Thesis (Ph.D.)--University of Tasmania, 1998. / Library has additional copy on CD-ROM. Includes bibliographical references.

Paper 1: The provision of Nurture Groups (NGs) has been recognised as an effective early intervention for children with social, emotional and behavioural difficulties (SEBD). ‘The high expectations of teachers in Nurture Groups can bring about amazing change’ in the lives of young emotionally disturbed children (Lucas, 1999, p.14). When the principles of NG are effectively applied by all staff in all areas of the school and when nurturing attitudes and practices develop throughout the school, teaching and learning become effective for all children (Lucas, 1999). This study aims to extend the understanding of the gains and costs that may be associated with the placement of children in NGs. The NG intervention’s contribution to the wider school system is also documented. However, this study aims to provide a deeper understanding on the impact of NG provision on the mainstream school it serves from the viewpoints of the different groups of participants involved and to look whether the ethos and approaches used in the nurture group are promoted in the wider school environment. A case study methodology with interpretive approaches was employed in a community primary school in an urban area in the South West of England. Quantitative (Boxall Profiles) and qualitative (interviews and observations) measures revealed that overall there have been improvements in NG children’s social, emotional and behavioural (SEB) functioning and academic development. However, findings also revealed a number of opportunity costs attached to children’s placement in the NG. Qualitative measures also showed that, while NG provision contributed to positive developments within the school, the NGs did not help the school in fully integrating their work in the wider approach to meeting all children’s needs. A number of disadvantages were also reported with regards to the impact of the NG upon the school. Abstract Paper 2: The provision of Nurture Groups has been recognised as an effective early intervention for children with SEBD. ‘The high expectations of teachers in Nurture Groups can bring about amazing change’ in the lives of young emotionally disturbed children (Lucas, 1999, p.14). When the principles of NG are effectively applied by all staff in all areas of the school and when nurturing attitudes and practices develop throughout the school, teaching and learning become effective for all children (Lucas, 1999). Communication between NG and mainstream staff is considered to be important for the effective running of the NGs and for developing a nurturing school ethos. Lack of collaborative partnership work can create tensions between NG and mainstream staff. Parental involvement is also recognised important in the NG. Research reveals that partnership relationships with parents contribute to positive social and emotional outcomes for children and to positive effects for parents in terms of their capacity to understand their children and apply NG practices outside of the NG. Despite the inherent power imbalance between NG staff and parents, there can be a positive outcome if the NG approaches are extended holistically to all school staff. The aim of this paper is to explore the quality of communication between NG and mainstream staff and the enablers and barriers of parental involvement in the NGs and the school. This qualitative study was conducted in a community primary school in an urban area in the South West of England and included 34 participants - 13 school staff, 8 parents, 9 children, and 4 professionals and governors. Semi-structured interview data revealed that while some communication existed between NG and mainstream staff there were subtle difficulties involved in creating a collaborative partnership work with regards to sharing information with each other. Despite developing a collaborative relationship and effective communication being seen as the most important enabler for parental involvement in the NGs and the rest of the school, there was a more structured communication and a more supportive support between the NGs and parents of the NG children than the rest of the school and parents.

Thesis (M.S. in Meteorology)--Naval Postgraduate School, June 1990. / Thesis Advisor(s): Wash, Carlyle H. Second Reader: Nuss, Wendell A. "June 1990." Description based on title screen as viewed on October 20, 2009. DTIC Indicator(s): Satellite meteorology, Atmospheric sounding, ERICA(Experiment on Rapidly Intensifying Cyclones over the Atlantic), TIROS/N Satellite, TOVS(TIROS/N Operational Vertical Sounder), Explosive cyclogenesis, Cyclogenesis. Author(s) subject terms: Meteorology, Satellite Remote Sensing, TOVS soundings, Explosive Cyclogenesis. Includes bibliographical references (p. 65-66). Also available online.

Thesis (M.S.)--University of Missouri, School of Mines and Metallurgy, 1929. / The entire thesis text is included in file. Typescript. Title from title screen of thesis/dissertation PDF file (viewed September 14, 2009) Includes bibliographical references (p. 132) and index (p. 133-136).

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This thesis critiques the nature/nurture debate in sociology and applies current thinking to sociological work on child abuse. By examining the literature available within sociology, biology and ecology, the nature/nurture debate is shown to be a defining epistemological construct within sociology. In deconstructing the debate, this thesis shows that addressing biology within sociology does not require an acceptance of determinism and that a plurality of possibilities still exists. It also reveals that human corporeality is viscerally susceptible to the environment and that separating human social life from its corporeality merely reiterates the Judeo-Christian theology that human life is divinely separate from its environment. In applying contemporay and classical sociology to the issue of child abuse, this thesis destabilises contemporary notions of the plasticity of the body and the irrelevance of the biological sciences to human social life. / Master of Arts (Hons) (Sociology)

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Background: Pupils with Social, Emotional and Behavioural Difficulties (SEBD) are a cause for concern in education and although Nurture Groups (NGs) have been found to be an effective form of intervention for pupils displaying SEBD in primary schools, limited research exists regarding NGs in secondary schools. A key piece of research suggests that the implementation of a classic NG in a secondary school may be difficult. This study aims to investigate how classic NGs are delivered and how the implementation has been possible. Furthermore, it explores the effects of NG attendance for pupils. Participants: Two secondary schools housing classic NGs were identified through the Nurture Group Network (NGN). For each school, participants included a NG facilitator, a member of Senior Management and a professional from an external agency. Pupils were also recruited (6 from school 1 and 4 from school 2). Methods: A multiple case study design with embedded units of analysis was conducted (Yin, 2009). Various data streams were used including an initial questionnaire, observations, semi-structured interviews, focus groups, and Boxall Profile for Young People (BPYP) data (Bennathan, Boxall & Colley, 2010).Analysis/Findings: Observational and questionnaire data were analysed using content analysis and interview/focus group data were thematically analysed following full transcription (Braun and Clarke, 2006). BPYP data were analysed using descriptive statistics. Conclusion/Implications: Findings reveal that classic NGs can be implemented into a secondary school. Whilst numerous barriers exist to implementation (including understanding, arrangements, engagement with others and having the necessary tools) numerous facilitators also existed, the majority of which could be matched to barriers (including engaging with others, having knowledge and skills that are respected, a supportive environment and supporting pupil attendance by altering perceptions). Benefits of the NG for individual pupils and the wider school were also found, some of which include improved emotional well-being and positive inclusion into mainstream with a sense of belonging. Negative effects to NG attendance were also found and are discussed.

This thesis studies materiality in the context of contemporary outdoor dance practices in the natural environment. The more particular territory of this research is comprised of receptivity-, materiality- and/or exposure-based practices, influenced predominantly by the international lineages of Amerta Movement and postmodern dance. This territory is understood to be a relevant niche domain that is relatively uncharted and particularly informative regarding questions of materiality. The practitioners that this study turns to are mostly located in the UK, but also in Germany. The key influence of Amerta is rooted in Central Java, Indonesia. The main empirical data was collected between 2010-2012 in the UK. This work is a practice-as-research project and consists of a written thesis and a performative afternoon. All questions and arguments have been generated and developed through movement – as well as text-based research practices. The methodology draws on qualitative, ethnographic research methods such as participant observation, fieldnote writing and interviews. It further employs creative research methods such as movement-based writing, research installations and the documented immersion into dance practice and performance making. The main theoretical resonances were found in the field of new materialism and speculative realism. The key arguments of the research were thus developed through creative practice and diffractive reading (Barad), particularly of the work of Jane Bennett, Karen Barad and Graham Harman. The findings of this research suggest that attending to materiality supports dancers in refining a sense of embodied emplacement that furthers movement practice, especially in outdoor contexts. Sensing ones own material body is paramount here. In resonance with new materialist and speculative realist scholarship this research argues that dance making takes place in intermaterial confederations that cross the familiar human- non-human divide. Such confederations allow for a decentralisation of the human positionality that is relevant beyond dance and affects ontological conceptualisations and practices of life at large. The findings of this thesis further suggest a partial integration of concepts that on philosophical grounds preclude each other. For the context of dance practice this research puts forward that Barad’s proposal of entanglement can co-function with and is co-relevant to the autonomy of objects and materials proposed by Harman. The thesis thus argues that materials of all different orders occur in inter-independence (Suryodarmo) rather than only entangled with or withdrawn from each other. Both discrete and independent entities and mutual affordances impact the practice of outdoor dance; reality both exceeds the dance and resonates materially within the human body.