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Dissertations / Theses on the topic 'Later'
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Hayase, Atsushi. "Plato's later dialectic." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/406/.
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Berold, Robert, and Janice Limson. "Curiosity first, applications later." South African Journal of Science, 2009. http://hdl.handle.net/10962/d1006281.
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Tebello Nyokong speaks to Robert Berold and Janice Limson about her career as a chemist. Tebello Nyokong, who holds a research chair in medicinal chemistry and nanotechnology at Rhodes University, has become the first South African scientist to win the L’Oreal-UNESCO award for women in science, in the physical sciences. Only one laureate is selected from each of five world regions, and Nyokong is the 2009 laureate for Africa and the Arab states. She and the winners from the other four regions travel to Paris in March to each accept the award and a generous prize of close to R1 million. Nyokong now heads the new Nanotechnology Innovation Centre for medical sensors: the biggest single research investment in the history of Rhodes. Linked to other nanotechnology centres in the country, it is designed to bridge the gap between research and the market.
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Vohora, Reena. "Resilience in later life." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556172.
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Individuals are faced with the prospect of a range of possible losses in later life, relating to one's health, functioning and support network. The view of older adults as being destined to experience psychological distress following such events has begun to be challenged by researchers advocating a strength-based approach to later life. This is in stark contrast to the historical, negative discourse in which older adults are seen as passively accepting or struggling with challenges. The construct of resilience is defined as the ability of individuals to either maintain or return to a position of positive well-being following exposure to unfavourable circumstances. Method A review on resilience in old age and its relationship good mental health was conducted. Additionally, qualitative research using Interpretative Phenomenological Analysis (IPA) enabled exploration of resilience in the personal and relational context via eliciting the experience of spouse carers of individuals with dementia. Results The literature suggested a positive relationship between resilience and good mental health in old age. IPA revealed the presence of four key themes for seven spouse carers demonstrating moderate-very high resilience: 'Making sense of loss'; 'Successfully overcoming the 2 challenges of caring'; 'Recognition of my own needs as a carer' and 'Looking into the future' . Conclusion Resilience does not negate the experience of psychological distress altogether; however, older adults faced with a range of adverse circumstances are able to maintain good psychological functioning and manage well by drawing on personal strengths and external resources. In addition to this, the nature of the marital relationship is important to consider in the context of caring in later life. Clinicians must recognise the presence of resilience in later life, with a view to delivering interventions to promote this, whilst also considering the wider context of aging. Longitudinal research would helpfully provide information on the temporal nature of resilience. 3 •.
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Hulse, Apricote. "Changes in later relationships." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532283.
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Clough, Barbara Stolze. "Learning activities in later life." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29581.
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Learning Activities in Later Life
Learning is a lifelong affair. Learning is critical across the entire life course for adults facing the potentials and problems of an extended life; learning is crucial for a society adjusting to the economic and social pressures of a rapidly aging population. How can adult educators respond to these challenges and become effective catalysts for learning activities in later life? One important, preliminary step involves understanding participation in learning activities from the older adult point of view.
To date, however, adult educators only have a partial view of participation in learning activities in later life, a view clouded by narrow definitions of education and learning, and limited by concepts of traditional educational programs. The purpose of this current study was to explore participation of adults over the age of 55 in a broad range of learning activities and to examine the relationship between their participation and selected personal and sociodemographic measures influencing participation. A questionnaire consisting of a checklist of 71 learning activities and sociodemographic questions was distributed to 1228 adults over the age of 55. Responses from 332 respondents were analyzed using SPSS/PC+ (Ver. 3.0).
On average, older adults reported taking part in 35 learning activities over the past year. Respondents reported participating in these learning activities for an average of 14 hours per week. Respondents who reported greater participation were more likely to be female, younger, more educated, and in better health. Those reporting greater participation also reported more reasons for participation, more sponsoring agencies for their learning activities, and were more likely to belong to community and professional organizations. Older adults reported certain changes in their learning activity choices since age forty. Active people remained active in later life although they restructured their learning activity choices. They restructured their learning activity patterns by increases in attending senior centres; watching Public Broadcasting System (PBS), Knowledge Network and other educational television; reflecting on life events; and, learning about health and nutrition.
The most important learning activities reported by respondents reflected the significance of nonformal and informal activities: reading books or plays; watching Public Broadcasting System (PBS), Knowledge Network and educational television; reading newspapers and magazines; travelling; talking with family and friends; and, attending senior centres. The principal sponsoring agencies for learning activities in later life were senior centres, media, and oneself. The primary reasons for participation were growth and socially-oriented: keeping one's mind alive, gaining knowledge or skill, and meeting or being with friends. The leading barrier to participation, being too busy, suggested an active lifestyle for many later life learners. Other barriers were transportation, money, location of the activity, and health status.
A factor analysis of participation in 71 learning activities produced 13 factors which accounted for 48% of the variance in participation. Major factor groups clustered around themes of Volunteer Involvement, Recreation, Home Life, Self Development, Spiritual Enrichment, Wellness, Language Arts, Crafts, Leisure, Expressive, Outdoors/Nature, Hobbies and Reflection/Reading.
Current definitions of learning activities for older adults are too narrow. The findings from this study demonstrated the diversity and breadth of learning activities engaged in by older people. Participation in these learning activities is not necessarily bounded by rigid age barriers, educational background or income. This study challenges the relevance of narrow views of participation based upon traditional, institutionally-based programs and identifies a complex web of predominantly nonformal, informal, and self-directed learning activities in later life. Collaborative efforts among older adults, community leaders and adult educators will promote interdependent, positive lifestyles in later life and encourage the development of more accessible educational resources for older learners.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Stoffman, Hart. "The later Wittgenstein, linguistic idealist?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ57227.pdf.
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Donnelly, Bernard. "Marxism and the later Tillich." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268563.
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Crane, Maureen. "Pathways to later life homelessness." Thesis, University of Sheffield, 1997. http://etheses.whiterose.ac.uk/15081/.
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The aim of this doctoral thesis is to increase the understanding of the causes of homelessness in later life, by identifying how antecedents, states and events interact and both trigger and contribute to homelessness, and the processes and pathways involved in the transition to homelessness. Using present theories, concepts and empirical evidence as a foundation, the thesis is largely informed by an intensive ethnographic field study which lasted for 15 months and was carried out in London, Sheffield, Leeds and Manchester. It involved 225 respondents over the age of 55 years, the majority of whom were homeless when interviewed. Through depth interviewing and the compilation of partial life histories, it was possible to collect objective information which enabled some quantitative comparisons and statistical analysis, and qualitative data which enabled analyses using detailed case study reports. A descriptive profile of the characteristics of the respondents and their histories of homelessness identifies the distinctive features of this group. Although some had been homeless since early adulthood and were in a state of chronic homelessness, others had experienced homelessness for the first time in old age. Four commonly-reported situations preceding homelessness are identified, and these are examined in depth and provide the core of the qualitative analyses. These are mobile work histories, bereavement, the breakdown of intimate relationships, and mental illness. The thesis demonstrates that the origins of homelessness are complex, and deepseated, they are intricately related to psychological and sociological factors, and that homelessness extends far beyond a lack of housing. By increasing the knowledge of the aetiology of homelessness, the thesis also makes a contribution to the understanding of the problems and needs of older homeless people and is thus informative to welfare policy and practice.
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McGuire, Heather. "John Baldessari's Later Blasted Allegories." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/95.
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John Baldessari’s Blasted Allegories (1977-1978) represent a concerted reconsideration of the most active and critical pursuits of the 1960s and ‘70s, including structuralism, post-structuralism, systems-based art, constraint-based approaches to composition, chance, and allegory. Thirty-five of the sixty-some Blasted Allegories are designated here as “later” works in the series because they share formal and structural characteristics; they present arrangements of colored photographs on neutral matte board. Although the later Blasted Allegories initially appear as colorful sentences, the close readings undertaken in this dissertation reveal that these pieces have been generated by the imposition of individual sets of constraints on a combinatorial system. In addition, many of these works appropriate structural models from cultural anthropologist Claude Lévi-Strauss, narratologist A. J. Greimas, and grammarian Noam Chomsky; even though they subsume the rules implied by these structural models, they undergo a post-structural critique wherein fixed relationships are destabilized by word play, homophones, rhyme, and the imposition of such additional operations as algorithms. This dissertation demonstrates how Baldessari solicits art as an experience of cognitive construction, pleasure, and protracted play with the possibilities of meaning. His crypto-narratives take readers along the cognitive spiral theorized by psychologist Jean Piaget that begin with sensory perceptions, expand into operational understandings of these works as products of a combinatory system, and can be built into logical and mathematical apprehensions of the resultant texts. Like many of the embedded models, Piaget’s spiral is counterbalanced in this series by the conflation of vying cultural models into a cacophony of signification. Baldessari’s texts play with readers’ proclivities to search for meaning. The artist solicits protracted interactions from viewer/readers, who are able to discern multiple, simultaneous readings and thus relinquish an ensconced approach toward art as a synthesis of embedded cultural models. Baldessari’s series engages conceptions of allegory as a procedure, a condition of the text, and a hedge against reductive, overarching interpretations. Working in a Duchampian vein, Baldessari posits the components of new syntaxes for art that return readers to these pieces, where variable interactions between readers and these heteroglossic texts ressemble open systems that can unsettle artist-imposed significations.
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Knight, Judith. "Occupational identity in later life." Thesis, University of Northampton, 2013. http://nectar.northampton.ac.uk/8868/.
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Occupational identity in later life represents a lifetime of occupational choices which encapsulate multiple meanings derived from the past and interpreted as a source of being in the present. Engaging in meaningful occupations has the potential to promote successful ageing, but health and declining capacities can influence that choice. The aim of this study was to explore the occupations that older people have engaged in during their lives, in particular, to discover how this influences occupational choice in later life. Ninety six people, aged 55 and over were recruited using local groups, organisations and communities of, or for older people. A survey questionnaire ascertained demographic and occupational data from this sample, which, largely concurred with national data. From those in the sample who had agreed to be interviewed, five women and three men aged between 64 and 92 were selected to reflect its diversity. A biographical approach was adopted and two to three in-depth interviews explored occupational life stories and the growth of occupational identity. Life chronologies provided a framework for narrative analysis of each biography which was followed by horizontal analysis to identify emerging themes. The findings demonstrate the considerable social changes that have occurred during the participants lives. Values, customs and occupational meaning gained early In life contributed to evolving occupational identity. Various factors such as family, class, gender and education for a young person in the 30's, 40's and 50's had a strong influence on opportunities and attainment in life. The gender imbalance In the years up to retirement, with men afforded greater opportunities than most of the women, was redressed after retirement with women having equal or greater occupational opportunity and choice than the men. Meaningful connection was the predominant form of meaning in both key occupations and daily routine, either through connection with the past self or 'being with' others in the present. A loss of occupational meaning, a state of 'being without' was identified following a major bereavement and new meaning was sought through occupations involving 'being with' others in an endeavour to accommodate a changed occupational identity. Finally the current conceptualisation of occupational identity reflects a western, but non-European, perspective, which this study demonstrated only pertained to the male participants, while the women demonstrated connectedness and interdependence. It is therefore important that the theoretical concept of occupational identity should in future include a notion of gender difference within it. A further study could explore a European perspective to ascertain if a gender difference exists in occupational identity for a younger cohort. Meanwhile, the findings from this study suggest that there is necessity for occupational therapists to promote occupation as part of the current drive for healthy ageing.
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Milne, Alisoun. "Two Late Life Challenges : Early Intervention and Mental Health in Later Life and Caring in Mid and Later Life: Exploring Experiences, Advancing Understanding and Informing Care." Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523537.
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Hayles, Catherine. "Governmentality and sport in later life /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19370.pdf.
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Hayburn, Tracey J. "Childhood sexual abuse and later life." Thesis, University of Warwick, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436290.
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Gruber, Thomas. "Crosshole seismic tomography incorporating later arrivals /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phg885.pdf.
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Vicens, de Sanchez Lizette. "Dona Elena twenty-seven years later /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10620084.
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Cleal, R. M. J. "The Later Neolithic in Eastern England." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370644.
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Fowler, David Alan. "The later work of Jean Ricardou." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/193.
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This thesis examines the career of Jean Ricardou after 1982. The introduction indicates the obscurity in which he Ricardou’s reputation languishes currently. Chapter 1 sketches Ricardou’s career until 1982 and examines the denunciations of him by Alain Robbe-Grillet, Nathalie Sarraute and Claude Simon pronounced in that year, and how critics have subsequently portrayed him. Chapter 2 describes Ricardou’s involvement in writing workshops in France and the role he played in developing them and exercises to be used in such workshops, in particular the Bestiaire. Chapter 3 introduces the new discipline of textique which aims to provide a theoretical description of all phenomena associated with writing starting from the simplest mark. Chapter 4 suggests that textique, because of its militant materialism, might be susceptible to ultra-left tendencies. Chapters 5 and 6 examine textique as literary criticism, the former with reference to Une Maladie chronique, the latter to sonnets by Heredia and Mallarmé. Chapter 7 examines Ricardou’s later fiction, the concept of the “mixte” as developed in Le théâtre des métamorphoses and Hommage à Jean Paulhan and in these texts and La cathédrale de Sens, it explores the commonly held opinion that Ricardou’s work is “anti-referential”. The conclusion looks at factors that could influence the expansion of textique’s influence, its difficulty or reluctance to find an audience and its relation to those that Ricardou considers to be the great thinkers of the modern era, Mallarmé, Freud and Marx.
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Mann, Andrea Mary. "Vitality and leisure in later life /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636475158.
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Liao, Pei-Ju El-Sheikh Mona. "Does marital conflict predict later alcohol use?" Auburn, Ala, 2007. http://repo.lib.auburn.edu/2006%20Fall/Theses/LIAO_PEI-JU_4.pdf.
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Butcher, John. "Poetry and intertextuality : Eugenio's Montale's later verse /." Perugia : Volumnia, 2007. http://www.loc.gov/catdir/toc/casalini07/07331363.pdf.
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Williams, Mark Robin Winfield. "Dramatic technique in Thomas Middleton's later plays." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305933.
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Leeson, Christopher Paul Maxted. "Early risk factors for later vascular disease." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624836.
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Koo, Chul-Hoi. "Reinforcement of income inequality in later life." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539969.
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Sixsmith, Andrew J. "Home and later life : an experiential study." Thesis, King's College London (University of London), 1988. https://kclpure.kcl.ac.uk/portal/en/theses/home-and-later-life--an-experiential-study(974ab23d-bf61-4e32-aef1-031233507f85).html.
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Hutcheson, Natasha. "Later Iron Age Norfolk : metalwork and society." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273505.
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Williams, Diane M. "Later prehistoric environments in the Danebury region." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366461.
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Cosco, Theodore. "Successful ageing : health trajectories in later life." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708979.
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Kong, Jooyoung. "Childhood Maltreatment and Later-Life Intergenerational Solidarity." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107170.
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Thesis advisor: James Lubben<br>Thesis advisor: Sara M. Moorman<br>Every year, more than three million allegations of childhood maltreatment are received by child protective services, many of which involve cases of abuse or neglect inflicted by the victims’ parents. A number of studies found that negative consequences of childhood maltreatment can last for a lifetime. Despite the long-term impact of childhood maltreatment, later-life relationships between adult victims of childhood maltreatment and their abusive parent have rarely been examined. This dissertation aims to address the gap in the literature by examining how adult victims of childhood maltreatment relate to their abusive parent when the parent becomes old and requires long-term care assistance. This three-paper dissertation utilized existing data sources: Wisconsin Longitudinal Study and National Survey of Midlife Development in the United States. The first paper examined the mediating effect of intergenerational solidarity with the aging mother in the association between maternal childhood maltreatment and adult psychological functioning. The second paper used longitudinal data analysis to compare long-term changes in affectual solidarity with aging mothers between adults with a history of childhood abuse and those without. This paper also examined moderating effects of the correlates of childhood abuse (i.e., poor social competency and lack of emotional regulation) in the association between childhood abuse and affectual solidarity with the aging mother. The third paper focused on the caregiving situation in which adult victims of childhood abuse provided care to their abusive parent. This paper investigated whether and how providing care to the abusive parent was associated with psychological distress among abused adult children, and whether self-esteem mediated the association. By revealing the dynamics of later-life relationships between adult victims of childhood maltreatment and their abusive parent, this three-paper dissertation not only contributes to creating new knowledge to the aging literature, but also provides future direction for social work practice and policy<br>Thesis (PhD) — Boston College, 2016<br>Submitted to: Boston College. Graduate School of Social Work<br>Discipline: Social Work
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Labron, Tim. "The Hebraic dimension of Wittgenstein's later philosophy." Thesis, Swansea University, 2004. https://cronfa.swan.ac.uk/Record/cronfa42720.
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Wittgenstein's remark, "I am not a religious man but I cannot help seeing every problem from a religious point of view," has created a field that is beset with diverse interpretations of his thought and, in particular, possible religious points of view. Although Wittgenstein does not practice any one religion, it is possible to argue whether or not a particular religious point of view is analogical to his philosophy. A common framework for studies of Wittgenstein is Greek thought-the prevailing western tradition of philosophy-which influences discussions of his philosophy and 'religious point of view'. A Greek context may be appropriate for a discussion of aspects of Wittgenstein's early philosophy, but it is his later philosophy that can be favorably compared to a 'religious point of view'-and it resists a Greek contextualization. Consequently, studies that approach Wittgenstein's later philosophy and his 'religious point of view' from within a Greek paradigm frequently end in confusion. The challenge of understanding Wittgenstein's later philosophy and an analogical religious point of view can be eased by noting that he says his "thoughts are one hundred percent Hebraic." This key remark is often overlooked because of the conventional view that Wittgenstein is, in some sense, anti-Semitic. Wittgenstein, however, views Hebraic thought positively and it is analogical to his later philosophy. Thus, the analogy between Wittgenstein's later philosophy and a 'religious point of view' is particularly illuminating if discussed in terms of Hebraic thought.
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Brown, Michael Benjamin. "School psychologists' job satisfaction: ten years later." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37424.
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Ten years have elapsed since the last comprehensive national study of school psychologists' job satisfaction. During this time, a number of forces have affected the field. Practice issues, program changes, and personnel concerns have had the potential to change the working environment and activities of the practicing school psychologist. This study was designed to survey the level of job satisfaction of a national sample of school psychologists, and compare the current level of job satisfaction with that of school psychologists in 1982.
Data were collected through mailed surveys consisting of a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire. Four hundred and forty psychologists were mailed survey materials, and 81.5% responded. Of those that responded, 228 full-time practitioners employed in the schools were included in the data analysis.
The survey results indicate that 86% of the practicing school psychologists are either satisfied or very satisfied with their jobs, with only 14% indicating that they were dissatisfied with their jobs. School psychologists are satisfied with most aspects of their jobs as measured by the 20 scales of the Minnesota satisfaction Questionnaire. School system policies and practices and opportunities for advancement were the only two scales with which the group was dissatisfied. Four demographic variables combined to predict increased job satisfaction: female gender, national certification, private practice and intention to remain in the current job for the next five years.
The level of overall satisfaction for the 1992 and 1982 groups is almost identical. While the order varied somewhat, both groups are most satisfied with the same six factors, and least satisfied with the same seven factors. The present group of school psychologists is more satisfied with it’s opportunities for advancement, opportunities to direct others on the job, the technical quality of the supervision received, and job security than was the group in 1982.
Several implications and recommendations were drawn from the study. These included further attention to preparing school psychologists for supervisory roles and private practice; investigation of non-administrative opportunities for advancement and job enrichment for practicing school psychologists; and further study of gender differences in job satisfaction and the job satisfaction of school psychologists employed in non-school settings.<br>Ph. D.
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Worrell, Travis G. "School Psychologists' Job Satisfaction: Ten Years Later." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27882.
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This study was designed to replicate nationwide surveys completed in 1982 and 1992. The purpose was to examine and describe the levels of job satisfaction and the relationship between the variables in a national sample of school psychologists belonging to the National Association of School Psychologists (NASP). The sample for this study consisted of respondents who reported being full-time school practitioners.
Data were collected through mailed survey packets including a data form and a modified version of the 1977 Minnesota Satisfaction Questionnaire (MSQ). Packets were mailed to 500 randomly selected members of the National Association of School Psychologists. Of the 308 packets returned, 234 were full-time school practitioners and were included in the analysis.
Results indicated that 90% of school psychologists were satisfied or very satisfied with their jobs. The findings showed a gradual increase in overall job satisfaction when compared to the 85.7% in 1982 and the 86% in 1992 who reported being satisfied or very satisfied with their jobs. Participants in the current sample were more satisfied with their job security, independence, and creativity. The only variables demonstrating a significant relationship with job satisfaction were the intent to remain in current position and supervisor certification.
Several recommendations and implications were drawn from the study. Trends in the field relating to gender, psychologist-to-student ratio, salary, degree status, and numerous other factors were discussed along with recommendations for future research.<br>Ph. D.
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Grossman, Mina Postlethwait. "Loneliness among widowed persons in later life." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54530.
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This study was an investigation of loneliness among widowed elders using a model conceptually based on symbolic interaction theory. Symbolic interaction theorists contend that people are active, self-directing, and creative individuals who adjust to dramatic situational changes such as widowhood by defining the transition according to its symbolic meaning and their current perspective of the event. The loneliness model suggested that certain background characteristics, personality resources (morale and mastery), and perceived levels of social support would influence the sample’s perspective and definition of the social reality of widowhood, and thereby, serve to facilitate or impede the development of feelings of loneliness. In contrast to most studies of loneliness among widowed elders, this study included males (n=38) as well as females (n=135) and both short-term (6-24 months) and long-term (25-60 months) widowed persons. Participants were healthy, educated, unmarried community residents aged 69 to 91 years. In general, the sample was well adjusted with high levels of social support, morale and mastery, and low levels of loneliness. Data analyses included bivariate correlations, tests, and multiple regression. The regression analysis revealed that morale and the social provision of emotional attachment and morale were the strongest predictors of loneliness in the regression model (R²=.39). The results of the study partially supported the proposed model of loneliness. The findings also served to further substantiate Weiss's theory of relational provisions and the importance of various social provisions, especially attachment, in countering feelings of loneliness during widowhood in later life.<br>Ph. D.
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Poellinger, Michele. "Violence in later Middle English Arthurian romance." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5233/.
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Understanding the representations of violence in Middle English romance is key to understanding the texts themselves; the authors were aware of the cultural and spiritual resonances of violent language, and they often utilised their potential to direct their own meaning. This thesis explores the language of these representations in Middle English literature, from British chronicles to affective Passion narratives, in order to analyse the combat and warfare of Arthurian romances in their literary and social context. In particular, I study the borrowing of violent language between literatures, and its impact on the meaning and generic tone of the texts. If a romance invokes the Passion of Christ in the wounds of secular battle, what is the nature of its chivalric protagonists? Can a romance be said to express “national” interests in its depiction of warfare? How does violence reaffirm and discuss the behaviour of chivalric “individuals”? My research looks specifically at how Arthurian romances such as the alliterative Morte Arthure and Lancelot of the Laik are shaped by the culture of chivalry and an awareness of the ways in which religious, historical and romance texts express pain and injuring. The analysis of the language of violence can both invoke the maintenance of broader chivalric norms and revise associations of genre-specific vocabulary.
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Owens, Terri. "Training Practices in School Consultation: Twenty Years Later." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/626.
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Consultation has long been noted in the literature as a preferred role of school psychologists (Curtis & Zins, 1980; Gutkin & Curtis, 1982). Yet, few studies have examined University training practices in the area of consultation. This study, in part, replicated a study conducted by Meyers, Wurtz, and Flanagan (1981) that examined training practices 20 years ago. Currently, Program Directors from school psychology training programs in the United States were asked to describe how their training program addressed consultation. The number of courses offered in consultation, the methods used to teach consultation, and the models of consultation taught to school psychology graduate students were assessed. The results of this study indicated that there has been an increase in consultation training practices among training programs in the United States. It was also found that of the three main models of consultation present 20 years ago (i.e., Mental Health, Behavioral, and Organizational), the Behavioral model is dominant today. A number of suggestions for further evaluating the consultation training issue were made.
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Hollis, Hilda. "Unsatisfactory answers, dialogism in George Eliot's later novels." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/NQ42850.pdf.
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Hollis, Hilda Margaret. "Unsatisfactory answers : dialogism in George Eliot's later novels /." *McMaster only, 1998.
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Wang, Qianling. "The Needs of Older People in Later Life." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13516.
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The aim of this report is to understand the actual needs of older people who live in a nursing home in Sweden. Qualitative method was applied in order to collect data from interviews of both older people and staffs of the nursing home. Data analysis was performed by using hermeneutical circle. The results revealed the basic needs, the psychological needs, the self-fulfillment and the ‘needs and wants’ of older people. The results showed that the needs of older people were varied as individuals are unique. In general, the basic needs are for survival, and the needs of families, communications, personalized activities, and encouragement which might have the conductive function for older people to live a happy later life.
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Cranmer, R. "Fundamental aspects of Wittgenstein's later conception of language." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381832.
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Treip, Andrew David. "The later works of Joyce : writing and reading." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315950.
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Summers, Dominic. "Norfolk church towers of the later Middle Ages." Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/36359/.
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Walker, Cicely P. A. "Spirituality, religion and well-being in later life." Thesis, University of Southampton, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548321.
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Gazzoli, Paul Michael. "Anglo-Danish relations in the later eleventh century." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609267.
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Pederson, Harold. "The influence of fathers on men's later relationships." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897476.
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Many authorities believe that our relationship with our parents has an effect on later relationships. Attachment theory and the more recent "men's movement" have focused on parents and their role in the development of the child. To study fathers' influence, 122 male undergraduate students were surveyed at a mid-sized Indiana university regarding their relationships with their father, friend, and romantic partner. The average age of the participants was 20.7 years, and the majority of the students were either Black (11.5%) or White (85.2%). Although 70.5% of the participants had married parents and 23.8% had divorced parents, most men (89.3%) referred to their biological father in completing the survey.The present study found that closeness to fathers while growing up did not predict closeness within the men's friendships. Father closeness was predictive of romantic relationship closeness but did not predict whether or not the men would be involved in such a relationship. Individual differences prevail, however, as information obtained from personal interviews indicated that some men believed their father influenced both their friendships and their romantic relationships.<br>Department of Counseling Psychology and Guidance Services
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Marsh, David John Edward. "The gardens and gardeners of later Stuart London." Thesis, Birkbeck (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417361.
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Walford, Edward. "Changes to associative learning processes in later life." Thesis, University of Wolverhampton, 2007. http://hdl.handle.net/2436/14302.
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The present research sought to describe and explain age related changes to associative learning processes. Eleven experiments were conducted using a human conditional learning paradigm. Background data on health, lifestyle, and cognitive ability were collected and used as predictor variables in multiple regression analyses. Experiments 1 to 8 were formative, and found that older participants showed an overall age related decline in learning ability exacerbated by the number of stimuli and outcomes used, and the concurrent presentation of different problem types. Configural models of learning (e.g. Pearce, 1994, 2002) best predicted young participants’ learning whereas older people’s learning was more consistent with elemental models (e.g. Rescorla-Wagner, 1972), suggesting an age related change in generalisation processes. Those who learned problems better were also more likely to be able to articulate a rule that had helped them learn the problem. Age itself was the most predominant predictor of accuracy in these experiments. Experiments 9, 10, and 11 were multiple stage experiments that looked at the extent of pro- and retro-active interference in learning. Experiments 9 and 10 used easy and hard HCL problems to examine the role of rule induction in learning. Older participants who had learned initial discriminations better were more prone to pro-active interference in both experiments, the extent of which was predicted most reliably by fluid intelligence. Rule learning had a profound effect on participants’ predictions during the unreinforced test stage. In Experiment 9 (Easy-Hard) younger participants suffered from more retroactive interference than older people. This pattern was far less pronounced in Experiment 10, (Hard-Easy) suggesting that problem order affected the way participants generalised from rule-based knowledge. This observation is inexplicable by associative learning theories, and explanation may require a problem solving approach. Experiment 11 examined feature-based generalisation. Again older participants suffered more proactive and retroactive interference and elemental theories predicted their responses best, whereas younger participants responses were consistent with configural models of learning. In this instance, resistance to pro- and retro-active interference was predicted by fluid intelligence. Overall the research concluded that there is a demonstrable, complexity dependent change in associative learning processes in later life. It appears that humans have an increasing tendency to rely on elemental, rather than configural processes of generalisation in later life, and this leads to overgeneralisation between stimuli and an inability to resist pro- and retroactive interference in learning. This may be as a result of an inhibitory or source monitoring failure as a consequence of atrophy in the frontal lobes of the brain, although some of the learning deficits are explicable through mnemonic decline.
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Ford, Paul Karl. "The later W.H. Auden as a Christian poet." Thesis, University of Aberdeen, 1986. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=130737.
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Chambers, Pat. "Hidden lives : multiple narratives of later life widowhood." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394653.
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Blacklocks, Stephen Roy. "The notion of philosophy in Wittgenstein's later writings." Thesis, University of Oxford, 1988. http://ora.ox.ac.uk/objects/uuid:f3ec15f3-bb52-4b80-b277-a5a5861c5101.
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Wittgenstein's later view of philosophy centres on the claims that philosophy can make no discoveries and that philosophy should aim to describe the use of language. This thesis explores the hypothesis that these claims arise from the account of the nature of the internal relation in the later writings. The thesis falls into three parts. The first part examines the picture theory of representation in the Tractatus; it is argued that the theory takes its shape from Wittgenstein's early view of internal relations. The grounds for the rejection of the picture theory in the later writings are discussed; the argument against a private language is held to be based on the objections to the picture theory. The second part of the thesis looks at the account of internal relatedness given in Wittgenstein's later writings. The failure of the picture theory leads to a non-realist account of the internal relation. A proposal to preserve realism based on a causal theory of representation is rejected and Kripke's account of Wittgenstein's position is criticised. The notions of a grammatical rule and a practice are the keys to the later theory. Grammatical rules depend on the existence of natural reactions to and with signs; such natural reactions constitute a practice, and only within such a practice are there internal relations. Wittgenstein's view of psychological states is explored against the background of the notion of a practice. The third part of the thesis examines the doctrines on philosophy in the light of the account of internal relatedness which has emerged. It is argued that if this account is correct, there is no room for philosophical inquiry to discover objective truths. But if Wittgenstein's negative doctrines on philosophy are supported by these arguments, the same is not true for^ his proposals about the proper ambitions of philosophy: the task of describing rules of grammar is unproductive because there is no room for an interesting notion of a violation of a rule of grammar. Moreover, it is argued that Wittgenstein misadvertises the method one is to employ to reveal violations of grammatical rules. Finally it is asked whether the later account of philosophy suffers the same problems as beset philosophy in the Tractatus: can the negative doctrines really be stated? A way out of this problem is suggested.
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Shemmings, David. "Adult attachment theory and later life filial relationships." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396712.
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Cavers, M. Graeme. "Crannogs and later prehistoric settlement in western Scotland." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421487.
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