No description available.

Thesis (M. Arch.)--University of Hong Kong, 1998. / Includes special report study entitled: Design considerations for social interaction. Includes bibliographical references.

This dissertation analyses the endurance of colonial logics of assimilation and cultural segregation in contemporary urban France by connecting them with their origins in colonial Algeria. French urban planning and policy in Algeria emphasized the capacity of the urban environment to establish the cultural supremacy of imperial France, to ‘evolve’ Algerians toward French lifestyles and civility, and to provide stable and controllable social environments. The migration en masse of Algerians to France following the Second World War, and in the context of the Algerian war of independence, prompted the creation of new state institutions in France to house, integrate, monitor and police France’s purportedly suspect, hostile immigrant population. This paper argues the refraction of this colonial apparatus during the post-war period has rippled into the contemporary era, posing significant obstacles to social cohesion between immigrants – and their descendents – and the white ethnic majority in France.

Research in the field of intellectual disability (ID) has long recognized that social skills and, in turn, social acceptance, are key areas of difficulty for children with ID. However, little work has been done to examine the factors that may contribute to the development of these difficulties. This study examined early childhood parent-child interactions, as well as early characteristics of both the parent and the child, in order to identify the factors that may be relevant to the later development of social competence and social integration. The study found that the social competence of school-aged children with ID affects the extent to which they are integrated within the social and academic domains. Furthermore, school-age social competence was affected by child and parent functioning in toddlerhood. The findings have important implications for intervention, as mentally healthy, well-supported parents may pose a protective factor for at-risk children. Future studies will need to further examine the role of parent-child interactions in child development. / Thesis (Ph.D, Psychology) -- Queen's University, 2009-09-24 13:50:22.687

Thesis (doctoral)--Universität, Hamburg, 2007. / Includes bibliographical references (p. 371-427).

Originally presented as the author's Thesis (doctoral)--Nancy, 2000. / Includes bibliographical references (p. 454-458) and index.

Thesis (doctoral)--Universität, Hamburg, 2007. / Includes bibliographical references (p. 371-427).

Originally presented as the author's Thesis (doctoral)--Nancy, 2000. / Includes bibliographical references (p. 454-458) and index.

Thesis (Ph. D.)--University of Chicago, School of Social Service Administration, June 2002. / Includes bibliographical references. Also available on the Internet.

Thesis (M.Sc.)--University of Alberta, 2010. / A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Science, Centre for Health Promotion Studies. Title from pdf file main screen (viewed on April 24, 2010). Includes bibliographical references.