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Asad, Mekhail Sofia. "La valutazione del rischio chimico negli ambienti di lavoro." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2017.
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L'importanza del D. Lgs. n. 81/08 sta nell'aver imposto un sistema di gestione, prevenzione e controllo della sicurezza e della salute del lavoratore attraverso l'individuazione e la riduzione al minimo dei fattori di rischio. Uno degli adempimenti cardine introdotti a tal fine dal D. Lgs. n. 81/08 è la valutazione dei rischi effettuata dal datore di lavoro, protagonista attivo nella funzione prevenzionale. Il D. Lgs. n. 81/08 elenca i contenuti che devono essere presenti del Documento di Valutazione del Rischio, costituiti dalla descrizione dei criteri adottati per la valutazione, dalle conclusioni che si evincono dalla valutazione stessa, dall'individuazione delle misure di protezione e prevenzione, dal programma di attuazione delle misure previste; non fornisce tuttavia una metodologia di valutazione del rischio. A tale scopo sono disponibili delle linee guida predisposte da alcune Regioni, costituite da metodi indicizzati, che colmano da una parte una lacuna metodologica, dall’altra si propongono come uno strumento standardizzato per analizzare in modo omogeno le realtà aziendali di una stessa Regione.
Il presente elaborato ha ad oggetto la valutazione del rischio chimico, ovvero del rischio derivante dall'esposizione ad agenti chimici dannosi per la salute. Nello specifico, a seguito di un’indagine volta ad individuare i metodi disponibili per la valutazione del rischio chimico, i metodi stessi sono stati tra loro comparati, anche considerandone l’applicazione ad alcuni casi di studio.
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Brennan, Allison Anne. "Person perception informs understanding of cognition during visual search." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27534.
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Does person perception – the impressions we form from watching others’ behavior – hold clues to the mental states of people engaged in cognitive tasks? We investigate this with a two-phase method: in Phase 1 participants search on a computer screen (Experiment 1) or in an office (Experiment 2); in Phase 2 other participants rate their video-recorded behavior. We find ratings are sensitive to stable traits (search ability), temporary states (cognitive strategy), and environment (task difficulty). We also find that the visible behaviors critical to success vary between settings (e.g., eye movements are important in search on computer screens; head movements for search in an office). Positive emotions are linked to search success in both settings. These findings demonstrate that person perception can inform cognition beyond traditional measures of performance, and as such, offer great potential for studying cognition in natural settings with measures that are both rich and relatively unobtrusive.
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Kent, Peggy Rosann. "From Teacher to Teller: How Applied Storytelling Informs Autobiographical Instruction." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2137.
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This thesis uses autobiographical inquiry to "re-member" how I came to understand that applied storytelling was a valid teaching tool in facilitating autobiographical expression in mature learners. It is an examination of how story sharing and story listening can transform a continuing education classroom into a learning community. Applied storytelling can help elders reframe their negative mental models about the value of their stories, memory, and mythology and create opportunities for positive story sharing experiences. I selected highlights of my journey that best represented my experience and use of applied storytelling techniques. Each chapter includes an exercise and reflection as well as a story and commentary. In the appendices, I include stories written by the elders.
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Concannon, Michael. "An exploration of how ethics informs physiotherapy and podiatry practice." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/30242/.
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Introduction: Moral complexities exist in every day health care practice creating conflicting responsibilities in providing care. Health care ethics (HCE) enable an applied practical linkage of theory and practice to create professional behaviour that focuses on service user benefit. This thesis explored how physiotherapists and podiatrists embodied health care ethics in their practice. Methods: Interpretative Phenomenological Analysis (IPA) as a hermeneutical approach was utilised in order to explore how HCE informs physiotherapy and podiatry practice. Whilst always involving interpretation, this method has the ability to describe the human experience as it is lived. Using a framework embedded in hermeneutic IPA facilitated an inquiry that promotes the participant’s own reflections of experiential practice (phenomenology) and then interpreting them (hermeneutical) in the relevant and wider context. Purposively sampled individual interviews were carried out (n=21) in an attempt to interpret the participants’ lifeworld of embodied HCE. The preliminary findings were taken to one purposively sampled group interview for discussion which contributed to further interpretation. Findings: Five themes emerged from the data. The themes indicated that there is a desire by participants to extol ethical practice, but acknowledged various limitations in the reality of achieving this. The place of empathy has a key role in HCE for clinical reasoning and decision making which may prevent HCPs from passively following performance guidelines and checklists. If empathy and virtue ethics can be taught and utilised by HCPs then guidelines may be considered for individual implementation as an outcome, rather than a prerequisite, of ethical decision making. Conclusion: Ethical decision making may be enhanced by reconsidering the education of character virtues including empathy. Empathy is a basic condition and source of morality. As a central component of phronesis, empathy may enable understanding of a service user’s needs and increase motivation for HCPs to act in a caring way, thus making the service user the bearer of an ethical interaction.
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Carter, Sean. "The phenomenon of the outdoor experience and how it informs pedagogy /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2314.
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Aguerreche, Laurent. "Partage d'intéractions en environnements virtuels : de nouvelles techniques collaboratives basées sur un protocole de dialogue générique." Rennes, INSA, 2010. http://www.theses.fr/2010ISAR0007.
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La réalité virtuelle permet à des utilisateurs de manipuler des objets virtuels depuis un même lieu ou des sites géographiques distants. Toutefois, un objet virtuel ne peut souvent être manipulé que par une seule personne à la fois. Dans cette thèse, nous définissons un protocole d'interaction décrivant le dialogue entre des outils d'interaction et des objets interactifs pour des interactions locales ou distantes en mono et multi-utilisateurs. L'implémentation est décrite à travers l'usage de composants logiciels réutilisables. Une nouvelle technique d'interaction multi-utilisateurs est proposée. Elle déduit des mouvements selon 6 DDL à partir des positions uniquement de 3 mains virtuelles. Deux ou trois utilisateurs peuvent ainsi manipuler ensemble un objet virtuel. Son implémentation emploie le protocole d'interaction. Une interface tangible reconfigurable (RTD) mono ou multi-utilisateurs est également proposée. Elle permet la manipulation d'objets 3D en approximant leurs formesVirtual reality enables users to manipulate virtual objects from local or distant sites. Nevertheless, virtual objects are usually manipulated by only one user at a time. In this thesis, we define an interaction protocol describing how interaction tools and interactive objects communicate to enable local and distant interactions for single or multi-users situations. The implementation is explained through the description of a set of reusable software components. A new technique for multi-user interaction is proposed. Movements in 6 DoF are deduced from the positions (not orientations) provided by 3 virtual hands. This technique thus enables two or three users to manipulate together virtual objects. The implementation is built upon the interaction protocol. A reconfigurable tangible device (RTD) for single or multi-user interaction is also proposed. The shape of this interface can be modified in order to match any shape of virtual objects for manipulation
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Cordova, Amanda Jo. "Chicana Feminism Informs Educational Trajectories and Leadership| Graduate Student Testimonios from Nepantla." Thesis, The University of Texas at San Antonio, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10928787.
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This qualitative testimonio study centered the voices of two Chicana graduate students and two doctoral students of an Educational Leadership and Policy Studies Program to examine how they interpret the positioning of their intersectionality as well as how these interpretations influenced their college trajectories and conceptualization of educational leadership. Chicana Feminist Epistemology grounded the investigation to claim research as a site of equality where collaborators participated fully in data collection and data analysis. Methods of plática and reflexión were employed to engage collaborators in a critical reflection of their lived experiences relevant to their intersectionality with the aim of translating these reflections into individual testimonios. Specifically, a Mestiza Methodology Framework was introduced as a model in which collaborators integrated data collection and data analysis to yield a synthesis, analysis, and interpretation of their testimonios presented in the format of a collective testimonio.
Findings demonstrated by interrogating the imposition of dualities that split the intersections of their identity, collaborators located Nepantla, the space between these dualities to excavate knowledge from El Cenote, the intersection of dualities. From El Cenote findings revealed the family as an intersection of identity with the largest influence on initial educational trajectories defined at the undergraduate level. In addition, overall educational experiences fragmented Chicana intersectionality operating to threaten their academic survival. Lastly, the search for the healing and reconciliation of a fragmented identity reset educational trajectories towards advanced degrees in Educational Leadership framed by a praxis of social justice.
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Brawley, Hartman. "What Informs Event Descriptions: Language, Salience, and Discourse in English and Japanese." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338275303.
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Goforth, Laura F. "DTC Advertising and Medicalization: Understanding the Way the Pharmaceutical Industry Selectively "Informs" Consumers." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/276.
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Direct-to-Consumer advertisements allow pharmaceutical companies to advertise prescription drugs directly to consumers. Increasingly, marketing executives employed by pharmaceutical companies are shifting the focus of these advertisements from promoting the drug as a product, to promoting illness in general. Pharmaceutical companies defend this movement saying the advertisements have an educational function to "inform" consumers.
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Leyburn, Boyd Harlan III. "The body in fantasy : how the human body informs science fiction set design." Thesis, Georgia Institute of Technology, 1988. http://hdl.handle.net/1853/22980.
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Kudva, Sonali S. "It's Not All About Song and Dance: How the Natyashastra Informs Contemporary Bollywood." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1556281429094399.
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Beeler, Christmas. "There and Back Again: Tolkien's Epic Writing and Revising Process Informs Composition Theory." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/463.
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In an attempt to better understand writing as process, this thesis blends textual genetics with observations from the holograph manuscripts of J.R.R. Tolkien’s first chapter of The Lord of the Rings. Tracking his revisions demonstrates complex revision techniques that can inform composition theory—especially revision studies. Discussed are revision terms and their applications, several of Tolkien’s revisions and their significance, and textual genetics as a lens to better understand an author’s motivations and influences. Some largely uncharted territory for composition studies is explored through examining Tolkien’s unique and multifaceted use of visual images to aid his writing process. In addition, Tolkien’s novels were part of an ecosystem which influenced his view of the fantasy genre and vice versa. All of these observations have profound implications for understanding the development of a text and for teaching writing.
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Hopkins, Michele Myers. "How institutional theory informs state education policy regarding exit outcomes for students with disabilities." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618585.
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As school districts negotiate accountability requirements imposed by federal and state policies regarding exit outcomes for students with disabilities, one strategic response has been to provide students with mild disabilities such as SLD, ED, and Gil with alternative routes to graduation (Goertz & Duffy, 2003; Guy, Shin & Lee, 1999; Johnson & Thurlow, 2003; Johnson, Thurlow, & Stout, 2007; Pankaskie & Webb, 1999). These alternatives made available by state policy may assist school districts to maintain legitimacy by meeting accountability targets and obtaining resources; however, unintended negative consequences may arise.;The purpose of this study was to examine the responses of school districts to educational policy regarding exit outcomes for students with disabilities. A mid-Atlantic state serving over 1.2 million students was the setting of the study.;The results of this study support institutional theory in that organizational change does not occur through coercive methods alone but also by similar responses to uncertainty influenced by environmental contexts. Significant relationships were found among exit outcomes and district context variables such as size, poverty level and reading and math proficiency. The size of the district was negatively related to the Modified Standard Diploma, Special Diploma, and GED. Poverty was negatively related to the Standard Diploma and positively related to the Special Diploma.;The reading and math proficiency of the district was positively related to the Standard Diploma and negatively related to the Special Diploma.
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Thompson-Sellers, Ingrid N. "What Informs Practice and What is Valued in Corporate Instructional Design? A Mixed Methods Study." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/89.
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This study used a two-phased explanatory mixed-methods design to explore in-depth what factors are perceived by Instructional Design and Technology (IDT) professionals as impacting instructional design practice, how these factors are valued in the field, and what differences in perspectives exist between IDT managers and non-managers. For phase 1 of the study, one hundred and sixteen corporate IDT professionals (managers and non-managers) responded to a web-based survey that was designed and developed from: (a) The results of an exploratory study of the practices of corporate instructional designers, (b) the results of an extensive literature review into the theory and practice in the field of IDT, and (c) other survey instruments developed, validated and used in prior studies. Analysis of the data collected in phase 1 of the study resulted in the development of an Evaluation Model for IDT Practice that was used as a framework to answer the research questions. Quantitative analysis included the use of Hotelling’s T2 inferential statistic to test for mean differences between managers and non-managers perceptions of formal and informally trained groups of IDT personnel. Chi squared analysis test of independence, and correlation analysis was used to determine the nature and extent of the relationship between the type of training and the professional status of the participants. For phase 2 of the study, semi-structured interviews were conducted with selected participants and analyzed using the constant comparative method in order to help validate the findings from phase 1.
Ensuing analysis of the survey data determined that, both managers and non-managers generally agreed that both formal and on the job training was valuable, and that their peers who were formally and informally trained were competent instructional designers. The qualitative phase of the study and a closer examination of effect sizes suggested the potential for some variation in perceptions. In addition, a statistically significant correlation showed that IDT managers who completed the survey were more likely to be formally trained. Recommendations based on the results included future studies with a larger, more diverse population; future studies to refine the Evaluation Model for ID practice; and that academic ID programs work more closely with practitioners when designing and delivering their curricula.
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Jones, Brian Christopher. "From the innocuous to the evocative : how bill naming manipulates and informs the policy process." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9206.
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This thesis analyses the legal status and the importance of short titles in the legislative processes of the Westminster Parliament, the Scottish Parliament, and the US Congress. Through a large quantitative survey of US short titles that spanned over 30 years and 18 Congresses, it was demonstrated that there has been a paradigm shift in the way the US Congress titles its bills, in which it transitioned from a largely descriptive, technical style to a wider range of styles, among which a more explicitly evocative style became both acceptable and frequently used. Such titles are permeating the legislative process and the US statute book with what I argue is overly political language, and are blurring the lines between proselytizing and what has historically been regarded as a formally descriptive (not political) element of legislative drafting. Conversely, save for a few choice titles, the Westminster Parliament and Scottish Parliament continue to employ mostly descriptive short titles, similar to the previously innocuous style of the US Congress. From a contemporary and historical perspective in all three jurisdictions, the short titles of bills have been viewed as relatively insignificant reference points for those engaged and/or interacting with legislation from a drafting, legislative process or larger legal or political perspective, and have subsequently received little attention in the academic community. By employing a comparative research approach primarily focused on a cross-disciplinary literature review and hypothesis testing through three empirical projects, this thesis draws upon both qualitative and quantitative methods of research to answer the primary research questions. The main empirical method used was a qualitative analysis of semi-structured interviews with lawmakers, staffers, bill drafters, government officials and media members from all three jurisdictions. Although the legal status of short bill titles in each jurisdiction differed, many individuals from each jurisdiction viewed short bill titles as a considerably important part of the lawmaking process. Also, to varying degrees in each jurisdiction, interviewees repeatedly offered the opinion that short titles: may affect a bill’s chances of becoming law; are at times misleading; serve as more than referential points; at times may pressure legislators to vote for a bill; may be used as framing devices; and sometimes employ language that is not justified during the legislative process. These support the proposition that short titles have legislative process and political implications. The interviews support the legislative process analysis of the three jurisdictions that Chapter IV discusses, which is that the Scottish Parliament operates with the strictest regulations in regards to short title accuracy. In addition to being the only jurisdiction studied that openly endorses a ‘proper form’ in which bills must be drafted (which explicitly mentions short titles), many Scottish interviewees stated that such titles were important in the legislative process for different reasons than US and Westminster interviewees, stressing descriptive legal accuracy and taking care in regard to bill scope, among other concerns. The thesis’ quantitative survey portion includes separate surveys and sample populations from the US and Scotland. Though data collection was marred by an error in the US, thus hindering the analysis of such data, the Scottish results suggested that short bill titles may have psychological effects when analysing the favourability of proposals: all four evocative naming types produced higher favourability ratings than bland titles, and some results were statistically significant. However, the naming types were not statistically significant in assessing why the measure was supported or whether participants desired more information on bills. In response to the absence of short bill title standards in the US Congress and Westminster Parliament, and with the aim of describing how the Scottish Parliament standards might be made more thorough, the thesis provides short title recommendations that are suitable for all three jurisdictions. These recommendations largely accentuate proper form for language and processes in order to ensure short title accuracy, and have the potential, if applied consistently, to significantly reduce the chances of overtly political or evocative language entering the country’s legislative processes or statute books. While acknowledging that in all three institutions studied short bill titling may be in many respects a small aspect of the monumental and lengthy policy process, this thesis advances the proposition that it is considerably important to those who interact with and encounter legislation frequently, and that preventing evocative language from entering short bill titles is a benefit for the legislative processes of all three jurisdictions.
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Akrawi, Yousor. "Conditional Freedom: Identifying How Orientalism Informs Structural and Cultural Violence Towards Muslim Women in Turkey." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22710.
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This thesis aims to point out the ways in which Muslim women who wear the headscarf are subject to cultural and structural violence, and to discuss how that violence is informed by Orientalism. The study answers the following question: How does Orientalism inform structural and cultural violence against the wearing of the headscarf by Muslim women in Turkey? The theoretical framework applied to this study explores Johan Galtung’s different forms of violence: structural and cultural violence. The study also explores Edward Said’s ideas on Orientalism. In order to investigate the two aims of this study, interviews are conducted with five Turkish Muslim women who wear the headscarf. Moreover, Section E of the Turkish Constitutional Court Ruling regarding the headscarf ban in 1989 is analysed. This is done in order to examine the discourse related to modernisation, secularity and religion, as well as to identify structural and cultural violence, and how it may be informed by an Orientalist perspective. As a methodology, this study adopts a discourse analysis framework to gain a deeper understanding of the data.The findings indicate that there is structural and cultural violence towards Muslim women who wear the headscarf, through both institutional and individual parties. Through the discourse of the participants and Section E of the Turkish Constitutional Court Ruling, these findings show that Orientalist attitude is an underlying factor in these forms of violence.
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Sunde, Christopher. "Stop violence against women, an ethical imperative informs the creation of a domestic violence process group." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62857.pdf.
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Crawford, Ryan D. "ALWAYS BECOMING: HOW MODERN NEUROSCIENCE INFORMS A PLASTIC APPROACH TO DIFFRACTIVE COMPOSITION SCHOLARSHIP, PEDAGOGY, AND PRACTICE." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1943.
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Through the diffractive examination of modern neuroscience, posthuman philosophy, and composition studies, this transdisciplinary research focuses on intrinsic motivation via homeostatic integration of self to initiate organic exploration of the powers involved in the creation of self and agency, and the ongoing making of meaning. Through this homeostatic integration, composition students connect their own goals and desires within the composition environment, and through a creative production model sustain curiosity in self-examination, achieving the following: increased motivation and positive affect, further integration of self in the classroom, improved cognition and long-term memory, and evaluation of human and nonhuman factors involved in ongoing self-formation. This further develops modern composition studies’ emphasis on equality, diversity, and social justice in the classroom, providing a framework through which students of all backgrounds and discourses can find emotional value in meaning-making that transfers to other classrooms, and to the world at large.
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Mayer, Patricia Lynn Sorci. "Self-care knowledge that informs mothers' behaviors during the enculturation of their daughters regarding breast self-examination." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276622.
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Five Tucson, Arizona, mothers of adolescent daughters participated in exploratory, descriptive nursing research employing ethnographic interviews during July, 1987, to determine what cultural knowledge informs the behaviors of mothers as they enculturate their daughters regarding Breast Self-Examination (BSE). Five major taxonomies of cultural knowledge emerged: "Caring For Yourself Means Surviving As A Species"; "Being Unsure, Thinking 'Why Bother?' "; "It Can't Happen To Me"; "If I Don't Know About It, It Isn't There"; and "It's Unnatural To Touch Yourself." Six pairs of conflicting cultural themes both presented BSE as a self-care means to promote human-species survival and simultaneously accounted for women's BSE non-compliance via their uncertainty over BSE techniques, sense of invulnerability to cancer, fear of uncovering disease, and unease with their own bodies. Nursing intervention should reinforce positive cultural knowledge about the female breasts which could be communicated by mothers to their daughters along with procedural knowledge in promoting BSE practice.
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Moubarak, Elizabeth. "A case study of a special needs class: how attention to aesthetic considerations informs learning and individual growth." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104800.
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A qualitative study of a special-needs class: how attention to aesthetic considerations informs learning and individual growth. This thesis describes a qualitative study of how attention to aesthetic considerations informs learning and individual growth in a special-needs class. The study is intended to provide an understanding of the evolving classroom environment and its influences on the individual students and myself as the teacher. The research context was a junior high school special-needs class (B111) of eleven students, one teacher and an attendant. Art-based educational research methods were used to conduct and analyze the data. Literature on aesthetics, meaning making and learning are discussed and connected to the documented comments, opinions and art works of the participants. The question whether or not a sense of belonging, if fostered through attention to aesthetic considerations, could motivate students to come to class and respect school grounds and property is addressed in the research. This qualitative study illustrates that getting to know the student population and the nature of the class and school is a crucial factor amongst others that contribute towards a healthy learning environment. This can be inspiring to administrators, educators, interior designers and architects when considering the factors involved in designing, building or organizing a school or classroom.Étude de cas d'une classe d'éducation spécialisée : De quelle façon l'esthétisme influence-t-elle l'apprentissage et le développement personnel?Ce mémoire présente une étude de cas sur la façon dont l'esthétisme influence l'apprentissage et le développement personnel dans une classe d'éducation spécialisée. L'objectif est de mieux comprendre l'environnement évolutif de la classe et de son influence sur les élèves et sur moi-même, l'enseignante de la classe témoin. Le cadre de cette étude était une classe d'éducation spécialisée (B-111), située dans une école secondaire de premier cycle. Onze élèves, une préposée et une enseignante ont pris part à cette étude. Les données ont été recueillies et analysées à partir de méthodes issues des récentes recherches en éducation de l'art et plus précisément, sur l'enseignement à partir de l'art. La littérature sur l'esthétisme, sur la négociation de sens et sur l'apprentissage a servi les besoins de cette étude et les commentaires, les opinions ainsi que les travaux artistiques des participants y sont reliés. La question à savoir si l'esthétisme de la salle de classe crée un sentiment d'appartenance, agissant comme source de motivation sur l'assiduité en classe et sur le respect de l'établissement scolaire a été soulevée. Cette étude de cas démontre l'importance de la création de liens avec les élèves. La connaissance de la nature spécifique de la classe s'avère être un facteur crucial dans la création d'un environnement d'apprentissage sain et équilibré. Cette étude inspirera peut-être les directeurs d'école et les commissions scolaires, les décorateurs d'intérieur et les architectes, lorsque viendra le temps de concevoir les plans architecturaux, la décoration, la construction et l'organisation d'une école ou d'une salle de classe.
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Macalister, Rosie. "How formative assessment develops student learning and informs a tutor's teaching : a case study in action research : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2006. http://hdl.handle.net/10092/2771.
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The literature on formative assessment suggests students' learning is enhanced when the procedures involve self, peer and tutor assessment (triadic assessment). This action research
project investigates and reports on how triadic formal formative assessment procedures, self,
peer and tutor feedback on students draft assignments, impacted on student learning and
informed a tutor's teaching.
The project aimed to contribute to the existing knowledge on formative assessment processes and
procedures on the learning of a specific group of students and inform the teaching of their tutor.
The data were collected from self, peer and tutor feedback, focus group discussions, reflective
journals and questionnaires. The thematic analysis ofthe findings describes how student
participation in the procedures developed and improved learning for some of the student group
especially for lower achievers. Information for tutor teaching highlighted the importance of
establishing the meaning ofthe assessment criteria and writing constructive feedback.
This project points to difficulties with students' misunderstandings of formal formative
assessment procedures and demonstrates the value of tutor learning through the action research
process as a professional development tool.
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Moahi, Donlisha. "When art informs : a case study to negotiate social stereotypes and stigmas through art at Taung Junior Secondary School." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96919.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: While every Botswana national can claim to be a citizen legally within the framework of the modern nation-state, some (minority groups in the main) are perceived by others (among the majority Tswana groups especially), as less authentic nationals or citizens. There is a hierarchy of citizenship fostered by political, economic, social and cultural inequalities, such that it makes some individuals and groups much more able to claim and articulate their rights than others. Ethnic identities seem stronger than ‘national identities’ as they work at the very macro level and on an immediate and daily basis. Thus the multicultural and linguistic diversity of Taung compels us to view every group as heterogeneously unique and important in its own ways, since students become marginalised as a result of individual circumstances, by being members of historically oppressed social groups. The main aim of this study was to explore visual art as a learning platform to negotiate social and cultural meanings and inform understandings of self. A qualitative approach towards the study was considered the most suitable way for conducting the research. An interpretive analysis was used to gain insight into how students made sense of their experiences and the significance of art as a platform to negotiate stigmas and stereotypes in class and school. Using the case study drawn from Taung Junior Secondary School comprising of twelve students from different ethnic groups, two major themes of difference and discrimination were identified. The sub-theme discussed under difference includes sub themes race, ethnicity and nationality, and language; while stereotyping and stigma, feelings of discomfort and feeling outcast, and Othering and marginalisation were discussed under the theme discrimination. My study revealed that art can be an especially effective catalyst for developing a critical awareness of issues of race, immigration, difference, and privilege. Art practices can become a platform for the negotiation and construction of meaning and lobby for removing the historic inequalities and injustices created by a stratified society. For this reason, it is important to understand culture and cultural diversity because culture provides beliefs, values, and the patterns that give meaning and structure to life. It enables individuals within the multiple social groups of which they are a part to function effectively in their social and cultural environments, which are constantly changing. Groups try to maintain social hierarchies and individuals maintain their position within such hierarchies by excluding others, to deny difference and try and enforce homogeneity and reproduce current social relations. As such if forces such as, differences in race, culture, gender, language, and religion are well understood, the students will engage in the process of identifying ways to manage them to shape their own educational practices.
AFRIKAANSE OPSOMMING: Terwyl elke Botswana burger wetlik aanspraak kan maak op burgerskap binne die raamwerk van die moderne volkstaat, word sommige (hoofsaaklik minderheidsgroepe) deur ander (veral Tswana groepe) as minder egte burgers beskou. Daar bestaan ‘n hierargie van burgerskap wat deur politieke, ekonomiese, sosiale en kulturele ongelykhede bevorder word; tot die mate dat sommige individue en groepe meer geredelik hulle regte kan verwoord as ander. Etniese identiteite blyk sterker te wees as ‘nasionale identiteite’ omdat dat dit op makrovlak funksioneer sowel as op ‘n onmiddellike en daaglikse basis. Gevolglik dring die multikulturele en linguistiese diversiteit van Taung ons om elke groep as heterogeen uniek en belangrik op sy eie manier te beskou, aangesien studente gemarginaliseerd raak weens individuele omstandighede, deurdat hulle lede van geskiedkundigonderdrukte sosiale groepe is. Die hoofdoel van hierdie studie was om ondersoek in te stel na die visuele kunste as ‘n leerplatform om oor sosiale en kulturele betekenisse te onderhandel en selfbeskouings toe te lig. Daar is besluit dat ‘n kwalitatiewe benadering tot die studie die mees geskikte manier is om die navorsing uit te voer. ‘n Verklarende analise is gevolg om insig te verkry ten opsigte van hoe studente sin maak uit hulle ervarings en die betekenisvolheid van kuns as ‘n platform om oor stigmas en stereotipes in die klas en skool te onderhandel. Deur van Taung Junior Sekondêre Skool, met twaalf studente van verskillende etniese groepe, as gevallestudie gebruik te maak, is twee hooftemas, nl verskil en diskriminasie, geidentifiseer. Die subtemas wat onder verskil bespreek word, sluit ras, etnisiteit en burgerskap en taal in; terwyl stereotipering en stigma, gevoelens van ongemak en verwerping en ‘Othering’ en marginalisering onder die tema diskriminasie bespreek word. My studie het getoon dat kuns ‘n besonder effektiewe katalisator is vir die ontwikkeling van ‘n kritiese bewustheid ten opsigte van kwessies soos ras, immigrasie, verskil en voorreg. Kunspraktyke kan ‘n platform word vir die onderhandeling en konstruksie van betekenis en selfs druk uitoefen ten opsigte van die opheffing van historiese ongelykhede en ongeregtighede wat deur ‘n gestratifiseerde samelewing geskep is. Dit is vir hierdie rede belangrik om kultuur en kulturele diversiteit te verstaan omdat kultuur die oortuigings, waardes en die patrone voorsien wat betekenis en struktuur aan die lewe gee. Dit gee vir individue binne die verskeie sosiale groepe waarvan hulle deel vorm, die vermoë om effektief in hul sosiale en kulturele omgewings, wat deurlopend verander, te funksioneer. Groepe poog om sosiale hierargië te handhaaf en individue handhaaf op hulle beurt hul posisie binne hierdie hierargië deur ander uit te sluit, verskille te ontken en homogeniteit af te dwing en huidige sosiale verhoudings te herproduseer. Indien daar ‘n goeie begrip is van magte, soos verskille in ras, kultuur, geslag, taal en godsdiens, sal studente betrokke raak by die proses om maniere te identifiseer om dit te bestuur en sodoende hule eie opvoedkundige praktyke te vorm.
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Windsor, Lionel James. "Paul and the vocation of Israel : how Paul's Jewish identity informs his apostolic ministry : with special reference to Romans." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3920/.
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This dissertation argues that Paul’s apostolic mission to the Gentiles was the definitive expression of his divine vocation as an Israelite, and thus of his Jewish identity. For many of Paul’s Jewish contemporaries, Israel’s divine vocation was to keep and to teach the precepts of the Law of Moses as an exemplary witness to God’s power and wisdom. For Paul, however, Jewish identity was expressed primarily by preaching the gospel of Christ, as the fulfilment of the Law of Moses, to the Gentiles. This is seen most clearly in Paul’s letter to the Romans. In chapter 1, we summarize our methodology: we are seeking to examine Paul’s Jewish identity by reading Paul’s letters (especially Romans), in light of other second-temple Jewish texts, using certain insights from social identity theory. We show that the concept of vocation is an important dimension of Jewish identity, especially in Paul’s letters. We also discuss some prior approaches to the question of Paul’s Jewishness, demonstrating both their value and also their limitations for our purposes. In chapter 2, we survey three key aspects of Paul’s explicit language of Jewish identity in his letters: Jewish distinctiveness, divine revelation and divine vocation. In chapter 3, we demonstrate that Paul deliberately frames his letter to the Romans (Rom 1:1–15, 15:14–33) by presenting his apostolic ministry as the fulfilment of positive scripturally-based eschatological expectations concerning Israel’s divine vocation with respect to the nations. We also compare Paul’s self-presentation in the outer frame of Romans with other first-century expressions of Jewish vocation. In chapter 4, we concentrate on Rom 2:17–29. Contrary to most interpretations which read this passage as a discussion about the nature of (Jewish or Christian) salvation, we argue that Paul deliberately sets this passage in the context of the mainstream Jewish synagogue, in order to contest the nature of Jewish vocation. In chapter 5, we examine Rom 9–11 from the perspective of Jewish vocation. We demonstrate that in Rom 9–11, Paul presents his own apostolic vocation, in various ways, as a contrast to, a fulfilment of, and a means of hope for Israel’s place and role in God’s worldwide purposes.
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Campbell, Nora. "Pedestrian Activity of the University of Arizona: How the Built Environment Informs Mental Image and Pedestrian Activity of Campus Districts." The University of Arizona, 2014. http://hdl.handle.net/10150/337343.
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Sustainable Built Environments Senior Capstone ProjectThe campus environment faces many of the same challenges of building quality pedestrian experience that urban environments do. Environmental psychology, related to the built environment, investigates how elements of the built environment affect the mental image and pedestrian experience within places. This study aims to investigate the planning history of the Historic, Science, and Highland districts of the University of Arizona campus, and what elements of each district influence the mental image for pedestrians, and what can be done to better each district. Pedestrian-scale architectural features, accessible natural features, and cohesive pedestrian-oriented plans with mixed uses were found to create successful districts or the lack there of to reduce the quality and use of districts on the University of Arizona campus.
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Herman, Jonathan David. "Halofuginone: A Story of How Target Identification of an Ancient Chinese Medicine and Multi-Step Evolution Informs Malaria Drug Discovery." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11540.
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Malaria is a treatable communicable disease yet remains a common cause of death and disease especially among pregnant women and children. Most of malaria's worldwide burden disproportionately lies in Southeast Asia and Sub-Saharan Africa. Western medicine's 100+ year history of combating Plasmodium falciparum has taught us that the global population of malaria parasites has a unique and dangerous ability to rapidly evolve and spread drug resistance. Recently it was documented that resistance to the first-line antimalarial artemisinin may be developing in Southeast Asia.
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Gibbs, David R. "Richard John Neuhaus his religious and political thought as it informs an understanding of the "legitimation crisis" in America, 1984-1997 /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Navidi, Parisa. "Inspiration By Nature: Biomimetic Research Informs Adaptable Building Skin System for Natural Ventilation and Daylight in Hot Dry Climate (Yazd, Iran)." DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1158.
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Many plant species, including Barrel Cacti, have developed long-term evolutionary adaptable traits to survive in extreme climates. The most important trait of cacti in extreme hot dry climates is to reduce water evaporation and increase water storage. The exterior skin of a cactus plays an important role in preventing water evaporation through heat transmission.
On the other hand, there have been many passive design strategies applied to the space planning and building design of architecture in hot dry climates. The goal of these passive design strategies is to regulate the penetration of heat into building spaces while creating a strong ventilation system to help bring cool air inside the building.
In this paper, adaptations of the Barrel Cactus' exterior skin, along with architectural passive design strategies for hot dry climates (in this caseYazd, Iran) will be discussed and integrated with one another through the concept of Biomimicry. The goal is to design an exterior building skin that is attuned to the environmental conditions of a hot dry climate, based on the successful applicable behaviors demonstrated in the Barrel Cactus. Key architectural features such as natural ventilation and daylight will be informed by the evolutionary cacti adaptations and passive architectural strategies in the design of the building skin in order to increase the possibility of consistent comfort for users of an office building.
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Grant, Lyle George. "A descriptive qualitative study of what informs and influences smoking behaviours in community dwelling persons with severe and persistent mental illness." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32611.
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Smoking establishes poor health trajectories and is the leading preventable cause of death
in Canada. Individuals with severe and persistent mental illness (SPMI) have a prevalence of
smoking 2 to 3 times that of the general population. While many are motivated to stop smoking,
the quit rate in this group is low and their unique reasons for smoking not fully understood.
Current understanding of tobacco use among those with SPMI largely comes from quantitative
studies that have used pre-determined frameworks for understanding factors that affect and
influence smoking behaviours. Little is known about the perspectives of those with SPMI. In
this descriptive qualitative study semi-structured interviews were conducted with thirteen
community dwelling persons with SPMI to explore what informs and influences their smoking
behaviours. The findings provide an understanding of the importance of smoking to the lives of
those with SPMI. For most of the participants, smoking began as an anticipated positive
enhancement of their self-esteem and/or identity, but evolved into a stigma with associated
negative consequences. Participants perceived smoking as affecting their image, influencing
social relations, and helping them adjust to mood changes. Participants revealed the complex
ways in which they experienced smoking both as a group and as individuals, and in so doing
illustrated the various agents that shape individual health choices around smoking. This study
presents unique perspectives from participants' about their motivations for smoking, how they
view themselves in relation to smoking, and what factors are important in influencing their
personal behaviours around smoking. This study offers important opportunity for increased
understanding and contains various recommendations for further inquiry and study.Applied Science, Faculty of
Nursing, School of
Graduate
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Phillips, Erin Michela Lau Tin-Man. "An approach to design a stimulating restaurant environment and experience that informs and inspires its patrons about nature, the environment, and sustainability." Auburn, Ala, 2009. http://hdl.handle.net/10415/1641.
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Bam, Marilize. "How the emerging field of community music therapy discourse informs the narrative of a music therapist working in the community of Eersterust." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/31437.
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The context of this research project is Eersterust, a suburb situated east of Pretoria. Eersterust is hallmarked by socio-economic contrast: While some people in the community live comfortable lives, other community-members endure poverty and hardship. Eersterust is plagued by socio-economical problems including unemployment, crime, substance abuse and gang-activity. Music Therapy was established in Eersterust in 2003 at a community-based centre called YDO (The National Youth Development Outreach). YDO facilitates the social rehabilitation of adolescents who are at risk of coming in conflict with the law or have already committed some sort of petty crime. When Music Therapy was introduced at YDO it was isolated from the rest of the organisation as well as from the broader community of Eersterust. The Music Therapist at YDO realised that she had to adapt her work in order for it to justly address the needs of the context. In the process of adaptation, Music Therapy became integrated within the organisation and currently works both with and within the broader community of Eersterust. The adaptation of the Music Therapy practice has lead to some unconventional practices of Music Therapy according to traditional Music Therapy discourse. These Music Therapy practices may be described from a Community Music Therapy angle. The aim of this research project is to analyse the narrative of the Music Therapist working within YDO/Eersterust in order to describe the practice of Music Therapy within this context from the angle of Community Music Therapy. The following research questions were addressed in this research study: - How is Community Music Therapy at Eersterust constructed in the context of a Music Therapy narrative?
- How does the narrative draw from and contribute to the emerging field of Community Music Therapy?
Dissertation (MMus (Music Therapy))--University of Pretoria, 2005.
Music
Unrestricted
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Meyerhoff, Marc Bradley. "Therapeutic Parking: A study of how the language of therapeutic design informs the redesign of the Georgetown University Hospital main parking garage." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/42692.
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A successful landscape is one that allows people to feel comfortable within that landscape. Many people who live in an urban environment use gardens and parks as a way to balance their lives from the hard edge of what the world requires of them. That balance adds to the level of comfort and a decrease in stress. My thesis is to create a parking garage with that balance. A balance of hardscape with softscape, of practical uses with amenities, and of current methodology with progressive ideology. It will integrate parking and gardens, the static with the transitional. The proposal will create a balance between parking spaces where time is measured in hours with garden areas where time is measured in seasons. Thomas Jefferson said, â It takes time to persuade man to do even what is for his own good.â This thesis is an example of that. Something that will take time for people, companies, municipalities and governing bodies to aspire to but that will, ultimately, be to the benefit of everyone.Master of Landscape Architecture
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Bascuñán, Acuña Fabiola. "Modernización forestal y percepción medio ambienta: Nacimiento y la Empresa Inforsa 1975-2005 : "ah, yo no recomiendo a nadie que se venga a vivir acá en Nacimiento." Tesis, Universidad de Chile, 2007. http://repositorio.uchile.cl/handle/2250/133554.
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Dumont, Camil. "Looking to Vancouver's elders : the 1960s and 1970s food counterculture story and how it informs the contemporary incarnation of Vancouver's food sustainability movement: an interdisciplinary qualitative study." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/60158.
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This interdisciplinary research is grounded in the Land and Foods Systems Faculty. It combines the Disciplines of Food Systems Research with that of History to investigate the intersection of the 1960s and 1970s Vancouver counterculture movement with food activism. This qualitative research is based on the belief that we must understand history to plan the future. The dominant food system is unsustainable. Thus, sustainability research is imperative regarding that steps that must be taken to move our dominant food system to one that does not compromise the long-term survival of our species or countless others. This research is a modified oral history of Vancouver’s 1960s and 1970s food counterculture movement. It contributes to the explanation of the events in Vancouver food activism in the 1960s and 1970s and communicates the advice, perspectives and experiences of activists from that time with respect to Vancouver’s food sustainability challenges today. This research specifically asks elders in Vancouver’s food activist community to help guide a current and new generation of food activists in that same city.Land and Food Systems, Faculty of
Graduate
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Ashlee, Kyle C. "Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521.
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Drakakis-Smith, Angela. "Moving on? : an examination and analysis of the representation of gypsies/travellers and how this informs and perpetuates their socio-economic exclusion via policy, practice and service delivery in the county of Staffordshire." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274680.
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Kunert, Norbert. "Tree transpiration inforest plantations: Effects of species, seasonality and diversity (Panama)." Doctoral thesis, 2010. http://hdl.handle.net/11858/00-1735-0000-0006-B132-0.
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"From Teacher to Teller: How Applied Storytelling Informs Autobiographical Instruction." East Tennessee State University, 2006. http://etd-submit.etsu.edu/etd/theses/available/etd-1108106-215614/.
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Dudley, Valerie Careve. "Teaching diversity how personal experience with diversity informs pedagogical choice and practice /." 2006. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1453/index.html.
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Townsend, Becky J. "Environmental sustainability 'inreach' how the campus community informs itself about environmental issues /." 2005. http://www.lib.ncsu.edu/theses/available/etd-05162005-155241/unrestricted/etd.pdf.
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Chow, Cherrine. "Better the Devil We Know: How Sociology Informs the Debate Over Antidumping Laws." Thesis, 2011. http://hdl.handle.net/1807/30552.
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Trade and other governmental policy decisions are frequently made based on neoclassical economic theory, which in turn is based on simplifying assumptions that result in unrealistic predictions. In this thesis, I argue that sociology is an important social science that can help to inform economic theory in policy-making. Understanding how social relations affect market actors and institutions is crucial, as markets are themselves composed of social relationships. I present an example using antidumping regulations. Economic scholars have argued that antidumping laws should be abolished based on pure economic theory. I argue that, from a sociological perspective, antidumping laws serve to provide a necessary stabilizer for markets, resulting in controlled competition and greater trade liberalization. Such laws should therefore be maintained.
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Kunert, Norbert [Verfasser]. "Tree transpiration inforest plantations : effects of species, seasonality and diversity (Panama) / vorgelegt von Norbert Kunert." 2010. http://d-nb.info/1005021910/34.
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"From tutors to teachers: How working in university writing centers informs public school teaching experiences." THE UNIVERSITY OF OKLAHOMA, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=3310982.
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Osinski, Laura J. "Guaranteeing equal financial opportunity for political participation : how ideal theory informs the debate over campaign finance reform /." 2003. http://www.library.wisc.edu/databases/connect/dissertations.html.
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Shaheen, Tanzia. "Screening lead small molecules for cytokine induction in a human whole blood assay informs candidate adjuvant selection." Thesis, 2018. https://hdl.handle.net/2144/31282.
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BACKGROUND: The human immune system is comprised of various cells that function to fight infection while also avoiding harmful inflammatory and autoimmune responses. The immune system consists of the innate and adaptive immune responses. While the adaptive immune response is involved in the late phase of infection and plays a role in generating classic T and B-cell based immunological memory, the innate immune response is the first line of defense and plays a role in early recognition of foreign substances and induction of an inflammatory response. Although the innate immune response is a natural and inborn response, it varies with age. Human newborns in particular are immunologically distinct due to their polarized T helper type 2 (Th2) cell response and increased anti-inflammatory cytokine production. While these adaptations protect the fetus from rejection by the mother, they lead to increased susceptibility of newborns to infection. While immunization is the most promising strategy to combat this increased susceptibility of newborns, the responses of newborns to different vaccines are impaired as a result of their functionally distinct immune system. For this reason, there have been efforts to develop and incorporate adjuvants into vaccines in order to enhance the immune response of newborns and young infants, who suffer the greatest burden of infectious diseases.
OBJECTIVE: The objective of this thesis is to determine which compound(s) in a small molecule library (compound 037 family) that had been identified based on a high throughput TNF-α screen of human primary mononuclear cells activates immune cells and has the potential to act as effective vaccine adjuvants.
METHODS: Human cord blood was collected from 7 healthy term newborns after Cesarean section and peripheral blood was collected from the arms of 15 healthy adult volunteers between the ages of 18 and 60. The blood was processed and the compounds of the small molecule library were tested via whole blood assays and enzyme-linked immunosorbent assays (ELISAs) to measure production of pro-inflammatory cytokines, specifically tumor necrosis factor (TNF) and interleukin-1β (IL-1β). The responses of the compounds were further characterized by measuring additional cytokines and chemokines via a 41-plex cytokine multiplex assay.
RESULTS: It was determined that at the top two concentrations that were tested (3.7 μM and 11.0 μM), certain compounds of the 037 family induced TNF and IL-1β production comparable to that produced by R848, an already established adjuvant. The compounds with the most activity depended on which cytokine was being produced as well as the age group (newborn vs. adult). Results of the 41-plex cytokine multiplex showed that while there is no clear indication of which group of cytokines are produced after stimulation with these compounds, there was increased production of certain chemokines, especially in adults.
CONCLUSIONS: The difference in activity of the compounds in the 037 family suggests that the functional groups might play a role in enhancing activity of certain compounds. The increased production of chemokines after stimulation with these compounds suggests that the compounds might activate pathways different from TLR7/8 but still results in an inflammatory response. More work needs to be done in order to identify the receptors and pathways that these compounds activate.
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Morojele, Pholoho Justice. "What informs the implementation strategies of the Lesotho free primary education? : an analysis of stakeholders' perception at Pitseng primary school." Thesis, 2004. http://hdl.handle.net/10413/3679.
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This is a case study that investigated the Pitseng Primary School stakeholders' understanding of the purpose and objectives of Free Primary Education (FPE), the strategies that they have developed and adopted for the implementation of this programme, the challenges they encountered in their efforts to implement FPE, and how they addressed these challenges. Pitseng Primary School is located in the Leribe district in Lesotho. The study used the questionnaires which were administered to teachers and the governing body of Pitseng Primary School. Group interviews were conducted with 8 teachers and 3 members of the governing body. Individual interviews were conducted with 10 parents and the researcher used observations to collect and verify the data. This study was informed by critical, pragmatic and positivistic approaches to policy implementation. The findings of this study have revealed that the Pitseng Primary School's stakeholders understand the purpose of FPE as a vehicle to make all Basotho children get basic education, provide jobs for the needy Basotho people, eliminate hunger and malnutrition among the Basotho children, and reduce teenage and juvenile crime. The study has also found that there are no formally developed and adopted strategies for FPE implementation at Pisteng Primary. The government determines all the strategies, and the actions that various stakeholders take at the school/community level are an ad hoc response to the pressing demands of FPE implementation. Lack of resources, massive enrolment of pupils, lack of co-operation among stakeholders, and HIV/AIDS are some of the challenges that impede the effective implementation of FPE at Pitseng Primary School. The information that the government relayed to parents lacked insight of the practical implications for FPE implementation at Pitseng Primary and this has created a conflict between various stakeholders at the school regarding the implementation of this programme. To facilitate the school's efforts towards effective implementation of FPE and resource mobilisation, the study recommended that the stakeholders at Pitseng Primary School should hold regular meetings wherein they clarify the role and responsibilities that all parties have to play for the implementation of FPE. The government of Lesotho should give the school autonomy to develop appropriate strategies for the implementation of this programme.Thesis (M.A.) - University of KwaZulu-Natal, 2004.
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Rooke, Robin L. "The others among us : how experience informs post-secondary faculty's preparedness for cultural diversity in the French linguistic minority classrooms of Manitoba." 2006. http://hdl.handle.net/1993/7975.
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Due to the ten-fold increase in international students matched with a stronger participation of French immersion graduates in the last eight years, the College universitaire de Saint-Boniface now includes a wider diversity of Francophones in its learning community. This thesis set out to identify the awareness of cultural diversity and to examine the education, training and preparation of post-secondary faculty members at Western Canada's oldest educational institution. The approach was inductive, qualitative and phenomenological, using an interview method. Tacit knowledge of the experiences of 13 interviewed faculty members was drawn out from stories as well as those shared by the teacher/researcher. Professors and instructors demonstrated awareness of the new cultural diversity through experiential learning experiences both formal and informal. Many stated that their comfort and ease of working with a heterogeneous group was because of their own identity as a cultural and linguistic minority within Manitoba.
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Robinson, Jo-Ann. "An interpretive biography of Benjamin S. Ruffin, the first African American chair of the UNC Board of Governors how life experience informs practice /." 2009. http://www.lib.ncsu.edu/theses/available/etd-03232009-130331/unrestricted/etd.pdf.
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Pereira, David. "Dropping Out or Opting Out?: A Qualitative Study on how Young Men of Portuguese Ancestry in Toronto Perceive Masculinity and how this Informs Educational Attainment." Thesis, 2011. http://hdl.handle.net/1807/30103.
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Young men of Portuguese heritage in Toronto continue to demonstrate lower levels of educational attainment. American and Canadian research increasingly points to gender and masculinity to address boys’ academic underachievement, yet studies have not focused a gender lens on Portuguese male youth in Toronto to interrogate educational achievement. This qualitative exploratory study explores gender through constructions of masculinity to better understand young Portuguese-Canadian men and their choices concerning education. Through their narratives, participants revealed that masculinity does inform their attitudes and choices concerning education and school. Bourdieu’s concepts of habitus and field are used to explore how masculinity and educational mobility generate considerable struggle and tension in participants’ lived experiences. This study ultimately surfaced more questions surrounding resistance to help-related educational resources, effects of educational mobility on ethnic identity and cultural cohesiveness, and how and when young men of Portuguese ancestry arrive at decisions to de-select education.
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Freethy, Diana. "Action shift : cyclically reflexive constructivist grounded action research informs pragmatic collaborative natural resource management strategies and tools for consideration by Fisheries and Oceans Canada, pacific region." 2012. http://hdl.handle.net/10170/488.
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Grounded theory methodology blended with action research can provide creative
approaches to addressing policy-oriented questions with practical outcomes. Practical policy-oriented
research outcomes are illustrated through an integrated constructivist grounded action
research policy case study applied to collaborative natural resource management for Fisheries
and Oceans Canada's (DFO) consideration. The study developed grounded theory, which
reflexively informed collaborative strategies and supported action-oriented collaborative tool
development. Outcomes were developed to address each of three research questions through
cyclical reflexivity of researcher action shifts. Each action shift entailed cyclical reflexivity
through re-visitation of data in light of both developed grounded theory and previous research
question outcomes. As such, each question was addressed in reflexive cycles that built upon
previous research outcomes, which was complimented by authorial reflexively. This
constructivist grounded action bricolage demonstrates a reflexive, pragmatic, systematic
approach to policy-oriented recommendations and tool development. Reflexive constructivist
grounded action shift research supported strategic, integrated policy-oriented research outcomes
for DFO Pacific Region's consideration. The hope of this research is to encourage further
exploration of constructivist grounded action research as a dynamic, reflexive avenue that can
support integrated adaptive organizational policies and management.