Thesis (M.S.)--University of Michigan, 1986.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p.121-124).

Thesis (doctoral)--Göteborg University, Sweden, 2000. / "ISSN 1101-718X"--P. [4] of cover. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 109-115). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 66-73). Also available via the World Wide Web.

Thesis project (D. Min.)--Denver Seminary, 2005. / Includes bibliographical references (leaves 243-268).

My graduation thesis is concerned with spending of leisure time of today´s young people. It is focused on the life of young people in Znojmo and its surroundings. The target of my thesis is to bring near sociological conception of spare time any by means of evaluation exercises realize what young people are interested in. My graduation thesis is divided into two parts {--} theoretical and practical. Theoretical part includes a few thematic units. These units are related to adolescence, socialization and leisure time. Practical part is based on my own observation of pupils of the second grade of primary schools. In includes information about activities of spare time of pupils. To sum um I am trying to compare current results with theoretical part.

M.A. (Psychology) / Sudden Infant Death Syndrome is the most prevalent cause of death in infants between one and twelve months of age. Most deaths attributed to Sudden Infant Death Syndrome occur between 1 and 4 months of age. There is a marked decrease after this age in the number of deaths classified as Sudden Infant Death Syndrome. It is usually defined as the sudden death of any infant usually during sleep which is unexpected by history and in which a thorough postmortem examination tails to demonstrate an adequate cause tor death (Foundation for the Study of Infant Deaths, 1989) • Epidemiologic, pathologic and physiologic data suggest the mechanism ot Sudden Infant Death Syndrome is complex, characterized by interaction at many levels ot the neural axis, between the organism and the environment and spanning both pre- and post-natal lite. Observations suggest that the Sudden Infant Death Syndrome infant has experienced adverse influences prenatally Which may make him peculiarly vulnerable to postnatal environmental stress (Valdes Dapena, 1988). However, the specific nature and cause of this condition continues to elude both scientists and practitioners. In the last few years research has shed some light on various epidemiologic aspects of the problem, on pathologic anatomy and on clinical issues such as the relative importance of spontaneous, prolonged, idiopathic apnea. Some Sudden Infant Death Syndrome victims showed evidence of neonatal brain dysfunction, including abnormalities in respiration, feeding and temperature regulation and have been shown to have pathologic abnormalities consistent with chronic hypoxia (Kelly' Shannon, 1982). Once again, however, the research appears not to be conclusive, leaving many unanswered questions...

No description available.

The purpose of this study was to examine the processes and patterns of communicative interaction which preschool and elementary school-aged deaf and hearing siblings utilized to initiate, maintain and terminate dialogs during play. Specifically, the focus was to determine if the processes and patterns of communication differed when a deaf sibling interacted with an older hearing sibling who has been exposed primarily to a simultaneous visual-auditory (SimVA) pattern of communication, as compared to when a deaf sibling interacted with a younger hearing sibling who has been exposed to both a SimVA and a sequential visual (Seq V) pattern of communication. Video-taped playbouts were observed between each of two sibling dyads at play within a single family: (a) an older dyad composed of a seven-year-old hearing child and her five-year-old deaf sister, and (b) a younger dyad with the second-born deaf sister and her three-year-old hearing brother. The video-tapes were coded to determine: the kinds of play siblings engaged in; the use and expression of behavioral and communicative elements of attention-getting, exchange of information, and termination processes of dialogs; who initiated and terminated dialogs; the occurrence of turn-taking during message delivery; and the expression of patterns of communication used by siblings during dialogs. Only three of five possible kinds of play were actually noted, of which social play was the most frequently observed kind of play taking place between siblings within both dyads. In the older hearing and deaf sibling dyad, it was found that the older hearing sister predominately used visual processes and patterns of communicative interaction when conversing with her deaf sister, whereas the deaf sibling relied extensively on visual-auditory processes and patterns of communication when conversing with her hearing sister. In the younger dyad, visual-auditory patterns of communication predominated both hearing and deaf siblings' expression of processes and patterns of communication with each other. New terminology reflecting siblings' behavioral and communicative patterns of communication are introduced. This study represents the first known research examining the processes and patterns of deaf and hearing siblings' behavioral and communicative interactions of dialog. The findings are discussed in relation to potential applications to early intervention programs for hearing families with deaf and hearing siblings and to future research directions. Overall, the findings from this study appear to indicate that deaf and hearing siblings communicate in ways largely influenced by developmental maturation and the communicative environments to which each child has been exposed during language acquisition processes. The findings are also consistent with Vygotsky's theory of a sociocultural origin of language development. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate