Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Gang Yao. Vita. Includes bibliographical references.

Thesis (M.Med.Sc.)--University of Hong Kong, 2004. / Also available in print.

A systematic review of the literature that explored the processes and perceived effectiveness of qualitative methods used to elicit the views of young people with autism spectrum disorders (ASD) about their educational experiences was conducted. Studies that were identified and screened using a trialled evaluation checklist and synthesised using the PRISMA guidelines identified data collection methods that were perceived to be useful. Limitations such as the over-representation of participants who were able to engage in verbal discussion and the lack of detailed description and evaluation of data collection methods were also identified. A multiple case study research was then conducted to explore two special schools' processes of eliciting the views of secondary school-aged pupils with ASD about their transition to adulthood and its perceived effectiveness. Qualitative data from semi-structured interviews with the school's staff and an observation of a transition meeting were gathered and thematically analysed individually, then compared and contrasted within school level. The findings revealed that both schools' processes of eliciting young people with ASD's views about transition to adulthood is a long process which involves three phases and is underpinned by a person-centred ethos. Perceived strengths and limitations of the process were also identified. Dissemination of the study's findings will include presentations and consultations with key stakeholders such as mainstream and specialist secondary schools and local authority post-16 steering group to explore the utility of the findings in different contexts. Collaboration with other educational psychologists (EPs) will also be conducted to explore this study's implications in the way they support schools in eliciting the views of young people with ASD.

Master of Science / Architectural Engineering and Construction Science / Fred Hasler / By definition, light is a metric created solely for the visual response of human beings. As a result, nearly every lighting metric is weighted to accurately depict human responses. The first human visual response function was adopted in 1924 by the CIE, V(λ), and is still the primary function weighting for all other lighting metrics. However, V(λ) has obvious limitations, one being that it only includes contributions from long- and medium-wavelength photoreceptors. Therefore, V(λ) cannot accurately provide indication to visual acuity (VA). Because vision is a sense that humans rely so heavily on, causes for optimal vision are valued in order to create artificially lit spaces that emulate qualities on which the human visual systems thrives. One factor of VA is pupillary diameter, which is dictated by many factors ranging from light spectra to emotional states. The formula P(S/P)ˣ was derived to predict how average pupil size is influenced by general light spectra. Generally, the smaller the pupil, the greater VA. Per the formula, increased scotopic (V’(λ)) lumens result in smaller pupils. A rearrangement of the P(S/P)ˣ formula provided a mathematical means for quantifying an illuminance reduction, later established by the IES as Equivalent Visual Efficiency (EVE) Factors. In theory, acceptable reduced illuminance levels result in less energy consumed. Not everyone saw the benefits of spectrally enhanced lighting though; the practicality, extent of application, and actual preference of light sources that allow the usage of EVE Factors remain a polarized subject. Intrinsically photosensitive retinal ganglion cells (ipRGC) were discovered in 2002, after the derivation of the P(S/P)ˣ formula. However, they are known to play a role in pupil size. Emotional and ipRGC contributions to pupil size are ambiguities that prove a weak point in the argument for reducing illuminance levels. Overall, this report compiles and analyzes research over the past century. Initially, background information on light, metrics, light sources, and human biology is introduced. Then specifics on human vision follow. Arguments for and against IES EVE Factors are presented, and ultimately, a recommendation is provided on the implementation of EVE Factors. The Appendix houses example EVE calculations and values.

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The present study was designed to provide data bearing directly on the question of the influence of the preschool experience, and specifically, teacher behavior, on pupil social behavior.

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The purposeof this study is to determine the effect of the socio-economic status of the homes of sixth-grade pupils on their arithmatic attainment. It also aims to point out the effect of social and economic factors of home environment on each of the four arithmatical abilities through a critical analysis and interpretation of the data.

This study has been made for three purposes: 1) to find out what difficulties experienced and inexperienced teachers recognize in their teaching; 2)to find out what factors have influenced these difficulties; and 3)to find out, if possible, which difficulties could be eliminated with further pre-service training.