Готові списки джерел за темами / Description of lived experience

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Автор: Grafiati
Опубліковано: 21 липня 2022

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Статті в журналах з теми "Description of lived experience":

1

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 (September 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.
2

C. Danoa, Julius. "TO LEAVE OR TO LIVE: UNDERSTANDING THE LIVED EXPERIENCES OF THE OUT OF SCHOOL YOUTHS VICTIMS OF THE TYPHOON HAIJAN IN CAPUTATAN NORTE, MEDELLIN, CEBU." Volume 2 Issue 3 2, no. 3 (July 15, 2018): 51–57. http://dx.doi.org/10.31674/mjmr.2018.v02i03.007.

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The purpose of this research was to explore the lived experiences of the out of school youths (OSY) victims of the Typhoon Haijan in Caputatan Norte, Medellin, Cebu. A qualitative methodology using a phenomenology framework was employed, with semi-structured interview to facilitate the respondents reveal their lived experience. A convenience sample of five OSY’s who have direct experience of typhoon Haijan was needed to reach saturation. Data analysis was based on Colaizzi’s methodology. The whole process was based on the data, transcribed interviews, sorting, categorizations (cool analysis), categories as thematized (warm analysis) in a repertory grid or a dendogram that paved the way to discovering the value of the lived experiences of the out-of-school-youths victims of typhoon Haijan. The description of the lived experience revealed is the terrifying experience that emanate from the OSY internal and external environment of retreating, revealing, and regressing experience, the destructive experience that derives from the OSY’s understanding of detrimental, desuetude, and destitute observations, and the surviving experience that stems from exodus, endure, and empower experience. The themes, which emerged, suggest that the lived experience reflected a normal adaptation response of human beings siege with disasters.
3

Tandoc, Edson C., and Bruno Takahashi. "Journalists are humans, too: A phenomenology of covering the strongest storm on earth." Journalism 19, no. 7 (July 8, 2016): 917–33. http://dx.doi.org/10.1177/1464884916657518.

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This study focused on the phenomenology of covering a natural disaster by documenting the lived experience of 12 national and local journalists who covered Typhoon Haiyan when it hit the Philippines in November 2013. Studies that focused on journalists who covered natural disasters have identified their experiences as either journalists trying to balance their norms or as victims dealing with trauma. Our analysis brings these experiences together for a more holistic description of the experience of covering a natural disaster, arguing that one aspect of the experience cannot be understood without the other. Through an interpretative phenomenological analysis, this study found that the journalists experienced the storm as journalists, leaders, victims, and as community members. Such experiences were marked by liminal gaps, with one experience affecting the other.
4

Morgan, Bobbette M. "The Lived Experience: A Study In Teaching Online." Contemporary Issues in Education Research (CIER) 11, no. 2 (March 27, 2018): 83–88. http://dx.doi.org/10.19030/cier.v11i2.10151.

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A researcher with five years’ experience of teaching online classes shares what she has seen and experienced while working with her students. Through the evolution of working with Tegrity, Collaborate, and ZOOM the author shares the lived experience. The work of Max van Manen, a phenomenological researcher, serves as the framework. Descriptions are included of experiences from actual online classes. Research supports the findings: communication is essential in online classes; establishing a community of learners provides support to all involved; and students need to be accountable to themselves, the class and to the professors.
5

Smeeton, Joe, and Patrick O’Connor. "Embodied Social Work Practice Within Risk Society." Journal of Social Work 20, no. 5 (July 4, 2019): 673–91. http://dx.doi.org/10.1177/1468017319860800.

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This paper critically discusses the limitations of theorising social work from psychological and sociological perspectives and argues that phenomenology offers more opportunity to understand the embodied experiences of service users and social workers themselves. The paper argues that psychology and sociology have a limited analysis of being-in-the-world, which ought to be social work’s primary consideration. The paper offers an overview of the sociology of risk before embarking on an extensive description and discussion of Heidegger’s and Merleau-Ponty’s phenomenology applied to the lived experience of child protection social workers working within risk society. The argument is put that phenomenology is a useful tool for understanding the lived experience of social work practitioners. Findings: The authors conclude that embodied social work practice containing fear and anxiety can be thought of as akin to taking part in extreme risk sports and that this is an unhealthy experience that is likely to skew decision-making and adversely affect the lives of social workers and service users. Applications: The authors argue that phenomenology can enhance understanding of practice and decision-making and offers insights into the lived experience of social workers. Phenomenology is useful for helping social workers negotiate risk-saturated environments, through a focus on meaning.
6

Ranse, Jamie, Paul Arbon, Lynette Cusack, Ramon Z. Shaban, and Daniel Nicholls. "Obtaining individual narratives and moving to an intersubjective lived-experience description: a way of doing phenomenology." Qualitative Research 20, no. 6 (February 28, 2020): 945–59. http://dx.doi.org/10.1177/1468794120905988.

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In this paper, the authors describe a way of doing phenomenology using exemplars drawn from a doctoral study of Australian nurses’ lived experiences following a disaster. Phenomenology is concerned with the essence of things as they are appearing in the conscious awareness of the first person. This paper emphasises a way of doing phenomenology based on maintaining orientation to the uniqueness of the ‘thingness’ of the phenomena being uncovered. While there is no one way to do phenomenology, this paper shows a way of doing phenomenology from obtaining individual narrative and moving to an intersubjective lived-experience description.
7

Aquino-Russell, Catherine, Roger Russell, Allison Russell, and Catrina Russell. "My Baby Bird - Living With Type 1 Diabetes: A Phenomenological Analysis." American Journal of Health Sciences (AJHS) 3, no. 4 (September 21, 2012): 239–46. http://dx.doi.org/10.19030/ajhs.v3i4.7316.

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“This is a life-changing experience for all of us. You have one child with diabetes and your whole family has diabetes” (Isenberger, 2009, p. 134). More than two million Canadians have diabetes; 10% live with type 1 diabetes, involving the pancreas not being able to produce insulin (Canadian Diabetes Association, 2009). The incidence of type 1 diabetes is greater than has previously been described (Karvonen et al, 2000). One longitudinal phenomenological study used interviews for data collection to uncover family members’ lived experiences when their children (aged 9-14) were diagnosed with type 1 diabetes (Wennick & Hallstrom, 2006, 2007; Wennick, Lundqvist, & Hallström, 2009). Interestingly, Balfe (2009) wrote, “young adults with type 1 diabetes are a “forgotten group” (p. 128). The purpose of our ongoing phenomenological research is to explore the experiences of young adults and their family members. We are having challenges recruiting potential participants (individuals and their family members) to write about and email their experiences living with or having a young adult member who lives with type 1 diabetes; however, we have one description of a lived experience written by a young adult which is so eloquent, that we wanted to share it with others. We have completed a Giorgi (2009; Giorgi & Giorgi, 2003) descriptive phenomenological analysis guided by the humanbecoming theory for nurses (Parse, 1998) and have related the findings to the literature. This paper includes a moving metaphorical illustration about what it is like for one young adult to live with type 1 diabetes.
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Weisen, Marcus. "Researching Non-Conscious Dimensions of Architectural Experience." Dimensions 1, no. 1 (May 1, 2021): 149–58. http://dx.doi.org/10.14361/dak-2021-0119.

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Editorial Summary Entitled »Researching Non-Conscious Dimensions of Architectural Experience«, Marcus Weisen’s contribution explores the investigation of pre-reflexive ways of knowing, sensory thought, and the embodied mind. He introduces the micro-phenomenological interview as a successful methodology to exploit immanent, non-conscious aspects of architectural experience. He emphasizes the relevance of investigating the individual, subjective perspective in architectural research, proposing the first-person description of experience as a starting point from which to derive insights into overarching, essential principles of lived experiences of, and encounters with, architectural spaces. Tracing the elusive, embodied dimensions of architectural experience, he aims for an »embodied rationalism« in architectural research. [Uta Graff]
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Aguswara, Winda Wirasti, Hapidin Toha, and Fasli Jalal. "Parenting : Tablighi Jamaat Point of View." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (August 2, 2018): 156. http://dx.doi.org/10.18415/ijmmu.v5i5.354.

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Despite the documented importance of parenting style in early intervention, little is known about how parenting in a specific ethnic or group. This paper describes a religious adaptation of a parenting intervention from tablighi jamaat community under living in Jombang district- East Java, Indonesia. The purpose of this study was to explore, appreciate, and describe their experiences using a phenomenological methodology. Narratives were collected from nine participants of parents in tablighi jamaat community. Four thematic clusters were identified and an exhaustive description is presented to summarize the essence of their lived experience. The study indicates a strong sense of essential positivism for the participant’s stories, and overall it seems the implementation of Islamic religious values has brought some degree of spiritual, socially, and psychological meaning to their lives that they may not have otherwise noticed or experienced
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Jackson, Caroline, David Roger Vaughan, and Lorraine Brown. "Discovering lived experiences through descriptive phenomenology." International Journal of Contemporary Hospitality Management 30, no. 11 (November 12, 2018): 3309–25. http://dx.doi.org/10.1108/ijchm-10-2017-0707.

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Purpose This paper aims to explore the reasons why descriptive phenomenology (DP) can provide an improved understanding of hospitality, tourism and event experiences. This is achieved through two objectives: first, by revealing the complexities and philosophical depths of DP; second, by providing a practical, stepped method that offers rigour and transparency. Design/methodology/approach This paper is based upon a study that explored the lived experience of the popular music festival-goer. It generally discusses the phenomenological philosophies of Husserl (1965 [1911]) and the descriptive phenomenological method in psychology of Giorgi (2009). It identifies not only some of the challenges and criticisms of DP but also the strengths of using a scientific approach to phenomenological research. Findings The philosophical strengths underlying DP afford a deeper understanding of the phenomenon being studied. The lived experience music festival study illustrates that the method of data collection and analysis highlights the intricacy of the philosophical debate and research findings. Although the bracketing, or epoché, method of DP has been criticised, the actual application is far more complex than trying to blank out prior knowledge. The aim is to ensure that it is the participants’ experiences that are used to identify the structure that is the phenomenon rather than the personal interpretation of the researcher. Originality/value It is recognised that researching the lifeworld affords a greater depth of understanding of experiences in people’s lives. One of the disappointments has been that one branch of phenomenological research, DP, has been underutilised and at times misunderstood in hospitality, tourism and event research. This paper aims to demonstrate and illustrate why and how DP should be considered in the future research of such experiences.
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Статті в журналах Дисертації Книги

Дисертації з теми "Description of lived experience":

1

Shields, Carmen. "Behind objective description, special education and the reality of lived experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0004/NQ28127.pdf.

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2

Stark, Laurie. "A Phenomenological Description of the Lived Experience of Creating ARt for Women With Breast Cancer." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2394.

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Conventional approaches to cancer treatment typically do not address the personal experiences of the women with breast cancer. The aim of this study was to develop a structural description of the lived experience of women with breast cancer who create art, specifically through painting, sketching or drawing. A phenomenological approach was employed to explore the meaning of creating art for four women with a diagnosis of breast cancer. The philosophical underpinnings for this study were based on the phenomenological method of bracketing which allows the researcher and subjects to focus on lived experience. This qualitative methodology provided a means to examine the phenomenon of interest in depth from the participants' subjective perspective. Data were collected through face-to-face interviews and follow up telephone conversations. Giorgi's method for analyzing phenomenological data was used to elicit an invariant description of the meaning that creating art had for the participants. Three predominate themes emerged from the analysis. Contextual constituents of the phenomenon were identified as that of giving back and time to create. Dynamic components consisted of creative space and creative expression. Enduring factors consisted of the creative experience and sense of self. Nurses are in a unique position to facilitate the creative art process which holds the potential for self-healing and self-responsibility for their patients. Included are limitations of the study and recommendations for future research.
Ph.D.
School of Nursing
Health and Public Affairs
Nursing PhD
3

Mohammed, Raghshanda. "A description of the lived experiences of young adults who grew up in religiously heterogeneous households." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86511.

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Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: In this study, religiously heterogeneous households refer to households where the parents practice entirely different religions. These households are becoming more common and whilst the literature focusses on what this means for the married couple in terms of marital satisfaction, marital conflict and religious participation it largely neglects the influence that growing up in such a household may have on the child. This poses a potential problem in the therapeutic setting because there is no existing knowledge to work with. This study sought to narrow the gap in the literature by describing the lived experiences of young adults who grew up in religiously heterogeneous households. Through the use of snowball sampling, six young adults (aged 18-24) who grew up in religiously heterogeneous households agreed to be interviewed for this study. Of the participants four were male and the remaining two were female. The semi-structured interview yielded many reports of the participant’s experiences growing up in a religiously heterogeneous household. These experiences have been grouped into three types of themes. The themes include: (1) over-arching themes which deals with issues such as making sense of religion, making the decision as to which religion to affiliate with and idealizing the religiously homogeneous household whilst valuing the lessons gained from the religiously heterogeneous household; (2) an explicit theme which discusses how the experiences that the participants report about their households can be used to make tentative inferences about religiously heterogeneous marriages and divorce and; (3) peripheral themes include discussions about feeling judged and ostracised, negotiating a religiously heterogeneous background outside of the immediate family, tolerance and the value of a name. An Ecological Model is employed in the interpretation of these findings. Finally, the limitations and recommendations for future research are discussed.
AFRIKAANSE OPSOMMING: In hierdie studie verwys godsdienstige heterogene huishoudings na huishoudings waar die ouers aan heeltemal verskillende godsdienste behoort. Hierdie tipe huishoudings word al hoe meer algemeen en alhoewel die literatuur fokus op wat dit beteken vir die getroude paartjie in terme van huweliks tevredenheid, huweliks konflik en godsdienstige deelname, versuim dit om te kyk na die invloed wat dit het op die kind wat groot word in sulke huishouding. Dit hou ‘n potensiële probleem vir die terapeuties omgewing in, want daar is geen bestaande kennis om mee te werk nie. Hierdie studie poog om die gaping in die literatuur kleiner te maak, deur die beleefde ervaringe van jong volwassenes wat groot geword het in ‘n godsdienstige heterogene huishouding te beskryf. Deur gebruik te maak van sneeubalsteekproefneming, het ses jong volwassenes (tussen die ouderdomme van 18-24), wat groot geword het in godsdienstige heterogene huishoudings, ingestem om deel te neem aan ‘n onderhoud vir hierdie studie. Vier van die deelnemers was manlik en die oorblywende twee was vroulik. Die semi-gestruktureerde onderhoude het verskeie verslae gelewer van die deelnemers se ondervindinge van hoe dit was om groot te word in ‘n godsdienstige heterogene huishouding. Hierdie ondervindinge word in drie tipes temas gegroepeer. Die temas sluit in: (1) oorkoepelende temas wat te doen het met kwessies soos om sin te maak van godsdiens, die keuse te maak oor watter godsdiens om te volg en om die godsdienstige homogene huishouding te idealiseer, terwyl jy die lesse waardeer wat jy gekry het deur die ervaring van in ‘n godsdienstige heterogene huishouding groot te word; (2) ‘n uitdruklike tema wat kyk na hoe die ervaringe wat die deelnemers geraporteer het oor hulle huishoudings gebruik kan word om tentatiewe gevolgtrekkings te maak oor godsdienstige heterogene huwelike en egskeiding en; (3) perifere temas sluit in besprekings oor om geoordeel en uitgesluit te word, om ‘n godsdienstige heterogene agtergrond buite die onmiddellike familie te onderhandel, verdraagsaamheid en die waarde van 'n naam. ‘n Ekologiese model word gebruik in die interpretasie van hierdie bevindinge. Ten slotte, is die beperkings en aanbevelings vir toekomstige navorsing bespreek.
4

Beltran-Medina, Laura. "The Development of Intimate Partner Relationships Among Men Sexually Abused as Children." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1367334124.

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5

Bencal, Carl Robert. "A qualitative description of the physical education-based lived experiences of non-aggressive socially isolated students." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/183.

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Thesis (M.A.) -- University of Maryland, College Park, 2003.
Thesis research directed by: Kinesiology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
6

Morrissey, Sheryl Christian. "A Phenomenological Exploration of Mindfulness Meditation and the Creative Experience." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6459.

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Creating is the highest level of intellectual functioning in the cognitive domain. As standardized testing has increased, U.S. K-12 education has shown a decline in creativity for students. Mindfulness meditation (MM) increases creativity and could serve as a solution to this dilemma. This study's purpose was to enrich findings regarding MM's role in enhanced creativity by conducting an exploration regarding lived experiences of creating for individuals who practice MM. A gap in the literature exploring the topics of MM and creativity together using qualitative methods was identified; therefore, research understanding lived experiences of creating within the experiential context of MM was necessary. The main research question, followed by 3 closely related questions, examined the subjective meaning of the experience of creating for MM practitioners. To provide lived experiences regarding creating, 3 participants colored in a mandala and were interviewed. Descriptive transcendental phenomenology was used to explore the act of creating from the perspectives of these 3 individuals. Participants' described experiences supported Sternberg's theory that creativity developed as a habit and suggested that MM actuated Csikszentmihályi's creative flow. Positive societal implications of bringing MM into U.S. K-12 schools as a conduit for creativity cannot be overrated. MM offers an integrated modality to increased creativity, communication, collaboration, and critical thinking, or the 4 Cs. Future studies regarding MM and creativity's relationship are recommended to further enrich current literature and address the existing gap.
7

Champa, Martha Marie. "Awakening: The Lived Experience of Creativity as Told by Eight Young Creators." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481017239325047.

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8

Hsu, Anne Y.-J. "The lived experience of transcultural identity explorers| a descriptive phenomenological psychological study on making a life in a new land." Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10928675.

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Transcultural migration is a growing phenomenon, yet research on the lived experience of individuals who willfully leave the security and comfort of their home nation and socio-cultural support to migrate alone as adults to a foreign nation where they do not have citizenship, do not look like the locals, and do not share the local mother tongue had not been previously researched. Marcia’s (2002) work on identity exploration and May’s existential psychological works (e.g., 1953), particularly his notion of “the stages in consciousness of self” (p. 100), served as major theoretical foundations of this research. Giorgi’s (2009a) descriptive phenomenological psychological method was used, as it aligns with the qualitative and existential nature of this topic. I interviewed three transcultural migrants and analyzed the data sets with imaginative variations to yield an essential psychological structure that describes the phenomenon. Fourteen constituents were identified: the presence of a call to adventure, an urge to defy the sense of confinement or frustration, an appetite to develop one’s potential for action in the world, indefinite and flexible migration plans, an imagined or desired horizon as the destination, commitment depending on the passion for and pursuit of growth and challenges, identity reflections on being different, a sense of extra effort or work, constant revival of earlier psycho-social crises, questioning traditional cultural boundaries, integrating cultural experiences into cultural identity and orientation, rebellion against cultural judgment-based interactions, cultural flexibility through experiential understanding, and heightened awareness of global, local, and identity politics. These findings support the existing literature emphasizing migrants’ openness to experience and interest in developing personal potential (Madison, 2009), their sense of extra effort (Moreau et al., 2009), and a pluralistic sense of political and socio-cultural identity (e.g., Ortega, 2016). In addition, the present findings challenge preconceived notions of culture, suggesting that concepts of cultural orientation, rather than racial/ethnic identity, and cultural humility in place of cultural competency have greater functional applications to the transcultural phenomenon. Some clinical, educational, socio-cultural, and political implications are presented. Future studies are encouraged to examine various transcultural possibilities.

9

Doan, Patrick. "Parcours attentionnel chez le scripteur expert." Thesis, Compiègne, 2021. https://bibliotheque.utc.fr/Default/doc/SYRACUSE/2021COMP2600.

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L’écriture est une des habiletés les plus complexes à acquérir et repose sur plusieurs processus : psychomoteur, cognitif, sensori-moteur, attentionnel. Sa maîtrise se caractérise par la capacité de tracer de manière fluide et précise des formes graphiques lisibles et rationalisées, les lettres. L’objectif de ce travail de thèse est de comprendre comment l’activité attentionnelle permet au scripteur de diriger, coordonner et moduler les différentes composantes de sa pratique. Plus spécifiquement, nous cherchons à saisir comment l’activité sensori-motrice, l’activité cognitive et l’activité attentionnelle se co-déterminent et permettent au scripteur de vivre sa pratique comme une succession de prises de conscience émergeant de son propre engagement. Pour ce faire, nous adoptons une démarche d’investigation en première personne qui nous permet d’étudier le contenu de l’expérience vécue, au sens où celle-ci constitue une dimension nécessaire à la compréhension des processus cognitifs en général, et de l’activité attentionnelle en particulier. Nous avons adopté les outils théoriques et méthodologiques développés par le programme de recherche « cours d’action » pour interroger le scripteur et collecter des descriptions détaillées de son expérience vécue. L’analyse de ces données nous permet de qualifier l’attention au regard de l’organisation et de la signification d’une pratique, la calligraphie, qui n’est pas simplement exécutée et figée mais qui est continuellement reconstruite, adaptée, redéfinie par l’engagement de l’individu dans une situation prolongeant une histoire et une culture qui lui sont propres. La vision longitudinale que nous développons révèle que l’attention est vécue comme la combinaison d’un ensemble de gestes intérieurs qui permettent au scripteur de mettre en rapport de façon spécifique les différentes composantes de son expérience. La dynamique de ces structures est caractérisée par un processus constant d’hybridation et de ramification de l’activité attentionnelle qui débouche sur la constitution de régularités que l’on peut assimiler à des techniques. La maîtrise du tracé calligraphique repose sur l’émergence de techniques attentionnelles correspondant à un type de savoir-faire
Handwriting is one of the most complex skill to learn and involves several processes: psychomotor, cognitive, sensorimotor, attentional. Its fluency can be characterized by the ability to trace in a fluid and precise way legible and rational graphic forms, the letters. The goal of the present thesis is to understand how attentional activity allows the writer to direct, coordinate and modulate the different components of his performance. More specifically, we try to apprehend how sensorimotor activity, cognitive activity and attentional activity are co-determining each other and allows the writer to live his experience as successive awakenings that are the result of his own active involvement in a situation. To do this, we used a first person approach that allows us to investigate the content of the lived experience, a dimension that has to be taken into account in order to understand cognitive processes in general, and attentional activity in particular. We adopted the theoretical and methodological tools developed by the « course of action » research program in order to interview the writer and collect detailed descriptions of his lived experience. The analysis of those data allows us to qualify attention in relation with the organization and the meaning of a task driven activity, calligraphy. This activity is not simply the repetition of a predefined experience but it is the continuous reconstruction, adaption, redefinition of its contents through the active involvement of the individual in a specific situation which finds its roots in a personal history and culture. The horizontal perspective that we developed shows that attention is experienced as the combination of a variety of inner gestures that allows the writer to put in specific relations the different components of his lived experience. The dynamic of those structures is defined by a constant process of hybridization and ramification of the attentional activity, and gives rise to regularities that can be viewed a techniques. The mastery of calligraphy relies on the emergence of attentional techniques, a form of know-how
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Coxon, Ian. "Designing (researching) lived experience." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/11513.

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Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, Education and Social Sciences, School of Communication Arts, as a requisite component in fulfilment of the requirements for the degree of Doctor of Philosophy, under a joint supervision arrangement with the University of Applied Sciences Cologne, Köln International School of Design. Includes bibliographical references.
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Книги з теми "Description of lived experience":

1

Wolf, Helen. Observed, lived, experienced: A year of everyday life in China. New York: Vantage Press, 1996.

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Salter, Michael, and Kim McGuire. The Lived Experience of Hate Crime. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33888-6.

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Abbott, Dina, and Gordon Wilson. The Lived Experience of Climate Change. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17945-2.

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Blum, Alan. The Dying Body as a Lived Experience. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315622712.

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Ferrarello, Susi, ed. Phenomenology of Bioethics: Technoethics and Lived-Experience. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65613-3.

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Gibson, Colin George. Lived borderline space: A Heideggerian journey into the lived experience of psychosis. Portsmouth: University of Portsmouth, 2000.

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Guthrie, Woody. Seeds of man: An experience lived and dreamed. Lincoln: University of Nebraska Press, 1995.

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Karkazis, Katrina. Fixing sex: Intersex, medical authority, and lived experience. Durham, N.C: Duke University Press, 2008.

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9

Bois, Danis. The wild region of lived experience using somatic-psychoeducation. Berkeley, Calif: North Atlantic Books, 2008.

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10

Robillard, Albert B. Meaning of a disability: The lived experience of paralysis. Philadelphia, Penn: Temple University Press, 1999.

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Частини книг з теми "Description of lived experience":

1

Agier, Michel. "Figures of the Cosmopolitan Condition: The Wanderer, the Outcast, the Foreigner." In IMISCOE Research Series, 167–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67365-9_13.

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AbstractIn this chapter, I go through a series of figures embodying the cosmopolitan condition seen as a banal, everyday experience of migrants in urban borderlands. Using ethnographic accounts of migrants’ itineraries and social encounters, the chapter explores a series of urban spaces which are social “borderlands” and their inhabitants: neighbourhoods, squats, camps. Through stories and descriptions of connections and exploitation, settlement and displacement, it investigates the existence of an everyday or banal cosmopolitism experienced by Sudanese, Eritrean, Sri Lankan, Afghan or German dwellers of Beirut, Paris, Patras, and New York. It describes the cosmopolitan condition in the sense of a lived experience, an experience of sharing the world, no matter how inegalitarian and violent this may be.
2

Tamet, Jean-Yves. "Lived Experience." In Psychoanalysts in Session, 235–37. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: The new library of psychoanalysis | “Published in French, 2016”–Title page verso.: Routledge, 2020. http://dx.doi.org/10.4324/9780429196751-11f.

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3

Davey, Nicholas. "Lived Experience." In A Companion to Hermeneutics, 326–32. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118529812.ch38.

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Clifford, Scott, Julia Spanswick, Kenny Graham, and Zarah Perry-Woodford. "The Lived Experience." In The Ileoanal Pouch, 187–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94385-5_15.

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Bailey, Chris. "Exploring Lived Experience." In Digital Education and Learning, 89–178. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78694-6_3.

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Brown, Kate, Katie Ellis, and Kate Smith. "Vulnerability as lived experience." In Women, Vulnerabilities and Welfare Service Systems, 13–25. New York : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429276910-3.

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7

Rieh, Sun-Young. "Lived Experience of Schoolchildren." In Creating a Sense of Place in School Environments, 52–111. New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429441332-6.

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Johns, Diana F. "Lived experience of release." In Being and Becoming an Ex-Prisoner, 113–44. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: International series on desistance and rehabilitation ; 11: Routledge, 2017. http://dx.doi.org/10.4324/9781315619637-6.

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9

Rothman, Juliet. "Understanding the Lived Experience." In Social Work Practice Across Disability, 111–36. Second edition. | New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315178028-11.

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Rothman, Juliet. "Understanding the Lived Experience." In Social Work Practice Across Disability, 137–70. Second edition. | New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315178028-12.

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Тези доповідей конференцій з теми "Description of lived experience":

1

Amond, Mags, Keith Johnston, Richard Millwood, and Ewan McIntosh. "A decade of TeachMeet: an Interpretive Phenomenological Analysis of participants’ tales of impact." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11089.

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TeachMeet is an emerging informal professional development event organised by teachers for teachers, commonly described as an unconference. It is a volunteer-led global phenomenon without any established hierarchy. To celebrate the first ten years of TeachMeet, the founders announced an open call for particpants to submit, online, their stories of impact. The resulting submissions were subjected to an Interpretive Phenomenological Analysis (IPA) capitalizing on the ‘double hermeneutic’ lens of the experience of researchers whose positionality is that of informed insiders. Findings reveal the categories in which the lived experience reported by participants shows the impact of TeachMeet: ranging from appreciative description of the event they attended to reflective confessions of life-enhancing transformation in their personal and professional lives, their classrooms and the wider teaching community. These finding are examined in the light of how they align with several models of evaluation of teacher learning (Guskey 1998, Kennedy 2005, Kirkpatrick 2006, Desimone 2011, Wenger, Trayner and deLatt 2011), and what they indicate about where evolving TeachMeet communities and networks may be situated in an informal learning landscape.
2

Le Dantec, Christopher A., Erika Shehan Poole, and Susan P. Wyche. "Values as lived experience." In the SIGCHI Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1518701.1518875.

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3

Stephens, Sonia, and Amanda Altamirano. "Understanding User Expertise Through Lived Experience." In SIGDOC '21: The 39th ACM International Conference on Design of Communication. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3472714.3473660.

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4

Beynon, Meurig. "Realising software development as a lived experience." In the ACM international symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2384592.2384613.

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5

"Lived Experience of Economically Marginalized English Learners." In Jan. 4-5, 2017 Kuala Lumpur (Malaysia). Dignified Researchers Publication, 2017. http://dx.doi.org/10.15242/dirpub.dirh0117044.

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6

Bynum, John D., David E. Claridge, and Jonathan M. Curtin. "Development and Testing of an Automated Building Commissioning Analysis Tool (ABCAT)." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90389.

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Experience has shown that buildings on average may consume 20% more energy than required for occupant comfort which by one estimate leads to $18 billion wasted annually on energy costs in commercial buildings in the United States. Experience and large scale studies of the benefits of commissioning have shown the effectiveness of these services in improving the energy efficiency of commercial buildings. While commissioning services do help reduce energy consumption and improve performance of buildings, the benefits of the commissioning tend to degrade over time. In order to prolong the benefits of commissioning, a prototype fault detection and diagnostic (FDD) tool intended to aid in reducing excess energy consumption known as an Automated Building Commissioning Analysis Tool (ABCAT) has been developed. ABCAT is a first principles based whole building level top down FDD tool which does not require the level of expertise and money often associated with more detailed component level methods. The model based ABCAT tool uses the ASHRAE Simplified Energy Analysis Procedure (SEAP) which requires a smaller number of inputs than more sophisticated simulation methods such as EnergyPlus or DOE-2. ABCAT utilizes a calibrated mathematical model, white box method, to predict energy consumption for given weather conditions. A detailed description of the methodology is presented along with test application results from more than 20 building years worth of retrospective applications and greater than five building years worth of live test case applications. In this testing, the ABCAT tool was used to successfully identify 24 significant energy consumption deviations in five retrospective applications and five significant energy consumption deviations in four live applications.
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Snyder, Jaime, Elizabeth Murnane, Caitie Lustig, and Stephen Voida. "Visually Encoding the Lived Experience of Bipolar Disorder." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300363.

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8

Wallace, Jayne, Kyle Montague, Trevor Duncan, Luís P. Carvalho, Nantia Koulidou, Jamie Mahoney, Kellie Morrissey, et al. "ReFind: Design, Lived Experience and Ongoingness in Bereavement." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376531.

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9

Corbin, Sal. "The importance of embracing Lived Experience in education." In 3rd International Conference on Modern Research in Education, Teaching and Learning. Acavent, 2021. http://dx.doi.org/10.33422/3rd.icmetl/.2021.08.94.

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Dearden, Andy, Peter Wright, Simon Bowen, Fazilatur Rahman, Mark Cobb, and Daniel Wolstenholme. "Pervasive healthcare in lived experience: Thinking beyond the home." In 4th International ICST Conference on Pervasive Computing Technologies for Healthcare. IEEE, 2010. http://dx.doi.org/10.4108/icst.pervasivehealth2010.8831.

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Звіти організацій з теми "Description of lived experience":

1

Flinn, Stephen. Disjointed Cosmopolitanism: Climate Change and Lived Experience in Portland, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1434.

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Amdahl-Mason, Ameena. The Lived Experience of High School Policy Debate in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.531.

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Goldsworthy, Heather, Jonathan Supovitz, and Matthew Riggan. The Lived Experience of Standards Implementation in New York City Schools, 2011. Consortium for Policy Research in Education, October 2013. http://dx.doi.org/10.12698/cpre.2013.rr75.

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4

Newcomer, Joseph M. IDL (Interface Description Language): Past Experience and New Ideas. Fort Belvoir, VA: Defense Technical Information Center, July 1986. http://dx.doi.org/10.21236/ada182022.

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Shah, Ayesha, Jan Olek, and Rebecca S. McDaniel. Real Life Experience with Major Pavement Types. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317371.

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Pavement performance is a complex issue which depends on many contributing factors. Examining the performance of real-life pavements across the state determines what the actual service lives are for the pavements. For the purposes of this study, only selected LTPP projects were examined, along with a database containing all the historic repair projects completed in Indiana. Pertinent information present in the Indiana Historic Contracts Database was extracted concerning the types of pavement repair and treatments options commonly employed within the state, the time between repairs, etc. These data were used to determine descriptive statistical parameters and was summarized in graph form. Similarly, data about selected LTPP GPS and SPS sites were downloaded from the online website, LTPP InfoPave and a comparative study between companion sites was performed. These data included study site and pavement-related information, such as construction dates, pavement structure details, maintenance and repair history, and pavement distress surveys. These data were used to draw conclusions about the impact of treatment applications, climatic and geologic factors, traffic volume, and pavement structures on pavement performance. Gaps in knowledge about pavement failure modes, distress data, and effectiveness of treatment applications mentioned in the contracts database file hampered efforts to form a complete picture of the effectiveness of treatment options and their timely (or untimely) application. Similarly, details about pavement mixture design and differentiating factors between companion sites prevented researchers from narrowing down the causes leading to the observed pavement distress.
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Podmore, Miranda, and Jennifer Paff Ogle. The Lived Experience of CrossFit as a Context for the Development of Women's Body Image and Appearance Management Practices. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1819.

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7

Garlan, David, Mary Shaw, Chris Okasaki, Curtis M. Scott, and Roy F. Swonger. Experience With a Course on Architectures for Software Systems. Part 1. Course Description. Fort Belvoir, VA: Defense Technical Information Center, August 1992. http://dx.doi.org/10.21236/ada256221.

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8

Thorsen, Dorte, and Affoué Philomène Koffi. Imagined Futures: Gaps in Support for Rural Youth in Côte d’Ivoire. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/ids.2021.041.

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Lack of employment opportunities for young people is a major concern across Africa, and involves many policy areas. In Côte d’Ivoire, the situation is challenging because of political and economic crises that have beset the country in recent decades, impacting negatively on education and accentuating job insecurity, particularly among rural youth. Tackling the problem in rural areas requires a youth-centred approach that builds long-term, well-targeted and coordinated interventions based on young people’s lived experience.
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Wooltorton, Sandra, Anne Poelina, Vennessa Poelina, John Guenther, and Ian Perdrisat. Feed the Little Children Evaluative Research Report. Nulungu Research Institute, The University of Notre Dame Australia, 2022. http://dx.doi.org/10.32613/nr/2022.4.

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Taken from executive summary. The purpose of the report is to investigate the social, cultural and health impacts on Broome children and families who are supported through Feed the Little Children Inc. (FTLC) bi-weekly food relief program, and to try to determine what the optimum level of support should be. Researchers have taken an Indigenist research approach, which means that Aboriginal ways, values and goals support research implementation. The research framework focused on the lived experience of the FTLC users and data was collected via conversations with FTLC users’ aunties, grandparents, and long-term Broome residents. The report concludes that Broome children would benefit from a community focus grounded in cultural security for their food provision.
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Patton, Desmond, and Catalina Vallejo. Examining Violence and Black Grief on Social Media: An Interview with Desmond Upton Patton. Just Tech, Social Science Research Council, February 2022. http://dx.doi.org/10.35650/jt.3020.d.2022.

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As part of our “What Is Just Tech?” series, we invited several social researchers—scholars, practitioners, artists, and activists—to respond to a simple yet fundamental question: “What is just technology?” This interview was conducted by Just Tech program officer Catalina Vallejo, who spoke with Desmond Upton Patton, Professor of Social Work at Columbia University and Just Tech Advisory Board member. Patton (he/him) studies how gang-involved youth conceptualize threats on social media and the extent to which social media may shape or facilitate youth and gang violence. He is the founding director of SAFElab, which centers young people’s perspectives in computational and social work research on violence, trains future social work scholars, and actively engages in violence prevention and intervention. In their conversation, Vallejo and Patton spoke about social media as an amplifier of violence, the importance of lived experience informing computational research, and misunderstandings about Black grief.

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