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1
Mortlock, Alice Mary. "Assessing the Conditions for Multilateral Interventions or Non-Interventions: Intervention and Non-Intervention in the Asia Pacific Region." Thesis, University of Canterbury. Political Science and Communication, 2006. http://hdl.handle.net/10092/933.
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The focus of this thesis has been on the identification of the primary conditions that attract or deter multilateral interventions into internal conflicts in the Asia Pacific region. This thesis develops a framework which is applied to four cases of internal conflict to see what roles twenty-two structural and perceptual conditions have played in determining why multilateral intervention was initiated in two of the cases, and why multilateral intervention failed to be initiated in the other two cases. The research found that multilateral organizations will accept risks and costs associated with intervention if certain structural and perceptual conditions make intervention an attractive option. These conditions are, a favourable or significant international environment or international event(s), the consent of a sovereign state (even if it is induced), sustained and critical regional and international media coverage, a complete collapse of the state in conflict tainting it with the term 'failed state', a high probability of success, potential economic benefits, a humanitarian crisis (in respect of Unregulated Population Movements and genocide/politicide), the possibility of a clear exit strategy, and a self-interested Member State who can greatly subsidize an intervention. Multilateral non-interventions, on the contrary, are driven by a combination of a lack of sustained and critically analyzed media coverage on conflict issues and consequences, generally positive tactics and strategies adopted by disputants, conflicts of a long duration, the international environment, economic factors unfavourable to intervention, resistance levels to intervention or a failure to call for intervention, lack of any clear exit points, and an escalation phase. The importance of these conditions suggest that multilateral organizations are reluctant to take risks and costs when political will, for the collective and self, are not provoked. Consequently, particular structural and perceptual conditions trigger or influence political will. The analysis of four case studies (East Timor, Solomon Islands, Philippines (Moros), and West Papua) concludes that multilateral interventions will be the exception to the rule in the foreseeable future given the obvious selection bias evident in these policies, and the project questions the ad hoc determinants of current multilateral intervention policies.
2
Philip, Jessica, and Wiktoria Görling. "Lästräning med BRAVKOD - en intervention : en intervention." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-20697.
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Syftet med studien har varit att undersöka lästräningsmaterialet BRAVKODs möjligheter i arbetet med elever i lässvårigheter. Vi ville dels ta reda på hur arbetet fungerar för elever i år 3 och 4 och dels ta reda på hur eleverna uppfattar arbetet med metoden. Som utgångspunkt valdes en kvantitativ ansats i form av en interventionsstudie som genomfördes med 10 elever från två olika skolor. Vi har även genomfört en mindre enkätundersökning med de deltagande eleverna för att ta reda på deras uppfattning om arbetet med BRAVKOD. BRAVKOD syftar till att överinlära och automatisera bokstäver, stavelser och hela ord för att lyfta läsningen till en nivå där läsprocessen hinns med och en förståelse kan uppnås. Det resultat vi fått fram i vår studie tyder på att elever i avkodningssvårigheter skulle kunna gynnas av att träna sina avkodningssvårigheter med hjälp av lästräningsmaterialet BRAVKOD. I enkätundersökningen framkom att eleverna har en relativt god insikt i sitt eget lärande. Den visar också att de flesta eleverna har en positiv inställning till att arbeta med BRAVKOD.
3
Mannan, Adam James. "Pharmaceutical patents retard pharmaceutical intervention and therapeutic intervention." Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580377.
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Patents on pharmaceuticals have emerged from an industry engendered mythology as the sacred heart of pharmaceutical innovation; without patents on pharmaceuticals there will be no new medicines, no wonder drugs and no life saving medical devices.
4
Kozlowski, Jeremy A. "Suburban intervention." This title; PDF viewer required. Home page for entire collection, 2010. http://archives.udmercy.edu:8080/dspace/handle/10429/9.
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5
Compere, John Dunel. "Intervention X." Thesis, California State University, Los Angeles, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747516.
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<p> The purpose of this project report is to evaluate my role as producer, writer, and actor on the short film, <i>Intervention X</i>. The film was produced to fulfill the thesis requirements for the Master of Fine Arts in Television, Film and Theatre at California State University, Los Angeles. This report will emphasize each aspect of my work differently. The first portion of the report explains my process creating a lead male character who does not necessarily fit the regular cinematic stereotypes. My next goal was to create an antagonist who would challenge my protagonist’s free will. After watching the film, I hope my audience will examine the notion of spiritual forces against their own free will. This paper explains how the genre of magical realism influenced the film. This project allows me to embrace my experience from when I was in my home land, Haiti, and my experience here in the United States. In addition, it allows me to address human struggle and ways of life utilizing a philosophical approach. When I did research for this project, I was on a quest to collect information from people I met or had a close relationship with. So even though the story of this film is fictional, it’s closely related to people’s real-life problems. I hope my readers and viewers will explore this project and find a source of light in it.</p><p>
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Miccio, M. W., and A. Lynn Williams. "Stimulability Intervention." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions.
This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK
An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders.
Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach
Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series
7
Kramer-Jefferson, Kathryn R. "Behavior Intervention Teams| Examining Interventions with Community College Students Threatening Self-Harm." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608638.
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<p> Effective in 2011, The Department of Justice implemented a change to the direct threat standard, which is part of Title II of the Americans with Disabilities Act. This change removed the threat of harm to self from the direct threat standard and potentially limits the actions that colleges can take when working with and responding to students who threaten self-harm. This study sought to determine how this change influenced the work of behavior intervention teams when responding to community college students who threaten self-harm. Higher numbers of students are arriving on college campuses with significant mental health challenges, especially community colleges that typically have open enrollment policies and attract at-risk students. Many behavior intervention teams were formed in the aftermath of the Virginia Polytechnic Institute and State University shootings in April 2007, some through state mandates, and others as best practices. This multiple-case study gathered information from community college behavior intervention teams regarding these changes, as well as their current procedures when responding to this student population. The intent of this research study was to provide guidance and contribute to best practices among community colleges, when responding to and intervening with students threatening self-harm.</p><p>
8
Bob-Manual, Kio Laurence. "Military intervention in Africa : External military interventions and security prospects in Africa." Thesis, University of Bradford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290250.
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Mashishi, Alfred Kgwadibd. "Intervention in Africa: assessing the rationale behind sub-regional peacemaking military interventions." Thesis, Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/1088.
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Approved for public release; distribution is unlimited<br>This thesis examines the factors that are more likely to lead to peacemaking military intervention by a sub-regional hegemon in Africa. It seeks to answer the question of what motivates the sub-regional hegemons to undertake peacemaking military intervention in Africa. It argues that the emerging model of African peacemaking military intervention depends on a sub-regional hegemon's decision to intervene because of its ability to provide necessary resources needed for such operation. Hence, the sub-regional hegemon will conduct peacemaking military intervention when, where and if it suits its interest. The conclusion reached by this thesis is that self-regarding peacemaking intervention by sub-regional hegemon is effective in resolving conflicts in Africa.<br>Lieutenant, South African Navy
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Mashishi, Alfred Kgwadibe. "Intervention in Africa : assessing the rationale behind sub-regional peacemaking military interventions /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FMashishi.pdf.
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Thesis (M.A. in International Security and Civil-Military Relations)--Naval Postgraduate School, March 2003.<br>Thesis advisor(s): Letitia Lawson, Jeff Knopf. Includes bibliographical references. Also available online.
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Ritter-Brinton, Kathryn. "An Intervention Influences and Outcomes Profile for early intervention programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq21552.pdf.
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Hasler, Stefan. "Explaining Humanitarian Intervention in Libya and Non-Intervention in Syria." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/7355.
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Approved for public release; distribution is unlimited<br>The emergence of the revolutionary movements of the 'Arab Spring' in early 2011 surprised the world. For the western democracies the often-violent reaction of the ruling regimes in the concerned countries caused political and moral challenges. Different approaches are discernible when for the Libyan case the west was willing to intervene against the regime but for the Syrian case no decisive action was taken. This thesis examines the importance and influence of humanitarian interventions in comparison to national geo-strategic interests and the influence of domestic politics. The thesis argues that the three examined western states U.S., Germany and France, acknowledge and stress the normative importance of humanitarian interventions but finally prefer geo-strategic interests and domestic politics. Next to own interests the parameters of the respective conflict are of highest importance as shown by the comparison of the political, social and military framework of Syria and Libya. The thesis concludes that normative arguments in international politics are overestimated and dominated by state interests and demands of governments. For western democracies normative reasons are of theoretical importance and part of their own self-awareness but in realpolitik their influence is minuscule.
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Meissner, Doretha. "Response to Intervention Teachers' Perspective of Tier 2 Intervention Fidelity." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2852.
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In an urban Texas school district, teachers and administrators were concerned about students' achievement and the teachers' knowledge and implementation of Response to Intervention (RTI) Tier 2 interventions with fidelity. This study addressed teachers' perceptions of the reliability of the application of Tier 2 interventions at the study site, its influence on student achievement, and the appropriateness of current professional development at the targeted campus. The constructivist concept of how people learn and the implementation theory of scaffolding instruction, meaningful experiences, and active learning provided the framework for this study. The educators provided perspectives of how the quality and frequency of the implementation impact the fidelity of Tier 2 interventions. A total of 15 teachers from Grades 3, 4, and 5, the RTI Coordinator, and administrators at the target campus who each met the criteria of more than 2 years of experience working with the RTI process, RTI training, and progress monitoring were included as participants. Data were gathered from the RTI School Readiness Survey, individual interviews, State of Texas Assessment of Academic Readiness for math and reading, and the state required campus and district improvement plans. The data were examined using comparative analyses, inductive generalizations, and analytical coding. The results indicated a need for sustained training to improve teacher knowledge of RTI implementation strategies and students' academic performance on grade-level content. This study will promote social change by providing teachers and administrators at the study site information on the RTI process and on the intensive professional development training needed to support student academic success.
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Muramoto, Myra L., Eva Matthews, Cheryl K. Ritenbaugh, and Mark A. Nichter. "Intervention development for integration of conventional tobacco cessation interventions into routine CAM practice." BioMed Central Ltd, 2015. http://hdl.handle.net/10150/610279.
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BACKGROUND: Practitioners of complementary and alternative medicine (CAM) therapies are an important and growing presence in health care systems worldwide. A central question is whether evidence-based behavior change interventions routinely employed in conventional health care could also be integrated into CAM practice to address public health priorities. Essential for successful integration are intervention approaches deemed acceptable and consistent with practice patterns and treatment approaches of different types of CAM practitioners - that is, they have context validity. Intervention development to ensure context validity was integral to Project CAM Reach (CAMR), a project examining the public health potential of tobacco cessation training for chiropractors, acupuncturists and massage therapists (CAM practitioners). This paper describes formative research conducted to achieve this goal. METHODS: Intervention development, undertaken in three CAM disciplines (chiropractic, acupuncture, massage therapy), consisted of six iterative steps: 1) exploratory key informant interviews; 2) local CAM practitioner community survey; 3) existing tobacco cessation curriculum demonstration with CAM practitioners; 4) adapting/tailoring of existing curriculum; 5) external review of adaptations; 6) delivery of tailored curriculum to CAM practitioners with follow-up curriculum evaluation. RESULTS: CAM practitioners identified barriers and facilitators to addressing tobacco use with patients/clients and saw the relevance and acceptability of the intervention content. The intervention development process was attentive to their real world intervention concerns. Extensive intervention tailoring to the context of each CAM discipline was found unnecessary. Participants and advisors from all CAM disciplines embraced training content, deeming it to have broad relevance and application across the three CAM disciplines. All findings informed the final intervention. CONCLUSIONS: The participatory and iterative formative research process yielded an intervention with context validity in real-world CAM practices as it: 1) is patient/client-centered, emphasizing the practitioner's role in a healing relationship; 2) is responsive to the different contexts of CAM practitioners' work and patient/client relationships; 3) integrates relevant best practices from US Public Health Service Clinical Practice Guidelines on treating tobacco dependence; and 4) is suited to the range of healing philosophies, scopes of practice and practice patterns found in participating CAM practitioners. The full CAMR study to evaluate the impact of the CAMR intervention on CAM practitioners' clinical behavior is underway.
15
Ewing, Michelle. "Justifying humanitarian intervention." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26196.
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The time is ripe for a re-examination of the doctrine of humanitarian intervention, and in particular, of its legal basis in international law. This thesis attempts to draw attention to the significance of the decision to justify humanitarian intervention in a certain way, and to some of the implications of that decision.<br>The thesis compares the two justificatory options which seem to be most appropriate to the multilateralism of the post-Cold War era: collective humanitarian intervention under Chapter VII of the UN Charter and mulitilateral humanitarian intervention under customary international law. It reviews recent state practice, arguing that a mulitilateral right to intervene for the protection of human rights is emerging at custom.<br>After critically analysing humanitarian intervention's justification under the Charter, the thesis concludes that the better way to justify the doctrine, both in principle and in practice, is under customary law.
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Petruschat, Jörg. "Design als Intervention." Hochschule für Technik und Wirtschaft Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:520-qucosa-144209.
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Design für eine Gesellschaft jenseits des Wachstums ist mit den traditionellen Geschäftsmodellen nicht kompatibel. Deshalb suchen Designabsolventen für ihr Engagement neue Formen der Finanzierung und des gemeinwohlorientierten Wirtschafts-Crowdfunding, Forschungsaufträge von Stiftungen, Verbänden und aus der Privatwirtschaft sowie Technologie- und Kulturförderungen der Kommunen. Mit wachsendem Erfolg. Gleichzeitig verändert das die Inhalte und Formen der Professionalität. Design wird wieder stärker eine Arbeit an Vorschlägen für die Ausgestaltung nachhaltiger Lebensstile mit ressourcensparenden Produkten, deren Realisierung und Umsetzung mit wirtschaftlichen, politischen, kulturellen Akteuren debattiert und ausgehandelt werden. Dabei rückt die Arbeit an Prototypen ins Zentrum, denn am handgreiflichen Objekt können unterschiedliche Kompetenzen und Expertisen gut erkundet und für alle sichtbar integriert werden. Professionelle Designer werden zukünftig weniger aus der Abgrenzung gegenüber anderen Akteuren heraus handeln, als vielmehr mit dem Gestus der Kooperation und der Abstimmung gemeinsamer Ziele. Die Fähigkeiten dazu entstehen nicht von selbst und die Methoden dafür werden an der Fakultät Gestaltung erkundet und erprobt.
17
Kingsland, Karen. "Conditional humanitarian intervention." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502132.
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The central claim in the first part of the thesis [sections one to six] is that humanitarian relief that is given with strict adherence to the non-intervention norm results in the virtual abandonment of populations in distress. This claim is supported with examples of the humanitarian relief activity of the International Committee of the Red Cross [ICRC] during the period from the Second World War to the 1990's which show that the traditional humanitarian principles have failed. In light of this I formulated seven principles that embody a new type of humanitarianism that is. politically y engaged, culturally sensitive, and actively promotes human rights. The new principles are supported by rule utilitarianism and are a clear departure from the traditional approach of the ICRC which conducts their relief activity in strict operational neutrality. I maintain that humanitarian relief should no longer be given without question and unconditionally regardless of the circumstances.
18
Williams, A. Lynn. "Multiple Oppositions Intervention." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions.
This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK
An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders.
Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach
Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series
19
Shelby, Rebecca A. "Understanding the effectiveness of interventions for cancer patients: a study of patient characteristics and intervention evaluations." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148322580.
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Back, Froehlich Lisa A. "A Collaborative Procedure to Support Teacher Adherence to Reading Comprehension Intervention and Its Effect on Student Outcomes." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306499197.
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Swatek-Evenstein, Mark. "Geschichte der "Humanitären Intervention" /." Baden-Baden : Nomos, 2008. http://d-nb.info/990734390/04.
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Fontanini-Axelrod, Angela M. "Linking assessment to intervention utilizing experimental analysis of reading problems to develop individualized interventions /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3200636.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4296. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 11, 2006).
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Miller, Heidi Thomson. "Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention." Thesis, Bethel University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690941.
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<p>This is a quantitative research project utilizing secondary data. Reading Recovery and Leveled Literacy Intervention are two early literacy interventions based on a whole language and phonetic approach to reading instruction. For the purposes of this study, the end-of-first-grade benchmark is a Developmental Reading Assessment (DRA) 18 and the end-of-second-grade benchmark is a DRA 30. This study utilizes descriptive analyses, ANOVA, and ANCOVA analyses of variance, and regression analyses to determine which programs bring tier 3, non-special education readers to grade level status at the conclusion of first grade. Reading Recovery successfully brings first-grade students to grade level status (p = .002), and 47.1% of students who participated in this intervention met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 16. For students who participated in Leveled Literacy Intervention (LLI), 35.3% met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 14. LLI was not found to be statistically significant (p = .607). For students who participated in both Reading Recovery and Leveled Literacy Intervention, 30.1% met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 14. The combination RR and LLI group was not found to be statistically significant (p = .877). </p><p> According to this study, for students who participate in either Reading Recovery or Leveled Literacy Intervention, a child’s gender (ANOVA p = .000, ANCOVA p = .000), and ethnicity (ANOVA Black p = .214, Other p = .067; ANCOVA Black p = .765, Other p = .556) is not a significant predictor of their end-of-first-grade DRA level. Depending upon the analysis conducted, a child’s free or reduced lunch rate (ANOVA p = .005, ANCOVA p = .283) is a significant predictor of their end-of-first grade DRA level <i>F</i>(2,1) = 5.416, p = .005 with an R<sup>2</sup> value of .033 and an error of 612. As anticipated, a child’s initial kindergarten DRA level remains the most significant predictor of their end-of-first-grade DRA level (ANOVA p = .000, ANCOVA p = .000). The lowest scoring students in kindergarten tend to also be the lower scoring students at the end of first and second grades. The second greatest predictor for children who do not participate in Reading Recovery or Leveled Literacy Intervention is the child’s free or reduced lunch rate (p = .005). However, when an ANCOVA analysis of variance analyzed only students with a complete data set, kindergarten through second grade, a child’s lunch rate (p = .283) was shown not to be a significant predictor of end-of-first-grade DRA reading level. Additionally, a child’s lunch rate is not shown to be a significant predictor of a child’s text growth gain. </p><p> The study follows students who met the end-of-first-grade DRA 18 benchmark into second grade to ascertain if the students are able to maintain their grade level status. For students who participated in Reading Recovery and met the end-of-first-grade benchmark, 58.7% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 30. For students who participated in Leveled Literacy Intervention and met the end-of-first-grade benchmark, 62.8% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 30. For students who participated in both Reading Recovery and Leveled Literacy Intervention and met the end-of-first-grade benchmark, 53.8% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 28. </p><p> Finally, the study utilized a regression analysis to determine if there is a difference in reading achievement growth based upon a student’s participation in Reading Recovery or Leveled Literacy Intervention. All analyses were controlled for initial DRA level, gender, ethnicity, and free or reduced lunch rate. The results found that while both programs appear to be moving students towards grade level status, Reading Recovery’s results are significant (p = .002), LLI’s results are not significant (p = .607), and the combination group of both RR and LLI are not significant (p = .877). According to this one year study, for students who participated in Reading Recovery or Leveled Literacy Intervention as first graders, once a child learns how to read, the variables—initial DRA level, gender, ethnicity and socio-economic status—do not affect a child’s continued reading achievement. </p>
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Chodkiewicz, Alicia. "School-based positive psychology interventions : the development of a new evaluation process and intervention." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/32974.
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Since the rise of positive psychology as a unique discipline, a plethora of school-based interventions have emerged. There is a growing need to understand how these interventions can be effectively evaluated and implemented within schools. This thesis aims to develop an improved system of evaluation for positive psychology school-based interventions. This thesis develops and examines a mixed method sequential four-step evaluation process (efficacy evaluation, effectiveness evaluation, evaluation of the student voice, and a case study). To gain the data to inform these evaluations, a positive psychology school-based intervention was implemented across two school years. In 2015 a total of 144 students in Grades 5 and 6 were drawn from 8 classes in 3 schools. In the 5 classes allocated to the intervention condition the intervention was implemented by a researcher. In 2016 a total of 299 students in Grades 5 and 6 were drawn from 13 classes in 4 schools. In the 7 classes allocated to the intervention condition the intervention was implemented by the existing class primary school teachers. Data was collected from student self-report scales and questionnaires, academic tests, teacher interviews, a parent questionnaire and class observations. The efficacy evaluation in Chapter 2 provides information on both the intervention outcomes that were linked, and those that were not linked to the intervention, when implemented by a researcher under controlled conditions. The effectiveness evaluation in Chapter 3 provides insight into the intervention outcomes linked to the intervention when implemented by primary school teachers in true to life conditions. The evaluation of the student voice in Chapter 4 provides additional information to help in the evaluation and development of the intervention. Synthesis of the results of these three evaluations also provides useful insights into the impact of the interventions and the potential measurement limitations. The case study reported in Chapter 5 identifies school-, teacher- and student-level factors that shaped how effectively the intervention was implemented in schools. Taken together these studies demonstrate the value of using a comprehensive process to evaluate new positive psychology interventions.
25
Löwgren, Manfred. "Humanitarian Intervention, Democratic Peace, and Just War : How U.S Democrats and Republicans argue for intervention or non-intervention in Syria." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88086.
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The Syrian regime used chemical weapons against its own citizens in 2013, and since then the U.S. has debated whether they should intervene or not. The purpose of this study is to find, analyze and explain the arguments presented by American politicians regarding the intervention in Syria. The study will be a qualitative and abductive desk study, that is done through a text analysis. This study will examine the different arguments from the politicians over the years and explain the arguments over the years through the theoretical lenses used. The theoretical lenses that will be used in thesis study is humanitarian intervention, democratic peace, just war, realism, and liberalism. The findings of this thesis will be arguments that are coming directly from the politicians, by looking into published statements, speeches, press-releases et cetera. This study will look into three selected representatives each from the Republican Party and the Democratic Party. What this study has found is that the representatives from the two parties present rather similar arguments for intervention as well as non-intervention in Syria. They argue that interventions are necessary for humanitarian reasons, as well as for protecting American national security and interests. For non-intervention they argued that the U.S. was not affected by the conflict, and that intervention would drag the U.S. into another war. The theoretical lenses in this study could all somewhat explain the arguments presented by the politicians, and it became clear that the politicians are stuck in the same pattern when it comes to policies on this issue. Thus, the American foreign policies regarding Syria became rather predictable. For future research it is necessary to find if this is true in other western countries, or if it is a phenomonen isolated to the U.S.
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Wylie, Richard William Jr. "Response to Intervention| A Study of Intervention Programs in Rural Secondary Schools." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785181.
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<p> During the late 20th and early 21st centuries, a trend developed for schools to meet the needs of struggling and at-risk learners through the implementation of multi-tiered response to intervention models (Apple, 2014). Response to intervention (RtI) is one of those frameworks and has been extensively researched from the perspective of those working in urban elementary schools (Burns & Gibbons, 2013). This research project was designed to allow for better understanding of the rural secondary perspective of RtI through investigation of the perceptions of administrators, counselors, and educators who have implemented RtI frameworks. This qualitative examination resulted in a narrative gathered through interviews with teachers, counselors, and administrators working in rural secondary schools of southwest Missouri about their experiences with academic intervention strategies and response to intervention. Data were gathered during the fall and spring of 2017. The purpose of this study was to add to the limited body of research about the implementation, operationalization, and improvement of RtI programs in rural secondary schools. Respondents identified difficulties and obstacles and illustrated how the implementation of RtI has affected their roles. Both similarities and differences were discovered between rural secondary-level staff and their urban elementary-level colleagues. Respondents explained how solutions addressed problems with their programs. The researcher noted how this process created one-of-a-kind multi-tiered intervention programs. Lastly, suggestions for additional research were offered.</p><p>
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Adzievski, Patrik. "Intervention kontra suveränitet : En argumentationsanalys av NATO:s humanitära intervention i Kosovo 1999." Thesis, Malmö universitet, Institutionen för globala politiska studier (GPS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45206.
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In recent decades, the international community has been dominated by discussions about the legitimacy of humanitarian interventions. In connection with this discussion, we have been able to see different point of views from different actors, including world leaders, where the question is whether emphasis should be placed on sovereignty or on the protection of human rights. The humanitarian intervention in Kosovo in 1999 carried out by NATO, led by the United States, is a clear example where there were divided opinions on whether an intervention is necessary and in accordance with the norms of the international community. Previous research shows that world leaders' positions and actions in the international arena can be explained by norms and by constructivist theory This essay examines statements made by the key actors and former presidents, Bill Clinton and Slobodan Milosevic, in connection with the intervention in Kosovo in 1999. With the aim of examining the norms and principles that support world leaders' arguments in connection with humanitarian interventions, with the support of an argumentative analysis. The analysis shows that there are similarities between Clinton's and Milosevic's norms and perceptions of the world in general, despite their opposing views on the intervention in Kosovo.
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Kreutzmann, Ingeborg. "Missbrauch der humanitären Intervention im 19. Jahrhundert /." Flensburg : Baltica-Verlag, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016151327&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Brandel, Drew. "Student and Intervention Characteristics as Predictors of Response to School Engagement Interventions in the 6th Grade." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23722.
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School engagement has emerged as a consistent target variable in prevention and intervention efforts to improve student achievement and reduce risk of dropout. This dissertation study analyzed several student-level and intervention-level characteristics as potential predictors of student response to school engagement interventions. Participants included 757 6th graders who were a part of a large-scale, comprehensive intervention project for Oregon middle schoolers. The results of the current study indicated that students’ baseline school engagement (as measured by the Student Engagement Instrument), Limited English Proficiency (LEP) Status, and school district significantly predicted response. Implications for research and practice are discussed.
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Skotte, Ingalill, and Sofia Nilsson. "Erfarenheter av psykopedagogisk intervention." Thesis, University of Gävle, Ämnesavdelningen för vårdvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-5681.
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<p>I psykiatrireformens spår har ett större antal patienter med psykiatriska sjukdomar blivit mer beroende av sina anhöriga. Det ledde till att anhöriga får ta ett stort ansvar som leder till en merbelastning ”Burden of care”. Merbelastningen påverkade det känslomässiga klimatet i familjen ”Expressed emotion”. Psykosenheten i Norrköping erbjöd familjer psykopedagogisk intervention för att sänka ”Expressed emotion”, underlätta bördan samt ge familjen nya kunskaper. Syftet med uppsatsen var att undersöka om deltagandet i utbildningsprogram för patienter och anhöriga har gett deltagarna nya kunskaper om psykossjukdomar samt på vilket sätt de nya kunskaperna förändrat relationen mellan patient och anhörig. Uppsatsens design var en kombination av kvantitativ och kvalitativ ansats som kombinerades med metodtriangulering. Enkäter från tidigare utbildningstillfällen på Psykosenheten användes som en del i uppsatsen. Via ett slumpmässigt urval intervjuades sedan åtta av deltagarna. Analysen av intervjuerna bearbetades med metoden innehållsanalys. Resultatet visade att anhöriga upplever att den ökade kunskapen som de erhållit från patientutbildningen lett till att relationen med den som är drabbad av psykossjukdom förbättrats genom ökad förståelse och trygghet. Psykiatrins roll är att aktivt efterfråga anhörigas delaktighet och bjuda in till samarbete. Trots den empiriska kunskap som finns om fördelarna av psykopedagogisk intervention är det fortfarande en stor utmaning att förändra attityden till att komplettera den traditionella behandlingen med psykopedagogisk intervention.</p><br><p>As a result of the psychiatric reform a great number of patients with psychiatric diseases have become more dependent on their relatives. This has led to the fact that relatives have to take great responsibility which has caused an additional burden “Burden of care”. This increased burden also influenced the emotional climate within the family “Expressed emotion”. The Psychosis Unit in Norrköping offered the families psycho pedagogic intervention to lower the “Expressed emotion”, to lighten the burden and to give them new knowledge. The purpose of the paper was to examine if the participation in the training program for patients and relatives has given the participants new knowledge about psychosis illnesses and also to see in which way the new knowledge has changed the relation between patient and relative. The reports design was a combination of quantitative and qualitative approach was combined with method of triangulation. Surveys from previous training sessions within the Psychosis Unit have been used as part of the study. Via a random selection eight persons out of the participants were then interviewed. The analysis of the interviews was worked up with the method of analysis of content. The result showed that relatives experience that the increased knowledge gained from the training for the patients has led to the fact that the relation between the person stricken by a psychosis illness has ameliorated through increased understanding and security. The role of the psychiatry is to actively ask for the participation of the relatives and invite to cooperation. Despite the existing empiric knowledge about the advantages of psycho pedagogic intervention it is still a great challenge to change the attitude to complete the traditional treatment with psycho pedagogic intervention.</p>
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Niord, Fredrik. "Intervention RB 14:9." Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2678.
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Arnold, Christian Sylvester. "Operative Intervention bei Rhizarthrose." Diss., lmu, 2006. http://nbn-resolving.de/urn:nbn:de:bvb:19-60848.
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McDaniel, Charles N. "Strategic Intervention: Parasitic Architecture." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1212011864.
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Thesis (Master of Architecture)--University of Cincinnati, 2008.<br>Advisors: Jay Chatterjee (Advisor), Elizabeth Riorden (Advisor). Title from electronic theses title page (viewed Sept. 6, 2008.). Includes abstract. Keywords: parasitic; architecture; intervention. Includes bibliographical references.
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Peters, Klaus. "Widerstandsrecht und humanitäre Intervention /." Köln [u.a.] : Heymanns, 2005. http://www.gbv.de/dms/spk/sbb/recht/toc/494336714.pdf.
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Mulholland, Stephanie L. "Response to Intervention Effectiveness." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572655.
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<p>The intersection of No Child Left Behind (2002) and the reauthorization of the Individuals with Disabilities Education Act (2004) made it necessary for educators to examine achievement trends within their schools and implement a Response to Intervention (RTI) program. This study examines the achievement trends in one school district since its implementation of a RTI program. To provide a clear perspective, this mixed-methods study includes both quantitative and qualitative data for analysis. The student data and teacher focus group responses indicate that while RTI efforts are having a positive impact on student achievement, it would appear that RTI alone is not sufficient to close the achievement gap in this particular school. An action plan for moving the school district forward in its RTI efforts is provided. </p>
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Sehm-Schurig, Sylvi. "Die Anrede als Intervention." Bachelor's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-154331.
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Die Arbeit wurde mit dem Förderpreis für herausragende Abschlussarbeiten auf dem Gebiet der Sozialen Arbeit 2013 des Deutschen Berufsverbandes Soziale Arbeit (DBSH) und des Fachbereichstages Soziale Arbeit (FBTS) ausgezeichnet.
Die Verfasserin bearbeitet in dieser Arbeit die relevante Frage nach Anredeformen von Professionellen in der Sozialen Arbeit am Beispiel der Sozialpädagogischen Familienhilfe (SPFH). Durch eine kleine qualitative Untersuchung subjektiver Sichtweisen von MitarbeiterInnen aus dem Arbeitsfeld SPFH nimmt sie zudem eine bislang kaum beachtete Forschungslücke auf.
Die Arbeit führt konzentriert, umfassend und schlüssig in den komplexen Kontext des Forschungsfeldes ein. Neben der Darstellung relevanter und neuer empirischer Ergebnisse führt die sie zusätzlich eine theoretische Abstraktion der Ergebnisse sowie eine überzeugende Schlussbetrachtung durch.
In der Einleitung nimmt Frau Sehm-Schurig zunächst einen inhaltlich substanziellen Auftakt vor, um die hier eingebrachten Aspekte zum Thema in den folgenden Kapiteln theoretisch zu klären bzw. zu vertiefen. Zunächst wird die Leserin / der Leser u.a. im Rückgriff auf Ergebnisse aus der Linguistik über unterschiedliche Dimensionen des Themas „Anrede“ informiert. Im Anschluss daran werden wesentliche (Struktur-)Merkmale des Arbeitsfeldes „Sozialpädagogische Familienhilfe“ aufgeführt. Der „Forschungsstand“ im Kapitel 3 verweist auf empirische Ergebnisse aus Studien mit ähnlichen Schwerpunkten und arbeitet ansonsten die Forschungslücke zur o.g. Fragstellung deutlich heraus.
Die Ergebnisdarstellung im Kapitel 5 ist aufgrund von Belegzitaten aus den geführten Interviews schlüssig und nachvollziehbar aufgeführt. Besonders ergiebig erweist sich der von Sehm-Schurig eingebrachte Begriff des Regulativs, um die intentionale Verwendung von Anrede zu kennzeichnen. Das Kapitel 5 ist wegen der hohen empirischen Dichte und der begleitenden Interpretation sowohl für Theoretiker als auch für Praktiker der Sozialen Arbeit besonders lesenswert und führt zu einer hohen Sensibilisierung zur Frage von Anredeformen.
Für die Diskussion der Ergebnisse im Kapitel 6 führt die Autorin Schaubilder ein, um die zumeist theoretisch geführte Abstraktion sehr gut zu veranschaulichen. Dieser Teil der Arbeit ist gefüllt mit zahlreichen bemerkenswerten Aussagen, die im Punkt 6.4. „Zusammenfassung und Fazit“ hervorragend gebündelt werden. Dieser Abschnitt endet mit empirisch gestützten Hypothesen aus dem Forschungsprozess der Arbeit.
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Piamenta, Bilha. "Intervention at a distance." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249109.
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Pyle, April Delilah. "ADHD focused homework intervention." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2793.
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The purpose of this study was to assess the effects of a homework intervention program designed to include children with ADHD. Children participated in a 5-week homework skills class, with their parents attending a one time homework training session. In conjunction with this class, parents were attending a 10-week behavioral parenting program. Participants included 11 children (4 diagnosed with ADHD) from 1st through 6th grade who were randomly assigned to start the homework skills class during the first or second 5 weeks of the program. Homework skills taught in the class included organization, learning styles, homework routines, time-management, goal-setting, self-management, and increasing motivation. Parent reports on the Homework Problem Checklist showed no significant treatment effects; however, trends showed a decrease in homework problems at post-treatment and follow-up, specifically for children with more severe homework problems. This is a potentially effective homework intervention for children who have severe homework problems with or without an ADHD diagnosis. Implications, limitations, and future research are discussed.
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Baker, Elise, and A. Lynn Williams. "Complexity Approaches To Intervention." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/2232.
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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions.
This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK
An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders.
Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach
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Scholes, Stephanie. "From Intervention to Friendship." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1183.
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Friendship is one of the hallmarks of social competence, yet few studies of interventions intended to increase social competence have evaluated their effectiveness through the formation of friendships. Peer-mediated interventions have been found to increase social competency and improve sociometric peer acceptance. Based on these findings from previous research, this study evaluated the effects of a peer-mediated intervention on the formation of reciprocal friendship for preschool children with disabilities. Evaluation using behavioral observations and sociometric nominations of friendship from classmates suggest that participation in a peer-mediated intervention may precipitate friendship formation.
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Clark, Tyrome. "Humanitarian Intervention: Moral Perspectives." UNF Digital Commons, 2016. https://digitalcommons.unf.edu/etd/633.
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This thesis addresses primary concepts in the humanitarian intervention debates. I argue that humanitarian intervention is a perfect duty. The global community has a moral obligation to act decisively in the face of extreme human rights abuses. There are two contrasting theoretical perspectives regarding international relations and humanitarian intervention: statism and cosmopolitanism. These contrasting perspectives contest the relative value of state sovereignty and human rights. Some of the most prominent ethicists in the debate have determined states have a “right” to intervene militarily in the internal affairs of other states to halt severe human rights abuses but there is no “duty”to intervene. These conclusions are largely based upon consequentialist considerations. This thesis argues a deontological perspective is essential. References to events Rwanda, Darfur, and Kosovo are made. There is a critical role for preemptive actions to play in addressing humanitarian crises and calls for global justice.
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Ford, Linley. "Stepfamily assessment and intervention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/302.
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This thesis presents a summary of the structural characteristics, contextual influences, cognitive processes, behavioural practices; and developmental factors shown by previous research to be associated with adjustment within stepfamily relationship systems. This thesis also presents research that firstly, examines a method of assessing stepfamily adjustment and secondly, evaluates the effectiveness of a program designed to improve stepfamily adjustment for couples.
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Alvan, Ahlinder Viktor. "Att konstruera nya normer för humanitär intervention : Ansvaret att skydda och interventionen i Libyen." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13190.
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Kissell, Tina Marie Eberly. "Interventions with good intentions| Effective implementation of Response to Intervention in two rural school districts." Thesis, The University of North Carolina at Greensboro, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609579.
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<p> This dissertation examined the implementation of Response to Intervention (RtI) in two rural school districts in south central North Carolina. Federal legislation requiring an increase in school system accountability included the expectation for implementing differentiating levels of academic intervention for struggling students. Implementation structure and pragmatics differ from district to district as the process design remains with local education units. The filtering of federal legislative expectations to state-level administration and subsequently to school system and ultimately school site leadership is a long journey that can result in varied interpretations. The communication of methodology and expectations from district-level administration to school-level practitioners is crucial for effective implementation. Therefore, an understanding of and a focused vision for Response to Intervention implementation is essential throughout district and school leadership (Kratochwill, Valopiansky, Clements, & Ball, 2007).</p><p> This dissertation explored the district-level to school-level facilitation of RtI implementation in two rural but very different districts in south central North Carolina, both identified to demonstrate stellar RtI implementation processes. Individual staff members were interviewed at the district and school-level (elementary, middle, and high) using a structured interview protocol to explore this process of implementation. The responses were then analyzed using a theme matrix. A consistent set of core strategies, practices, and beliefs were found in schools in the two districts, although facilitation of the expectations from district to school-level differed significantly and impacted the breadth and levels of implementation. Monitoring the fidelity of the process remained at the school level. The results reinforce the barriers that rural districts confront in complying with federal mandates.</p>
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Decker, Kelsey. "Language and Play Everyday: Enhancing Early Intervention Provider Knowledge and Use of Naturalistic Communication Interventions." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23745.
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The current study used a quasi-experimental comparison group pre/post-test design to examine the effectiveness of the Language and Play Everyday (LAPE) program for improving EI/ECSE practitioners’ knowledge, use of, and confidence in using Caregiver Implemented-Naturalistic Communication Interventions (CI-NCIs). Participants included 20 EI/ECSE practitioners across IDEA-related disciplines, eight with prior LAPE experience. 10 practitioners took part in a new, more intensive LAPE program, and 10 did not. Analysis of pre/post-questionnaires revealed that practitioners with prior LAPE experience reported significantly higher use of CI-NCI skills and mean self-efficacy ratings than those without LAPE experience. Practitioners who participated in the new, more intensive program used significantly more skills and scored significantly better on a knowledge test than those who did not participate, even when controlling for prior LAPE experience. These findings indicate that the LAPE program is a promising model to train EI/ECSE practitioners across disciplines in CI-NCIs.
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Chambers, Danielle Elizabeth. "BRIEF INTERVENTION TO ADDRESS BEHAVIORAL DISORDERED SLEEP: EXAMINING FACTORS RELATED TO INTERVENTION EFFICACY." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1953.
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Sleep disorders are highly prevalent in children and adolescents, affecting approximately 25-40% of this population. Questions about sleep are among the most frequent concerns that parents raise to their child’s pediatric medical provider. Behavioral treatments are the empirically supported treatments for addressing behavioral disordered sleep, and pediatric medical providers often endorse using such strategies. However, given the time constraints of primary care visits, such strategies are delivered in a very brief format. Whether or not these recommendations result in a change in the child’s disordered sleep symptoms has not been explored. Further, it is likely that this brief recommendation format is effective for some patients but not others. For example, children with comorbid neurodevelopmental conditions, severe sleep problems, and anxiety are less likely to respond to brief sleep interventions, and, therefore, may require a more comprehensive, time-intensive behavioral intervention. The current study aimed to explore factors related to the efficacy of a brief behavioral intervention provided via telehealth. Thirteen parents completed all portions of the study. Three were parents of children between the ages of 8 to 15 years and 10 were parents of children between the ages of 4 to 7 years (M = 6.8; SD = 2.7). All parents identified as White mothers. All children were also identified as White with 38.5% being female. Due to small sample size, quantitative analyses were not appropriate, so a qualitative examination of the data was conducted to explore relationships among participant demographics, sleep hygiene behaviors, sleep knowledge, sleep symptom severity, anxiety symptoms, and effects of the intervention. Results indicated that 37.50% of parents accurately assessed whether their child had problematic sleep. Minor variations in sleep knowledge were observed between parents who accurately identified their child’s sleep problems and those who did not (7.67 and 6.40 out of 10, respectively). Overall, participants had an average initial sleep knowledge score of 6.68, an average follow up sleep knowledge score of 7.31, and an average change in knowledge score of 0.62. Regarding effects of the intervention on sleep symptom severity, the average initial sleep symptom severity score was 50.25, the average follow up sleep severity score was 48.77, and the average change in sleep severity score was -2.00. An examination of sleep hygiene characteristics highlighted that while 81.25% of participants endorsed having a bedtime routine, almost 70% reported that the routine included an electronic device. Differences in initial sleep symptom severity and sleep knowledge scores were noted between participants who did and did not include electronic devices in their bedtime routines. The clinical implications of these findings are discussed further. Differences in intervention efficacy between participants with and without ADHD was also examined, but differences were not apparent. Intervention acceptability and feasibility were also examined. The current study demonstrated that the intervention was feasible to deliver for most participants within 10 minutes and, therefore, would be conducive to a primary care setting. Additionally, parents reported high levels of satisfaction with the content, understandability, and comprehensiveness of the treatment, which is encouraging for parents’ willingness to utilize the intervention if it was available to them. This study acted as an important initial step to determining the feasibility and acceptability of a brief behavioral sleep intervention. Clinical implications and future directions are discussed.
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Austin, Tara. "Stress and Performance Anxiety Intervention for Musicians:A Biofeedback and Compassion Focused Therapy Intervention." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9020.
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Performance anxiety and stress are forefront problems for performers in the music industry. Within music training programs, these problems are particularly debilitating. These students are concerned both about performance situations and also their personal lives. The following study compared two treatments, heart rate variability (HRV) biofeedback and Compassion Focused Therapy (CFT) on the effects of cortisol and self-reported stress and mood before and after a required end of semester performance. Thirty students enrolled in a college music program participated in the five-visit intervention (14 in the HRV biofeedback group and 16 in the CFT group). Stress levels, measured by self-report, salivary cortisol, and salivary alpha amylase, showed no group differences between the CFT and HRV groups. Both groups had statistically significant improvement following the intervention on pre-performance DASS scores and alpha-amylase scores, showing lower sympathetic activation and lower report of mood symptoms despite the stress of the required performance. Cortisol and negative affect did not appear to be impacted by the intervention, however, cortisol returned to baseline levels 15 minutes after the intervention, showing relatively quick recovery for both groups. Further research with a larger, more diverse sample and control group is warranted.
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Darlington, Erin. "Decreasing Misperceptions of Sexual Violence to Increase Bystander Intervention: A Social Norms Intervention." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18489.
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Sexual violence (SV) on college campuses is a significant and enduring problem. Campus administrators, advocates, family members, students, and researchers have examined the factors that enable SV and have developed university-based pilot programs to reduce SV rates. This study contributes to existing SV intervention literature by examining the impact of a social norms intervention, delivered by university peers, on SV attitudes, knowledge, bystander involvement, and behavior change on university men living in fraternity communities. Fraternity units were randomly assigned to an existing student-led forty-five minute SV awareness training (Sexual Wellness Advocacy Team, SWAT), to SWAT plus, which had additional time devoted to SV social norms and bystander intervention, and to a wait-list control. Participants included male members (N = 324) of nine fraternities at a large public university. Four outcomes were examined: SV knowledge, attitudes, behaviors, and social norms among male fraternity members. Measurements were taken at pretest, two-week posttest, and four-month follow-up. Data were analyzed using Poisson regression, Hierarchical Linear Modeling, and repeated measures ANOVA. Overall, results indicated mixed results for the effectiveness of SWAT and SWAT plus compared to the control group. There was evidence that both interventions, when analyzed together and compared to the control group, were effective at decreasing rape myth acceptance. When analyzed separately, both SWAT and SWAT plus were effective at increasing the number of helpful bystander behaviors participants could list and increasing bystander self-efficacy. The SWAT plus intervention appeared to be more effective at increasing actual bystander intervention behavior. The SWAT intervention appeared to be more effective at increasing intention to help. There were also mixed results for the effectiveness at posttest and follow-up. Implications for future research and practice are discussed.
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Ye, Runzhou S. M. Massachusetts Institute of Technology. "Augmentation as art intervention : the new means of art intervention through mixed reality." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123562.
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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Thesis: S.M. in Art, Culture and Technology, Massachusetts Institute of Technology, Department of Architecture, 2019<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 73-76).<br>This thesis explores an emerging art form--mixed reality art the new opportunities, changes, and challenges it brings to art intervention. Currently mixed reality art is in its early stage of development, and there is relatively little scholarship about this subject. However, I believe augmentation as a new art form has great potential in the art field and this thesis aims to address this gap. I argue that augmentation can be used as a new means for art intervention, and that it can bring new opportunities for artists not only to augment the use of sites, but also to create a better cultural and emotional experience for the viewer. With in the scope of mixed reality art, this thesis discusses augmentation of senses, sites, and data; this includes not only the exploration of this medium through a series of my recent artworks, but also includes experiment s of other mixed reality art pioneers. I believe that my art will not only inspire my future creation, but also shed more light on this new art form.<br>by Runzhou Ye.<br>S.M. in Art, Culture and Technology<br>S.M.inArt,CultureandTechnology Massachusetts Institute of Technology, Department of Architecture
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ARIAUDO, GIADA. "Early intervention in preterm babies: development and experimental trial of an aesy and low cost program." Doctoral thesis, Università degli studi di Pavia, 2018. http://hdl.handle.net/11571/1214789.
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La prematurità rappresenta oggi un problema sempre più importante per la salute pubblica. Lo scopo della ricerca di questo settore è di individuare precocemente i soggetti altamente a rischio e i soggetti che potrebbero essere in grado di avere un outcome positivo, al fine di evitare follow-up superflui. I progressi continui nelle tecniche ostetriche e nell'assistenza intensiva e neonatale aumentano la quota dei bambini che sopravvivono alla nascita pretermine senza gravi danni cerebrali, tuttavia la strategia più promettente per promuovere il loro potenziale di crescita sembra agire sul loro ambiente, con un programma di intervento precoce.
Definizione di un protocollo di intervento precoce e studio sperimentale per valutarne la fattibilità, applicabilità ed efficacia. Si tratta di uno studio randomizzato in singolo cieco (l'analisi dei dati è stata fatta in cieco) che ha coinvolto 42 neonati prematuri ad alto rischio e le loro madri divisi in due gruppi di uguali dimensioni e reclutati a caso (ogni bambino è stato assegnato in precedenza a uno dei gruppi, secondo l'ordine di nascita). Criteri di inclusione per lo studio: età gestazionale ≤32 settimane e/o peso alla nascita ≤1500 g; Madri con una buona conoscenza dell'italiano parlato e scritto; Consenso informato scritto. Per entrambi i gruppi erano previsti quattro punti di controllo: al reclutamento, alla dimissione ospedaliera, a 40 settimane di età gestazionale, a 3 mesi di età corretta.
Per i neonati: ad ogni check-point sono stati eseguiti esame neurologico, videoregistrazione dei General movements, esame comportamentale da parte del TNPEE, e alla dimissione ospedaliera e 40 settimane di età gestazionale anche a Neonatal Intensive Care Network Neurobehavioral Scale (NNNS) sottoscala Attenzione (orientamento), Scala senso-motoria per il neonato e la videoregistrazione secondo il protocollo Global Rating Scale (GRS).
Per le madri: al reclutamento è stato proposto un diario quotidiano per annotare la presenza in NICU/ la durata/eventuale terapia Kangoroo (SCENE); alla dimissione sono stati discussi alcuni suggerimenti di "cura" con il TNPEE ed è stato consegnato un libretto informativo riguardante le caratteristiche e lo sviluppo dei neonati pretermine. Sono stati inoltre consegnati il PSS-NICU, la scala EPDS, la scala MSPSS, il questionario NPST; A 40 settimane di età gestazionale è stata data la scala MPAS e il questionario PSI; A 3 mesi di età corretta un questionario sugli eventi stressanti, il PSI, l'EPSD, il MSPSS. Solo per il gruppo sperimentale (Early Intervention Protocol): dal reclutamento all'uscita ospedaliera sono stati proposti 2 incontri con un piccolo gruppo di madri, un neuropsichiatra infantile ed un TNPEE per descrivere alcune caratteristiche tipiche dei neonati pretermine, alcune esigenze particolari nelle abitudini di cura e parlare di prematurità; dal reclutamento alla dimissione 3 incontri individuali con ciascuna madre e il TNPEE alla culla per osservare insieme quel singolo bambino; A 40 settimane e a 3 mesi di età corretta è stato effettuato un colloquio con ciascuna madre, il neuropsichiatra infantile e il TNPEE per valutare i cambiamenti nel bambino e nell'atteggiamento della madre.
Analisi statistica (statistica descrittiva, T test, analisi K, analisi fattoriale, coefficiente alfa di Cronbach, coefficiente di correlazione Pearson, ANOVA) dei risultati.
Studio condotto in collaborazione tra Unità Neurologica e Psichiatrica Infantile, C. Mondino IRCCS Istituto Neurologico Nazionale di Pavia, NICU della Fondazione IRCCS Policlinico San Matteo di Pavia e Unità di Sviluppo del Bambino 0-3 anni, IRCCS Nostra Famiglia Eugenio Medea Istituto Bosisio Parini. Abbiamo arruolato e valutato fino a 3 mesi di età corretta (fine del progetto) 42 bambini (21 nel gruppo sperimentale e 21 nel gruppo di controllo); 29 soggetti non hanno fornito il consenso allo studio e 71 non sono stati arruolati per motivi diversi.<br>Prematurity represent today a more and more increasing problem for public health. The aim of researching this field is to detect as early as possible altogether subjects highly prone to risk and subjects associated with selective weaknesses (which occasionally can be supported with essential actions), and subjects who are likely to be able to build up an appropriate outcome (in order to avoid useless recurrent checkups). Continuous advances in obstetric techniques and intensive e neonatal care increase the share of children surviving preterm birth without serious cerebral damages, however the most promising strategy available to compensate their weaknesses and to promote their growth potential seems to be to act to their environment, setting up for them an early intervention.
Definition of a protocol of Early Intervention and planning of a trial study to evaluate his feasibility, applicability and efficacy. This is a single-blind randomized study (data analyzer were blind), that involved 42 high risk preterm babies and their mothers divided in two groups of equal size and recruited randomly (each baby have been pre assigned to one of the groups, according to birth order). Inclusion criteria for the study: gestational age ≤32 weeks and/or birth weight ≤1500 g; mothers with a good knowledge of spoken and written Italian; written informed consent. For both groups are planned four check-points: at recruiting, at hospital discharge, at 40 weeks of gestational age, at 3 months of correct age.
For babies: at each check-point were done Neurological examination, General Movements videotaping, Behavioural examination by the neurodevelopmental therapist, and at hospital discharge and 40 weeks of GA also to Neonatal Intensive Care Unit Network Neurobehavioral Scale (NNNS) Attention (Orientation) subscale, Sensory-motor scale for the neonate and Global Ratings of Mother Infant Interaction Scale (GRS).
For mothers: at recruiting was proposed a daily diary to note the presence in NICU/duration/kangaroo therapy (SCENE); at hospital discharge were discussed some “care” suggestions from the neurodevelopmental therapist, and delivery of an information booklets regarding characteristics and development of preterm babies. It has also be proposed PSS-NICU, the EPDS, the MSPSS, the NPST; at 40 weeks of gestational age has been proposed the MPAS and the PSI; at 3 months of correct age the Life events form, the PSI, the EPSD, the MSPSS. Only for the experimental group (Early Intervention Protocol): from recruiting to hospital discharge were proposed 2 meetings with a small group of mothers, a paediatric neuropsychiatrist and a neurodevelopmental therapist to describe some typical characteristic of preterm babies, some special needs in care habits and to talk about prematurity; from recruiting to hospital discharge 3 individual meetings with each mother and the neurodevelopmental therapist at baby’s cradle to observe together that single baby; at 40 weeks and at 3 months of correct age one individual meeting with each mother, the paediatric neuropsychiatrist and the neurodevelopmental therapist, was carried out to evaluate the changes in the baby and in the mother’s attitude.
Statistical analysis (descriptive statistic, T test, K analysis, Factorial analysis, Cronbach's alpha coefficient, Pearson’s correlation coefficient, ANOVA) of results.
Study done in collaboration between Child Neurology and Psychiatry Unit, C. Mondino IRCCS National Neurological Institute of Pavia, NICU of the Foundation IRCCS Policlinico San Matteo of Pavia, Molecular Medicine Department of the University of Pavia and 0-3 Child Development Unit, IRCCS Nostra Famiglia Eugenio Medea Institute Bosisio Parini. We enrolled and evaluated until 3 months of correct age (end of the project) 42 babies (21 in the experimental group and 21 in the control group); 29 subjects didn't consent to the study and 71 weren't enrollable for different reasons.