Yes / FP7

No description available.

The purpose of this project is to improve case managers' personal effectiveness with clients, and to foster client-centred care. The project describes the plan for the development, implementation, and evaluation of a client-centred care curriculum for community case managers at the Hamilton-Wentworth Community Care Access Centre (CCAC). Client-centred care is really about how we treat one another, and is supported in the literature. For this project, client-centred care means: honoring personhood, communicating therapeutically, being reflective, setting goals with clients, and therapeutic use of self. The concept of therapeutic use of self is about how one uses oneself to help clients (Whall, 1988). The project describes implementation and evaluation of a therapeutic use of self workshop which is one component of the entire curriculum. The curriculum is guided by principles of adult learning, including self-directed learning, and transformative learning. The guiding theoretical frameworks for this project include: Miller and Seller's (1990) transaction and transformation education positions, the Leithwood-lnnovations Profile For Implementation (as cited in Miller & Seller, 1990), and Patton's (1997) Utilization-Focused Evaluation. Although this project has the potential to make a significant impact on case managers and clients, the curriculum has yet to be tested. Recommendations for use of the curriculum within the CCAC are provided. / Thesis / Master of Science (Teaching)

No / Hair repigmentation is a rare event. Generalized repigmentation of age-related grey or white hair has been reported after inflammatory processes; patchy repigmentation is even more unusual. We report an 82-year-old woman who developed a patch of pigmented hair arising within an underlying solar lentigo within her uniformly grey hair. Two years later this progressed into a desmoplastic melanoma with associated lentigo maligna-like epidermal changes.

Women who have experienced depression are vulnerable to future depressive episodes as well as emotional, cognitive, and interpersonal difficulties. Several theoretical models have explored the link between maladaptive anger expression and women's depression (Jack, 1991; Davanloo, 1980; Cox, Bruckner, & Stabb, 2003), but the existing research examining this relationship has primarily relied on self-report methods. A growing area of research has begun assessing women's communication styles in the context of interactions with their romantic partners. This field of observational research has studied communication patterns in couples with marital conflict, but no studies have yet examined anger expression in women with a history of depression. Therefore, the present study examined anger expression in 26 formerly-depressed (FD) and 30 never-depressed (ND) women and their partners. Couples were a part of a larger community study investigating cognitive and interpersonal factors in depression. Participants completed the Structured Clinical Interview for DSM-IV (SCID; Spitzer et al., 1988) on the telephone to screen for eligibility and determine FD/ND group status. Women and their partners completed self-report measures of depressive symptoms, emotional expression, relationship conflict, and relationship intimacy. Couples also completed an observational interaction task to assess patterns of communication. An observational coding system was developed in collaboration with Deborah Jacobvitz, Ph.D. at the University of Texas at Austin to assess couples' direct anger expression, hostility, and emotional attunement. The results indicated that contrary to predictions, women expressed more direct anger but similar levels of hostility compared to their male partners. Second, findings supported the prediction that self-reported emotional expression would be associated with relationship intimacy and inversely related to relationship conflict. However, the observational patterns of direct anger, hostility, and emotional attunement were not associated with the relationship outcomes. Results also indicated that FD and ND women did not differ in their patterns of direct anger and hostility expression during the observational interaction task. Exploratory analyses found that individuals' behaviors exhibited during the interaction task were consistent with self-reported ratings of these behaviors. Finally, exploratory analyses also indicated that individuals' patterns of behavior such as hostility impacted their partners' perceptions of the quality of their relationships. / text

published_or_final_version / Social Work / Master / Master of Social Work

This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

by Steve Chui Chi Yik, Charles Lee Yee Kai. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1985. / Bibliography: leaf 74.

No description available.

In this multiple-case study, I developed cases describing three students‘ (Mary, Ryan and David) solution methods for algebra word problems and investigated the effect of technology on their solution methods by making inferences about their preferences for visual or nonvisual solutions. Furthermore, I examined the students‘ solution methods when presented with virtual physical representations of the situations described in the problems and attempted to explain the effect of those representations on students‘ thinking preferences. In this study, the use of technology referred to the use of the dynamic software program Geogebra. Suwarsono‘s (1982) Mathematical Processing Instrument (MPI) was administered to determine their preferences for visual and nonvisual thinking. During the interviews, students were presented with paper-andpencil-based tasks (PBTs), Geogebra-based tasks (GBTs) and Geogebra-based tasks with virtual physical representations (GBT-VPRs). Each category included 10 algebra word problems, with similar problems across categories. (i.e., PBT 9, GBT 9 and GBT-VPR 9 were similar). By investigating students‘ methods of solution and their use of representations in solving those tasks, I compared and contrasted their preferences for visual and nonvisual methods when solving problems with and without technology. The comparison between their solutions of PBTs and GBTs revealed how dynamic software influenced their method of solution. Regardless of students‘ preferences for visual and nonvisual solutions, with the use of dynamic software students employed more visual methods when presented with GBTs. When visual methods were as accessible and easy to use as nonvisual methods, students preferred to use them, thus demonstrating that they possessed a more complete knowledge of problem-solving with dynamic software than their work on the PBTs. iii Nowadays, we can construct virtual physical representations of the problems in technology environments that will help students explore the relationships and look for patterns that can be used to solve the problem. Unlike GBTs, GBT-VPRs did not influence students‘ preferences for visual or nonvisual methods. Students continued to rely on methods that they preferred since their preferences for visual or nonvisual solutions regarding GBT-PRs were similar to their solution preferences for the problems on MPI that was administered to them to determine their preferences for visual or nonvisual methods. Mary, whose MPI score suggested that she preferred to solve mathematics problems using nonvisual methods, solved GBT-VPRs with nonvisual methods. Ryan, whose MPI score suggested that he preferred to solve mathematics problems using visual methods, solved GBT-VPRs with visual methods. David, whose MPI score suggested that he preferred to solve mathematics problems using both visual and nonvisual methods, solved GBT-VPRs with both visual and nonvisual methods.