Thesis (M.S.)--University of Michigan, 1990. / eContent provider-neutral record in process. Description based on print version record.

Thesis (M.S.)--University of Michigan, 1990. / eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.)--University of Washington, 1994. / Vita. Includes bibliographical references (leaves [127]-149).

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 50-54).

archives@tulane.edu / Young children’s adaptive behaviors, particularly those relating to self-care skills (e.g., independent dressing), are markers for school-readiness. Yet little is known about how self-care skills develop or how children’s ability to perform self-care skills can be facilitated. We conducted two studies to examine how children learn to button (Study 1) and how clothing design may inhibit or promote children’s buttoning ability (Study 2). In Study 1, we asked 48 children, ages 5- to 7-years-old, to button shirts with both small and large buttons in varying spatial locations (on themselves, on stuffed animals placed across from them, on stuffed animals placed in their laps). Results showed a developmental progression whereby children became more effective and efficient when buttoning on themselves than buttoning on another. We also found that large buttons were easier for children to manage than small buttons. However, when we conducted an environmental scan of children’s clothing in department stores (Study 2), we found that children’s shirts most often have small buttons. This suggests that clothing may not be designed in a way that would promote independent dressing. Collectively, our results provide important insights into the ways in which the design of daily artifacts can be tailored to children’s developing abilities. / 1 / Blair Youmans

Now, more than ever, teachers are experiencing many daily demands, sometimes with limited resources or support. Teachers and school staff are expected to play a significant role in modeling positive social and emotional behaviors through supportive student relationships, yet those adults may be experiencing distress due to stress or anxiety and are most likely the ones most in need of support (Gordon & Turner, 2011). The People Project is a project that focuses on promoting health through happiness in Cass County of North Dakota and Clay County of Minnesota. The foundation of the People Project is based on the work of Martin Seligman, an American Psychologist known for his work with positive psychology and wellbeing. In his book, Flourish (2011) Seligman wrote about ?Wellbeing Theory?. In Flourish, Seligman (2011) breaks down happiness into workable terms such as positive emotions, engagement, relationships, meaning, and accomplishment (PERMA). Using PERMA as a framework, leaders of the People Project developed practices designed to address the elements of PERMA. The goal of the research was to identify how the simple wellbeing practices of People Project have an impact on work-setting, happiness, and wellbeing for secondary educators. An action-based research project informed by phenomenology was used to explore the research question, how did teachers at the secondary level experience the People Project? Four themes emerged along with several subthemes. The four main themes that emerged were (1) insight into the behaviors of self and others, (2) vulnerability and risk-taking (3) intentionality and (4) culture, along with several subthemes.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study was underteken to determine if staff nurses in medical-surgical, public health end psychiatric nursing vary in their own practice of health measures. / 2999-01-01

Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / "December 2001." Typescript. Vita. Includes bibliographical references (leaves 111-120). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 65-70). Also available on the Internet.

Thesis (M.S.)--University of Michigan, 2000. / Includes bibliographical references.