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1
Manz, Matthew. "Seeking Balance: Lessons to Myself." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/861.
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The search for balance in my life reflects my attitude towards life itself. In seeking balance, in juggling my strengths and weaknesses, my joys and my sorrows, I seek affirmation that I am living the life I want to live. This thesis offers my own definition of balance, and outlines why it is important and how it manifests itself in my life. In examining my own story, I offer lessons to those who seek balance in their own lives. Without being prescriptive, these lessons illuminate my own views while reminding me to live life my way.
What is work/ life balance? What role does exercise play in finding balance? What can we learn from losing a loved one? Can we re-examine how to explore life’s big decisions? Why is important to always have something to look forward to? And why would someone want to study this topic?
By approaching these questions using Scholarly Personal Narrative, I invite the wisdom of other scholars to influence my own views. Yet while these scholars – and the equally important wisdom from friends and loved ones – help shape my perspective, the stories I offer are, ultimately, my own. Through these stories, through my “lessons to myself,” I seek equanimity and clarity in my approach to life.
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Kridler, Jamie Branam, Linda M. Daughtery, and Terry L. Holley. "The Resilient Appalachian Woman: Lessons from Life and Fiction." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5871.
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Pellerin, Andre. "Endostromatolites: Life in extreme environments and lessons for the detection of life on Mars." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27603.
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Finely laminated carbonate columns---endostromatolites, grow in carbonate rock fissures in permafrost regions. Their formation is thought to be microbially mediated but the processes of accretion are thought to be very slow and possibly intertwined with abiotic mineralization processes. The samples analyzed in this study are from the Haughton impact structure, located on Devon Island, Nunavut in the Canadian high Arctic. The carbon and nitrogen isotopic composition of the endostromatolites, along will the microbial community diversity were determined. The delta13C and delta 15N of the organic matter contained within the endostromatolites averaged around -30‰ and 0‰, respectively. Scanning electron microscopy observations revealed the presence of spheroidal calcite and filamentous structures reminiscent of biological activity. Molecular phylogenetic analysis of the endostromatolites and soil samples found in Haughton crater showed that the endostromatolite microbial community is mostly aerobic and chemoheterotrophic, belonging in large part to the Phylum Actinobacteria and the subphylum Alphaproteobacteria. Rubrobacter radiotolerans was the dominant species in the endostromatolites. Soil bacterial communities were more diverse, harboring all the phyla found in the endostromatolites as well as many others which were not encountered in endostromatolites. Understanding the variability of microbial life between specific environments might shed some light on the mechanisms responsible for endostromatolite formation and provide useful data for contrasting abiotic and biotic systems on earth and other planetary bodies, such as Mars.
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Sweer, Jennifer. "Six feet under : lessons for life and for the classroom." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116053.
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There is a taboo surrounding death in our North American culture. We're not sure how to talk about it, or how to connect through it. The HBO series Six Feet Under breaks this taboo with its honest, humorous and moving look at death and dying. There are important lessons to be drawn from this series. Teachers could revolutionize their classrooms as this show has revolutionized television: by dealing with issues that most tend to avoid. Parker Palmer and Mary Rose O'Reilley's views on education provide a foundation for this thesis. First, teachers need to recognize the fragility of their students as well as their own. Second, they need to appreciate that loss comes in many forms, and that mourning is often necessary. Third, teaching needs to create a space for both students and teachers to express themselves. Fourth, this space also needs to exist in order for both teachers and students to truly listen to one another. Fifth, teachers need to change their own perception of death and dying if they expect students to do the same. Last, teachers need to promote the idea of connection with the world outside the classroom. This thesis's intention is to bring awareness and acceptance around death and dying to individuals, particularly teachers, by exploring Six Feet Under through the characters' journeys, and extracting its many valuable lessons.
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Bild, Jonathan Daniel. "The mandatory life sentence for murder : lessons from two neighbours." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708327.
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Seegers, Manfred. "The Lord of Teachings : life and works of the Third Karma pa Rang byung rdo rje (1284-1339)." Thesis, University of Kent, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577233.
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Akers, Adriana Sandoval. "Neighborhood design and public life : lessons from Beijing's hutong and superblocks." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/98924.
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Thesis: M.C.P., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2015.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 87-93).
Beijing's Hutong, centuries-old neighborhoods composed of narrow streets and courtyard housing, are famous for harboring a tight-knit social fabric and a vibrant public realm. Over the past thirty years, large-scale redevelopment of hutong neighborhoods has occurred, and new neighborhoods in Beijing and in much of China have primarily come in the form of high-rise buildings arranged in superblocks. This model of neighborhood design has been criticized for its energy inefficiency, auto-centric nature, and perceived lack of respect for traditional Chinese urban forms. Less explored to date is the fact that residents of superblock neighborhoods often complain about a lack of community interaction and public life, particularly as compared to hutong neighborhoods. This thesis examines this phenomenon and asks the following questions: What accounts for the disparity between community interaction in superblock neighborhoods as compared to hutongs? Can urban design and the built environment play a role in fostering community and public life in contemporary Chinese neighborhoods? What lessons can be drawn for urban designers and planners in regards to the impact of neighborhood design on public life? The thesis begins by reviewing a history of major urban form changes throughout Beijing's history with a focus on neighborhood design. A field study undertaken in Beijing in January 2015 provides the primary data for the research, including resident interviews and observations of public space use in a hutong and two superblock neighborhoods. Using the data generated through the field study as well as secondary sources related to Chinese neighborhood design, a set of conclusions is drawn regarding how the built environment affects public life and community interaction in Beijing neighborhoods. Finally, a series of design recommendations is presented, focusing on the ways that urban design can support an active public life while meeting the high densities required in rapidly urbanizing contexts.
by Adriana Sandoval Akers.
M.C.P.
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Hopkins, Maria Annette. "Resilient behaviors of African-American women in educationi : lessons for life /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098898.
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Edwards, Jennifer Lynn M. C. P. Massachusetts Institute of Technology. "Life Cycle Assessment goes to Washington : lessons from a new regulatory design." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/49695.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2009.Includes bibliographical references (p. 37-41).
Life Cycle Assessment (LCA) is a quantitative tool that measures the bundled impact of an individual product over its entire life cycle, from "cradle-to-grave." LCA has been developed over many decades to improve industry's environmental performance, and also to create environmental labels for consumer products. But in recent years, LCA has been used to inform policy and set regulatory standards. This thesis examines early experience with the first U.S. life-cycle policy: state Low-Carbon Fuel Standards (LCFS). California is the first state to implement an LCFS, which caps the total carbon intensity of the transportation fuels sold in the state. Regulators measure the carbon value of different fuels on a fuel-cycle basis, including upstream extraction, processing, harvesting, conversion, and transport. California's recent experience indicates that, while a life-cycle approach to policy brings numerous environmental benefits, LCA is not well matched to applications that rank different products or assign numeric benchmarks for dissimilar products. Further, since LCA was developed for individual products, it lacks capacity to deal with dynamic interactions, industry-wide impacts, and forecasting, all of which are important for policy decisions. As an alternative, future policies that are organized around life-cycle impacts should first establish concrete goals with a thorough planning and visioning process, and then apply LCA as an exploratory tool to determine the low-impact methods to achieve these articulated goals.
by Jennifer Lynn Edwards.
M.C.P.
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Ferre, Griffin. "The Adventure of a Lifetime: Examining Life Lessons in Eighteenth Century Literature." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1678.
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Embedded within various works of Eighteenth-Century literature lie themes regarding how the protagonists of these stories pursue their own versions of happiness. This thesis examines how characters from a wide variety of Eighteenth-Century novels engage with their surroundings, often resisting the dominant social structures of the time, to fashion more fulfilling lives for themselves. From Robinson Crusoe to Elizabeth Bennet to Frankenstein's monster, these characters come from a wide variety of backgrounds but all reveal several unifying themes. They seek out personal connections rather that striving to fulfill antiquated social expectations and they focus on their own agency, rather than circumstances out of their control. Their respective journeys are often fraught with peril, but each one is a journey worth embarking on.
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Patteson, Ann. "Singing a woman's life, how singing lessons transformed the lives of nine women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0001/MQ45292.pdf.
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O'Quinn, Elaine. "Lessons of the heart: teaching and the poetic life of mind "full" possibilities." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30436.
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Education should grow the delicate flowers of our emotional hearts and souls as well as the sturdy plants of our minds; it should awaken us to depths of which the mind alone is not capable. This study presents reasoning for the necessary nurturing of students as whole people. The style in which it is written is indicative of the content itself; unrestricted and constant in motion, much like a free verse poem, the study achieves its wholeness not by wild abandonment of form, but by the embracing of a particular design that is self-generated rather than regulated. The point is to show that just as our lives cannot fruitfully be assembled then categorized, neither can teaching which is linear and disembodied provide a meaning "full" education for teacher or student.
The themes of risk and vulnerability, self-knowledge, self-reflection, and self-hood, the incredible necessity to see our lives as large rather than small, and the overwhelming challenge to open up to instead of shut out the sounds of our lives are the strains that are herein taken up. Another time, another space and the issues would have presented themselves in an entirely different, but just as meaningful light. Again, the point made is how the unforeseen element of creativity rises up when thought is allowed to intertwine itself with the experiences of our lives. When allowed to self-generate, it connects all things to form a whole that once could only have been imagined. It integrates the private unfolding of a person with the concern of the public message to bear new beginnings to the conduct of things.
Though this study is about teachers and teaching, in its deepest moments it is equally about students. For without the active presence of students no study can begin to ask teachers to consider the on-going need to open not just their minds, but their hearts and souls to the young people with whom they daily interact. Without the active presence of students the spirit of a "poetic" life is reduced to the singular lyrical pieces of experience rather than the encompassing epic tale that we understand is the real truth of our educations. Without the active presence of students the work of a teacher is but an accounting ledger of isolated method, a reductive energy that in the end is much about product, but little about life.Ph. D.
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Abdur-Rashid, Daa'iyah. "Lessons from a teaching life : towards a Muslim African American perspective on service learning /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369836353.
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Rendel, Mark D. "The evolutionary dynamics of neutral networks : lessons from RNA." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:85107ca7-fada-4582-95e7-17b5bbb038cd.
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The evolutionary options of a population are strongly influenced by the avail- ability of adaptive mutants. In this thesis, I use the concept of neutral networks to show that neutral drift can actually increase the accessibility of adaptive mu- tants, and therefore facilitate adaptive evolutionary change. Neutral networks are groups of unique genotypes which all code for the same phenotype, and are connected by simple point mutations. I calculate the size and shape of the networks in a small but exhaustively enumerated space of RNA genotypes by mapping the sequences to RNA secondary structure phenotypes. The qual- itative results are similar to those seen in many other genotype–phenotype map models, despite some significant methodological differences. I show that the boundary of each network has single point–mutation connections to many more phenotypes than the average individual genotype within that network. This means that paths involving a series of neutral point–mutation steps across a network can allow evolution to adaptive phenotypes which would otherwise be extremely unlikely to arise spontaneously. This can be likened to walking along a flat ridge in an adaptive landscape, rather than traversing or jumping across a lower fitness valley. Within this model, when a genotype is made up of just 10 bases, the mean neutral path length is 1.88 point mutations. Furthermore, the map includes some networks that are so convoluted that the path through the network is longer than the direct route between two sequences. A minimum length adaptive walk across the genotype space usually takes as many neutral steps as adaptive ones on its way to the optimum phenotype. Finally I show that the shape of a network can have a very important affect on the number of generations it takes a population to drift across it, and that the more routes between two sequences, the fewer generations required for a population to find an advantageous sequence. My conclusion is that, within the RNA map at least, the size, shape and connectivity of neutral networks all have a profound effect on the way that sequences change and populations evolve, and by not considering them, we risk missing an important evolutionary mechanism.
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Alturki, Abdulrahman. "Patterns of care at end of life for people with primary intracranial tumors: lessons learned." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121431.
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Background: One challenge facing practitioners managing the care and outcomes of persons with primary intracranial tumors is balancing reducing tumor burden while maintaining an acceptable quality of life, even until the end of life. Administrative health databases have the unique potential of providing population-based, unbiased, efficient measures of quality of care especially in countries where population-based data are available. The purpose of this study is to estimate, for people with primary intracranial tumors, the variability in processes of care (burden of care) experienced by patients in the last six months of life and potential predictors of place of death. Methods: A death-backwards cohort was assembled using historical data. Three health administrative databases maintained by the province of Quebec, Canada were used to identify the cohort and the services provided during the last 6 months of life. The hospital discharge database (MedEcho), the physician fee-for service billings databases (RAMQ), and the death registry were accessed for the years 2003-2006 inclusive, to identify persons who died from primary intracranial tumors (or its complications). An estimate of level of care burden was created using characteristics of care during the last 6 months of life based on: number intensive care unit (ICU) admissions, Emergency room (ER) visits, duration of hospital stay and interventions received. Predictors of level of care burden and place of death in this population were identified using ordinal logistic regression. Results: A total of 1623 decedents were identified. 90% had at least one admission to an acute care hospital in the past 6 months and 23% spent 3 months or more of their last 6 months of life in hospital. 44% had one or more ER visits and 30% were admitted one or more times to ICU. In the last 6 months of life, only 18% had a home visit by a physician. We found that 10% died at home, less than the reported average in the literature (>20%); 49% died in hospital (acute care unit/ ER/ chronic care), while 40 % died in a palliative care facility (palliative care or hospice). Older age group (70-79 years), high number of comorbidities, and being diagnosed with grade 4 Astrocytoma were associated with greater burden of care. Level of care burden and older age group (≥70 years) were associated with higher odds of dying in a more treatment intensive place of death (e.g. ER or acute care), being diagnosed with grade 4 Astrocytoma had the opposite effect. Conclusion: The utilization of collected clinical information available in well-structured administrative databases is accessible at a reasonable cost and allows the study of the whole population.This study showed that despite valuable research efforts to improve the treatment of primary intracranial tumors that focus on tumor biology and refinements to surgery, radiation, and chemotherapy, there is also room to improve aspects of care in the end of life situation. An integrative approach for this patient's population, from diagnosis to death, could potentially reduce the care burden in the final period on the health care system, patient's family and improve access to a better place of death.Contexte: Un des défis auxquels sont confrontés les praticiens en gestion de soins et les résultats des personnes atteintes de tumeurs intracrâniennes primaires est d'équilibrer la réduction de la charge tumorale tout en conservant une qualité de vie acceptable jusqu'au la fin de la vie. Les bases de données administratives sur la santé offrent des mesures efficaces d'une population qui sont impartiales sur la qualité des soins en particulier dans les pays où les données basées sur la population sont disponibles. Le but de cette étude est d'estimer la variabilité dans les processus de soins (fardeau des soins) vécue par les patients atteints de tumeurs intracrâniennes primaires dans les derniers six mois de leur vie et les facteurs prédictifs potentiels de la place de la mort. Méthodes: Une cohorte mort-arrière a été assemblé à l'aide de données historiques. Trois bases de données administratives sur la santé tenues par la province de Québec (Canada) ont été utilisées pour créer la cohorte ainsi qu'identifier les services fournis au cours des 6 derniers mois de la vie. La base de données de congé de l'hôpital (MedEcho), les honoraires médicaux pour les bases de données des facturations de services (RAMQ), et le registre des décès ont été consultés pour les années 2003 à 2006 inclusivement, afin d'identifier les personnes qui sont mortes de tumeurs intracrâniennes primaires ou de leurs complications. Une estimation du niveau de charge des soins a été créé en utilisant les caractéristiques de soins au cours des 6 derniers mois de vie fondés sur l'unité de nombre de soins intensifs des admissions, le nombre de visite en salle d'urgence (ER), la durée de l'hospitalisation, ainsi que les interventions reçues. Les prédicteurs de niveau de charge des soins et les lieux de décès dans cette population ont été identifiés par régression logistique ordinale. Résultats: Un total de 1623 personnes décédées ont été identifiées. 90% des personnes avaient au moins une admission à un hôpital de soins de courte durée dans les 6 derniers mois et 23% ont passé 3 mois ou plus de leurs 6 derniers mois de vie en soins de courte durée. En outre, 44% ont eu une ou plusieurs visites à l'urgence et 30% ont été admis une ou plusieurs fois aux soins intensifs. Au cours des 6 derniers mois de la vie, seulement 18% ont eu une visite à domicile par un médecin. Nous avons constaté que 10% sont décédés à la maison, soit moins que la moyenne rapportée dans la littérature (>20%); 49% sont décédés à l'hôpital (soins Unite / ER / chronique soins de courte durée), tandis que 40% sont décédés dans un établissement de soins palliatifs (soins palliatifs ou de soins palliatifs). Dans le groupe le plus âgé (70-79 ans), le nombre élevé de comorbidités et le diagnostique d'astrocytome de grade 4 sont associés à une plus grande charge de soins. Le niveau de charge des soins et le groupe d'âge (≥ 70 ans) ont été associés à une plus grande probabilité de mourir dans un lieu de traitement intensif (par exemple ER ou soins aigus). Avoir été diagnostiqué avec astrocytome de grade 4 a eu l'effet inverse. Conclusion: L'utilisation des données cliniques disponible dans des bases de données administratives bien structurées est accessible à un coût raisonnable et permet l'étude de l'ensemble de la population. Cette étude demontre que, malgré les efforts de recherche pour améliorer le traitement des tumeurs intracrâniennes primaires axées sur la biologie des tumeurs la chirurgie, la radiothérapie et la chimiothérapie, il est également possible d'améliorer les aspects des soins en fin de vie. Une approche intégrée pour un patient, du diagnostic à la mort, pourrait réduire le fardeau des soins sur le système de soins de santé et la famille du patient tout en améliorant l'accès à une meilleure place de la mort.
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Kilic, Burcu. "Boosting pharmaceutical innovation in the post-trips era : real life lessons for the developing world." Thesis, Queen Mary, University of London, 2011. http://qmro.qmul.ac.uk/xmlui/handle/123456789/652.
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The process of globalization and the emergence of a rules-based multilateral trading system pose significant challenges to local pharmaceutical industries in developing countries. With the advent of global patent protection for pharmaceuticals, developing countries are facing a significant dilemma. It is necessary for these countries to comply with international intellectual property standards while simultaneously protecting their local industries and, thus, ensuring an affordable supply of drugs. A better understanding of the nature of the Agreement on Trade Related Aspects of Intellectual Property (TRIPS Agreement) and its components could help to raise awareness of the need for a comprehensive innovation policy. It is widely accepted that intellectual property rights (IPRs) are economic assets. Furthermore, they are necessary to develop world-class standards of innovation and creativity. Nevertheless, this thesis argues that innovation is not driven by the presence of strong IPRs alone; it has many other components going far beyond the IPRs regime. Nonetheless, designing policies for the promotion of R&D and the building up of innovation capacities in developing countries requires a wellconstructed patent regime. However, it also requires the implementation of broadbased science, technology and innovation policy initiatives aimed at promoting and facilitating capacity building for the enhanced absorption of new technologies. To this end, this thesis investigates the concept of innovation and illustrates the crucial role that patent strategies play within processes of pharmaceutical innovation. Drawing on extensive country and company case studies, the thesis identifies the key issues relevant to the revival of local pharmaceutical industries. Based on an understanding of the post-TRIPS environment and case studies of national innovation strategies, this thesis specifically addresses the following question - to what extent can lessons from national experiences be transferred to current policy developments for innovation in the pharmaceutical industry in a developing country context? 4 The research findings aim to contribute significantly to the body of knowledge in relation to new developmental policies. Overall, it is hoped that these findings can promote innovation and ensure the sustainability of the local pharmaceutical industry in the developing world.
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Ho, Amy. "Gender differences in pain-physical activity linkages among older adults : lessons learned from daily life approaches." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58875.
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Many older adults know about the health benefits of an active lifestyle, but frequently, pain prevents them from engaging in physical activity. The majority of older adults experience pain, which is a complex experience that can vary across time and is shaped by sociocultural factors such as gender. The objectives of this study are twofold: first, to describe the time- varying associations between daily pain and physical activity, and second to explore differences in these associations between women and men. One hundred and twenty eight community dwelling older adults aged 65 years and older were asked to report their pain levels three times daily over a 10-day period. For the same period, participants wore an accelerometer to objectively capture their daily physical activity (step counts; minutes of moderate to vigorous physical activity). Findings indicate that increased daily pain was associated with increased daily step counts and minutes of moderate to vigorous physical activity especially among older women. Secondly, confirming past literature and contrasting daily pain reports, overall pain levels across the study period were negatively associated with minutes of moderate to vigorous physical activity. Findings highlight that pain is significantly associated with physical activity in old age. The nature of this association depends on the time-scale that is considered and it differs between women and men. There is a need to pay more attention to those that are particularly vulnerable pain experience, to ensure both older men and women have an equal opportunity to engage in and benefit from physical activity.Arts, Faculty of
Graduate
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Martin, Benjamin. "Linking individual-based models and dynamic energy budget theory : lessons for ecology and ecotoxicology." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6700/.
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In the context of ecological risk assessment of chemicals, individual-based population models hold great potential to increase the ecological realism of current regulatory risk assessment procedures. However, developing and parameterizing such models is time-consuming and often ad hoc. Using standardized, tested submodels of individual organisms would make individual-based modelling more efficient and coherent. In this thesis, I explored whether Dynamic Energy Budget (DEB) theory is suitable for being used as a standard submodel in individual-based models, both for ecological risk assessment and theoretical population ecology.
First, I developed a generic implementation of DEB theory in an individual-based modeling (IBM) context: DEB-IBM. Using the DEB-IBM framework I tested the ability of the DEB theory to predict population-level dynamics from the properties of individuals. We used Daphnia magna as a model species, where data at the individual level was available to parameterize the model, and population-level predictions were compared against independent data from controlled population experiments.
We found that DEB theory successfully predicted population growth rates and peak densities of experimental Daphnia populations in multiple experimental settings, but failed to capture the decline phase, when the available food per Daphnia was low. Further assumptions on food-dependent mortality of juveniles were needed to capture the population dynamics after the initial population peak. The resulting model then predicted, without further calibration, characteristic switches between small- and large-amplitude cycles, which have been observed for Daphnia. We conclude that cross-level tests help detecting gaps in current individual-level theories and ultimately will lead to theory development and the establishment of a generic basis for individual-based models and ecology.
In addition to theoretical explorations, we tested the potential of DEB theory combined with IBMs to extrapolate effects of chemical stress from the individual to population level. For this we used information at the individual level on the effect of 3,4-dichloroanailine on Daphnia. The individual data suggested direct effects on reproduction but no significant effects on growth. Assuming such direct effects on reproduction, the model was able to accurately predict the population response to increasing concentrations of 3,4-dichloroaniline. We conclude that DEB theory combined with IBMs holds great potential for standardized ecological risk assessment based on ecological models.Für die ökologische Risikobewertung von Chemikalien sind individuenbasierte Populationsmodelle ein vielversprechendes Werkzeug um heutige Bewertungen ökologisch realistischer zu gestalten. Allerdings ist die Entwicklung und Parametrisierung derartiger Modelle zeitaufwendig und oft wenig systematisch. Standardisierte, geprüfte Untermodelle, die Einzelorganismen beschreiben, würden die individuenbasierte Modellierung effizienter und kohärenter machen. In meiner Dissertation habe ich daher untersucht, inwieweit sich die Dynamic Energy Budget-Theorie (DEB) als Standardmodell innerhalb individuenbasierter Populationsmodelle eignet, und zwar sowohl für die ökologische Risikobewertung als auch für die theoretische Populationsökologie. Zunächst habe ich eine generische Implementierung der DEB-Theorie im Rahmen individuenbasierter Modellen (IBM) erstellt: DEB-IBM. Dieses Werkzeug nutzend habe ich dann untersucht, ob es mit Hilfe der DEB-Theorie gelingt, ausgehend von den Eigenschaften und Aktivitäten einzelner Individuen, Populationsdynamik vorherzusagen. Wir nutzten dabei Daphnia magna als Modellart, für die Daten auf der Individuenebene verfügbar waren, um das Modell zu parametrisieren, sowie Populationsdaten, mit denen Modellvorhersagen verglichen werden konnten. DEB-Theorie war in der Lage, beobachtete Populationswachstumsraten sowie die maximalen Abundanzen korrekt vorherzusagen, und zwar für verschiedene Umweltbedingungen. Für Phasen des Rückgangs der Population allerdings, wenn die für die Daphnien verfügbare Nahrungsmenge gering war, kam es zu Abweichungen. Es waren deshalb zusätzliche Annahmen über nahrungsabhängige Sterblichkeit von juvenilen Daphnien erforderlich, um die gesamte Populationsdynamik korrekt vorherzusagen. Das resultierende Modell konnte dann, ohne weitere Kalibrierungen, den für Daphnien charakteristischen Wechsel zwischen Populationszyklen mit großen und kleinen Amplituden richtig vorhersagen. Wir folgern daraus, daß Ebenen übergreifende Tests dabei helfen, Lücken in aktuellen Theorien über Einzelorganismen aufzudecken Dies trägt zur Theorieentwicklung bei und liefert Grundlagen für individuenbasierte Modellierung und Ökologie. Über diese Grundlagenfragen hinaus haben wir überprüft, ob DEB-Theorie in Kombination mit IBMs es ermöglicht, den Effekt von chemischem Streß auf Individuen auf die Populationsebene zu extrapolieren. Wir nutzten Daten über die Auswirkungen von 3,4 Dichloroanalin auf einzelne Daphnien, die zeigten daß im Wesentlichen die Reproduktion, nicht aber das Wachstum beeinträchtigt ist. Mit entsprechenden Annahmen konnte unser Modell den Effekt auf Populationsebene, für den unabhängige Daten vorlagen, korrekt vorhersagen. DEB-Theorie in Kombination mit individuenbasierter Modellierung birgt somit großes Potential für einen standardisierten modellbasierten Ansatz in der ökologischen Risikobewertung von Chemikalien.
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Anwar, Maqsood. "Development of a Management Plan for Grey Goral: Lessons from Blackbuck and Cheer Pheasant Reintroduction Attempts." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/3469.
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A study of grey goral (Nemorhaedus goral) in the Margalla Hills National Park, Pakistan, was conducted to develop a management plan for this animal. Goral are listed as endangered in Pakistan and elsewhere. They are confined to the steep slopes and difficult terrain that cover 28 percent of the total park area. Another 21 percent of the park area has similar habitat, but currently no goral occur there. Forty to 60 animals are estimated to be living in the park. Groups of two to three animals are common. During observation, goral spent most of their time in feeding, moving, and surveillance . Juveniles spent less time in surveillance and more in resting and ruminating than the adults. Group size was inversely correlated with the time
spent in surveillance. Goral foraged early in the morning and late in the evening and were rarely seen during the day. They changed their foraging activities from browsing during the winter to almost entirely grazing during the summer. The rutting period extended from October to December and the lambing period from March to May. Goral populations in the park were estimated to be increasing at a rate of 7 percent annually . They always escaped to a nearby ridge when danger was perceived. Adults and juveniles had dominant and subordinate interactions.
In goral habitat, about 60 percent of the vegetation consists of plant species commonly eaten by the animals. These species include Themeda anathera, Chrysopogon aucheri, Carissa opaca, Acacia modesta, Mimosa rubicaulis, and Ipomoea hispida. Human and livestock populations differ significantly inside and outside goral habitat in the park. Lack of suitable habitat, predation, poaching, and human and livestock pressures affect the goral population and its range in the park.
Reintroduction plans for blackbuck (Antilope cervicapra) and cheer pheasant (Catreus vallichii) were analyzed to determine the commonalities: source of animals, poaching, predation, and insufficient staff and funds. A goral management plan based on my field studies and the analysis of the other reintroduction plans are discussed. A general wildlife management strategy for Pakistan is discussed. The government should have a well-defined policy about wildlife and park management. Habitat remains the critical factor. Strong legislation, well-educated and well-equipped staff, and proper funding are required for this purpose. In addition, education and economic development of the public, especially those living in and around parks, are essential.
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Sappington, R. Jay. "Legislative compromise as moral strategy lessons for the pro-life movement from the abolitionism of William Wilberforce /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Thomason, Eric David. "The life and preaching of Dr. Beauford H. Bryant homiletical lessons from the gospel according to John /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Dickson, Louise Ratcliffe Bailey. "A Legacy of Lifelong Learning: Leadership, Lessons, Love, and Laughter in the Life of Elizabeth Gammon Pendleton." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1909.
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In the postmodern Information Age (digital and wireless) with the expanded globalization of economies worldwide, there has been a vast transformation of workplace and educational systems. Thus, new meanings for educational practices and learning are evolving. Medical and social literature has suggested that learning throughout the lifetime is the key to successful living. The literature proposed that all types of education (formal, informal, and nonformal) may be a factor in the total well-being of the increasingly older adult population. Consequently, there is an increased need to understand the characteristics, traits, beliefs, and attitudes that generate the incentive for individuals to become lifelong learners.
The purpose of this study was to examine the life of Elizabeth Armetta Gammon Pendleton and identify the characteristics, personality traits, beliefs, and attitudes that distinguish her as a lifelong learner. From an interpretivist perspective, this study assumed that all reality is internal. The rationale of this educational biography was to explore the phenomenon of lifelong learning while also celebrating the unique life of Elizabeth Pendleton. This study employed a detailed narrative description of her life and interviews with people who knew her to construct and develop a theory grounded in oral and traditional history under the framework of lifelong learning.
As a native of a small rural community in the Appalachian Mountains, Pendleton lived a healthy and optimistic life as a student, teacher, leader, and role model for her family, friends, coworkers, and community members. She experienced formal, informal, and nonformal learning for 95 years. Although she never used the phrase "lifelong learner," she certainly had an inclination toward lifelong learning.
The value of this study of Pendleton's life journey emerges in the form of naturalistic and user (reader) generalizations within the framework of lifelong learning. The study of Elizabeth Pendleton's life journey yielded valuable insights that provide an understanding of the phenomenon of lifelong learning and the challenges that researchers, educators, employers, and individuals face as new meanings for educational practices and learning evolve.
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Diener, Laura Michele. "Gendered Lessons: Advice Literature for Holy Women in the Twelfth Century." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204677363.
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O'Neal, Sarah Louise. "Lessons to learn from all out invasion life history of brown trout (Salmo trutta) in a Patagonian river /." Diss., [Missoula, Mont.] : The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05142008-142539/.
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Joyce, Valerie Michelle. ""You can't get a man with a gun" and other life lessons biography in the American musical theatre /." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8179.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Victoria, Recalde Fanny Margoth. "Food, nutrition, and health education with educational lessons in the Cuambo community school, Ibarra canton, Imbabura province." BYU ScholarsArchive, 2001. https://scholarsarchive.byu.edu/etd/5450.
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The general objective of this study was that of giving food, health, and nutrition education via educational lessons based on a diagnostic of teachers' and children's knowledge at the Cuambo school. The study is descriptive and transverse and lasted from October 2000 through June 2001. The study included 100% of the attending children and teachers of the Cumabo community school, being 42 in number. Variables were: topics on eating, nutrition, and health that complete the plan of basic studies, along with training of students and teachers. Since the project was eminently educational, it implied carrying out the respective educational lessons with adaptations for each community. There were 10 educational lessons done for each community, which consisted of topic, audience, message, objective, techniques, materials, preliminary preparation, initial evaluation, classroom development, review, reinforcement, final evaluation, and analysis. The support educational materials used were the Healthy Schools pamphlets, which were made into the principal source of education.
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Myles, Stephen M. "The achievement of a life of value within community : lessons from Radical Behaviourism, 'Walden Two' and extant intentional communities." Thesis, Keele University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267355.
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Van, Heerden Imke. "“A life lived in cages”: strategies of containment in J.M. Coetzee’s Age of iron, Life & times of Michael K, Elizabeth Costello: eight lessons and “The poetics of reciprocity”." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1746.
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Thesis (MA (English))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: In its conversations with four texts by J.M. Coetzee – Age of Iron (1990), Life & Times of Michael K (1983), Elizabeth Costello: Eight Lessons (2003) as well as the critical essays published in Doubling the Point, “The Poetics of Reciprocity” (1992) – this thesis will demonstrate the manner in which the singularities of each of these texts prompt, expand and challenge the framework that sustains its reading of Coetzee’s fiction. Whereas some critical methodologies seek to eliminate the characteristic indeterminacy of Coetzee’s fiction, imprisoning his novels in a contextual cage, this thesis demonstrates an allegiance to the primacy of the literary text together with a concern with the ethics of reading. The thesis proposes – in both content and form – an inductive ‘style of reading’ concerned with the continuous modification of its own strategies according to the ‘internal logics of the text’. I first encountered the term, ‘confinement’, in relation to Coetzee in an unpublished conference paper by Lucy Graham, “‘It is hard to keep out of the camps’: Areas of confinement in the fiction of J.M. Coetzee”. Graham’s paper focuses on the different camps, the ‘different circles of hell’, in Life & Times of Michael K especially, mentioning that ‘images of the camp resonate throughout Coetzee’s most recent fiction’. Although this thesis considers a variety of concrete and conceptual camps as well, it rather places predominant emphasis on the relationship between reader and literary text, which is examined in terms of two forms of delimitation, confinement and containment. This study identifies its style of reading as a ‘containment’ rather than a ‘confinement’. The term is intended to evoke an adaptable, constructive delineation of Coetzee’s fiction that involves a reciprocal relationship between reader and/or critic and text. As the thesis’s primary conceptual tool, one that I will argue is both solicited and thematised in Coetzee’s fiction, containment refers not only to a style of reading, but also to any reciprocal relationship, any mutual exchange. It applies to the relationship between genres (realism and metafiction) and ‘reality’ in Age of Iron; between text and reader in Life & Times of Michael K; between self and other in Elizabeth Costello; and between text and critic in “The Poetics of Reciprocity”. The notion of containment accepts the critical challenge posed by Coetzee’s fiction to engage with what Derek Attridge would call each ‘singular event’ or ‘act of literature’ on its own terms.
AFRIKAANSE OPSOMMING: In die tesis se gesprek met vier tekste deur J.M. Coetzee – Age of Iron (1990), Life and Times of Michael K (1983), Elizabeth Costello: Eight Lessons (2003) asook die kritiese tekste wat in Doubling the Point, “The Poetics of Reciprocity” (1992) gepubliseer is – sal dit toon hoe die sonderlinghede van elk van hierdie tekste die raamwerk wat my interpretasie van Coetzee se fiksie ondersteun, uitbrei en uitdaag. Waar sekere kritiese metodologieë probeer om die kenmerkende onbepaaldheid van Coetzee se fiksie te elimineer en sy romans in ’n konstekstuele hok te beperk, demonstreer hierdie tesis ’n getrouheid aan die voorrang wat die literêre teks moet geniet, insluitend ’n gemoeidheid met die etiek van lees. Die tesis stel, ten opsigte van sowel inhoud as vorm, ’n induktiewe ‘leesstyl’ voor wat gemoeid is met die deurentydse aanpassing van sy eie strategieë volgens ‘die interne logikas van die teks’. Ek het die term ‘beperking’ vir die eerste keer teëgekom in ’n ongepubliseerde referaat deur Lucy Graham, “‘It is hard to keep out of the camps’: Areas of confinement in the fiction of J.M. Coetzee”. Hierdie voordrag fokus op die onderskeie kampe in spesifiek Life & Times of Michael K. Graham wys daarop dat ‘die kamp-beeld in resente Coetzee-werke resoneer’. Alhoewel hierdie tesis ook variante van konkrete en konsepsuele kampe bekyk, gaan dit verder om by voorkeur die klem te laat val op die verhouding tussen leser en literêre teks. Dit word ondersoek in terme van twee vorme van afbakening en ontperking, naamlik beperking en inperking. Hierdie studie definieer sy eie leesstyl as ‘inperking’, in teenstelling tot ‘beperking’. Die bedoeling met die term is om `n aanpasbare, konstruktiewe afbakening van Coetzee se fiksie te ontlok wat ’n wedersydse verhouding tussen leser en/of kritikus en teks behels. As die tesis se primêre konsepsuele instrument, waarvan ek sal aanvoer dat dit in Coetzee se fiksie aangevra en getematiseer word, verwys ‘inperking’ nie net na leesstyl nie, maar ook na enige wederkerige verhouding, enige wedersydse uitruiling. Dit geld vir die verhouding tussen genres (realisme en metafiksie) en realiteit in Age of Iron; tussen teks en leser in Life and Times of Michael K; tussen die self en die ander in Elizabeth Costello; en tussen teks en kritikus in “The Poetics of Reciprocity”. Die begrip ‘inperking’ aanvaar die kritiese uitdaging wat deur Coetzee se fiksie gestel word om wat Derek Attridge elke ‘sonderlinge geleentheid’ of ‘literatuurdaad’ sou noem, op sy eie terme te benader.
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Sandberg, Bo. "Looking beyond what doesn’t work – Results, policy implications and lessons learned from two outcome evaluations of the Prime for Life alcohol prevention program." Licentiate thesis, Stockholms universitet, Kriminologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-89830.
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McBride, Gerald F. "Are there lessons to be learned by ecological economics from the wisdom of the Kaurna people?" Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ENV/09envm119.pdf.
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Bibliography: leaves 64-66. Argues that the sustainable lifestyle of traditional Aboriginal communities acheived the teleological harmony suggested as a possible conceptual framework for the emerging area of study known as ecological economics.
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Gómez, Chirán Olga Maria. "Nutritional Food and Health Education with Instructive Lessons in the Community School of La Rinconada, Cantón Ibarra, Province of Imbabura." BYU ScholarsArchive, 2001. https://scholarsarchive.byu.edu/etd/5369.
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The general objective of this work was to offer nutritional food and health education using instructive lessons that were prepared based on the diagnostic of knowledge among teachers and children in the School of La Rinconada. The study is descriptive-cross performed from October 2000 to June 2001. The universe of study is 100% of teachers and children attending schools in the communities of La Rinconada and Cuambo, totaling 104. The considered variables are diet, nutrition, and health-related topics. These variables contemplate the elementary education plan of study, besides providing training to students and teachers. Because the project was developed primarily for educational purposes, the lessons were customized for each community. Ten lectures were taught. These lectures are composed of the following parts: topic, addressee, message, objective, technique, materials, preliminary preparation, initial evaluation, class development, revision, reinforcement, final evaluation, and analysis. The pamphlets of the Healthy Schools (Escuelas Saludables), which became the main source of instruction, were used as the supporting educational material.
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Riarbäck, Pontus. "Ständiga förbättringar inom verksamhetsprocesser : en studie mellan läkemedel- och kärnkraftindustri." Thesis, Uppsala universitet, Industriell teknik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-140107.
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The purpose of thesis was to investigate and compare how two companies within pharmaceutical industry and nuclear power industry are currently working with quality development regarding continuous improvement and Lessons Learned in business processes. In addition, a simple comparison was made with the automotiveindustry. McNeil AB are improving their processes continuously and are according to the findings of this report performing well in their pursuit of world-class pharmaceutical production. They have a well functioning process regarding improvements proposed in weekly improvement meetings engaging all employees. However, during interviews it was made clear that the functionality of the process which administer improvement proposals generated in addition to, or beside the weekly improvement meetings, were inadequate. McNeil AB is proposed to administer this through an IT solution instead of by paper and e-mail, that simplifies the process of adding, implementing and follow up an improvement proposal. The nuclear power plant Ringhals AB recently made major improvements in their business processes as well as the plant itself. In a short period of time, several major modernization projects have been carried out and the project department have been put to the test. In order to drive changes in the plant, a plant modification process is used which is highly appreciated by the employees. However, when compared to McNeil AB and the automotive industry’s processes the plant modification process was found to lack in Lessons Learned. Ringhals AB is therefore proposed to implement Lessons Learned methodologies in check points throughout the projects lifecycle.
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RODRIGUES, ROSA MARIA VIEIRA. "WHY ARE WE, THE 1701 CLASS, HAPPY IN OUR ENGLISH LESSONS? LEARNERS AND TEACHER LOOK FOR UNDERTSTANDING THE QUALITY OF LIFE THEY LIVE IN THEIR CLASSROOM." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15294@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROInspirada na abordagem investigativa e pedagógica da Prática Exploratória, (Allwright, 2003) esta dissertação tem como objetivo investigar por que a turma 1701 se percebe feliz durante as aulas de inglês como língua estrangeira, do sétimo ano, em uma Escola Municipal na cidade do Rio de Janeiro. Neste trabalho conjunto, a professora-pesquisadora e seus alunos de uma turma de inglês procuram entender a co-construção da qualidade de vida dessa interação pedagógica prazerosa. A investigação se realizou através de uma atividade pedagógica com potencial exploratório. O trabalho-para-entendimento buscou alcançar entendimentos de todos os participantes quanto à qualidade do processo de ensino-aprendizagem. O material discursivo exploratório produzido pelos alunos assim como a narrativa de experiência pessoal profissional e interpretativa da professora foram analisados à luz das noções bakhtinianas (2003) de historicidade, relação dialógica, enunciado e voz e da perspectivas afetiva à luz de Arnold & Brown (1999) e Allwright & Bailey (1991). Os entendimentos alcançados pela professora-pesquisadora acerca da sua trajetória profissional e a análise reflexiva gerada neste estudo sugerem que a sala de aula da turma 1701 é o espaço que abriga sujeitos com diferentes saberes e crenças pedagógicas que ecoam manifestações de afeto. A qualidade de vida prazerosa do cotidiano deste grupo se co-constrói ancorada nos Good-mornings! compartilhados no início das aulas, nas características pessoais e nos saberes da professora, nas relações estabelecidas entre as pessoas em sala de aula, e aos processos cognitivos vivenciados.
Inspired by the investigative and pedagogic approach of Exploratory Practice (Allwright, 2003), this study aims at understanding why the 1701 class feels happy during their classes of English as a foreign language, in the 7th grade of a municipal school in Rio de Janeiro, Brazil. In this participatory practitioner research, the teacher-researcher and the learners in one of her English classes work to understand the quality of classroom life that they co-construct during their pleasant pedagogic interaction. The research was carried out through a pedagogic activity with exploratory potential. This work for understanding searched for the understandings of all the participants regarding the quality of their classroom teaching-learning experience. The analysis of the exploratory discourse produced by the students and the teacher’s reflective narrative of her personal professional experience was based on Bakhtin’s (2003) notions of historicity, dialogism, utterance and voice as well as the notion of affect, as discussed by Arnold & Brown (1999) and Allwright & Bailey (1991). The understandings reached by the teacher-researcher about her professional experiences and the reflexive analysis developed in this study suggest that the 1701 class is a space shared by people with different knowings and pedagogical beliefs, who echo demonstrations of affect. The quality of this group’s enjoyable classroom life appears to be co-constructed through the Good-mornings! shared in the beginning of their classes, through the teacher’s personal characteristics and knowledge-base, through the socio-affective relations established among the people in the classroom, and through the cognitive processes developed.
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Chenoweth, Kevin D. "A project to increase the application of the Sunday learning experience through the coordination of sermon topics, small group lessons, and personal daily study." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p054-0234.
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Goldenberg, Rachel Brager. "Singing and Cystic Fibrosis| A collective case study on the effects of private voice lessons on the pulmonary function and quality of life of adult Cystic Fibrosis patients." Thesis, Shenandoah University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10000826.
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Cystic Fibrosis (CF) is a genetic disease that affects multiple systems including the respiratory tract. Thickened secretions in the airway must be removed to prevent deterioration of pulmonary function. Airway clearance techniques are based on physiological principles such as cephalad airflow, the combination of expiratory airflow with high frequency oscillation at the chest wall or oral cavity, and repetitive cough. Diaphragmatic breathing, respiratory muscle training, and voicing during therapy have also been shown to improve or maintain pulmonary function in CF patients. The physiology of airway clearance is similar to the physiology of singing, which involves controlled airflow resulting in pressure oscillations and vibration. Singers build awareness of their bodies and learn to manage their breath. It is also a relatively inexpensive and enjoyable activity that requires little equipment or space. Singing should not replace medically recommended therapies, but it may be a viable adjunct therapy.
In this concurrent mixed methods collective case study, the effects of nine private singing lessons on the pulmonary function, measured by FEV 1 and quality of life, measured by the Cystic Fibrosis Questionnaire-Revised (CFQ-R) of four CF patients were investigated. Participants also completed an exit questionnaire to determine their satisfaction with the lessons and impressions of the study. Lessons were taught by the same teacher and tailored to the needs of each participant. The teacher kept a journal of the proceedings of each lesson. To evaluate the efficacy of the lessons, the teacher assessed each participant before and after the lessons using a rubric and helped the participants to create modified phonetograms. Two single-factor analyses of variance (ANOVAs) were performed on the phonetograms to compare the pre and post voice lesson effects in terms of maximum and minimum sound pressure levels. Due to the small sample size, no further statistical analysis was performed, and the results of the study will be pilot data for future research.
Effects on FEV1 were inconclusive, but the teacher observed all participants coughed during singing and not during conversation, suggesting the mobilization of mucus. All participants improved in the domain of body image on the CFQ-R. This, combined with comments from participants on the exit questionnaire about gaining confidence, suggests an overall improvement in self-esteem resulting from the lessons. Most participants also improved in the domain of physical functioning. Two participants improved significantly in terms of maximum vocal intensity as indicated by their phonetograms. The teacher was well informed about CF but did not need to structure the musical aspects of the lessons in any specialized way, although an emphasis was placed on breathing and the allowance and encouragement of coughing from participants, which is deviant from the norm. All participants reported satisfaction with the treatment and wrote about breath control being one of the most important gains from the lessons. All but one reported they would continue lessons if given the chance. The results suggest singing lessons may provide some airway clearance and improve the quality of life of adult CF patients. Further investigation of this topic is warranted.
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Yoshitomi, Nozomu Paul. "The development of GIS-based response applications for supporting damage assessment and issuing of damage certificates as the basis for life recovery : lessons learned from the practice in the 2004 Niigata Chuetsu earthquake." 京都大学 (Kyoto University), 2006. http://hdl.handle.net/2433/143882.
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Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
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Chen, Yu-Chiuan, and 陳昱全. "The Karma of Folk Religions Belief：As a Life-Style for Taiwan people." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/78684963040027843836.
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碩士世新大學
社會心理學研究所(含碩專班)
99
This study focuses on Chinese people with the concept of karma of folk religions. The study analyzes how they contact with this concept; after life events take place, how they turn the religious ethics into the explanation for the events; and how their daily life-style is guided by their personal interpretation of the concept and the regularity of action in accordance with the religions. Using depth interviews, the study interviews six respondents and sorts out the similarities and differences brought about by the concept of karma in their diverse life experiences. The study findings are as follows: 1. Respondents’ choices of religions are mostly influenced by their original family. 2. Respondents mostly think that ancestor worship is based on respect and filial piety, not for fear of ancestors’ mischief. 3. Respondents mostly believe in the concept of reincarnation and preexistence. They think that their present life and their relations with others are related to their conducts in preexistence. 4. Life events happening to the respondents lead to their belief in karma. 5. The purpose of redemption is that if one’s present life goes on smoothly, he hopes to keep it in the afterlife; and if not, he hopes for a better life in the afterlife. 6. The living norms of karma, combined with one’s daily life, becomes one’s codes of conduct, with derivatives of fear of torture in Hell after death, caution about working with care, and adoption of a submissive attitude. In response to the above findings, the researcher gives a discussion, indicates the study flaws, and proposes recommendations for future studies.
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Swyers, Holly. "Succeed anyway : life and lessons in American high schools /." 2003. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3088793.
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Tsai, Shu-ling, and 蔡淑玲. "The Life Lessons of Self-Caring for Hospice Nurses." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/31220638804909184476.
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碩士南華大學
生死學研究所
93
The thesis of this research is on the self-caring of hospice nurses. Guided by the hermeneutic-phenomenological method, the researcher collects the empirical data mainly through the field participation in the hospice ward of a local hospital and the depth-interviews on the 11 research participants therein. The result of the text-analysis is delineated and interpreted by the three aspects: (1) the situations of the caring work, (2) the nurses’ pressures, and (3) their responses. The embodied experiences of self-caring of those caregivers are thus presented. To interpret the self-caring, the researcher develops a framework of two-mode self-caring; i.e., the mode of “doing” and that of “being.” The former refers to any practical efforts, ways or means adopted by the nurses that intend to separate the self from the death anxiety by the death bed, so as to reduce the caring pressures. However, such efforts have limitations. As for the latter, it does not necessarily involve specific efforts, ways or means of self-caring, but an existential attitude change of nurses in the process of facilitating the presence of the “primordial self.” It includes two main subjects: (1) to come to terms with frustrations and anxieties, (2) to attain existential transcendence by way of a self-reflective process. In general, the research finds that the deepening of the self-caring work will bring about an attitude change conducive to improving the quality of nurses’ dying care. It also suggests developing an on-site support system, a self-caring curriculum for hospice nurses, and accommodating the reflective training of self-caring into the nursing school education.
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Houlihan, Inez. "Lessons at the threshold : loss and grief in mid-life /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442538&T=F.
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Milubi, Khathutshelo Jeanet. "Planning and presenting life orientation lessons for intermediate phase learners." Diss., 2014. http://hdl.handle.net/11602/153.
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Taylor, Connie. "THE EXPERIENTIAL PROCESS OF ACQUIRING WISDOM: HOW WISE INDIVIDUALS REPORT LEARNING LIFE LESSONS." Thesis, 2010. http://hdl.handle.net/1974/6055.
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Philosophers have considered and debated the topic of wisdom for centuries. Now, as we face an ageing world population, a need for the scientific exploration of the topic has arisen. Over the past 30 years, the challenge to understand and define wisdom has been taken up and studied mainly by the fields of psychology and sociology. A body of wisdom literature has emerged and this thesis addresses an identified gap in that literature concerning the development of wisdom.
This thesis examines the process of acquiring wisdom across the human lifespan. Specifically, this qualitative exploratory case study examines the process employed by wise nominees when transforming a personal life experience into a life lesson. The opinions, experiences, and relationship descriptions of their nominators are uniquely included in the study’s findings. Each of the four cases in the study is comprised of a dyad, a nominator and their wise nominee. Data were collected from the study participants through questionnaires and in-depth interviews.
A framework, comprised of three components, that begins to describe the wisdom acquisition process emerged from the study’s findings. The first element of the emerging wisdom acquisition framework is a new succinct definition of wisdom. The second element is a model that describes the iterative process of learning from life experiences. This model was hypothesized at the outset of the study and obtained some corroboration from the study’s data. The third element of the emerging framework is the life management practices that wise individuals employ to deal with life experiences. These practices emerged as four central themes from the data. Three of those four life practices revolve around self-reliance whereas the fourth theme addresses the spiritual balance in the participants’ lives.
This study is a first attempt to unravel the complex phenomenon of the acquisition of wisdom.Thesis (Master, Education) -- Queen's University, 2010-09-20 15:34:05.91
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Chen, Cheng-Chih, and 陳正直. "Lessons learned from decisions and execution in the organization life cycle－CSSC as an example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/71513679053520266422.
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碩士國立成功大學
工學院工程管理專班
94
Abstract The organization life cycle theory points out that an enterprise at developing stages will be inevitablely encountered with different phenomena and problems. In order to grow and compete, an enterprise should have correct decisions and execution, adjust organization function and management style, and solve the problems of internal organization, external environment, or unforeseen difficulty. This research adopted the case study method, probed into the problems and decisions of the China Steel Structure Company（CSSC）during the four stages of life cycle, and learned the growth experiences of the company. By doing so, we reviewed the organization theory, found out the present situation and characteristics of the structural steel industry, and then investigated the CSSC’s growth process, including organization framework, growth and change, organization features, and the industry environment. Questions were designed based on the above-mentioned information, to interview the case company, analyze and verify the following:（1）Whether the characteristics of the organization at different stages are consistent with those stated in the theory.（2）What kinds of decisions were made by management and executed when dealing with the problems at each stage.（3）The reasons for the phenomena, problems, decisions and executions at every stage are resulted from internal organization, external environment, or unforeseen difficulty. Based on the above analysis the lessons learned from the organization life cycle were derived. In addition to the lessons learned for the case company, two general lessons are important and worthy of reference to other companies:（1）A subsidiary company should be offered the opportunity to grow by itself. （2）Technology oriented companies should gradually pay attention to management and adopt management methods.
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"Finding the Future of Food: Sustainable Consumption Lessons from and for Veganism." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29783.
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abstract: Advancing sustainable food systems requires holistic understanding and solutions-oriented approaches that transcend disciplines, so expertise in a variety of subjects is necessary. Proposed solutions are usually technically or socially oriented, but disagreement over the best approach to the future of food dominates the dialogue. Technological optimists argue that scientific advances are necessary to feed the world, but environmental purists believe that reductions in consumption and waste are sufficient and less risky. Life cycle assessment (LCA) helps resolve debates through quantitative analysis of environmental impacts from products which serve the same function. LCA used to compare dietary choices reveals that simple plant-based diets are better for the environment than diets that include animal products. However, analysis of soy protein isolate (SPI) demonstrates that certain plant-based proteins may be less preferable for the environment than some unprocessed meats in several categories due to additional impacts that come from industrial processing. LCAs' focus on production risks ignoring consumers, but the food system exists to serve consumers, who can be major drivers of change. Therefore, the path to a sustainable food system requires addressing consumption issues as well. Existing methods for advancing sustainable food systems that equate more information with better behavior or performance are insufficient to create change. Addressing food system issues requires sufficient tacit knowledge to understand how arguments are framed, what the supporting content is, the findings of primary sources, and complex and controversial dialogue surrounding innovations and interventions for food system sustainability. This level of expertise is called interactional competence and it is necessary to drive and maintain holistic progress towards sustainability. Development strategies for interactional competence are informed by studying the motivations and strategies utilized by vegans. A new methodology helps advance understanding of expertise development by assessing levels of expertise and reveals insights into how vegans maintain commitment to a principle that influences their daily lives. The study of veganism and expertise reveals that while providing information to debunk fallacies is important, the development of tacit knowledge is fundamental to advance to a stage of competence.Dissertation/Thesis
Doctoral Dissertation Sustainability 2015
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"A Legacy of Lifelong Learning: Leadership, Lessons, Love, and Laughter in the Life of Elizabeth Gammon Pendleton." East Tennessee State University, 2008. http://etd-submit.etsu.edu/etd/theses/available/etd-0329108-120307/.
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Stovall, Lauren Ashley. "A Catalyst Toward Caring: Middle School Art Lessons that Embrace the Value of Compassion." 2014. http://scholarworks.gsu.edu/art_design_theses/164.
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This study discusses the importance of theories of care that are especially relevant to students in middle school art classes. Middle school students are going through an increasing number of changes emotionally, mentally, and cognitively that can be explored through an art curriculum that teaches them the value of caring for themselves and others, while also meeting their developmental needs. In this thesis research, teaching strategies are discussed that will cultivate an environment of care in the middle school classroom. This information will be used in the construction of developmentally sequenced art lessons that put these caring attitudes, strategies, and practices into action through art studio and criticism lessons incorporating the national art education standards.
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YANG, LI-HUA, and 楊麗花. "Life Curriculum Courses for Elementary School Low-Graders:An Action Research of Artistic Observation Instruction On the Basis of Three Artists’ Story Lessons." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/87075486280179893947.
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碩士國立臺中教育大學
美術學系碩士班
101
This study aimed at inspiring children’s interests in art fields as well as guiding them through the explorations for artists’ creative ideas by the use of three artists’ story lessons in life curriculum courses of low graders in elementary schools, and try to combine learning activities with realistic art creations. The three purposes of this study were to: (a) discuss and analyze the contents and goals of curriculum design for elementary low graders which embedded in artistic observations of artists’ stories; (b) discuss and analyze the learning effects of low-grader life curriculum on the basis of artistic observations of artists’ stories; (c) discuss and analyze possible problems and corresponding solutions while instructing artistic observations of artists’ stories to elementary low graders. This action research has four findings: (a) students were interested in listening to stories of artists and telling stories during life curriculum instruction make them become more excited to know and appreciate masterpieces of artists during lessons; moreover, students gain more interests on artistic creations themselves; (b) the learning conditions of students had high correlations with their seats arrangement; (c) the great differences in creation time revealed students’ huge variety; and (d) the peer evaluations of students were very likely affected by their personal affections. There were eight conclusions in this study: (a) on designing the contents and goals for artistic observation curriculum, designers should focus on the different stages for children development; (b) group discussion and cooperative learning could enhance students’ understanding and appreciation toward artists’ masterpieces; (c) using stories of artists as guidance for artistic observation could enhance their ideas and creativity; (d) the enlightenment of contents for artistic observation helped improve students’ learning effects in Art field; (e) the use of “little judges” in multiple evaluation successfully drew students’ attentions; (f) to divide the creation process and time could help increase students motivation; (g) embedded online resources in life curriculum courses could resolve teaching problems.
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Muvoti, Takudzwa Chantelle. "Investigating ways that 4th year Life Science preservice teachers demonstrate topic specific pedagogical content knowledge in the planning and teaching of their lessons." Thesis, 2020. https://hdl.handle.net/10539/31376.
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A research report submitted to the Faculty of Education (Maths and Science Division), University of the Witwatersrand, Johannesburg, in fulfilment for the degree of M.Ed., 2020Literature shows that teacher education programmes aim to equip teachers with not only strong content knowledge but also the capability to reason soundly about teaching (Shulman, 1987). This sound reasoning requires both a process of thinking about how the teaching will be enacted as well as a sufficient body of content knowledge and experience to draw from (Shulman, 1987). Pre-service teachers in their fourth year of study may not have a wealth of experience to draw from as part of their pedagogical reasoning but they have been sufficiently exposed to instruction that has equipped them with the ability to reason soundly about their teaching. A large part of this instruction has involved use of the Topic Specific Pedagogical Content Knowledge framework. The topic specific nature of PCK has been attested to in many empirical studies (Loughran, Berry, & Mulhall, 2004). This framework has been used as a tool to help pre-service teachers transform knowledge of specific topics, particularly in maths and physical science into instruction. This research is a case study that followed three PSTs as they planned and enacted three different Life Sciences topics over a period of three lessons, respectively. The study aimed to contribute to a larger study by investigating the extent to which and ways in which pre-service teachers, in their final year of study, made use of the TSPCK framework in the planning and teaching of Life Sciences lessons. More specifically, the study looked at how PSTs were reasoning about the transformation of specific topics in the subject whilst using the TSPCK framework as the basis for their reasoning. Methods of data collection included lesson plan documents, video and audio taped lesson observations and semi-structured video (and audio) stimulated recall (VSR) interviews. The necessity of the three data collection methods was not only for triangulation and validity purposes but also to bring out the elusive nature of both pedagogical reasoning and planned and enacted TSPCK. Findings indicate that indeed, PSTs use the TSPCK framework as the basis for their pedagogical reasoning and action however, between both planned and enacted lessons, the TSPCK components that manifested the most are learner prior knowledge, representations and conceptual teaching strategies. It was further shown that pre-service teachers lacked knowledge of some aspects of TSPCK components. That being said, instruction in teacher education programmes that develops pre-service teachers’ capabilities to plan and enact richly in their teaching of science topics remains a challenge (Mavhunga, 2014). It is hoped that this study brings out the effectiveness of the Life Sciences teacher training programme at a South African university, particularly by shedding light on the effectiveness of the TSPCK framework as a content knowledge transformation tool for Life Science teachers as well as its usefulness once teachers are out in the field. Recommendations for this study include a call to develop pedagogical transformation competence in PSTs as opposed to waiting for this competence to be gained with experience
CK2021
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Gregory, Jasmine Dawn. "How did we survive and how do we remain resilient? Aboriginal women sharing their lived experiences and knowledge of lessons learned in life." Thesis, 2019. http://hdl.handle.net/2440/120987.
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Background The aim of this study is to understand what contributes to the resilience of Aboriginal women in Australia. It is a strengths-based study, which draws upon Aboriginal women’s stories of survival to investigate the factors which support, or detract from this resilience. Although Aboriginal women belong to one of the most disadvantaged groups in Australia today, they have survived a very dark history fraught with discrimination, racism, assimilation, sexual exploitation and abuse and the removal of children from their families. The historical narratives written by Aboriginal women and the interviews that were undertaken as part of this research speak of trauma and of triumph. They reveal the strategies used to overcome hardships, providing insight into what makes and keeps our strong women strong. Methods This research, conducted by an Aboriginal Woman using Indigenous methodologies, provides a comprehensive review of the literature relating to resilience, particularly with Indigenous groups around the world and more specifically resilience literature related to Australian Aboriginal people. It examines literature written by Aboriginal women and describes findings from 12 interviews with Aboriginal women conducted to explore the challenges they face, the supports they draw on, the strategies they use and the specific things they avoid to remain strong or resilient. Results This research provides distinct findings with regard to Aboriginal women and resilience in Australia. Most of these insights came from the analysis of the interviews in which women identified some specific factors that support (protective) and detract from (risk factors) resilience, not previously highlighted in the available literature. For protective factors, these include: 1. The significant influence of Aboriginal matriarchs or strong Aboriginal women on the strength of women; the inner strength of our women is supported by a strong sense of identity and driven by the responsibility to stay strong for family and community. 2. The ability to operate between two worlds (Aboriginal and non-Aboriginal) and to use all available resources to enhance strength and resilience; using withdrawal or isolation from extreme situations to heal and re-charge. 3. The utilisation of culturally appropriate counselling to deal with more complex issues relating generally to extreme trauma and unacceptable levels of family violence, alcohol and drugs. The risk factors affecting resilience include: 1. Difficulties accessing information from services; 2. Negative people; compounding challenges and trauma; and the extreme risk these pose to wellbeing of Australian Aboriginal women. Conclusion The term ‘resilience’ is not generally used by Aboriginal Australians; the words strong, strength and wellbeing are commonly used. Australian Aboriginal people have many synergies with other Indigenous peoples around the world with regard to research on resilience. The similarities for protective factors include culture, family, land, language, spirituality. For risk factors, they are inter-generational trauma, racism, discrimination, drugs, violence and alcohol.” The outcomes of this research and the recommendations can be used to guide future policy and program development and assist in the design of programs and interventions to support the development and maintenance of resilience in Aboriginal women.Thesis (MPhil) -- University of Adelaide, School of Public Health, 2019