This thesis investigates the ways in which young children assist each other as meaning makers in relation to written language as they interact in classroom writing sessions. It examines the nature of peer assistance in young children's self-selected writing tasks, and the role of social interaction in literacy knowledge construction. It documents the patterns of interaction evident among a group of Year 1 students, and describes differences in the teacher's and students' perceptions of peer assistance in the classroom. Based on extensive observations in a Year 1 classroom, the study explores the potential of peer interactions to contribute to the literacy learning of individuals, and the construction of literacy within the group. / Master of Education (Hons)

Theories on the impact of visual loss tend to generalise and can simplify complex issues. Two extreme views are challenged that portray the impact of visual loss as catastrophic or as a minor inconvenience. The argument is put forward that the impact of visual loss can lessen with improved interaction, and this theory is tested by the author questioning and modifying her own interaction. The following themes are explored: limbo status and self-acceptance; the common stresses experienced when asking for help; and discriminatory attitudes. The research is action based, and the emphasis is on how individuals adjust and adapt to loss, rather than the stresses experienced. / Master of Science (Hons)

Doctor of Philosophy / This thesis looks at social interaction from the point of view of social-institutional process. In doing so, it aims to account for i) how broader institutional processes are instantiated in local interaction, and ii) how western technologisation (in the Foucaultian sense) relates to or is instantiated in local interaction.

This study is primarily concerned with organisational communication in a large Canberra Licensed Club. Through a case study approach, it explores how effectively the Canberra Southern Cross Club communicates with its staff and its membership within the framework of its own unique culture. At the same time the Club is exposed to social, economic and technological changes which all have an impact on the Club's culture. Using historical research and interview and survey data, the author shows how the Club's unique sense of place and definition has set it apart from other Licensed Clubs in the significant emphasis it places on community assistance and involvement, and the strong commitment to female and family membership. The nature of the organisational culture is such that the staff have responded to the needs of the Club culture in attaining high performance standards. The membership is the highest of any Licensed Club in Canberra. Members interviewed in the study expressed a sense of belonging to the Southern Cross Club, so important in an environment where there is evidence of break down of social cohesiveness at the local community level. This is due to the social interaction of the Club's social and sports groups which act as informal communications networks for the Club members. The Club has also developed the characteristic of remaining close to the members in learning what they want and of catering to them with the result that it has enjoyed productivity, profitability and stability over a long period of time. The culture of the Club has been influenced by various changes, particularly since the late 1970s. Flow-on benefits have occurred for members in the way the Club has managed these changes which has resulted in the adoption of a more commercial and innovative approach. This has enabled the Southern Cross Club to keep pace with other large Licensed Clubs in the industry. However, it has not compromised the Club's attitude towards the family and the dignity of the individual. Its strong commitment to providing opportunities for social interaction is a facet of club life not always appreciated by the wider community.

"December 2003" / Bibliography: leaves 181-201. / 201 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / "In current Australian cross-cultural scholarship, difference remains a problematic theme. Tensions between the recognition of universal features that all people share, and the acknowledgment of incommensurable differences between cultures, are unresolved. This thesis provides a snapshot of the various ways in which these tensions are being negotiated in ethical, affective work across the disciplines of history, anthropology, cultural studies, literary studies and performance. All of the work discussed enters into intersubjective scholarship, and offers various models that raise the ethical dimension of engaging with cultural difference. Rather than a genealogy of theoretical movements, this thesis is a partial exploration of the ethical and historiographical questions being raised." -- ABSTRACT / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of English, 2004

This qualitative study explores the experiences of female adolescents in relation to physical activity. The study investigates the experience of being adolescent and the meaning of a female adolescent’s experience of physical activity. A qualitative description with a phenomenological hue was the methodology used. Their perceptions of their lived experiences in relation to physical activity were revealed through stories. The participants were six adolescent females. The study data was gathered through open-ended questions and in-depth conversations, to seek meaning of the adolescent’s experience of physical activity. The interviews were transcribed and stories extracted from the data. Results from the findings of the study indicate that physical activity needs to be enjoyable for the female adolescent for her to be motivated to participate. What specifically constitutes enjoyment for the adolescent differs for each individual. The data also suggested that other persons of influence or the female adolescent’s environment may also have an impact on their participation. Peers, parents, their gender, body issues, competition, running, and certain restrictions were revealed as making a difference. For the female adolescent participating in physical activity, it would be advantageous to find an approach that allows a girl to experience physical activity in the way that works for her. Some participants, already good at sports, are likely to be very competitive, want to train hard, and will build friendships among their like-minded peers. These female adolescents are not so problematic. They already love physical activity and participate in it. The challenge is to target those female adolescents who do not participate on a regular basis, and to design successful interventions which promote and encourage them into physical activity. This change may prevent a further decline in the levels of physical activity for the adolescent who is at a stage when physical activity may be so advantageous.

Thesis (M.A.)--Georgia State University, 2006. / Title from file title page. Emanuela Guano, committee chair; Layli Phillips, Juliana Kubala, Wendy Simonds, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Dec. 13, 2007. Includes bibliographical references (p. 98-116).

<p>The purpose of this intervention study was to test the possibility and ability of using story book reading as intervention for children with autism by comparing the development outcome of children with autism with and with out using story book reading as language and social interaction intervention. This study is based on the hypothesis that storybook reading can develop the language and social interaction of children with autism.</p><p>Method: The Autism Treatment Evaluation Checklist (ATEC) was used to assess 10 children with autism who have the same level of severity and join the same special classroom in Yuwaprasart Waithayopatum Child Psychiatric Hospital Patron: HRH Princess Galayani Vadhana as pre and post intervention assessment. The result from ATEC was compared to find the answer for the research question, the data from the interviews with parents of children with autism were categorized as regards the score on language and social interaction development and several variables were also taken into account.</p><p>Result: The result revealed better development outcome in the children with autism who joined the intervention, but the period of reading didn’t show any relation with the quality of development outcome. The story in the storybook play important role in the intervention because children participant paid attention only on the storybook which matched with their interest. The social interaction of participants in the intervention group was significantly developed, they all had better social interaction with their parents (adult participants) and also others such as sibling, but this also did not relate to the amounting of time they had read storybooks with their parents.</p>

<p>This thesis aimed partly to examine the effects of gender on conversation dynamics, partly to investigate whether interaction between participants with contrasting opinions promotes cognitive development on a moral task. Another objective was to explore whether particular conversational features of interaction would have any impact upon a pair’s joint response or on each child’s moral development. The conversations were coded with regard to simultaneous speech acts, psychosocial behaviour and types of justifications used. The results show no gender differences regarding psychosocial processes, but the boys used more negative interruptions, more overlaps and significantly proportionately more justifications in the form of assertions than the girls in the study. Gender differences were often more pronounced in same-gender as opposed to mixed-gender pairs, but children also altered their behaviour to accommodate to the gender of their conversational partner. Children who participated in the interaction phase of the study showed more overall progress on an eight-weeks delayed post-test than those who did not. However the only conversational feature that was related to the outcomes of conversation and development was the use of expiatory force justifications which were associated with a more advanced reply immediately after interaction as well as two weeks later.</p>

<p>AbstractThis is an essay about Chambers book talk, how Chambers describes them and how they beenpracticed in reality, that´s my purpose. In Chamber´s book Tell me – Children, Reading andTalk, I look specific for Chambers arguments for this kind of literary education and comparethis with teacher’s description of book conversations. I finally compare this result withactually scientific arguments that supported Chambers arguments.Sten-Olof Ullström proclaims the meaning of social interactions as a prerequisite forreading and writing development. He says that the reading education must offer various formsof interaction for pupils to challenge each other. Ullström´s theoretical discussion is mytheoretical point of departure in this essay.I found out that book conversation is a reprehensible method to reach a literarycompetence. I also find out that the interviewed teacher work in an experienced based way,where their educations are founded from pupils experience and conditions.Keywords: book conversation, literary education, reading competence, social interaction</p>