Relevant bibliographies by topics / Lived experiences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Lived experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "Lived experiences"

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Deepa P Bindhu, Gnana. "Burnout and Lived Experiences among Caregivers of Chronic Liver Disease Patients." International Journal of Science and Research (IJSR) 12, no. 7 (2023): 178–88. http://dx.doi.org/10.21275/sr23628110920.

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Sunaina, Jarial, and Mary George Rose. "Lived Experiences of Patients Undergoing Hemodialysis." Journal of Medical Surgical Nursing Practice and Research 1, no. 1 (2018): 17–23. https://doi.org/10.5281/zenodo.1775855.

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The kidney functions as an excretory, biosynthetic, metabolic organ and vital for maintaining normal physiology. Although dialysis can replace the kidney functions it can&rsquo;t replace the biosynthetic and metabolic activities of the normal kidney. <strong>Aim: </strong>Study aimed to explore the lived experiences of the patients undergoing haemodialysis and thereby to generate data for improving quality of nursing care. <strong>Methods: </strong>The study utilized a qualitative approach with phenomenological design. Data was collected by using audio tape recording of the semi structured interview from eight participants selected through purposive sampling in Indira Gandhi Medical College &amp; Hospital, Shimla, &nbsp;9 themes and 38 subthemes emerged during the analysis following the seven steps delineated in Colaizzi&rsquo;s procedural steps. <strong>Results </strong>The main findings of the study showed that the effects of dialysis were as physical impact, perception regarding dialysis and disease, family and societal impact, psychological and emotional impact, perception towards health care service, dietary restrictions, communication aspect, religious beliefs and economic and job impact. <strong>Conclusion </strong>The findings shed light on the lived experiences of&nbsp; haemodialysis patients who need extreme positive support networks from family, health care systems and&nbsp; society so that feelings of isolation, hopelessness and depression can be avoided. Spirituality and acquiring positivity from other patients with similar situations play an interrelational role in enabling patients to cope with the situation. Proper clarification about the disease condition and treatment regimen is required so that feelings of being dependent on dialysis and on others can be reduced. The findings of the study can be used by health professionals for improving the quality of nursing care and to help patients undergoing haemodialysis lead a better quality life.&nbsp;
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Johnson, Cheryl D., and Donna K. Hathaway. "The Lived Experience of End-Stage Liver Failure and Liver Transplantation." Journal of Transplant Coordination 6, no. 3 (1996): 130–33. http://dx.doi.org/10.1177/090591999600600306.

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This phenomenological study examined the lived experience of an individual who underwent end-stage liver failure and liver transplantation. The participant was asked to respond to the question, What was it like for you having experienced end-stage liver failure and liver transplantation? Permission was granted to tape-record the interview. Themes derived from the data analysis were identified, analyzed, and sorted. As a result, four categories were delineated: (1) uncertainty, (2) control, (3) social support, and (4) spirituality. Categories and themes contributing to a description of one individual's experience with end-stage liver failure and liver transplantation may provide direction for interventional studies designed to effect change in the lived experiences of those undergoing similar phenomena.
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Grover, Shalini. "Lived experiences." Contributions to Indian Sociology 43, no. 1 (2009): 1–33. http://dx.doi.org/10.1177/006996670904300101.

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Saxena, Divya, and Usha Ukande. "Lived Experiences of HIV Positive Mothers." International Journal of Science and Research (IJSR) 12, no. 10 (2023): 1542–47. http://dx.doi.org/10.21275/sr231021141436.

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Wang, Ying. "How Are They Racialized? Racial Experiences of Chinese Graduate Students." Ethnic Studies Review 33, no. 2 (2010): 109–22. http://dx.doi.org/10.1525/esr.2010.33.2.109.

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The present study explores the lived experiences of Chinese graduate students at a Southwestern University in order to find out how they experience race in daily life, what their interpretations of the racial experience are and how do racialized experiences shape their perceptions of life chances. The results indicate that the racialization process plays an important role in Chinese students' life through their lived experiences. Most Chinese students have noticed race and some of them have experienced racial discrimination. However, Chinese students still hold up the importance of education and believe that education will blunt the racial edge
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Suryani, Suryani, Aat Sriati, and Nurul Septiani. "Lived Experiences of Adolescents with Internet Addiction." Nurse Media Journal of Nursing 10, no. 2 (2020): 158–70. http://dx.doi.org/10.14710/nmjn.v10i2.31161.

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Background: Internet addiction has been and will become a serious global problem in the future. Understanding the lived experiences of adolescents with internet addiction is crucial for providing appropriate nursing interventions.Purpose: This study aimed to explore the lived experiences of adolescents with internet addiction.Methods: This was a phenomenological study involving in-depth interviews with seven adolescents with internet addiction. Data were analyzed using Colaizzi’s approach of analysis.Results: Six themes were identified from this study: the feeling that playing with the internet is more important than the school; become “too lazy to move” and unable to manage time; physical health disorders due to internet addiction; the feeling that it is difficult to be away from the internet, and social interaction difficulties in the real world, which then leads to hostile attitude due to the lack of ability to control emotions.Conclusion: The lived experience of adolescents with internet addiction is complicated and impacted on all aspects of teenagers’ lives. These findings provide insights for nurses in preventing and overcoming internet addiction problems among teenagers.
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G, Vijayalakshmi, and Radha M S. "Lived In Experiences of Covid-19 Survivors." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 11, no. 3 (2021): 118–21. http://dx.doi.org/10.58739/jcbs/v11i3.4.

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Wagner, Nathaniel J., Colin T. Vaughn, and Victor E. Tuazon. "Fathers’ Lived Experiences of Miscarriage." Family Journal 26, no. 2 (2018): 193–99. http://dx.doi.org/10.1177/1066480718770154.

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A phenomenological study was conducted to examine the lived experiences of fathers who have experienced miscarriage. Miscarriage is defined as pregnancy loss prior to 24 weeks of gestation. Eleven fathers participated and discussed their personal experiences before, during, and after the pregnancy and miscarriage. Six major themes emerged that depicted fathers shared experiences including (a) expectations of fatherhood, (b) conceptions of the pregnancy and personhood, (c) impact of the miscarriage setting, (d) immediate response to the event, (e) perceptions of support from others, and (f) overall experiences of disenfranchisement. Implications for family therapists working with families that have experienced miscarriage and future research recommendations are discussed.
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Haywood, Darren, Frank D. Baughman, Peter Bosanac, et al. "Research Directions for Leveraging and Supporting the Lived Experience of Mental Illness within Psychology." Healthcare 11, no. 16 (2023): 2318. http://dx.doi.org/10.3390/healthcare11162318.

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This paper explores the lived experience of mental illness within the field of psychology across higher education and the mental health workforce. There is a high prevalence of mental health issues among psychology students and practitioners, and it is critical not only to provide support for these populations, but also to acknowledge the value of leveraging their lived experience within their education and practice. There has been increased interest in and advocacy for the involvement of those with lived experience of mental illness within mental healthcare service provision to improve patient experiences and outcomes. However, there have been limited acknowledgement and research regarding the role of psychologists with personal lived experiences of mental illness, and how to leverage this experience. Further, there are challenges faced by both psychology students and practising psychologists with lived experience that act as barriers to leveraging their unique skills and experiences. Psychology students with lived experience face stigma, inadequate support, and incongruence between the course material and their personal experiences. Similarly, practising psychologists with lived experience encounter stigma and isolation, indicating the need for a culture change that promotes transparency and understanding. The paper calls for research in five key directions to provide evidence that can be used to support and leverage lived experience in psychology.
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Dissertations / Theses on the topic "Lived experiences"

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MacDonald, Grizelda Lucille. "Multiracial graduate students’ lived experiences." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19197.

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Doctor of Philosophy<br>Special Education, Counseling and Student Affairs<br>Christy D. Craft<br>BeEtta L. Stoney<br>The United States of America’s demographic population has shifted vastly to include a “new” multiracial growing population. Multiracial individuals are those who self-identify as two or more races, which now reflects a very young population. Higher education institutions are noticing an influx of more and more multiracial individuals, and many institutions are grappling with how to recognize and to support this growing population. Specifically, higher education institutions need to understand how multiracial graduate students think about their own racial identities and how they navigate their graduate school experiences. The purpose of this research was to gain a deeper understanding of multiracial graduate students’ lived experiences. There is an imperative to understand the daily experiences of multiracial graduate students to allow these students to retell the stories of their everyday lives in graduate school. The theoretical framework used to guide this study was critical race theory. Narrative inquiry methodology was the methodology chosen to focus on the unique voices and experiences of the participants in this study. Narrative analysis was employed to make meaning of the data retrieved from self-reflective writing samples and two semi-structured individual interviews with each of three participants. The findings from this research revealed the ever-present importance of racism and colorism and their impact on racial identity, the continued challenges of the campus climate experienced by multiracial students at a predominantly White institution (PWI), the impact and influence of religion at a PWI, and how multiracial students manage different types of relationships with peers and faculty. Implications for research and practice are provided as a result of the insights gleaned through this research about the lived experiences of three multiracial graduate students at one predominantly White higher education institution.
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Just-Bourgeois, Cortenia LaShea. "The Lived Experiences of Military Spouses Who Choose to Live Separately." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6726.

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This qualitative study was designed and conducted to hear the voices of military spouses who chose to live separately from the active duty spouse. The study also sought to identify potential risks due to the separation and protective factors that were used to positively cope with separation. Previous studies have examined risk factors for military spouses as a result of military induced separation such as deployment. However, no study has been conducted regarding separation by choice of the military spouse and active duty service member. The theory of resiliency provided an understanding of the presence of protective factors and resiliency. Data were collected from 8 military spouses, recruited through social media, using semistructured interviews, who provided details of their lived experience of voluntary separation. The study findings indicated that participants who were voluntarily separated from their active duty spouse were unhappy with the separation. All but 1 of the participants in the study experienced separation stressors such as being stressed, overwhelmed, lonely, and sad because to the separation. Negative psychological symptoms such as depression and anxiety were experienced by military spouses voluntarily separated 7 months and longer. Social support, such as family, was identified by all participants in the study as a protective factor helping them cope with the separation. The findings of the study provide other military spouses with knowledge on voluntary separation. Additionally, federal and state mental health professionals and policy makers can gain better understanding and knowledge about this population to help foster positive mental health and designed laws to assist military spouses.
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Drury, John. "Impeded nursing care: nurses' lived experiences." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/753.

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This phenomenological study describes the lived experience of ten registered nurses who provided a standard of nursing care that they perceived to be impeded because of their negative reactions to their patient's condition. Purposeful sampling was used to recruit participants via an advertisement in a local nursing organisation's newsletter. In-depth interviews generated data about the nurses' personal and professional experiences. Data analysis incorporated the qualitative methods of Huserrlian (descriptive) phenomenology and Colaizzi's method of data analysis. Findings revealed that during some stage of the nurses' careers they had reacted negatively to a patient's condition. These negative reactions included frustration, annoyance, nurses fearing for their own safety, revulsion, sadness and feelings of guilt that impeded care had been provided. These reactions translated into behaviours that were associated with providing nursing care to the patient that the nurses themselves perceived to be of impeded quality. Behaviours included not being there or spending less time with the patient, not communicating well and having less rapport with the patient, not meeting the patient's psychological and social needs and not meeting the patient's spiritual needs. The nurses found their awareness that this had occurred disturbing and they devised strategies to cope personally and also to ensure that a better quality of care was provided in subsequent situations. Strategies included discussions with colleagues, arranging for colleagues to provide care for the patient, mental preparation, and using individual coping strategies.There was a pattern of contextual factors impeding the provision of good care. These factors included an existing poor rapport with the patient, a bad experience with a patient with similar characteristics, time pressures and a lack of autonomy, chronic work stress, low staffing levels, a lack of clinical experience, negative reactions to the patient's condition by other staff members, a lack of visits by the patient's significant others and disagreement with the patient's medical treatment.
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Drury, John. "Impeded nursing care: nurses' lived experiences." Curtin University of Technology, School of Nursing, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16131.

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This phenomenological study describes the lived experience of ten registered nurses who provided a standard of nursing care that they perceived to be impeded because of their negative reactions to their patient's condition. Purposeful sampling was used to recruit participants via an advertisement in a local nursing organisation's newsletter. In-depth interviews generated data about the nurses' personal and professional experiences. Data analysis incorporated the qualitative methods of Huserrlian (descriptive) phenomenology and Colaizzi's method of data analysis. Findings revealed that during some stage of the nurses' careers they had reacted negatively to a patient's condition. These negative reactions included frustration, annoyance, nurses fearing for their own safety, revulsion, sadness and feelings of guilt that impeded care had been provided. These reactions translated into behaviours that were associated with providing nursing care to the patient that the nurses themselves perceived to be of impeded quality. Behaviours included not being there or spending less time with the patient, not communicating well and having less rapport with the patient, not meeting the patient's psychological and social needs and not meeting the patient's spiritual needs. The nurses found their awareness that this had occurred disturbing and they devised strategies to cope personally and also to ensure that a better quality of care was provided in subsequent situations. Strategies included discussions with colleagues, arranging for colleagues to provide care for the patient, mental preparation, and using individual coping strategies.<br>There was a pattern of contextual factors impeding the provision of good care. These factors included an existing poor rapport with the patient, a bad experience with a patient with similar characteristics, time pressures and a lack of autonomy, chronic work stress, low staffing levels, a lack of clinical experience, negative reactions to the patient's condition by other staff members, a lack of visits by the patient's significant others and disagreement with the patient's medical treatment.
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Phillips, Roxine Denise. "Lived Experiences of Women Over 50 Who Have Experienced Involuntary Job Loss." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1712.

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Both the short-term and long-term unemployment rates for older workers in the United States have increased significantly since the 2007 recession. Researchers who examine the impact of involuntary job loss have predominantly focused on the experiences of men. Limited prior research exists on the job loss experiences of women over 50 years of age compared to men. The goal of this study was to address this gap in knowledge by examining the lived experiences of women over 50 who had experienced involuntary job loss, the barriers faced to reemployment, and the ways women overcame the barriers to reemployment. A phenomenological design was employed to gather data from a convenience sample of 10 women in a northeastern metropolitan city. Guided by the frameworks of Bandura and Leana and Feldman, this transcendental approach aimed to capture the lived experiences of the women who incurred involuntary job loss. Data transcribed from audio-taped interviews were manually coded and aligned with the appropriate research question. The findings highlighted the emotions, finances, family and social life of women following job loss. The findings suggest women faced age discrimination, organizational practices, technological challenges, and stereotypical beliefs in their attempts toward reemployment. The results of the study can be used to inform organizational leaders of the need for greater emphasis on programs offering solutions to older female workers seeking reemployment. The study promotes potential positive social change by informing organizational leaders of the experiences of women over 50 who had experienced involuntary job loss.
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Allan, Chad Everett. "Decision-making: a reflective journey of the lived experiences of experienced teachers." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784.

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Toll, Debora K. "The transfer of learning: Employees' lived experiences." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29178.

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The employees' ability to continuously and collectively learn, and to apply their learning are critical to their own and their organization's performance. This study, therefore, sought to understand employees' perceptions of and experiences with the application of or, transfer of their learning. It also sought to understand the interplay between the three primary transfer sources. The overarching research question that guided this study was what were employees' lived experiences with transfer? The subquestions were how do employees transfer their learning, when did transfer enter their learning experiences, and why did they believe that transfer occurred? A hermeneutic phenomenological research design was employed. The participants' lived experiences were examined, described and interpreted. By allowing the participants' voices to resonate throughout the text, the depth, richness and meaning of their experiences were captured. Seven federal government employees, at the administrative, professional and managerial levels, comprised the purposeful sample. The participants engaged in a formal audiotaped interview, an informal interview and a focus group session. Eight main themes emerged from the data analysis. Two themes, related to the individuals' characteristics, were the desire to learn and how transfer occurred. Four themes, related to the training program's design and development features, were discourse, application of the learning to life's situations, learning by doing and when transfer entered the learners' learning experience. The last two themes, related to the organizational climate characteristics, were an open and supportive culture, and the major challenges to transfer. The transfer research, comprised of the individuals' characteristics, training program features and organizational climate characteristics, provided one lens through which the findings were interpreted. Three adult learning theories, self-directed, situated cognition and transformational learning, provided the second lens. The transfer and adult learning literatures were quite complimentary. The learning theories however, brought a broader and more comprehensive understanding to many of the participants' transfer experiences. The theories, by illuminating the interplay between the primary transfer sources, integrated the quantitative transfer research findings into a more coherent body of knowledge. This research also contributed to a more fullsome understanding of the learning theories and the difficulties in measuring transfer. Adult education principles and practices appear to be well positioned to enhance employees' transfer efforts as transfer does indeed appear to be a key concept in adult learning. This study advances our understanding of transfer from the perspective of the employees' "lived" experiences, and of the complexities of transfer. The findings are relevant to adult education practices, and to organizations and employees in better understanding and facilitating transfer.
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Iannaggi, Corina M. "Exploring Visitors’ Lived Experiences in Memorial Museums." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448829436.

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Cherian, Mary. "Individualized education programs (IEPS) as lived experiences." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-08222008-063403/.

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Finck, Luke R. "Workplace Bullying: Cultures, Roles, and Lived Experiences." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1154.

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The purpose of this autoethnography was to examine my personal experiences with workplace bullying through the lens of existing research and theory and original inquiry into how other faculty members characterize workplace bullying, their related experiences, and the behaviors and tactics involved. The study involved 2 phases. Phase I employed the use of 2 dyadic interviews garnering an additional tier of qualitative information where descriptors of additional analytical memos emerged, such as the regional and organizational cultural dynamics involved in workplace bullying. Phase II used my own personal experiences with bullying in higher education. Four indepth vignettes were provided chronologically: graduate student-experience, entry-career, midcareer, and doctoral dissertation research. Each vignette was analyzed using constant comparative method between the literature and interviews to confirm and disconfirm my own experience with bullying in higher education. Several themes emerged from this research: (1) The nature of my personal workplace bullying experiences highlighted themes involving: bullying behaviors (both victim and bully), position and power (both victim and bully), organizational structure and cultural constructs, and the impact on the victim. The commonalities between my experiences, the literature, and the bullying experiences of other faculty who provided information in this study were: (1) Organizational culture works to support and protect workplace bullies; (2) Organizations with multi-layered hierarchies support workplace bullying behaviors; (3) Workplace bullying results in reports of significant psychological impact (e.g., feelings of anxiety, embarrassment, humiliation, fear, etc.); (4) Workplace bullying involves overt attacks (e.g., intimidation, recruitment of others, threats, etc.); (5) The context of regional culture may influence workplace bullying (i.e. perceptions, tactics, reactions, etc.); and (6) Power (i.e. positional, legitimate, coercive, reward, referent) is a central element in bullying behaviors.
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Books on the topic "Lived experiences"

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Murungi, John, and Linda Ardito, eds. Home - Lived Experiences. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70392-9.

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Poole, Adam. International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1.

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Cook, Daniel Thomas, ed. Lived Experiences of Public Consumption. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591264.

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McBride, Katie. Trans Individuals Lived Experiences of Harm. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24715-6.

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Fitzgerald, Angela, ed. Women’s Lived Experiences of the Gender Gap. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1174-2.

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Roofe, Carmel. The Lived Curriculum Experiences of Jamaican Teachers. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99450-1.

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Pophiwa, Nedson, Joshua Matanzima, and Kirk Helliker, eds. Lived Experiences of Borderland Communities in Zimbabwe. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32195-5.

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Wan, Puspa Melati, Saiqa Anne Qureshi, and Rosila Bee Mohd Hussain, eds. Muslim Women's Lived Experiences and Intersectional Identities. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-75729-7.

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Karupiah, Premalatha, and Jacqueline Liza Fernandez, eds. A Kaleidoscope of Malaysian Indian Women’s Lived Experiences. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5876-2.

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West, Eric Christopher. Portraits of Artists’ Lived Experiences of Co-Creating Art. [publisher not identified], 2021.

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Book chapters on the topic "Lived experiences"

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Husserl, Edmund. "Foreground Lived-Experiences and Background Lived-Experiences." In Analyses Concerning Passive and Active Synthesis. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0846-4_6.

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Shahnavaz, Shadi. "Refugees' Lived Experiences." In Working Systemically with Refugee Couples and Families. Routledge, 2022. http://dx.doi.org/10.4324/9781003310716-4.

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Lingis, Alphonso. "Sedentary and Nomadic Spaces." In Home - Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70392-9_1.

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Mazis, Glen A. "Home Rediscovered in Embodied Space/Time, Emotion, Imagination and the Human Animal." In Home - Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70392-9_7.

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Georgevich, Madeline. "Therapeutic Landscapes: Healing Lessons from Anzaldúa’s Border Consciousness for Understanding the Mexican/US Border Wall." In Home - Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70392-9_4.

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Macauley, David. "Home on the Road: Pilgrimage, Place, and Peripatetics." In Home - Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70392-9_8.

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Mateer, Jenee. "There’s No Place Like Home." In Home - Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70392-9_10.

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Seok, Bongrae. "The Lived Experience of Being Outside of Home and the Uncanniness of Corporeal Consciousness." In Home - Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70392-9_9.

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Ashbaugh, Anne F. "Overcoming Homelessness and the Geography of Self-Affirmation." In Home - Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70392-9_2.

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Redick, Kip. "Homelessness Countering the Destruction of Home: A Return to Sensuous Communication." In Home - Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70392-9_11.

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Conference papers on the topic "Lived experiences"

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Elyazori, Hadeel R. A., Rusul Abdulrazzaq, Hana Al Shawi, et al. "Capturing Patients’ Lived Experiences with Chronic Pain through Motivational Interviewing and Information Extraction." In Proceedings of the Second Workshop on Patient-Oriented Language Processing (CL4Health). Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.cl4health-1.28.

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Slavit, David, and Gisela Ernst-Slavit. "Latinx paraeducators lived mathematical experiences." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-240.

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Richardson, Lucinda D., L. G. Davies, K. Lane, and C. Cronin. "Women's lived experiences of fatness." In 6th Annual International Weight Stigma Conference. Weight Stigma Conference, 2018. http://dx.doi.org/10.31076/2018.p14.

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Saxena, Prof Gunjan. "A study on lived experiences and practices of rice farmers in Ayutthaya and Saraburi provinces of Thailand." In 5th World Conference on Business, Management, Finance, Economics, and Marketing. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-6-9-024.

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This paper sheds light on the lived experiences and practices of rice farmers in the provinces of Ayutthaya and Saraburi in Thailand. Using theoretical insights from the practice approach and phenomenological research on lived experiences, I present an intricate array of participants’ categorisation of the self, the farming landscape, and their notions of self-in-the-landscape. Data, collected via 43 semi-structured interviews and a focus group discussion, reveal how structural changes impacting the rice farming context in Thailand (e.g. growing urbanisation, climate change and the outmigration of the young) have disrupted the way farmers symbolically code and discursively comprehend and experience their role. I conclude by arguing in favour of policies that foreground the lived experiences of individual farmers and their practices to effectively address and ameliorate the impact of structural changes impacting upon farmers’ lives and livelihoods. This research was funded by H2020-EU.1.3.3. (2018-2023)under the EC-Asia Research Network on Integration of Global and Local Agri-Food Supply Chains Towards Sustainable Food Security (GOLF) - Grant Agreement number 777742. Keywords: Food security, structural changes, lived experience, practice, rice farmers, Thailand.
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Hull, Brooke. "“Say Fat”: A virtual exhibition of fat lived experiences." In 10th Annual International Weight Stigma Conference. Weight Stigma Conference, 2024. https://doi.org/10.31076/2024.s9.

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Co-created from thematic analysis of conversations with eight international fat collaborators, “Say Fat” presents a series of colorful data portraits that combine digital design techniques with ethnographic methods to document intersectional fat lived experiences. Despite diverse experiences, fat acceptance journeys emerged as a shared experience, with themes including not only the barriers fat bodies face, but also experiences of joy, community, and intersectional identity. Alongside the data portrait sets, this exhibition includes contextual information and music to construct a multi-sensory experience that transports viewers to a shared space regardless of geographic barriers. The goal in sharing this virtual exhibit is to create access to fat voices and experiences not easily accessed in research and not previously represented in design. This exhibit falls under the umbrella of the larger research project, "Designing for Intersectional Fat Liberation: Leveraging Co-design &amp; Ethnographic Methods to Document Fat Experiences." Link to virtual exhibit: https://tinyurl.com/sayfat
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Wallace, Kevin, Carmel Foley, and Deb Edwards. "Practitioner Lived Experience of Complex Stakeholder Management in Festivals and Events:A Phenomenological Approach." In 7 Experiences Summit 2023 of the Experience Research Society. Tuwhera Open Access, 2024. http://dx.doi.org/10.24135/7es.2.

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Tian, Huixin, Chris Kanich, Jason Polakis, and Sameer Patil. "Tech Pains: Characterizations of Lived Cybersecurity Experiences." In 2020 IEEE European Symposium on Security and Privacy Workshops (EuroS&PW). IEEE, 2020. http://dx.doi.org/10.1109/eurospw51379.2020.00040.

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Chhikara, Daman. "Optional Practical Training: Lived Experiences (Poster 38)." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1891505.

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Chhikara, Daman. "Optional Practical Training: Lived Experiences (Poster 38)." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1891505.

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Ernst-Slavit, Gisela. "Stories Matter: Latinx Paraeducators' Lived Mathematical Experiences." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1885060.

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Reports on the topic "Lived experiences"

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Cevallos, Tatiana. Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1789.

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Millan, Jenifer. Exploring Reggio-Inspired Documentation: Lived Experiences of Elementary Teachers and Children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1819.

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Mitchell, James. Foreign Language Anxiety, Sexuality, and Gender: Lived Experiences of Four LGBTQ+ Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6229.

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Dunne, Neil, Greta Cattabriga, and Nathan O’Néill. Narrating Homeownership: Media Discourse and Lived Experiences of Mortgaged Homeownership in Sweden. Malmö University, 2023. http://dx.doi.org/10.24834/isbn.9789178773497.

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In the housing literature, Sweden is often portrayed as a so-called “cost-rental” society associated with tenure neutrality, where rental housing should be an attractive alternative – and not just a step in the way – to homeownership. A large and well-developed rental sector has traditionally made it possible for young adults to leave their family home at a relatively young age. However, this logic has been clearly disrupted as rental housing has become harder to access and homeownership has been favoured by incremental ideological political shifts and fiscal policy encouraging homeownership. As more households – also young ones – are steered into homeownership, Sweden has become one of the most mortgage-indebted nations in the OECD. This working paper on homeownership and mortgagization takes on the question of mortgaged indebtedness in discourse and practice. The working paper is the joint product of two different studies written as part of the research internship in the project “Financialisation of everyday life. Intersectional perspectives on housing and labor precarity” at Malmö university, led by Chiara Valli. In the first section, Neil Dunne presents a discourse analysis on how homeownership has been discussed in the largest newspapers in Sweden over the last decades, while Greta Cattabriga and Nathan O’Néill in the second section discuss perceptions and lived experiences of mortgaged homeownership on the basis of interviews with young adults. Put together, the two studies contribute with significant additions to the discussion about whether Sweden is moving towards a homeownership society and what the potential consequences are for young adults.
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Green, Rachel, and Jimmy Turner. Alternative Futures: Who Decides? A story of lived experiences told through art. University of Edinburgh, 2024. http://dx.doi.org/10.2218/ed.9781836450818.

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This mini-book tells the story of the ‘The Ripple – Past, Present, Future’ Project, conducted as a research partnership between the Ripple Project, a community organisation in the Restalrig, Lochend and Craigentinny areas in Northeast Edinburgh, and the Binks Hub (University of Edinburgh) in 2023-24. The project used community art-making, creative and curational methods and practices to co-research local people’s experiences and understandings of their community, and express their hopes, dreams and demands for the future. In this mini-book we focus on the four artworks produced through the project and the series of exhibitions we curated to display them. We discuss how these exhibitions were curated to carry the wisdom of the community to wider audiences, and how this wisdom gives rise to a series of participatory democracy demands made of policymakers. The policy-focused aims of the project are summarised here, but are expanded upon in greater detail in our companion publication Alternative Futures: Who Decides? – The respectful inclusion of community voices in decision-making.
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Gregory, Scott. A life of leadership, a call to do better: A hermeneutic inquiry into the lived experience of an educator - Raw Data. Fort Hays State University Scholars Repository, 2023. http://dx.doi.org/10.58809/qphb1840.

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Eliciting lived experiences, we seek to identify those experiences that have shaped the lived practice of a career and desire to answer: (1) How have experiences informed a career? (2) What does the lived educational experiences of an educator portend for the future of education? This inquiry incorporates the lived past experiences of the co-authors. Additionally, we seek to offer a path forward for the future of the profession that we love and have been grateful to experience. This data was part of a hermeneutic inquiry research project involving myself and my father, Dr. Leonard L. Gregory. The data was recorded utilizing a phone recording and then setting up a zoom meeting whereby the audio was converted onto a word document. From there, the data was uploaded into Dedoose where it was stored and coded for initial themes. The journal entries that I made were from a personal print copy journal. I utilized this journal after the initial round of recordings with my father. I used it to jot down questions that I had from the previous meeting, and we utilized it to make notations of thoughts that we both had afterwards from the meetings we had. The text Conducting Hermeneutic Research: From philosophy to Practice by Nancy J. Moules, et al., was a key influence and outlines the use of my data according to hermeneutic standards.
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Mittelmeier, Jenna, Karen Healey, Daian Huang, Mümine Öztürk, and Limanzi Xu. International students and everyday multiculturalism: Understanding students’ encounters within their local communities. Deutscher Akademischer Austauschdienst (DAAD), 2024. http://dx.doi.org/10.46685/daadstudien.2024.01.

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International students’ social transition experiences are often discussed and researched in relation to their experiences on campus and with fellow students. However, international study also involves interactions and connections within students’ local communities beyond formal campus spaces. This paper reports on findings from a recent DAAD-funded research study which focused on the ways international students experience multicultural encounters within their local German communities, using photo-elicitation interviews with 45 students and 6 international office leaders. The study uses a sociological framing of “everyday multiculturalism”, which considered the everyday lived experiences of encountering cultural differences in small, mundane ways throughout our daily lives. The paper concludes with suggestions for practice, reflecting on the ways that DAAD and university staff might embed more holistic supports for international students’ community experiences.
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Liban, S. M. Yeamin, and Wahid bin Ahsan. Barriers to Accessibility and Inclusion: Lived Experiences of People with Physical Disabilities in Bangladesh. Userhub, 2024. http://dx.doi.org/10.58947/dwpf-gbns.

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This study investigates the lived experiences and societal interactions of individuals with physical disabilities in Bangladesh. Through qualitative interviews with 14 participants, including individuals with physical disabilities, their parents, and officials, the research explores the challenges faced in daily life, societal attitudes, and the effectiveness of existing support systems. Findings reveal significant barriers in accessibility, prevalent discrimination, and inadequate policy implementation, all impacting the quality of life and social inclusion of these individuals. The study underscores the urgent need for targeted interventions and policy enhancements to improve accessibility, employment opportunities, educational support, and public awareness in Bangladesh. Recommendations include promoting inclusion and diversity, enhancing public infrastructure, ensuring equal opportunities in employment and education, developing specialized vocational training, establishing accessible financial support systems, and increasing public understanding of disabilities.
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Dukelow, Fiona, Joe Whelan, and Margaret Scanlon. In transit? Documenting the lived experiences of welfare, working and caring for one-parent families claiming Jobseeker’s Transitional Payment. Institute for Social Science in the 21st Century, University College Cork, 2023. http://dx.doi.org/10.33178/10468/14485.

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This research, conducted in conjunction with One Family, set out to document the lived experiences of Jobseeker’s Transitional Payment (JST) recipients and to explore how JST is working ‘on the ground’. Because JST is a relatively new payment in the Irish social welfare system, little is known about how it is experienced by recipients. Furthermore, because people living in single parent households are consistently over-represented in poverty statistics across all metrics (at risk of poverty, enforced deprivation and consistent poverty), how caregivers in one-parent households experience a policy that is designed with such households in mind represents important work. The research was qualitative in nature and the original data presented in the report were collected via one focus group coupled with a series of ten interviews. A substantial review of the literature was also undertaken, and this was used to frame the research. Available statistics, along with statistics obtained via parliamentary questions, are also used to inform the research. The core aims for this research were as follows: Develop an in-depth understanding of the lived experiences of the recipients of JST; Develop an understanding of how JST policy is working ‘on the ground’; Document the challenges and benefits associated with the payment; Develop a claimant-based user guide as a resource for new entrants to the payment scheme; Generate research data of relevance to One Family and related support and advocacy groups in their work with one parent families and their policy work in terms of the future direction of JST.
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Nguyen, Yen D. H., Andrea Insch, and Damien Mather. Exploring Students’ Lived Experiences and Wellbeing at a New Zealand University: Perspectives of International Exchange Students. Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-1-01.

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This study provides additional insights into the lived experiences of international exchange students in New Zealand. It contributes to the literature on international higher education by proposing an expanded framework of the relationship between students’ lived experiences and wellbeing. The findings make an essential contribution to students’ wellbeing in international higher education by generating a thematic framework that describes how positive and negative experiences enhance international exchange students’ wellbeing. The negative and positive experiences in the framework comprise five sub-themes: “Psychological adjustment”, “Local differences”, “Being with nature”, “Interpersonal relationships”, and “Experiencing new”. Findings from the research highlight that university policymakers and managers of international student support services should conceive an exchange program as a psychological process to enhance international exchange students’ wellbeing, rather than a strictly functional process to achieve educational outcomes.
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