Children have strong preferences for sex-typed toys; boys prefer trucks, whereas girls prefer dolls. These preferences appear to be driven by complex interactions of hormones and the socio-cultural environment. The relative contribution of each of these factors in children is impossible to isolate given ethical limitations. Non-human primate species afford the opportunity to examine preferences in the absence of societal values and influences that children experience. In two previous studies with non-human primates, one with vervet monkeys and one with rhesus monkeys, monkeys showed sex-typed object preferences that paralleled those of children. However, several uncontrolled variables could have influenced these preferences. Our study considered object characteristics and we controlled for possible color preferences. We also tested monkeys individually to eliminate the effects of social facilitation and dominance rank. In experiment 1, monkeys were given a choice between similar objects of different colors (Phase A) and moving vs. non-moving objects (Phase B). In experiment 2, monkeys were given a choice between dolls and trucks (Phase A) and subsequent phases looked at the influence of moving wheels (Phase B) and hardness (Phase C). Contrary to previous findings, monkeys did not show sex-typed object preferences. Instead, the monkeys preferred blue objects, hard PVC objects such as trucks and hard dolls, and dolls with wheels. The influence of previous reward based cognitive testing, familiarity of substrate materials, and rearing condition are considered as possible explanations for these findings.

An evaluation of executive functioning is a critical component of a comprehensive assessment of higher cerebral functioning. The Tinker Toy Test (TTT) was introduced in 1982. This test allows an individual to demonstrate the extent of their executive capacities by permitting them to initiate, plan, and structure a potentially complex activity and carry it out independently in an unstructured fashion and administration is simple. This is a departure from more complex and structured tests of executive function. There is a dearth of research on the TTT and this study seeks to examine some of the psychometric properties of this instrument; i.e., working time minimum, gender effects, convergent and divergent validity, and potential intellectual correlates. Participants included 10 male and 30 female student volunteers from a large university in Central Florida. Participants had no history of neurologic disease/trauma or conditions that would affect motor functioning of the upper extremities. Participants completed a demographic questionnaire, the WASI-II, and the TTT. A two-way mixed-design ANOVA examining TTT scores as a function of work time and gender revealed a non-significant gender main effect, F(1, 21) = .09, p = .767. The work time main effect was not significant, , F(1, 21) = .324, p = .575. A significant work time x gender interaction was observed, F(1, 21) = 4.983, p = .037. Convergent validity was assessed by comparing the TTT scores with the Matrix Reasoning subtest, r(38) = .32, p = .044, and the Similarities, r(38) = .34, p = .03, subtest on the WASI-II. Divergent validity was assessed by comparing TTT scores to the Block Design subtest of the WASI-II, r(38) = .245, p = .127. No significant correlation was found between intelligence and TTT (VCI, r(38) = -.16, p = .335; PRI, r(38) = .15, p = .344; and FSIQ, r(38) = -.02, p = .928). The data supports the continued use of the 5-minute working time minimum presented by Lezak, as this temporal index was a more accurate representation of executive functioning. This study demonstrated no association between TTT scores and intellectual functioning. The findings of this study support the validity of this underutilized test of executive functioning and its inclusion in neuropsychological test batteries.

The thesis is focused on plays of preschool children with toy cars and dolls in kindergarten. The work is based especially on the activity theory. According to it the game is an essential activity of children and it has an influence on their development. Knowing that the game can be beneficial for children, I set as the main objective of the work to find out which actions with toys are performed and which areas they may develop. The work is divided into the theoretical and practical part. The theoretical part presents basis of the work. It contains four main chapters which deal with the preschool period, toy and play in a child's life and play from the perspective of the activity theory. The qualitative research is described in the empirical part. The main method for acquiring data was observation. I observed 30 plays total that were analyzed subsequently. Interviews were conducted as additional method. The research sample consisted of 15 children. On the basis of play analysis I have found out that toys were used individually or in the gender homogeneous groups. Gender mixed play was observed only in two cases during a play with car/train toys. Boys played both with car toys and dolls. Girls played with dolls, they did not choose car toys on their own. From the viewpoint of the play content the...

@font-face { font-family: "Calibri"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; text-indent: 0.5in; line-height: 200%; font-size: 11pt; font-family: "Times New Roman"; }div.Section1 { page: Section1; } Foster Child is my attempt to bring to light my love for dolls as creatures to be created and imagined again and again. In terms of childhood play, toys function and exist on many levels. Each becomes a friend to some and, in some cases, a confidant. Dolls become more than a plastic play-thing and through the eyes of the individual take on a life of their own based upon the user’s own personal experiences. What I deem my creation will inherently change to someone else’s and even to my mood. I aim to offer the ability to create and blur the lines of these creations. My work is self-explorative and tells of the circumstances from my childhood I hold close.

Made available in DSpace on 2015-03-26T13:46:32Z (GMT). No. of bitstreams: 1 texto completo.pdf: 3763050 bytes, checksum: bf63cd1ea140597304644889cffe5190 (MD5) Previous issue date: 2008-02-27 / The aim of this study was to evaluate during twenty eight days the macro and microscopic lesions in the gastric mucosa of poodle toys and mongrels dogs submitted to experimental treatment with meloxicam once a day with the purpose to evaluate the therapeutic level of meloxicam for these dogs. It has been selected eleven dogs clinically and laboratorial healthy, weight by 6,25 ± 1,03 Kg, age between one to six years old, males and females and castrated. The dogs were gotten into two groups according to the breed. The group 1 with five poodle toys and the group 2 with six mongrels. The dogs received a commercial dog food twice a day and water ad libitum . They had a previously treatment of their gastric mucosa with omeprazol in a dose of 1 mg Kg-1 once a day for twenty one days. Then, they were in an adaptation period for fifteen days. After that, all them were submitted to a control treatment when they received placebo once a day for twenty eight days. Finally, there was magistrate meloxicam to dogs in the experimental treatment in a single dose of 0,2 mg Kg-1 in the first day and 0,1 mg Kg-1 for the rest of twenty seven days. The hematologic and biochemistry blood parameters were evaluated in the first day of control treatment (T38) and in the last of experimental with meloxicam (T105) and all the parameters were normal. There were realized endoscopic exams in the first day of control treatment (T38), in the first day of meloxicam treatment (T77), in the sixteenth day of meloxicam treatment (T93) and in the last day of meloxicam treatment (T105). About the number and the severity of the macroscopic lesions in the gastric mucosa, it was observed predominantly discreet lesions in dogs from group 1 and moderate lesions in dogs from group 2 at the end of the study. The microscopic lesions were discreet in all dogs from both groups at the end of the study. It has been concluded that meloxicam is an NSAID with high therapeutic level for poodle toys and mongrels and that mongrels demonstrated more stress when submitted to confinement and daily handle that in poodle toys in this study. / O presente trabalho teve por objetivo avaliar os achados macro e microscópicos na mucosa gástrica de cães da raça Poodle Toy e sem raça definida submetidos ao tratamento experimental com o antiinflamatório não-esteróide meloxicam, por via oral, por um período de 28 dias com a finalidade de avaliar o grau de segurança do fármaco. Foram selecionados doze animais clinicamente saudáveis com peso médio de 6,25Kg ± 1,03Kg, idade entre 1 e 6 anos, de ambos os sexos e castrados. Os cães foram separados em dois grupos, sendo o grupo 1 constituído por cinco cães da raça Poodle Toy e o grupo 2 por seis cães sem raça definida. A seguir, todos os cães receberam tratamento com omeprazol na dose de 1mg Kg-1a cada 24 hs durante 21 dias.Permaneceram 15 dias em período de adaptação e, na segunda fase do estudo, receberam uma cápsula com veículo inerte por via oral, uma vez ao dia, durante 28 dias como parte do tratamento controle. Finalmente, iniciou-se o tratamento com meloxicam, quando todos os animais receberam a medicação na dose de 0,2mg Kg-1 no primeiro dia, e 0,1 mg Kg-1 a cada 24 hs durante os 27 dias seguintes. Os parâmetros hematológicos e bioquímicos séricos foram avaliados no primeiro dia do tratamento controle (T38) e no último dia do tratamento com meloxicam (T105). Tanto no início quanto no final do estudo, todos os valores laboratoriais permaneceram dentro dos parâmetros normais. Endoscopias foram realizadas no primeiro dia do tratamento controle (T38), no primeiro dia do tratamento com meloxicam (T77), no décimo sexto (T93) e no vigésimo oitavo dia (T105) após o início do tratamento com o meloxicam. As biópsias da mucosa gástrica para avaliação histopatológica foram colhidas na primeira (T38) e na última endoscopia (T105). Em relação à incidência e gravidade das lesões macroscópicas, observou-se predominantemente lesões de grau discreto na mucosa gástrica dos cães do grupo 1, e lesões de grau moderado na mucosa gástrica de cães do grupo 2 ao final do tratamento com meloxicam. As lesões microscópicas da mucosa gástrica foram de grau discreto em ambos os grupos ao início e final do estudo. Considerando os resultados obtidos no presente trabalho, conclui-se que o meloxicam é um AINE com alto índice terapêutico para cães da raça Poodle Toy e cães sem raça definida e observou-se diferenças significativas entre os cães da raça Poodle Toy e sem raça definida, quando a mucosa gástrica dos cães sem raça definida apresentou-se mais sensível a lesões durante o tratamento com meloxicam do que os cães Poodle Toy e que os cães sem raça definida demonstraram-se mais estressados do que os Poodle Toys quando submetidos ao confinamento e a manipulação diária neste estudo.

No description available.

by Wong Hoi-tay. / Summary in Chinese on endpapers. / Thesis (M.B.A.)--Chinese University of Hong Kong. / Includes bibliographies.

Os brinquedos são uma parte essencial de nossa cultura e têm evoluído ao longo do tempo. Atualmente, encontramos no mercado brinquedos dotados de circuitos eletrônicos e sensores, capazes de coletar dados do ambiente e informações pessoais dos usuários. Além disso, eles podem se conectar automaticamente a redes de comunicação por meio de protocolos de rede sem fio para acessar serviços móveis com o objetivo de personalizar a experiência de jogo para cada usuário. Conhecidos como brinquedos inteligentes, estes fazem parte de um ambiente denominado de computação para brinquedos, composto pelo brinquedo físico, um dispositivo móvel, que pode ser um tablet ou smartphone, e um aplicativo móvel (app), que pode controlar o brinquedo físico e compartilhar informações com serviços móveis. Esse novo tipo de brinquedo, que pertence a um novo tipo de ambiente e que também carrega características da Internet das Coisas, traz consigo questões relacionadas à segurança da informação que não existiam nos brinquedos convencionais. Essas questões, portanto, devem ser tratadas de forma a evitar prejuízos aos usuários dessa tecnologia. Para isso, o presente trabalho apresenta vinte e dois (22) requisitos de segurança gerais identificados por meio da utilização do processo Security Development Lifecycle (SDL) da Microsoft e da técnica de modelagem de ameaças suportada pelo modelo de ameaça STRIDE (Spoofing identity, Tampering with data, Repudiation, Information disclosure, Denial of service e Elevation of privilege). Os requisitos apresentados endereçam questões de segurança que os brinquedos inteligentes devem atender para evitar as principais ameaças existentes. As questões de segurança consideradas foram extraídas da Childrens Online Privacy Protection Act (COPPA), General Data Protection Regulation (GDPR) e Personal Information Protection and Eletronic Documents Act (PIPEDA). Além dos requisitos de segurança, um conjunto de testes de segurança gerais foram identificados com base no processo SDL para verificar o adequado atendimento a esses requisitos. Uma análise dos brinquedos inteligentes atualmente disponíveis no mercado e suas falhas de segurança relatadas publicamente dão indícios da importância de atender aos requisitos de segurança e executar os testes propostos neste trabalho para evitar problemas de segurança variados / Toys are an essential part of our culture, and they have evolved over time. Currently, we can find in the market toys equipped with electronic circuits and sensors able to collect environmental and personal data from users. They are also able to automatically connect to communication networks through wireless network protocols in order to access mobile services aiming at customizing the gaming experience for each user. Known as smart toys, these are part of a so-called toy computing environment, consisting of a physical toy, a mobile device, which can be a tablet or smartphone, and a mobile app, which can control the physical toy and share information with mobile services. This new type of toy, which belongs to a new type of environment and also present characteristics of the Internet of Things, raises issues regarding information security which did not exist in conventional toys. Such issues, hence, should be treated in a way to avoid losses to the users of this technology. Accordingly, this research project presents twenty two (22) general security requirements identified following the Microsoft Security Development Lifecycle (SDL) and the threat modeling supported by the threat model STRIDE (Spoofing identity, Tampering with data, Repudiation, Information disclosure, Denial of service e Elevation of privilege). These requirements address security issues that smart toys should meet to avoid the main existent threats. All considered issues were extracted from the Childrens Online Privacy Protection Act (COPPA), General Data Protection Regulation (GDPR) and Personal Information Protection and Electronic Documents Act (PIPEDA). Furthermore, we have also identified a general set of security tests based on the SDL process to check whether the identified security requirements have been met. A further analysis of the smart toys currently available in the market and their publicly related security flaws give evidence of the importance of meeting the proposed security requirements and executing the proposed security tests to avoid several security problems

Os brinquedos são uma parte essencial de nossa cultura e têm evoluído ao longo do tempo. Atualmente, encontramos no mercado brinquedos dotados de circuitos eletrônicos e sensores, capazes de coletar dados do ambiente e informações pessoais dos usuários. Além disso, eles podem se conectar automaticamente a redes de comunicação por meio de protocolos de rede sem fio para acessar serviços móveis com o objetivo de personalizar a experiência de jogo para cada usuário. Conhecidos como brinquedos inteligentes, estes fazem parte de um ambiente denominado de computação para brinquedos, composto pelo brinquedo físico, um dispositivo móvel, que pode ser um tablet ou smartphone, e um aplicativo móvel (app), que pode controlar o brinquedo físico e compartilhar informações com serviços móveis. Esse novo tipo de brinquedo, que pertence a um novo tipo de ambiente e que também carrega características da Internet das Coisas, traz consigo questões relacionadas à segurança da informação que não existiam nos brinquedos convencionais. Essas questões, portanto, devem ser tratadas de forma a evitar prejuízos aos usuários dessa tecnologia. Para isso, o presente trabalho apresenta vinte e dois (22) requisitos de segurança gerais identificados por meio da utilização do processo Security Development Lifecycle (SDL) da Microsoft e da técnica de modelagem de ameaças suportada pelo modelo de ameaça STRIDE (Spoofing identity, Tampering with data, Repudiation, Information disclosure, Denial of service e Elevation of privilege). Os requisitos apresentados endereçam questões de segurança que os brinquedos inteligentes devem atender para evitar as principais ameaças existentes. As questões de segurança consideradas foram extraídas da Childrens Online Privacy Protection Act (COPPA), General Data Protection Regulation (GDPR) e Personal Information Protection and Eletronic Documents Act (PIPEDA). Além dos requisitos de segurança, um conjunto de testes de segurança gerais foram identificados com base no processo SDL para verificar o adequado atendimento a esses requisitos. Uma análise dos brinquedos inteligentes atualmente disponíveis no mercado e suas falhas de segurança relatadas publicamente dão indícios da importância de atender aos requisitos de segurança e executar os testes propostos neste trabalho para evitar problemas de segurança variados / Toys are an essential part of our culture, and they have evolved over time. Currently, we can find in the market toys equipped with electronic circuits and sensors able to collect environmental and personal data from users. They are also able to automatically connect to communication networks through wireless network protocols in order to access mobile services aiming at customizing the gaming experience for each user. Known as smart toys, these are part of a so-called toy computing environment, consisting of a physical toy, a mobile device, which can be a tablet or smartphone, and a mobile app, which can control the physical toy and share information with mobile services. This new type of toy, which belongs to a new type of environment and also present characteristics of the Internet of Things, raises issues regarding information security which did not exist in conventional toys. Such issues, hence, should be treated in a way to avoid losses to the users of this technology. Accordingly, this research project presents twenty two (22) general security requirements identified following the Microsoft Security Development Lifecycle (SDL) and the threat modeling supported by the threat model STRIDE (Spoofing identity, Tampering with data, Repudiation, Information disclosure, Denial of service e Elevation of privilege). These requirements address security issues that smart toys should meet to avoid the main existent threats. All considered issues were extracted from the Childrens Online Privacy Protection Act (COPPA), General Data Protection Regulation (GDPR) and Personal Information Protection and Electronic Documents Act (PIPEDA). Furthermore, we have also identified a general set of security tests based on the SDL process to check whether the identified security requirements have been met. A further analysis of the smart toys currently available in the market and their publicly related security flaws give evidence of the importance of meeting the proposed security requirements and executing the proposed security tests to avoid several security problems

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-06-05T12:00:32Z No. of bitstreams: 1 Arquivototal.pdf: 10042444 bytes, checksum: 6385694012e97e267fc17c6de8804ce3 (MD5) / Made available in DSpace on 2018-06-05T12:00:32Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 10042444 bytes, checksum: 6385694012e97e267fc17c6de8804ce3 (MD5) Previous issue date: 2015-08-31 / The objective of this research was to validate the educational toy LOPU as its contribution to the motor, social and intellectual development of children with typical and atypical development. For this validation, we used the ergonomic methodology to set and multi validation of educational toys (Saldanha, 2013, 2015) conducted by Participatory ergonomics (Hendrick, Kleiner, 2006; Saldanha, 2004), associated with the method of the Ergonomic Analysis of work- AET (Wisner, 1987; Guérin et al, 2001; Vidal, 2003), through a systematic process of social construction (Daniellou, 1988 Saldanha, 2004) and consists of the following steps: Education demand and social construction with institutions and participants; Adjustments in the design and construction of the toy prototype full-scale; Validation located and multi-use of educational toy for children with typical development and / or atypical, through designed plays, implemented and evaluated by specialized professionals; Tabulation and analysis of results for the toy contribution to the development of children's skills, the potential and limitations of the toy and improvement proposals for the toy design. Validation of LOPU occurred in basic education school in a federal university and a foundation to support people with disabilities. Validation was attended by 22 professionals (teachers, educators, speech therapists, psychologists, occupational therapists and rehabilitation), 60 children of typical development between the ages of 2 and 6 years, and 30 children and adolescents from atypical development (people with Down syndrome, intellectual disabilities , autistic, hearing impaired, visually impaired and cerebral palsy) aged 3 to 16 years. According to the school teachers, in 23 different games (25 applications) conducted with 60 children 2-6 years of typical development, LOPU contributed to the development of the following skills: Motor: locomotion (78%); gross motor coordination (48%) and fine (35%); balance (4%). Social interpretation (95%); response command (91%), communication (56%). Intellectual: visual perception (100%), and tactile (74%); association of ideas (95%); shape recognition (60%), numbers (48%), color (39%), letters (22%) animals (17%), senses and organs (9%), and transportation means (4%); Space concept and vocabulary (35%); counting (30%); writing (17%). In 23 games (32 applications) held with 30 children and adolescents with atypical development in Support Disabled Foundation, the professionals found that LOPU contributed to the development of the following skills: Motor: gross motor coordination (69%) and thin ( 39%); Locomotion (69%) and balance (48%). Social: Response command (74%), construction (69%) and communication (48%). Intellectuals: tactile and visual perception (95%), association of ideas (65%), space notion (53%), vocabulary (43%), count (26%), writing (4%), color recognition (48% ), numbers (30%), and forms fruit (22%); animals (17%) and transportation means (9%). The main positive features of the toy were playful aspect, arouse the attention and interest of children's learning, ease of interpretation and assembled by professionals, able to work various aspects of child development. The analysis of the weaknesses, difficulties, limitations and suggestions for improvements, possible adjustments in the final design of LOPU. / O objetivo desta pesquisa foi validar o brinquedo educativo LOPU quanto a sua contribuição para o desenvolvimento motor, social e intelectual de crianças com desenvolvimento típico ou atípico. Para esta validação, foi utilizada a metodologia ergonômica para validação situada e multiprofissional de brinquedos educativos (Saldanha, 2013, 2015), conduzida através da Ergonomia Participativa (Hendrick, Kleiner, 2006; Saldanha, 2004) em associação ao método da Análise Ergonômica do Trabalho-AET (Wisner, 1987; Guérin et al, 2001; Vidal, 2003), mediante um processo sistemático de Construção Social (Daniellou, 1988, Saldanha, 2004). A pesquisa foi composta pelas seguintes etapas: instrução da demanda e construção social junto às instituições e aos participantes; ajustes no projeto e construção do protótipo do brinquedo em escala real; validação situada e multiprofissional da utilização do brinquedo educativo por crianças com desenvolvimento típico e/ou atípico, através de brincadeiras concebidas, implementadas e avaliadas por profissionais especializados; tabulação e análise dos resultados referentes à contribuição do brinquedo para o desenvolvimento de habilidades de crianças e às potencialidades e limitações do brinquedo, e propostas de melhoria para o projeto do brinquedo. A validação do LOPU ocorreu em uma escola de educação básica de uma universidade federal e em uma fundação de apoio a portadores de deficiências. Participaram da validação 22 profissionais (professores, pedagogos, fonoaudiólogos, psicólogos, terapeuta ocupacional e reabilitadores), 60 crianças de desenvolvimento típico com idade entre dois e seis anos, e 30 crianças e adolescentes de desenvolvimento atípico (deficientes intelectuais, autistas, deficientes auditivos, deficientes visuais, com síndrome de Down e com paralisia cerebral) com idade entre três e 16 anos. De acordo com os professores da escola, nas 23 diferentes brincadeiras (25 aplicações) realizadas com as 60 crianças de desenvolvimento típico, o LOPU contribuiu para o desenvolvimento das seguintes habilidades: Motoras – locomoção (78%), coordenação motora grossa (48%) e fina (35%) e equilíbrio (4%); Sociais – interpretação (95%); resposta a comando (91%) e comunicação (56%); Intelectuais – percepção visual (100%) e tátil (74%), associação de ideias (95%), reconhecimento de formas (60%), números (48%), cores (39%), letras (22%), animais (17%), órgãos e sentidos (9%) e meios de transporte (4%), noção espacial e vocabulário (35%), contagem (30%) e escrita (17%). Nas 23 brincadeiras (32 aplicações) realizadas com as 30 crianças e adolescentes com desenvolvimento atípico na fundação de apoio ao deficiente, os profissionais especializados constataram que o LOPU contribuiu para o desenvolvimento das seguintes habilidades: Motoras – coordenação motora grossa (69%) e fina (39%), locomoção (69%) e equilíbrio (48%). Sociais – resposta a comando (74%), interpretação (69%) e comunicação (48%). Intelectuais: percepção tátil e visual (95%), associação de ideias (65%), noção espacial (53%), vocabulário (43%), contagem (26%), escrita (4%) e reconhecimento de cores (48%), números (30%), formas e frutas (22%), animais (17%) e meios de transporte (9%). As principais características positivas do brinquedo foram: aspecto lúdico, desperta a atenção e o interesse de aprendizagem das crianças, de fácil interpretação e montagem para os profissionais, possibilidade de trabalhar diversos aspectos do desenvolvimento da criança. A análise dos pontos negativos, dificuldades, limitações e das propostas de melhoria possibilitou ajustes no projeto final do LOPU.