This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

No description available.

The aim of this research is to determine the therapeutic possibilities in music and books, in group work with middle aged deprived children. Deprivationwith children is an encompassing problem which social workers daily grapple with. A lack of sufficientknowledgeabout deprivationand sufficientknowledgeon the way inwhich to solve the problemmakesit essentialto do researchon the subject. Literature analysis and an empirical research are the two methods used in this study. The literature analysis focuses on the characteristics of the child client, the value of play for the child and the different ways of playing. This is followed by an explanation of the development of the normally developed middle aged child compared to that of the deprived middle aged child. The therapeutic possibilitiesof music and books is also discussed. Experimental research was used for this empirical research. An experimental group and a controlled group was compiled out of deprived middle aged children. Measurements were taken before and afterwards according to an adapted Hudson scale. Music, books and other therapeutic resources were used in the group work with the experimental group. The hypothesis states that the therapeutic use of music and books in work with groups amongst deprived middle aged children results in improvements of behaviour and relationships. The empiricalresearch proved that the therapeutic use of music and books lead to the improvement of behaviour, such as co-operation and consentration and to the establishmentof a therapeutic relationship between the group members and group leader. / Thesis (MA(MW))--PU vir CHO, 1994

This qualitative case study research chronicles the process of change during play therapy of two children who experienced maternal loss and maltreatment during the first two years of life. At the outset of this study both children presented with evidence of insecure attachment as well as symptoms and behaviour consistent with maltreatment. Over the course of a year of therapy, both demonstrated profound change and healing. The study concludes that the children were able to utilize the safety, consistency, and affirmation of the therapeutic relationship to discard old models of relating, and to construct new internal representational models of self and of self in relation to others. Once old models were discarded, the children returned to the earliest stage of damage and reworked attachment salient developmental tasks while in relation with the therapist. The projective materials of the play therapy space provided the medium through which the children externalized selected trauma and critical incidents that shaped their maladaptive models. As the therapist gave voice to the previously unacknowledged experiences, the child's authentic self was able to disentangle from the trauma. The pattern by which the self emerged and developed over the course of therapy approximated developmental pathways described by prominent self theorists (Bretherton & Beeghly, 1982; Mahler et.al, 1975; Stern, 1985). Change was exhibited in the classroom approximately 10 to 14 weeks after the children were initially seen in therapy.

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.

No description available.

The purpose of this study was to investigate the psychometric properties of swimming rubrics. The 10-level rubrics were designed to assess the front crawl. Participants were children, aged 8 to 13 years, with and without a physical disability (n=19) from a "reverse integration" school in Montreal. Participants swam 20 meters with each deciding if a floatation device was necessary. They evaluated themselves as well as peers using the rubric format. The physical education teacher and two teaching assistants participated as teacher assessors. Teacher, peer, and self assessments produced similar scores. In peer assessment, students with disability produced lower scores than students without disability. Boys did not differ from girls. In self assessment, students with and without a disability showed similar competence in comparison to teachers. Also, boys and girls produced similar competence in comparison to their teacher as well. Finally, video assessment was significantly correlated with assessment done immediately after performance.

The purpose of this study was to describe, using time motion analysis and heart rate telemetry, the intensity and movement characteristics in rock wall and ropes course activities. Twenty elementary school children were divided into high and low strength groups based on their performance of a 1 repetition maximal (1 RM) bench press test. Each student was required to complete the rock wall and ropes course circuit which consisted of 12 climbing related segments. Results revealed that the mean heart rate intensity for the entire circuit was 80.6% over a mean duration of 36 minutes 20 seconds. The high strength group had a lower mean heart rate and a shorter duration for the entire circuit. The correlation between predicted V02 max and total duration was moderate (r = $-$0.39), suggesting that aerobic fitness level influenced performance.