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  • 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.

Certification for temporary disability compensation a major term report submitted in partial fulfillment ... Master of Public Health ... /

Jenkins, James E. January 1947 (has links)
Thesis equivalent (M.P.H.)--University of Michigan, 1947.

Der Begriff der Berufsunfähigkeit im Strukturwandel der Wirtschaft /

Laudor, Frank, January 1973 (has links)
Thesis (doctoral)--Universität zu Köln, 1973. / Includes bibliographical references (p. 123-126).

Certification for temporary disability compensation a major term report submitted in partial fulfillment ... Master of Public Health ... /

Jenkins, James E. January 1947 (has links)
Thesis equivalent (M.P.H.)--University of Michigan, 1947.

Dual-task interference effects in early adolescents who differ in reading and spelling abilities

Mather, David Stead 06 July 2018 (has links)
Few studies have investigated the differences between poor readers/poor spellers (SRD) and good readers who demonstrate unexpectedly poor spelling skills (SSD). Those that have done so have been mainly concerned with searching for psycholinguistic similarities and differences. This dissertation project is believed to be the first comparison of the two disorders on a task that did not involve the use of alphanumeric stimuli. From a review of neuropsychological and language arts research into reading and spelling failure, it was hypothesized that both SSD and SRD might be differentiated from good reader/superior spellers (GRS) by their responses to a line orientation task which had been proven to be a valid indicator of right hemisphere function. A previous study had found that this task, presented concurrently with right or left hand tapping, discriminated between good and poor Native Indian readers (Stellern, Collins, Cossairt & Gutierrez, 1986). The theoretical underpinning of the current study suggested that these results may have been more closely related to spelling than reading ability. Empirical support for this hypothesis was sought by comparing the performance of SSD, SRD and GRS early adolescents on the concurrent tapping-line orientation judgement task. The data supported this hypothesis in that the SSD and SRD groups differed from the GRS group in demonstrating significantly more tapping interference in the right hand condition. Unexpectedly, however, all three groups performed similarly with respect to rate and accuracy in judging line orientation. As these results were ambiguous as to whether the right hand tapping interference experienced by the poor spellers was the result of differences in hemisphere processing of spatial stimuli, other possible explanations are considered in the discussion. / Graduate

Bodies in Culture, Culture in Bodies: Disability Narratives and a Rhetoric of Resistance

Quackenbush, Nicole Marie January 2008 (has links)
In this dissertation I historicize dominant discourses of disability and place my analysis of five published disability narratives in dialogue with those discourses in order to show how the authors of these narratives craft alternative rhetorics to resist representation that casts them as unsuited to public space. Critical to my dissertation is my belief that personal narratives by rhetoricians with disabilities are invaluable sites of rhetorical inquiry, especially in light of the marginalized subject position of people with disabilities in the larger culture. Because my dissertation connects rhetoric and disability studies, my purpose is two-fold. For rhetorical theorists, I argue that attention to dominant discourses of disability and the alternative rhetorics in disability narratives can expand our present understanding of rhetorics of the body to interrogate: (1) who has the authority to speak and who doesn't; (2) who the dominant culture grants the position of subject and who the dominant culture sees as inherently "Other" or an object; and (3) how differing intersections of identity as configured by the actual appearance of the body can often determine whether or not the body "speaks" or is "spoken of" and, in conjunction, whether or not that body is heard, ignored, or silenced. For disability studies scholars, I rediscover the disability narrative as a genre that provides people with disabilities an opportunity to make meaning of their embodied experiences and their material circumstances while simultaneously addressing the ways in which disability itself is also a social construction similar to race, class, and gender. Ultimately, I argue that disability narrative can be a vehicle for a "rhetoric of resistance" that I posit allows people with disabilities to: (1) move their bodies and their voices from the margins to the center of public space; (2) revalue the embodied experience of disability as a site for knowledge and meaning making; and (3) challenge dominant discourses of disability that cast the disabled body as inferior and thereby serve as justification for the cultural devaluation and social marginalization of people with disabilities.

A matched-pair design comparison of cognitive integrative functions between specific developmental dyslexics and adequate readers

Greenlee, William E. January 1973 (has links)
The purpose of the study was to investigate the discriminating ability of fifteen predictor variables on the Detroit Tests of Learning Aptitude in reference to the criterion variables or the two clinical types. Cognitive integrative functioning was the theoretical base upon which the study was built reflecting the concepts of Piaget, Bruner, Osgood, and Birch and Belmont.The research was conducted at the Learning Disability Unit of the Pediatric Neurology Department at the Indiana University Medical Center. Each population consisted of thirteen specific developmental dyslexic boys and thirteen normally reading boys who were matched on the extraneous variables of age, intelligence, race, and socioeconomic status. The dyslexic population was selected from those children who had been assigned a case disposition of specific developmental dyslexia or familial dyslexia by a multi-disciplinary team. Predetermined criteria were established by the L-D Unit which consisted of average or above average intelligence, absence of severe emotional problems, absence of brain damage, absence of physical defects, and evidence of at least two years reading retardation. The subjects were evaluated with the Block Design subtests of the WISC or WAIS to determine general intelligence and were administered the WRAT reading section to establish reading grade placement. Fifteen selected subtests of the DTLA were administered to measure cognitive integrative functioning.Statistical treatment of the data consisted of a stepwise discriminant analysis to determine which subtests of the DTLA were the most significant discriminators between the two clinical types. Both predictor variables, Visual Attention Span for Letters and Number Ability were significant at the .05 level, but the former accounted for ninety-seven per cent of the variance. None of the other fifteen predictor variables of the DTLA were significant. Post hoc analyses included an internal consistency reliability coefficient for each subtest of the DTLA ranging from .96 to .77. A factor analysis of the predictor variables yielded three factors, and another discriminant analysis was applied indicating that the factors of Attention and Memory and of Visual Perception and Discrimination were significant predictor variables. However, the raw score predictor variables were significantly superior to the factor score predictor variables in differentiating between the two clinical types.Conclusions based on the findings indicated that performance on tasks of visual sequential ordering of letters and number ability were predictive of specific developmental dyslexia only in this study. The predictor nature of number ability was of minimal value when compared to the other significant predictor variable. Of all of the sequential ordering tasks on the DTLA, the more related to the actual reading process of decoding, the better the subtest would function as a discriminator of specific developmental dyslexia. The factor of Visual Perception and Discrimination was of minor significance as a predictor variable; therefore, a minimal level of visual perceptual skills seemed to be necessary in order to learn to read. The older age range of the experimental group and their lack of visual perceptual inadequacies indicated that this type of problem was more related to maturation or developmental characteristics than to the more permanent and disabling syndrome associated with specific developmental dyslexia. Since the factor of Verbal Abstract Reasoning was not a significant predictor variable of specific developmental dyslexia in this study, conceptualization did not seem to be negatively effected in this type of reading disability. A familial history of specific developmental dyslexia was an important criterion in defining this population and should be included in research with this type of reading disability. In addition, the DTLA in this study proved to be valid and reliable instruments for measuring cognitive integrative functions.

Inclusive knowledge translation

Wener, Eleni Britt 21 August 2013 (has links)
This three-phased qualitative study examined the extent to which VP-Net succeeded in conducting Inclusive Knowledge Translation (IKT). Three phases of data collection: documentation of VP-Net knowledge translation activities, semi-structures interviews, and a focus group/critical reflection, were conducted with a total of fourteen participants. Key findings indicate that before a researcher can work to include people with disabilities in their research, they need to ensure inclusion in their own lives. Only then can a researcher move onto the Elements of Inclusive Knowledge Translation and incorporate them in their work. This research is important as Inclusive Knowledge Translation, a new and innovative concept, has never been studied before therefore there is a lack of evaluation conducted regarding the effectiveness of knowledge put into action. Embedded assumptions regarding characteristics and qualities of researchers and research users leave people with disabilities out of the research process.

Subjective disability and mortality risk among elderly Mexican Americans with severe physical limitations

Cantu, Phillip 14 October 2014 (has links)
Using the disablement process as a framework, we examine the impact of the degree of concordance between objective measures of functional capacity, based on performance oriented mobility assessments (POMAs), and self-assessed disability, based on respondents’ reports of the ability to independently perform similar activities of daily living (ADLs), on mortality for elderly Mexican Americans over a seventeen year period. The analyses are based on the longitudinal Hispanic Established Populations for the Epidemiologic Study of the Elderly (HEPESE). We label respondents with serious POMA’s limitations who also report ADL disability “realists”, while we label those with POMA’s limitations who report no ADL disability “optimists”. Logistic models reveal that mortality rates are higher for “realists” than for “optimists”. The association between optimism and mortality is mediated by more complex measures of disability and reveals the complex cognitive and social construction of self-reported measures of physical functioning. We discuss the implications of the discrepancies for understanding predictors of functional decline in the older Mexican-origin population. / text

Predictive validity of kindergarten screeners for young children wth reading difficulties

Haats, Rikka Ann. January 2002 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Aussagewert und Hintergründe der Diagnosen auf Arbeitsunfähigkeitsbescheinigungen aus einer Allgemeinpraxis

Bschneider, Ludwig, January 1977 (has links)
Thesis (doctoral)--Ludwig Maximilians-Universität zu München, 1977.

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