Neonatal communication intervention is important in South Africa, which has an increased prevalence of infants born with risks for disabilities and where the majority of infants live in poverty. Local literature showed a dearth of information on the current service delivery and roles of speech-language therapists (SLTs) and audiologists in neonatal nurseries in the South African context. SLTs have the opportunity to provide the earliest intervention, provided that intervention is well-timed in the neonatal nursery context. The aim of the research was to compile a locally relevant neonatal communication intervention instrument/tool for use by SLTs in neonatal nurseries of public hospitals. The study entailed descriptive, exploratory research. During phase 1, a survey was received from 39 SLTs and 2 audiologists in six provinces. The data revealed that participants performed different roles in neonatal nurseries, which depended on the environment, tools, materials and instrumentation available to them. Many participants were inexperienced, but resourceful in their attempts to adapt tools/materials. Participants expressed needs for culturally appropriate and user-friendly instruments for parent guidance and staff/team training on the topic of developmental care. During phase 2, a tool for parent guidance titled Neonatal communication intervention programme for parents was compiled in English and isiZulu. The programme was piloted by three participants. Suggestions for enhancements of the programme were made, such as providing a glossary of terms, adapting the programme's language and terminology, and providing more illustrations. SLTs and audiologists must contribute to neonatal care of high-risk infants to facilitate development and to support families.

5 Hana Tošnarová The topics of ethicin professional nurse behaviour in the care of psychiatric patients Abstract Presented dissertation theses are dedicated to the ethic aspects of the professional behaviour of nurses in their care of the mental patients. In the theroretical part are described thesis connected with the profession of psychiatric nurses, with the psychiatry as a medial branch, legislation in the psychiatry and with the questions of ethics in the connection of nursing. The practical part, that describes the qualitative research, is divided into two subsections and observing. The phenomenal study went through in the Mental home of Bohnice (Prague) and the output was the determination of defined notion "professional behaviour of a nurse in the care of mental patients in the scope of ethics". The second part of the observation was targeted on the access of the nurses to the mental patients in the special handpicked working places of the somatic medicine in Prague. The output of this research is a description of the behaviour style of nurses in the somatic working places in an interaction with mental patients. Keywords: ethics in nursery, ethics in psychiatry, ethics in medicíně, professional behaviour of a nurse, nursing, medical law

The purpose of this thesis is to fill the previous research gap concerning automation in the horticulture industry by discovering the adoption of automation in the U.S. and Canada, exploring the possibilities of introducing autonomous solutions and provide recommendations as to how this could create opportunities for small robotics companies targeting the industry. A case company in the U.S. and Canada was used as an example of a small robotics company for the case study. Two research questions were formulated: RQ1: Which major tasks in the horticulture industry should a small robotics company aim to automate? RQ2: What are the barriers for companies in the horticulture industry to invest in automated solutions? A mixed methods research with a pragmatic, inductive and exploratory approach was employed. The primary source of data was gathered from surveys, due to the geographical diversity of the region studied. The surveys reveal that the average level of automation across all respondents averaged at 47%. Given the strategy of the case company, a small robotics company is argued to aim to automate the following tasks: placing plant liners, sticking cuttings and planting seed, spacing of plants and containers, plant pruning, harvesting and grading production, and pesticide application. The horticulture industry is showing low barriers to invest in automation. The relatively high levels of automation are leading to increased trust in automation and further investments in automation. This is shown in the technology being perceived as useful amongst 75-85% of respondents and perceived as easy to use amongst 94% of respondents. / Syftet med denna avhandling är att fylla det tidigare forskargapet om automatisering inom hortikultur, genom att utforska acceptansen av automatisering i USA och Kanada, utforska möjligheterna att införa autonoma lösningar och ge rekommendationer om hur detta kan skapa möjligheter för små robotföretag som riktar sig mot branschen. En fallstudie på ett robotföretag i USA och Kanada användes som ett exempel på ett litet robotföretag. Två forskningsfrågor formulerades: RQ1: Vilka stora uppgifter inom hortikultur bör ett litet robotföretag sträva efter att automatisera?RQ2: Vilka hinder finns för företag inom hortikultur att investera i automatiserade lösningar? En blandad metodforskning med ett pragmatiskt, induktivt och utforskande tillvägagångssätt användes. Den primära källan till data samlades från undersökningar, på grund av den geografiska mångfalden i regionen som studerades. Undersökningarna visar att den genomsnittliga automatiseringsgraden för alla svarande i genomsnitt uppgick till 47%. Med tanke på bolagets strategi rekommenderas ett litet robotföretag att automatisera följande uppgifter: rada upp plantor, stick och plantera frön, skapa avstånd mellan växter och behållare, beskära och kvalitetsgranska skördar, och applicera bekämpningsmedel. Hortikulturindustrin visar låga hinder för investeringar i automatisering. De relativt höga automatiseringsnivåerna leder till ökat förtroende för automatisering och ytterligare investeringar i automation. Detta framgår av tekniken som uppfattas som användbar bland 75–85% av de svarande och uppfattas som lätt att använda bland 94% av de svarande.

5 Hana Tošnarová The topics of ethicin professional nurse behaviour in the care of psychiatric patients Abstract Presented dissertation theses are dedicated to the ethic aspects of the professional behaviour of nurses in their care of the mental patients. In the theroretical part are described thesis connected with the profession of psychiatric nurses, with the psychiatry as a medial branch, legislation in the psychiatry and with the questions of ethics in the connection of nursing. The practical part, that describes the qualitative research, is divided into two subsections and observing. The phenomenal study went through in the Mental home of Bohnice (Prague) and the output was the determination of defined notion "professional behaviour of a nurse in the care of mental patients in the scope of ethics". The second part of the observation was targeted on the access of the nurses to the mental patients in the special handpicked working places of the somatic medicine in Prague. The output of this research is a description of the behaviour style of nurses in the somatic working places in an interaction with mental patients. Keywords: ethics in nursery, ethics in psychiatry, ethics in medicíně, professional behaviour of a nurse, nursing, medical law

No description available.

No description available.

[pt] Esta dissertação tem como objetivo conhecer os coletivos parentais ou creches parentais, uma nova maneira de educar as crianças de 0 a 3 anos que vem ampliando seus adeptos na cidade do Rio de Janeiro. Embora a escola continue a ser vista como lócus privilegiado para a construção de saberes, já se reconhece que não é o único lugar para tal finalidade. No Brasil, algumas famílias têm se inspirado no modelo de coletivos parentais oriundo da França para pensar a educação de seus filhos, experiência que vem se formando no país há aproximadamente cinco anos. Os coletivos parentais são geridos pelas famílias e educadores para propor atividades enriquecedoras para a faixa etária, sem o afastamento das famílias. Este trabalho pretende então aprofundar os estudos sobre os coletivos parentais na cidade do Rio de Janeiro na tentativa de compreender a proposta, atores envolvidos, seus modos de funcionamento e práticas pedagógicas desenvolvidas. Para o desenvolvimento da pesquisa, buscou-se subsídios dentro do contexto da educação não formal, recorrendo à literatura nacional e estrangeira, dialogando com autores como Trilla e Arantes. Recorreu-se também aos estudos sobre a infância apresentados por Áries, Gélis e Kuhlmann, tendo em vista a invisibilidade histórica do atendimento destinado à faixa etária de zero a três anos e as lutas históricas em prol de um atendimento educacional de qualidade para esse público. Os recursos metodológicos utilizados foram: (i) aplicação de questionário online para famílias e educadores de coletivos parentais da cidade do Rio de Janeiro, com o intuito de mapear e delinear os coletivos parentais existentes; (ii) observação das atividades desenvolvidas em coletivos parentais; (iii) entrevistas semiestruturadas com famílias e educadoras envolvidas nessa experiência. A pesquisa permitiu identificar que a insatisfação com as propostas pedagógicas das creches e o desejo dos pais de participar ativamente da infância de seus filhos aparecem entre as motivações principais para a opção pelos coletivos parentais. Os coletivos parentais são formados majoritariamente por famílias de classe média alta, residentes na zona sul da cidade, e possuem educadoras contratadas atuando junto aos familiares. Foi também possível constatar que o livre brincar é valorizado e ganha força nas propostas pedagógicas dos coletivos parentais. / [en] This dissertation aims to know the parental collectives or parental day care centers, a new way of educating children from 0 to 3 years that has been broadening their adepts in the city of Rio de Janeiro. Although the school continues to be seen as a privileged locus for the construction of knowledge, it is already recognized that it is not the only place for this purpose. In Brazil, some families have been inspired by the model of parental collectives from France to think about the education of their children, an experience that has been developing in the country for about five years. Parental collectives are managed by families and educators to propose enriching activities for the age group, without the families being separated. This work intends to deepen the studies about the parental collectives in the city of Rio de Janeiro in an attempt to understand the proposal, the parties involved, how they operate and the pedagogical practices developed. For the development of the research, we sought subsidies within the context of non-formal education, using national and foreign literature, dialoguing with authors such as Trilla and Arantes. We also used the studies on childhood presented by Aries, Gélis and Kuhlmann, in view of the historical invisibility of care for the age group from zero to three years and the historical struggles for a quality educational service for this public. The methodological resources used were: (i) the application of an online questionnaire to families and educators of parental collectives in the city of Rio de Janeiro, with the purpose of mapping and delineating existing parental collectives; (ii) observation of the activities carried out in parental groups; (iii) semi-structured interviews with families and educators involved in this experience. The research allowed to identify that the dissatisfaction with the pedagogical proposals of the institutionalized day cares and the parents desire to participate actively in the childhood of their children appear among the main motivations for the option forthe parental collectives. The parental collectives are formed mainly by upper middle-class families, living in the southern part of the city with hired educators working with their families. It was also possible to verify that playing in a free way is valued and gains strength in the pedagogical proposals of the parental collectives.

Environmental contamination issues related to phosphorus (P) in surface waters substantiates the need to identify minimally-sufficient P fertilization amounts for production of containerized nursery crops and better understand the effect of routine amendments (i.e., dolomite [DL] and micronutrient fertilizer [MF]) added to pine bark substrates on chemical fate of P fertilizer. Four studies were conducted to accomplish two overarching objectives: 1) determine the minimum P fertilization amount and corresponding pore-water P concentration needed to achieve maximal growth of common containerized nursery crops and 2) determine the effect of DL and MF amendments in pine bark on P retention during irrigation and P fractions in substrate pore-water. In a fertigation, greenhouse study, calculated lowest P-fertilizer concentration that sustained maximal growth in Hydrangea paniculata ‘Limelight’ (panicle hydrangea) and Rhododendron ‘Karen’ (azalea) was 4.7 and 2.9 mg·L⁻¹ , respectively, and shoot growth Ilex crenata ‘Helleri’ (holly) was the same when fertilized with 0.5 to 6.0 mg·L⁻¹ P. Porewater P concentrations corresponding with treatments that sustained maximal growth of panicle hydrangea, azalea and holly were as low as 0.6, 2.2 and 0.08 mg·L⁻¹ P, respectively. In a separate study, utilizing low-P controlled-release fertilizers (CRFs), shoot growth of Hydrangea macrophylla ‘P11HM-11’ (bigleaf hydrangea) produced in two ecoregions was maximal when fertilized with as little as 0.3 g CRF-P per 3.8-L container, a 50% P reduction from the industrystandard CRF. Holly required 0.2 or 0.4 g CRF-P depending on ecoregion. Mean pore-water P concentrations that corresponded with highest SDW were 0.8 and 1.2 mg·L⁻¹ for hydrangea and holly, respectively. When irrigating fallow pine bark columns containing CRF for 48 d, amending pine bark with DL and MF reduced orthophosphate-P (OP-P) leachate concentrations by ≈ 70%, most of which was retained within the substrate. In a greenhouse study, containerized Lagerstroemia ‘Natchez’ (crape myrtle) were grown for 91 d in pine bark containing CRF. In pine bark amended with DL and MF, pore-water OP-P and total P concentrations, measured approximately weekly, were reduced by, on average, 64% and 58%, respectively. Total dry weight values of plants grown with DL plus MF or MF-only were 40% higher than those grown with no amendments; however, tissue P amounts and relative P uptake efficiency were the same among plants in these three treatments. Therefore, sorption of OP-P by DL and MF reduced water-extractable OP-P but did not limit P uptake by plants. / Ph. D.

Play can be seen as a very important component in the learning programme of pre-school children. The question arises whether the Gr R teacher has adequate play incorporated into the daily schedule? The research question was answered as follows. Although it was revealed in the study that the teachers who had pre-primary and Bed qualifications, possessed more (play) knowledge of all the teachers, the rest of the Gr R teachers indicated that they did have a need to gather more knowledge in childrens’ play, as well as implementing it into the day programme. The third part of the research question was also answered namely; that too much formal education were taking place in the Gr R classes in primary schools. The answer to the question; whether there is enough play in the Gr R class in a primary school is; “no”, 10 and whether there is enough play in the Gr R class in the pre-primary school is; “yes”. It was concluded that the Gr R education methods in the primary school is far more formal than that of the pre-primary school. The research question is thus fully answered and the study was completed successfully. / Spel kan gesien word as ’n baie belangrike komponent van die leerprogram vir voorskoolse kinders. Die vraag ontstaan of Gr R onderwyseresse genoegsame spel in die dagprogram implementeer? Die navorsingsvraag is as volg beantwoord. Alhoewel dit in die studie na vore gekom het, dat die onderwyseresse wat preprimêr en BEd gekwalifiseer is oor die meeste speelkennis beskik, het die meeste Gr R onderwyseresse aangedui dat hul wel ’n behoefte het om meer kennis rakende kinderspel en die implementering daarvan in die dagprogram te bekom. Die laaste vraag voortvloeiend uit die navorsing of daar genoegsame spel in die Gr R klasse plaasvind was die gevolgtrekking “nee” by primêre skole en “ja” by preprimêre skole. Daar is tot die gevolgtrekking gekom dat Gr R onderwys by primêre skole se onderrigmetodes baie meer formeel is as Gr R by preprimêre skole. Die navorsings-vraag is dus in geheel beantwoord en die studie is suksesvol voltooi. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

Kwok Man Ki. / Accompanying CD-ROM entitled: DRAGON program 2005. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 193-203). / Abstracts in English and Chinese; appendices also in Chinese. / Abstract --- p.i / Abstract (Chinese version) --- p.iii / Acknowledgement --- p.v / Table of contents --- p.vi / List of tables --- p.xi / List of figures --- p.xviii / Presentations --- p.xix / Chapter Chapter one: --- Introduction --- p.1 / Hong Kong preschoolers' nutritional health situation --- p.1 / Chapter (I) --- Breastfeeding & complementary feeding practices --- p.1 / Chapter (II) --- "Diet, mealtime and physical activity patterns" --- p.3 / Chapter (III) --- Weight status --- p.6 / Health risk factors accumulated up to preschool age --- p.8 / Childhood Obesity Prevention: School-based intervention --- p.12 / Chapter (I) --- Primary obesity prevention and health promoting schools --- p.12 / Chapter (II) --- Feasibility of health promotion initiatives in Hong Kong kindergartens --- p.14 / Chapter (III) --- Nutrition and physical activity intervention studies --- p.18 / Chapter (IV) --- Hong Kong kindergarten health initiative: DRAGON Program --- p.23 / Aim and scope of the DRAGON Program --- p.28 / Chapter Chapter two: --- Methodology --- p.30 / Kindergarten recruitment --- p.30 / Formative preparatory stage --- p.32 / Chapter (I) --- Teaching kit development --- p.32 / Chapter (II) --- Teaching kit pretesting --- p.33 / Chapter (III) --- Parents' focus group --- p.35 / Chapter (IV) --- Questionnaires development --- p.35 / Chapter (V) --- Ethics approval --- p.37 / Subject recruitment --- p.37 / Pre-intervention stage --- p.37 / Chapter (I) --- Anthropometric measurements --- p.37 / Chapter (II) --- Parental questionnaires --- p.38 / DRAGON Program implementation --- p.38 / Chapter (I) --- Preschoolers' health curriculum --- p.38 / Chapter (II) --- Pre-intervention data management and analysis --- p.39 / Chapter (III) --- Booster activities planning and implementation --- p.40 / Chapter (IV) --- Parents' newsletters --- p.42 / Post-intervention stage --- p.42 / Chapter Chapter three: --- Results --- p.46 / Enrollment and response rate --- p.46 / Between schools baseline comparison --- p.50 / Education vs. Control Schools baseline comparison --- p.53 / Chapter (I) --- Demographic and socioeconomic characteristics --- p.53 / Chapter (II) --- Children's dietary patterns --- p.60 / Chapter (III) --- "Regular meals, snack patterns and other mealtime behaviors" --- p.65 / Chapter (IV) --- Usual activity patterns --- p.67 / Chapter (V) --- Parents' health knowledge and preferred communication channels --- p.72 / Chapter (VI) --- Child's height and weight measurements --- p.77 / Chapter (VII) --- Factors associated with children's weight status --- p.79 / Chapter (VIII) --- "Associations between socioeconomic status (SES) and children's dietary, mealtime and activity patterns" --- p.81 / Process and outcome evaluations of the Dragon Program --- p.90 / Part a) 1st follow up after finishing all health curriculum --- p.90 / Chapter (I) --- Children's dietary patterns --- p.90 / Chapter (II) --- Mealtime behaviors --- p.95 / Chapter (III) --- Usual activity patterns --- p.99 / Chapter (IV) --- Health curriculum effectiveness evaluation by AM/PM sessions --- p.103 / Part b) 2nd follow up after finishing promotional activities --- p.107 / Chapter (I) --- Children's dietary patterns --- p.108 / Chapter (II) --- Mealtime behaviors --- p.116 / Chapter (III) --- Usual activity patterns --- p.122 / Between subgroups comparisons --- p.131 / Chapter (I) --- First follow up --- p.131 / Chapter (II) --- Second follow up --- p.132 / Parent Focus groups (baseline) --- p.136 / Chapter (I) --- Awareness of local adults' and preschoolers' health status --- p.136 / Chapter (II) --- Children's dietary habits and lifestyle --- p.137 / Chapter (III) --- Factors affecting their children's health behaviors --- p.139 / Parent Focus groups (booster activities) --- p.140 / Teachers´ةquestionnaires --- p.142 / Teachers after class assessment --- p.149 / Teachers´ة focus groups --- p.155 / Principals´ة Interviews --- p.157 / Chapter (I) --- Importance of creating healthy school environment --- p.157 / Chapter (II) --- Students' & teachers´ة performance in first half-year DRAGON Program --- p.158 / Chapter (III) --- Comments on implementing second half-year DRAGON Program --- p.160 / Chapter (IV) --- Recommendations for the development of the Program --- p.161 / Chapter Chapter four: --- Discussion --- p.163 / Implications of the findings --- p.164 / Chapter (I) --- Socioeconomic and demographic factors associated with preschoolers' diet and lifestyle at baseline --- p.164 / Chapter a) --- Association between SES and children´ةs dietary habits --- p.164 / Chapter b) --- Association between SES and children's weight status and their mealtime interactions with parents --- p.166 / Chapter c) --- "Association between children's weight status and their dietary mealtime, and activity patterns" --- p.167 / Chapter (II) --- Local preschool age children´ةs health situation --- p.170 / Chapter (III) --- Program Effectiveness assessment --- p.173 / Chapter a) --- After the implementation of the one-term health curriculum --- p.173 / Chapter b) --- After the implementation of health curriculum and promotional activities --- p.179 / Chapter (IV) --- Program acceptability and feasibility --- p.186 / Limitations --- p.189 / Recommendation for future preschool health program --- p.190 / Chapter Chapter five: --- Conclusion --- p.192 / References --- p.193 / Appendices --- p.204 / Chapter A1 --- School invitation letter with program briefing details (English version) --- p.204 / Chapter A2 --- School invitation letter with program briefing details (Chinese version) --- p.209 / Chapter B1 --- School background information (English version) --- p.213 / Chapter B2 --- School background information (Chinese version) --- p.217 / Chapter C1 --- DRAGON Program Teacher's Guide for nursery grade (Chinese version) --- p.221 / Chapter C2 --- DRAGON Program Teacher's Guide for lower level (Chinese version) --- p.244 / Chapter C3 --- DRAGON Program Teacher's Guide for upper level (Chinese version) --- p.269 / Chapter D1 --- Parents´ة focus group (Jan) (English version) --- p.297 / Chapter D2 --- Parents´ة focus group (Jan) (Chinese version) --- p.301 / Chapter E1 --- Teachers´ة self-administered questionnaires (English version) --- p.305 / Chapter E2 --- Teachers´ة self-administered questionnaires (Chinese version) --- p.324 / Chapter F1a --- Parents´ة self-administered questionnaires [baseline] (English version) --- p.344 / Chapter F1b --- Parents´ة self-administered questionnaires [1st follow up] (English version) --- p.349 / Chapter F1c --- Parents' self-administered questionnaires [2nd follow up] (English version) --- p.354 / Chapter F2a --- Parents´ة self-administered questionnaires [baseline] (Chinese version) --- p.359 / Chapter F2b --- Parents´ة'self-administered questionnaires [1st follow up] (Chinese version) --- p.364 / Chapter F2c --- Parents´ة self-administered questionnaires [2nd follow up] (Chinese version) --- p.369 / Chapter G1 --- Parents´ة consent form (English version) --- p.374 / Chapter G2 --- Parents´ة consent form (Chinese version) --- p.376 / Chapter H1a --- Sample health lesson worksheet for nursery grade (Chinese version) --- p.378 / Chapter H1b --- Sample health lesson worksheet for lower level (Chinese version) --- p.379 / Chapter H1c --- Sample health lesson worksheet for upper level (Chinese version) --- p.380 / Chapter 11 --- Sample parents´ة newsletter (English version) --- p.382 / Chapter 12 --- Sample parents´ة newsletter (Chinese version) --- p.387 / Chapter J1 --- Questions for pretest parents´ة newsletter (Chinese and English version) --- p.392 / Chapter K1 --- Principals´ة interview (English version) --- p.395 / Chapter K2 --- Principals´ة interview (Chinese version) --- p.397 / Table A_1 to A_17 --- p.399 / DiscAl DRAGON Program: teaching materials for health lessons --- p.414 / DiscA2 DRAGON Program: materials for three booster activities --- p.414 / DiscA3 DRAGON Program: health lesson worksheets --- p.414 / DiscA4 DRAGON Program: parents´ة newsletters --- p.414