Thesis (Ph. D.)--Open University. BLDSC no. DXN036579.

International debate exists between several disciplines about when and how young people's vision should be screened and the relationship between vision and learning. This thesis is concerned with whether adolescents' acuity and binocular functioning can be accurately screened by a registered nurse (RN) and the impact of such a Primary Health Care (PHC) initiative on the participants. The aims of this study include to: screen the monocular and binocular vision of students aged 12 - 13 years; determine the accuracy and efficacy of the screening process; gain insight into the impact of undetected visual problems on the students' experiences with schoolwork and leisure activities; determine why young people are compliant or non-compliant with optometric intervention; and to gain insight into the impact of optometric interventions. / The RN screened 222 students in Year 8 at an Adelaide secondary school and 145 of them had follow-up optometric examinations. Several months later 25 students with poor vision were interviewed about their experiences at Primary School and whether they had followed through with the suggested optometric treatment. They also completed a questionnaire about eyestrain symptoms. Case studies were created from the quantitative and qualitative data and a Health Technology Assessment framework (HTA) used to analyse the data in a manner congruent with the study aims. This framework allowed for the social impact of the vision screening battery and optometric care to be discussed and the health and educational outcomes to be synthesized. / A large percentage (72.4%) of those who had optometric examinations had one or more vision problems. The screening battery had a sensitivity of 94.6%, specificity of 66%, Predictive Value Positive 82.9%, and Predictive Value Negative 87.5%. The case study data illustrate the complexity of the vision-learning link and the educational and social benefits to numbers of students who received optometric care. For some students, poor near vision resulted in a below-average reading performance. Poor vision was also associated with slow verbal responses, puzzled facial expressions, inattention and disruptive behaviours that resulted in school suspension. These clinical features tended to be interpreted by teachers as indicating that a student was academically less-able. Two male participants were found to have extremely poor vision and both had histories of disruptive behaviour and school failure. The RN intervention and optometric treatment enabled them to become successful learners for the first time and impacted positively on their psychological and emotional health. A number of students who were achieving excellent grades were also helped by vision care that reduced their eyestrain. / The conclusion is reached that poor vision should be recognised as a sensory disability and that universal school vision screening which includes aspects of binocularity is important for students' well-being. Subtle changes to improve the accuracy of the RN screening battery are suggested. An RN is ideally suited to be the screener and liaise between optometrists, teachers, students and parents/guardians, in order to encourage follow-up care. / Finally, healthcare and education systems need to be closely allied so that the outcomes of PHC interventions can be measured in educational and social terms rather than simply by morbidity statistics. / Thesis (PhDNursing)--University of South Australia, 2005.

Thesis (Ph.D.) -- University of Western Sydney, 2003. / "A thesis submitted in fulfilment of the requirements for the award of the degree Doctor of Philosophy from University of Western Sydney" Bibliography : leaves 483-501.

Thesis (M.S.)--Missouri University of Science and Technology, 2008. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vi, 141 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 109-125).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xiv, 184 p.; also includes graphics. Includes bibliographical references (p. 153-184). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Louisville, 2009. / Department of English. Vita. "August 2009." Includes bibliographical references (leaves 140-152).

Thesis (B.A. (Hons.)) - University of Queensland, 2004. / Includes bibliography.

The aim of this study was to investigate the effect of visual skills training on the visual ability of elite rugby players. This study utilized a quantitative approach; and it employed a true experimental study design, in particular a pre-test-post-test randomized-group design. A total number of 26 participants (that met the specified criteria) were selected from the Eastern Province Rugby Academy squad. Those that met the criteria were then divided randomly into two groups (13 per group), which comprised the experimental and control groups, respectively. The control and experimental groups were tested on six visual skills, namely: accommodation, saccadic eye movements, speed of recognition, hand-eye co-ordination, visual memory and peripheral awareness. An optometric assessment was also conducted as a pre-test to ensure that the participant had “normal vision”, followed by a six week intervention (visual skills-training). The sessions were performed for thirty minutes three times per week for six weeks, followed by a post-test. Descriptive statistics were employed, both numerically, such as the mean standard deviation, and graphically by means of histograms. Inferential statistics were also used in the form of t-tests and Cohen’s d calculations to determine the statistical and practical significance of the mean score differences between the experimental and control groups. The pre- to post-test results indicated both statistical and practical significant differences in each of the visual skills tested among the experimental group; accommodation (hart near far rock test, p<.0005, d=2.34), saccadic eye movements (saccadic eye movement test, p<.0005, d=2.08), hand-eye coordination and peripheral awareness (accumulator test, p<.0005, d=2.20), speed of recognition (evasion test, p<.0005, d=1.14) and visual memory (flash program test, p<.0005, d=1.20). However, there were no statistically significant differences (p>.05) found when comparing the pre- and post-tests for the control group. It was concluded that the visual skills training program used had a significant positive impact on the visual performance of the Eastern Province rugby academy players.

Literature emphasizes how important it is that procedural and conceptual knowledge of mathematics should be learned in integration. Yet, generally, the learning and teaching in mathematics classrooms relies heavily on isolated procedures. This study aims to improve teaching and learning of partitive and quotitive division, moving away from isolated procedural knowledge to that of procedures with their underlying concepts through the use of manipulatives, visual representation and questioning. Learning and teaching lessons were designed to teach partitive and quotitive division both procedurally and conceptually. The study explored the roles these manipulatives, visual representations and questioning played toward the conceptual learning of partitive and quotitive division. It was found that manipulatives and iconic visualization enhanced learning, and this could be achieved through scaffolding using a questioning approach. It was concluded that manipulatives and iconic visualization need to be properly planned and used, and integrated with questioning to achieve success in the learning of procedural and conceptual knowledge.