• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 2
  • 1
  • Tagged with
  • 6
  • 6
  • 2
  • 2
  • 2
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Understanding the determinants of under five mortality in Kenya

Mikhala, Paul L. January 1998 (has links)
No description available.
2

'Rules, rules, rules and we're not allowed to skip'

McNair, Lynn Jacqueline January 2016 (has links)
Despite the breadth of research on the educational transition of young children, there has been little evidence, in Scotland, of this knowledge impacting on every day practice. The overall contention that emerges from the literature is that some children positively embrace the experience, while others face challenges and risk failure and regression. There is a need for research into the transition from the early years setting to school, which holds promise that the findings will be disseminated to stakeholders locally, nationally and internationally with the aim that the perspectives of young children are heard. This ethnographic study is an examination of the perspectives of 16 young children as they transition from an early years centre, Lilybank, to four primary schools, Northfield, Southfield, Eastfield and Westfield, in a Scottish city. Seven key qualitative questions were asked which explored how children, parents and professionals experienced this educational transition. Data was gathered from empirical methods such as participant observations, mind–mapping sessions, interviews and documentation – e.g., council procedures and school handbooks. Participant observations took place in the early years setting and the participating schools. Most of the interviews took place in the children’s homes, or in a convenient environment for the family, such as a local cafeteria. An analysis of the data shows that power is a central concept in understanding transitions. The voices of children, and their families, are often silenced by policy-makers, bureaucrats and professionals during the process, or overshadowed and undermined by mainstream procedures. Children are expected to become acquiescent, adjusting to coercive practices used in the school institution. However, the findings also show that some children find ways to creatively resist organisation. Unique life journeys involve differences and from their individual experiences, children construct elaborate knowledge. The views of children can (and do) add nuance to our understanding of how power impacts on their transition experience. Children’s accounts of discipline strategies used by the schools were insightful. The concept of power is under-theorised and under-explored in transitions. This study, therefore, adds to the growing body of transition research. Further, the findings of this study stress the need for policy makers and institutions to reflect on and question the complex role of power in young children’s transitions.
3

Children and childhood in the Madras Presidency, 1919-1943

Ellis, Catriona Priscilla January 2017 (has links)
This thesis interrogates the emergence of a universal modern idea of childhood in the Madras Presidency between 1920 and 1942. It considers the construction and uses of ‘childhood’ as a conceptual category and the ways in which this informed intervention in the lives of children, particularly in the spheres of education and juvenile justice. Against a background of calls for national self-determination, the thesis considers elite debates about childhood as specifically ‘Indian’, examining the ways in which ‘the child’ emerged in late colonial South India as an object to be reformed and as a ‘human becoming’ or future citizen of an independent nation. Social reform in late colonial India is often assumed to be an area of conflict, particularly informed by racial difference. Children are seen as key targets in the competition between the colonial state and Indian politicians and professionals. However, a detailed study of the 1920 Madras Children Act and 1920 Elementary Education Act reveals the development of consensual decisions in regard to child welfare and the expansion of a ‘social’ realm, which existed outside the political. Dyarchy profoundly changed the nature of government and in policy areas related to children the ‘state’ was Indian in character, action and personnel. This thesis contends that the discursive emergence of ‘the child’ was complicated when legislation was implemented. By tracing implementation it demonstrates the extent to which modern childhood was a symbolic claim, rather than political commitment to children. Tracing the interactions between adults in authority - whether as parents, teachers, politicians or civil society activists – the thesis explores the extent to which the avowedly universal category of childhood was subsumed beneath other identities based on class, caste and gender. Understanding childhood through a variety of administration reports, political debates and pedagogical journals reflects the views and actions of adults. By utilising the remembered experience of middle-class children in autobiographies and the layered archival evidence of aristocratic children under the jurisdiction of the Court of Wards, the thesis balances adult discourses with an awareness of children as historical agents. It considers the ways in which children learned, played and interacted with each other. Finally, therefore, it charts the limits of adult authority and the ways differing identities were experienced in the lives of children in southern India in the early twentieth century.
4

Evaluating diagnostic tools in the assessment of autism and parental experiences of the assessment and diagnostic process

Baker, Kerrie. January 2004 (has links)
Thesis (MA)--University of Western Sydney, 2004. / Title from title screen (viewed on 1 April 2008). "This thesis is presented in partial fulfilment of the requirements for the degree of Master Of Psychology (Clinical), University Of Western Sydney. 31st March 2004". Includes bibliographical references.
5

The reliability of the York measure of quality of intensive behavioural intervention /

Prichard, E. Alice. January 2005 (has links)
Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 57-60). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11879
6

Způsoby trávení volného času dětí ve městě Rotava a vytvoření návrhu komunitního centra / Forms of spending free time of children in Rotava and creation of a proposal for a community center

Tomešová, Martina January 2016 (has links)
The diploma theses is focused on free time of children in Rotava. The aim of this theses is to find out the forms of spending free time of children aged 6 - 12 years in Rotava. Another goal is to create a proposal for a community center. The theoretical part deals with the theme of childhood in today's type of society and also with the topic of free time. This section is focused on free time of children and its historical transformation. Then attention is aimed at the current status of free time of children and the factors affecting this area. Another chapter is devoted to community and community centers. The diploma theses also contains the research part. Interviews, non - participant observation in a public area of the town and secondary data analysis were used as research methods. The results of research show that the offer of free time activities for children aged 6 - 12 years in Rotava is insufficient and inappropriately conceived. Many children spend their free time in a public area of the town or at home with electronic media.

Page generated in 0.0534 seconds