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Scott, Helen. "Putting the 'critical' into critical studies in art education." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/580123/.
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This study aims to examine critical studies in secondary art and design education; to question its teaching practices, content and purposes, with a view to proposing how these elements might work more critically. A broadly qualitative methodology is adopted, that draws on elements of a number of approaches including action research, interpretivism and naturalistic enquiry that claim to enable understanding of practice from practitioners’ points of view. The study is indebted to Bourdieu’s work; his concepts, including habitus, capital and field are used as ‘tools to think with’ enabling the possibility of opening up practice, of getting beneath taken for granted ways of acting and to “strain” interpretation of students’ views. Adopting a Bourdieuian frame also encouraged reflexivity throughout the study. The study initially uses questionnaires to explore a number of personal, initial “hunches” that have been acquired from my own experiences of students destined to become art and design teachers. Additionally, semi-structured interviews were undertaken with student teachers; from these emerged the phenomena of an “in-between” position. The study goes on to argue that this position, where identity is in a state of flux may enable more critical interventions or enactments in art and design education. The study concludes by suggesting that although art and design education occurs within locations of constraints and structures, nevertheless, those involved in initial teacher education in art and design – including students, school mentors and university tutors - are all differently, but importantly placed to make critical studies teaching more critical.
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Kerich, Christopher. "Critical breaking." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111301.
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Thesis: S.M. in Comparative Media Studies, Massachusetts Institute of Technology, Department of Humanities, 2017.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references.<br>Utilizing critical and feminist science and technology studies methods, this thesis offers a new framework, called critical breaking, to allow for reflective and critical examination and analysis of instances of error, breakdown, and failure in digital systems. This framework has three key analytic goals: auditing systems, forging better relationships with systems, and discovering elements of the context in which these systems exist. This framework is further explored by the examination of three case studies of communities of breaking practice: video game speed-runners, software testers, and hacktivists. In each case, critical breaking is further developed in reflection of resonant and dissonant elements of each practice with critical breaking. In addition, artistic productions related to these case studies are also introduced as inflection points and potential alternative expressions of critical breaking analysis. The goal of this thesis is to provide a way to engage with breakdown and error and more than simply the negation of the good or as a sensationalist talking point, and instead use it as a fecund place for reflective, analytic growth.<br>by Christopher Kerich.<br>S.M. in Comparative Media Studies
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Radovich, Tom. "Critical Mass." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/494.
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Nunes, João. "Rethinking emancipation in critical security studies." Thesis, Aberystwyth University, 2010. http://hdl.handle.net/2160/177aca5b-1155-4b95-8766-35bd37250899.
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Since the end of the Cold War, there has been a comprehensive challenge to dominant conceptions in Security Studies. Security has been approached as a political phenomenon, resulting from political assumptions and having political effects. The politicization of security has been pursued by a number of so-called ‘critical approaches,’ including ‘security as emancipation.’ The latter argues that security consists in removing or alleviating constraints upon the lives of individuals and groups – such as poverty, ill health, or lack of education. This thesis asks two questions: firstly, can the ‘security as emancipation’ approach, in its current formulation, deliver on its claims and promises, in the context of the effort of politicization in Security Studies? And secondly, if it is shown that there are weaknesses, in what ways can the analytical and normative outlook of security as emancipation be strengthened through an engagement with other resources in the literature? Chapters 1 and 2 establish the context in which the merits of security as emancipation must be judged. They conclude that an engagement with this approach must focus on the way it conceives the multiple connections between security and politics. Chapters 3, 4 and 5 pursue this insight, by focusing on the notions of reality, threat and power respectively. In each of these themes, the argument identifies gaps in security as emancipation and suggests theoretical reconsiderations based on an engagement with approaches and ideas – in the critical security literature and in social and political theory – that so far have been neglected or not examined sufficiently by this approach. This thesis aims to re-establish security as emancipation as a valid interlocutor within critical debates about security. It also aims to show that the dialogue between critical approaches is, not only possible, but beneficial to understanding the politicization of security.
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Hartley, John. "Television studies: Creating a critical discourse." Thesis, Hartley, John (1990) Television studies: Creating a critical discourse. PhD thesis, Murdoch University, 1990. https://researchrepository.murdoch.edu.au/id/eprint/50587/.
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The point of departure for this thesis is the approach to television studies first developed in Reading Television (co-authored with John Fiske), and Understanding News, two books which were instrumental.in establishing the. study of television from a cultural and textual perspective. Television was not an obvious or ready-made object of study when the work represented here began in the mid 1970s. Thus the first aim of the thesis is to contribute to the creation of a critical discourse by means of which it can be better understood.
The initial strategy is to take popular television seriously as a social and aesthetic medium, and to account for its meanings, textual forms and social significance within the general realms of popular culture and democratic politics. To this end it elaborates a flexible, interdisciplinary theoretical apparatus which can encompass television's formal/aesthetic (semiotic) properties as well as its social/political (cultural) significance. Working from this basis it undertakes extensive textual analysis of a wide range of television programming from three continents. In addition, it mounts arguments of a more polemical nature to justify the study of the medium, especially in opposition to the climate of negative evaluation which still attaches to television both within and beyond the academy.
The thesis responds to changes over time and contributes to developments in the fast-growing fields of Cultural and Communication Studies. In particular, it evolves a more complex critical stance, moving beyond the formalism of early semiotics. It shows that cultural and historical dimensions required for the analysis of television texts, setting them into a discursive and social context, .and takin account of the relations that are or might be established between TV institutions and popular audiences in various contexts.
Attention to the question of how audiences are known and constituted results in an argument that television audiences are themselves produced and circulated discursively. (Industrial, political and critical institutions all create differing images of the audience which then play a major part in shaping the organisation and content of television programming).
The thesis includes not only research and analysis but also represents an innovative strategy for teaching and writing about both television and the theoretical apparatus upon which its study is founded. Thus, it is an attempt to popularise critical approaches to television, remaining in touch with theoretical developments and yet able to address non-specialist and non-academic communities. Television criticism, it is argued, can intervene in public debate about media policy, stimulate critical audiences, and thus inform both media and audience practices.
The thesis is organised into two parts: Television Theory and Television and Australian Culture. The publications upon which it is based span more than a decade (1978-90), during which time they have played a significant and original role in establishing both television theory and the study of television and popular culture worldwide.
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Dunbar, Anthony W. "Critical race information theory applying a CRITical race lens to information studies /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779835191&sid=16&Fmt=2&clientId=48051&RQT=309&VName=PQD.
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Fameli, Nicola. "Optical studies of critical phenomena in fluids." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56538.pdf.
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Wong, Yin-chong Yvonne. "Liberal studies students' conceptions of critical thinking." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039997.
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Carter, F. V. "High pressure studies of quantum critical systems." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597327.
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When a strongly correlated electron system is at the border of magnetic order close to absolute zero, the normal description, in terms of quasiparticle excitations described by Fermi-liquid theory, is predicted to break down. The cross-over from magnetic order to non-magnetic order at vanishing temperature has been the focus of this investigation. Such phase transitions, induced by changing some parameter other than temperature in the limit of absolute zero, is called a quantum phase transition. In this study the parameter is hydrostatic pressure which non-intrusively reduces the cell volume and, if the compound is already close to the boundary, can suppress it. In this regime novel states such as superconductivity may arise. The compounds studied were three heavy-fermion materials which reside close to this boundary, antiferromagnetic CeRh<SUB>2</SUB>Si<SUB>2</SUB>, non-ordered CeNi<SUB>2</SUB>Ge<SUB>2</SUB>, and ferromagnetic CeIr<SUB>2</SUB>B<SUB>2</SUB>. The experiments involved their synthesis and the subsequent measurement of resistance and susceptibility up to pressures of 25 kbar and down to temperatures of 50 mK. The most remarkable result in this study was the emergence of a new superconducting transition below 1 K in CeNi<SUB>2</SUB>Ge<SUB>2</SUB> above 10 kbar, which may be associated with a second low-temperature phase transition arising in a similar pressure regime. At ambient pressure CeNi<SUB>2</SUB>Ge<SUB>2</SUB> appears to be right at the brink of magnetic order, and exhibits similar characteristics to the isoelectronic compound CePd<SUB>2</SUB>Si<SUB>2</SUB> at the pressure where its magnetic order is critically suppressed. These characteristics include non-Fermi liquid like properties such as quasi-linear resistance and even ambient-pressure superconductivity. It is therefore unusual that further superconductivity emerges which is not associated with suppressed magnetic order.
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Wong, Yin-chong Yvonne, and 黃燕莊. "Liberal studies students' conceptions of critical thinking." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039997.
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Petruska, Karen C. PhD. "The Critical Eye: Re-Viewing 1970s Television." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/communication_diss/38.
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In my dissertation entitled “The Critical Eye: Re-Viewing 1970s Television,” I argue that TV scholars would benefit greatly by engaging in a more nuanced consideration of the television critic’s industrial position as a key figure of negotiation. As such, critical discourse has often been taken for granted in scholarship without attention to how this discourse may obscure contradictions implicit within the TV industry and the critic’s own identity as both an insider and an outsider to the television business. My dissertation brings the critic to the fore, employing the critic as a lens through which I view television aesthetics, media policy, and technology. This study is grounded in the disciplines of television studies, media industries studies, new media studies, and cultural studies. Yet because the critic’s writing reflects the totality of television as an entertainment and public service medium, the significance of this study expands beyond disciplinary concerns to a reconsideration of the impact of television upon American culture.
This project offers a history of the television critic during the 1970s, a decade in which the field of criticism professionalized and expanded dramatically. Methodologically, I am incorporating three approaches, including historical research of the 1970s television industry, textual analysis of critical writing, and interviews with critics working during that decade. I’ve identified the 1970s for a variety of reasons, including its parallels with today’s significant technological and industrial transformations. My central texts will be the industry trade publications, Variety and Broadcasting, and national daily newspapers including the New York Times, Los Angeles Times, Washington Post, and Chicago Tribune. Viewing TV criticism as a profession, a historical source, and a site of scholarly analysis, this project offers a series of interventions, including a consideration of how critical writing may serve as a primary source for historians and how television studies has overlooked the significance of the critic as an object of analysis in his/her own right.
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Malpass, Matt. "Contextualising critical design : towards a taxonomy of critical practice in product design." Thesis, Nottingham Trent University, 2012. http://irep.ntu.ac.uk/id/eprint/280/.
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This study focuses on critical design practice. The research challenges the colloquial understanding of ‘critical design.’ It problamatises, defines and reassesses the concept of ‘critical design’ situating it among other forms of critical design practice. The research reviews the field of activity from a historical perspective. It reviews contemporary activity in contexts of design research and the gallery system to establish domain authorities and theoretical perspectives that inform critical design practice. The research draws from a body of literature relating to design theory and critical design practice to identify several important themes by which to discuss the practice. The research employs a hermeneutic methodology and engages expert ‘critical’ designers through a series of conversational interviews. The interviews are analysed using code to theory methods of inductive qualitative analysis and subjected to hermeneutic analysis that draws on the extensive contextual review. Salient concepts found in the discourse are extracted, theorised and organised to create taxonomy of critical design practice. In the taxonomy, the field of critical design practice is categorised by three types of practice: Associative Design, Speculative Design and Critical Design. These three practices are differentiated by topics addressed in each and further differentiated by the type of Satire, Narrative and Object Rationality used in each practice. The original contribution of this research is a Taxonomy of critical practice in product design, which consists of a written and visual dimension. The taxonomy acts as a discursive tool to chart design activity and it illustrates the diversity in critical design practice beyond the colloquial understanding of ‘critical design’. The taxonomy presents three distinct types of critical design practice; it outlines the design methods used to establish the critical move through design and identifies the contexts where critical design is practiced. It can be used to compare projects, chart designers’ activity over time, illustrate trajectories of practice and identify themes in practice. The taxonomy provides theoretical apparatus to analyse the field. Such analysis contributes towards a discussion on critical design within design studies.
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Falco, Gregory J. "Cybersecurity for urban critical infrastructure." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118226.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2018.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 110-116).<br>Our cities are under attack. Urban critical infrastructure which includes the electric grid, water networks, transportation systems and public health and safety services are constantly being targeted by cyberattacks. Urban critical infrastructure has been increasingly connected to the internet for the purpose of operational convenience and efficiency as part of the growing Industrial Internet of Things (HoT). Unfortunately, when deciding to connect these systems, their cybersecurity was not taken seriously. A hacker can monitor, access and change these systems at their discretion because of the infrastructure's lack of security. This is not only a matter of potential inconvenience. Digital manipulation of these devices can have devastating physical consequences. This dissertation describes three steps cities should take to prepare for cyberattacks and defend themselves accordingly. First, cities must understand how an attacker might compromise its critical infrastructure. In the first chapter, I describe and demonstrate a methodology for enumerating attack vectors across a citys CCTV security system. The attack methodology uses established cybersecurity typologies to develop an attack ruleset for an Al planner that was programmed to perform attack generation. With this, cities can automatically determine all possible approaches hackers can take to compromise their critical infrastructure. Second, cities need to prioritize their cyber risks. There are hundreds of attack permutations for a given system and thousands for a city. In the second chapter, I develop a risk model for urban critical infrastructure. The model helps prioritize vulnerabilities that are frequently exploited for HoT Supervisory Control and Data Acquisition (SCADA) systems. Finally, cities need tools to defend themselves. In the third chapter, I present a nontechnical approach to defending against attacks called cyber negotiation. Cyber negotiation is one of several non-technical cyberdefense tools I call Defensive Social Engineering, where victims can use social engineering against the hacker. Cyber negotiation involves using a negotiation framework to defend against attacks with steps urban critical infrastructure operators can take before, during and after an attack. This study combines computer science and urban planning (Urban Science) to provide a starting point for cities to prepare for and protect themselves against cyberattacks.<br>by Gregory J. Falco.<br>Ph. D.
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Klassen, Gerald D. "Towards a critical social studies pedagogy and practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24543.pdf.
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Levans, Nathan Emmett. "Critical thinking in the secondary social studies classroom." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Levans_N%20MITthesis%202007.pdf.
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Schrock, Lauren. "Organisational dystopia : surrealist paintings for critical management studies." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/102821/.
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This thesis responds to a call to bring humanities into organisation studies. The researcher analyses and interprets contemporary Surrealist paintings for understanding organisational dystopia. While organisational dystopia is not new to the field of Critical Management Studies (CMS), it is a concept enriched by a variety of imaginative stances addressing marginalised or silenced experiences of work life. One such area of imagination is painting. Paintings have historically examined work as a subject of art, yet art has been missed in organisation studies. To address this issue, as well as contribute further to an understanding of organisational dystopia, this thesis presents a case for expanding the field of culture studies in CMS by looking into Surrealism and paintings. This thesis is one of the first of its kind to analyse and interpret paintings in the discipline of organisation studies. The researcher formulates an original framework for examining the contemporary Surrealist paintings by the artist Tetsuya Ishida, who represents the dark, gloomy dystopia of Japanese salarymen. The framework is a system to analyse form (material) and content (meaning), and to interpret paintings. Through this devised framework, paintings are analysed and interpreted in response to two research questions: What are qualities of organisational dystopia? and What are themes of organisational dystopia? The researcher elaborates on organisational dystopia in two ways. First, in the identification of qualities of organisational dystopia, including objectification of labour. Second, in the recognition of themes of organisational dystopia, such as a totalitarian control of private space and complexities of escaping or enduring a dystopia. By addressing organisational dystopia, the researcher presents a warning about the darkness of progress. This research contributes in the two main ways: adding to knowledge on organisational dystopia and arguing that paintings are a valuable method to research design. Thus, this thesis presents a way forward for organisation studies to investigate concepts and criticisms via imagination and art.
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van, Ingen Michiel. "Rethinking conflict studies : towards a critical realist approach." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16202.
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The study of intra-state conflict has increased exponentially during the post-Cold War period. This has given rise to a variety of competing approaches, which have (i) adopted differing methodological and social theoretical orientations, and (ii) produced contradictory accounts of the causes and nature of violent conflict. This project intervenes in the debates which have resulted from this situation, and develops a critical realist approach to conflict studies. In doing so it rethinks the discipline from the philosophical ground up, by extending the ontological and epistemological insights which are provided by critical realism into more concrete reflections about methodological and social theoretical issues. In addition to engaging in reflection about philosophical, methodological, and social theoretical issues, however, the project also incorporates the insights of two largely neglected literatures into conflict studies. These are, first, the insights of the gender-studies literature, and second, the insights of decolonial/postcolonial forms of thought. It claims that the discipline is strengthened by incorporating the insights of these literatures, and that the critical realist framework provides us with the philosophical basis which is required in order to do so.
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Izuka, Akihiro. "Studies on viscoelastic properties of polycaprolactone critical gels." 京都大学 (Kyoto University), 2005. http://hdl.handle.net/2433/145384.
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Arregui, Buldain Amaia. "Stability studies of critical components in SOFC technologies." Doctoral thesis, Università degli studi di Trento, 2013. https://hdl.handle.net/11572/368096.
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The present thesis work focuses on the stability of intermediate temperature SOFC technologies and it is divided in two parts: (i)cathode stability in anode-supported cells and (ii)fabrication and operation of tubular metal supported SOFCs.
In the first part, the stability of ferritic perovskite cathodes currently implemented at IK4-Ikerlan and SOFCpower (LSF-SDC and LSCF-GDC, respectively) was studied in a specific experimental DoE design. The influence of cathode processing and operation conditions together with intrinsic degradation mechanisms and extrinsic ones related to chromium poisoning and air humidification were analyzed in detail. Moreover, the effectiveness of two interconnect coating materials, MCO spinel and novel LNC perovskite against chromium poisoning of the cathode was studied. With this commitment, anode-supported half-cells manufactured by SOFCpower were used making profit of the verified high reproducibility of these cells.
In parallel, work at IK4-Ikerlan in tubular MSC technology demonstrated critical instability related to the operation under high fuel utilization and deficient diffusion barrier layer (DBL) implementation. This allowed element interdiffusion during the manufacturing process between the metal support and the anode. In the second part of this thesis work, a second generation (G2) of tubular MSCs based on an innovative DBL has been developed in all aspects. This includes processing parameters optimization and stability studies. During this work, an intrinsic variable degradation mechanism related to the DBL and manufacturing process of MSC turned out to be critical in G2 cells stability during operation. At this point, understanding such a mechanism and determining its origin became the most fascinating challenge of my investigation.
Overall, this thesis work focuses in the study of critical parameters in SOFCs stability. Factors affecting the stability of cell components over a wide range of operation conditions and degradation mechanisms related to the manufacturing process and operation are considered in detail.
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Arregui, Buldain Amaia. "Stability studies of critical components in SOFC technologies." Doctoral thesis, University of Trento, 2013. http://eprints-phd.biblio.unitn.it/974/1/Doctoral_thesis_Amaia_Arregui_Buldain.pdf.
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The present thesis work focuses on the stability of intermediate temperature SOFC technologies and it is divided in two parts: (i)cathode stability in anode-supported cells and (ii)fabrication and operation of tubular metal supported SOFCs.
In the first part, the stability of ferritic perovskite cathodes currently implemented at IK4-Ikerlan and SOFCpower (LSF-SDC and LSCF-GDC, respectively) was studied in a specific experimental DoE design. The influence of cathode processing and operation conditions together with intrinsic degradation mechanisms and extrinsic ones related to chromium poisoning and air humidification were analyzed in detail. Moreover, the effectiveness of two interconnect coating materials, MCO spinel and novel LNC perovskite against chromium poisoning of the cathode was studied. With this commitment, anode-supported half-cells manufactured by SOFCpower were used making profit of the verified high reproducibility of these cells.
In parallel, work at IK4-Ikerlan in tubular MSC technology demonstrated critical instability related to the operation under high fuel utilization and deficient diffusion barrier layer (DBL) implementation. This allowed element interdiffusion during the manufacturing process between the metal support and the anode. In the second part of this thesis work, a second generation (G2) of tubular MSCs based on an innovative DBL has been developed in all aspects. This includes processing parameters optimization and stability studies. During this work, an intrinsic variable degradation mechanism related to the DBL and manufacturing process of MSC turned out to be critical in G2 cells stability during operation. At this point, understanding such a mechanism and determining its origin became the most fascinating challenge of my investigation.
Overall, this thesis work focuses in the study of critical parameters in SOFCs stability. Factors affecting the stability of cell components over a wide range of operation conditions and degradation mechanisms related to the manufacturing process and operation are considered in detail.
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Hollstein, Matthew Scott. "CRITICAL PEDAGOGY: PRESERVICE TEACHERS’ PERSPECTIVES." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1155328467.
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Smith, Spencer J. "To Build Maps of Writing and Critical Consciousness: Transfer in Writing Studies & Critical Pedagogies." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490294362562497.
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Ashcroft, David. "A critical evaluation of theories of nationalism." Thesis, Aston University, 1987. http://publications.aston.ac.uk/12198/.
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This thesis considers the main theoretical positions within the contemporary sociology of nationalism. These can be grouped into two basic types, primordialist theories which assert that nationalism is an inevitable aspect of all human societies, and modernist theories which assert that nationalism and the nation-state first developed within western Europe in recent centuries. With respect to primordialist approaches to nationalism, it is argued that the main common explanation offered is human biological propensity. Consideration is concentrated on the most recent and plausible of such theories, sociobiology. Sociobiological accounts root nationalism and racism in genetic programming which favours close kin, or rather to the redirection of this programming in complex societies, where the social group is not a kin group. It is argued that the stated assumptions of the sociobiologists do not entail the conclusions they draw as to the roots of nationalism, and that in order to arrive at such conclusions further and implausible assumptions have to be made. With respect to modernists, the first group of writers who are considered are those, represented by Carlton Hayes, Hans Kohn and Elie Kedourie, whose main thesis is that the nation-state and nationalism are recent phenomena. Next, the two major attempts to relate nationalism and the nation-state to imperatives specific either to capitalist societies (in the `orthodox' marxist theory elaborated about the turn of the twentieth century) or to the processes of modernisation and industrialisation (the `Weberian' account of Ernest Gellner) are discussed. It is argued that modernist accounts can only be sustained by starting from a definition of nationalism and the nation-state which conflates such phenomena with others which are specific to the modern world. The marxist and Gellner accounts form the necessary starting point for any explanation as to why the nation-state is apparently the sole viable form of polity in the modern world, but their assumption that no pre-modern society was national leaves them without an adequate account of the earliest origins of the nation-state and of nationalism. Finally, a case study from the history of England argues both the achievement of a national state form and the elucidation of crucial components of a nationalist ideology were attained at a period not consistent with any of the versions of the modernist thesis.
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Boscarino, Mary Anita. "Desiring Japan: Transnational Encounters and Critical Multiculturalism." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313179889.
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van, Eck Henriette. "Peace psychologists| Determining the critical contributions." Thesis, Pacifica Graduate Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722716.
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<p> Peace psychology was recognized by the American Psychological Association (APA) as a specialty area of psychology in 1990. This research study analyses the past 25 years of peace psychologists’ efforts as the Society of Peace, Conflict, and Violence: Peace Psychology Division 48 of the APA (Division 48). Today the field has grown to include an international network of educators, researchers, practitioners, and advocates. The core mission of peace psychology is the transformation of conflict resolution away from violence and toward peacebuilding through psychologically informed interventions that operate at all levels of human relationships.</p><p> This research study focuses on both the theory and practice of peace psychology. The psychology informing peace building interventions is reviewed from the inception of psychology to the present, with specific emphasis on contributions from clinical and depth psychology. The research demonstrates how the organized psychological relationships among conflict, peace, and violence form a central axis which governs human relationships. Clinical and depth psychology contribute significantly to understanding the psychological processes of conflict, aggression, and interventions that promote mental health and wellbeing within both individuals and relationships. While these theories illuminate key operations within the mental framework, they also govern processes addressed directly by peace psychology’s interventions.</p><p> The three areas reported in the findings include the professional functions performed by peace psychologists, the essential characteristics that are at the center of the practice, and lessons from the lived experiences of the participants. The various roles represented by peace psychologists’ contributions are described because they illustrate specific, identifiable contexts within which participants engaged professionally, and help illuminate how and where peace psychology is practiced. The researcher interviewed seven past presidents of the Division following oral history methodology. The interviews were analyzed using grounded theory. Advice from the leaders informs present and future challenges for the field of peace psychology.</p>
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Miller, Dane Eric. "Micah and its literary environment: Rhetorical critical case studies." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185441.
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I began this investigation with the presupposition that the MT of Micah offered us a valid object upon which to apply the methodology of rhetorical criticism. The examination of the text proceeded along the lines of two emphases: (1) a structural analysis which studied the various blocks of material in order to describe a unity or cohesiveness in Micah, and (2) a thematic approach which identified underlying images which tend to enhance the coherence of the work. I used these two methodologies to address both pericopes and also larger units and even to discuss the book itself. Two other methodological strategies have also guided my analysis of Micah. In Chapter 1, I described two foci of the ellipse that is rhetorical criticism: first, those who emphasize the task of "listening" to the text, which I understand as more of an empathic approach, and second, those who utilize a quantifying style of investigation. Both these focal points are reflected in my structural and thematic analyses. Although no readily recognizable patterns such as A:B:A appears in describing the three parts of the book, there does seem to be a thematic development in Micah 1-7. Thus Part I (Micah 1-3) resounds with the words of witness followed by judgment and concludes with the destruction of Jerusalem. That scene of destruction gives way, however, to the restoration and encouragement of Part II (4:1-5:8), although the threats in 4:9-5:8 remind us that the restoration is not an accomplished fact. Part III (Mic 5:9-7:20) begins with what seems to be an assertion that the judgment will take place, especially with the appearance again of the witness/judgment model in 6:9-7:6. However, the final picture of restoration and covenant fidelity on the part of YHWH affirms that the judgment will be overturned. I have further suggested that echoes from the literary tradition of Israel enhance the movement from judgment to renewal in Micah. The conclusion to the judgment in Part I (Mic 3:1-12) has particular impact, because it is presented in the language of the judgment scene from the garden of Eden (Genesis 3). In fact, we see here again that theme and structure intermix in Micah. I suggest that the book begins with material which mimics and recalls older traditions (the theophany, David, and even Anat) and ends with similarly old recollections (David and Moses). Thus I posit that Micah comes to us wrapped in an envelope of ancient echoes.
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McDonald-Morken, Colleen Ann. "Mainstreaming Critical Disability Studies Towards Undoing the Last Prejudice." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27446.
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According to critical disability studies scholars, disablism may be the fundamental system of unearned advantaging and disadvantaging upon which all other notions of difference-as-deviance are constructed. If so, a deeply critical and intersectional investigation of enabled privilege/disablism prepares a grounding from which seeds of novel and effective approaches to social and educational justice may be cultivated. Whether or not disablism holds this pivotal position, the costs to us all in terms of personal, ethical, professional, and financial losses are too steep, have always been too steep. In this disquisition I begin by arguing for the prioritizing and centering of a radical emancipatory discourse--across and within all education venues--regarding disability. In Chapter 2, I explore models of disability and notice where awareness of enabled privilege has been absent in my own experience as an educator and call for all educators to consider what might it mean if awareness of enabled privilege and the harms of disablism were at the center of our daily personal, social, and institutional lives. Chapter 3 investigates the perceptions of post-compulsory education professionals regarding what constitutes disability allyship and identifies three unique viewpoints. Chapter 4 blends conceptualizations of allyship developed within various social justice literatures with those identified viewpoints of disability allyship to yield a model professional development approach focused on an intersectional analysis for social justice through disability justice. The dissertation concludes in Chapter 5 with a discussion of core assertions and findings and points to future research priorities.<br>NDSU FORWARD Initiative (Funded by the National Science Foundation ADVANCE Institutional Transformation Award HRD-0811239)
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Svyantek, Martina V. "Institutional Counter-surveillance using a Critical Disability Studies Lens." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103643.
Full textAbstract:
This study examines policy and procedure documents related to Disability at 3 U.S. institutions
of higher education over a 25-year time frame. Policy and procedure documents are the
foundation that govern how institutions "handle" Disability, outlining expectations and
guidelines for providing services and establishing bureaucratic channels used to determine who
has access to those services. This research employs a comparative case study mixed methods
approach. The found documents and their online contexts are analyzed according to four
qualities: findability, cohesion, consistency, and transparency. A document's findability refers to
the ability of a user to locate the original document, and a document's cohesion, consistency,
and transparency, refer to respectively where, what, and how these documents persist from
their original creation date. As I collected these documents, I constructed comparative
matrices to track these qualities within and across three different universities.
The initial findability of documents demonstrates two key results: 1) during the overall 1990–
2015 time frame, there was a marked change in the availability of materials in a digital format,
and 2) the emergence of a way to describe documents via the phrase "Does Not Exist." These
materials definitively did not exist prior to a given time frame, but later versions of such
documents included an earlier start date. Cohesion results indicate that the documents most
likely to be presented in a single source were broadly usable to a large portion of the university
population: the general student body. Consistency results address a major issue with the
document search: while these materials were likely to exist, at each of these institutions and
time frames (barring the DNE documents), they are very difficult to track down. Transparency
across found, single-source documents was ubiquitous; if it could be found, it had searchable
text.
Beyond the findings of my document collection, I created two major products as a result of this
dissertation work: key recommendations for different stakeholder groups and a curated exhibit
of VT-specific materials collected for this study.<br>Doctor of Philosophy<br>This study examines policy and procedure documents related to Disability at 3 U.S. institutions
of higher education over a 25-year time frame. Policy and procedure documents are the
foundation that govern how institutions "handle" Disability, outlining expectations and
guidelines for providing services and establishing bureaucratic channels used to determine who
has access to those services. This research employs a comparative case study mixed methods
approach. The found documents and their online contexts are analyzed according to four
qualities: findability, cohesion, consistency, and transparency. A document's findability refers to
the ability of a user to locate the original document, and a document's cohesion, consistency,
and transparency, refer to respectively where, what, and how these documents persist from
their original creation date. As I collected these documents, I constructed comparative matrices
to track these qualities within and across three different universities.
The initial findability of documents demonstrates two key results: 1) during the overall 1990–
2015 time frame, there was a marked change in the availability of materials in a digital format,
and 2) the emergence of a way to describe documents via the phrase "Does Not Exist." These
materials definitively did not exist prior to a given time frame, but later versions of such
documents included an earlier start date. Cohesion results indicate that the documents most
likely to be presented in a single source were broadly usable to a large portion of the university
population: the general student body. Consistency results address a major issue with the
document search: while these materials were likely to exist, at each of these institutions and
time frames (barring the DNE documents), they are very difficult to track down. Transparency
across found, single-source documents was ubiquitous; if it could be found, it had searchable
text.
Beyond the findings of the document collection, there are two major products as a result of this
dissertation work. First, key recommendations for different stakeholder groups (SEEKERS,
WRITERS, and KEEPERS) are outlined; these recommendations are intended for the entire
audience as practices that they can incorporate within their own documents. Second, the work
undertaken to create a repository using materials from my document collection, utilizing the
Qualitative Data Repository (based in Syracuse University) as the host for a curated exhibit of
VT-specific materials, is described.
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Nimmo, Graham R. "Cardiorespiratory and metabolic studies in shock and critical illness." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21447.
Full textAbstract:
In patients undergoing resuscitation from shock three groups were defined on the basis of the responses of arterial blood lactate (ABL) concentrations. The first group had hyperlactataemia which corrected following therapy which achieved significant increases in mean arterial blood pressure (MAP: p<0.01) and DO<SUB>2</SUB> (p<0.005). Group two had similar lactate levels, but vigorous therapy, which increased MAP significantly (p<0.05) did not increase DO<SUB>2</SUB>. ABL concentrations remained elevated, and mortality was high. These differences emphasise the importance of simultaneous reversal of hypotension and attainment of adequate DO<SUB>2</SUB>. In the third group, despite severe cardio-respiratory abnormalities hyperlactataemia was not seen. Shock may occur with normal ABL concentrations. In patients with shock and adult respiratory distress syndrome (ARDS) an elevated ABL has been proposed as a marker of delivery dependent VO<SUB>2</SUB>, a potential indicator of tissue hypoxia. Septic shock and ARDS patients were classified on the basis of normal or elevated ABL concentrations. The level of ABL had no value in predicting the response of VO<SUB>2</SUB> to changing DO<SUB>2</SUB> in either the grouped data, or in individual patients. The absence of hyperlactataemia in ARDS does not preclude the presence of delivery dependent VO<SUB>2</SUB>, and by implication tissue hypoxia. The anaesthetic induction agent propofol has been used for sedation in adult critically ill patients. In a group of ventilated, invasively monitored patients its effects on cardiorespiratory function were documented. Heart rate and MAP fell significantly (p<0.05) but DO<SUB>2</SUB> and VO<SUB>2</SUB> were unchanged despite a significant increase in the sedation score (p<0.01), suggesting there was no improvement in overall oxygen supply/demand balance.
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Dey, Tushar Kanti. "Women in O. Henry's short stories : a critical studies." Thesis, University of North Bengal, 2012. http://hdl.handle.net/123456789/1176.
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Watts, Janay Mae. "The Critical Race Socialization of Black Children." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750855.
Full textAbstract:
<p> This qualitative research study offers a new model through which to examine Black motherhood as resistance to institutionalized racism, being driven in part by the current mortality rate of Black children in the United States of America. Six mothers who self-identify as Black and activists were interviewed about how they resist racism through how they raise their children. Two major findings emerged and are discussed at depth within this study: Critical Race Socialization and Countering Mis-education. The Critical Race Socialization process is a new way to examine a critical, intentional process of racial socialization towards liberation taken on by Black mothers. The Critical Race Socialization process combines key components of Critical Race Theory, Pedagogies of the Home, Oppressed Family Pedagogy and Harro’s cycles of socialization and liberation. Recommendations provided in the conclusion of this study encourage new Black mothers to center race and other sites of oppression in their pedagogy, utilizing age appropriate material for children when speaking about the truths of the world and Blackness. The study also calls for a village of support to be built around Black children, and for educators working with Black children to develop a critical repertoire of the lived experiences of Black people and trauma.</p><p>
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Siddle, Andrew McCalman. "Decentralisation in South African local government : a critical evaluation." Doctoral thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10838.
Full textAbstract:
Includes abstract.<br>Includes bibliographical references (leaves 231-245).<br>The South African local government model is considered to be decentralised in character, incorporating various constitutional, policy and statutory instruments to enable local government to achieve its constitutionally mandated developmental objectives. Yet local government is widely viewed as being in a state of crisis. Many municipalities are seen as dysfunctional and incapable of performing their duties. The hypothesis underlying this study is that the effective application of the principles of decentralisation, to the extent that they have been incorporated in the constitutional, policy and regulatory framework of local government in South Africa, is endangered by a lack of commitment to the concept of decentralisation by central government and by the failure by municipalities to implement at local level those rules, systems, mechanisms, powers and functions which are intended to reflect the principles of decentralisation; and that the achievement of the constitutional objectives of local government is thereby in turn endangered.
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Marr, Vanessa L. "Growing 'homeplace' in critical service-learning| An urban womanist pedagogy." Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616706.
Full textAbstract:
<p> This dissertation explores the role of critical service-learning from the perspective of urban community members. Specifically, it examines the counternarratives produced by Black women community gardeners who engage in academic service-learning with postsecondary faculty. The study focuses on this particular group because of the women's deep involvement with grassroots organizing that reflects their sense of self and other community members, as well as their personal and political relationships to Detroit, Michigan. Given the city's economic disparities rooted in racial segregation, structural violence and gender oppression, Detroit is a site of critical learning within a postindustrial/postcolonial context. This intersectionalist approach to service-learning is likened to bell hooks's concept of homeplace, a site of resistance created by Black women for the purposes of conducting anti-oppression work. Integrating community member interviews and the author's autoethnographic account to dialogically co-construct meaning, the study employs the womanist epistemological tenet of multivocality through connections to place, community, and activist praxis. Presenting Black female cultural expressions and life stories illustrated in the data, the study identifies holistic community-campus partnerships as those that emphasize environmental insight, cultural representation, reflexive relationships, and collective action. The dissertation has strong implications in service-learning research and practice, advancing an ethos of responsibility that provides a space for unheard voices to speak and for relationships among community members and academics to reflect a model based on solidarity as opposed to traditional paradigms centered on charity. </p>
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Herrera, Prisma L. "“An Awakening of Critical Consciousness: Unfurlings of (Re)Memory, Resistance and Resiliency”." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1181.
Full textAbstract:
This thesis does not adhere to “traditional” academic criteria which I feel tends to be rigid, constrained ways of regurgitating knowledge. It is not easily digestible, nor is it something that offers concrete answers. Rather it is a critical understanding of many of my experiences in the last four years of education, with a specific focus on the most recent events that have unfolded in my personal and academic life. This thesis is a journey. It is by witnessing communities in New York City, Bolivia, Tlaxcala, Mexico City, Chiapas and Southern California that continue to struggle and hope in the face of neoliberal, power-hungry nation-states, that propels me forward and brings me hope and a renewed sense of consciousness as to where I want to go.
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Hicks, Shari Renee. "A critical analysis of post traumatic slave syndrome| A multigenerational legacy of slavery." Thesis, California Institute of Integral Studies, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712420.
Full textAbstract:
<p> This integrated literature review compiles past and present literature on the African Holocaust or Maafa to provide a more in-depth understanding of the unique sociopolitical narrative of the enslavement and oppression of Africans and African Americans for half a millennium in the United States. This study integrates historical data, theoretical literature, and clinical research to assess immediate and sequential impacts of the traumatization of the African Holocaust on enslaved and liberated Africans, African Americans, and their descendants. This investigation engages literature on trauma (Root, 1992), historical traumas (Duran, Duran, Brave Heart, & Yellow Horse-Davis, 1998), historical unresolved grief (Brave Heart & DeBruyn, 1998), and multigenerational trauma transmission (Danieli, 1998) to explore claims of slavery and relentless oppression leaving a psychological and behavioral legacy behind to the contemporary African American community (Abdullah, Kali, & Sheppard, 1995; Akbar, 1996; Leary, 2001, 2005; Poussaint & Alexander, 2000; B. L. Richardson & Wade, 1999). By and large, this study provides a comprehensive exploration and critical examination of Leary’s (2005) Post Traumatic Slave Syndrome theory (PTSS), which suggests that the traumatization of slavery and continued oppression (i.e., racism, discrimination, and marginalization) endured by enslaved Africans in the United States and their descendants over successive centuries has brought about a psychological and behavioral syndrome prevalent amongst 21st century African Americans. Findings from the critical analysis revealed that in addition to inheriting legacies of trauma from their enslaved and oppressed African ancestors, contemporary African Americans may have also inherited legacies of healing that have manifested as survival, strength, spirituality, perseverance, vitality, dynamism, and resiliency. Clinical implications from this research underscored the importance of not pathologizing present generations of African Americans for their attempts to cope with and adapt to perpetually oppressive environmental circumstances. Further quantitative and qualitative research that directly tests the applicability of PTSS within the African American community is needed to better grasp the representational generalizability of PTSS. Lastly, rather than focus on the repeated victimization of African Americans, the findings from this study suggest that future research should focus on the mental sickness of African Americans' oppressors in addition to identifying and delineating intergenerational legacies of survival, resilience, transcendence, and healing birthed out of the historical trauma of slavery.</p>
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Boyer, Jacob L. (Jacob LeGrand) 1972, and Thomas G. 1967 DiNanno. "Critical success factors in entertainment-based retail development." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/64907.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1999.<br>Includes bibliographical references (leaves 103-105).<br>There is a development phenomenon spreading across urban areas of the United States. Municipalities are undertaking multi-million dollar investments to support new stadiums for professional sports franchises. Accompanying these high profile investments is a concurrent investment in museums and cultural attractions of all types aimed at attracting tourists and local interests alike. This phenomenon is part of a wave of well planned and executed economic development initiatives that are using the development of cultural icons such as sports stadiums and museums to anchor commercial and retail development in the area. This thesis will look to identify the critical success factors in creating an urban entertainment district that encompasses sports venues, museums or other cultural icons, and an entertainment based retail center. It will identify the stakeholders in such an initiative and analyze the driving factors in the development and planning process. The combination of the three elements - stadium, museum, retail entertainment center- creates a critical mass of development that will serve as a model for other municipalities as they look to create their own downtown entertainment districts. It will also look at any combination of elements as a possible economic development initiative rather than a strict definition and closely defined form. Four case studies will be presented and analyzed, Faneuil Hall in Boston, Inner Harbor in Baltimore, Gateway/North Harbor in Cleveland and The Gateway in Salt Lake City as four projects undertaken in four large U.S. cities. We will also try to superimpose these success factors to secondary markets.<br>Jacob L. Boyer and Thomas G. DiNanno.<br>S.M.
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Nibo, Joseph I. (Joseph Ike). "Return to traditional town planning : a critical assessment." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/69344.
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Nalimova, Elena. "Demystifying Galina Ustvolskaya : critical examination and performance interpretation." Thesis, Goldsmiths College (University of London), 2012. http://research.gold.ac.uk/8013/.
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This thesis presents a performer’s view of Galina Ustvolskaya and her music with the aim of demystifying her artistic persona. The author examines the creation of ‘Ustvolskaya Myth’ by critically analysing Soviet, Russian and Western literature sources, oral history on the subject and the composer’s personal recollections, and reveals paradoxes and parochial misunderstandings of Ustvolskaya’s personality and the origins of her music. Having examined all the available sources, the author argues that the ‘Ustvolskaya Myth’ was a self-made phenomenon that persisted due to insufficient knowledge on the subject. In support of the argument, the thesis offers a performer’s interpretation of Ustvolskaya as she is revealed in her music. The author examines Ustvolskaya’s music from two viewpoints, a scholar and a performer, and draws upon inter-textual connections between Ustvolskaya’s music and Russian literature (Gogol, Dostoevsky, oberiuty) and aesthetics; analyses the influences of Russian musical traditions (Russian folklore, znamenny raspev) and some artistic individuals (Mussorgsky, Shostakovich, and Stravinsky), and examines the nature of Ustvolskaya’s spirituality and religiosity. The performance aspects of Ustvolskaya’s music are discussed as well as the specific nature of her writing for instruments, particularly the piano, and the interpretation and perception of her music by both the performers and the audience. The thesis examines the performance history of Ustvolskaya’s works, and draws on interview materials with musicians who knew the composer and performed her music. The author’s own performance experience and that derived from the ‘Ustvolskaya at Chetham’s’ project which involved young musicians in studying and performing Ustvolskaya’s compositions, underlined the practical value of the research. While supporting the view of Ustvolskaya as a singular composer, the thesis stands to demystify and reevaluate her artistic image.
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Carroll, Tony. "Educating the critical mind in art : practice-based research into teaching critical studies in A level art." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393251.
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I researched an area of the curriculum called 'the critical and historical study', a part of the Advanced level art syllabus in which I felt improvements could be made in my teaching. An investigation of the relationship between my teaching and students' responses was carried out as part of reviewing and improving the critical study unit of coursework. Curriculum changes made between 1997-1999, intended to provide students with different ways of making practical responses to other people's art and a range of methods for interpreting the meanings of art were studied using action research methods to capture the dynamic of changes in practice and in my thinking. Changes were also being made more broadly at a structural level through post sixteen educational policy reforms. I wanted to situate my practice in the contextual dimensions of A level art and describe my involvement in writing a new syllabus for the subject during this period of reform. I also wanted to understand better concepts of critical studies in art education historically in their policy contexts. Undertaking curriculum policy analysis helped me to make sense of the latest period of change and explore curriculum divisions within the subject such as the 'uneasy relationship' between art history and studio practice. A relationship whose unease intensified in the mid 19805 and coincided with my career entry into the teaching profession. I turned my attention to the emergence of critical studies over the last forty years, and considered how that impacted on my teaching in the last fifteen years. I traced different conceptions of critical studies to unravel the value positions of its promoters in order to understand and to locate my own position in the development of the discipline. In combination, these interests gave my research a multiple focus and required complex methodologicaJ approaches in order to make sense of critical studies in art education through my classroom practice and students' experiences, curriculum policy histories, art education literature and autobiographical life history.
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McGillivray, Glen James. "Theatricality: A critical genealogy." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/1428.
Full textAbstract:
ABSTRACT The notion of theatricality has, in recent years, emerged as a key term in the fields of Theatre and Performance Studies. Unlike most writings dealing with theatricality, this thesis presents theatricality as a rubric for a particular discourse. Beginning with a case-study of a theatre review, I read an anti-theatricalist bias in the writer’s genre distinctions of “theatre” and “performance”. I do not, however, test the truth of these claims; rather, by deploying Foucauldian discourse analysis, I interpret the review as a “statement” and analyse how the reviewer activates notions of “theatricality” and “performance” as objects created by an already existing discourse. Following this introduction, the body of thesis is divided into two parts. The first, “Mapping the Discursive Field”, begins by surveying a body of literature in which a struggle for interpretive dominance between contesting stakeholders in the fields of Theatre and Performance Studies is fought. Using Samuel Weber’s reframing of Derrida’s analysis of interpretation of interpretation, in Chapter 2, I argue that the discourse of the field is marked by the struggle between “nostalgic” and “affirmative” interpretation, and that in the discourse that emerges, certain inconsistencies arise. The disciplines of Theatre, and later, Performance Studies in the twentieth century are characterised, as Alan Woods (1989) notes, by a fetishisation of avant-gardist practices. It is not surprising, therefore, that the values and concerns of the avant-garde emerge in the discourse of Theatre and Performance Studies. In Chapter 3, I analyse how key avant-gardist themes—theatricality as “essence”, loss of faith in language and a valorisation of corporeality, theatricality as personally and politically emancipatory—are themselves imbricated in the wider discourse of modernism. In Chapter 4, I discuss the single English-language book, published to date, which critically engages with theatricality as a concept: Elizabeth Burns’s Theatricality: A Study of Convention in the Theatre and Social Life (1972). As I have demonstrated with my analysis of the discursive field and genealogy of avant-gardist thematics, I argue that implicit theories of theatricality inform contemporary discourses; theories that, in fact, deny this genealogy. Approaching her topic through the two instruments of sociology and theatre history, Burns explores how social and theatrical conventions of behaviour, and the interpretations of that behaviour, interact. Burns’s key insight is that theatricality is a spectator operation: it depends upon a spectator, who is both culturally competent to interpret and who chooses to do so, thereby deciding (or not) that something in the world is like something in the theatre. Part Two, “The Heritage of Theatricality”, delves further, chronologically, into the genealogy of the term. This part explores Burns’s association of theatricality with an idea of theatre by paraphrasing a question asked by Joseph Roach (after Foucault): what did people in the sixteenth century mean by “theatre” if it did not exist as we define today? This question threads through Chapters 5 to 7 which each explore various interpretations of theatricality not necessarily related to the art form understood by us as theatre. I begin by examining the genealogy of the theatrical metaphor, a key trope of the Renaissance, and one that has been consistently invoked in a range of circumstances ever since. In Chapter 5 explore the structural and thematic elements of the theatrical metaphor, including its foundations, primarily, in Stoic and Satiric philosophies, and this provides the ground for the final two chapters. In Chapter 6 I examine certain aspects of Renaissance theories of the self and how these, then, related to public magnificence—the spectacular stagings of royal and civic power that reached new heights during the Renaissance. Finally, in Chapter 7, I show how the paradigm shift from a medieval sense of being to a modern sense of being, captured through the metaphor of a world view, manifested in a theatricalised epistemology that emphasised a relationship between knowing and seeing. The human spectator thus came to occupy the dual positions of being on the stage of the world and, through his or her spectatorship, making the world a stage.
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Henry, Colin, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.
Full textAbstract:
This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum.
While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.
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Villa, Silvia Maria Teresa. "Concept of canon in literary studies : critical debates 1970-2000." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7853.
Full textAbstract:
The present thesis focuses on the critical dialogues on the literary canon developed between 1970 and 2000 in the United States as a crucial juncture for the consolidation of the notion of canon as a scholarly subject matter within the field of literary studies. By taking stock of the abundance of scholarly contributions on the literary canon produced at this time, this thesis pursues two aims: first, it initiates a process of systematisation of the scholarly material on the canon produced during the last thirty years of the twentieth century; second, it focuses on a selection of particularly influential works that have furthered the understanding of specific aspects of the notion of canon. Two introductory chapters outline respectively the historical and the theoretical background of this research. Chapter One explores the historical framework within which the canon started to receive increasing critical attention inside and outside U.S. academia. In particular, it observes how the historical and cultural phenomenon known as the Culture Wars came to bear upon the way in which the notion of canon was perceived and treated by critics and scholars. Early and later examples of canonical criticism are juxtaposed so as to argue that the absorption of debates about the definition of national cultural heritage within U.S. academia influenced the terms in which the canon was being discussed, privileging oppositional rhetorical strategies over the more moderate tones of early theoretical approaches. Chapter Two draws on Jan Gorak’s work in The Making of The Modern Canon: Genesis and Crisis of a Literary Idea (1991) to explore the history of the concept of canon and of its associations with the diverging attitudes adopted by critics in relation to the canon in the period in exam. The second part of this thesis constitutes of three case studies that illustrate the significance for our understanding of the concepts of canon, canonicity and canon formation, of three texts published in the 1990s by Harold Bloom, John Guillory and Henry Louis Gates, Jr. Each chapter observes how these studies contributed to clarify the relationship between the idea of canon and that of tradition, between canon and ideology and, finally, between the canon and the anthology, respectively. Chapter Three locates Bloom’s The Western Canon: The Books and Schools of Ages (1994) in relation to his earlier theory of the anxiety of influence and argues that Bloom’s account of canon formation relies on his definition of tradition as the agonistic struggle between poets and their predecessors. Chapter Four is a close reading of John Guillory’s Cultural Capital: The Problem of Literary Canon Formation (1993) and explores the political ideology underlying its selective use of the work of Pierre Bourdieu, Antonio Gramsci and T.S.Eliot. Finally, Chapter Five engages with Henry Louis Gates, Jr.’s attempt to establish a canon of African American Literature through his role as editor of the Norton Anthology of African American Literature (1996).
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Leung, Hai-ka Elaine, and 梁凱嘉. "Critical thinking and knowledge in liberal studies: ways of seeing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B48364915.
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The study explores perceptions of critical thinking and knowledge by New Senior Secondary Liberal Studies teachers in Hong Kong. The insights in this study have implications for the curriculum development and pedagogy, particularly regarding how we can improve the teachers training of critical thinking.
Seven Liberal Studies teachers (with various levels of teaching experience and differing backgrounds) were invited to in-depth interviews about their experience teaching Liberal Studies, and particularly regarding critical thinking and knowledge, as well as their pedagogies and views of this subject.
Factors such as work experience, personality, school training, and cultural identity affect ways of seeing ‘critical thinking’ and ‘knowledge’. Also, these interviews provide insights into a better pedagogy in high order thinking. We can gain understanding of the difficulties and constraints of teaching critical thinking in Liberal Studies. The research is also a critical thinking process, which is explored in conversations with participants. The study asked them to reflect on what they thought and had experienced. The participants gave useful insights and suggestions.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Miller, Ann. "Contemporary bande dessineÌe : contexts, critical approaches and case studies." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401834.
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Howse, Jonathan R. "Reflectivity studies of non-critical interfaces in binary liquid mixtures." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310789.
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Cheng, Wing Ming (Clement). "Liberal Studies in Hong Kong, 1992-2014 : a critical history." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53345/.
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This thesis investigates the history of two Liberal Studies curricula in Hong Kong: Advanced Supplementary Level Liberal Studies (ASL LS) and New Senior Secondary Liberal Studies (NSS LS), which were introduced under two successive academic structures. The former follows the English Britain academic structure, with five-year junior and senior secondary, two further secondary years for matriculation, and a three-year undergraduate higher education. The latter resembles the Chinese academic structure with three years' junior secondary, three years' senior secondary and four year of undergraduate higher education. ASL LS formed part of the matriculation education curriculum and lasted for two years under the old academic structure; NSS LS is a component of a three-year senior secondary education under the new academic structure. The shift of academic structures in Hong Kong took place between 2009 and 2012, during which transition period both academic structures existed in parallel. This research has two main purposes. The first is to examine the history of the two Liberal Studies curricula. The second is to find out the key factors shaping the two curricula. The results and findings are mainly based mainly on documentary analysis supplemented by interviews with men and women who played significant parts in shaping the Liberal Studies curriculum. This historical research identifies three key overlapping stages in the development of Liberal Studies. The first stage relates to the formation and implementation of the ASL LS from 1992 to 2012. The second stage, beginning in September 2001, covers the consultation over and implementation (up to August 2014) of NSS LS. The third and comparatively short stage covers September to December 2014. This was initiated by the 79 day 'Occupy Central' and the 'Umbrella' movements in support of universal suffrage for the Legislative Council Election in 2016 and Chief Executive Election in 2017. While the predominant view in the academic literature locates the origins of Liberal Studies in the Sino-British Joint Declaration of 1984, Legislative Council records show that ideas about liberal studies began to emerge as early as 1978. Factors shaping the Liberal Studies curriculum are also identified at international, regional and local levels. The Liberal Studies curricula is seen as resulting from the interplay of factors at all three levels, with local level factors played the decisive role.
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Wensley, Joanne Ruth. "High pressure studies on magnetic metals near quantum critical points." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609926.
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Kerr, Alison. "Critical account of clinical and physiological studies in Rett syndrome." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/8756.
Full textAbstract:
Rett syndrome is the manifestation of an X linked, mainly female, genetic, neurodevelopmental disorder that usually produces profound intellectual and physical disabilities including abnormal muscle tone, with a tendency to develop limb contractures, scoliosis, epilepsy and irregular respiration. There is characteristic hand stereotypy with· poor voluntary hand use, locomotion is compromised and speech is rare. Although the disorder is not progressive many sequele shorten life especially in the most severely affected. Subtle abnormalities, present from birth, are frequently overlooked because there is some developmental progress until a period of regression at around one year of age when speech and hand use diminish. This thesis gives an account of clinical, physiological and genetic studies carried out between 1982 and 2005 with the aim of recording the natural history of the disorder and understanding its clinical manifestations. The subjects of these studies have been people of all ages, mainly from the British Isles, reported to have Rett syndrome by their physicians and families or carers (British Isles Survey, n=l228). Most have been examined and recorded on video by myself, many repeatedly. Fully informed parental consent and appropriate ethical approval has been given for all procedures. The early manifestations of the disorder were investigated from developmental histories and donated videos (78) taken by families before they were aware of the problem. The abnormal respiratory rhythms were investigated and characterised, using non-invasive measures of respiratory rhythm, carbon dioxide, oxygen, heart rate and blood pressure. The poor control of voluntary movement was investigated using electromagnetic stimulation of the cortex to record conduction in the motor pathways. Stereotyped hand movements were analysed from three-dimensional live recording and informal two-dimensional video. The prevalence of a toe anomaly was estimated, visual evoked potentials were recorded and a reported increase in urinary neopterin was investigated. The health of people in the British Survey was monitored longitudinally from family and physician reports and direct clinical examinations, data being stored on computer. Simple scores were generated to indicate separately the severity of the condition and health of the individual. The survey data has been used to estimate the prevalence of the disorder (I in 10,000 females), natural history from birth to death, the predictive value of the earliest signs, survival at different levels of severity, the impact of scoliosis surgery on health and has provided a foundation for studies relating clinical manifestations to specific mutations on the affected gene MECP 2 (Xq28). The studies have indicated the nature of the Rett disorder to be developmental and non-progressive, with primary impact on the processing functions of the brain, probably beginning in the brain stem before birth.
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Madkour, Azzeldin Zaid Hamed. "Studies on virulence-critical proteins of enteropathogenic Escherichia coli (EPEC)." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3942.
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Enteropathogenic Escherichia coli (EPEC) virulence depends on a Type-3 Secretion System (T3SS) that transfers many ‘effector’ proteins into human gastrointestinal cells. The components for the effector-delivery apparatus (T3SS and translocator proteins), virulence-critical surface protein (Intimin) and seven effectors (EspG, EspF, Map, EspH, EspZ, Tir, EspB; latter also a translocator) are encoded on the Locus of Enterocyte Effacement (LEE) pathogenicity island. The EspA translocator protein extends the T3SS and is tipped with EspB and EspD which insert into the plasma membrane enabling effector delivery into the host cytoplasm. Two LEE effectors, Tir and EspZ, have virulence-critical functions with both inserted into the plasma membrane and linked, for Tir, as a receptor for EPEC (via Intimin) and, for EspZ, to prevent a cytotoxic response. It is controversial how Tir becomes inserted into membranes and how EspZ prevent cytotoxicity. Previous work predicted that Tir insertion depends on LEE effector activities. Here, we demonstrate LEE sufficiency for Tir insertion and rule out roles for Intimin and classical LEE (EspG, Map, EspF, EspH, EspZ) effectors. Surprisingly, our data implicated roles for the EspA and EspD translocators in stable Tir-intimin interactions and revealed a new EspZ protective mechanism i.e. prevention of cytotoxicity triggered as a consequence of Tir-Intimin interaction. Furthermore, we provide bioinformatic and experimental support that an unusual Edwardsiella tarda LEE-like region encodes a functional effector-delivery system. The swapping of protein homologues between E. tarda and EPEC has also provided an opportunity to gain insights on the structure/function of ~20 T3SS/translocon components and virulence-critical Tir, Intimin and EspZ proteins.
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Monyake, Moletsane. "Measuring generalised trust in sub-Saharan Africa : a critical note." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/14272.
Full textAbstract:
Includes bibliographical references.<br>"Generally speaking, would you say most people can be trusted or that one must be careful in dealing with others?" For the past 50 years this question has been used extensively and almost exclusively as a measure of generalised trust in both national and cross-national studies. However, it was not until very recently that scholars focused on the question's validity and reliability as a measure of generalised trust. Besides that these studies' findings are largely contradictory, few of them examine the validity and reliability of the trust data in the African context. This study is motivated by this research gap and the fact that the levels of trust from the Afrobarometer surveys seem to challenge what the literature suggests about the causes and consequences of trust. The study finds that the question is a reliable measure of trust in 'most people' since it obtains largely similar country level estimates when used alone over a period of time. However, African respondents do not consistently interpret 'most people' as 'non-co-ethnics' as previous studies have suggested. In addition, the question does not alternate very well with other measures of bridging trust. This measure is also weakly correlated with measures of civic engagement and associational membership than its alternative, the trust in non-co-ethnics question. However, both measures produce expected linkages with measures of ethnic diversity, economic development and democracy.