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1

Schneider, Ulrich Johannes. "The international dictionary of intellectual historians: intellectual history in a global age." University of Pennsylvania Press, 2005. https://ul.qucosa.de/id/qucosa%3A13161.

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This paper sets out a particular concept of intellectual history for discussion and debate concerning the guidelines for our project for the International Dictionary of Intellectual Historians. First let me advance the idea that intellectual history is written everywhere, not only in West European countries, where it emerged, but in East European countries, too, and second that it really is a concept that applies not just to Europe alone but to the whole world, although this suggestion will vastly complicate our notions of intellectual history.
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2

Glass, Victoria Jessica. "British intellectuals in the age of total and nuclear warfare." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/british-intellectuals-in-the-age-of-total-and-nuclear-warfare(2c071420-d0a4-40a0-aeb2-a23b606fa49c).html.

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This research examines British intellectual debates on warfare throughout the mid-20th century. The thesis identifies different discourses that emerged as a result of the changes in international relations and military technology at this time. It posits that intellectual contribution on the whole had a more significant impact than many historians have previously accredited. The thesis examines the work of specific intellectuals that made significant and detailed input into these debates and identifies their role in framing these discourses, as individuals and as part of a larger intellectual community. It also highlights the involvement of these intellectuals within the state apparatus and links their intellectual contribution to their role in government. The subject of war and its perception by intellectuals is conspicuously absent in the historiography on British intellectuals. Some of the most important studies of British intellectuals, including Stefan Collini’s Absent Minds, have engaged only slightly or not at all with the intellectual discourse surrounding international relations and warfare. This thesis attempts to fill this gap for the middle of the 20th century and demonstrates that warfare became a prolific and highly visible part of the contribution of intellectuals to British life. Recent literature has attempted to discuss the British state as a warfare state, rejecting arguments on British declinism. The thesis engages with this debate, and while it focuses on Britain’s approach to warfare, it also challenges the interpretation of Britain as either a welfare or a warfare state. The study of intellectuals does not feature heavily within this historiography on British warfare. While historians, such as David Edgerton, engage with specific intellectuals and their writings, a discussion of intellectual discourse does not appear within these analyses. This thesis argues that intellectuals as a group developed ideas and arguments on warfare and the British state in conjunction with one another, creating an intellectual discourse which influenced political decision making and public opinion. The thesis also examines a more modern understanding of the intellectual: the expert. Using both scientific and military thinkers, the thesis explores how experts became intellectuals in response to the growing threat of warfare and the rise of a military-industrial complex. Using intellectuals that conform to the classic definition alongside expert intellectuals, the thesis highlights the importance of analysing both groups as part of the larger whole, and discusses the similarities and differences between the works generated by these intellectuals. The thesis spans the years from 1932 to 1963 and discusses the continuities between intellectual debates across this period. The post-war years and the nuclear conflict feature heavily within this analysis, but the thesis highlights the importance of the 1930s in influencing later intellectual perceptions of the nuclear age and the fight against communism. The majority of this research resulted from sources published within the public domain including monographs, newspaper and periodical articles, public speeches and radio broadcasts. The research also uses the personal archives of the individual intellectuals and political documents from the time, including papers from the Ministry of Defence located in the National Archives, Defence White Papers and the Hansard House of Commons official reports.
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Schlyer, Krista. "Intellectual Dictatorship or Media Literacy: Establishing an Informed Citizenry in the Information Age." Thesis, The University of Arizona, 1996. http://hdl.handle.net/10150/292123.

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4

Viau, Krista S. "Correlation of Age-Specific Phenylalanine Levels on Intellectual Outcome in Patients with Phenylketonuria." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/739.

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It is widely appreciated by the medical community that subtle deficits in intellect, academic skills and executive functioning exist in early treated phenylketonuria (PKU). In this study, we described the relationship between intellectual outcome and concentration/variation in blood phenylalanine (Phe) during specific developmental periods (0-5 years, 6-10 years, >10 years). We also examined the association between mean number of blood Phe samples and maintenance of Phe within treatment range (120-360 ìmol/L) and within one standard deviation (SD) of index of dietary control, defined as the mean of 12-month median Phe. Retrospective data was collected from 55 patients receiving treatment at the University of Utah Metabolic Clinic. Index of dietary control (IDC) and SD blood Phe steadily increased and mean number of samples decreased during each developmental period. The correlation between IDC during 6-10 years of life and perceptual reasoning was -.370 (p = 0.006). Using multivariate linear regression, IDC during 0-5 years and 6-10 years were associated with a 0.5-point decrease and 0.3-point decrease in perceptual reasoning scores for every 100 ìmol/L increase in blood Phe, though associations were nonsignificant (p = 0.067; 0.082). SD of Phe was not associated with any measure of intelligence. The likelihood of IDC >360 ìmol/L in those 6-10 years was 32.3% lower for each additional blood Phe sample per year (p = 0.001). The present study suggests frequent blood Phe monitoring during ages 6-10 years may reduce blood Phe and prevent deficits in perceptual reasoning later in life.
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5

Pulina, Francesca. "Cognitive profiles and academic achievement in school-age children with borderline intellectual functioning." Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3426805.

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Characterized by an IQ between one and two standard deviations below average (APA, 2000), and adaptive functioning problems, borderline intellectual functioning (BIF) is a clinical condition often associated with behavioral and psychiatric disorders, and with negative effects on daily life. Judging from the Gaussian distribution of intelligence, individuals with BIF would account for 13.6% of the population, but this is not always confirmed in the literature and the real prevalence of the condition is probably lower, as suggested by some authors (e.g. Ninivaggi, 2001). Even so, the prevalence of BIF and the problems often associated with it (e.g. cognitive and learning problems that may result in academic failure and early school dropout, behavioral and emotional problems, a higher risk for mental health problems and maladaptive behavior across the life-span) are far from negligible, but there is a paucity of research on BIF in the Italian and international literature. BIF thus remains a relatively unknown phenomenon, not only in research, but also in the clinical and educational settings. The aim of the present doctoral thesis was to explore BIF by focusing particularly on cognitive profiles and learning skills. The studies described were conducted on school-age children attending Italian primary and lower secondary schools. Data were collected by screening archival data made available by several Italian mental health services for children and adolescents, and referring to school-age children assessed for screening or diagnostic purposes. The study described in chapter 2 was conducted to examine the cognitive profile of BIF, exploring whether BIF is characterized by a specific WISC-IV profile, with peculiar strengths and weaknesses. The WISC-IV scores of 204 children who obtained a Full-Scale IQ between 70 and 85 were considered. The results showed a spiky profile, characterized by significant differences between the various indexes: the lowest scores were obtained for Working Memory, the highest for Perceptual Reasoning; Verbal Comprehension, Working Memory, and Processing Speed were in the borderline range, Perceptual Reasoning on the lower end of the normal range. Further analyses suggested that the BIF profile was relatively independent of the child’s age and general level of intellectual functioning, supporting the likelihood of BIF coinciding with a specific WISC-IV cognitive profile. A second study (chapter 3) was designed to explore inter-individual variability to identify any subgroups among children with BIF revealing similar patterns in their cognitive profiles. The data were analyzed using different cluster analyses. The results pointed to three different subgroups characterized by a similar Full-Scale IQ, but differences in their four-factor index profiles. One subgroup’s performance in Verbal Comprehension and Working Memory was in the borderline range, while Processing Speed was on the boundary between borderline and normal ranges (PSI = 86), and Perceptual Reasoning was in the normal range (PRI = 95.6). The second subgroup included children with borderline Verbal Comprehension, Perceptual Reasoning, and Working Memory abilities, while their Processing Speed was not impaired (PSI = 92.4). The third subgroup revealed a borderline performance in terms of Working Memory and Processing Speed, and normal Verbal Comprehension and Perceptual Reasoning abilities (89.3, and 91.1, respectively). An exploratory analysis suggested that the clusters differed slightly in terms of the children’s socio-economic status and any comorbid disorders. A third study (chapter 4) was devised to analyze the learning skills of 133 school-age children with BIF, comparing them on reading and math measures with a group of 73 children matched for chronological age with learning disabilities and an IQ above 85. The results revealed both similarities and differences between the two groups. The BIF group’s performance was weaker in reading comprehension and written math operations, while no significant differences emerged between the groups in terms of reading accuracy and speed, or mental calculation and arithmetical facts retrieval. It is worth noting that the children with BIF who also had a clinically-diagnosed specific learning disorder (SLD) did not differ significantly from those with BIF who had not a diagnosis of SLD. These two BIF subgroups were similarly weak in reading comprehension and written math operations by comparison with a group with learning disorders but no BIF. Taken together, these studies provide some insight on BIF in school-age children, particularly as concerns their cognitive profiles and learning skills. While the clinical importance of BIF is still unclear and individuals with this condition often remain confined to a “grey area”, the present contribution supports the conviction that BIF is characterized by particular features that warrant specific attention and intervention, and an appropriate diagnostic and clinical acknowledgement.<br>Caratterizzato da un QI tra una e due deviazioni standard sotto la media (APA, 2000) e difficoltà nel funzionamento adattivo, il Funzionamento Intellettivo Limite (FIL) è una condizione clinica spesso associata a disturbi di tipo psichiatrico e problemi comportamentali, accompagnata da effetti negativi nella vita quotidiana. Sulla base della curva normale di distribuzione dell’intelligenza, si può stimare una prevalenza del 13.6%, tuttavia tale dato non viene sempre confermato in letteratura e la prevalenza del FIL sembrerebbe essere inferiore (e.g. Ninivaggi, 2009). Nonostante la prevalenza del FIL, così come i problemi ad esso associati (per esempio le difficoltà cognitive e di apprendimento, che possono risultare in fallimenti e abbandono scolastico, i problemi emotivi e comportamentali, l’aumentato rischio di problemi psichiatrici o comportamenti disadattavi evidenti nell’intero arco di vita) siano tutt’altro che trascurabili, la ricerca sul FIL sia a livello nazionale che internazionale è ancora carente. Per questo motivo il FIL continua ad essere un fenomeno poco conosciuto, non solo in letteratura, ma anche nella pratica clinica ed educativa. L’obiettivo della presente tesi di dottorato è stato quello di esplorare il FIL, ponendo particolare attenzione sui profili cognitivi e le abilità scolastiche. Nello specifico, gli studi che verranno di seguito presentati hanno considerato bambini e ragazzi frequentanti la scuola primaria e secondaria di primo grado. I dati sono stati raccolti attraverso l’analisi di cartelle cliniche presso diversi Servizi e Strutture sanitarie per l’età evolutiva e si riferiscono a bambini e ragazzi valutati a fini di screening o diagnostici. Lo studio descritto nel capitolo 2 è stato condotto con l’obiettivo di indagare il profilo cognitivo del FIL e, in particolare, di verificare se tale condizione presenta un profilo specifico alla WISC-IV, con punti di forza e debolezza peculiari. Sono stati considerati i profili WISC-IV di 204 bambini e ragazzi che avevano ottenuto un QI totale tra 70 e 85. I risultati hanno evidenziato la presenza di un profilo “altalenante”, caratterizzato da differenze significative tra gli indici della WISC-IV (Comprensione Verbale, Ragionamento Percettivo, Memoria di Lavoro e Velocità di Elaborazione). L’indice di Memoria di Lavoro si caratterizza per i punteggi più bassi, mentre le prestazioni migliori sono relative all’indice di Ragionamento Percettivo. Gli indici di Comprensione Verbale, Memoria di Lavoro e Velocità di Elaborazione si collocano nel range borderline (tra una e due deviazioni standard sotto la media), mentre l’indice di Ragionamento Percettivo si caratterizza per un punteggio medio di 88. Ulteriori analisi hanno evidenziato come tale profilo sembri essere relativamente indipendente dall’età del bambino e dal livello di funzionamento intellettivo generale (ovvero, al confine tra la disabilità intellettiva – QI tra 70 e 75 - o più alto – QI tra 76 e 85), supportando l’ipotesi che il FIL sia caratterizzato da un profilo specifico alla WISC-IV. Un secondo studio (capitolo 3) è stato condotto con lo scopo di indagare la variabilità inter-individuale, in termini di possibili sottogruppi caratterizzati da profili cognitivi uniformi, all’interno della condizione di FIL. I dati sono stati analizzati mediante analisi dei cluster, che hanno evidenziato la presenza di tre diversi sottogruppi, differenti tra loro per profili WISC-IV, ma non per QI totale. Nello specifico, un sottogruppo risulta caratterizzato da punteggi nel range borderline negli indici di Comprensione Verbale e Memoria di Lavoro, mentre la Velocità di Elaborazione si colloca al confine tra il range borderline e la norma (IVE = 86), e le abilità di Ragionamento Percettivo risultano preservate (IRP = 95.6). Un secondo sottogruppo include i bambini caratterizzati da prestazioni nel range borderline negli indici di Comprensione Verbale, Ragionamento Percettivo e Memoria di Lavoro, mentre la Velocità di Elaborazione risulta preservata (IVE = 92.4). Il terzo sottogruppo, infine, si caratterizza per carenze negli indici di Memoria di Lavoro e Velocità di Elaborazione, che si collocano nel range borderline, ma prestazioni non borderline negli indici di Comprensione Verbale e di Ragionamento Percettivo (rispettivamente, 89.3 e 91.1). Ulteriori analisi di tipo esplorativo, hanno evidenziato alcune differenze tra i sottogruppi relative allo status socio-economico e alla presenza di disturbi in comorbidità. Un terzo studio (capitolo 4) ha avuto l’obiettivo di indagare le abilità scolastiche di 133 bambini e ragazzi con FIL, confrontando le loro prestazioni in lettura e calcolo con quelle di un gruppo, appaiato per età cronologica, di 73 bambini e ragazzi con difficoltà e disturbo degli apprendimenti e un QI superiore a 85. I risultati hanno messo in luce somiglianze e differenze tra i due gruppi. Il gruppo con FIL ha ottenuto prestazioni inferiori in compiti di comprensione del testo e nel calcolo scritto, mentre non sono emerse differenze statisticamente significative tra i due gruppi negli indici di accuratezza e velocità di lettura, nel calcolo a mente e nel recupero di fatti numerici. Va sottolineato che i bambini con FIL che presentavano una diagnosi clinica di disturbo specifico di apprendimento non differivano significativamente da quelli con FIL che non presentavano tale diagnosi. Entrambi i sottogruppi di FIL hanno evidenziato prestazioni inferiori nei compiti di comprensione del testo e calcolo scritto rispetto ai bambini con difficoltà e disturbi degli apprendimenti, ma QI superiore a 85. Globalmente, gli studi condotti forniscono alcune indicazioni sul FIL, con particolare riferimento ai profili cognitivi e alle abilità di apprendimento. Se da un lato l’importanza clinica del FIL è ancora poco chiara e gli individui con questa condizione rimangono confinati in un’“area grigia” o di limbo, il presente contributo supporta la convinzione che il FIL presenti, nella sua generalità, caratteristiche particolari che richiedono un’attenzione e interventi specifici, nonché, preliminarmente, un appropriato riconoscimento clinico e diagnostico.
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6

Cokayne, Karen. "The experience of ageing in ancient Rome : physical, intellectual, social and emotional dimensions." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343228.

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7

Fleming, Neil. "Double entendre, scientific knowledge and the ambiguity of intellectual property in the Information Age." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ42614.pdf.

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8

Kalantzis-Cope, Phillip. "Whose property? Intellectual Property and the Challenge of Political Community in a Post-Industrial Age." Thesis, The New School, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665764.

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<p> Debates over the distinctive economic, political and social affordances of the post-industrial age converge in a constellation of intellectual property alternatives. This project maps four paradigmatic agendas for the production and ownership of immaterial property: Information Privatization, Immaterial Exceptionalism, Network Distribution and Ecological De-colonization. I define these paradigms through a tripartite rubric: their ontological foundations, their normative presuppositions and their institutional topologies. Grounded in these four alternatives for the production and ownership of immaterial property, I turn my investigation to the challenge of political community in a post-industrial age. Each paradigm poses a distinct challenge to traditional understandings of political community, as a theoretical proposition and empirical reality. The question of 'Whose Property?' emerges within the normative framework of Critical International Relations Theory. Within this tradition the challenge of political community is to address how political communities institutionalize and express modes of capitalist development. I pose the question of 'Whose Property?' for the purposes both of diagnosis and prognosis. My diagnosis speaks to the challenge of political community in an age of increasing global interdependency, shaped by the logics of post-industrial capitalism. The prognosis, I want to suggest, is that if we conceive political communities as a mode of collective political action, then the varied agendas for intellectual property may provide a powerful motivational argument underpinning emerging modes of political action. They may also offer institutional alternatives that can provide inroads to support the institutional realization of the emancipatory agenda of Critical International Relations Theory. By way of conclusion, this project leaves us with an overarching challenge. In looking at these approaches to intellectual property through the lens of political community, a key transformation manifests itself &ndash; the erosion of the Westphalian 'public' and rising demands for pluralized, distributed and globalized Post-Westphalian 'publics'. </p>
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Edwards, Dustin W. "Writing in the Flow: Assembling Tactical Rhetorics in an Age of Viral Circulation." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1465213522.

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10

Patterson, Marla K. (Marla Kay). "The Relationship Between Abilities and Perceived Everyday Intelligence in Older Adults." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278152/.

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This study examined the relationship between perceptions of intellectual functioning and measures of cognitive abilities, personality variables and sociodemographic information. One hundred and fifty-two older community residing adults were asked to define their perception of intelligence by completing a questionnaire that asked the extent to which a variety of tasks are: functionally important, contribute to feelings of intellectual vitality and are the object of worry or concern. They also estimated their skill at performing each task. The hypothesis that cognitive abilities would best predict perceptions of cognitive functioning was moderately supported. Personality variables, specifically anxiety, were more predictive of the meaning variables than abilities.
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Simmons-Reed, Evette A. "The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376919618.

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Treminio, Ingris. "Employment Needs of the Age 21 and Over ID Population in South Florida : An Occupational Therapy Perspective." Diss., NSUWorks, 2015. https://nsuworks.nova.edu/hpd_ot_student_dissertations/56.

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A review in the literature makes it evident that employment needs of the age 21 and over ID population are not being met; the employment rate for this population continues to be less than half of the employment rate of the general population (Siperstein et al., 2013). There is evidence that occupational therapy has the potential to meet the employment needs of this population, however, practice guidelines for occupational therapists working with this population are limited. This study recruited seven participants and interviewed them using a needs assessment approach to investigate the employment needs of the age 21 and over ID population in South Florida, from the perspective of all stakeholders, further define occupational therapy intervention and practice guidelines within this matter, and propose a program to meet that need under an occupational therapy scope of practice. After analyzing study transcriptions, summative topics, or codes, were noted to be repeated throughout the data. Topics included tips for: 1) successful employment, 2) barriers towards employment, 3) positive employment outcomes, and 4) proposed solutions. Recorded information is reported as part of study findings using synthesized participant comments.
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Cameron, Alasdair. "Stigma, social comparison and self-esteem in transition age adolescent individuals with Autistic Spectrum Disorders and individuals with Borderline Intellectual Disability." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5758/.

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Background: Young people who have intellectual disabilities (ID) or Autistic Spectrum Disorders (ASD) may experience stigma which can lead to them developing negative views about themselves. However, it has been shown that individuals with ID can mediate the impact of stigma through the comparisons they make with other people. People with ASD might have difficulty making these “social comparisons” because of their social cognitive difficulties. The current study explores whether a group of young people with ASD who do not have an ID or borderline/mild ID, recognise and report experiences of stigma similarly, whether they have similar levels of self-esteem, and whether individuals with ASD make social comparisons in a similar way to individuals with borderline/mild ID. Method: A group of young people with ASD, without learning disability, and a group with borderline/mild ID were recruited. Measures of stigma, self-esteem and social comparison were completed with participants. The social comparison measure was completed in relation to a person described as having a developmental disability and a typically developing individual. A subsample of participants in each group were asked to provide more detailed examples of the types of stigma they experienced to confirm that their reported experiences accurately reflected experiencing stigma. Results: Participants in the ASD group reported more experiences of being made fun of, whereas those in the borderline/mild ID group reported more experiences of being treated differently to their peers. The specific examples of stigma experiences were similar between the groups. Despite experiencing stigma, the self-esteem scores of both groups were positive. The social comparisons that both groups made in relation to developmentally disabled and typically developing peers were also positive. However the ASD group compared themselves significantly less positively to a typically developing peer than to a developmentally disabled peer. Conclusions: Young people with ASD were aware of facing stigma and compared themselves positively to individuals with intellectual and social difficulties, and less positively to typically developing individuals. The study demonstrates that individuals with ASD are able to understand situations and to make comparisons that appear to require a degree of social understanding. It remains uncertain whether making positive social comparisons helped participants to manage the impact of stigma, therefore this is an area that requires further investigation.
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Kahn, Miriam B. "Werner and His Empire: The Rise and Fall of a Gilded Age Printer." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1321975558.

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Linn, Luiziane Brusa da Costa. "“Essas pessoas que envelhecem...” : saberes de adultos com deficiencia intelectual." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/61972.

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Compreendendo a velhice como categoria socialmente construída através dos processos de socialização estabelecidos pelo indivíduo ao longo do curso de sua vida e que vão lhe permitir construir sua identidade, considera-se o envelhecimento como um processo individual, entendido e vivenciado por cada um desde o lugar e o papel que a sociedade lhe destina. Partindo dessas concepções, pensar num grupo que tem sua realidade pautada pela exclusão social (do mundo das relações, da escola, do trabalho, etc) implica buscar conhecer como essas pessoas estão percebendo e vivenciando o processo de envelhecimento. Nesta pesquisa, um grupo de adultos com deficiência intelectual nos fala de suas experiências com o processo de envelhecimento e suas imagens da velhice. Por meio da Observação Participante e da técnica do Grupo Focal adaptada às particularidades do grupo, se buscou conhecer os seus saberes e representações da velhice e do processo de envelhecimento. Este estudo pôde se aproximar da construção do conhecimento desse grupo sobre a velhice e o processo de envelhecimento, passando pelas particularidades que marcam o curso de vida dos integrantes do grupo e as construções de si mesmos enquanto sujeitos sociais. Pois é a partir do lugar e papel atribuídos aos sujeitos com deficiência intelectual em nossa sociedade que eles constroem as suas experiências de envelhecimento e é a partir desse lugar que enxergam e nos falam sobre a velhice. É necessário salientar que embora se aborde uma discussão sobre o processo de envelhecimento no contexto da deficiência intelectual, a pesquisa trata de discutir essa questão em um grupo específico de indivíduos, não cabendo generalizações, visto que tanto as maneiras de envelhecer quanto as experiências com a deficiência intelectual são bastante distintas e diversas, e envolvem os mais diversos determinantes.<br>Understanding old age as a category socially constructed through socialization processes which is established by the individuals throughout their course of life and that will allow them to build their identity, aging is considered as an individual process, understood and experienced for everyone by the place and the role that society had intended to. Based on these concepts, think about one group that has its reality guided by social exclusion (the world of relationships, school, work, etc.) implies seek to know how these people are perceiving and experiencing the aging process. In this research, a group of adults with intellectual disabilities tells of his experiences with the aging process and their images of old age. Through Participant Observation and Focal Group technique adapted to the particularities of the group, the aim is to know his knowledge and representations of old age and the aging process. This study approached the knowledge construction in this group about old age and aging process, passing through the peculiarities that marks the course of their lifes and the construction of themselves as social subjects. Because is from the place and role assigned to individuals with intellectual disabilities in our society that they constructs their experiences of aging, and is from this place that they tell us about old age. It is should also be noted that although it addresses a discussion about the aging process in the context of intellectual disability, this research reports this issue in a specific group of individuals, not fitting generalizations, because, as much the ways of aging as the experiences with intellectual disabilities are very diverse and distinct, involving many different factors.
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Nevill, Rose E. A. "Impact of Children with Developmental Disabilities and Behavior Problems on Parenting Stress." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354289996.

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Isacsson, Katrina. "A Bridge to Nowhere: Experiences of the Transition from High School to Adult Life for Young Adults with Intellectual Disabilities in Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39867.

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The foremost aim of this study is inherent in my primary research question which asks how the families of adult children with intellectual disabilities understand and experience the transition that takes place when their children age out of high school. In order to achieve this goal, I turned to the families themselves and asked participants to recount their lived experiences during this important transition. Throughout my data collection and subsequent analysis, I relied on methods common to interpretative phenomenology to guide my process and ensure its viability. To this end, I have conducted a phenomenological analysis of participant narratives and provide a comprehensive portrayal of how parents experience and understand the transition that takes place when their adult children with intellectual disabilities age out of school. I have strived to embed this study within the framework of the existing literature and policy pertaining to this transition. I have enhanced this research with an original content analysis of news articles pertaining to the post-school lives of adults with intellectual disabilities. Finally, I undertook interviews with community and government representatives. When taken together, these elements illustrate how difficult it is for the parents of young adults with intellectual disabilities to replace the services and supports that they lose when their adult children age out of high school in Ontario.
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Mourra, Kjerstin. "Using Video Promoting on an Ipod Touch to Teach Multiple-Step Recipes to Transition-Age Students With Moderate to Severe Cognitive Disabilities." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4538.

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This study investigated effects of video prompting using an iPod Touch to teach recipe-following to four 16-19 year-old youth with intellectual disability and autism in a transition classroom. Target behaviors involved correctly following three multi-step recipes: microwave dinner, brownies, and gelatin. A multiple-probe design across recipes was replicated across participants. After low levels of responding in baseline probes, researchers presented participants with an iPod Touch showing each step of the task using video and with audio narration. Following the video prompting phase, maintenance and home-based generalization probes were conducted. The intervention increased recipe-following performance for all participants. Performance maintained and generalized to youths’ home kitchens. Results are discussed in regards to using video demonstrations in a sequence of prompts.
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Ingemarsdotter, Jenny. "Ramism, Rhetoric and Reform : An Intellectual Biography of Johan Skytte (1577–1645)." Doctoral thesis, Uppsala universitet, Institutionen för idé- och lärdomshistoria, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-151487.

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This thesis is an intellectual biography of the Swedish statesman Johan Skytte (1577–1645), focusing on his educational ideals and his contributions to educational reform in the early Swedish Age of Greatness. Although born a commoner, Skytte rose to be one of the most powerful men in Sweden in the first half of the seventeenth century, serving three generations of regents. As a royal preceptor and subsequently a university chancellor, Skytte appears as an early educational politician at a time when the Swedish Vasa dynasty initiated a number of far-reaching reforms, including the revival of Sweden’s only university at the time (in Uppsala). The contextual approach of the thesis shows how Skytte’s educational reform agenda was shaped by nationally motivated arguments as well as by a Late Renaissance humanist heritage, celebrating education as the foundation of all prosperous civilizations. Utilizing a largely unexplored source material written mostly in Latin, the thesis analyzes how Skytte’s educational arguments were formed already at the University of Marburg in the 1590s, where he learned to embrace the utility-orientated ideals of the French humanist Petrus Ramus (1515–1572). Moreover, the analysis shows that the expanding Swedish state administration in the early seventeenth century was in urgent need of educated civil servants, and that this basic demand favored an ideology based on education, skill and merit. It is shown that Skytte skillfully combined a Ramist and patriotic rhetoric with narratives of individual merit and rewards, conveying not least himself as an example. The thesis argues that Skytte’s rhetoric reflects the formation of a new professional category in the Swedish society, one that was distinguished from the royal courtier, the clergyman, the merchant, the warrior, and the scholar. This category is the professional civil servant whose identity was dependent on skills and education.
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Merkle, Benjamin R. "Triune Elohim : the Heidelberg antitrinitarians and Reformed readings of Hebrew in the confessional age." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:6673c702-a1b2-47e8-a112-92d98e689918.

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In 1563, the publication of the Heidelberg Catechism marked the conversion of the Rhineland Palatinate to a stronghold for Reformed religion. Immediately thereafter, however, the Palatinate church experienced a deeply unsettling surge in the popularity of antitrinitarianism. To their Lutheran and Catholic opponents, this development revealed a toxic connection between Reformed theology and the tenets of antitrinitarianism. As early as 1565, for instance, the Catholic Cardinal Stanislaus Hosius argued anonymously that the Reformed principle of sola scriptura was indistinguishable from the biblicism which had led heretics to reject the doctrine of the Trinity on the grounds that it was nowhere explicitly justified in the biblical text. Seven years later, the displaced Italian theologian and Heidelberg professor, Girolamo Zanchi, countered this argument in his De Tribus Elohim (1572). This huge landmark of this early theological crisis in Heidelberg sought to oppose the biblicism of the early antitrinitarians by arguing that the doctrine of the Trinity was explicitly taught within the Hebrew divine names Jehovah and Elohim. The following year De Tribus Elohim received an Imperial Privilege from the Catholic court in Vienna, a distinction virtually unheard of for a Reformed theological text. Zanchi’s argument was then widely promulgated in the marginal notations of the tremendously influential Biblia Sacra of Franciscus Junius and Immanuel Tremellius, and became a staple of refutations of antitrinitarianism thereafter. Yet Zanchi’s confidence that trinitarian theology was contained within the Hebrew of the Old Testament was not shared by many of his own Reformed colleagues. John Calvin’s exegetical works had explicitly rejected this argument; and theologians like David Pareus (Zanchi’s younger colleague in Heidelberg) and the Dutch Hebraist Johannes Drusius preferred a more historical-grammatical reading of the Old Testament and dismissed Zanchi’s reading of the name Elohim despite the danger that this might sacrifice a valuable defence against antitrinitarianism. Complicating the picture further, the Lutheran polemicist Aegidius Hunnius directed Zanchi’s arguments against Calvin in his Calvinus Iudaizans (1593). This variety of responses to Zanchi’s argument demonstrates the diversity of assumptions about the nature of the biblical text within the Reformed church, contradicting the notion that the Reformed world in the age of “confessionalization” was becoming increasingly homogenous or that the works of John Calvin had become the authoritative touchstone of Reformed orthodoxy in this period.
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Stevenson, Sián Elena. "A Discussion into the methodology, purpose and problems surrounding the protection of digital content by means of Digital Rights Management of Intellectual Property in a digital age." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/4562.

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22

Ramberg, Sörensen Lena. "Vilka typer av texter möter elever på gymnasiesärskolan : Ett samspel mellan text och läsförståelse." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118047.

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Doub, Andrew S. "Public Records, Private Texts: Richard Carlile's Publication of The Age of Reason and the Birth of Public Domain." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6456.

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Between 1818 and 1824, radical printer and publisher Richard Carlile made a determined effort to disseminate copies of Thomas Paine's banned text The Age of Reason in England. Despite strict censorship laws and harsh legal penalties used to curtail previous publishers of this title, Carlile employed a number of creative techniques that kept Paine's deistic writings in print and in circulation during the Regency period. These included republishing public domain court documents when he was charged with seditious libel and reading The Age of Reason in its entirety into testimony during his trial, making it part of the public record. Copied from trial transcripts and reprinted in cheap pamphlet form, Carlile's editions of The Age of Reason would sell an impressive 20,000 copies in these formats. He managed to provide wide-scale access to a work that had been suppressed by the British government since its original publication in 1794. My paper argues that Carlile's approach to subverting Regency-era censorship of The Age of Reason provided an early test for the recognition of the public domain in British law. Instead of continuing to suppress this text, the British government acknowledged the public's right to read the text in this format, allowing Carlile to use his own court documents to continue its publication. This event paved the way for recognition of the public ownership of texts and access to public records in nineteenth-century British print culture.
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Cronquist, Emma, and Rebecka Johansson. "Legitimerad vårdpersonals erfarenhet av ersättningsmodellen inom vårdval Halland i förhållande till individer med intellektuell funktionsnedsättning." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42734.

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The care choicesystem and its replacementmodel were introduced in Region Halland in 2007 with the aim of contributing to good quality, continuity, high accessibility but also increased freedom of choice in primarycare for the individual. The aim of this study was to illustrate the experience of qualified healthcare professionals in primary care in Region Halland had regarding the replacementmodel within care choiceselection in relation to individuals with intellectual disabilities. Qualitative survey responses from healthcare professionals in primarycare were analyzed according to the Grounded Theory method. The result identified a main category, a theme, "care needs of individuals with intellectual disabilities are not fully met" and two subcategories "flaws in replacementmodel" and "complex care needs". The theme and its subcategories are described in a table that illustrates the clinical experience of the healthcarestaff regarding how care needs are met for individuals with intellectual disabilities in relation to the replacementmodel. It can be noted that the clinical effects that the replacementmodel in the healthcaresystem generated in terms of continuity and accessibility for individuals with intellectual disabilities have largely been negative. The districtnurse with a leading role in nursing, organization and leadership holds the core competence important to utilize in the pursuit of developing and sustainable care. Healthcare needs to master the responsibility that lies with them so that the care needs of individuals with IF can be fully met. Further research is needed in this area as a basis for the development of the replacementmodel and its clinical significance.<br>Vårdvalssystemet och dess ersättningsmodell infördes i Region Halland år 2007 med syfte att bidra till god kvalitét, kontinuitet, hög tillgänglighet men även ökad valfrihet inom primärvården för regioninvånarna. Syftet med denna studie var att belysa vilken erfarenhet legitimerad vårdpersonal inom primärvården i Region Halland hade angående ersättningsmodellen inom Vårdval i förhållande till individer med intellektuell funktionsnedsättning. Kvalitativa enkätsvar från vårdpersonal yrkesverksamma inom primärvården analyserades enligt Grounded Theory. Resultatet vilket identifierats utgörs av kärnkategorin, temat, vårdbehov för individer med intellektuell funktionsnedsättning tillgodoses ej fullt ut samt två underkategorier ersättningsmodellen brister och komplext vårdbehov. Temat och dess underkategorier belyser vårdpersonalens kliniska erfarenheter av hur vårdbehov tillgodoses för individer med intellektuell funktionsnedsättning i relation till ersättningsmodellen. Konstateras kan att de kliniska effekter vilka ersättningsmodellen inom vårdvalssystemet genererat gällande kontinuitet och tillgänglighet för individer med intellektuell funktionsnedsättning till stor del utfallit negativt. Distriktssköterskan med ledande roll inom omvårdnad, organisation och ledarskap innehar kärnkompetens viktig att tillvarata i strävan efter utvecklande och hållbar vård. Hälso- och sjukvården behöver bemästra det ansvar som åligger dem så att även vårdbehov hos individer med IF kan tillgodoses fullt ut. Vidare forskning behövs inom området som grund för utvecklandet av ersättningsmodellen och dess kliniska betydelse.
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Henares, Joseph Alambra. "Reluctant Complicity in a Fascist Age: Nishida Kitarō’s The Problem of Japanese Culture and Iwanami Culture, 1938-1941." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1556903910811186.

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Marriott, Brandon John. "The birth pangs of the Messiah : transnational networks and cross-religious exchange in the age of Sabbatai Sevi." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:ed4243fe-d113-4d7e-9704-f0361b966d33.

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Between 1648 CE and 1666 CE, news, rumours, and theories about the messiah and the Lost Tribes of Israel were disseminated amongst diverse populations of Jews, Christians, and Muslims. Employing a world history methodology, this thesis follows three sets of such narratives that were spread through the American colonies, England, the Dutch Republic, the Italian peninsula and the Ottoman Empire, connecting people separated by linguistic, religious, national, and continental divides. This dissertation starts by situating this transmission within a broader context that dates back to 1492 CE and then traces the three-stage process in which eschatological constructs originating in the Americas in the 1640s were transmitted across Europe to the Levant in the 1650s, preparing the minds of Jews and Christians for the return of these ideas from the Ottoman Empire in the 1660s. In this manner, this study seeks to make three contributions to the existing literature. It brings together often isolated historiographies, it unearths fresh archival sources, and it provides a new conceptual framework. Overall, it argues that one cannot understand the growth of apocalyptic tension that reached its peak in 1666 without examining the major historical events and processes that began in 1492 and affected Jews, Christians, and Muslims across the Atlantic and Mediterranean worlds.
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Lövgren, Veronica. "Villkorat vuxenskap : Levd erfarenhet av intellektuellt funktionshinder, kön och ålder." Doctoral thesis, Umeå universitet, Institutionen för socialt arbete, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-70120.

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The aim of this thesis is to explore and analyse lived experience of social categorisations such as intellectual disability, gender and age. The following overarching questions will direct the focus of the thesis, on how 13 middle-aged (aged 38-60 years) women and men who receive disability services according to the Act (1993:387) concerning Support and Service for Persons with Certain Functional Impairments (LSS), describe their everyday life practices: - In what way(s) are the social categorisations disability, gender, and age expressed in the interviews? How do the participants relate their lived experience of the social categorisation in relation to arenas such as work, family, and leisure time? How can this lived experience be understood in relation to the structures and conditions that form the institutions within the disability services? With a hermeneutic-phenomenological approach, the thesis is based on repeated audio- and video-recorded qualitative semi-structured interviews and field visits. The altogether 16 participants were divided into two groups: the main group consisted of 13 adults and a reference group, which consisted of 3 younger informants (aged 25-29 years). Despite political ambitions that state that people with disabilities should have opportunity to live like others, this thesis shows that their everyday life is, in fact, conditioned by institutional structures. The structures that conditions the disability services together with the social construction of disability, but also of age and gender, frames leisure time, social networks, family life, practicing partnership, mobility (especially for women), and working life – in short, these conditions their abilities to fulfil the expectations that are imbedded throughout the social construction of adulthood. The relationship with the labour force can be seen as an illustrative example: The ability to be part of a regular working force was central for the interviewees. However, the analysis showed that the work that was available for the participants, is a welfare state effort, that is situated in an intersection where a logic of care meets a logic derived from the open labour market, thereby creating a situation filled with contradictions. On the one hand, the informants felt an obligation to fulfil an almost Protestant work ethic. One the other hand, their work efforts are not acknowledged by society as work. On the one hand, daily activity is a voluntary right, on the other hand; the informants have little opportunity to relinquish this right, depending on the particular organisation of the disability services. The participants also expressed concerns about losing this work, a worry that can be seen as paradoxical in respect of their legislative right to daily activity.  The analysis has highlighted how the participants, in many situations, suffer a disadvantageous position with regard to hermeneutical resources to make sense of their experience. They also face structural obstacles to fully live an adult life. This could be described as experiencing societal norms of what one is expected to live up to, but at the same time be deprived of real opportunities to fulfil these requests – thereby, to live a contradiction. Lived experience of intellectual disability, gender and age, can therefore be considered as being a lived experience of a conditional adulthood.
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Simmons, Christopher. "Correlates and predictors of cognitive complexity among counseling and social work students in graduate training programs." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002542.

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29

López, González Jesús. "¿Consumes cultura? La propiedad intelectual en la era digital." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/288226.

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Estudio comparativo y multidisciplinario (economía, derecho y sociología) sobre la Propiedad Intelectual y su aplicación internacional, con atención a Francia, Italia, Estados Unidos y España. Abordamos asuntos de actualidad como la Ley Lassalle, la Ley SOPA, la Ley HADOPI, los casos de Megaupload, Seriespepito y Seriesly, el desarrollo de los derechos de autor en Youtube o Google y SGAE. ¿Cómo encontrar el equilibrio entre la protección del derecho del autor y el acceso del usuario a la cultura? La Propiedad Intelectual debe hacer frente a retos condicionados por la aparición de dispositivos tecnológicos (Internet, teléfonos inteligentes, tablets, smart tv, etc.) y nuevos hábitos de consumo cultural. Exponemos las claves para su adaptación a esta realidad.<br>Comparative and multidisciplinary study (economics, law and sociology) on Intellectual Property and its international application, with attention to France, Italy, USA and Spain. We address current issues such as Lassalle Act, the SOPA Act, the HADOPI law, cases of Megaupload, Seriespepito and Seriesly, the development of copyright in Youtube or Google and SGAE. How to find the balance between copyright protection and user access to culture? Intellectual Property must face challenges conditioned by the emergence of technological devices (Internet, smartphones, tablets, smart tv, etc.) and new habits of cultural consumption. We present the keys to adapt to this reality.
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Rodrigo, Rosemeire Cristina Buava. "Significado das oficinas de ocupação para idosos com deficiência intelectual." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/12575.

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Made available in DSpace on 2016-04-27T18:47:33Z (GMT). No. of bitstreams: 1 Rosemeire Cristina Buava Rodrigo.pdf: 911993 bytes, checksum: ca79967e542a82a80299892473cdf241 (MD5) Previous issue date: 2009-05-19<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>On this qualitative origin research, was investigated the meaning of the occupation workshop with intellectual deficiency elderly, having as theoretician base some gerontology basic concepts, as aging, oldness and special education area. To participate on the interviews were invited eight intellectual deficiency elderly aged sixty or more, and the responsible professional of the workshop performed on Comunidade de Amparo Social Asilar, in São Bernardo do Campo. The selection rule was the permanence time, of at least one year of frequency in the workshop. Developed information of the activities performed by the people, elements about the procedure and interpersonal relationship registered in specific notebooks were also used. The performed review revealed that emotional social relationship was marked by the speech pointing the wish on continuity of new knowledge and the importance of the performed activities on workshop and on elderly life. The feeling of friendship and concern with the other, express the human conscience on contemporary plurality<br>Nesta pesquisa de origem qualitativa investigou-se o significado das oficinas de ocupação para idoso com deficiência intelectual, tendo como base teórica conceitos básicos da gerontologia como envelhecimento e velhice e da área da educação especial. Foram convidados a participar das entrevistas oito idosos com deficiência intelectual e de idade de sessenta anos ou mais e o profissional responsável pelas oficinas de ocupação realizadas na Comunidade de Amparo Social Asilar situada no município de São Bernardo do Campo. O critério para seleção foi o tempo de permanência, de no mínimo, um ano de freqüência nas oficinas. Foram utilizadas, também, informações evolutivas das atividades realizadas pelos sujeitos, dados sobre conduta e relacionamento interpessoal registradas em cadernos específicos. O estudo realizado revelou que as relações sociais e afetivas foram marcadas pelos discursos que apontam o desejo na continuidade de novos aprendizados e a importância das atividades realizadas nas oficinas na vida dos idosos. O sentimento de amizade e preocupação com o outro traduz a consciência humana na pluralidade contemporânea
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31

Miller, Anne-Hélène. "Le poète dans la cité : figures de l'intellectuel vernaculaire au tournant de la fin du Moyen Age /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8305.

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32

Jecker, Mélanie. "La notion de prudence dans la pensée castillane médiévale et moderne (1252-1598) : Du roi Sage au roi Prudent ?" Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040213.

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Ce travail de thèse porte sur la notion de prudence dans la pensée castillane médiévale et moderne, depuis le début du règne d'Alphonse X de Castille, dit « le roi Sage », en 1252, jusqu'à la mort de Philippe II, dit « le Prudent », en 1598. Le choix d'une période longue a permis d'analyser dans toute sa complexité le processus de réception et d'adaptation des doctrines classiques sur la prudence par les traducteurs, commentateurs et penseurs politiques castillans. La thèse montre comment ce concept défini dans les textes de l'Antiquité grecque et latine a nourri leur réflexion sur la double nature, rationnelle et politique, de l'homme : la prudence est en effet la vertu intellectuelle qui définit l'homme comme animal politique, et plus particulièrement, chez Aristote, le gouvernant et le législateur. La transmission, fidèle ou non, de la doctrine aristotélicienne des vertus intellectuelles en général, et de la prudence en particulier, se révèle le lieu d'un affrontement entre deux paradigmes royaux dans la Castille d'alors : face au modèle d'un roi sage (sapiens, sabio) disposant d'un pouvoir absolu, que les monarques successifs s'attachent à maintenir tout au long de la période, la haute noblesse et les maîtres ès arts salmantins posent l'image d'un roi simplement prudent au sens où l'entend Aristote, c'est-à-dire faillible, pour mieux l'inviter à gouverner en s'appuyant sur les élites de son royaume<br>This PhD thesis deals with the notion of prudence in medieval and modern Castilian thought, from the beginning of the reign of Alfonso X of Castile, known as “the Wise King”, in 1252, until the death of Philip II, called “the Prudent King”, in 1598. The choice of a long period enabled to analyze in all its complexity the process of reception and adaptation of classical doctrines of Prudence by Castilian translators, commentators and political thinkers. The thesis shows how this concept defined in Greek and Latin Antiquity texts nourished their thougt on the dual nature of man (rational and political): Prudence is indeed the intellectual virtue that defines Man as a Political animal ; in Aristotle's Ethics and Politics, this virtue defines more particularly the ruler and the legislator. This study shows how the transmission, faithful or not, of the Aristotelian doctrine of intellectual virtues in general, and of Prudence in particular, was in Castile the place of a confrontation between two royal paradigms: opposite the model of a Wise king (sapiens, sabio) possessing absolute power, which the successive monarchs strove to maintain throughout the period, the high nobility and the Salmantine Masters of Arts proposed the image of a merely prudent ruler. This latest model, defined by Aristotle as being fallible, allowed them to claim their participation in the governance of the Kingdom
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Johnston, Brian Robert. "Behaviour management knowledge of carers for the aged and carers for the aged with intellectual disibilities [disabilities] /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09SPS/09spsj721.pdf.

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Mowbray, Donald Crawford. "The development of ideas about pain and suffering in the works of thirteenth-century masters of theology at Paris, c.1230-c.1300." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/fde4cad9-3a19-418c-8d19-3c2008ef7834.

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Curtis, Florence Sally Haines. "The intellectual scope of the 'mester de clerecía'." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:ac9a4eb0-567f-4668-983e-897dce15bfff.

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This thesis investigates the first poetry written in Castilian by intellectuals, the 'mester de clerecía', ‘craft of clerics’. Exploring the unique circumstances of Iberia in the Middle Ages as a hub for the intellectual vanguard and a holy territory for encounters with saints, pilgrimage and Reconquest, I examine the canonical texts of an alleged thirteenth-century poetic school as the Castilian bedrock of a wider Iberian and European literary movement. Notably including analysis of the fourteenth-century "Libro de buen amor", a canonical work in its own right thought to parody the earlier poems, I also reassess the significance of the verse form 'cuaderna vía' for the 'mester de clerecía', in which the thirteenth-century poems are exclusively written. Over an introduction and four chapters, I combine close reading of the "Libro de Alexandre" (Chapter 1), Berceo’s Vidas of Millán, Domingo and Oria (Chapter 2), the "Libro de Apolonio" and "Poema de Fernán González" (Chapter 3), and the "Libro de buen amor" (Chapter 4), with research into intellectual, pedagogical, and religious contexts. Notably, I have found the poems analyzed to be especially concerned with the landscape of the reading mind. The result is an expanded view of the 'mester de clerecía' as theological and philosophical poems that offer ways of understanding and approaching the life of the mind as well as that of the body that are thought-provoking and informative to this day. Concluding that the thirteenth-century, canonical poems are the witnesses of a 'textual community' of authors rather than a poetic school, I advocate an inclusive definition of the 'mester de clerecía'. The 'mester de clerecía' are of extremely rich intellectual scope and are of potential interest to scholars of all European literatures, and literary, intellectual, and social history, as well as theology and philosophy.
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Clarke, Allison S. "Transition services and programs for students ages 18 to 22 with autism and intellectual disabilities." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10151243.

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<p> Transition is a process that occurs throughout life. The focus of this basic qualitative study was on the services and programs provided to individuals with autism and intellectual disabilities. This study included the exploration of participants&rsquo; experiences in the classroom and community. There was limited research on current pioneers in the area of transition services for individuals with disabilities between the ages of 18 and 22 who returned to the public school system for a Free Appropriate Public Education (FAPE). The literature review in this study included extensive research regarding the value of and many practical suggestions for designing quality transition programming to prepare each student with skills and competencies necessary for successful post-school outcomes. This study included interviews with transition coordinators, special education directors, special education teachers, and paraprofessionals. The research findings include observations of transition programs within the classroom and community setting, a review of Transition Individualized Education plans. The results from this study identified the services and programs that have led to successful post-secondary options for students with disabilities and revealed the following findings, community independence, soft and hard skills, utilization of visuals to design the curriculum, real-world activities, and age-appropriate experiences. The findings of this qualitative study suggested several implications for transition services and programs for students between the ages of 18 and 22 with autism and intellectual disabilities. School districts should offer community-based programs for students with disabilities starting at the age of 14, which would be in middle school. Despite the data collected during this study, services and programs for students with intellectual disabilities and autism continue to need fine-tuning.</p>
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Graham, Andrew J. 1964. "Physical fitness of adults with an intellectual disability : a 13 year follow-up study." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35318.

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The purpose of this study was to describe the physical fitness of middle-aged adults with an intellectual disability and how their state of fitness has changed over time. Thirty-two adults with an intellectual disability served as participants: 14 were female and 18 were male. Participants had an age range from 34 to 57 years. All worked at a readaptation center in Montreal and were participants in a study of physical fitness in 1983. Using the "Canadian Standardized Test of Fitness", the participants were evaluated on tests of Cardiovascular Endurance, Muscular Strength, Muscular Endurance, Flexibility, and Body Composition. All participants were deemed physically capable of performing all the tests after a screening procedure was used. A home visit, previous to the testing session, familiarized the participants with the procedures for each test. The battery of tests took one hour per participant. Three levels of analysis were used to describe the change in physical fitness with age: First, the conversion of raw scores into percentiles highlighted individual differences within the group. Second, to assess the change in fitness over time, a 2 x 2 (group x time) repeated measures design was used. Third, effect sizes were calculated to measure the magnitude of change in fitness over the 13 year period as compared to the general population. Results indicate that, when compared to the general population, the participants had lower levels of fitness and that their fitness had changed significantly over time. Most interesting were results showing that the participants had a significantly greater magnitude of change in VO2max and percent body fat than what is expected in the general population. The findings of this study raise concerns regarding the potential health risks associated with aging and poor fitness for adults with an intellectual disability.
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Knowles, Christine L. A., and n/a. "Observations of a horseriding programme for primary-aged students with an intellectual disability requiring high support." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060814.095655.

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This study examined the observed effects of horse-riding which took place as an extra-curricula activity within the school day. The three children in the case study were primary aged students from a Canberra primary school who have an intellectual disability requiring high support. The criteria for selection was on the basis of how long they had taken part in the horse-riding programme. The three children were either just about to start or had just started the programme and had no previous experience with horses or horse-riding. The aim of the study was to explore the effects that the horse-riding programme had on the children's behaviour, attitudes and the way they communicated when riding. The children's behaviour was observed in the different settings of the school and the stables environment. Certain individual behaviours were observed and recorded on a weekly basis for an eight week period. Audio-recordings of behaviour took place as well as interviews both before and after the eight week period, from teachers, riding instructors, helpers, and parents. Whilst the case study could not be said to be large enough to be representative of all children with intellectual disabilities attending this horse-riding programme, in general some common themes relating to counselling emerged which corresponded with other studies referred to in the literature. These include positive effects such as a general sense of well-being and a feeling of success whilst being in control of the horse. An emerging empathy and closeness of each child with their particular horse was observed over time, which appeared to lead to increased communication. This took place whilst the children were talking or communicating to the horse or in the presence of the horse.
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MELO, Laís Venâncio de. "Deficiência intelectual e mediação docente: concepções e práticas no atendimento educacional especializado (AEE)." Universidade Federal de Campina Grande, 2018. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/1583.

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Submitted by Lucienne Costa (lucienneferreira@ufcg.edu.br) on 2018-08-29T16:29:31Z No. of bitstreams: 1 LAÍS VENÂNCIO DE MELO – DISSERTAÇÃO (PPGED) 2018.pdf: 4862301 bytes, checksum: db824cf9c3511a18ab9371ca564db742 (MD5)<br>Made available in DSpace on 2018-08-29T16:29:31Z (GMT). No. of bitstreams: 1 LAÍS VENÂNCIO DE MELO – DISSERTAÇÃO (PPGED) 2018.pdf: 4862301 bytes, checksum: db824cf9c3511a18ab9371ca564db742 (MD5) Previous issue date: 2018-04-18<br>O direito público subjetivo à educação se encontra positivado no ordenamento jurídico brasileiro, mas ainda enfrenta limites quanto à sua incorporação nas práticas sociais escolares. Barreiras arquitetônicas, comunicacionais e, sobretudo, atitudinais causam prejuízos em relação ao acesso e à permanência na escola, com apropriação dos saberes escolares, por parte do coletivo dos indivíduos em situação de deficiência. Nesse contexto, a análise da dimensão subjetiva da educação assume posição relevante, o que justifica esta pesquisa, de caráter qualitativo e matriz sócio-histórica. O objetivo geral foi analisar as concepções de professores do Atendimento Educacional Especializado (AEE) acerca da deficiência e da deficiência intelectual e suas implicações para a mediação pedagógica em contexto de ensino-aprendizagem do AEE. Além dos docentes, participaram da pesquisa sujeitos em atendimento no AEE e seus responsáveis. Os instrumentos foram questionários, entrevistas semiestruturadas e observações participantes de sessões do AEE, cujos dados foram analisados sob perspectivas de pedagogias crítico-dialéticas. A partir da análise dos dados, constatamos a hibridização de paradigmas sobre a deficiência, com forte presença de aspectos da privação cultural, e o frágil conhecimento sobre a deficiência intelectual, configurado majoritariamente pelos saberes de experiência, os quais influenciam na produção dos tipos de mediação evasiva e coercitiva. Com menor incidência, observamos o paradigma da construção social e a definição da deficiência intelectual com melhor conceituação, que interferem na construção do tipo de mediação exitosa e qualificada nas interações sociais do AEE. As implicações pedagógicas da pesquisa apontam para a necessidade de produção de políticas de formação docente melhor qualificada, que tematizem as concepções de deficiência e de deficiência intelectual e o desenvolvimento cognitivo dos indivíduos em situação de deficiência intelectual, e que ressaltem os modos pelos quais as concepções e mediações docentes escolares impactam a sua constituição intersubjetiva, intensificando a reprodução escolar da ideologia da deficiência/normalidade ou problematizando-a, com a contribuição da escola e dos docentes enquanto agentes sociais imprescindíveis à construção do modelo includente escolar em sociedades desiguais.<br>The subjective public right to education is in the Brazilian legal system, but still faces limits on its incorporation into school social practices. The architectural, communication and, above all, the attitudinal barriers cause damages in relation to access and permanence in school, with the appropriation of the school knowledge, by the individuals in situation of disability. In this context, the analysis of the subjective dimension of education assumes a relevant position, which justifies this qualitative and socio-historical approach. The general objective was to analyze the conceptions of teachers of the Specialized Educational Assistance (AEE) about the disability and the intellectual disability and its implications for pedagogical mediation in the teaching-learning context of AEE. These teachers, the students and their parents were the subjects of our research. The instruments were questionnaires, semi-structured interviews and participant observations from AEE sessions, whose information were analyzed under perspectives of critical-dialectical pedagogies. Based on data analysis, we have observed the hybridization of paradigms on disability, with a strong presence of aspects of cultural deprivation, and the fragile knowledge about intellectual deficiency, configured mainly by experiential knowledge, which influence the production of types of mediation evasive and coercive. The paradigm of social construction and the definition of intellectual disability by the difficulties in the triad of cognitive functioning, adaptive behavior and social aspects, which arise with less incidence and interfere in the construction of the type of successful and qualified mediation in the social interactions of AEE. The pedagogical implications of the research point to the need to produce better qualified teacher education policies that focus on the conceptions of disability and intellectual disability and the cognitive development of ISDI, and which highlight the ways in which teacher conceptions and mediations impact the intersubjective constitution of the subjects, intensifying the school reproduction of the ideology of the deficiency/normality or problematizing it, with the contribution of the school and the teachers as social agents essential to the construction of the school model in unequal societies.
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40

Desmarais, Ralph John. "Science, scientific intellectuals, and British culture in the early atomic age : a case study of George Orwell, Jacob Bronowski, P.M.S. Blackett and J.G. Crowther." Thesis, Imperial College London, 2010. http://hdl.handle.net/10044/1/5646.

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This dissertation proposes a revised understanding of the place of science in British literary and political culture during the early atomic era. It builds on recent scholarship that discards the cultural pessimism and alleged ‘two-cultures’ dichotomy which underlay earlier histories. Countering influential narratives centred on a beleaguered radical scientific Left in decline, this account instead recovers an early postwar Britain whose intellectual milieu was politically heterogeneous and culturally vibrant. It argues for different and unrecognised currents of science and society that informed the debates of the atomic age, most of which remain unknown to historians. Following a contextual overview of British scientific intellectuals active in mid-century, this dissertation then considers four individuals and episodes in greater detail. The first shows how science and scientific intellectuals were intimately bound up with George Orwell’s Nineteen Eighty Four (1949). Contrary to interpretations portraying Orwell as hostile to science, Orwell in fact came to side with the views of the scientific right through his active wartime interest in scientists’ doctrinal disputes; this interest, in turn, contributed to his depiction of Ingsoc, the novel’s central fictional ideology. Jacob Bronowski’s remarkable transition from pre-war academic mathematician and Modernist poet to a leading postwar BBC media don is then traced. A key argument is that rather than publicly engaging with actual relations of science and the British state, Bronowski actively downplayed the perils of nuclear weapons, instead promoting an idealist vision of science through his scientific humanism philosophy. Finally, the political activism of J.G. Crowther and P.M.S. Blackett are analysed, Crowther through his chairmanship of the Communist-linked British Peace Committee, and Blackett through his controversial book Military and Political Consequences of Atomic Energy (1948). In neither case, as might be expected, did their nuclear politics stem from scientific ideology but rather from personal convictions.
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41

Dahan, Gilbert. "Les intellectuels chrétiens et les Juifs au Moyen Age : polémique et relations culturelles entre chrétiens et juifs en Occident du XIIe au XIVe siècles." Paris 1, 1987. http://www.theses.fr/1987PA010565.

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(1) la condition generale des juifs se degrade en occident aux xiie-xive s. : naissance d'accusations diverses, multiplication des persecutions, expulsions, a quoi s'ajoutent diverses exactions de la part du pouvoir royal. Leur condition juridique meme change, passant du statut de citoyen romain a la quasi-servitude qu'implique l'appartenance au pouvoir royal ou seigneurial. (2) l'eglise definit une attitude double a l'egard des juifs : elle assure leur survie et interdit le bapteme force, mais, d'autre part, elle multiplie les mesures de separation, de restriction et d'avilissement et met en oeuvre une politique active de propagande missionnaire. (3) cette dualite caracterise aussi l'ensemble des rapports intellectuels entre chretiens et juifs. D'une part, l'epoque voit de multiples echanges entre eux : autour de la bible, au niveau aussi bien de la critique textuelle que de l'exegese meme; les etudes hebraiques se developpent, avec le concours d'abord de juifs puis de convertis. Autour de la science, notamment en astronomie et en medecine; les juifs contribuent a faire passer en occident les progres de la science arabe; en philosophie, les solutions adoptees par maimonide dans le conflit entre la pensee arabo-hellenique et les doctrines tirees de la bible, seduisent les theologiens chretiens. (4) mais en meme temps se developpe aussi la controverse avec le judaisme, tant sur le plan pratique (aux controverses spontanees succedent les proces officiels) que dans des oeuvres litteraires (contra iudaeos). La methode se renouvelle, particulierement par un elargissement du concept d'auctoritas, incluant la litterature rabbinique. Dont certains polemistes chretiens possedent une connaissance approfondie. Les themes de la polemique restent cependant les memes : inintelligence de l'ecriture par les juifs, verites du christianisme, erreurs du judaisme. (5) on constate encore une certaine ambivalence dans la meditation des penseurs chretiens sur la survie d'israel : a ceux qui, partant du constat de la vetuste du judaisme, depouillent les juifs de leurs valeurs propres s'opposent ceux qui assurent que, bien que coupable, le peuple juif doit survivre. Mais le probleme semble souvent ressenti theoriquement - une image abstraite se dessinant dans leurs ecrits, caricaturale, voire chargee de traits fantastiques issus du peuple<br>The condition of the jews in western europe, xiith-xivth cent. , can be caracterised by its constant degradation : numerous accusations and persecutions, to which could be added exactions from the royal power. The legal status changed as well, from roman citizenship to serfdom, as the jews became a private property. The attitude defined in canon law is ambivalent : if the church tried to keep the life of the jews and forbade forced baptisms, it enacted many decrees and undertook an active policy of mission. We can notice the same duality within the intellectual relationship between christians and jews. First, the contacts were more frequent, about biblical subjects (the critical text of the vulgate as well as the exegesis); hebrew was studied more, with the help of jews, then with converts. In the field of astronomy and medicine, the jews contributed to the transmission in western europe of the improvements of arabic science; in philosophy, the solutions given by maimonides in the conflict between arabohellenic thought and doctrines drawn from the bible were often agreed by christian theologians. However, at the same time, the controversy with judaism was growing, in oral disputations (but instead of free discussions, there were trials) as well as in literary works (contra iudaeos). The method was renewed, notably by an enlargement of the concept of auctoritas (which included then rabbinical literature, well known by some christian polemicists). The polemical themes were always the same : jews do not understand the scriptures, the truths of christianity, the errors of judaism. In the meditation of christian thinkers, we can see once more an ambivalence : some deprived the jews from their own values, whereas others asserted that, though they are guilty, the jewish people must be kept alive. But the problem seems to be often understood only at a theorical level; the image of the jews which appears in their writings is unreal, more and more caricatural, and even bearing features proceeding from popular fantasy
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42

Dahan, Gilbert. "Les Intellectuels chrétiens et les juifs au Moyen-Age polémique et relations culturelles entre chrétiens et juifs en occident du XIIe au XIVe siècles /." Lille 3 : ANRT, 1988. http://catalogue.bnf.fr/ark:/12148/cb376042524.

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43

Khosravi, Mitra. "Etude des aspects fonctionnels des processus mnesiques et intellectuels chez la personne agee approche theorique et clinique." Caen, 1999. http://www.theses.fr/1999CAEN1267.

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Le vieillissement est un processus qui commence des la naissance. La derniere etape de la vie est la vieillesse. Tout individu y accede muni d'une experience propre et singuliere. Chaque personne agee est donc unique. Le sentiment d'etre "vieux" est un sentiment personnel qui ne s'accorde pas forcement avec l'age "officiel" de la vieillesse, fixe abstraitement par des parametres sociaux et economiques. De la meme facon, le vieillissement du corps n'est pas toujours en harmonie avec l'evolution des diverses fonctions du psychisme. Ces deux elements peuvent provoquer des conflits et des troubles comportementaux. Le present travail s'attache, a partir de pratiques eprouvees a fournir une meilleure connaissance des processus de stockage et de traitement de l'information chez des personnes agees etudiees dans un cadre institutionnel. Le ralentissement fonctionnel et les deficits sensoriels diminuent les performances mnesiques et intellectuelles des personnes agees. Cette diminution n'est pas intrinsequement et irreversiblement handicapante. Une reeducation adaptee et continue peut notablement estomper le processus. Le fait de scinder la memoire en multiples "memoires" cree beaucoup d'espoir quant a la mise au point d'exercices differencies permettant l'amelioration des performances cognitives des personnes agees. Cette etude montre qu'elles peuvent apprendre efficacement jusqu'a un age avance. Si la methode d'apprentissage est adaptee a leurs besoins et si leur etat psycho-affectif le permet.
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44

Newton, Brian A. "USING A NATURALISTIC TIME DELAY TO INITIATE A REQUEST FOR PREFERRED OBJECTS FROM SAME AGED PEERS." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/45.

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The purpose of this study was to provide training to peer tutors in order to teach students with severe intellectual disability to initiate communication to obtain preferred objects. A multiple probe (days) across students was used to evaluate the effectiveness of the peer implementing a naturalistic time delay to teach the communication skill. Two of the four students were able to initiate communications with the peer tutors to use objects they preferred. One student showed increasing in responding prior to the implementation of the intervention. The results showed that the peers were able to maintain the instructional procedures to teach the skill.
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45

Strom, Mark, of Western Sydney Hawkesbury University, of Health Humanities and Social Ecology Faculty, School of Social Ecology, and David Russell. "Conversing across the ages : a conversation around some intellectual and social paradigms of Graeco-Roman antiquity, the apostle Paul, and modern evangelicalism." THESIS_FHHSE_SEL_Strom_M.xml, 1997. http://handle.uws.edu.au:8081/1959.7/14.

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In Part One, I first argue that the life and thought of educated Graeco-Romans was profoundly shaped by a tension between characteristions of a primary reality and the social experiences of everyday reality. The tension surfaced in various models, images, and expectations of the real-the-essence-the-ideal-the-perfect which both reflected and reinforced the presumption of a higher reality lying somewhere other than in the stuff of everyday life. The second chapter sketches the broad contours of Paul's preoccupation with Jesus Christ. I note how his focus on Christ spilled over into a penchant for the historical, the personal, and the social. I explore these as three interdependent axes of his thought. In chapter three I use the vantage point constructed in the first two chapters to see the distinctiveness of Paul's thought and experience over against the patterns of Graeco-Roman philosophy, theology, religion, and morality. Part Two, explores the ways in which Paul's knowledge of Christ offered coherence within the contingencies of everyday experience. Chapter four focuses on Paul's conversations for change. The topic of these chapters are really inseparable not only from each other, but from those of the previous chapters on Paul's life and thought. Thus certain themes recur through chapters two to five so that the four chapters form a continuous presentation of Paul's life and thought, albeit from several different perspectives. Part Three carries the conversation forward to evangelicalism. In chapter six, I view the sermon as a critical event in the life of evangelicalism, and as the bridge between the academy and the congregation. I concentrate on the intellectual and social phenomena which highlight an evangelical's experience of the movement as a system and a culture. This leads me to consider how evangelical meanings have broken down in the experience of some evangelicals. In chapter seven, I look at ways in which the system and culture and evangelicalism shape the reading of Paul. My focus here is on the drive to attach the epithets 'biblical' and 'unbiblical' to people, propositions, and behaviours. I argue that the intellectual and social phenomena suggest that being 'biblical' or otherwise has as much to do with social acceptability as it does with proximity to the biblical texts. This brings me full circle to the analogies which evangelicalism holds both Paul and to his Graeco-Roman milieu.<br>Doctor of Philosophy (PhD)
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46

Sander, Ann-Marie. "Inclusive education in Europe : A systematic literature review about the benefits of inclusive education for primary school aged children with intellectual disabilities." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52399.

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Inclusive education is one major goal nowadays in the whole world. Looking into policy inclusive education is highly valued and quality and equity shall be ensured that every child can benefit to develop his or her full potential. Looking into Europe there is still a gap between policy and practice, especially when it comes to children with intellectual disabilities. This population is considered as vulnerable faced by increased separation and exclusion. A systematic literature review was conducted aimed to understand the benefits of inclusive education for primary school aged children with intellectual disabilities in European countries. 15 articles published between 2010 and 2021 were analysed using narrative analysis. The findings showed overall good progress of this population within academic achievement, the sense of belonging, participation, socio-emotional and cognitive development, and behavioural outcomes. However, poor outcomes were reported as well. To better understand these benefits, they were discussed using the concept of participation by Maxwell and Granlund, the need to belong according to the theory of human motivation by Maslow and Vygotsky’s socio-cultural theory. It became obvious that nowhere a system is fully inclusive and that there is still a long way to go. Nevertheless, benefits can be seen already which shows a step towards meeting the best interest of the child by making progress towards a full inclusive education system.
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47

Strom, Mark. "Conversing across the ages : a conversation around some intellectual and social paradigms of Graeco-Roman antiquity, the apostle Paul, and modern evangelicalism." Thesis, View thesis View thesis, 1997. http://handle.uws.edu.au:8081/1959.7/14.

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In Part One, I first argue that the life and thought of educated Graeco-Romans was profoundly shaped by a tension between characteristions of a primary reality and the social experiences of everyday reality. The tension surfaced in various models, images, and expectations of the real-the-essence-the-ideal-the-perfect which both reflected and reinforced the presumption of a higher reality lying somewhere other than in the stuff of everyday life. The second chapter sketches the broad contours of Paul's preoccupation with Jesus Christ. I note how his focus on Christ spilled over into a penchant for the historical, the personal, and the social. I explore these as three interdependent axes of his thought. In chapter three I use the vantage point constructed in the first two chapters to see the distinctiveness of Paul's thought and experience over against the patterns of Graeco-Roman philosophy, theology, religion, and morality. Part Two, explores the ways in which Paul's knowledge of Christ offered coherence within the contingencies of everyday experience. Chapter four focuses on Paul's conversations for change. The topic of these chapters are really inseparable not only from each other, but from those of the previous chapters on Paul's life and thought. Thus certain themes recur through chapters two to five so that the four chapters form a continuous presentation of Paul's life and thought, albeit from several different perspectives. Part Three carries the conversation forward to evangelicalism. In chapter six, I view the sermon as a critical event in the life of evangelicalism, and as the bridge between the academy and the congregation. I concentrate on the intellectual and social phenomena which highlight an evangelical's experience of the movement as a system and a culture. This leads me to consider how evangelical meanings have broken down in the experience of some evangelicals. In chapter seven, I look at ways in which the system and culture and evangelicalism shape the reading of Paul. My focus here is on the drive to attach the epithets 'biblical' and 'unbiblical' to people, propositions, and behaviours. I argue that the intellectual and social phenomena suggest that being 'biblical' or otherwise has as much to do with social acceptability as it does with proximity to the biblical texts. This brings me full circle to the analogies which evangelicalism holds both Paul and to his Graeco-Roman milieu.
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48

Strom, Mark. "Conversing across the ages : a conversation around some intellectual and social paradigms of Graeco-Roman antiquity, the apostle Paul, and modern evangelicalism /." View thesis View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030512.135020/index.html.

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49

Campbell, Iain Paul Mathieson. "Promoting primary-aged pupils' growth mindsets (implicit beliefs that intellectual abilities can be developed) : an appreciative inquiry with members of an English primary school." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738249.

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50

Blaine, Sarah. "The Effects of the Computer Component of the Headsprout Early Reading Program on the Acquisition of Reading Skills for Elementary Aged Students withModerate to Intensive Intellectual Disabilities." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436823226.

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