Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: Mark Swerdlik (chair), E. Paula Crowley, Daniel Graybill, Jeffry Kahn, Douglas H. Lamb. Includes bibliographical references (leaves 131-155) and abstract. Also available in print.

Thesis (Ph. D.)--University of Massachusetts Worcester and University of Massachusetts Amherst, 2002. / Title from opening page (viewed Oct. 10, 2007). "February 2002, Collaborative PhD in Nursing Program, Worcester and Amherst." Includes bibliographical references (p. 86-97).

This research studied children’s educational outdoor environments in order to understand which contexts and environmental characteristics support children’s creativity in play. Creativity is an important factor in children’s cognitive development; children’s creativity can flourish in outdoor environments as they can engage in free play. Accordingly, this research had two central aims: Aim 1: To classify and assess children’s levels of creativity during play. Aim 2: To develop design principles for educational outdoor environments in order to nurture children's creativity in play. Initially, behaviour observation and the Leuven Wellbeing and Involvement Scale were used to collect data for a pilot study. Children’s play behaviours were observed and analysed, and based on the Evaluation of Potential for Creativity, the Creative Play Taxonomy was designed in relation to the first aim of the study. Then, at two study sites, experimental research was designed. At both study sites, children were observed in four different play contexts. At Study Site One, duration recording was used and the videorecorder observations were coded with the Creative Play Taxonomy using the software The Observer from Noldus. At Study Site Two, narrative recording was used in the observation sessions and focus group discussions were held with the children. The findings from both study sites achieved the second aim of this study. The current research makes two main contributions to knowledge. Firstly, it introduces the Creative Play Taxonomy, which can be used by researchers, psychologists, educationalists and related disciplines to understand, categorise and assess children’s creativity in play. Secondly, it increases the understanding of the particular play contexts that support children’s creativity in play, and the environmental characteristics that enhance these types of play. Accordingly, this research suggests that: - Outdoor play spaces should include a variety of different play contexts to encourage creative play amongst different groups of children. - The most effective play contexts for children’s creativity are those facilitated with flexible, changeable, mouldable, movable, multi-functional and open-ended play materials. - Children’s outdoor play spaces should be facilitated with loose parts, both natural and synthetic, as they are highly supportive of children’s creativity. - Natural outdoor environments and elements highly encourage creative play behaviours amongst children. The findings are intended to guide landscape architects and playground design professionals to produce informed design decisions based on the framework of creativity, in order to nurture children's creative thinking abilities.

Submitted by Edmilson Queiroz Dias (edmilsonqueirozdias@gmail.com) on 2016-04-18T20:07:10Z No. of bitstreams: 1 DISSERTAÇÃO EDMILSON QUEIROZ DIAS.pdf: 8167458 bytes, checksum: f76540745d5af5c77b3fb29a87fc1f69 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-04-19T17:40:07Z (GMT) No. of bitstreams: 1 dias_eq_me_bauru.pdf: 8167458 bytes, checksum: f76540745d5af5c77b3fb29a87fc1f69 (MD5) / Made available in DSpace on 2016-04-19T17:40:07Z (GMT). No. of bitstreams: 1 dias_eq_me_bauru.pdf: 8167458 bytes, checksum: f76540745d5af5c77b3fb29a87fc1f69 (MD5) Previous issue date: 2016-02-18 / Os edifícios escolares projetados e construídos em períodos anteriores à leis e normas técnicas de acessibilidade podem comprometer o aprendizado e a inclusão dos alunos com algum tipo de necessidade especial nas escolas de educação infantil. Diante desta realidade, esta pesquisa teve como objetivo verificar o grau de inclusão escolar através da análise da acessibilidade espacial em edifícios escolares de ensino infantil do município de Bauru, para alunos com deficiência física e visual. O estudo de caso foi realizado em cinco escolas municipais de ensino infantil, localizadas no município de Bauru, Estado de São Paulo, Brasil. Para esta análise foram utilizados os seguintes métodos: análise da acessibilidade espacial nas edificações através da utilização da técnica de vistoria técnica, cálculo do índice de acessibilidade espacial das escolas; análise dos deslocamentos lineares e utilização dos ambientes através da leitura da planta humanizada e registro fotográfico. Os resultados obtidos nesta pesquisa conduziram às seguintes conclusões: i) as escolas municipais de ensino infantil estão recebendo alunos deficientes (físico, visual, intelectual, etc.); no entanto, nem todos os espaços foram projetados ou adaptados para receber estes alunos; em alguns casos, estas adaptações não contribuem para a efetiva inclusão escolar; e ii) a partir dos problemas elencados nesta pesquisa, o município pode formular e implantar ações a curto, médio e longo prazos para tornar as escolas infantis acessíveis e mais includentes. / School buildings designed and constructed in previous years the laws and technical accessibility standards can compromise learning and the inclusion of students in preschools. Given the above, this research aims to verify the degree of school inclusion by analyzing the spatial accessibility in a children’s school, located in the city of Bauru, São Paulo State Brazil; for students with physical and visual disabilities. For this analysis the following methods were used: analysis of spatial accessibility in buildings through the use of technical inspection, determination of the spatial of accessibility index of preschools; analysis of linear displacements and environments through the use of reading and humanized plant and photographic record. The results obtained in this study led to the following conclusions: i) municipal children's education schools have been receiving disabled students (physical, visual, intellectual, etc.), however, not all spaces have been designed or adapted to receive these students; in some cases, these adaptations do not contribute to the effective school inclusion; and ii) from the listed problems in this research, the municipality can formulate and implement actions in the short, medium and long term to make children’s schools more accessible and more inclusive.

Background/objective: Headache in pupils is underestimated and has a negative impact on learning and life. The aim of this study was to investigate headache prevalence and its collateral effects, in pupils of different ages and school types in a German city. Methods: Anonymized questionnaires were distributed to 5419 pupils attending primary and secondary schools. Demographics, headache frequency, analgesic use, school absence and, for secondary school children, data on lifestyle were collected. Results: The questionnaire was returned by 2706 children (49%), 1362 (50.3%) girls, 1344 (49.7%) boys. Of these, 36.6% indicated a frequency of 1, and 31.5% a frequency of ≥ 2 headache days per month within the last 3 months. Headache prevalence increased with school grade, age and secondary school type: 63.6%, 67.2% and 79.5% for primary school children, pupils attending 8-year and pupils attending 6-year secondary schools, respectively. With secondary school level I certificates, pupils are prepared for general professional training in 6 years. Secondary school level II results, after 8 years of training, in university entrance level II certificates, which are the precondition for university studies. Girls reported significantly more headache than boys (73% vs. 63.1%). A significant relationship has been observed between headache frequency and school absence and between headache intensity and headache frequency. Of pupils with headache at least twice a month, 48.1% reported analgesic intake. Ibuprofen (49.1%) and paracetamol (32.8%) were the most frequently used analgesics. Of those pupils with headache ≥ 2 days/month, 68.3% did not have a specific headache diagnosis. Concomitant diseases and regular drug intake, analgesic intake for another reason than headache, caffeine consumption and lack of participation in sports were positively correlated with headache. Conclusions: The majority of pupils suffer from headache at least once a month. Since frequent headache results in educational and social limitations, pupils at risk should be identified and referred to headache education programs. Efforts are needed to improve the management of juvenile headache patients.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology, and Special Education [Department of Counseling and Educational Psychology] / Title from title screen. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 100-103).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 100-103). Also available in print.

Thesis (Ph.D.)--York University, 2003. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 147-168). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99141

The diploma thesis was conducted at basic school of T.G.M. in Blatna in a school year 2009/2010. The purpose of the diploma theses was to evaluate the school food (lunch) and its nutrition in comparison to given standard norms for young children. Target group were students of fifth grade/class, seventh grade/class and ninth grade/class. All lunch menus of school year 2009/2010 were collected and analysed in a program NutriDan. Results were compared with relevant standard norms of nutrition which are saying the lunch is 35% of daily nutrition (DDD) of young children. Second part of the survey was oriented on variety of food indicated by Ministry of health. Method used in the survey was a questionnaire. Questionnaire was looking at habits of young children in relation to food and eating habits at school and home. Final part of the diploma theses is a statistical overview of three testing hypotheses. Outcome of lunch menus evaluation showed that in line with the standard lunch nutrition, which is in an average 35% of the DDD, were only girls of fifth grade where an average lunch nutrition was even 38% and girls of seventh grade where an average lunch nutrition was 35%. Rest of the target group did not meet standard lunch nutrition level. Proteins norms were in all three grades above standard limits. Students of fifth grade had proteins level in a range between 92-151% of the DDD (average was 103%), for students of seventh grade was the range between 70-114% of the DDD (average was 80%) and for students of ninth grade was the range between 53-95% of the DDD. Recommended daily fat amount was higher in the whole target group apart of the group of boys of the ninth grade. For boys of the fifth grade the range was between 34-69% of the DDD (average was 42%), for girls of the fifth grade the range was between 39-79% of the DDD (average was 48%). For boys of the seventh grade was the range slightly above the limit with results between 29-58% of the DDD (average was 36%), for girls of the same grade was the range between 36-72% of the DDD (average was 44%). For girls of the ninth grade was the range between 30-46% of the DDD (average was 37%) and as already indicated the range of boys of the ninth grade was between 24-37% of the DDD (average was only 30%). Level of carbohydrates was in all three grades unsatisfactory. For students of the fifth grade was the range between 23-36% of the DDD (average was 28%). For students of the seventh grade was the range between 20-33% of the DDD (average was 25%) and for students of the ninth grade the range was between 18-33% of the DDD (average was 23%).