2,004 research outputs found
Locating Paul Olds Within New Zealand Modernism
No full textThe place in New Zealand art history of Paul Olds (1922–1976) remains relatively obscure. Olds’ oeuvre defies easy categorisation and does not readily align with established notions of New Zealand modernism. He made a considerable impact as a painter and teacher in Wellington, where he settled in 1957 after six years in Europe. However, his reputation dwindled after his premature death. Olds’ paintings juxtapose figurative and non-figurative elements, organic and inorganic forms and employ nuanced texturing and complex colour layering. Observing his oeuvre chronologically reveals his distinctive approach and his subtle and nuanced contribution to New Zealand’s post-war modernist narrative.[i]
[i] The author (Miriam Olds Spence) was born in Wellington in 1963 to Elisabeth and Paul Olds. When I was three years old, my parents separated and my mother and I moved to Germany, where I grew up. My mother was engaged in postgraduate research at the University of Tübingen, and later became a lecturer there. After we moved, I only saw my father twice, briefly. I did not return to Wellington until 1979, three years after my father died. My research stems from a desire to better understand my father’s place in New Zealand’s postwar art history
Improvements in knee biomechanics during walking are associated with increased physical activity after total knee arthroplasty
No full textAbstract not availableJohn B. Arnold, Shylie Mackintosh, Timothy S. Olds, Sara Jones, Dominic Thewli
Olds
No full textNotes - A handwritten note by Ruth Gorman regarding the town of Olds, AB (1 page)Persona
PMS889780 Supplemental Tables - Supplemental material for Research Combining Physical Activity and Sleep: A Bibliometric Analysis
No full textSupplemental material, PMS889780 Supplemental Tables for Research Combining Physical Activity and Sleep: A Bibliometric Analysis by Aamir R. Memon, Corneel Vandelanotte, Timothy Olds, Mitch J. Duncan and Grace E. Vincent in Perceptual and Motor Skills</p
Distributional Effects of Early Childhood Programs and Business Incentives and Their Implications for Policy
No full textThis paper is a draft of Chapter 8 of a planned book, Preschool and Jobs: Human Development as Economic Development, and Vice Versa. This book analyzes early childhood programs’ effects on regional economic development. Four early childhood programs are considered: 1) universally accessible preschool for four-year-olds of similar quality to the Chicago Child Parent Center program; 2) the Abecedarian program, which provides disadvantaged children with high-quality child care and preschool from infancy to age five; 3) the Nurse Family Partnership, which provides low-income first-time mothers with nurse home visitors from the prenatal period until the child is age two; and 4) the Parent Child-Home program, which provides home visits and educational toys and books to disadvantaged families when the child is between the ages of 2 and 3. The book considers the main benefit of state economic development to be the resulting increase in earnings of the original residents who stay in that state. Early childhood programs increase residents’ earnings largely by increasing the quantity and quality of local labor supply. These programs will increase the employability and wages of former child participants in these programs. The book compares the effects on local earnings of early childhood programs with the effects of business incentives (e.g., property tax abatements). Business incentives increase local residents’ earnings by increasing the quantity and/or quality of local labor demand. This chapter considers the effects of early childhood programs and business incentives on the income distribution. A key issue is whether early childhood programs should be targeted on the poor, or made universally available for free. Relevant considerations in addressing this issue include how benefits of early childhood programs benefit with family income, and the political feasibility of targeted versus universal programs.preschool, economic development, early childhood, education, business incentives
Do 2-Year-Olds Understand Object Permanence?
No full textabstract: According to Jean Piaget, a prominent cognitive development psychologist in 1954, infants should have an understanding of object permanence at 12 months of age. Current research has backed this idea and shown that children younger than 2 years of age understand object permanence- shown through their increased looking times to inconsistent displays in which a moving object appears to have fallen through a solid shelf. However, current research used active search tasks with 2 year olds and found that they failed to search for the object consistently. My thesis explores why 2 year olds are failing search tasks if infants are appearing the understand object permanence with their looking responses. The Theory of Mind Lab at ASU designed a simple two door/two room apparatus to test 2 year olds’ ability to search for an object once it goes out of sight. Two doors open to two rooms separated by a green wall that extends above the front wall. Results showed that 2-year-olds randomly searched for the object. Perhaps children were not able to clearly differentiate the two separate spaces and ultimately started guessing because they assumed both doors go to the same room. Therefore, my thesis involved adding a ‘hallway’ between the two rooms to help children mentally separate the two spaces by showing them the bottom of the barrier. Despite the hallway, results showed that 2-year-olds again hardly performed above chance across all 6 trials. To remove the social aspects and the need to coordinate motor movement with knowledge of the object’s location, I designed a Visual Anticipation Task with automatic doors that required 2-year olds to merely look at the correct door for the hidden object. Results showed that children looked correctly at the first location correctly but when hidden in a new location in the second trial, perseverated and looked back at the first location. These results showed that 2-year olds do not understand object permanence at this age when it comes to both searching and looking
sj-docx-1-heb-10.1177_1090198117699508 – Supplemental material for Academic Performance and Lifestyle Behaviors in Australian School Children: A Cluster Analysis
No full textSupplemental material, sj-docx-1-heb-10.1177_1090198117699508 for Academic Performance and Lifestyle Behaviors in Australian School Children: A Cluster Analysis by Dorothea Dumuid, Timothy Olds, Josep-Antoni Martín-Fernández, Lucy K. Lewis, Leah Cassidy and Carol Maher in Health Education & Behavior</p
Supporting the development of number fact knowledge in five- and six-year-olds
No full textThis paper focuses on children’s number fact knowledge from a study that explored the impact of using multiplication and division contexts for developing number understanding with 34 five- and six-year-old children from diverse cultural and linguistic backgrounds. After a series of focused lessons, children’s knowledge of number facts, including single digit addition, subtraction, and doubles had improved. However, they did not always apply this knowledge to relevant problem-solving situations. The magnitude of the numbers did not necessarily determine the difficulty level for achieving automaticity of number fact knowledge
The relevance of transference interpretations for two-year-olds
No full textThis thesis was scanned from the print manuscript for digital preservation and is copyright the author.
Researchers can access this thesis by asking their local university, institution or public library to
make a request on their behalf. Monash staff and postgraduate students can use the link in the References field
A study to determine the correlation between the length of formalized training and the driving/safety records of commercial truck drivers
No full textPlan BThe purpose of this study was to determine if there is a direct correlation between the length of formalized training received by truck drivers and the driving record of those drivers. This research further sought to determine if there is a point where formal training is no longer relevant to the driving records of truck drivers due to actual length of time driving (years behind the wheel). This research was done, by examining the training and driving records of 300 drivers from three separate trucking companies in Wisconsin, in November 2001. These drivers were selected at random. The population for this research was all drivers employed by the selected companies, at the time of this research. The sample, 300 drivers, was then selected using the table of Ten Thousand Random Numbers, according to the book Statistical Methods, by George W. Snedecor and William G, Cochran. This information was then analyzed, and correlations of relevant information were determined, according to the charts in Chapter IV of this study. A direct relationship between length of training and driving records of commercial drivers was found by this research as well as a determination as to the relevance of training to driving records in connection with the length of driving for the subjects of this study. This relationship and relevance is described in detail in the following chapters as well as the conclusions and recommendations of the researcher as they relate to the data developed from this research
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