This study examined the recall of televised stories for younger (4-6 years) and older (7-9 years) children with and without ADHD under two different viewing conditions (toys present/toys absent). Each child watched two Rugrats television programs, once with toys present and once with toys absent. Immediately after viewing a program, the child completed a free recall of the observed story. Nonreferred childrens recall increased more than ADHD childrens as importance level increased, and older nonreferred children recalled more information overall than older children with ADHD. For the toys condition, children with ADHD had smaller correlations between the story units recalled and the order of these units in the story than did nonreferred children. Children with ADHD demonstrated multiple difficulties in story comprehension. They were less sensitive to thematic importance and they produced less coherent recalls than their nonreferred peers.

It is suggested in both academic literature and popular media that many children’s opportunities for play, particularly in North America and during middle childhood are decreasing and that the consequences include negative impacts on social, emotional and physical well being. One of the explanations for the decline in play, particularly amongst middle and high socio-economic-status families is an increased participation in structured extracurricular programming. This qualitative study explores parental accounts in order to understand some of the underlying ideas that shape their decision-making. Semi-structured individual interviews conducted using questions generated from a background literature review are implemented with five mothers, four of whom are spoken with twice. A thematic analysis approach is used to analyze the data. Integrating further literature, the ensuing discussion focuses on how a culture of fear may be contributing to an uncontrollable busyness of both parents’ and children’s lives. Protection, prevention and preparation are identified as specific motivations for structured program involvement that stem from a culture of fear. Particular focus is given to ideas behind the preparation mentality. The importance of early exposure, the intensity of extracurricular involvement, lost investment, wasted time, and the relationship these ideas have with discourses of intensive mothering are all explored. This study contributes new information to the existing dialogue about changes in children’s time-use, and provides insight into avenues for further qualitative research in the field. / Graduate

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Thematic interrelation is an underdeveloped field of inquiry in Lukan studies. The design and elegance of Lukan theology begs for guided investigation into a possible system of organisation that governs history and theology, that is, narrative and theme. Based on the Greimasian Actantial Model, morpho–syntactical structural–critical analysis of Luke and Acts reveals that the covenant concept in its operative aspect of service functions as an organising principle, structuring the narratives and facilitating thematic interrelation. A survey of representative Lukan research consisting of five methodologically determined approaches shows a commonality regarding Lukan purpose. These all share the “plan of God” as a fundamental concept, thus intimating its plausibility as a common organisational principle in the text. This observation encourages further analysis of Lukan narrative and meta–narrative as relevant subject matter. Investigation into the purpose and goals of Ancient Jewish and Ancient Greek literature suggests that the concepts of piety/holiness and justness combined with a notion of divine order and expectation demonstrates organisational capacity. Under the terms and conditions of the Old Covenant three non–exclusive themes/concepts hold organisational functionality and ability to facilitate thematic interrelation: Exodus typology, the covenant concept and the eschaton idea. Exodus typology connects narrative with theme, developing Israel’s story. The covenant idea frames stories using parallelism and gives the meta–story progression. The eschaton idea presents the Day of YHWH as an organisational principle guiding the story of judgment to restoration. It is observed that the covenant concept is the most prevalent of these themes/ideas. Assuming the conceptual unity of Luke and Acts and adopting a morpho–syntactical structuralist approach, it was observed that the covenant concept in its operative aspect of service occurred as Helper at ten places, determining the development and structure of the meta–narrative. According to the Greimasian Actantial Model, Israel failed to fulfil its covenant–based mandate to serve God and shine God’s light of mercy to the nations. Jesus, Israel’s new Helper, becomes the Subject and by his covenant–based ministry, characterised as the greatest service, resolves the problem that prevents Israel from carrying out its divine mandate and sets the stage for its fulfilment. In Jesus Israel is given new leaders, an ethical platform of discipleship and the Holy Spirit. The apostle Paul as the epitomised and exemplary witness and servant of Jesus fulfils what Israel could not. He is vindicated in righteousness and shares in the Isaianic ministry of Jesus, to bear witness to leaders and to shine God’s light to the nations. Paul is unhindered in this ministry. Additionally, in thematic–critical terms, the key placement of the covenant concept in its operative aspect of service at plot–defining junctures features its catalytic dynamic as a “template” concept advancing the re–conceptualising of themes and providing a platform for meaningful relation. The evidence thus suggests that the covenant concept in its operative aspect structures the conjoined narratives of Luke and Acts. It also provides a basis for relation between the divine and humans in the context of the history of God’s salvation, linking history and theology, and makes possible a discernible means to thematic interrelation. / Thesis (Ph.D. (New Testament))--North-West University, Potchefstroom Campus, 2011.

This studio-based thesis explores the universal theme of transformation within the Magical Girl genre of Animation. My research incorporates the viewing and analysis of Japanese animations and discusses the symbolism behind transformation sequences. In addition, this study discusses how this theme can be created using Flash software for animation and discusses its value as a teaching resource in the art classroom.

This study examined the conditions and experience of students who were placed on academic probation in view of key elements of Dewey’s (1958, 1938/1997, 1934/2005) theory of experience. Core data emerged from 16 in-depth interviews with five students who received assistance from an academic support program while on probation. An additional interview was conducted with the academic companion and another with the program developer. A document analysis and a researcher journal supplemented the data. The interviews were analyzed according to a three-dimensional narrative inquiry space (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) to produce profiles and thematic connections (Seidman, 2006). Findings are presented in five texts. The first and second manuscripts depict the stories of two students using the profile genre. These texts disclose rich stories where the meaning of experience is lived. A third manuscript examines students’ experience from the student and professional perspectives. Major themes uncovered, include (a) resistance to seek help; (b) deep personal costs; and (c) a desire to succeed and complete their undergraduate studies. A fourth manuscript explores companioning as experienced by students and supported by resource personnel. It reveals that (a) the companioning role was defined by a specific form of guidance and attendance to self-confidence and (b) the program helped students clarify their needs, promoted their adaptation to the university context, and offered support through a positive relationship. A fifth manuscript examined the characteristics of a fruitful helping relationship. Findings suggest that (a) a rapport characterized by presence and trust and (b) an approach promoting responsibility, awareness, and holism were key. These findings offer a weighty contribution to the literature on post-secondary education by revealing rich and unique experiences. By tapping in the complexity of the participants’ experience, findings help shift away from the current focus on obstacles and deficiencies often attributed to probationary students. Résumé Cette étude a examiné l’expérience d’étudiants ayant été placés en probation académique à la lumière d’éléments-clés de la théorie de l’expérience de Dewey (1958, 1938/1997, 1934/2005). La principale source de données provenait de 16 entrevues en profondeur auprès de cinq étudiants ayant participé à un programme d’accompagnement universitaire alors qu’ils étaient en probation académique. Une entrevue a aussi été menée avec l’accompagnatrice et une autre avec la conceptrice du programme. Une analyse documentaire et un journal de bord de la chercheure complètent les données. Les entrevues ont été analysées selon une analyse narrative tridimensionnelle (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) de façon à produire des profils et des liens thématiques (Seidman, 2006). Les résultats sont présentés dans cinq textes. Les premier et deuxième textes dépeignent l’histoire de deux étudiants sous forme de profils. Ces textes découvrent de riches et profondes histoires véhiculant la probation comme expérience de vie et la signification attribuée à celle-ci. Le troisième texte présente l’examen collectif de l’expérience des cinq étudiants ayant participé au programme d’accompagnement. Cette analyse est enrichie des perspectives de l’accompagnatrice et de la conceptrice du programme. Trois thèmes se dégagent de l’expérience de ces étudiants en probation académique soit (a) une résistance à faire usage des services de soutien; (b) des coûts personnels considérables; et (c) un désir de réussir et de compléter leur programme d’études. Un quatrième texte explore l’expérience d’accompagnement tel que perçu par les étudiants et les professionnels. L’analyse révèle que (a) l’accompagnatrice agissait à titre de guide et était attentive à la dimension de la confiance en soi et (b) le programme a aidé les étudiants à identifier leurs besoins, a soutenu leur adaptation au contexte universitaire, et a offert un soutien personnalisé par l’entremise d’une relation d’aide positive. Le cinquième texte se concentre sur les particularités d’une relation d’aide efficace en contexte de probation académique. Les résultats relèvent que cette expérience est qualifiée par (a) un rapport de présence empathique et empreinte de confiance réciproque et (b) une approche globale favorisant la responsabilité et la conscientisation. En dévoilant la richesse et l’unicité de l’expérience, ces résultats offrent une contribution intéressante. Illustrant la complexité des expériences de probation ils contribuent à s’éloigner d’une vision centrée sur les obstacles et les déficits des étudiants en probation académique.

In Ontario, career and guidance services are offered by teachers who have completed additional undergraduate studies. The training required to become a guidance counsellor appears to be insufficient to properly deliver the necessary guidance and counselling services. Many guidance counsellors are still operating as teachers within their new role as guidance counsellors. The aim of this qualitative research was to explore the professional identity of guidance counsellors’ working in Ontario, from their perspective. A semi-structured questionnaire was developed and twelve guidance counsellors were interviewed. Eight participants had completed the required undergraduate studies and four had completed a master’s degree in the field. The thematic analysis revealed four major themes that articulated and explained their professional identity: peer support, contextual factors, professional experience and formal training. The study’s limitations are discussed and suggestions for future research are offered.

Thematic interrelation is an underdeveloped field of inquiry in Lukan studies. The design and elegance of Lukan theology begs for guided investigation into a possible system of organisation that governs history and theology, that is, narrative and theme. Based on the Greimasian Actantial Model, morpho–syntactical structural–critical analysis of Luke and Acts reveals that the covenant concept in its operative aspect of service functions as an organising principle, structuring the narratives and facilitating thematic interrelation. A survey of representative Lukan research consisting of five methodologically determined approaches shows a commonality regarding Lukan purpose. These all share the “plan of God” as a fundamental concept, thus intimating its plausibility as a common organisational principle in the text. This observation encourages further analysis of Lukan narrative and meta–narrative as relevant subject matter. Investigation into the purpose and goals of Ancient Jewish and Ancient Greek literature suggests that the concepts of piety/holiness and justness combined with a notion of divine order and expectation demonstrates organisational capacity. Under the terms and conditions of the Old Covenant three non–exclusive themes/concepts hold organisational functionality and ability to facilitate thematic interrelation: Exodus typology, the covenant concept and the eschaton idea. Exodus typology connects narrative with theme, developing Israel’s story. The covenant idea frames stories using parallelism and gives the meta–story progression. The eschaton idea presents the Day of YHWH as an organisational principle guiding the story of judgment to restoration. It is observed that the covenant concept is the most prevalent of these themes/ideas. Assuming the conceptual unity of Luke and Acts and adopting a morpho–syntactical structuralist approach, it was observed that the covenant concept in its operative aspect of service occurred as Helper at ten places, determining the development and structure of the meta–narrative. According to the Greimasian Actantial Model, Israel failed to fulfil its covenant–based mandate to serve God and shine God’s light of mercy to the nations. Jesus, Israel’s new Helper, becomes the Subject and by his covenant–based ministry, characterised as the greatest service, resolves the problem that prevents Israel from carrying out its divine mandate and sets the stage for its fulfilment. In Jesus Israel is given new leaders, an ethical platform of discipleship and the Holy Spirit. The apostle Paul as the epitomised and exemplary witness and servant of Jesus fulfils what Israel could not. He is vindicated in righteousness and shares in the Isaianic ministry of Jesus, to bear witness to leaders and to shine God’s light to the nations. Paul is unhindered in this ministry. Additionally, in thematic–critical terms, the key placement of the covenant concept in its operative aspect of service at plot–defining junctures features its catalytic dynamic as a “template” concept advancing the re–conceptualising of themes and providing a platform for meaningful relation. The evidence thus suggests that the covenant concept in its operative aspect structures the conjoined narratives of Luke and Acts. It also provides a basis for relation between the divine and humans in the context of the history of God’s salvation, linking history and theology, and makes possible a discernible means to thematic interrelation. / Thesis (Ph.D. (New Testament))--North-West University, Potchefstroom Campus, 2011.

Hensikt: Å belyse hvilke aspekter kvinner selv trekker fram når de beskriver sin fødselsopplevelse som negativ. Metode: Kvalitativ tematisk analyse er anvendt for å analysere fritekstkommentarer fra 103 kvinner som har vurdert sin fødselsopplevelse som negativ, i den norske kohorten av Bidens-studien. Hovedresultater: Tre hovedtemaer trer fram i resultatene: ”Komplikasjoner hos mor, barn eller begge”, ”Å ikke føle seg sett og hørt” og ”Opplevelse av smerte og tap av kontroll”. Funnene viser at majoritetenav kvinnene hadde opplevd uventede og dramatiske komplikasjoner. Mange hadde følt seg ignorert, dårlig behandlet og ikke inkludert i avgjørelser. Et mindretall opplevde at den negative fødselsopplevelsen hovedsaklig skyldtes smerte og/eller tap av kontroll. Konklusjon: Kvinnenes beskrivelser viser at de ikke forventet å oppleve det de gjorde i fødsel, det være seg komplikasjoner eller mangelfull ivaretakelse. Enkelte opplevde situasjoner som må betraktes som overgrep i form av forsømmelse, verbale overtrampog uhøflig opptredenfra omsorgsgivernes side. I denne studien kommer det fram at omsorgsgiveres holdninger og væremåte er vesentlig for en positiv fødselsopplevelse. Den informasjonen som komfram gjennom funnene kan brukes av jordmødre for på best mulig måte å forebygge negative fødselsopplevelser. / Aim: This study aimed to explore the aspects women describe as contributing to their negative experience of childbirth. Methods: We used qualitative thematic analysis to analyze 103 free-text comments in a questionnaire from the Norwegian cohort of the Bidens study. The comments were provided by women who had a negative childbirth experience. Main findings: The majority of respondents reported experiencing unexpected and dramatic complications during childbirth. We identified three major themes: “(i) complications in mother, baby or both”, “(ii) not being seen or heard”; and (iii) “experience of pain and loss of control”. Further, the majority of respondents had felt ignored, had not been treated with respect, and did not feel included in decisions about their childbirth. A minority described pain and loss of control as the main reason for their negative birth experience. Conclusions: The women’s comments show that they did not expect to experience negative things during childbirth. Further, they were unprepared for complications and improper care. Alarmingly, many respondents experienced what must be characterized as abuse in the health-care system (i.e. neglect, verbal abuse or rudeness). The present study shows that caregivers’ attitudes and presentation contribute importantly to a positive childbirth experience. Midwives can use the information gained from this study to prevent negative birth experiences. / <p>ISBN 978-91-86739-95-9</p>