<p> Limited research exists on effective treatment modalities for early onset trauma-based psychosis during the latency period of childhood. This thesis reviews research on the benefits of using Jungian play therapy to treat trauma-based psychosis. Depth psychologists have theorized that the conscious reality of individuals experiencing psychosis is flooded by unconscious complexes, resulting in symptoms of psychosis and intolerance to emotions experienced. Using hermeneutic and heuristic methodologies, this thesis focuses on how, using Jungian play therapy, therapists can form therapeutic alliances with children experiencing psychosis, assist the child with integrating their unconscious experiences, affect, and thoughts into conscious reality thereby managing distressing emotions, contributing to healthy ego development, and reducing psychotic symptoms. Psychological literature and a friend of the author&rsquo;s experience of psychosis are examined to demonstrate how the integration of unconscious material leads to the potential to heal the fragmentation of the psyche caused by trauma and psychosis.</p>

<p> The purpose of this study was to identify the perceptions of Missouri public school early childhood teachers and administrators in regard to technology and current practices. If educators have not analyzed their current perceptions regarding technology, they may not use developmentally appropriate technology practices with students (Dietze &amp; Kashin, 2013). According to Anderkin (2015), the position statement from the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning offers guidance for developmentally appropriate technology practices in early childhood. Participants in this study were asked interview questions to determine their perceptions of technology in early childhood classrooms. The interview questions were also utilized to identify what teaching strategies were currently being used when implementing technology and the perceptions of early childhood educators in terms of professional development regarding technology in early childhood. High-quality professional development opportunities for early childhood educators play a role in developmentally appropriate technology integration (White, 2015). The sample group for the study included nine Missouri Preschool Program (MPP) teachers affiliated with public schools in southwest Missouri and nine administrators affiliated with public schools in southwest Missouri with a minimum of one MPP classroom. Results from this study indicated most early childhood educators are in favor of technology in the classroom in moderation. Both teachers and administrators reported a lack of professional development opportunities specific to implementation of technology in early childhood. </p>

<p> The focus of this dissertation was to explore the importance of high quality early education in later secondary education development, quantifying quality in early childhood education programs, and examining how teacher education contributes to quality of early childhood education programs. For phase I, early childhood education positively associated with improved eighth grade state proficiency percentages in the mathematics and writing summative assessment scores. When examining scoring procedures for <i>Colorado Shines</i> QRIS in phase II, programs that accepted Colorado Child Care Assistance Program (CCCAP), were not part of Colorado Preschool Program (CPP), had children that spoke more than one language, and accepted infants overall scored the lowest scores of early education programs. Phase III results showed that teachers with bachelor&rsquo;s degrees did not significantly improve overall student mathematics and literacy scores under <i>TS Gold</i> compared to students of teachers that did not have bachelor&rsquo;s degrees.</p>

<p>Across the globe, the viability of welfare states depends on the success of policy adaptations to a post-industrial, internationalized economy and domestic demographic changes that encompass family formation, declines in fertility, and lifespan extensions of the elderly. One of the most important issues facing contemporary welfare states is the need to adjust social policy to the demise of the male breadwinner model in favor of the increased participation of women and mothers in the workforce. Whereas childrearing was traditionally the central occupation of stay-at-home mothers, their workforce participation has necessitated out-of-home care for children under the ages of five or six, before the start of primary school. Providing financial supports and investing in early childhood care and education are several policy instruments that can be used, not only to ease the burden of care faced by working mothers and their partners, but to promote the well-being and long-term economic productivity of their children as adults. In turn, the increased economic productivity of future generations can mitigate social risks and threats to the survival of the welfare state. Using a social investment approach based on human capital development in children, a set of indices is constructed to measure public investments in early childhood by ten member countries of the OECD from 2001 through 2011. The indices permit a theoretical exploration of patterns of expenditure and characteristics of policy design relative to their conformity to acknowledged types of welfare state regimes. The indices are also used to detect empirical changes in welfare state expenditures for early childhood investments pre- and post- the fiscal crisis of 2008. The study contributes to the literature of welfare state theory by situating investments in early childhood as a stage in the evolution of family policy; by creating a set of measures that characterizes public investments from a child-centered developmental perspective, one that is less prominent than work-family balance and gender equity viewpoints; and lastly, by combining expenditures and policy design components into a single measure.

<p> A Multi-Tier System of Support (MTSS) for academic skills is widely recognized as the best practice framework for supporting all students. Additionally, the recent shift from constructivist pedagogy toward more intentional teaching of mathematics at the preschool level has encouraged more explicit mathematics instruction with younger children. In spite of these advances, there are no published best practice guidelines for implementing MTSS for mathematics at the prekindergarten level. The current study sought to investigate one possible way to implement effective instructional practices for preschool mathematics within a multi-tier system, including the use of validated screening and progress monitoring instruments. A centers-based mathematics curriculum was implemented at the universal level within an inclusive preschool classroom. Universal screening was conducted using curriculum-based measurement (CBM) in order to identify at-risk students in need of additional instruction. A supplemental prekindergarten program was implemented with small instructional groups at the secondary tier of support. Students receiving supplemental instruction were progress-monitored using growth-sensitive CBMs in a multiple baseline across dyads research design. Results and limitations of the study are discussed. Finally, topics for future exploration in preschool mathematics are suggested. </p>

<p> The purpose of the current study was to explore preschool teachers&rsquo; subjective beliefs toward developmentally appropriate practices (DAP) and developmentally inappropriate practices (DIP), as identified by the National Association of the Education of Young Children (NAEYC) in Saudi Arabia. Additionally, an investigation was conducted on what might account for cultural influences regarding teachers&rsquo; beliefs toward DAPs and DIPs. </p><p> Q-methodology, as a mixed-method approach, was utilized to collect, analyze, and interpret the data in a two-phase, sequential explanatory design. In the first phase, 37 preschool teachers subjectively sorted 50 cards representing DAP and DIP items in terms of what they considered the most appropriate and the most inappropriate practices in the preschool classroom. Q-technique principal component analysis with Varimax rotation was used to analyze the numerical data. The second phase involved conducting follow-up focus-group interviews for further explanation and exploration of the cultural influences on Saudi preschool teachers&rsquo; beliefs regarding DAPs. </p><p> The results of the Q-methodology suggested that there were four main perspectives regarding DAP beliefs among Saudi participants: Perspective A: a developmentally oriented approach to children&rsquo;s learning; Perspective B: a socially oriented approach to children&rsquo;s learning; Perspective C: a holistic approach to children&rsquo;s learning; and Perspective D: a child-centered approach to children&rsquo;s learning. Six participants were associated with Perspective A, eight with Perspective B, three with Perspective C, and seven with Perspective D. All four perspectives identified in the study coincided with different aspects of DAPs. </p><p> For further explanations, 11 participants were purposefully selected to participate in follow-up focus-group interviews. The interviews provided explanations regarding participants&rsquo; subjective beliefs in light of any cultural influences. Thematic analysis following the interviews revealed themes on two levels: cross-perspective themes and within-perspective themes. Although within-perspective themes varied by each perspective, cross-perspective themes included a) denying teaching preschoolers academics, b) modifying the curriculum to suit children&rsquo;s needs, c) promoting social activities, and d) respecting families but not involving them in classroom activities. Findings from this study contributed to the knowledge base on the applicability of different aspects of DAP in religious and conservative society. Furthermore, methodological notes, recommendations for future research, and implications for practice were addressed.</p>

Despite a wealth of scholarship on the Tudors’ printed and visual propaganda, little has been written on how the population received this material. Doubts over how far either media penetrated a largely illiterate society with questionable access to the visual arts have likely been partly responsible, but as studies increasingly disprove these assumptions the need to address this gap becomes more pressing. After establishing that the governments from Henry VIII to Elizabeth were interested, to varying extents, in propagating particular messages to their subjects, this thesis employs a diverse range of sources to analyse popular responses to official pamphlets, portraits and other visual iconography. Primarily using inventories, the ownership of these different types is examined, in particular exploring the mixed motives that underlay the display of monarchical portraits and royal devices. Broadly positive reactions to propaganda are then discussed, similarly uncovering the different, potentially subversive reasons that drove people to accept government materials. The evidence of marginalia in surviving copies of polemical works is then used to show both the different approaches taken to reading official books, and how people engaged with several specific pamphlets, illuminating the success of particular arguments and propagandistic techniques. Finally, negative reactions to government images and books are investigated, highlighting not only opposition but, conversely, more evidence of propaganda’s positive impact. Analysing reception in these ways not only permits judgements about the extent and nature of propaganda’s success; it also provides valuable insights into important historiographical debates, like the progress of the English Reformation and the potential emergence of a public sphere, besides more generally revealing widely-held attitudes that underpinned sixteenth-century society and conditioned the relationship between rulers and ruled.

In this work I have examined the spatially resolved properties of the local early- type galaxy population. Using Hubble Space Telescope and ground based pho- tometry I constructed Jeans Anisotropic Multi Gaussian Expansion models of the SAURON sample of early-type galaxies, from which I determined the depth of the local gravitational potential well, quantified by the local escape velocity, Vesc. I found that Vesc correlated tightly with the three Lick indices: Mgb, Fe5015 and Hβ. The Mgb-Vesc relation within individual galaxies is identical to that between different galaxies; the relation is both local and global. The Mgb-Vesc relation is: log Mgb = (0.35 ± 0.01) log Vesc − (0.41 ± 0.03). While the metallicity, [Z/H] is cor- related with Vesc it does not show the same local and global behaviour. Age (t) and alpha enhancement ([α/Fe]) are only weakly correlated with Vesc. A combination of [Z/H] and t is tightly correlated with Vesc, with scatter comparable to the Mgb-Vesc relation, and does show the local and global behaviour. This combination is given by: log Vesc = 0.85[Z/H] + 0.43 log t. Using the volume limited ATLAS3D sample of 260 local ETGs I examined in detail the behaviour of the Mgb-Vesc relation and its dependence on other galaxy properties. I found that systematic deviations from the relation correlate with the local environmental density and molecular gas mass of a galaxy, and with the local [α/Fe] measurement. I found that there is a population of galaxies that do not follow the relation, found only at Vesc < 400 kms−1. These galaxies have negative gradients, high central Hβ indices and young (t < 3 Gyrs) ages. Using stellar population models I demonstrated that these negative gradient galaxies are perturbed from the relation by recent star formation and will return to the relation as they age. I also describe the observation, reduction and analysis of a new sample of ETGs in the core of the Coma cluster, the highest density environment in the local Universe, observed with the SWIFT Integral Field Spectrograph. I determined the fraction of slow rotators in the sample, comparing it to results from the ATLAS3D survey, and found an enhanced slow rotator fraction in the Coma cluster. I also determined the Fundamental Plane of Coma early-type galaxies, given by: log Re = (1.20 ± 0.22) log σe − (0.79 ± 0.09) log⟨Ie⟩.

In contradistinction to critical trends which have rendered Milton’s thought disembodied, this thesis studies how seventeenth-century material culture informed Milton’s poetry and prose at the epistemic level and by suggesting a palette of forms for literary play. The first chapter explores the early modern culture of fruit. At the epistemic level, practices of fruit cultivation and consumption inform Milton’s imagination and his vocabulary, thereby connecting their historic-material lives with their symbolic ones. Milton further turns commonplace gestures of fruit consumption into narrative devices that frame discussions of agency, aspiration, sinful and right practice. The second chapter examines two floral catalogues to discover how they find shape through the epistemologies of flowers, ceremony, and decorative arts. Here material culture shapes literary convention, as one catalogue is found to secret ceremonial consolation in its natural ingenuousness, while the other’s delight in human physicality upsets the distinctions between inner virtue and outer ornament, faith and rite. In the third chapter, urban epistemologies of light, darkness, movement, and space are examined through urban phenomena: skyline, suburbs, highways, theft, and waterways. By interpellating contemporary debates, these categories anatomise fallen character, intent, action, and their consequences. Milton’s instinctive distaste for urban nuisances is interesting in this Republican figure and is subversive of some ideologies of the text. Discursive and material aspects meet again in the fourth chapter in a discussion of his graphic presentations of geography on the page. Usually prone to analyses of textual knowledge, they are also informed by the embodiment of knowledge as material object. Milton’s search for a fitting cartographic aesthetic for the Biblical narrative and for the rhetoric of his characters leads him to an increasing consciousness of the ideologies energising these material forms. The fifth chapter explores Milton’s engagement with forms of armour and weapons. Military preferences for speed and mobility over armour help Milton explore the difference between unfallen and fallen being. Milton also uses his inescapably proleptic knowledge of arms and armour as a field of imaginative play for representations that are both anachronistic and typological. These lead to a discussion of imitation in the mythic imagination. In each of these studies, we witness Milton’s consciousness of his temporal and proleptic location, and his attempts to marry the temporal and the pan- or atemporal. In the conclusion I suggest that Milton’s simultaneous courting of the atemporal while he is drawn to or draws on temporal material culture imply an incarnational aesthetic.

This thesis considers the civic elite in Coventry during the Reformation, from 1530-1580. It describes how the presence of a longstanding civic and political culture, dating back to the late middle ages, helped to mitigate religious change and bring other economic and social priorities to the fore during this period. The thesis looks at contemporary understanding of ideas of the city, including civic history and political power, as well as the economic forces which shaped the civic government?s interaction with other political hierarchies and the broader social world of the kingdom. It is argued that, although the corporation was keen to protect and define the political and physical boundaries of the city, they lived in an environment that was permeable to outside influence and the presence of geographically broad social and political networks. Urban political disputes are also examined, with the aim of elucidating those principles which ensured the smooth running of civic government and the control of the city by the corporation and the civic elite. Religious disagreements during the 1540s and 1550s are examined in detail, to show why, despite the potential for turmoil, the city never saw the breakdown of order or the political hierarchy. The spread of protestantism during later decades is dissected, alongside attempts to maintain urban religious provision at an acceptable standard, and to preserve the structures and hierarchies of civic religion. The thesis concludes that, even in cities like Coventry, where the effects of the dispute and dissonance that came with the growth of a new religion were strongest, it was possible for the traditional moral rules of urban governance to ensure that the city was an ordered and successful society well into the latter half of the sixteenth century.