published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Specific developmental disorders in learning and syndrome ADHD (Attention Deficit Hyperactivity Disorder) and ADD (Attention Deficit Disorder) - The pilot's analysis of modifications within school attendance My dissertation is devoted to accessible pieces of knowledge from neuro-science, pedagogy and psychology appointed at specific disorders in learning and syndrome ADHD/ADD. I described characteristic, etiology, expressions, reeducation and diagnostic of specific developmental disorders in learning and syndrome ADHD/ADD. I looked up pupils (in 1st and 2nd forms) with possible assumption of any specific developmental disorders in learning by standardized tests. I have focused on an importance of capture their beginning problems. I founded current existence of specific disorders in learning among pupils on second stage of primary school. I have carried out my research work in primary school (1024 Laudova Street, Prague 17 - Řepy). I captured data from my research work that had been statistically processed. The school staff allowed me to get information about specific disorders in learning presence among 2nd form classes' students. From my research work resulted conclusion that in Test of mental - learning disturbance (in reading and writing) that sample equals to the value of 16.66667 %. It is in...

Thesis advisor: Penny Hauser-Cram / Williams syndrome (WS) is a genetic disorder marked by a microdeletion of approximately 25 genes on chromosome 7. Down syndrome (DS) is a genetic disorder marked by a chromosomal abnormality in which an additional copy of chromosome 21 is present in some or all cells. A comparative analysis of language acquisition between populations of children with WS and populations of children with DS yielded largely different patterns in language development. Phonology was found to be largely intact in children with WS, while children with DS struggled to produce intelligible and articulate speech. Semantics proved an area of relative strength in comparison to other areas of language development in both populations. Syntax was found to be a relative strength in the WS population, while children with DS struggled with syntactic output. Both groups exhibited difficulties in syntactic processing. In contrast to common conceptions regarding pragmatic strengths in children with WS, results indicated that gesture, narrative and discourse were areas of relative weakness in this population. Gesture, narrative and discourse proved areas of relative strength for children with DS. / Thesis (BA) — Boston College, 2011. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program.

by Chau Pak Chun, Janita. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 124-139). / Chapter 1. --- INTRODUCTION AND LITERATURE REVIEW --- p.1 / Introduction --- p.1 / Major Objectives of the study --- p.3 / Literature review --- p.4 / Overview of PMS --- p.4 / Definition of PMS --- p.4 / Categories of PMS --- p.5 / The prevalence of PMS symptoms among female adolescents --- p.6 / PMS experience in Chinese --- p.9 / Proposed etiological factors and factors affecting PMS --- p.12 / Biological factors --- p.11 / Personal factors --- p.13 / Demographic variables in relation to PMS --- p.13 / Lifestyle practice in relation to PMS --- p.14 / Psychological factors in relation to PMS --- p.14 / The relationship between stress and PMS --- p.15 / Findings related to stress and anxiety --- p.17 / Sociocultural factors in relation to PMS --- p.18 / The impact ofPMS --- p.20 / Impact of PMS on adolescents --- p.21 / Treatment options for PMS --- p.21 / Pharmacological treatment --- p.21 / Interventions related to self care --- p.23 / Education and support --- p.23 / Exercise --- p.23 / Dietary changes --- p.25 / Stress management --- p.26 / Effectiveness of proposed self care interventions --- p.26 / Theoretical background for the study --- p.29 / Theoretical framework for the self care deficit theory --- p.30 / Self care for PMS --- p.31 / Empowerment --- p.33 / The concept of empowerment --- p.33 / Application of the concept of empowerment --- p.35 / Empowerment outcomes --- p.35 / Health education --- p.36 / Overview of health education --- p.36 / Evaluation in health education --- p.37 / Chapter 2. --- METHOD --- p.40 / Hypotheses --- p.40 / Operational definitions --- p.41 / Research design --- p.42 / Sample --- p.43 / Sample size --- p.43 / Sampling procedures --- p.45 / Sample characteristics --- p.46 / Instruments and techniques for measurement --- p.47 / Chapter 1. --- Instrument to assess PMS --- p.47 / Chapter 2. --- Instrument to assess knowledge --- p.53 / Chapter 3. --- Instrument to assess trait anxiety --- p.55 / Chapter 4. --- Interview --- p.57 / Treatment --- p.57 / Data collection procedures --- p.61 / Method of data analysis --- p.64 / Chapter 3. --- RESULTS --- p.67 / Response rate --- p.67 / Demographic findings --- p.67 / Pre-intervention premenstrual and menstrual symptoms findings --- p.70 / The incidence of PMS and menstrual symptoms --- p.70 / The prevalence of PMS --- p.73 / The impact of PMS on activities and performance --- p.75 / Reliability of MSQ --- p.75 / Pre-intervention PMS knowledge --- p.76 / Pre-intervention trait anxiety --- p.78 / Correlational analyses --- p.80 / Relationship of trait anxiety to PMS and menstrual symptoms --- p.80 / Relationship of PMS knowledge to premenstrual and menstrual symptoms --- p.82 / Relationship of demographic variables to premenstrual and menstrual symptoms --- p.82 / Relationship of demographic variables to four PMT subgroups --- p.84 / Relationship of lifestyle variable to PMS and menstrual symptoms --- p.84 / Relationships between self reported impact of PMS symptoms with PMS --- p.85 / Dietary information --- p.86 / Effectiveness of the educational program --- p.90 / Group comparability --- p.90 / Effects of educational program on the incidence and severity of PMS --- p.94 / PMS findings for the control group --- p.94 / Effects of education program on PMS knowledge --- p.97 / Chapter 4. --- DISCUSSION AND CONCLUSION --- p.99 / Overall benefits of education --- p.99 / The profile of PMS --- p.108 / Limitations --- p.119 / Implications and Recommendations for further research --- p.120 / Conclusion --- p.122 / REFERENCES --- p.124 / APPENDICES --- p.140 / APPENDIX I: Letter to schools --- p.140 / APPENDIX 11: Menstrual Symptom Questionnaire --- p.143 / APPENDIX III: Menstrual Symptom Questionnaire (Chinese version)… --- p.146 / APPENDIX IV: Premenstrual Syndrome Knowledge Questionnaire --- p.149 / APPENDIX V: Premenstrual Syndrome Knowledge Questionnaire (Chinese version) --- p.151 / APPENDIX VI: Trait-anxiety Inventory --- p.153 / APPENDIX VII: Trait-anxiety Inventory (Chinese version) --- p.155 / APPENDIX VIII: Cover letter to reviewer --- p.156 / APPENDIX IX: Parental consent form --- p.157

by Lam Lai Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 121-128). / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES AND FIGURES --- p.vi / LIST OF APPENDICES --- p.vii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Introduction --- p.5 / Parental reactions to the birth of a child with congenital disability --- p.6 / Introduction to Down syndrome --- p.7 / Parental stress in rearing a child with handicaps --- p.11 / Outcomes of parental stress --- p.13 / Variables in relation to parental stress --- p.15 / Lazarus and Folkman's theory of stress and coping --- p.17 / Coping resources --- p.18 / Studies on perceived stress --- p.20 / Studies on coping --- p.24 / Studies on coping resources --- p.29 / Maternal focus --- p.30 / Summary --- p.32 / Chapter CHAPTER 3 --- METHODOLOGY / Aim --- p.34 / Objectives --- p.34 / Design --- p.35 / Sample --- p.36 / Instrument --- p.37 / Ethical issues --- p.38 / Gaining access --- p.39 / Pilot study --- p.41 / Results of the pilot study --- p.42 / Data collection --- p.44 / Data analysis --- p.49 / Validity and reliability --- p.54 / Chapter CHAPTER 4 --- FINDINGS / Demographic characteristics of the mothers --- p.58 / Demographic and biographic characteristics of the children --- p.59 / Description of the major categories and sub-categories identified --- p.61 / Chapter CHAPTER 5 --- DISCUSSION / Introduction --- p.87 / The first stage --- p.87 / The second stage --- p.95 / The third stage --- p.104 / Summary --- p.108 / Chapter CHAPTER6 --- IMPLICATIONS FOR NURSING PRACTICE --- p.111 / LIMITATIONS OF THE STUDY --- p.115 / RECOMMENDATIONS FOR FURTHER STUDY --- p.117 / CONCLUSIONS --- p.118 / REFERENCES --- p.121

Congenital Contractural Arachnodactyly (CCA), also known as Beal's syndrome, is an autosomal dominant disorder characterized by multiple congenital joint contractures, arachnodactyly, dolichostenomelia, and scoliosis with only rare ocular or cardiovascular involvement. CCA has been linked to the fibrillin-2 (FBN2) gene located on chromosome 5q23-31. The phenotype ofCCA is similar to Marfan syndrome (MFS) which is caused by defects in the fibrillin-1 (FBNl) gene located on chromosome 15. Fibrillin-1 and fibrillin-2 are components of extracellular matrix (ECM) elastic microfibrils. The linkage studies performed on families affected with CCA suggest that another gene in the area ofFBN2 could also be responsible for CCA. Microfibril associated protein-3 (MF AP-3), another microfibril protein gene, has been localized to chromosome 5q32-33.2, the region of FBN2. This study involves mutation analysis of five patients affected with CCA, three of whom are representative of families affected with CCA. Mutation analysis was performed by chemical mismatch cleavage (CMC) analysis and nonisotopic RNase cleavage assay (NIRCA) analysis on both FBN2 and MF AP-3 cDNA. Prior to this study only two mutations in FBN2 have been reported in two isolated patients with CCA and none have been reported for MFAP-3. The two mutations reported in FBN2 have not been confirmed in other affected family members. Mutation analysis by CMC completed in this study did not reveal any mutations in either FBN2 or MF AP-3. Reanalysis by NIRCA revealed two mutations in FBN2. One mutation which results in the skipping of exon 31 occurs in an intron and its location is presently unknown. The other mutation, a G to C transversion at nucleotide 3340, predicting a histidine substitution for an asparagine, is a mutation at the -1 position of the 5' splice site of an intron which results in partial exon skipping although it is unknown whether exon 25 or 26 is skipped. The missense mutation and partial exon skipping result in two different forms of mutant fibrillin-2 molecules. Both of the mutations are present in patients with additional affected family members. Characterization of these mutations will confirm the cosegregation of FBN2 mutations with the CCA phenotype.

An outline of the work contained in this thesis is presented. The first chapter is a critical review of the literature pertaining to the pathophysiological mechanisms operational with regards to the antiphospholipid syndrome (APS). The syndrome is characterised by venous and arterial thrombosis, and recurrent fetal loss, in association with the persistent presence of antibodies targeting the main autoantigen beta 2-glycoprotein I (β2GPI). The second chapter reviews the literature delineating the diverse physiological functions of β2GPI, and then relates them to its role in our current understanding of the pathophysiology of APS. The third chapter presents a critical review of the evidence base for the diagnosis and management of APS. The fourth chapter describes the interaction between β2GPI and the glycoprotein Ib alpha (GPIbα) subunit of the platelet receptor GPIb-IX-V. GPIbα is an important platelet adhesion receptor, which mediates multiple additional functions on the platelet surface, including binding coagulation factor XI (FXI). The implication of the interaction between β2GPI and GPIbα on platelet activation and the release of thromboxane in the presence of anti-β2GPI antibodies is explored, as well as the intracellular pathways via which this activation occurs. The relevance of these findings to understanding APS pathogenesis, in particular thrombosis, is discussed. The fifth chapter delineates the interaction between the fifth domain of β2GPI and FXI and its activated form factor XIa (FXIa). The ability of FXIa to cleave β2GPI between lysine (Lys) 317 and threonine (Thr) 318, and modulate its function is reported. The sixth chapter describes the ability of β2GPI to inhibit FXIa autoproteolytic hydrolysis at the specific FXIa residues arginine (Arg) 507, Arg532 and Lys539. This interaction with β2GPI stabilizes FXIa activity over time, and leads to enhanced FXIa mediated fibrin formation. This is a novel physiological function of β2GPI with important implications. Recent epidemiological studies by others have emphasized the critical role of FXIa in pathological thrombus propagation. The seventh chapter defines the relevance of the FXIa residues Arg507, Arg532 and Lys539 to FXIa mediated inactivation by the main FXIa inhibitor Protease Nexin 2 (PN2), and by Antithrombin III (ATIII). Insights into future directions for research are presented and discussed within each individual chapter.

Thèse d'exercice : Médecine. Médecine générale : Paris 12 : 2006. / Titre provenant de l'écran-titre. Bibliogr. f. 83-88.

Reproduction de : Thèse d' exercice : Médecine générale : Nancy 1 : 2002. / Thèse : 02NAN11032. Titre provenant de l'écran-titre.

The aim of this study was to explore and describe the components required to build a therapeutic relationship with children diagnosed with Asperger Syndrome. Through this study therapists and other professionals working with these children could be guided to form functioning and healthy therapeutic relationships with children diagnosed with AS. An inductive, qualitative method was used to gain insight into the components required to build a therapeutic relationship with children diagnosed with AS by exploring the opinions and experiences of a selection of therapists from different therapeutic contexts that work with children diagnosed with AS. Six participants working with children diagnosed with AS at schools for children with learning difficulties, Autism and AS or therapists who form part of the referral teams of these schools in the Nelson Mandela Metropolitan took part in the study. Participants consisted of Occupational therapists, Speech therapists, Counselling Psychologists and Clinical Psychologists. The researcher used semi-structured interviews to explore and describe the opinions of the participants on the components required to build a therapeutic relationship with children diagnosed with AS. The results of this study indicated that building a therapeutic relationship with a child diagnosed with AS requires multiple components and a holistic outlook. Preparation in the form of research and being knowledgeable on the AS diagnosis, as well as obtaining thorough background information on the specific child was found to be fundamental. An awareness on the part of therapists and other professionals regarding child-related aspects such as co-morbid disorders; sensory considerations; therapeutic environment; coping with change; obsessions and dependence on the therapist was found to be of value. Other fundamental components that seem to be a requirement for building a therapeutic relationship with children diagnosed with AS were the therapist characteristics: body language and attitude. Therapeutic considerations, such as the importance of setting boundaries and remaining consistent, as well as the teaching aspect involved in building a therapeutic relationship became evident. Furthermore, the education of parents, siblings and other family members, as well as the importance of having fun while building a therapeutic relationship were recognized as important components. Teamwork was another crucial component identified which included parental and / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.