cracking due to contraction of the material. Cracking due to contraction also occurred when the ambient temperature was decreased. The ambient temperature did not have a significant impact on the rate of hydration, but instead the impact was larger from the initial temperature of the fresh concrete. A higher initial temperature of the fresh concrete increased the rate of hydration, which increased the temperature in the material. The degree of restraint could only be varied in translation in ConTeSt and hence the effect on the strain development was not that significant. A crack risk analysis was performed where the developed tensile stresses were compared with the tensile strength of the concrete. The same factors were varied as in the sensitivity analysis. The results showed that the tensile strength was exceeded for most of the cases and thus that the crack risk was high. The required equipment, in order to perform the measurements on site, consisted of 7 strain gauges of the module KM-100B from TML Tokyo Sokki Kenkyujo, 2 data loggers of the module Spider-8 from HBM, at least a 25 m ø9 mm 5-core shielded cable and a computer with the software Catman Easy.Värmeutvecklingen som uppstår på grund av hydratationen av cement är viktig att beakta vid gjutning av massiva betongkonstruktioner. Detta brukar göras genom simuleringar av värmeutvecklingen och hållfasthetstillväxten med hjälp av olika finita element (FE) program. I detta projekt har programmet ConTeSt använts för att på förhand kunna förutse temperatur - och töjningsutvecklingen i en massiv betongvägg. I och med detta kan bl.a. gjutningen planeras bättre samtidigt som ekonomiska besparingar kan åstadkommas om eventuella risker kan kartläggas innan gjutningen påbörjas. En ledmur bakom ett av utskoven i Storfinnforsens kraftverk undersöktes närmare i samband med en ombyggnad. Möjligheten uppstod att planera en mätning av gjutningen av ledmuren samt att utföra simuleringar av väggen i ConTeSt. En känslighetsanalys utfördes för att undersöka effekterna på temperatur- och töjningsutvecklingen genom att variera cementhalten, omgivningstemperaturen, vindhastigheten och graden av tvång i förskjutningen i längdriktningen av väggen. Resultaten visade att högre cementhalter ökade graden av hydratation vilket ökade temperaturen i betongen. Högre vindhastigheter bidrog till snabbare kylning av betongen vilket i vissa fall lett till sprickor på grund av kontraktion av materialet. Sprickor till följd av kontraktion uppstod även då omgivningstemperaturen sänktes. Omgivningstemperaturen hade ingen större påverkan på hydratationen, utan istället var det temperaturen av den färska betongmassan som visade större påverkan. Högre temperatur av den färska betongmassan ökade graden av hydratation vilket ökade temperaturen i betongen. Graden av tvång kunde i ConTeSt endast varieras i förskjutningen i längdriktningen av väggen vilket inte hade någon större effekt på töjningsutvecklingen. En sprickrisk analys utfördes där den utvecklade dragspänningen jämfördes med draghållfastheten. Analysen utfördes genom att variera samma faktorer som varierades i känslighetsanalysen. Resultaten visade att draghållfastheten överskreds i de flesta fall och att därmed sprickrisken var hög. För att genomföra mätningen blev slutsatsen att det behövs 7 st töjningsgivare av modell KM-100B från TML Tokyo Sokki Kenkyujo, 2 st data logger av typ Spider8 från HBM samt minst en 25 m ø9 mm skärmad 5-kärnkabel, inklusive en dator med programvaran Catman Easy.
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Olivares, O. Patricio, e Cristian Espoz. "S.I.H. Servicios integrales en procesos hidrometalurgicos concentración AFE estratégico y de mercados". Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/136996.
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Tesis para optar al grado de Magíster en AdministraciónPatricio Olivares O. [Parte I]no autoriza el acceso a texto completo de su documento
Patricio Olivares O. [Parte I Concentración AFE Estratégico y de Mercados ], Cristian Espoz [Parte II Concentración AFE Organizativo-Financiero]
La gran minería es una industria que está en constante dinamismo, con una fuerte presencia en nuestra economía, llegando a aportar hasta un 20% del PIB de nuestro país. El desarrollo de la minería genera negocios complementarios que dependen directamente de ella, por lo cual son importantes los niveles de inversión en esta industria, además del precio del cobre, como son la venta de insumos y producto y los de los servicios entregados, ya sea de tecnología, mantención, traslado, casinos, apoyo operacional, etc. las empresas que ofrecen estos servicios pasas a ser colaboradores en la producción y parte importante del desarrollo minero. Una preocupación constante del negocio minero es producir cobre sin sustentabilidad, ya sea con incidentes ambientales, a las personas o a las comunidades, sin productividad y a un alto costo, es por ello que las empresas colaboradoras tienen que satisfacer estas necesidades para poder participar del mercado. Nuestro emprendimiento es ayudar a nuestros clientes, la gran minería del norte de chile, en la sustentabilidad de sus procesos, a través de una operación estable, sin incidentes, con altos estándares, gran calidad y satisfacer sus necesidades comprometiéndonos con el cumplimiento de sus metas, con un equipo humano de excelencia, con innovación y soluciones creativas. Teniendo como principal ventaja en ser un socio estratégico más que una empresa contratista, compartiendo los ciclos de mercado, integrando nuestros procesos, entregando constante innovación y superando las metas de mercado capturadas a través de Benchmarking.