Dissertations / Theses: 'Agreed body of knowledge'

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Meyer, Carolyn. "Body talk as knowledge and practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ65509.pdf.

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Jubran, Rachel. "Body Part Structure Knowledge in Infancy." UKnowledge, 2016. http://uknowledge.uky.edu/psychology_etds/98.

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Human faces, bodies, and hands convey critical social information (e.g., emotions, goals, and desires). Infants, like adults, are sensitive to such social information. Unlike infants’ knowledge of the structure of the human face and body, not much is known about infants’ knowledge of hands and feet. The current study tested infants for their preference between intact hand images and ones in which the same hands were distorted (i.e., location of at least one finger was altered to distort the typical structure of the hand). Infants at 3.5 months of age had a preference for the reorganized hand image, demonstrating that 3.5-month-olds have sufficient knowledge of the configural properties of hands to discriminate between intact versus distorted images. Furthermore, when the same images were inverted, infants displayed no such preference, indicating that infants were not relying solely on low-level features to detect differences between intact versus reorganized hands. Contrastingly, when shown images of intact and reorganized feet, even 9-month-olds did not exhibit evidence of sensitivity to structural disruptions in images of feet. These results indicate that infants’ structural knowledge of hands, but not necessarily feet, develops along the same trajectory as their knowledge of faces and bodies.

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Coole, Michael Patrick. "Physical security professional’s body of knowledge: A cultural domain analysis of physical security’s knowledge structure." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2308.

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The study undertook a cultural domain analysis to articulate physical security’s knowledge system, isolating the fundamental knowledge units and building their structure. This applied a multiphase approach, (a) a literature critique, (b) expert interviews, (c) quantitative validation, and (d) focus group analysis. Findings demonstrate this knowledge comprises a broad matrix of task related knowledge categories, ranging from diagnosing risk, professional inference using security theories and principles, to treatment via engineering knowledge supported by professional attributes.

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Baensch, Allison L. "Body of knowledge self-organisation in a gentle bodywork practice /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/46352.

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Thesis (Ph.D.)--University of Western Sydney, 2009.
Accompanied by DVD entitled: Body of knowledge. DVD can be viewed at UWS Library. A thesis presented to the University of Western Sydney, College of Arts, Social Justice and Social Change Research Group, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Heron, Michelle Ann. "Emergence of knowledge about the human body shape in infancy /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18896.pdf.

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Schätz, Christof. "A Methodology for Production Development – The Body of Knowledge Approach." Doctoral thesis, Norwegian University of Science and Technology, Department of Productions and Quality Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1755.

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The development of production line and facilities is without doubt a crucial task for the discrete goods producing industry in order to gain the competitive edge and the attention of the customer. This trend started already in 1969 when Skinner emphasised the strategic importance of manufacturing and that neglecting it could result in production which is time consuming and expensive. As well as this, the evolution in the manufacturing environment over recent years has resulted in the need to consider the whole product life cycle and hence the continuously shortening of the “Time to Market” period for new production facilities with ever higher quality requirements at lower costs. [Womack 1990, Pawar 1994, Case 1998, Wu 2000, Maffin 2001, Reid, 2002, Vonderembse 2003, Swift 2003]

The objective of this paper is to determine a Body of Knowledge for production development to enable small and medium sized enterprises (SME) to shorten their “Time to market” and thereby increase their profit margin. In this thesis it will be investigated how in particular each category of this Body of Knowledge will contribute to production development and how they can be merged into a generic methodology for production development. Literature revealed that there exist three different perspectives to production development which developed historically, namely the traditional and the down and upstream perspective. It could be concluded that the Body of Knowledge for the sequential traditional approaches was formed out of three categories, Production Development Process, Tools and Technology. The upstream and downstream perspectives are concurrent approaches and to date the Body of Knowledge has evolved over the years into five categories: Integrated Product Development, Multidisciplinary Teams, Project Management, Tools and Technology.

Since these categories cover more than just production development it was necessary to screen these adjoining fields for the particular contribution to production development. Finally, all the contribution could be merged into one overall production development methodology. This methodology describes the process for a systematic approach to production development which is based on the fact that it includes the complete Body of Knowledge. To adjust this methodology for the different production development projects in industry, a production development process template was integrated which enables small and medium enterprises to adapt the development process to their individual needs. The determination of such a generic methodology for production development based on its Body of Knowledge now enables now small and medium sized enterprises to approach production development generically and by that handle the development of production facilities more effective with regards to time and quality for ever more complex products.

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Harris, Adrian Paul. "The wisdom of the body : embodied knowledge in eco-paganism." Thesis, University of Winchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550230.

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Although embodied knowing is fundamental to our experience, no previous study has detailed its role in a specific spiritual group. This thesis offers a new model of embodied situated cognition, and develops an embodied hermeneutics which uses Focusing in phenomenological research. I apply these tools to the first detailed ethnography of Eco-Paganism to reveal powerful processes of connection which have considerable significance for religious studies and ecopsychology. Chapters 2 and 3 survey the literature on Eco-Paganism and embodied cognition. Chapter 4 uses the latter to synthesise a model of embodied situated cognition which I call the 'enactive process model', because it draws primarily on enactivism (inter alia, Varela et al., 1991), and Gendlin's process philosophy (Gendlin, 1997). Current research shows that key aspects of cognition are situated and embodied (inter alia, Varela et al., 1991), such that we often think with place (inter alia, Preston, 2003). This raises epistemological questions which I address in a discussion of embodied philosophy in Chapter 5. I then explain my embodied hermeneutics methodology, and the practical application ofthe Focusing Interview technique, in Chapter 6. My fieldwork auto ethnography, Chapter 7, provides an intuitive, felt understanding of life on a road protest site, and is followed by ethnographies of urban and protest site Eco-Paganism in Chapters 8 and 9. Chapter 10 discusses six processes which create a sense of connection to the organic environment, which include the felt sense (Gendlin, 1981) and the wilderness effect (Greenway, 1995). I conclude that a type of wilderness effect can catalyze the emergence of a complex 'nature based' spirituality amongst site Eco-Pagans, while a less intense form affects urban Eco-Pagans. Eco-Pagans sometimes use these processes of connection to think with a place. The processes of connection and thinking with place are fundamental to embodied situated knowing in Eco-Paganism, and help explain many of its distinctive aspects. By demonstrating the importance of embodied situated knowing in Eco-Paganism, I highlight the potential for further research into processes of connection and the impact of different physical spaces on religious practice in general.

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Sandberg, Stefan. "Knowledge enabled engineering : applied to car body design [Elektronisk resurs]." Licentiate thesis, Luleå, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-62218.

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To stay competitive in a global market companies push to make their product development process more efficient with respect to added customer value, shorter time to market, efficient knowledge and technology transfer. To achieve this they depend on the choice of work procedures, suitable processes, methods, available knowledge and experiences, CAE tools and appropriate competence to manage the mentioned for concept creation and concept realization.This licentiate thesis presents a new method how to capture, store and reuse information and knowledge. It also includes discussions about which new technologies that are needed for Functional Product Development and a demonstrator that shows how downstream knowledge can be captured and realized in a computer application ready to use for designers in the early phases of the product development process. Focus for the method and demonstrator lies in the conceptual phase, since designers have most or best opportunities to change the design in this early phase. A change of the design later in the project will become more expensive and difficult and it might even be impossible to compensate or correct the shortcomings of a poor design concept.The new method and demonstrator are results of case studies made at Volvo Cars Corporation in Gothenburg, discussions and work shops together with the ProViking partner companies Volvo Cars Corporation, Volvo Aero, Sandvik Coromant and Hägglunds Drives.

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Allan, Paul. "Holistic perspectives on learning and knowledge : an awarding body perspective." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/19248/.

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This study took a grounded theory approach with the aim of developing a more holistic approach to learning and knowledge. There has been a lot written about learning and knowledge but very little has been written looking at the complex entanglement of the two. The research was very much grounded in the data whilst remaining sensitive to the theory of complexity. This study wanted to reject the simplistic and often mechanistic views of learning and knowledge and wanted to explore the more complex entanglement. This was done by taking data from three focus groups each consisting of 4-6 individuals. In addition a sense making workshop consisting of 5 individuals then helped to code and cluster the data which helped support the researcher's findings. At the time the research environment was going through a climate of change faced with huge financial pressures due to the economic downturn whilst still carrying the scars from previous litigation. The findings suggest that learning and knowledge is a very complex entanglement which is far more elaborate and complex than the theory immediately implies. These insights are discussed with reference to academic theory and a number of implications for business were identified. Overall the study supports a more integrated consideration of organisational learning and knowledge which should be applied in practice. If implemented effectively, should provide a more unique and sustainable competitive advantage, through a more effective workforce.

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Nagata, Haruki, Shin'ichi Toda, Hiroshi Itsumura, Kenji Koyama, Yasunori Saito, Masanori Suzuki, and Noboru Takahashi. "Body of professional knowledge required for academic librarians in Japan." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106139.

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This paper explores the body of professional knowledge for academic librarians by researching library staff in Japanese colleges and universities. The research was undertaken in two ways. Initially 23 focus-group interviews were conducted at eight academic libraries from 2003 to 2005. Secondly a paper survey was carried out in 2004. Both of these targeted the whole body of the library staff, ranging from the chief librarian to junior staff. The authors have identified the knowledge and skills required for todayâ s academic librarians and learning opportunities that they preferred. The body of professional knowledge and skills revealed through the analysis of the outcomes of the research is presented here.

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Hosch, Alex. "Epistemic Skills Deficiency in the Project Management Body of Knowledge." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2659.

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Information Technology (IT) projects continue to fail despite being managed by certified Project Management Professionals (PMP) and professionally trained non-certified Project Managers (PM). This study addressed PMPs and qualified PMs who continue to experience IT project failure at a high rate. The purpose of this qualitative multiple case study was to explore perspectives of PMs and their understanding of project management best practices in the Guide to the Project Management Body of Knowledge (PMBOK). There were 5 research questions focused on IT project failures, lessons learned, trends, deficiencies in project management framework, and adherence to standard PM practices. This study utilized a phenomenological approach and an inductive analysis based on Koskinen's theory that a lack of project management knowledge can contribute to project failure. Data were collected from open-ended interviews with 20 project managers; these data were then inductively coded and analyzed for themes and patterns. Findings yielded categories of poor scope management, cost overruns, unmanaged resources, un-realistic requirements, inadequate stakeholder management, and deficiencies in content in the PMBOK standards. The results could influence positive social change for PMs to assess the depth of project management training needed to understand early warning signs of IT project failure. These changes could promote awareness within the project management community and encourage more in-depth PM competency training.

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Thornburg, M. Hayden. "Possibilities of mind and body an exploration and critique of mind-body identity theory /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p006-1549.

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Björk, Carola. "About body-building." Thesis, Konstfack, Institutionen för Konst (K), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-6828.

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Not always so remarkable but still most important. Every day. The beautiful, small, horrible and often insignificant experiences that makes us who we are, fascinates me. You see, choose and become with no interruption. The constant change inspires me. This is a text circulating around an artistic practice, it´s an illustration of a why how what. Or, maybe more an attempt to put words onto a wish to see for tracing, where an aim is being become became. Be

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Ergun, Eser. "Rethinking The Architectural Design Process Through Its Computable Body Of Knowledge." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609577/index.pdf.

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This thesis assumes the architectural design process as a systematic study, in which knowledge is stored, organized and operated on by computational methods. From this perspective, the study explores the efforts for systemizing the architectural design process. Firstly, the focus is on the early approaches of systemizing design in the Design Methods Movement. The thesis identifies and evaluates the use of a number of critical concepts in this movement and in recent architecture practice, in order to see the development and transformation of design methods in terms of computing knowledge in a systematic way. The thesis evaluates the features that make design systematic within the Design Methods Movement and inquires whether such features like complexity, hierarchy, feedback loops and selection are influential in recent computational design methods of architecture. The thesis looks into two generative design methods, namely evolutionary design and shape grammars, which have been studied by designers since the 1960s, the start of the Design Methods Movement. These two methods exemplify current systematic approaches to design and according to the thesis these are the instances of how recent architecture employs the features discussed as characteristic in the Design Methods Movement.

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Albano, Jonathan D. "The contract management body of knowledge: a comparison of contracting competencies." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/38869.

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Approved for public release; distribution is unlimited.
Contract management is instrumental in supporting the mission of the Department of Defense (DoD) but continues to face significant problems with regard to management and oversight. The skills and training of contracting personnel continues to be a contributing factor to DoDs contracting deficiencies. Additionally, as the DoD and other federal agencies continue to lose experienced contracting personnel due to retirement, the contracting knowledge gap continues to widen. In response to increasing knowledge deficiencies in contract management, DoD and other federal agencies have put more emphasis on training and certification. Despite this, contract management problems continue to exist. Perhaps the training received by the workforce does not reflect basic contracting competencies and perhaps contracting competencies between the government and industry are inconsistent. This research conducted a detailed comparative analysis of the contracting competencies established by the DoD, the Federal Acquisition Institute (FAI), and the National Contract Management Association (NCMA). It identified similarities and differences in the models and competencies. Both NCMAs Contract Management Body of Knowledge (CMBOK) and DoD/FAIs competency models contain categories reflecting two out of three phases of the contract life cycle. The CMBOK contains both Pre-Award and Post-Award categories whereas DoD/FAIs model contains one category titled Pre-Award and Award. Contracting competencies established by the DoD/FAI compare favorably to those set forth in the CMBOK. Of the 19 technical contracting competencies analyzed, 17 were covered by both DoD/FAI and the CMBOK. The level of detail provided in the CMBOK is much greater than that of DoD/FAI competency model.

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Mack, Jennifer E. "Nutrition knowledge, disordered eating, and body dissatisfaction among middle school females." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221314.

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The purpose of the study was to better understand nutrition knowledge, disordered eating and body dissatisfaction among middle school females, in hopes of disseminating this information to parents, teachers, and others with an interest in the well-being of young women. The design of the study determined prevalence of disordered eating and body dissatisfaction, and the level of nutrition knowledge among middle school females. 134 subjects completed a 66-item questionnaire. Descriptive statistics along with an independent t-test, chi square, and Pearson product moment correlation coefficient were used to analyze the data. Prevalence of disordered eating among 7th graders was 18.8%, and 15% for 8" graders. High levels of body dissatisfaction were observed in 35% of 7"' graders and 26% of 8t' graders. A significant relationship was found between nutrition knowledge and disordered eating (r=-.309). There was no statistically significant difference between 70' and 8th graders for either disordered eating or body dissatisfaction.
Department of Physiology and Health Science

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MUNIZ, ANA CRISTINA OLIVEIRA. "BODY AND KNOWLEDGE IN NIETZSCHE: FROM ANIMAL MAN TO BEAST-PHILOSOPHER." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24898@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O projeto de rompimento com a metafísica se constitui como o primeiro passo para aquilo que Nietzsche se coloca como sendo sua tarefa: o favorecimento da aparição de um certo tipo de cultura e de um certo tipo de homem . Assim, a crítica nietzschiana servirá à exposição sobre como se perpetuou o desprezo pelo corpo no âmbito do conhecimento filosófico, a partir da construção de sistemas conceituais erigidos com base na crença na ideia de verdade e em uma atitude de negação da vida. Para Nietzsche, todo conhecimento se dá como apropriação interpretativa da experiência, que tem na dinâmica pulsional sua regência afetiva. Pelo método genealógico, Nietzsche problematiza o descompasso corpo-pensamento como tendo origem no salto do animal-homem ao homem-animal-cultural. Do bicho-homem à besta-filósofo, o conhecer se dá como expressão e desdobramento da vontade de poder.
The project break with metaphysics is constituted as the first step in what Nietzsche puts it as his task: favoring the appearance of a certain type of culture and a certain kind of man. Thus, Nietzsche s critique will serve exposure was perpetuated on contempt by the body within the philosophical knowledge from the construction of conceptual systems erected based on belief in the idea of truth and an attitude of denial of life. For Nietzsche, all knowledge is given as an interpretive appropriation of experience that has in instinctive dynamic its affective regency. By genealogical method, Nietzsche discusses the mismatch body-thought to have originated on the heel of the animal-man to cultural-animal man. From nimal-man to beast-philosopher, the knowledge takes place as an expression and unfolding the will to power.

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Schroeder, Zoe, and Zoe Schroeder. "Dietary Habits, Nutrition Knowledge, and Body Composition of Collegiate Club Athletes." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625148.

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Background: Collegiate club sports are not affiliated with the official athletic department for the university, and therefore are without comparable resources, like access to sports dietitians and specialized trainers. There is a large gap in literature specifically aimed at this collegiate population. Objectives: The aim of this study was to describe the nutritional status, including body composition and nutrient intake, and nutrition and exercise habits of collegiate club student athletes. Design: 21 club sport athletes, 4 males and 17 females volunteered to complete an online nutrition survey, a 24-hour dietary intake recall, and skinfold body composition assessment. Data collection included 3-site skinfold body composition measurements, nutrient analysis based on a 24-hour dietary intake recall, and answers collected from the online nutrition survey. Results: Body composition results varied by sport and gender (Height 63”-73”, Weight 125#- 185#, Age 18y-24y, and %BF 4.1%-29.1%). Participants, on average, over-consumed total fat and saturated fat, while under-consuming carbohydrates and fiber (females). Micronutrients of concern included low potassium and Vitamin D intake and high sodium intakes. Some participants demonstrated nutrition knowledge deficits, but most showed an eagerness to learn more about nutrition. Conclusion: With the support of more research on collegiate club athletes, advocacy for access to sports dietitians and education programs could improve this population’s health, nutrition knowledge, and performance.

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Hall, Jackie. "Cultural Constructions of the Female Body : Narrative as Resistance in Margaret Atwood's The Edible Woman, Adele Wiseman's Crackpot and Gabrielle Roy's La Rivière sans repos." Mémoire, Université de Sherbrooke, 2008. http://savoirs.usherbrooke.ca/handle/11143/2564.

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In this study I explore narrative resistance in three Canadian novels: Margaret Atwood's The Edible Woman , Adele Wiseman's Crackpot and La Rivière sans repos by Gabrielle Roy. I argue that the first two novels counter the dominant constructions of the virgin as the thin, acquiescing body and the whore as the out of bounds, devouring body respectively. I also reflect on whether these texts recognize the importance of a common narrative that speaks to the specificities of female experience, helping us move beyond the dominant constructions that continue to frame our day-to-day lives. La Rivière sans repos is a postcolonial narrative, but it is also a text about mothers. It exposes the containment Western consumerism has placed on the role of mother, the subsequent devaluing of that role and consequently a devaluing of the women who fill that role. Throughout this study I draw from recent theorists who combine feminist perspectives with theories on the body including Susan Bordo and Elizabeth Grosz along with feminist literary critics such as Linda Hutcheon and Patricia Smart. By incorporating feminist theory and theory on the body along with literary criticism I approach the texts with an interdisciplinary analysis that offers a new reading of these narratives. Feminist thought was only just emerging into our cultural consciousness, and theory on the body was little known when Wiseman, Atwood and Roy were writing these novels in the late 1960's and early 1970's. Classical texts reflect and create the construction of women as objects of beauty, who are selfless, inherently weak and needy or they condemn us as "bitchie", manipulative and threatening if expressive of our desires. I seek alternatives to such cultural constructions by exploring how the three novels present and represent the body in relation to female subjectivity and agency by writing against classical representations. In my reading of The Edible Woman I suggest that Atwood's protagonist deviates from the virgin stereotype by following the knowledge of her body rather than that of her intellect. In Crackpot I argue that the fat, sexual body of Wiseman's Hoda asks the reader to question assumptions about normative beauty, female sexuality and marginalization. In La Rivière sans repos I explore how Roy places mother at the centre of the text, which allows for an exploration of the contrast between mothering as experience and motherhood as institution. Each novel proposes a complexity to our experience that has generally been limited to virgin, whore and mother and, consequently, I argue that each offers a discourse of resistance and the possibility of social, cultural and political change.

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Doran, Geraldine. "Hildegard of Bingen as an educator : the body as conduit to knowledge." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22581.

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This study investigates how Hildegard of Bingen (1098-1179), a medieval abbess used visions received during the prodromal stages of migraines to reconstruct herself symbolically. In her visions she believed that God, the "Living Light" instructed her "to write and say the Secrete Dei". By obeying, she obtained extensive influence and power, appropriating functions reserved for the medieval male elite only.
Hildegard is contextualized within the politico-socio-intellectual parameters of the twelfth century in general and within convent life in particular. Events are chronicled to examine how she reconstructed her weaknesses--gender and infirmity--using them to construct knowledge, and to demonstrate how she used that knowledge to educate by writing, teaching and preaching. The source of Hildegard's knowledge is analysed in an attempt to determine whether it is divinely inspired, neurologically based, or derived from secondary religious and secular writings. Whatever the source, Hildegard herself refused to grant the name of "Knowledge" to any insight unless it came to her in the heavenly voice via the "Living Light." The study culminates with a brief discussion on the questions asked in the introduction regarding research in the history of education.

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Nash, Jo. "The thinking body : a feminist perspective on Melanie Klein's psychology of knowledge." Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286917.

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Deluca, Paolo. "Children's understanding the inside of the body, illness and death." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369463.

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Andresen, Jannicke von Essen. "Embodied knowledge in high-school dance students; communicating the bodily experience." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for musikk, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17103.

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Zeng, Sai. "Knowledge-based FEA Modeling Method for Highly Coupled Variable Topology Multi-body Problems." Diss., Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/4772.

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The increasingly competitive market is forcing the industry to develop higher-quality products more quickly and less expensively. Engineering analysis, at the same time, plays an important role in helping designers evaluate the performance of the designed product against design requirements. In the context of automated CAD/FEA integration, the domain-dependent engineers different usage views toward product models cause an information gap between CAD and FEA models, which impedes the interoperability among these engineering tools and the automatic transformation from an idealized design model into a solvable FEA model. Especially in highly coupled variable topology multi-body (HCVTMB) problems, this transformation process is usually very labor-intensive and time-consuming. In this dissertation, a knowledge-based FEA modeling method, which consists of three information models and the transformation processes between these models, is presented. An Analysis Building Block (ABB) model represents the idealized analytical concepts in a FEA modeling process. Solution Method Models (SMMs) represent these analytical concepts in a solution technique-specific format. When FEA is used as the solution technique, an SMM consists of a Ready to Mesh Model (RMM) and a Control Information Model (CIM). An RMM is obtained from an ABB through geometry manipulation so that the quality mesh can be automatically generated using FEA tools. CIMs contain information that controls the FEA modeling and solving activities. A Solution Tool Model (STM) represents an analytical model at the tool-specific level to guide the entire FEA modeling process. Two information transformation processes are presented between these information models. A solution method mapping transforms an ABB into an RMM through a complex cell decomposition process and an attribute association process. A solution tool mapping transforms an SMM into an STM by mimicking an engineers selection of FEA modeling operations. Four HCVTMB industrial FEA modeling cases are presented for demonstration and validation. These involve thermo-mechanical analysis scenarios: a simple chip package, a Plastic Ball Grid Array (PBGA), and an Enhanced Ball Grid Array (EBGA), as well as a thermal analysis scenario: another PBGA. Compared to traditional methods, results indicate that this method provides better knowledge capture and decreases the modeling time from days/hours to hours/minutes.

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Yardley, Thomas E., Gregory A. Curl, and David E. Pavlik. "The development of a logistical body of knowledge for the Department of Defense." Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/10105.

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MBA Professional Report
The purpose of this MBA Project was to identify and provide a basic but comprehensive overview of current logistical and supply chain management practices relevant to the Department of Defense. This project was conducted with the assistance of Naval Postgraduate School professors versed in Transportation, Logistical, and Financial Management disciplines. Presented in an annotated bibliography format, the project identifies concepts, theories, articles, journals, and perspectives that will be useful to all Department of Defense users. The objective is to examine the logistics culture from these perspectives and provide a tool allowing a standardized level of knowledge subsequently generating a dynamic pool of knowledge compassing logistical theories and qualitative decision-making tools.

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Griffiths, Laura E. "Dance and the archival body : knowledge, memory and experience in dance revival processes." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/9190/.

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Over the past few decades, archival practices in dance have been the subject of substantial scrutiny and innovation. With new technologies affording opportunities for archival material to be housed in web-based platforms, questions surrounding notions of ‘archive’ and documentary practices in dance have occupied debates across academia and industry. The function of an archival source in dance as an ephemeral phenomenon is something that remains ambiguous because of the complexity of capturing the multiple aspects of dance-making processes and performance. In this thesis I address this issue by considering the role of the dancing body as a site where knowledge that can be considered as ‘archival’ is stored as a result of embodied dance-making processes and experience. Within the broader discussion of dance and archiving, I refer to the dance reconstruction practices of contemporary dance company, Phoenix Dance Theatre to illustrate new ideas about archiving dance. The discussion will focus upon notions of embodiment, memory, archives and dance reconstruction, and ideas surrounding the role of dance knowledge and its transferability to archival formats that are considered ‘tangible’ or ‘enduring’. The limitations of traditional understandings of the archive are addressed and expanded by re-considering the role of the body as an archival material. This research contributes new knowledge regarding dance archival practices through recognition that valuable information can be triggered through the re-living of historic movement action in the dancing body. In summary, the overall investigation makes a case for the role of the dancing body within the broader archival spectrum of materials relating to dance practice. I argue that the body captures some of the original essences of dance practice and performances that cannot be captured by more traditional materials and modes of archiving in dance.

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Mann, Michael Frank. "Students' Use Of Formal And Informal Knowledge About Energy And The Human Body." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1917.

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During the past three decades, much research has occurred into students' conceptions as well as factors influencing them and how the conceptions are formed. This study reports on students' conceptions involving energy and the human body. Initially, a number of student conceptions within the overarching area of energy and the human body were identified by developing and administering questionnaires to 610 students ranging from Year 8 through to Year 12. Students' responses to the questionnaire items resulted in previously identified conceptions as well as a number of unreported ones. The unreported notions included: carbohydrates are different to sugars; energy is needed for organs to function; fats and their role in energy storage; the eye and ear do not convert energy but transfer it to the brain; sweat cools the skin due to contact with air; objects need energy to start moving but not to move; and aspects of respiration and digestion. Conceptions such as the particulate nature of energy, energy's usefulness, conservation and transfer of energy, role of digestion and respiration, sources of energy were associated with previously identified notions which were derived from both informal and formal learning situations. But, it was not possible to distinguish which source knowledge was derived from. From these notions, a series of possible pathways for conceptual development within the area of energy and the human body were described. Further analysis of the data indicated a number of ontological changes that can occur as the student-cohort became older. These ontological changes included a decline in the notion of energy being particulate to being non-particulate and not being described, through to being involved in the chemical bonds of molecules, the role and processes of digestion, the number of energy types and energy sources and how the eye and ear function.All these conceptions changed with student age and became more scientifically acceptable in their nature as students' formal education increased. Based upon the findings of the above questionnaires, a diagnostic paper and pencil instrument set of 20 items based upon a modified two tier multiple-choice format was developed to identify student held conceptions on energy and the human body. Subsequently, an interventionist strategy was designed and implemented to help students avoid the development of misconceptions as they construct acceptable concepts related to digestion and to respiration. This strategy follows the passage of food from its ingestion through to the absorbed foods conversion into ATP for use by the body. The findings of this study are to be of use to science teachers worldwide, not only in Western Australia as the findings of this thesis are relevant to educators of students in Years 8 to 12. The findings are related to energy in general but specifically to the students' own body. These findings relate directly to an intrinsically interesting feature, the student's own body. Another outcome of these misconception findings are two instruments which are likely to be of value to educators of Years 8 to 12 students. These are a diagnostic instrument designed to identify a number of alternative conceptions learners may hold and secondly a lesson sequence dealing with digestion and respiration and the role these have in the conversion and transfer of energy in the body.

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Mann, Michael Frank. "Students' Use Of Formal And Informal Knowledge About Energy And The Human Body." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14732.

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During the past three decades, much research has occurred into students' conceptions as well as factors influencing them and how the conceptions are formed. This study reports on students' conceptions involving energy and the human body. Initially, a number of student conceptions within the overarching area of energy and the human body were identified by developing and administering questionnaires to 610 students ranging from Year 8 through to Year 12. Students' responses to the questionnaire items resulted in previously identified conceptions as well as a number of unreported ones. The unreported notions included: carbohydrates are different to sugars; energy is needed for organs to function; fats and their role in energy storage; the eye and ear do not convert energy but transfer it to the brain; sweat cools the skin due to contact with air; objects need energy to start moving but not to move; and aspects of respiration and digestion. Conceptions such as the particulate nature of energy, energy's usefulness, conservation and transfer of energy, role of digestion and respiration, sources of energy were associated with previously identified notions which were derived from both informal and formal learning situations. But, it was not possible to distinguish which source knowledge was derived from. From these notions, a series of possible pathways for conceptual development within the area of energy and the human body were described. Further analysis of the data indicated a number of ontological changes that can occur as the student-cohort became older. These ontological changes included a decline in the notion of energy being particulate to being non-particulate and not being described, through to being involved in the chemical bonds of molecules, the role and processes of digestion, the number of energy types and energy sources and how the eye and ear function.
All these conceptions changed with student age and became more scientifically acceptable in their nature as students' formal education increased. Based upon the findings of the above questionnaires, a diagnostic paper and pencil instrument set of 20 items based upon a modified two tier multiple-choice format was developed to identify student held conceptions on energy and the human body. Subsequently, an interventionist strategy was designed and implemented to help students avoid the development of misconceptions as they construct acceptable concepts related to digestion and to respiration. This strategy follows the passage of food from its ingestion through to the absorbed foods conversion into ATP for use by the body. The findings of this study are to be of use to science teachers worldwide, not only in Western Australia as the findings of this thesis are relevant to educators of students in Years 8 to 12. The findings are related to energy in general but specifically to the students' own body. These findings relate directly to an intrinsically interesting feature, the student's own body. Another outcome of these misconception findings are two instruments which are likely to be of value to educators of Years 8 to 12 students. These are a diagnostic instrument designed to identify a number of alternative conceptions learners may hold and secondly a lesson sequence dealing with digestion and respiration and the role these have in the conversion and transfer of energy in the body.

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Moody, Oluwatobiloba Oluwayomi. "The Nagoya protocol: a possible solution to the protection of traditional knowledge in biodiverse societies of Africa." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3647_1367480696.

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There is a growing interplay of competing realities facing the international community in the general areas of innovation, technological advancement and overall economic development. The highly industrialised wealthy nations, largely located on the Northern hemisphere are on the one hand undoubtedly at the forefront in global research, technology and infrastructure development. The developing and least developed countries on the other hand are mostly situated on the Southern hemisphere. They are not as wealthy or technologically advanced as their
Northern counterparts, but are naturally endowed with unique variations of plant, animal and micro-organism species occurring in natural ecosystems, as well as the traditional knowledge on
how to use these unique species. This knowledge has been adjudged to be responsible for the sustainable maintenance of the earth&rsquo
s biodiversity. Increasing exploitation of biodiversity,
spurred on by the competing realities identified above, has left the earth in a present state of alarm with respect to the uncontrolled loss of biodiversity. The traditional knowledge of local
peoples has significantly offered leads to research institutes from the North in developing major advancements in drugs, cosmetics and agriculture. Little or no compensation has however been seen to go back to the indigenous
communities and countries that provide resources, and indicate various possibilities through their traditional knowledge to the use of such resources. Efforts by some biodiversity rich countries to
ddress this trend through legislation developed in accordance with the principles of the Convention on Biological Diversity have been frustrated due to the inability to enforce their domestic laws outside their borders. Theft of genetic resources and its associated traditional knowledge
from such countries has therefore remained a major challenge. Against this backdrop, and on the
insistence of biodiversity-rich developing countries, an international regime on access and benefit sharing was negotiated and its final text adopted in 2010. This international regime is as
contained in the Nagoya Protocol. This research sets out to examine whether the Nagoya Protocol offers a final solution to the protection of traditional knowledge associated with biodiversity in
biodiverse countries. It further examines the importance of domestic legislation in achieving the objectives of the Protocol. The research has been tailored to African biodiverse countries, and
seeks these answers within the context of Africa.

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Jubran, Rachel Lynn. "BODY PROCESSING AND ATTENTIONAL PATTERNS IN INFANCY." UKnowledge, 2019. https://uknowledge.uky.edu/psychology_etds/162.

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Bodies provide important social information, and adults benefit from this information by recognizing and responding appropriately to bodies. Body recognition is enabled by the fact that human bodies are defined by parts, such as the limbs, torso, and head, arranged in a particular configuration. To understand the development of social cognition, it is important to analyze and document how infants come to recognize bodies. Infants are sensitive to distortions to the global configurations of bodies by 3.5 months of age, suggesting an early onset of body knowledge. It was unclear, however, whether such sensitivity indicates knowledge of the location of specific body parts or solely reflects sensitivity to the overall gestalt or outline of bodies. The current study addressed this by examining whether infants attend to specific locations in which parts of the body have been reorganized. Results of Experiments 1 and 2 show that 5-month-olds, but not 3.5-month-olds, are sensitive to the location of specific body parts, as demonstrated by a difference in allocation of attention to the body joint areas that were normal (e.g., where the arm connects to the shoulder) versus ones that were reorganized. Furthermore, to examine whether this kind of processing is driven by information from the face/head, in Experiment 3 I tested infants on images in which the face/head was removed. Infants no longer exhibited differential scanning of normal versus reorganized bodies. To further assess whether infants were responding to critical information provided by the face/head or whether their processing was disrupted solely because the headless images were incomplete bodies, Experiment 4 examined infants’ performance on body images missing limbs. Once again, infants failed to exhibit differential scanning of typical versus reorganized bodies. Together, these results suggest that 5-month-olds are sensitive to the location of body parts. However, the presence of the face/head (Experiment 3) and limbs (Experiment 4) are necessary for 5-month-olds to exhibit differential scanning of reorganized versus intact body images. Overall, by 5 months of age, infants are sensitive to precise locations of body parts, and thus demonstrate a rather sophisticated level of knowledge about the structure of the human body. The role that the face/head and limbs play in body structure knowledge development is still unclear, and future studies need to address this question.

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Hardie, Alison. "Eating disorders, body image and weight control life orientation teachers' knowledge, attitudes and behaviours." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/394.

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The apparent increase in the incidence of both anorexia nervosa and bulimia nervosa worldwide has resulted in a surge of interest in effective treatment, prevention programmes and health promotion. Health promotion and the primary prevention of eating and body image problems among young people, and in particular adolescents, is emerging as one of the most desirable achievements in contemporary health and nutrition education. Eating disorders usually have their origin during the teenage years, and as such, high schools provide useful sites for the implementation of prevention programmes. Educators can play an important role in the prevention of eating disorders and act as socialization agents who either reinforce or buffer the dominant societal discourses that shape young women’s views of themselves. There are calls, however, for caution in the design and implementation of school-based eating disorder curricula as school educators may inadvertently do more harm than good. It has also been suggested that female educators, as other women, are likely to possess a degree of normative discontent with their body shape and size, and that this dissatisfaction and negative beliefs about food may be unknowingly transferred to the learners within their care. The current study used an exploratory, descriptive research design to investigate the knowledge, attitudes and behaviours related to eating disorders, body image and weight control of a group of Life Orientation educators. A biographical questionnaire, a questionnaire designed for the purposes of the current research and two standardised paper-and-pencil questionnaires, namely the Body Shape Questionnaire (BSQ) and the Eating Attitudes Test (EAT), were administered to 50 female Life Orientation educators in the Nelson Mandela Metropole. A non-probability purposive sampling technique was used in the selection of participants and descriptive statistics were used to explore and describe the data. The results of the current research study indicated a lack of knowledge in those Life Orientation educators assessed regarding eating disorders and healthy diet. The results also indicated inaccurate knowledge amongst those educators assessed regarding effective and safe teaching practices of eating disorder pathology. The results of the two standardised questionnaires reflected an internalisation of the dominant societal ideals regarding weight and body shape, with 18% of the sample xi demonstrating attitudes and behaviours that could be indicative of eating disorder pathology of either clinical or subclinical proportions. Suggestions were made regarding future research and the need for further training of Life Orientation educators. Finally, the limitations as well as the value of the research were outlined.

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Yin, Jacci. "Awakening the Mind-Body Connection: Yoga as Embodied Knowledge in the K-5 Curriculum." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/814.

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In an attempt to address the disregard for holistic practices in much of Western culture and education, I present yoga as an alternative learning strategy to banking instruction often used in current educational practices. Specifically, I examine Hatha yoga in its content and methodology as a platform from which K-5 students can learn to engage in strategies of mindfulness practices to counter underlying causes of cognitive and behavioral problems seen in many public schools. Drawing from research based in the field of somatics and feminist/critical pedagogy, I articulate a yoga curriculum that supports bodily knowing and encourages the cultivation of self-/social awareness and empathy. I organize my findings into two separate curriculums: one for students in the grades K-2 and another for grades 3-5. Each curriculum is further divided into three units to include learning objectives, themed activities, lists of skills and concepts, and specific notes for instructors that take into consideration the motor and cognitive developmental patterns of students at each grade level. By establishing a curriculum consistent with current curricular standards in California, my hope is that policy-makers, administrators, educators, and parents alike will take into consideration the importance of embodied knowledge in the classroom and further advocate for its role in public schools.

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Clark, Julia Rosa. "Classroom facilities : a body of creative work exploring representations of knowledge through schematic means." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/8006.

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Bibliography: leaves 78-83.
I had just turned thirteen and it was the summer before high school started. My mother and I went over to the Roberts' house. Ruby had just matriculated from the same school and was handing down her faded old checked uniforms. To my amazement, there in the lounge bathed in afternoon January sunlight, was her father Billy, kneeling, deeply absorbed in a large strange chart that had been laid out on the floor. It was a school timetable and it was his task, as vice principle, to organise the day-to-day workings of the year ahead. The timetable was scattered with various coloured shapes that he shuffled back and forth across the gridded surface, trying to make a coherent system. This anecdote is important to my body of work for three reasons. The first is that Mr. Roberts' challenging activity that day is not unlike the process of sorting and reordering that is central to my work. The appearance of the chart is mimicked in the schemata-like quality of many of my pieces, as is its conceptual framework - an urge to order a set of already existing pieces into a new, meaningful and functional relationship. Ruby's uniforms are also important. I cherished these second-hand dresses precisely because of the qualities they acquired through having been worn already. These dresses were softer to touch, had a better fit and more beauty in colour --soft pink checks as opposed to harsh maroon-- than other girls' crisp new sacks.

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Steinway, Elizabeth V. "Configuring the Pregnant Body in Early Modern Drama." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525742047730122.

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Twyman, Nathan W. "Automated Human Screening for Detecting Concealed Knowledge." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/222874.

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Screening individuals for concealed knowledge has traditionally been the purview of professional interrogators investigating a crime. But the ability to detect when a person is hiding important information would be of high value to many other fields and functions. This dissertation proposes design principles for and reports on an implementation and empirical evaluation of a non-invasive, automated system for human screening. The screening system design (termed an automated screening kiosk or ASK) is patterned after a standard interviewing method called the Concealed Information Test (CIT), which is built on theories explaining psychophysiological and behavioral effects of human orienting and defensive responses. As part of testing the ASK proof of concept, I propose and empirically examine alternative indicators of concealed knowledge in a CIT. Specifically, I propose kinesic rigidity as a viable cue, propose and instantiate an automated method for capturing rigidity, and test its viability using a traditional CIT experiment. I also examine oculomotor behavior using a mock security screening experiment using an ASK system design. Participants in this second experiment packed a fake improvised explosive device (IED) in a bag and were screened by an ASK system. Results indicate that the ASK design, if implemented within a highly controlled framework such as the CIT, has potential to overcome barriers to more widespread application of concealed knowledge testing in government and business settings.

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GAO, Jie. "Body Perception in Chimpanzees: A Comparative-Cognitive Study." Kyoto University, 2020. http://hdl.handle.net/2433/258989.

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付記する学位プログラム名: 霊長類学・ワイルドライフサイエンス・リーディング大学院
Kyoto University (京都大学)
0048
新制・課程博士
博士(理学)
甲第22721号
理博第4630号
新制||理||1665(附属図書館)
京都大学大学院理学研究科生物科学専攻
(主査)准教授足立幾磨, 准教授後藤幸織, 教授高田昌彦
学位規則第4条第1項該当

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MAROUN, KALYLA. "JONGO AND EDUCATION: THE CONSTRUCTION OF QUILOMBOLA IDENTITY FROM THE ETHNO-CULTURAL KNOWLEDGE OF BODY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22370@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO
PROGRAMA DE EXCELENCIA ACADEMICA
Esta pesquisa objetiva trazer uma contribuição para o emergente e alargado campo da chamada educação quilombola a partir de três questões principais que se entrelaçam ao longo do texto. A primeira delas remete a uma descrição minuciosa da relação entre o jongo e o processo de construção e reafirmação identitária na comunidade quilombola de Santa Rita do Bracuí, o que é realizado mediante a apresentação dos principais agentes externos e internos que o influenciaram, bem como as práticas educativas vinculadas a ele. A segunda questão, enquanto um prolongamento da primeira, traz os conceitos de corporalidade, performance e memória corporal para tecer considerações sobre a função do corpo, enquanto produto e produtor de cultura, na reafirmação identitária, uma vez que a prática do jongo pressupõe um saber-fazer corporal específico. Já a terceira delas diz respeito a uma análise sobre o papel que o jongo poderia vir a assumir ao ser incorporado às escolas quilombolas pesquisadas por meio de duas chaves de análise diferenciadas: a educação voltada para a diversidade expressa pela implementação da Lei 10.639/03; a educação diferenciada que concebe a escola como a extensão do projeto político da comunidade. O desenvolvimento da pesquisa ocorre na interface da antropologia com a educação e a opção teórico-metodológica utilizada para o desenvolvimento do trabalho de campo foi a etnografia aliada a entrevistas em profundidade. A partir da pesquisa iniciada na comunidade quilombola de Santa Rita do Bracuí, comunidade de resistência jongueira localizada no município de Angra dos Reis (Rio de Janeiro), percebe-se a criação de uma rede de resgate do jongo na região Sul Fluminense, em que várias comunidades quilombolas que já não o dançavam, ou mesmo nunca o dançaram, passam a (re) inventá-lo como forma de manifestarem, tanto para os outros como para eles mesmos, a sua adesão ao movimento quilombola e à luta por políticas públicas diferenciadas. Entretanto, cada uma delas ressignifica o jongo a sua maneira, o que ocorre tanto no viés da função social que ele passa a assumir, como também na corporalidade expressa pelas diferentes performances possíveis para ele. A formação diferenciada propiciada pelo jongo o transforma numa ferramenta política entre jovens jongueiros e jongueiros mirins quilombolas, que passam a dançá-lo num formato de apresentação. Como consequência desta formação diferenciada, percebemos um avanço em relação à visibilidade política e ao diálogo com o poder público, inclusive no âmbito da educação. Nesse contexto, uma das demandas dos próprios quilombolas passa a ser a incorporação do jongo pela escola, o que traz subsídios para uma reflexão sobre que educação escolar quilombola seria esta que, apesar de já ser garantida por políticas educacionais específicas, ainda tem muito pouco ou nada de quilombola no campo empírico.
This research aims to bring a contribution to the emerging and expanding field called quilombola education from three issues main that are interwoven throughout the text. The first one refers to a detailed description of the relationship between jongo and the construction and affirmation of identity on the quilombola community of Santa Rita do Bracuí, which is accomplished by describing the major internal and external agents that influenced this process, as well as the educational practices linked to it. The second question, as an extension of the first, brings the concepts of corporeality, performance and body memory to make considerations about the function of the body, as a product and producer of culture, in the reassertion identity, since the practice of jongo presupposes a body knowledge specific. The third of them concerns an analysis of the role that the jongo could assume to be incorporated into the quilombolas schools surveyed by means of two differentiated analysis: education focused on diversity expressed by the implementation of the law 10.639/03; differentiated education which conceives the school as an extension of the community’s political project. The development of the research occurs in interface of anthropology with education and the theoretical-methodological option for the development of fieldwork was ethnography combined with in-depth interviews. From the research initiated in the quilombola community of Santa Rita do Bracuí, community of resistance jongueira in the city of Angra dos Reis (Rio de Janeiro), perceives the creation of a rescue network of jongo in the South Fluminense, where several communities that no longer danced, or even have never danced, start to invent it as a way to express both for others as for themselves their adherence to quilombola movement and struggle for differentiated public policies. However, each one resignifies jongo as their way, which occurs both by the social function that it assumes such as on the corporeality express by the different performances possible for it. Differentiated formation provided by jongo transforms into a political tool among young jongueiros and junior jongueiros, that start to dance in a presentation format. As a result of this formation, we realized a breakthrough in relation to political visibility and dialogue with the public authorities, including in the context of education. In this context, one of the quilombolas s demands becomes the incorporation of the jongo by the school, wich brings grants for a reflection about which school education quilombola would be this that, despite already being guaranteed by specific educational policies, still has very little or anything of quilombola in the empirical field.

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Furtado, Margaret M. "The effect of nutrition education on nutrition knowledge and body composition of Little League cheerleaders." FIU Digital Commons, 1990. http://digitalcommons.fiu.edu/etd/3428.

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The purpose of this study was to determine if a short-term nutrition education program could significantly improve the nutrition knowledge (as assessed by the .Nutrition Achievement Test (NAT)) and body composition (as measured by the weight-for-length index (WLI) and body mass index (BMI)) of female cheerleaders aged 7 to 13. Nutrition lessons were presented to the experimental group during a two month treatment period. Using a pre-test, post-test, control group design, and performing two-sample t tests on mean differences (post-test minus pre-test) in BMI, WLI and mean percent correct on the Nutrition Achievement Test (NAT), it was discovered that the experimental group (teams A,C; N=34) did not differ significantly from the control group (teams B,D; N=31) with respect to mean differences (post-test minus pre-test) in WLI (p=0.10), and BMI (p=0.49). However, the experimental and control groups differed significantly with respect to mean difference percent correct NAT scores (p=0.042), with the experimental group improving more than the control. Closer examination revealed the older experimental team (C) improved significantly (p=0.0017), while the younger experimental team (A), did not (p=0.64). Neither of the control groups improved significantly. ANCOVA was performed on the post-test percent correct on the NAT, using the pretest as a covariate, for the 15 experimental and 14 control subjects taking NAT Test 4. ANCOVA revealed that the experimental group’s adjusted post-test mean score was higher than the control's (p<.01). These results suggest that nutrition education may result in significant improvements in the nutrition knowledge of adolescent females enrolled in an extra-curricular cheerleading league and/or program.

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Kendle, Christine Burky. "Evaluation of adolescent attitudes and knowledge toward nutrition, physical activity, self esteem, and body image." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407158006.

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40

Gale, Nicola Kay. "Knowing the body and embodying knowledge : an ethnography of student practitioner experiences in osteopathy and homeopathy." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/1145/.

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The subject of this thesis is the lived experience of training in non-orthodox health care professions1 or CAM (complementary and alternative medicine) as it is commonly known. The thesis focuses both on the nature of the knowledge and skills acquired during training (knowledge of the body) and the changing embodiment of the students (embodying knowledge). It is based on ethnographic research, conducted over one academic year, at two case-study sites: the anonymized Colleges of Homeopathy and Osteopathy. The data presented in this thesis offers four distinct contributions. Methodologically, it offers insights into the embodied experience of conducting sociological research and the deep impact that this experience has on the researcher, further supporting the argument that reflexivity is a vital component of valid and reliable research. Empirically, it contributes to our understanding of an under-researched area, the ?Tactice of CAM therapies generally, and the training of practitioners particularly. Theoretically, the explicit focus of both the participants in the study .and myself, as researcher, on 'bodies' makes it a worthwhile topic of study to contribute to the growing discipline of embodied sociology. Finally, from a social policy perspective, the explosion of interest in CAM in recent years, and particularly the growing pressure on practitioners to regulate their professions, makes research into the nature of professional knowledge and practice very timely. The thesis concludes that it is of critical importance to consider embodiment in any understanding of healthcare knowledge or practice. In particular, an embodied sociological perspective permits recognition of the depth and nature of the knowledge and skills that healthcare practitioners learn to deploy on a day-to-day basis.

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MacDonald, Juliet. "Drawing around the body : the manual and visual practice of drawing and the embodiment of knowledge." Thesis, Leeds Beckett University, 2010. http://eprints.hud.ac.uk/11506/.

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This thesis concerns drawing as a form of enquiry, figuration and knowledge, specifically relating to perceptions of the body and embodied experience. The primary method and object of research is the practice of direct mark-making in response to perceptual experience, here termed observational drawing. The skills and habits of this learnt practice have been destabilised: by attempting a phenomenological approach; by drawing faces and bodies in conditions of movement and change; by progressively subtracting elements of manual and visual control. Following from observational drawing, the creative research methodology incorporates other modes of drawing, re-working of scanned drawings, note-making, reading and writing. The thesis includes a written overview (Part I), and a digital archive of drawings (Part II), jointly comprising a narrative of the research process. The study starts by considering drawing as a cognitive process; as a means of understanding corporeality; and as constitutive of embodied knowledge. Through drawing, issues are raised regarding the contingencies and contexts of my own observational practice, and the histories that inhabit it. A retrospective investigation through reading and writing has produced twelve texts, interconnected to become one website/diagram (Part III). This research contributes to the growing recognition of art practice as enquiry. Part III of the thesis locates the manual/visual operations of drawing, and the rhetoric of the hand, eye and mind used to describe them, within an epistemological and historical context. This is done from the specific perspective of the creative practitioner. Reference is made to philosophical, art historical and feminist texts; to delineations of the animal and critiques of anthropocentric accounts of knowledge. The conclusion identifies paradoxes within my practice, and oscillations in modes of looking, that characterise its knowledge-making operations. It is suggested such provisionality enables a multiplicity of figurative outcomes that can contribute to understandings of corporeal experience.

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Acaron, Rios Thania. "The practitioner's body of knowledge : dance/movement in training programmes that address violence, conflict and peace." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=229434.

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This interdisciplinary thesis examines the role of dance/movement in training programmes, which address peace, violence, conflict and trauma. Despite the growing literature and scholarly interest in embodied practices, few training programmes address dance/movement peace explicitly, identify shared beliefs or make connections between movement behaviour and decision-making. The research questions explore how dance/movement trainers experience, implement and conceptualise embodied processes that enable the transformation of conflict, particularly concerning interpersonal and/or intergroup violence. In order to investigate this question, an 'internal' analysis of relations and practices amongst its practitioners progresses to an 'external' analysis of contributions to arts-based peace practices and peacebuilding. Twelve semi-structured interviews were conducted with experienced trainers working internationally who use artistic, therapeutic and educational approaches to peace practices. The practitioners' curricula and training materials were examined using thematic analysis and qualitative analysis software (NVivo). The data analysis results in a map of shared beliefs, positionality and boundary shifts amongst the respondents, and proposes an exploration of practices applicable to multiple settings and client groups. This thesis presents new research in Communities of Practice (CoP) theory with artistic communities. It also deepens previous research on dance/movement peace practices and movement analysis, which sustains peaceable and violent actions can be understood through conscious and/or unconscious movement decision-making processes. The thesis concludes that embodied processes involve reflexive and enactive interventions, and proposes analyses of spatial relations, symbolic enactment and relational nonverbal interactions as key contributions of dance/movement. These embodied processes challenge 'conventional' forms of knowledge transmission and the arts' constant pressure for legitimisation. The thematic exploration of shared practices and beliefs therefore integrates movement analysis and social theory to present an interdisciplinary contribution to embodied analyses of violence.

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Becerra, Michele L. "Assessing the Nutrition Knowledge and Body Image Perceptions of Minority Freshman at East Tennessee State University." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/honors/271.

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The health status of African American and Hispanic communities is in need of intervention. These minority groups have a health disparity gap from other races. The incidences of hypertension, diabetes, and obesity are greater in the African American and Hispanic communities. There is a need to continue addressing the specific health issues, along with ideas of body perception, plaguing the African American and Hispanic populations in the United States. Such disparities typically include those who follow “western” diets, have a lack of exercise, are predisposed to chronic illness, as well as have a need for continuous education of the subject matter. This research project is addressing the need for nutrition interventions in the Johnson City, Tennessee minority community, specifically the African American and Hispanic populations. Prevention can be a useful tool in the reduction of health disparities. Freshman, minority students represent a suitable population to implement prevention strategies. East Tennessee State University’s Quest Program is designed specifically for freshman, minority students. The focus group of this research project includes the participants of the Quest program at East Tennessee State University (ETSU). The purpose of this research is to determine the degree of nutrition knowledge and to assess perceptions of body image of minority freshman at ETSU.

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Horn, Zachary. "Cemeteries & the Control of Bodies." Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/2986.

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There has been a substantial change in cemetery administration over the last century. Where once cemeteries were predominantly run by religious organizations, now they are mostly run by local municipalities. This thesis examines the change in cemetery administration, using the cemeteries in the city of Hamilton, Ontario as a case study, drawing on material taken from an inventory of Hamilton cemeteries. The Ontario Cemetery Act of 1913 is examined to see how it helped to consolidate municipal power over cemeteries.

In addition to secularization theory, relevant concepts are also applied from the works of Talcott Parsons, Max Weber and Michel Foucault. The analysis suggests that the laicization of cemeteries is part of ongoing rationalizing trends in the larger society. The connection between cemeteries and changes in how we think about human bodies and death is also investigated. Rationalization is linked to a marginalization of the meaning of death as death itself moves from a religious understanding to the control of professionals and bureaucracies like hospitals and funeral homes.

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Wasiu, Awotidebe Adedapo. "Knowledge and attitudes of physiotherapy students at The University of the Western Cape towards obesity." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4154_1275428729.

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The increasing prevalence of obesity in both developed and developing countries and its associated health risks have brought the issue of obesity prevention and management a public health debate. Health care professionals have been identified to have a role to play in directing the future of obesity management. However, among the numerous barriers for effective management of obesity is lack of knowledge of causes of obesity and negative attitudes towards obese patients by health care professionals. With limited or no studies available for the physiotherapy setting, the aim of the study was to determine the knowledge and attitudes of students of Physiotherapy at the University of the Western Cape, South Africa towards obese individual. A descriptive quantitative research design using a cross-sectional survey was used. One hundred and seventy five (175) students of Physiotherapy took part in the study using a convenience sampling technique. Data was collected by means of a structured, self-administered questionnaire adopted from the Obesity Risk Knowledge-10 scale, Beliefs About Obese Person scale and the Fat Phobia Scale. A response rate of 77.3% was obtained. Descriptive and inferential statistics were employed to describe the relationship and association between variables. Alpha level was set at 0.05. The mean age of the sample was 21.54 (SD = 4.903). Females constituted 73.5% and males 26.5% of the sample. The results showed that majority of the students of Physiotherapy (85%) reported having received no formal education regarding obesity.

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Abdullah, Mohammad. "An examination of the perceived need and recommended body of knowledge for architectural internship programs in Kuwait." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5925.

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This study stresses and reflects a professional concern for the state of architecture in Kuwait, with a specific emphasis on the development of competence of architectural students and recent graduates on professional knowledge areas/skills. Professional practice in Kuwait is perceived as a recent phenomenon that reflects the development of architecture and architects in the country. The apparent problem of the evolution of a professional base for the education and practice of architecture in Kuwait is the lack of professional development systems. Internship (being one professional development system) is not a requirement for graduation from the architectural program at Kuwait University or to practice architecture in Kuwait and to earn professional status. No formal internship model exists within the architectural field (education and practice) in Kuwait. Therefore, this study assesses the importance (perceived value, perceived need, and recommended time period) of internship programs in Kuwait and proposes recommended knowledge areas/skills for this architectural internship experience, before and after graduation from college. For the purpose of this study, the internship experience during college is defined as academic internship and the internship experience after graduation as practical training. The knowledge areas/skills recommended in this study could act as a base of information for designing local curricular guidelines for the initiation of future internship programs in Kuwait as integral parts of a professional architectural practice model. The study utilizes a descriptive survey design, which was quantitative in nature (utilizing a self-administered questionnaire) with an introduction of elements of qualitative research procedures (follow-up interviews) to support the objective data in a subjective manner. Based on the results of the study, four conclusions were drawn: (1) internship programs are perceived to be of value for students and recent graduates, (2) a perceived need exists for internship programs in Kuwait, (3) the recommended time period for an academic internship program ranges from 2-10 months and the recommended time period for a practical training program ranges from 1-2 years, and (4) agreement exists among the surveyed population on several knowledge areas/skills necessary for architectural internship programs in Kuwait.

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Thompson, Dean. "The subtextual body : melancholy, humoural physiology and bodies of knowledge in sixteenth- and seventeenth-century English literature." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/119285.

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This dissertation examines the themes of epistemology related to the physiology of the humours and melancholy in sixteenth- and seventeenth-century English prose, with chief emphasis on Robert Burton’s (1577-1640) The Anatomy of Melancholy (1621). It charts the transformations of the humoural condition in philosophy, anatomy and the medical treatise throughout the sixteenth and seventeenth centuries, from the renewed interest in the Renaissance of the ‘inspired’ form of melancholy by Florentine Neoplatonist Marsilio Ficino (1433-1499) to the middle of the seventeenth century in the writings of Thomas Browne (1605-1682). The first chapter serves as an introduction to the approach of the dissertation, which integrates a cultural historical approach to literary analysis of the Anatomy as some form of an anatomical treatise in the sense that it treats both a body of knowledge and knowledge of the body. Chapter two interrogates the distinction made by scholars between the ‘Ficinian’ and ‘Galenic’ forms of melancholy, and argues that sixteenth- and seventeenth-century humoural physiology recognises no such distinction, but rather that they serve as mutually sustainable responses to the problem presented to humoural physiology of visualising the interior of the living human body. Chapter three argues that, rather than using ‘anatomy’ and ‘melancholy’ as metaphorical constructs for rhetorical aims, the Anatomy pursues the intellectual possibilities implicit in anatomy as a highly procedural mode of analysis toward comprehending knowledge of a humoural body described in Galenic medicine, but that the text, as a result of the complications with completing such a body of knowledge, instead voices disembodiment. The fourth chapter proposes an analysis of Thomas Browne’s Hydriotaphia, known also as Urn Burial (1658), as having thematic continuity with both Burton’s Anatomy but also seventeenth-century humoural physiology as well, in that, while studying the past from the perspective of antiquarian speculation and cultural history, it concludes similarly that knowledge of the complete is impossible by the analysis of ruined and fragmentary objects and surfaces.

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Ostojic, Lilliana. "Transforming a body of knowledge, an exploratory study of the use of DNA evidence in sexual assault investigations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0024/MQ51438.pdf.

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Zhong, Yun, and 钟韵. "The association between weight status and sex-related knowledge, attitudes and behaviours among Hong Kong adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48427482.

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Interdiction：Little attention has been paid on the association between weight status and Hong Kong adolescents’ sexuality. Nowadays, increasing incidence of risky sexual behaviours caused negative outcomes among adolescents. Studies showed that obesity population suffer difficult social relationships and had bad school performance. The aim of this study is to identify associations between BMI, BSD status and sex-related knowledge, attitudes and behaviours among Hong Kong adolescents. Methods: This population-based study uses secondary data from Youth Sexuality Study (YSS), it is a self-administered questionnaire conducted by Hong Kong Family Planning Association (HKFPA). 2329 secondary school Form 3 to Form 7 students successfully completed the survey were included in the study. The primary outcome is sexual knowledge scores, sexual attitudes scores, dating status and intercourse status. Body mass index (BMI) was estimated to classify weight status categories (categorized by normal weight, underweight, overweight, and obese) according to IOTF cutoffs and WHO BMI guideline. Body shape dissatisfaction was defined as a discrepancy between current and ideal body shape based on a figure rating scale. Age, gender, grade, parental education levels and BMI were adjusted as confounders. Generalized linear models were used to analyze the association between weight status and sex-related knowledge, and attitudes. A binary logistic regression was used to compare associations between weight status and sex-related behaviours and provide odds ratios (OR). Results: 7.1% of respondents were classified into underweight, 83.4% normal weight, 6.3% overweight and 3.2% obese. Obese students had an average a sexual attitudes score 1.26 (95% CI: 1.21, 6.96) point higher than that of the normal weight students, and obese girls had a mean attitudes score 1.24 higher than normal weight girls, it is significant association. A means of 0.59 points higher of sexual attitudes score for desired a larger BS students compared to no dissatisfaction. Odds ratio was showed for overweight boys of 1.74 (95% CI: 1.08, 2.79) showed likely to had dating. There was no significant association of knowledge score with current weight status after adjustment of confounders. Likewise, there was no significant association between weight status and intercourse status. Conclusion: Overweight and desired a smaller body shape was significantly associated with sexual attitudes that are accepting of risk-taking behaviours. Being overweight and desiring a smaller body shape was also associated with increased probability of ever having dated, but only in males. This study provided some findings to suggest adolescents’ sexuality and weight status for Hong Kong government’s policy making agenda. There need to be more allocation of education resources in expanding mental and social-relationship consultancy for obesity adolescents and those who desired a smaller body shape, and to develop risky sex-related behaviours prevention to obesity male adolescents.
published_or_final_version
Public Health
Master
Master of Public Health

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Heck, Alison, Alyson Chroust, Hannah White, Rachel Jubran, and Ramesh S. Bhatt. "Development of Body Emotion Perception in Infancy: From Discrimination to Recognition." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2730.

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Research suggests that infants progress from discrimination to recognition of emotions in faces during the first half year of life. It is whether the perception of emotions from bodies develops in a similar manner. In the current study, when presented with happy and angry body videos and voices, 5-month-olds looked longer at the matching video when they were presented upright but not when they were inverted. In contrast, 3.5-month-olds failed to match even with upright videos. Thus, 5-month-olds but not 3.5-month-olds exhibited evidence of recognition of emotions from bodies by demonstrating intermodal matching. In a subsequent experiment, younger infants did discriminate between body emotion videos but failed to exhibit an inversion effect, suggesting that discrimination may be based on low-level stimulus features. These results document a developmental change from discrimination based on non-emotional information at 3.5 months to recognition of body emotions at 5 months. This pattern of development is similar to face emotion knowledge development and suggests that both the face and body emotion perception systems develop rapidly during the first half year of life.

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Dissertations / Theses on the topic 'Agreed body of knowledge'

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