Thesis (Ed. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 172-181).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (D. Psych.)--Victoria University (Melbourne, Vic.), 2006. / Includes bibliographical references.

Prevalence of overweight and obesity has increased in adult and child populations during the last two to three decades in both developed and developing countries. Childhood obesity is common in the United Kingdom and has become a major public health issue. There is a growing body of evidence to suggest that the development of overweight and obesity in children has its roots in early life, with evidence of increasing weight over time in pre-school children. The study explored the early development of overweight in infants in Halton, an area of Northwest England. It was a mixed methods study comprising a quantitative analysis of routinely collected infant weight data and a longitudinal qualitative study of the process of weaning. Phase one - patterns of weight in Halton infants: The retrospective quantitative study utilised birthweight, and weight and length/height at eight weeks, eight months and 40 months of age from Halton infants born between 1994 and 2006 (16,328 singleton births). Analysis of these data provided further evidence of the early development of overweight, and highlighted patterns of infant overweight at eight months of age not previously reported. Phase two - longitudinal qualitative study of the process of weaning: Given the findings of phase one, factors that may influence early weight gain were considered. Therefore, the second phase focussed upon weaning, which has been little researched in terms of the way in which mothers manage the process. The aim was to explore weaning as a social process, focussing on the experience, knowledge, perceptions and actions of mothers as they weaned, in order to consider whether this could shed light on infant growth and development in general and the early development of overweight in particular. A grounded theory approach was utilised. Twenty one women were recruited and interviewed antenatally and then up to three times after their babies were born. A total of 67 interviews took place. A grounded theory, or ‘plausible account’, of the weaning process was developed. The centrality of the baby, and the way in which mothers talk about following the lead of the baby as they wean was highlighted, along with the ways in which this focus may falter or shift because of the complexity of influences on mothers’ lives. The primacy of embodied knowledge, that is the knowledge that mothers built up through the experience of feeding and weaning their infant, and the significance of being a mother in terms of being an ‘authority’ on feeding and weaning, were evident. In addition, the limitations of providing information, such as the feeding and weaning guidelines, without taking account of the individual mother, infant and their context was indicated. This is how some mistrust of the advice of health professionals, and possibly other ‘health messages’ emerged, as mothers did not see the advice as appropriate to them, their infant, or circumstances. Mothers did recognise babies as ‘bigger’ or ‘smaller’, but through valuing weight and weight gain were particularly aware of having small babies, which may have limited their capacity for recognising the significance of early signs of overweight in their infants. Final conclusions: Using mixed methods in this study allowed a broad picture of patterns of weight and overweight in Halton infants, and what some of the contributory factors to those patterns might be, to emerge, than if a single research method had been used. A number of implications for policy and practice: at an individual level in terms of the way in which women are supported to feed and wean their babies; and at a population level in terms of the monitoring of weight, were identified.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph.D.)--Tennessee Technological University, 2007. / Bibliography: leaves 84-90.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Includes vita. Includes bibliographical references: (233-250).

Este texto refere-se à pesquisa de doutorado que teve como objetivo conhecer as infâncias de meninas e meninos da Ala Pura Alegria, da Associação Cultural Social Escola de Samba Mocidade Camisa Verde e Branco, da cidade de São Paulo, trazendo suas vozes e de outras/os componentes da agremiação para problematizar o papel da Escola de Samba no processo de construção das identidades negras e da Educação das crianças da referida Ala. O objeto de pesquisa propôs a intersecção entre infâncias, identidades negras, Escola de Samba e Educação, apresentando a interrogação: Seria a Escola de Samba um espaço onde é possível se reconhecer a existência de elementos simbólicos e concretos para a construção das identidades negras de meninas e meninos? A investigação teve como principais campos teóricos de referência a Pedagogia e as Ciências Sociais, com destaque para os Estudos Sociais da Infância e a Antropologia. O método de pesquisa etnográfica buscou o levantamento de dados por meio da observação participante nas atividades da Ala das Crianças, em outros eventos da agremiação e de conversas informais, com registros em caderno de campo, além de entrevistas semiestruturadas com as crianças e seus familiares, com a Coordenadora e com o Apoio da Ala. As análises dos dados revelam que a Escola de Samba pesquisada consolida-se como um dos pedaços do Samba na cidade de São Paulo, entendendo o Samba como cultura negra de resistência, caracterizado como um terreiro para as vivências das infâncias de meninas e meninos, que possibilita o acesso às culturas do Samba, através de diferentes linguagens, com destaque para a música e para a dança, elementos para o reconhecimento e valorização de nossa negritude. A partir das relações com diferentes sujeitos, há a construção das identidades étnico-raciais, de idade/geração e de sexo/gênero notando-se elementos de afirmação e contradição relativos às categorias destacadas. Há também aspectos que apontam para um protagonismo infantil, ainda restrito, todavia, em razão da estrutura da agremiação, que se respalda em relações hierárquicas, limitando a troca de ideias, opiniões, conhecimentos e saberes entre as/os envolvidas/os. Desconstruindo um discurso de vir-a-ser, meninas e meninos demonstram que são sambistas na atualidade, independentemente de suas idades, respondendo com grande empenho e dedicação e tornando-se referências para os demais segmentos da Escola ao colaborarem com a manutenção e a afirmação da sua agremiação carnavalesca. Assim, mais do que se iniciarem no Samba, enunciam uma educação através dele e por ele. / The present paper refers to research of doctorate which aimed to know girls\' and boys\' childhood \"Pura Alegria\" Ala of Associação Cultural Social Escola de Samba Mocidade Camisa Verde e Branco, in the city of São Paulo, bringing their voices and others components of the association to problematize the role of the Samba School in the process of constructing black identities and the children\'s education with in Ala. The research goal proposed the intersection between childhood, black identities, Samba school and education. Presenting the question: would it to be possible recognize the existence of symbolics and concrete elements for the construction of black identities of girls and boys in the environment of Samba School. The study had main theorical fields of reference Pedagogy and Social Sciences, with emphasis on Social Studies of Childhood and Anthropology. The ethnographic research method collected data through participant observation in the \"Ala das crianças\" activities, in other association events and informal conversations, as well as records in class books and semi-structured interviews with children, their families, a Cordinator and the \"Ala\'s support. The data analysis reveals that the Samba School researched consolidates it as one the Samba\'s pieces in the city of São Paulo, understanding Samba as a black culture resistance, characterized as a \"terreiro\" for the childhood experiences of girls and boys, which allows the access to Samba cultures through different languages, with an emphasis on music and dance, elements of recognition and appreciation of our blackness. From the relations between different subjects, there is the construction of ethnic-racial identities, based on age/generation and sex/gender, observing elements of affirmation and contradiction related to the categories highlighted. There also aspects that point to a child protagonis, still restricted, because of the association\'s structure, which is supported by hierarchical relations, limiting the exchange of ideas, opinions, knowledge among those involved. Descontruing a \"coming-to-be\" speech, girls and boys demonstrate that they are sambists, nowadays, regardless of their ages the respond with great commitment and dedication. They became references to the other School\'s section collaborating with the maintenance and affirmation of it carnival association. Therefore, more than starting in Samba, they discover and share education through it and by it.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 170-182). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: vii, 67 p. ; 5 Mb. UMI publication number: AAT 3350497. Includes bibliographical references. Also available in microfilm and microfiche formats.