To see the other types of publications on this topic, follow the link: Disciplinary experience.
Dissertations / Theses on the topic 'Disciplinary experience'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 39 dissertations / theses for your research on the topic 'Disciplinary experience.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Rao, Mala R. "An experience in learning: design of a multi-disciplinary university at Timbuktu, Mali." Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53157.
Full textAbstract:
Timbuktu is a city in Mali, North Africa. lt has been a real and legendary city, and the Islamic center of North Africa. The program proposes a major international, multi-disciplinary University which will focus the world’s attention to the problems prevalent in that area and address them.
If Islamic is not an adjective defining a religious quality, should it be understood as a word that identifies a special kind of Architecture, that of a civilization reflecting or determined by special qualities inherent in Islam as a cultural phenomenon?
The design is an attempt in discussing the spatial elements in Islamic architecture which appear to be typical and an attempt is made to explain those elements as expressions of culture created by Islam. The design solution is an expression of the place incorporating those elements of Islamic architecture which are still prevalent and which address the ecological, cultural, and social issues endemic to Timbuktu.Master of Architecture
2
Ordonez-Pichetti, Oriana. "La compréhension des contenus disciplinaires et son vécu. Qu’est-ce que « comprendre » dans différentes disciplines scolaires pour des élèves de troisième de collège ?" Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H002.
Full textAbstract:
Cette étude s’intéresse, à ce que les élèves entendent par comprendre. Cet objet est interrogé dans le cadre des didactiques et de la didactique comparée. Les déclarations sollicitées de 244 élèves de 3ème ont permis de questionner leur conscience disciplinaire. Celle-ci varie selon plusieurs facteurs : l’impression de comprendre ou non les contenus enseignés, la prise en compte de l’utilité reconnue ou non de la discipline, les finalités identifiées. Les résultats permettent d’éclairer des difficultés ou des malentendus dans les apprentissages disciplinaires. Considérant la compréhension comme une dimension du vécu disciplinaire, il est possible de penser une relation entre le sentiment d’incompréhension de certains contenus et le décrochage dans la disciplineThis study focuses on, in a reconstructive space, what pupils mean by understanding. This object is questioned in various school subjects using the tools of compared didactics. Statements requested from 244 3th grade pupils allowed their disciplinary awareness to be questioned. This varies according to several factors: their impression to understand or not the contents taught and the consideration of usefulness, recognized or not, of the school subjects and the possibility to identify the purpose of the school subjects. These results can help to clarify some difficulties and misunderstandings and even enlighten possible obstacles in disciplinary learning. Considering understanding as a dimension of the disciplinary experience, it’s possible to see there is a link between feelings of misunderstanding some content and dropping out of the discipline
3
Adamson, Greg, and g. adamson@ieee org. "The mixed experience of achieving business benefit from the internet : a multi-disciplinary study." RMIT University. Business Information Technology, 2004. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20041105.112155.
Full textAbstract:
From 1995 the Internet attracted commercial investment, but financially measurable benefits and competitive advantage proved elusive. Usage for personal communication and business information only slowly translated into commercial transactions. This reflects a unique feature of Internet development. Unlike other media of the 19th and 20th centuries, widespread Internet use preceded commercial investment. The early military and research use led to an architecture that poorly supported the certainty and security requirements of commercial transactions. Subsequent attempts to align this architecture with commercial transactional requirements were expensive and mostly unsuccessful. This multi-disciplinary thesis describes these commercial factors from historical, usage, technical, regulatory and commercial perspectives. It provides a new and balanced understanding in a subject area dominated by poor communication between separate perspectives.
4
Adamson, Greg. "The mixed experience of achieving business benefit from the Internet : a multi-disciplinary study /." Available on ADT, 2003. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20041105.112155/index.html.
Full text
5
Crooms, Tia Renee. "Understanding How Counseling Supervisors Experience Cross-disciplinary Supervision in North Carolina| A Phenomenological Study." Thesis, North Carolina State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10970024.
Full textAbstract:
To address the void in scholarly literature, the purpose of this phenomenological study was to explore and describe the experiences of counseling supervisors involved in cross-disciplinary supervision in post-educational settings. This research study was qualitative in nature and utilized a phenomenological approach. The central questions being asked were: (a) How do counseling supervisors experience cross-disciplinary supervision? and (b) How does power impact cross-disciplinary supervision? Seven participants were interviewed from the following professional disciplines within the state of North Carolina: social work, professional counseling, marriage and family therapy, and counseling psychology. Data analysis yielded the following textural themes: (a) challenging, (b) collaborative experiencing, (c) impact on belief system, and (d) managing power in relationships. Analysis also yielded the following structural themes: (a) supervision setting, (b) supervision format, (c) supervision structure, and (d) supervision perspective. Supervisors regarded cross-disciplinary supervision as a valuable part of their professional career, despite the challenges. From the findings, cross-disciplinary supervision is an experience of interdependence that encourages professional growth and development, and ultimately supports quality client care. Recommendations for future research include: (a) expanding the target population to include a more diverse supervisor demographic, (b) including field observations, (c) investigating the frequency of supervisees who engage in cross-disciplinary supervision and (d) exploring the impact of a more formal evaluative process, specifically for cross-disciplinary supervision experiences.
6
Yu, Jingjing. "Conscience disciplinaire et vécu dans les différentes disciplines scolaires à la fin du collège." Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H003.
Full textAbstract:
Cette thèse interroge la notion de disciplines scolaires en étudiant les manières dont les élèves les reconstruisent et se les approprient et, plus précisément, en mobilisant les concepts de « conscience disciplinaire » et de « vécu disciplinaire ». Son objet de recherche se construit donc via l’analyse du discours des élèves. Il s’agit d’identifier leurs formes de conscience disciplinaire au travers des désignations, des finalités, des contenus qu’ils attribuent aux disciplines, des critères de repérage et de réussite dont ils se servent, ainsi que des manières dont ils disent vivre et ressentir les disciplines scolaires. La thèse a ainsi permis de mettre au jour les similitudes et les particularités de plusieurs disciplines scolaires (Français, Mathématiques, Anglais, Education physique et sportive) aux yeux des élèves de différents niveaux du cursus scolaire : fin du primaire et fin du collègeThis research work studies the notion of school subject or discipline by examining the ways in which pupils reconstruct and appropriate school subjects and, more specifically, by mobilizing the concepts of "disciplinary awareness" and "disciplinary experience". This research work lays emphasis on the discourse analysis of pupils while identifying the forms of disciplinary awareness through the following criteria: designation, finality, content assigned by pupils to school subjects, the yardstick of success strategy adopted as well as the way the pupils experience school subjects.Thus, the research brought to light the similarities and peculiarities of several school subjects (French, Mathematics, English, Physical Education) at different levels in the school curriculum: last year of primary school and middle school
7
Kuhn, Carin. "The internship year the experience of clinical psychology interns /." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01122004-101811.
Full text
8
Rendle, Emma Jane. "The environmental, social and economic impacts of an artificial surf reef : the UK experience." Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/5152.
Full textAbstract:
The study presented in this thesis discusses the topic of ASRs through the use of a specific case study constructed at Boscombe, UK. With the main aim to provide an impartial and independent study into the environmental, social and economic impacts of an ASR. The research presented is therefore multidisciplinary in nature, the separate components utilise key techniques from the geophysical, numerical modelling and socio-economic disciplines are combined to present a significant contribution to the knowledge and understanding of ASRs. Whilst previous studies have focused on one of these disciplines, there are no independent detailed studies of a constructed ASR utilising an multidisciplinary approach. The ASR concept and structures are still in their development infancy, the subject has received cursory independent review in the literature. There have been few successful projects, those that have survived structurally in the ocean are not being used primarily for surfing. The Boscombe ASR is an example of high overspend, poor management and construction, loss of geotextile SFC and users deem the project a failure. The consequences of not correctly planning, managing and overseeing the construction has resulted in a poorly viewed project of limited success. All stages of this project could have benefited from thoughtful planning, thereby avoiding this outcome. If lessons are to be learnt from this project then the planning and management are key areas of the process that need addressing. Ensuring that any future ASR projects are securely integrated with the coastal zone management plan will provide sustainability and success. The DPSIR framework approach can be used to highlight and address the causes of problems in the project. This framework enables the various disciplines to be discussed in relation to each other; links can be identified between the environmental, social and economic impacts of the ASR construction. Strict protocols will increase the success of any ASR project. The final crest height of the Boscombe ASR was 0.5 m higher than the final design height, this is a fundamental design flaw that should not be occurring in modern coastal engineering practice. It is suggested that guidelines are written based on this research for the design and construction process of an ASR. The recommendations and guidelines for ASR monitoring are provided by this research. The emphasis for future projects should lie in the final design and in monitoring, baseline field data should be collected to understand the environmental state change and socio-economic impacts. Planning and government proposals should be accompanied by extensive stakeholder engagement ensuring transparency for the project and ownership within the coastal community. The exclusion of stakeholders at key decision points created distrust and misunderstanding towards the Boscombe ASR project. Avoiding unrealistic expectations within the surfing community and wider coastal community was discussed throughout this research, and by others in the literature. This research agrees with these statements, the issue of poor surfability would be improved by a greater area to manipulate the bathymetry. However this would come at a greatly increased cost in geotextile SFCs, which the current construction method is certainly not capable of delivering successfully. It would be recommended in this case that an alternative construction material was used that is resilient to the marine environment and readily adaptable given poor performance. Further testing of materials, both geotextile SFCs and alternatives, are required for the successful advancement of ASR technology.
9
Holley, Vera Veronica. "A Qualitative Study of How Students Experienced Exclusionary Discipline Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2982.
Full textAbstract:
As a result of zero tolerance policies, a significant percentage of students who experience exclusions from schools also experience negative outcomes such as high dropout rates, academic failures, and encounters with juvenile justice agencies. While several researchers have found a relationship between unintended consequences of exclusions and juvenile delinquency, few have examined this phenomenon from the perspectives of juveniles who experienced exclusions. Guided by the framework of operant conditioning, the purpose of this phenomenological study was to understand how students experienced exclusions from school. Purposive sampling was used to recruit participants who experienced both exclusions from schools and involvement with juvenile delinquency. Of the 30 potential participants who initially agreed to participate in the study, 26 actually participated. Data collection and analysis included capturing and grouping emerging themes and patterns from face-to-face interviews and observations that revealed the essence of how juveniles experienced exclusions from schools. According to participants, failure on the part of administrators to listen to their accounts of events that led to referrals for disciplinary action resulted in avoidable suspensions. Participants' narratives further highlighted the prevalence of disruptive behavior in schools throughout the United States. School administrators and policy makers should not only use data from this qualitative study to inform disciplinary policies and practices, but they should also consider input from students and other community stakeholders who are impacted by those decisions. These findings will promote the understanding that effective disciplinary practices are needed to meet the educational needs of all students. Even participants in this study were concerned about the impact that suspensions had on their education.
10
Tham, Jakob. "Ska vila på vetenskaplig grund... : En studie om lärares förutsättningar för vidareutbildning." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-22817.
Full textAbstract:
In Based upon disciplinary foundation... – A study on teachers’ prerequisite for continuing pro- fessional development (CPD) I have examined the prerequisites that teachers in Nacka have for CPD, due to the new school law that states that all teaching must be based upon disciplinary foundation and proven experience. According to a recently published governmental report, as well as international research, not only structural aspects like time and financial compensation are crucial to whether teachers continue their development. Encouragement from the principal and colleagues are also a contributing factor; and not to mention those factors combined. There is a world wide shared consensus among educational researchers claiming that one very important piece in creating a successful school is having a well-educated and updated staff. By embracing that idea, in our new school law, there must also exist a platform where that idea can be implemented. The aim of this study is to find out to what extent teachers in Nacka are given prerequisites for continuing professional development, in other words carry out their assignment according to the law. This study is based upon two questionnaires sent to all primary school teachers in Nacka and their principals. What are the structural prerequisites that teachers in Nacka are given for CPD? Does principals encourage their staff to further CPD? Are their any local or regional plans regarding CPD? Do the teachers’ and the principals’ respective views regarding prerequisites for CPD correlate? The study showed that even though teachers and principals had similar views of the different prerequisites, principals did rate their strategies more positive than teachers valued them. It turned out that only one principal had a plan for how to make his or her teachers to continue their development. Maybe the teachers were not aware of their prerequisites; perhaps the principals overrated their offers. But what was clearly shown is that there is a lack of communication between the teachers and principals.
11
Bowden, Anne-Maree. "Lived Experiences of Primary-Aged Māori Students Exposed to Disciplinary Exclusions." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2851.
Full textAbstract:
This qualitative research study aims to document the lived experiences of several primary-aged Māori students, and the impact on their caregivers, when these students have been stood down, suspended or excluded from their school.
In order to contextualise the students’ narratives, data from primary school site personnel, the principals and Board of Trustees chairperson of the students’ schools were gathered. The research also involved interviews with Ministry of Education and Group Special Education personnel, to gain an understanding of the Ministry’s perspective on how it meets the differing needs of students, caregivers and schools. An analysis of the two schools’ policy and procedures, and relevant documents, with regard to stand-down, suspension and exclusion of primary-aged students was also undertaken.
Qualitative research methodologies enabled me to explore the lived experiences of these young people excluded from primary school, from the subjects’ own frame of reference. Data were collected using participant observations, document analysis, and in-depth semi-structured interviews. Kaumātua support for both the researcher, and the whānau involved, was sought with the aim of ensuring that the research proceeded in culturally appropriate and safe ways.
The research aimed to keep the students’ stories central to the discussions.
One of the key themes that emerged from the students’ narratives was the impact of being repeatedly framed by focusing solely on their behaviour. The impact of institutionalised racism evident within these educational life histories highlights the children’s struggle to persevere and survive in what they describe as hostile, racist, uncaring school environments.
A key issue as outlined by the caregivers in this study has been the lack of understanding and support from or genuine partnership with their children’s education providers. The caregivers spoke of the effect that the disciplinary exclusion had on their relationship with their child and on their lives. Eventually the caregivers too become angry about, disengaged from and disillusioned with an education system that allows young people to be removed from schools, based solely on their behaviour.
The themes that emerged from discussions with schools centred on lack of support and follow-up from government agencies. School personnel were critical of the length of time it took to access support packages from the Ministry of Education. They discussed the impact of Tomorrow’s Schools, particularly the current legislation on stand-downs, suspensions and exclusions. School personnel suggest their ability to manage high needs students is further complicated by the existence of kiwi suspensions and geographical school zones.
This thesis stresses that it is critical for the students’ voices to remain central to discussions concerning their own education, so their creative ideas for possible solutions can help to create pathways forward.
12
Smith, Anthony. "Experiences of educator evidence leaders of their role in learner disciplinary hearings." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/52971.
Full textAbstract:
The Evidence Leader s (EL s) role is still new to the practice of managing learner discipline, but since the change in the education climate in South Africa after 1994 new policy and regulations have been promulgated to manage learner discipline. This study has determined that there is sufficient evidence that there is improvement in the process of learner discipline due to the EL s role and the effect of a Disciplinary Hearing (DH).
The fair management of learner discipline is guided by regulations and legal provisions such as Section 33 of the Constitution of the Republic of South Africa of 1996 and the Bill of Rights in the Constitution of the Republic of South Africa of 1996. The DH is considered a quasi-judicial hearing to resolve learner transgressions; the EL and Disciplinary Committee (DC) perform quasi-judicial functions to investigate an alleged transgression. This study emphasises that ELs must have some degree of legal knowledge to manage this process fairly.
The research was conducted through a case study design to generate rich information regarding the role of the EL (Brundrett & Rhodes, 2014). Responses obtained in semi-structured interviews generated significant descriptions of the EL s experiences regarding the role of the EL in managing learner discipline. The study was conducted in a part of the Gauteng Province. Content analysis and discourse analysis assisted with the analysis of the data. After the analysis process it became evident that the role of the EL in managing learner discipline revolves around the following: 1) disciplinary hearings as mechanisms to manage learner discipline; 2) poor support systems that have an impact on the management of discipline; 3) disciplinary hearings changing learner behaviour; 4) the role of stakeholders in ensuring due process; 5) managing a fair disciplinary process and hearing, and 6) the invidious role of ELs aggravated by their lack of training.
The study has revealed how significant and unique the role of the EL is in managing learner discipline and in presenting the case in a DH to make fair decisions with a view to changing a learner s behaviour. The determination of the ELs to bring about change in learners by managing learner discipline in a manner that is both corrective and restorative constitutes a major contribution to the management practices of discipline in schools in South Africa.Thesis (PhD)--University of Pretoria, 2015.
Education Management and Policy Studies
PhD
13
Airey, John. "Physics Students' Experiences of the Disciplinary Discourse Encountered in Lectures in English and Swedish." Licentiate thesis, Uppsala universitet, Fysikundervisningen didaktik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-86471.
Full text
14
Steele, Tiffany L. "Disciplinary Disruption: Exploring the Connection between High School Sanctioning and Black Collegiate Women's Experiences." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1592653957818664.
Full text
15
Baez, Landa Mariano. "Antropologia aplicada e os 'outros' no Mexico : experiencia disciplinar e pratica social." [s.n.], 2000. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280224.
Full textAbstract:
Orientadores: Carlos Rodrigues Brandão, Gilberto Lopez y RivasTese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
Made available in DSpace on 2018-08-12T02:17:47Z (GMT). No. of bitstreams: 1 BaezLanda_Mariano_D.pdf: 13357490 bytes, checksum: 3a6a78e8d7426bb0530295cfa5d09674 (MD5) Previous issue date: 2000
Resumo: Esta tese de doutorado pretende contribuir na expansão dos conteúdos e da discussão sobre o papel desempenhado pelas ciências sociais e, em particular, pela antropologia, nas políticas indigenistas dos países de América Latina. Aliás, tem maior interesse no resgate de um universo de experiências levadas a cabo pelos atores que participaram da aplicação concreta dessas políticas. Trabalha 'COmanalise de trajetórias profissionais no campo acadêmico do México e depoimentos dos trabalhadores indigenistas de três áreas indígenas no estado de Veracruz. A idéia central do trabalho é que a experiência disciplinar da antropologia acadêmica meXIcana não reconhece nem incorpora a pratica social desenvolvida pelos chamados trabalhadores indigenistas, comÜ' um resultado disso a disciplina fragmenta-se em campos de alteridade mutuamente excludentes e referenciados à relações racistas entre brancos e índios
Abstract: This thesis discusses the anthropological approach and contributions to indigenous policy in Mexico. Rescue experiences and local knowledge from 'Instituto Nacional Indigenista' (00) workers and other 'indigenista' actors. Also, it works with professional experiences and knowledge generated in anthropological scientist field. The discipline experience of Mexican anthropology not include the 'indigenista' actors knowledge because these relation response to original structure of racism and white-Indians relations in Mexico. Field data was collected in three ethnic regions from Veracruz, Mexico inc1uding young Indian testimonies
Doutorado
Doutor em Antropologia
16
Bastos, Fabio da Purificação de. "Alfabetização tecnica na disciplina de Fisica: uma experiencia educacional dialogica." reponame:Repositório Institucional da UFSC, 1990. http://repositorio.ufsc.br/xmlui/handle/123456789/75622.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Ciencias da EducaçãoMade available in DSpace on 2012-10-16T02:55:31Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T16:33:46Z : No. of bitstreams: 1 80935.pdf: 12852021 bytes, checksum: 374fa81b7a65e65998e678272527b433 (MD5)
Foi desenvolvida em uma escola pública, período noturno, uma experiência educacional dialógica na disciplina de física na terceira série do segundo grau, majoritariamente composta por alunos trabalhadores, centrado na temática da eletricidade. A experiência foi apoiada na "alfabetização técnica" desenvolvida pelo Prof. Maurice Bazin e na concepção educacional do Professor Paulo Freire, operacionalizando estas idéias no espaço escolar institucionalizado como alternativa de intervenção curricular transformadora no ensino de ciências naturais.
17
Fischer, Geraldo Bueno. "Práticas performativas no ensino médio : experiências na disciplina de Artes Visuais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/142242.
Full textAbstract:
Na Dissertação são descritas experiências na disciplina de Artes, junto a jovens estudantes dos 1º e 2º anos do Ensino Médio de uma escola pública de Porto Alegre, sistematizadas através de processos que se aproximam de uma pesquisa-ação, ou pesquisa na ação, no campo da performance. O termo “performance” relaciona-se à ideia de arte que se mistura à vida como um acontecimento, forma estética explorada a partir dos anos 1960 e 1970 em diferentes países do mundo ocidental. A palavra “experiência” remete à prática artística e à memória de momentos vividos coletivamente com os estudantes, que geraram significados variados para os envolvidos, reinterpretados na pesquisa, cujo foco está na criação, na composição de episódios performativos e na reflexão sobre como esses experimentos repercutem nas relações aluno- professor-escola-vida.In the study experiences in the discipline of Art are described, with young students from 1st and 2nd year of High School in a public school in Porto Alegre, systematized through processes that resemble an action research, or research in action in the field of performance. The term "performance" is related to the idea of art that blends to life as an event, aesthetic form explored from the 1960s and 1970s in different countries of the Western world. The word "experience" refers to the artistic practice and the memory of moments lived collectively with students, which generated different meanings for those involved, reinterpreted in the research, which is focused on the creation, on the composition of performative episodes, and on the reflection about the way these experiments affect student-teacher-school-liferelations.
18
Fourie, Lise. "Music Therapy in Tshwane, South Africa : music therapists’ experiences and other professionals’ perceptions." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/36759.
Full textAbstract:
In South Africa music therapy as a profession is still in its infancy and not yet firmly
established, hence music therapists have struggled in the past to secure full-time
employment. It is important to ascertain the current state of music therapy in Tshwane as this
will offer suggestions about what needs to be addressed in the future. In this project two research questions were explored:
1. What are the experiences of music therapists, as well as the perceptions of other
professionals working in the health and education sectors in Tshwane, regarding
music therapy as a profession?
2. What do these experiences and perceptions suggest about the current state of the
music therapy profession in Tshwane?
This research project used questionnaires to generate data pertaining to the experiences of
music therapists and perceptions of allied professionals about the music therapy profession
in Tshwane. The experiences of music therapists currently practising in Tshwane shed light
on the present situation of music therapy in Tshwane. The allied professionals’ perceptions
of music therapy had implications regarding the recognition of the profession which impacts
directly on the availability of jobs, funding and resources available to music therapists.
Questionnaires generated both quantitative and qualitative data through the use of closed
questions that were analysed using descriptive statistics that were generalised and openended
questions analysed through the process of coding and categorising for emerging
themes that were discussed. Results obtained from the questionnaires indicated that not
enough is being done to promote the field as music therapist respondents (n=4) do not
create or set up new music therapy employment. This accounts for the fact that at present
other professionals working in the health and education sectors (n=27) have a varied
understanding of what music therapy comprises. Because of this varied understanding music
therapy is not always valued by these professionals. Collaboration with allied professionals
was an important theme which recurred throughout the data and seems to have been the
most successful way of furthering the profession so far in Tshwane. By promoting music
therapy, especially through collaboration with others, awareness of music therapy should be
enhanced, others’ knowledge and understanding of music therapy may be expanded and
music therapy may ultimately find its valued place among other therapeutic interventions.Mini Dissertation (MMus)--University of Pretoria, 2009.
gm2014
Music
Unrestricted
19
Sandra, Vujkov. "EFEKTI RAZLIČITIH KARATE DISCIPLINA NA FIZIOLOŠKE, MOTORIČKE I MORFOLOŠKE KARAKTERISTIKE VRHUNSKIH SPORTISTA." Phd thesis, Univerzitet u Novom Sadu, Fakultet sporta i fizičkog vaspitanja u Novom Sadu, 2015. http://www.cris.uns.ac.rs/record.jsf?recordId=96077&source=NDLTD&language=en.
Full textAbstract:
Cilj ovog istraživanja je bio da se utvrde efekti različitih disciplina u karateu (sportske borbe - kumite i forme - kata) na morfo-funkcionalne karakteristike karatista seniora. Pored ovoga su utvrĎivane i razlike u odnosu na dužinu trenažnog staža, kao i akutni fiziološki odgovor na specifično fizičko opterećenje tokom simulacije takmičenja. Uzorak je obuhvatio 72 ispitanika koji su prvenstveno bili podeljeni na kata (n = 33) i kumite (n = 39) grupu, a potom i u odnosu na trenažni staž u tri grupe (starija n = 23, srednja n = 24 i mlaĎa n = 25). Svi ispitanici su testirani kroz bateriju od 36 testova za procenu morfo-funkcionalnog statusa. Rezultati su pokazali razlike u pojedinim morfo - funkcionalnim karakteristikama ispitanika u odnosu na takmičarsku disciplinu. Kumite borci su imali izraženiju longitudinalnost (p < 0,01), dok su kata takmičari imali izraženije potkožno masno tkivo praćeno većom koštanom masom (p < 0,05). TakoĎe su ispitanici kata grupe pokazali superiorniju fleksibilnost donjih ekstremiteta (p < 0,05), dok su kumite ispitanici bili bolji u pokazateljima apsolutne snage skokova kao i aerobnih sposobnosti (p < 0,01). U odnosu na trenažni staž javile su se razlike u svim varijablama za procenu vertikalne skočnosti (visini skoka i maksimalnoj snazi), funkcionalnim pokazateljima kao i varijablama za procenu mišićne snage u korist najstarije grupe (p < 0,05). Razlikedobijene u fiziološkim odgovorima na akutno opterećenje kroz specifičnu takmičarsku disciplinu, kao i razlike u praćenoj temperaturi jezgra tela nisu bile značajne. Rezultati ovog istraživanja ukazuju da treniranjem različitih karate disciplina dolazi do odreĎenih specifičnih morfo-funkcionalnih promena u organizmu. Na ove promene bitno utiče i trenažni staž, odnosno vreme provedeno u specifičnom treningu.The aim of this study was to determine the effects of different competitive disciplines in karate (sports fight - kumite and forms - kata) on morpho-functional characteristics in senior karate athletes. In addition, differences in relation to training experience, as well as the acute physiological response to a specific physical exertion during the simulated competition were determined. The sample included 72 athletes primarily divided into kata (n = 33) and kumite (n = 39) group, and to training experience into three groups (oldest: n = 23, medium: n = 24, and youngest: n = 25). All subjects were evaluated through a battery of 36 morpho-functional tests. Differences were found between two competitive disciplines. Kumite athletes had significantly longer dimensions (p < 0.01), whereas kata competitors had more pronounced subcutaneous adipose tissue accompanied by higher bone mass and superior flexibility (p < 0.05). Furthermore, kumite athletes had better indicators of absolute power in jumping performance and aerobic capacity (p < 0.01). Differences also occurred in all variables of vertical jumping assessment (jump height and maximum power), functional indicators (p < 0.05) and muscle strength evaluation (p < 0.01) in relation to training experience. All differences found were in favor of the oldest group. No differences were found in physiological responses to acute load of the specific competitive discipline, or in body core temperature measured. The results of thisresearch indicate that training for different karate disciplines had led to certain specific morpho-functional changes in the body. These changes were partially affected by specific training regimes and training experience.
20
Gerhard, Gillian Michelle. "“Finally, I can do it my way.” Students’ experiences of participation, agency, and identity in disciplinary and interdisciplinary undergraduate science." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/31716.
Full textAbstract:
This study explores the learning practices that are valued and experienced by students who choose an interdisciplinary science degree, and how these practices contribute to the science-student related identities that are developed through participation in disciplinary and interdisciplinary learning contexts. The study objectives were to investigate undergraduate students’ experiences of participation in disciplinary and interdisciplinary science degree programs.
To address these objectives, I carried out a collective case study of 9 undergraduate science students who transferred from the Mainstream science program to the InterScience program in the Faculty of Science at Large Research University. Specifically, between 2004 and 2006, I invited students to share their stories through semi-structured interviews and I listened to the stories that developed through students’ interactions and relations during class. Using socio-cultural theories and narrative research methods, I sought to find, in the stories students shared, the practices in which they engage and through which they claim identity. I analyzed the data using open coding and the constant comparative method.
My findings indicate that the InterScience students who participated in my study value learning practices that lead to insights from multiple science disciplines and that facilitate interdisciplinary understanding. Further, these students wanted to approach their learning in a deep way, pursuing their interests and exercising self-determination in their science education. The students found that the structures and pedagogical strategies of Mainstream science limited participation in the practices of interdisciplinary science understanding, whereas the InterScience program structures and pedagogies enabled participation. Consequently, the students developed identities of exclusion and disengagement from Mainstream science and identities of belonging and legitimate peripheral participation with respect to the InterScience program.
This research provides evidence and examples of how disciplinary aspects of science learning environments can foster experiences of alienation for students who are oriented towards interdisciplinary ways of knowing. It also shows that by creating a community of integrated science practice, interdisciplinary science degree programs can enable bright and keen, but deeply alienated students who seek interdisciplinary understanding to re-engage with their university and to become passionate advocates for their undergraduate education.
21
Ilabaca, Peña Erick Dangelo. "Construcción de masculinidad en liceos de varones: la experiencia del Liceo Manuel Barros Borgoño de la comuna de Santiago." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/152712.
Full textAbstract:
sociólogoEn esta investigación me propuse indagar en las formas en que se construye masculinidad en un grupo de estudiantes de cuarto medio del Liceo Manuel Barros Borgoño. También profundicé en el machismo presente en los jóvenes, la explicación desde su propia perspectiva, y finalmente como influye el curriculum oculto en la conformación de la masculinidad de los estudiantes de este liceo de varones
22
Franks, Lianne. "Exploring multi-disciplinary team (MDT) experiences of cognitive analytic therapy (CAT) as a systemic consultation tool in an adult forensic service." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2034319/.
Full textAbstract:
Background: Following the growing emphasis on the use of psychological consultation and the use of Cognitive Analytic Therapy (CAT) as a consultation tool, this qualitative study explored staff members’ experiences of using CAT as a systemic consultation tool. Method: Interviews were conducted with nine members of the Multi-Disciplinary Team in a High Secure Hospital and the data analysed using thematic analysis from a social constructionist perspective. Results: Emerging themes of CAT as consultation tool included the availability and accessibility, the genuine value and mirroring enlightenment. Conclusion: The study demonstrates how genuine value within the system sits at the heart of accessibility and availability of CAT as a systemic consultation tool and the mirroring enlightenment of staff and patients. Implications for clinical practice are also discussed.
23
Conlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.
Full textAbstract:
Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.
24
Grüdtner, Dalva Irany. "Processo educativo participativo com enfoque na ajuda a familia: uma experiencia na disciplina de enfermagem cirurgica." reponame:Repositório Institucional da UFSC, 1997. http://repositorio.ufsc.br/xmlui/handle/123456789/77304.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciencias da Saude, Programa de Pós-Graduação em Enfermagem, Florianópolis, 1997Made available in DSpace on 2012-10-17T02:50:14Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T22:00:38Z : No. of bitstreams: 1 108511.pdf: 5011744 bytes, checksum: aed09b33048e715b773d28a3d30adbce (MD5)
Neste trabalho, se propôs desenvolver um processo educativo participativo junto a discentes, docentes e equipe assistencial de Enfermagem, com o objetivo de ajudar a Família do indivíduo que necessita de intervenção cirúrgica em uma unidade hospitalar. O referencial teórico foi composto de conceitos da Pedagogia Problematizadora de Freire e da teoria de Relação Interpessoal de Travelbee. Tal estudo seguiu uma trajetória crescente, da aprendizagem para o ensino a ajudar a Família. Iniciou com a sensibilização dos atores-docentes, que após discussão e reflexão, decidiram pela relevância da temática. Após ensaio, a proposta foi reformulada e aplicada com os acadêmicos da disciplina alvo. Num terceiro momento introduziu-se estratégias como oficinas e Ajuda na Sala de Espera. Os discentes revelaram satisfação em participar deste tipo de ensino. Ao analisar os dados pode-se afirmar que é possível introduzir esta ajuda numa disciplina já estruturada, a julgar pelo interesse e participação demonstrados pela maioria dos envolvidos.
25
Durand, Corentin. "Les reconfigurations de la relation carcérale : sociologie des espaces de communication entre prisonnier·e·s et autorités pénitentiaires." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0140.
Full textAbstract:
Cette recherche interroge l’une des transformations que connaissent les prisons françaises contemporaines : l’ouverture et le renouvellement d’espaces de communication entre prisonnier·e·s et autorités pénitentiaires. Sous l’effet de la densification de l’environnement normatif, de la multiplication des organes de contrôle, du développement de procédures standardisées ou encore de la promotion de nouvelles doctrines sécuritaires, la prison a en effet intégré à son fonctionnement formel la possibilité pour les prisonnie·e·s d’exprimer des requêtes et des recours. Prendre au sérieux cette évolution suppose de s’intéresser à ce que ces discours font au quotidien carcéral, et tout particulièrement à leurs thématiques, relationnelles et argumentatives, mais aussi aux formats de ces communications entre prisonnier•e•s et autorités pénitentiaires, et notamment à leurs contraintes techniques, matérielles et normatives. L’architecture de cette thèse suit pour cela quatre espaces de communication : les coursives où s’inscrivent les communications informelles et quotidiennes entre prisonnier•e•s et surveillant•e•s, les requêtes écrites par des prisonnier·e·s à des responsables pénitentiaires, les entretiens en face à face entre un·e prisonnier·e et un.e responsable et, enfin, les commissions de discipline où est mis en jeu le pouvoir de sanction formel de l’institution. En adoptant un regard par le bas, l’analyse distincte et globale de ces espaces permet alors de décrire une économie hybride des relations de pouvoir en prison, où cohabitent, se confrontent et se renforcent des formes relationnelles souvent décrites comme irréconciliables. Pour cela, l'recherche s’appuie à titre principal sur une enquête dans deux établissements pénitentiaires français. On y a combiné l’observation ethnographique des situations d’expression et de traitement des doléances, la réalisation d’entretiens auprès des différents acteurs de la détention et l’analyse de corpus de communication, oraux ou écrits, entre prisonnier•e•s et agents pénitentiairesThis research focuses on one of the contemporary transformations in contemporary French prisons: the opening and renewal of communication spaces between prisoners and prison authorities. As a result of the introduction of new norms regulating prison life; the emergence of new actors to enforce them, the implementation of standardized procedures and the promotion of new security doctrines, the possibility for prisoners to express requests and engage in legal remedies has become part of prison formal functioning. To assess this evolution, this study investigates how these discourses shape everyday life in prisons, and in particular in their thematic, relational and argumentative aspects, but also how the formats of these communications between prisoners and prison authorities, and in particular in their technical, material and normative constraints, shape those discourses. This thesis is structured around four spaces of communication: the prison corridors where informal and daily communications between prisoners and supervisors take place, the requests written by prisoners to prison officials, the face-to-face audiences between a prisoner and an official and, finally, the disciplinary hearings where the institutional power to punish is put into play. By adopting a bottom-up perspective, the analysis of these spaces makes it possible to describe the hybrid economy of power relations in prison. To do this, this research is mainly based on an investigation in two French prisons. It combined ethnographic observation of the expression and handling of grievances, interviews with prisoners and professionals, and analysis of bodies of written or oral communications between prisoners and prison officers
26
Ortega, Escobar Micheli. "Transformação da didatica : construção da teoria pedagogica como categorias da pratica pedagogica : experiencia na disciplina escolar educação fisica." [s.n.], 1997. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253374.
Full textAbstract:
Orientador: Luiz Carlos de FreitasTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-07-22T10:14:55Z (GMT). No. of bitstreams: 1 OrtegaEscobar_Micheli_D.pdf: 12612900 bytes, checksum: fb7dc548193e66355f4384948f7bb55b (MD5) Previous issue date: 1997
Resumo: O estudo é parte de uma Linha de Pesquisa que se desenvolve no Laboratório de Observação e Estudos Descritivos do DEME -UNICAMP-, sob orientação do Prof. Dr. Luiz Carlos de Freitas. Apresenta-se como um esforço teórico para contribuir com a reconstrução do campo da Didática apontando sua superação pela teoria pedagógica. A autora indica áreas prioritárias de investigação denominando-as "problemáticas significativas". Utiliza como referência teórico-metodológica o materialismo históricodialético. Com intuito de fornecer bases para a formação de categorias de análise na área da Didática, examina material sobre prática pedagógica, coletado em três âmbitos: 1 °. Na produção em tomo da Didática por autores nacionais que, segundo sua própria expressão, procuram manter-se próximos do marco referencial materialista histórico e dialético - não é assumida a crítica das suas obras, somente retiram-se delas abordagens específicas das problemáticas em estudo. 2°. Na produção de conhecimento específico da área de Educação Física constituída pelas dissertações de mestrado e obras de literatura especializada do período 1982/92, e 3°. Um estudo de campo para vivenciar as práticas correntes em Educação Física numa escola do 1 ° Grau da Rede Estadual de Pernambuco, cidade do Recife. Tendo como hipótese de trabalho que nas problemáticas significativas da prática pedagógica podem ser encontrados, de forma embrionária, elementos da própria teoria pedagógica examina aspectos constitutivos iniciais de cada uma delas, abordando-as aos pares: organização do trabalho pedagógico/seleção, organização e sistematização do conhecimento e avaliação/objetivos, considerando que compõem categorias interpenetradas pelos seus contrários. A análise permitiu verificar a unidade, ligação e interdependência das mesmas, explicitadas, na avaliação/objetivos, no movimento contraditório manutenção/exclusão do aluno, num processo em que os aspectos informais, referidos à avaliação de valores e atitudes, especialmente disciplinares, são encobertos pelos aspectos formais da avaliação instrucional. A organização do trabalho pedagógico/seleção, organização e sistematização do conhecimento apareceu profundamente modulada pela categoria avaliação/objetivos. O trabalho expõe, também, articulações entre os aspectos específicos da Educação Física com a Pedagogia, com disciplinas de suporte epistemológico e com princípios norteadores da teoria pedagógica em construção. Aponta-se, como conclusões, que a transformação da Didática tem que ser realizada pelo exercício de superação das contradições reveladas pelas categorias organização do trabalho pedagógico/seleção, organização e sistematização do conhecimento e avaliação/objetivos, exercício que, direcionado pela análise permanente dessas categorias, permitirá visualizar formas de luta apropriadas à cada realidade específica. A autora apresenta, ainda, sugestões de possíveis formas de superação de problemas específicos na área de Educação Física.
Doutorado
Metodologia de Ensino
Doutor em Educação
27
Dallimore, Elise J. "The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.
Full text
28
Lins, Mônica Regina Ferreira. "Viveiros de homens do mar: Escolas de Aprendizes-Marinheiros e as experiências formativas na Marinha Militar do Rio de Janeiro (1870-1910." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5770.
Full textAbstract:
Conselho Nacional de Desenvolvimento Científico e TecnológicoO presente estudo aborda historicamente a formação elementar, profissional e militar dos aprendizes-marinheiros e aprendizes-artífices entre 1870 e 1910 na Marinha Militar do Brasil. Para compreender as experiências compartilhadas que os meninos e os jovens desenvolveram com os marinheiros nacionais e estrangeiros, com o oficialato e com os trabalhadores da cidade utilizamos o referencial teórico do historiador E.P. Thompson. A pesquisa sobre as Escolas de Aprendizes-Marinheiros e sua caracterização como uma instituição total e a análise de seus dispositivos disciplinares foi realizada com o aparato conceitual de Michel Foucault. As fontes históricas analisadas foram os Relatórios Ministeriais do Ministério da Marinha do período, os livros de ofícios do Arsenal de Marinha da Corte, o acervo da Revista Marítima Brasileira e documentos do Fundo/Coleção denominado Grupo de Identificação de Fundos Internos GIFI sob a guarda do Arquivo Nacional. Um dos objetivos foi compreender os fenômenos que envolveram essa instituição militar dentro das políticas de Estado no período localizado entre o fim da Guerra do Paraguai e a Revolta dos Marinheiros de 1910, e quais as mudanças qualitativas, contradições e conflitos na organização interna do trabalho concorreram para a produção de um modelo formativo dos futuros homens do mar. Buscamos compreender os mecanismos internos de recrutamento e controle dos sujeitos sociais dessa instituição permanente do Estado. A abordagem sobre o que seriam as experiências formativas dos aprendizes partiu da ideia de que a educação dos indivíduos acontecia em múltiplas dimensões da vida e não somente através de aulas ou programas de estudos oficiais, de compêndios ou de regras disciplinares repercutidas reiteradas vezes. Questões como o uso do tempo, o campo dos direitos como arena de conflitos, o dualismo no sistema educativo, a alimentação, o descanso, o alcoolismo, as deserções, as acomodações e as revoltas, compuseram a análise da formação dos meninos e jovens da Marinha. Verificamos como os embates em torno da temática da profissionalização e carreira, que passavam pelas discussões que envolviam aspectos como o mérito pessoal, a antiguidade e o bom comportamento interferiram na produção de uma consciência de direitos. Tudo isso fez parte das experiências formativas de meninos e rapazes daquela instituição chamada pelos oficiais de principal viveiro de homens do mar. Por fim, para entendermos aqueles chamados pelo referencial thompsoniano como os de baixo percorremos a dureza da hierarquia e disciplina militares e as concepções de mundo desenvolvidas a partir das classificações e apartações dos indivíduos pela raça, pela origem social, pela constituição física e pelo analfabetismo.
In historical bases, this work deals with elementary, professional and military formation of apprentice marines and novice artisans in Brazilian military navy, during the period between 1870 and 1910. E. P. Thompsons theorical references were used in order to understand the young boys shared experiences which resulted from their relations with Brazilian and foreign marines, naval officers and townsworkers. Michel Foucaults conceptions served to guide the investigation on apprentice marine schools, their distinguishing mark as a total institution and their discipline apparatus. The main historical sources in the studied period were the ministry of naval affairs written reports, the court dock yard trade books, the Brazilian Marine Magazine lot and the documents from the funds/collection named Identification Group of Inward Funds GIFI in Portuguese, in charge of Brazilian office of public records. The search aimed to understand this military institutions fenomena inside state politics during the period between the end of Paraguay war and mariners revolt in 1910, and also know which determining changes, incoherences and conflicts occurred in labor internal arrangement and produced an educational model for the coming seamen. We intend to understand this state permanent institutions inner processes of enlistment and social individuals control. In order to know the apprentices formative experiences, we considered the idea that peoples education happens in multiple dimensions of their lives, and not only through official study classes and programs, manuals or discipline rules repeated over and over. Some questions emerged in the analysis of young marines formation, such as use of time, rights field as arena of conflicts, duality on educational system, nourishment, resting, alcoholism, desertion, lodgment and revolts. We observed how the production of a rights consciousness was influenced by certain questions, like the impacts around the theme of profissionalization and career resulting from aspects as personal superiority, oldness and good manner. All of this discussion took place in young boys formative experiences inside that institution so called sailormen nursery. At last, trying to comprehend those from underneath and using a thompsonian reference, we run through hierarchic hardness, military discipline and world conceptions based on individuals arrangement and apartheid according to race, social origin, physical disposition and illiteracy.
29
Grace, Jennifer. "Rerouting the School to Prison Pipeline: A Phenomenological Study of the Educational Experiences of African American Males Who Have Been Expelled from Public Schools." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2151.
Full textAbstract:
The present study consisted of a phenomenological investigation of African American males who have been expelled from traditional educational settings in New Orleans, LA in order to provide educators with information geared towards increasing academic achievement in African American males. It has been noted that one of the reasons that Black males graduation rates are so low is because in addition to other factors that lead to non-completion, black males are more likely to be expelled from school. In this study, I used a Critical Race theoretical framework to explore gain experiential knowledge of these excluded young men, what they perceive as barriers to their success, and their sentiments on the relationships they have had with educators and peers whom they have encountered. Based on the participants’ responses, seven categories emerged from the data including: (a) Race and Racism, (b) Self Perceptions, (c) Family Expectations and Support, (d) Male Role Models and Mentors, (e) The School Environment, (f) School Discipline, and (g) Alternative School. Study participants described the totality of their education experiences by opening up about what they felt were key factors at play. The stories of the participants provided a deeper context of the nuances of racism and how it impacts their day to day educational experiences overall The results of this study provides data that may enable educators to begin steps to dismantle the school to prison pipeline by ensuring at-risk students are supported and successful in school without having to be removed. This information serves as a catalyst for future inquiry into additional nuances that effect the academic achievement of African American male students in K-12 schools.
30
Reato, Ligia de Fatima Nobrega. "Avaliacao do ensino de medicina do adolescente no 5[vbar] ano do curso de graduacao: experiencia da disciplina de Pediatria e Puericultura da Faculdade de Medicina da Fundacao ABC." Sao Paulo : [s.n.], 1999. http://www.adolec.br/bvs/adolec/P/textocompleto/mediciana%5Fadolescente/word/indice%5Fword.htm.
Full text
31
Castro, Roney Polato de. "Experiência e constituição de sujeitosdocentes : relações de gênero, sexualidades e formação em pedagogia." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/1334.
Full textAbstract:
Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-19T17:39:23Z
No. of bitstreams: 1
roneypolatodecastro.pdf: 4463862 bytes, checksum: 79021d21dbd8ffe2a555c4bba6179d12 (MD5)Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: "sujeitosdocentes "escreve junto mesmo? on 2016-02-26T13:53:53Z (GMT)
Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-26T14:12:56Z No. of bitstreams: 1 roneypolatodecastro.pdf: 4463862 bytes, checksum: 79021d21dbd8ffe2a555c4bba6179d12 (MD5)
Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Favor verificar se o termo "sujeitosdocentes" está escrito junto na disertação on 2016-06-02T14:14:44Z (GMT)
Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-02T14:17:43Z No. of bitstreams: 1 roneypolatodecastro.pdf: 4463862 bytes, checksum: 79021d21dbd8ffe2a555c4bba6179d12 (MD5)
Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-02T15:14:16Z (GMT) No. of bitstreams: 1 roneypolatodecastro.pdf: 4463862 bytes, checksum: 79021d21dbd8ffe2a555c4bba6179d12 (MD5)
Made available in DSpace on 2016-06-02T15:14:16Z (GMT). No. of bitstreams: 1 roneypolatodecastro.pdf: 4463862 bytes, checksum: 79021d21dbd8ffe2a555c4bba6179d12 (MD5) Previous issue date: 2014-11-27
Experiência e constituição de sujeitosdocentes: relações de gênero, sexualidades e formação em Pedagogia – a tese tem como foco de análises as experiências construídas em uma disciplina do curso de Pedagogia, da Universidade Federal de Juiz de Fora, denominada “Tópicos Especiais: Gênero, Sexualidade e Educação”. O trabalho articula problematizações acerca da formação docente para essas temáticas com as experiências construídas na disciplina. As perspectivas que organizam as análises tomam como inspiração os estudos pós-estruturalistas das relações de gênero, sexualidades e educação e os estudos foucaultianos, em especial os escritos sobre experiência advindos do pensamento de Michel Foucault e do educador espanhol Jorge Larrosa. Nesta tese discuto algumas questões concernentes aos processos de formação docente nas universidades e as especificidades desse debate no que tange ao trabalho com as temáticas das relações de gênero e sexualidades em disciplinas de cursos de Licenciatura em Pedagogia. Outro foco é a discussão do principal dispositivo utilizado na pesquisa e na disciplina: os diários de bordo. Assim, apresento a proposta de uma narrativa que se constrói a partir da disciplina e da própria escrita como instância de produção de subjetividades. Na última seção da tese articulo problematizações acerca de temáticas discutidas na disciplina e tomadas pelas estudantes como questões a serem pensadas e, por conseguinte, a serem narradas nos diários de bordo. Discuto, desse modo, a questão das homossexualidades, atravessada pela heteronormatividade e pela homofobia; o discurso religioso-cristão como instância de assujeitamento e normatização moral; as relações de gênero, a constituição de subjetividades e as relações de poder que assujeitam e promovem o machismo e as violências contra as mulheres. Com as análises pretendo provocar questionamentos que atravessam as relações entre formação docente na universidade e as temáticas das relações de gênero e sexualidades.
Experience and constitution of docent subjetcs: relations of gender, sexualities and graduation in Pedagogy – this thesis is focused on the analyses concerning the experiences built in a discipline of the Federal University of Juiz de Fora Pedagogy course denominated “Special Topics: gender, sexualities and education”. The work articulates problematisations on the docent formation for those themes with the experiences built in the discipline. The perspectives under which the analyses are organised were inspired by the Post-structuralist studies of gender relations, sexualities and education of the foucaultian studies, specially the writings on the experiences from the tinking both of Michel Foucault and of the spanish educator Jorge Larossa. In this thesis I discuss questions concerning the processes of the docent formation in universities and the specificities of that debate regarding the work with the themes of relations of gender and sexualities in disciplines of the bachelor´s degree in Pedagogy. Another focus is the discussion of the main device utilized on the research: the logbook. Hence it is presented the proposal of a narrative constructed from the discipline and from the writing itself as an instance of subjectiveness production. In the last section of the thesis problematisations concerning the themes discussed and taken by the students are articulated as questions to be thought and, therefore, to be narrated on the logbooks. It is discussed, thus, the homosexuality issue crossed by the heteronormativity and homophobia; the christian-religious discourse as instance of subjection and moral normatization; the relations of gender, the constitution of subjectiveness and the relations of power to which a person is subjected and promote machismo and violence against women. With the analyses I intend to provoke questionings that cross the relations between docent formation in the university and the themes of gender relations and sexuality.
32
(11149362), Richard J. Aleong. "TRAVERSING INTERDISCIPLINARY SPACES: A PHENOMENOGRAPHIC STUDY OF HOW EDUCATIONAL DEVELOPERS EXPERIENCE DISCIPLINARY PERSPECTIVES." Thesis, 2021.
Find full textAbstract:
Disciplinary perspectives, as a core element of interdisciplinary work, represent the ways individuals may see and approach a situation based on their unique disciplinary background and training. Interdisciplinary collaboration requires individuals to leverage disciplinary perspectives and knowledge from diverse fields to build a shared understanding of the problem situation. However, based on the diversity of background and experiences within a team, interdisciplinary collaboration can be a challenge because collaborators must negotiate disciplinary differences, while also fundamentally experiencing the collaborative situation in different ways. Therefore, it is important to understand how individuals engage and experience disciplinary perspectives in their practice of collaboration. In this study, I investigated the nature of disciplinary perspectives in the context of educational development.
The profession of educational development broadly aims to support the teaching and learning mission of higher education institutions, where educational developers work with faculty, graduate students, and administration on teaching, instruction, curriculum, and organizational development across disciplines. As such, educational developers play a significant role in engineering education transformation and offer a unique context to investigate interdisciplinary practice. In this work, educational developers bring their diverse disciplinary perspectives to their collaborative interactions.
In this dissertation, a phenomenographic study was conducted to investigate the following research question: how do educational developers experience disciplinary perspectives in the work of educational development? Phenomenography is a qualitative research approach that focuses on the variation in how a phenomenon is experienced and conceptualized. I adopted a situative theoretical perspective to see disciplinary perspectives in relation to the contexts, social interactions, and activities through which interdisciplinary work is performed. I conducted semi-structured interviews with eighteen educational developers from Centers for Teaching and Learning across the United States and Canada. Participants were recruited from various disciplinary backgrounds and levels of experience. In the interview, participants shared general descriptions about their work, and specific descriptions of an experience where they worked with others who contributed different disciplinary perspectives. Additionally, a scenario-based elicitation exercise was used to frame participants’ description of how diverse disciplinary perspectives appear in their work. The analysis followed an iterative and generative process to discern features and qualities of disciplinary perspectives.
The findings of this study are presented as a phenomenographic outcome space consisting of five categories of description as distinct ways that disciplinary perspectives are experienced by educational developers. Additionally, the findings illustrate how disciplinary perspectives become externalized as an object that is brought forward and shaped in collaborative interactions. This research contributes to further understanding interdisciplinary collaboration in two ways. First, for interdisciplinary practice, the findings provide an integrated view of the variation in ways of experiencing disciplinary perspectives such that educational developers may attune and attend to different collaborative interactions. Second, with the situative perspective, I provide insight into the situated knowledge that constitutes how disciplinary perspectives become meaningful based on educational developers’ position in relation to different disciplinary spaces. My findings highlight the situative relationships between the individual educational developer, their practice with disciplinary perspectives, and their work tasks in educational development. As educational developers continue to develop their practice to advance teaching and learning in higher education, this research contributes to the professional knowledge of educational developers in support of interdisciplinary collaboration.
33
LIAO, PEI-HSUN, and 廖珮旬. "Social Work Ethics Experience And Introspection In The Practice of Psychiatric Multi - Disciplinary Team." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/63v6np.
Full textAbstract:
碩士東吳大學
社會工作學系
107
The ethical dilemma of psychiatric social work is the client self-determination and the best benefits of the client. This study aims to explore how to psychiatric social worker practice the social work ethics, and how to the New Managerialism, National Health Insurance and psychiatric multi - disciplinary team to influence profession of social work. This paper is surveyed the power issue in the psychiatric multi - disciplinary team, and through the introspection of psychiatric social workers to realize their belief and values.
34
"ITEM: Towards an Integrated Transformational Experience Model for Design Education." Master's thesis, 2011. http://hdl.handle.net/2286/R.I.14393.
Full textAbstract:
abstract: Individuals' experiences, environment, and education greatly impact their entire being. Similarly, a designer is affected by these elements, which impacts how, what and why they design. In order for design education to generate designers who are more socially aware problem solvers, that education must introduce complex social matters and not just design skills. Traditionally designers learned through apprenticing a master. Most design education has moved away from this traditional model and has begun incorporating a well-rounded program of study, yet there are still more improvements to be made. This research proposes a new Integrated Transformational Experience Model, ITEM, for design education which will be rooted in sustainability, cultural integration, social embeddedness, and discipline collaboration. The designer will be introduced to new ideas and experiences from the immersion of current social issues where they will gain experience creating solutions to global problems enabling them to become catalysts of change. This research is based on interviews with industrial design students to gain insights, benefits and drawbacks of the current model of design education. This research will expand on the current model for design education, combining new ideas that will shed light on the future of design disciplines through the education and motivation of designers. The desired outcome of this study is to incorporate hands on learning through social issues in design classrooms, identify ways to educate future problem solvers, and inspire more research on this issue.Dissertation/Thesis
M.S.D. Design 2011
35
Wu, Hsin-Lin, and 吳幸霖. "A Study of Disciplinary Team Collaboration experience in the Long-term Home Care Services in Kaohsiung." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/78160712265832654447.
Full textAbstract:
碩士高雄醫學大學
醫學社會學與社會工作學研究所
97
Abstract The establishment and operation of the long-term caring system is one of the significant issues under the national policy. In responds to the need and urgency of the aging acceleration and the “aging in place”, through the foundation and the manipulation of the mechanism of care management, it is expected to integrate the demand with the quality of monitoring caring. However, the mechanism of the caring management operates in reliance of the cooperation of specialized team work. Also, the mode of the caring management is prevalent, and the knowledge and technology for the cooperation between organizations and specialists are expected to accumulate. Under this circumstance, this study expects to understand the trans-disciplinary teamwork cooperation method and cooperation experience from the long-term in home service plan in Kaohsiung, as well as the cooperation relation involves the members of trans-disciplinary homecare team through the progress of home service plan ran by the various fields of specialists. The research was conducted by the Qualitative Research Methods, and the data collection was undertaken by the Focus Group Method. The research objectives include home rehabilitation, home nursing, home service and home nutrition which are divided as four types of service plans. The services are provided by professionals, such as occupational therapist, physio-therapist, registered nurse, social workers, nutritionist…etc., as well as the agent of care management in long-term care centers. Moreover, the research collected and analyzed data from the current operating situation of the long-term homecare expertise team, the teamwork experience; and the cooperation relation between every specialist in the professional team and care management agents. The result of this research is showed as following: a. As for the aspect of the role recognition of the team members, there is the existence of the differences between care manager and all professionals towards the care manage where the professionals are focused on the “providing services” and “health education consulting” as their self-recognition. b. Within the interaction between the team members, different fields of professionals perform the different relationships and experiences of interaction within the professionals and “care manage”.(a) home service-the approved relation under indirect authorization (b) home rehabilitation- subordinate relation in direct cooperation. (c) home nursing- the equal relation which obtains resources. c. The interaction between professional team members include: 1. The difference functions of each roles: since the overlap of roles, mutually exclusive between team members who hold the similar professionals may occurs; whereas complement professionals can help each others to form the interaction relationship. 2. Cognition of team cooperation: 1. The professionals feel the differences of insecurity and the need of division of labor. 2. The goals of teamwork, achievement, and role-play are lack of definition.
36
Naicker, Sandra. "Teachers’ experiences of learners with disciplinary problems in secondary schools in KwaZulu-Natal." Diss., 2014. http://hdl.handle.net/10500/14624.
Full textAbstract:
The aim of the study was to understand the teachers’ experiences of learners with disciplinary problems. A literature study was conducted on various issues related to disciplinary problems in schools. In the empirical investigation a qualitative research approach with a phenomenological research design was used. The study was conducted in one secondary school in KwaZulu-Natal. The purposive sample comprised of 10 teachers who experienced discipline problems and two teachers who were knowledgeable about the issue. Semi-structured interviews were conducted and the data were analysed and interpreted by means of the theoretical frameworks of the Bar-On Model of Emotional Intelligence and the Bronfenbrenner ecological model of child development. The findings revealed how disciplinary problems impacted negatively on the emotional and social well-being of the teachers. It was concluded that teachers needed improved coping strategies and collaborative support from the School Management Team and the Department of Education to deal with disciplinary problems.Inclusive Education
M. Ed. (Inclusive Education)
37
HSU, CHEN-TING, and 徐琛婷. "A Study of Medical Social Workers’ Experiences In The Multi-Disciplinary Team Work of Community-Based Palliative Care." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/32xzvm.
Full text
38
Yen, Lung-Ching, and 嚴隆慶. "Research on The Collaboration of Inter-Disciplinary Teamwork in Long-Term Care Institutions Providing Residential Services: The Experiences of Nurses, Care Aides, and Social Workers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/36852c.
Full textAbstract:
碩士國立臺灣大學
社會工作學研究所
106
Among the variety of types of the long-term care service system in Taiwan, the development of institutional services are the longest. In addition, the amount of nursing institutions are the most of all categories of institutional services. However, many literatures pointed out that the integrated care in nursing institutions were immature and needed improvement, but lacking for the deep exploration of current conditions and difficulties which inter-disciplinary teams faced in the process of collaboration in nursing institutions. Therefore, the aim of this study was to explore current conditions, difficulties, coping strategies and expectations which nurses, care aides, and social workers experienced in the inter-disciplinary teamwork of nursing institutions. This qualitative study was conducted by purposive sampling as the mainly sampling method and supplemented by snowball sampling and internet referral, using in-depth interviews with 18 participants including nurses, care aides and social workers from 6 nursing institutions which had different size and professional background of the manager. Data was analyzed by thematic analysis. Findings included as followed: 1. About current conditions of inter-disciplinary teamwork in nursing institutions, “caring with good quality” is the shared knowledge structure in inter-disciplinary teams. Nurses, care aides and social workers are all essential and play their unique roles in the process of collaboration. Moreover, informal interaction between team members can enhance cohesion of inter-disciplinary teamwork. Furthermore, mechanisms of system collaboration and ways to share mental are various in inter-disciplinary teams which had different size and professional background of the manager. Although the development of integrated care in nursing institutions is more progressive than the past, manpower of part-time social workers in small size nursing institutions is still insufficient; as a result, the development of social work profession in small size nursing institutions is difficult to be mature and deep. 2. About difficulties of inter-disciplinary teamwork, at inter-disciplinary teams as a micro level, one is that time to discuss and opinions are inconsistent, the other is that the dilemma of different standpoints. Coping strategies is that facing discussion problems, inter-disciplinary teams discuss separately or consult with the manager. Facing dilemma problems, they stand in the professional position to react. At institutional management as a mezzo level, inter-disciplinary teams confront manpower shortages and heavy workloads; thus, the depth of discussions is limited. At outer systems as a macro level, inter-disciplinary teams face that everyday efforts which team members engage in do not be showed in institution evaluation and be identified by judges. Due to difficulties at mezzo and macro levels are related to superior management or the authorities, inter-disciplinary teams often adopt self-adjustment to react. Especially, encountering macro-level difficulties, inter-disciplinary teams would be aroused cohesion and identification with teams. It makes team members hang together. 3. About expectations of inter-disciplinary teamwork, at inter-disciplinary teams as a micro level, inter-disciplinary teams expect that team members can fully involve in collaboration and play their own unique roles. Besides, inter-disciplinary teamwork should fulfill the need that team members want to be supported and encouraged. At institutional management as a mezzo level, inter-disciplinary teams hope that managers can support the development of inter-disciplinary teamwork through employing adequate manpower and planning mechanism. At outer systems as a macro level, inter-disciplinary teams desire that they can interact and communicate honestly and reliably with inner and outer systems; furthermore, new communication technologies can be applied to the process of inter-disciplinary teamwork. According to research findings, suggestions which are based on promoting mental shared of inter-disciplinary teamwork are as followed: 1. For inter-disciplinary team members, problems which are occurred during the process of collaboration should be solved by the team, and team members should value consultation with other disciplinary team members during the process of collaboration. 2. For institutional managers, they should value formal and informal interaction during the process of inter-disciplinary teamwork, employ adequate manpower, and introduce innovative care technologies into inter-disciplinary teamwork. 3. For the authorities, they should strengthen the function of fostering of institution evaluation, reinforce the development of part-time social workers in small size nursing institutions through legislation, and increase training for inter-disciplinary teamwork. 4. For future researchers, they can explore ways in which outer systems influence inner systems and in which they collaborate and share mental. Besides, understanding experiences of inter-disciplinary teamwork from more different grade of nursing institutions and inter-disciplinary team members are recommended.
39
"Transformação da didatica : construção da teoria pedagogica como categorias da pratica pedagogica : experiencia na disciplina escolar educação fisica." Tese, Biblioteca Digital da Unicamp, 1997. http://libdigi.unicamp.br/document/?code=vtls000115633.
Full text