Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 82-97). Also available in print.

Background: Exposure to indoor air pollutants has been associated with poorer respiratory health in children. This study investigates the respiratory health of Malaysian schoolchildren in relation to indoor air pollution. Methods: This cross-sectional study was conducted among 2,164 schoolchildren aged 10-11 years in urban and semi-rural schools. Parents completed a questionnaire and concentrations of air pollutants were measured in schools. SHS exposure was assessed using salivary cotinine. Results: The WHO Air Quality Guideline for PM2.5 was exceeded for most of the semi-rural schools while almost all of the urban schools exceeded the annual exposure limit for NO2. The Geometric Mean salivary cotinine concentrations for non-smoking schoolchildren were 0.47 ng/ml. The 3 main predictors of nocturnal cough were the presence of a current smoker at home (OR 1.97; 95% CI: 1.31-2.96), the absence of exhaust system in the kitchen (OR 1.67; 95% CI: 1.03-2.68) and the use of air conditioning (OR 3.10; 95% CI: 1.37-5.71). Exposure to SHS of ≥4 hours per day (OR 2.53; 95% CI: 1.55-4.14) explained approximately 6.0% of the likelihood of reporting doctor-diagnosed asthma. For the measure of asthma severity, NO2 and log average family size were the 2 predictors of limited speech during wheeze; NO2 concentrations of >50 μg/m3 contributes an OR of 5.98 (95% CI: 1.02-34.9) and log average family size with an OR of 14.6 (95% CI: 1.70-126). Conclusion: This study has identified that many Malaysian schoolchildren experience exposure to air pollution indoors that exceeds WHO guidance limits for several pollutants. There was no clear relationship between traffic-generated air pollutants and children’s respiratory health but there was a strong relationship between the number of hours children were exposed to SHS and asthma. There is a need for increased enforcement of existing smoke-free legislation and policies to reduce children’s exposure to SHS.

This thesis explores how and why literature and reading, as a practice within Christian families, can play an influential role in the spiritual formation of children. The first part presents a picture of Christian parenting, drawn from three theologians: Karl Barth on parents and children, based in the doctrines of creation and Christology, and the I/Thou relationship; the Roman Catholic doctrine of family as ‘domestic church’, as discussed by Florence Caffrey Bourg; and Stanley Hauweras, largely concerning his emphases of a Christian ethic, the narrative structure of life, and the Body of Christ as essential for raising children. The second part moves to investigate philosophy and literary theory, in order to show how literature is formative, from three philosophers: Richard Eldridge sees it as intellectually educational as one moves between autonomy and embeddedness in moral personhood; Martha Nussbaum argues that it is emotionally experiential, returning emotions, imagination and particulars to a central part of the search for a good life; and Wayne C. Booth presents it as an educating experience, in which one should fully engage with the work, reflect upon it, and share one’s assessments in discussion. In the last chapter and conclusion, four major themes are discussed—individuals in community, narrativity, the good life of faith, and open closure—in order to bring into clearer focus the ways literature and its formative nature can enhance the raising of children in faith, the task of Christian parents.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 137-147).

Thèse (Ph.D.)--Université de Montréal, 1999. / Comprend des réf. bibliogr.

Thesis (Licenciado en Nutriciʹon y Dietʹtica)--Universidad Tʹecnica del Norte. Facultad Ciencias de la Salud Escuela de Nutriciʹon y Dietʹeica. / Abstract in Spanish and English.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references (leaves 55-56).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ph.D.)--Tufts University, 2004. / Advisers: Robin B. Kanarek; Donna L. Mumme. Submitted to the Dept. of Experimental Psychology. Includes bibliographical references (leaves 126-130. Access restricted to members of the Tufts University community. Also available via the World Wide Web;