Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 67-70).

Two studies were conducted. A longitudinal study (12 months) was designed to describe the physiological and psychological recovery patterns in a group of pediatric patients who were recently treated for a malignancy. An intervention program (12 week rehabilitation exercise program), was used to separate the effects of deconditioning from the disease and/or its treatment in children who had been out of treatment for a malignancy for at least one year. In the twelve month study, 10 pediatric patients recently out of treatment and 10 healthy controls were tested at 0, 6, 12 weeks and 6 and 12 months. In the twelve week study, 18 patients and 52 healthy controls were assigned to an exercise or no exercise group and were tested at 0, 6 and 12 weeks. At each test session, all subjects were tested for measures of height, weight, sum of skin folds, blood pressure, and pulmonary function. Each subject completed a 30s Wingate test on a cycle ergometer, for measures of anaerobic capacity, and a maximal oxygen consumption test (15 or 20 W/min, ramp protocol) to volitional fatigue for measures of aerobic fitness. A measurement of self-esteem and self-confidence were tested using the Harter scale Self-Perception Profile for Children and Adolescents. All subjects were also evaluated at 0 and 12 weeks (again at 6 and 12 months in the 12 month study) using Doppler and M-mode echocardiography to note cardiovascular changes during semi-supine exercise. Results of both studies show no significant differences between the patients and the healthy controls in any of the physiology, psychology, or cardiology measures. The patients did demonstrate a similar response to exercise in many measures but their values were reduced in magnitude. The patients consistently performed below both the healthy controls in all physiological and cardiology measures but these trends were not statistically significant. It would appear that the majority of children and adolescent patients who were followed in this study are functioning remarkably well both physically and psychologically compared to their healthy controls.

Thesis (D.PT.)--Sage Colleges, 2010. / "May 2010." "A Capstone project for PTY 768 presented to the faculty of The Department of Physical Therapy Sage Graduate School in partial fulfillment of the requirements for the degree of Doctor of Physical Therapy." Includes bibliographical references.

Thesis (M.S.)--University of British Columbia, 2005. / Includes bibliographical references (leaves 33-41). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M. Sc.)--University of British Columbia, 2005. / Includes bibliographical references (leaves 33-41).

Many learners start school at a disadvantage and stay disadvantaged. This results in an increasing number of learners needing extra support in order to benefit from schooling, obtain a qualification and become independent and part of an agile workforce. Failure to learn at school results in dependent adults with low self-esteem and low employability. Reasons for learning failure can mostly be ascribed to diversity in: socioeconomic milieu, levels of sensory stimulation and sensory integration, thinking language and learning styles. Diversity in learner needs, necessitates identifying a common denominator amongst all learners, which when stimulated results in greater learning effectiveness for all learners. Whole brain learning is a common denominator and can be defined as receiving input equally through sight, hearing and active participation, processing the sensory input simultaneously with the left and right brain while filtering perceptions through emotions for appropriate and accurate verbal or active output. Brain Gym® is claimed to be a simple and cost effective technique that stimulates whole brain learning. The aim of this research study was to scrutinise Brain Gym as a technique that promotes whole brain learning and contributes to learner success and independence. This scrutiny was approached from a Personal and Professional Leadership perspective, whose domain is (amongst others) the value of selfmastery through mental- and emotional-state management resulting in selfactualisation. A multi-layered action research strategy was followed incorporating concept analysis, a descriptive and analytical literature study, qualitative and quantitative research methods and programme development. The literature study indicated that the prevalent learning difficulties could be categorised in the following themes: language and literacy difficulties, math difficulties and difficulties in concentration and motivation. The list of difficulties Brain Gym claimed to address were narrowed down according to the themes and the following criteria: the concepts had to easily and accurately be evaluated in groups pre and post a Brain Gym intervention within a six-week time frame. Only the following concepts were evaluated: 1 Logic and gestalt brain integration 2 Crossing of the visual midline 3 Eye-hand co-ordination 4 Self image 5 Mathematical computation 6 Concentration. Developing and implementing a Brain Gym programme for a period of six weeks and evaluating the resultant changes examined causality. Quantitative data was collected by means of the Aptitude test for School Beginners and qualitative data through focus group interviews and artefacts. The qualitative data was analysed by means of descriptive and inferential statistics. The descriptive statistics regarding group distribution and tests indicated that the design was scientifically sound and presented a comparative basis for analysing the test results in terms of inferential statistics. The inferential yielded no significant results, which indicate that the Brain Gym intervention did not have a measurable effect on their ASB test scores. The quantative data was analysed by means of a descriptive narrative and presented in terms of the six concepts. Feedback from the principal educators, facilitators and the researcher indicated a noticeable improvement in all six concepts. The findings indicated that the learners have improved on a physical, emotional and social level in terms of sensory-integration, confidence, attitude, concentration and motivation. As indicated in the literature study physical, emotional and social development occurs prior to cognitive development. Due to the research period only being six weeks and thus an inadequate for measurable cognitive development, it may account for the lack of improvement on a cognitive level. It can be concluded that a Brain Gym is a technique that can stimulate the whole brain state and as such address the vast array of learning difficulties effectively in the classroom conditional to regular implementation and for a period longer than 6 weeks. Stimulating the whole brain state is the first step towards learning receptiveness and higher levels of literacy and numeracy resulting in an agile and competent workforce in South Africa. / Prof. D.P.J. Smith

Two studies were conducted. A longitudinal study (12 months) was designed to describe the physiological and psychological recovery patterns in a group of pediatric patients who were recently treated for a malignancy. An intervention program (12 week rehabilitation exercise program), was used to separate the effects of deconditioning from the disease and/or its treatment in children who had been out of treatment for a malignancy for at least one year. In the twelve month study, 10 pediatric patients recently out of treatment and 10 healthy controls were tested at 0, 6, 12 weeks and 6 and 12 months. In the twelve week study, 18 patients and 52 healthy controls were assigned to an exercise or no exercise group and were tested at 0, 6 and 12 weeks. At each test session, all subjects were tested for measures of height, weight, sum of skin folds, blood pressure, and pulmonary function. Each subject completed a 30s Wingate test on a cycle ergometer, for measures of anaerobic capacity, and a maximal oxygen consumption test (15 or 20 W/min, ramp protocol) to volitional fatigue for measures of aerobic fitness. A measurement of self-esteem and self-confidence were tested using the Harter scale Self-Perception Profile for Children and Adolescents. All subjects were also evaluated at 0 and 12 weeks (again at 6 and 12 months in the 12 month study) using Doppler and M-mode echocardiography to note cardiovascular changes during semi-supine exercise. Results of both studies show no significant differences between the patients and the healthy controls in any of the physiology, psychology, or cardiology measures. The patients did demonstrate a similar response to exercise in many measures but their values were reduced in magnitude. The patients consistently performed below both the healthy controls in all physiological and cardiology measures but these trends were not statistically significant. It would appear that the majority of children and adolescent patients who were followed in this study are functioning remarkably well both physically and psychologically compared to their healthy controls. / Graduate and Postdoctoral Studies / Graduate

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2003. / Vita. Includes bibliographical references (leaves 98-111).

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 51-53).

Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references (leaves 284-296). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.