Dissertationen zum Thema „Contextual identity“
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Fuller, Nathaniel J. „A Contextual Model for Identity Management (IdM) Interfaces“. NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/157.
Der volle Inhalt der QuelleMoran, Christy Denise. „Weaving the web of identity: Contextual influences on multidimensional identity development during college“. Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280564.
Der volle Inhalt der QuelleTorkelson, Natasha Colleen. „A Contextual Model of Multiracial Identity and Well-Being“. Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106725.
Der volle Inhalt der QuelleMultiracial people often experience challenges to developing positive racial identities and psychological well being in the racially stratified U.S. society. Research and theory suggest that contextual variables are important for the facilitation of positive adjustment for Multiracial individuals. However, despite the importance of social context, the majority of research has been limited by the use of small, non-generalizable samples, the lack of quantitative studies, a lack of consistent ways to measure these constructs, and researchers’ tendencies to examine well-being or racial identity in isolation. In addition, Multiracial identity typically has been assessed as a single racial identification categorization, rather than as the fluid racial identity process suggested by Helms’s (1995) People of Color (POC) racial identity theory. The present study proposed and examined a model that incorporated social context, racial identity, and well-being to better understand how Multiracial people develop racially and psychologically in a racially contentious society. Multiracial (Black/White and Asian/White) adults (N = 172) completed a demographic questionnaire, Multiracial Scales (Family Influence, Reflected Appraisals, Acceptance/Exclusion) created for this study, the Multiracial Challenges and Resilience Scale (Salahuddin & O’Brien, 2011), the People of Color Racial Identity Attitudes Scale (Helms, 2005), the Brief Symptom Inventory 18 (Derogatis, 2001), and the Satisfaction with Life Scale (Diener, Emmons, Larson, & Griffin, 1985). Multivariate multiple regression analyses (MMRAs) were conducted to examine relationships among social context (challenging and supportive) and psychological well-being, racial identity and well-being, and social context and racial identity. Results of the MMRAs favored supportive social contexts ( i.e., Acceptance by the White and Multiracial groups) as being related to better psychological well-being and challenging social contexts (i.e., Exclusion from the White racial group) as detracting from well-being. Conversely, challenging social contexts were more predictive of racial identity than supportive social contexts. Racial identity was also significantly related to psychological well-being. Results revealed differences between racial groups in the relationships among racial identity and well-being, such that Asian/White participants experienced greater life satisfaction and Multiracial pride than Black/White participants. Overall, the results of the analyses indicated support for the proposed model’s inclusion of social context, racial identity, and well-being in a single study. As anticipated, social context and racial identity were predictive of psychological well-being, and social context was predictive of racial identity. Results also provided preliminary evidence for the use of Helms’s (1995) POC theory with a Multiracial population. Methodological limitations and implications for future theory, research, and practice are discussed
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Linden, Craig. „Identity in congregational development through hermeneutical and contextual preaching“. Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/53061.
Der volle Inhalt der QuelleBrampton, Fear Taitimu. „True fictions: The basis of identity and contextual reality in narrative performativity“. AUT University, 2009. http://hdl.handle.net/10292/928.
Der volle Inhalt der QuelleBatterton, Jessica. „Contextual Identities: Ethnic, National, and Cosmopolitan Identities in International and American Student Roommates“. Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428683632.
Der volle Inhalt der QuelleTrammell, Melanie Kaye. „Complexity of Engineering Identity: A Study of Freshmen Engineering Students“. Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91464.
Der volle Inhalt der QuelleMaster of Science
The General Engineering Program exists at Virginia Tech to provide curriculums that engage, challenge and support entry-level engineers. One important part of this initiative is helping students identify with a specific type of engineering, and overtime develop an identity within it. Yet, there exists little research on what entry-level engineers believe it means to be an engineer, especially during their freshmen year of college when they are still forming and changing their ideas about engineering identity. In order to generate insight on this topic we developed a methodology to help inquire into engineering identity. Two participants at a time were placed in an online chatroom and allowed to talk for ten minutes, with one trying to answer the question ‘Am I talking to an engineer or not?’ and asked to give their reasoning. Comparisons allow entry-level engineering students to articulate their beliefs on what characteristics, behaviors and personalities make up their cohort -- thus exposing their ideas about identity. Moreover, this methodology also provides opportunities for participants to critique their own assumptions about engineering identity and further develop and expose their opinions on identity. Additionally, our findings showcase the complexity around student’s perceptions of engineers. For example, participants’ responses pointed to: many sources that inform identity, the difficulty of identifying what is uniquely engineering, how identity is impacted by the ideal image of an engineer, that identity is a spectrum, and that identity varies with respect to associations and time. As a result, through our inquiry and representation of results we demonstrate the validity of our methodology as a Human Computer Interaction research tool along with the power of using written stories to represent results.
Murphy, Mary Carmel. „A contextual theory of social identity threat : cues, contingences, and belonging in academic settings /“. May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Der volle Inhalt der QuelleJan, Muhammad Ayub. „Contested and contextual identities : ethnicity, religion and identity among the Pakhtuns of Malakand, Pakistan“. Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/1179/.
Der volle Inhalt der QuelleEnno, Angela Marie. „Contextual Factors in the Identity Development of Native American and Latinx Undergraduates in STEM Fields“. DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7274.
Der volle Inhalt der QuelleNikolaus, Julia Salome. „Roman funerary reliefs and North African identity : a contextual investigation of Tripolitanian mausolea and their iconography“. Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/39715.
Der volle Inhalt der QuelleYarrison, Fritz William. „A Theoretical and Methodological Advancement of Identity Theory: The Emergence of Context Specific Salience“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1510401466933009.
Der volle Inhalt der QuelleRazey, Melissa Anne, University of Western Sydney, of Arts Education and Social Sciences College und School of Social Ecology and Lifelong Learning. „Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions“. THESIS_CAESS_SELL_Razey_M.xml, 2002. http://handle.uws.edu.au:8081/1959.7/219.
Der volle Inhalt der QuelleDoctor of Philosophy (PhD)
Groenewald, Johannes Pieter. „Contextual factors impacting on research performance at a young Australian university“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2372.
Der volle Inhalt der QuelleMannberg, Andréa. „Risk and Rationality : Effects of contextual risk and cognitive dissonance on (sexual) incentives“. Doctoral thesis, Umeå universitet, Institutionen för nationalekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-34116.
Der volle Inhalt der QuelleMeltzer, Julie. „In Their Own Words: Using Retrospective Narratives to Explore the Influence of Socio-Cultural and Contextual Factors on Discourses About Identity of Self-As-Principal“. Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30650.
Der volle Inhalt der QuellePh. D.
van, Dommelen Andrea. „The Role of Social Identity Inclusiveness and Structure in Intergroup Relations: Individual and Contextual Differences in Ethnic and Religious Minority Group Members“. Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12007.
Der volle Inhalt der QuelleChineegadoo, Pierre Lindsay. „A Contextual Ecclesiology of Dialogue: the Self-Identity of the Seventh-day Adventist Church in the Postmodern Context of Mission“. Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/ef02e11ec0268067cbbc47945d5be248c8c0d21edc73c0f3a7be84a348c51462/6526613/CHINEEGADOO_2015_THESIS_nosignature.pdf.
Der volle Inhalt der QuelleRazey, M. A. „Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions /“. View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030402.113451/index.html.
Der volle Inhalt der QuelleA thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Bibliography: leaves 139-170.
Jenkins, Gayle Y. „A contextual analysis of secondary home economic teachers' agency in a time of mandatory curriculum change“. Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/76340/1/Gayle_Jenkins_Thesis.pdf.
Der volle Inhalt der QuelleParis, Pierre-Henri. „Identity in RDF knowledge graphs : propagation of properties between contextually identical entities“. Electronic Thesis or Diss., Sorbonne université, 2020. http://www.theses.fr/2020SORUS132.
Der volle Inhalt der QuelleDue to a large number of knowledge graphs and, more importantly, their even more numerous interconnections using the owl:sameas property, it has become increasingly evident that this property is often misused. Indeed, the entities linked by the owl:sameas property must be identical in all possible and imaginable contexts. This is not always the case and leads to a deterioration of data quality. Identity must be considered as context-dependent. We have, therefore, proposed a large-scale study on the presence of semantics in knowledge graphs since specific semantic characteristics allow us to deduce identity links. This study naturally led us to build an ontology allowing us to describe the semantic content of a knowledge graph. We also proposed a interlinking approach based both on the logic allowed by semantic definitions, and on the predominance of certain properties to characterize the identity relationship between two entities. We looked at completeness and proposed an approach to generate a conceptual schema to measure the completeness of an entity. Finally, using our previous work, we proposed an approach based on sentence embedding to compute the properties that can be propagated in a specific context. Hence, the propagation framework allows the expansion of SPARQL queries and, ultimately, to increase the completeness of query results
Jiang, Nan. „An investigation into the contextual factors that influence the identity construction processes of second-generation business family members in mainland China“. Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q3678/an-investigation-into-the-contextual-factors-that-influence-the-identity-construction-processes-of-second-generation-business-family-members-in-mainland-china.
Der volle Inhalt der QuelleDelgado, Caroline. „In/security in context : an inquiry into the relational and contextual dimensions of in/security within the Colombian peace process“. Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/insecurity-in-context-an-inquiry-into-the-relational-and-contextual-dimensions-of-insecurity-within-the-colombian-peace-process(42a801b1-5035-423f-a782-c63daf89e0d1).html.
Der volle Inhalt der QuelleKim, Se Young. „A Sociohistorical Contextual Analysis of the Use of Violence in Park Chan-wook's Vengeance Trilogy“. Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1258132362.
Der volle Inhalt der QuelleOlsen, Jørn Henrik. „Kristus i tropisk Afrika : I spændingsfeltet mellem identitet og relevans“. Doctoral thesis, Köpenhamns universitet, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-204215.
Der volle Inhalt der QuelleContains an English summary
Beneke, Nanette. „The formation and transformation of identity in the novel and film of Great expectations by Charles Dickens / N. Beneke“. Thesis, North-West University, 2008. http://hdl.handle.net/10394/582.
Der volle Inhalt der QuelleThesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.
Morin, Gabriel. „La fabrication du leader et du leadership : analyse des processus de transformation dans trois grandes organisations“. Thesis, Paris 2, 2016. http://www.theses.fr/2016PA020055.
Der volle Inhalt der QuelleThe research focuses on the analysis of the making of a leader and of leadership and aims at understanding the steps that allow large organizations to develop this process.Leader and leadership have been extensively discussed in management sciences. With the rise of a new environment requiring organizations to transform themselves, these notions have become a strategic challenge. This challenge has led to the emergence of a new paradigm of leadership in management sciences since the 2000s. This new stream, particularly embodied by the work of David Day (2000), is based on a renewal of empirical studies and on an approach more open to various disciplines such as psychology, mathematics and neuroscience. That current has contributed to the structuring of the field of studies on leader and leadership. Research increasingly focuses on the essential distinction between leader and leadership and on the organizations’ role in the making of these attributes within the individual. Our research fits into this paradigm by adding one idea: this type of making involves multiple transformation processes, including identity dimensions, which companies ought to explore more actively.The purpose of the research design is to establish an analytical framework that mobilizes different streams of research in order to help understand the making of a leader and of leadership. This framework will highlight the effects of, and on, three main contextual fields: the individual (Hughes), the organization (Giddens)and the environment (Emery and Trist). This is the subject of an original transposition in management sciences which puts the emphasis on the individual identity plasticity (Hughes) and recursivity of the phenomenon. The empirical analysis will be based on the multiple case study of three major organizations that share a proactive management of leader and leadership development, including the Army, the birthplace of such notions. The findings point out the existence of a process of co-creation of a leader and leadership, which is the result of interactions between the environment, the organization and the individual. These transformative live flows are theorised as an inter-context assemblage. This will lead to managerial recommendations for enabling the making of a leader and the leadership
Wazakili, Margaret. „Paradox of risk: sexuality and HIV/AIDS among young people with physical disabilities in Nyanga, South Africa“. Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3259_1259748176.
Der volle Inhalt der Quelle
 
The current study aimed to describe the paradox of risk through an exploration of the experiences and perceptions of sexuality and HIV/AIDS among physically disabled young people in Nyanga, South Africa. This is against the background that AIDS has become a national and global crisis, which requires all people to participate in efforts to contain the pandemic. Yet literature indicates that young people with disabilities are not participating in such efforts. There is also an assumption, that physically disabled young people do not experience challenges in expressing their sexuality and accessing HIV/AIDS prevention services, to the same extent as other disability groups such as the blind and those with intellectual disabilities. Hence there was a need to explore disabled young people&rsquo
s own understanding of risk and the factors that hinder or support their participation in existing sexuality education and HIV/AIDS prevention programmes. It was also important for this group to suggest ways in which they may participate in such programmes.
Oliveira, Lívia Miranda de. „A co-construção de identidades em interações face-a-face entre pessoas com e sem afasia de expressão“. Universidade Federal de Juiz de Fora (UFJF), 2008. https://repositorio.ufjf.br/jspui/handle/ufjf/3443.
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O objetivo desta pesquisa é investigar como pessoas com afasia não-fluente constroem e negociam identidades em interações face-a-face. Afasia não-fluente é um sintoma de um dano cerebral manifestado através de dificuldades na produção da fala. Através do uso de conceitos derivados da Análise da conversa Etnometodológica e da Sociolingüística Interacional, foi observado como questões relacionadas ao déficit lingüístico se tornam relevantes na fala-em-interação em conversas entre pessoas com e sem afasia não-fluente. O corpus é composto de aproximadamente quinze horas de gravações em audio e video de interações face-a-face. Trinta e dois segmentos representativos em que os participantes se engajam na construção de identidades foram selecionados. Os dados gerados fornecem evidência que mudanças de identidade podem ser vistas como conseqüência das mudanças de papéis provocadas pela afasia. Este estudo de caso revelou que nem todas as pessoas que apresentam afasia projetam a identidade de doente que a sociedade disponibiliza para elas, principalmente se levarmos em conta o fato de as identidades poderem ser projetadas/sustentadas em um espaço público ou privado, isto é, em relacionamentos/atividades dentro e/ou fora do contexto familiar. Uma outra distinção que se mostrou relevante neste estudo diz respeito ao fato de olharmos para a linguagem em uso, fazendo intervir não apenas a competência lingüística como também, ou principalmente, a competência comunicativa. Nesse sentido, os resultados das análises apontam que, apesar do déficit lingüístico, pessoas com afasia podem participar socialmente de conversas com pessoas sem afasia se ambos se mostrarem orientados e perceberem a relevância de recursos paralingüísticos ou não-lingüísticos na projeção e negociação de identidades sociais e discursivas no curso da interação.
The aim of this research is to investigate how people with non-fluent aphasia construct and negociate identities in face-to-face interactions. Non-fluent aphasia is a symptom of a cerebral damage displayed by difficulties in producing talk. Through the use of concepts derived from Conversational Analysis and Interactional Sociolinguistics, it is observed how issues related to linguistic deficit become relevant in talk-in-interaction in conversations among persons with and without non-fluent aphasia. The corpus is composed of approximately fifteen hours of video and audio recordings of face-to-face interactions. Thirty two representative segments in which participants engage in construction of identities were selected. The generated data provide evidence that challenges to identity may be seen as the consequence of the “unsettled lives” produced by aphasia. This case study showed that it is not all people with aphasia who project the sick person identity that society makes available for them, principally if we consider the fact that identities can be projected/sustained in a private or public space, that is, in relationships/activities into and/or outside familiar context. Another relevant distinction in this study is concerned with the fact that we look for the language in use making intervening with not only the linguistic competence, but also, with the communicative competence. In this way, the results of analysis show that despite linguistic deficit, persons with aphasia can take part, socially, in the conversations with people without aphasia if both show themselves oriented and perceive the relevance of paralinguistics or non-linguistics resources to the discourse and social identities projection and negociation into interaction in progress.
Gómez, Torres Francisco. „La identidad profesional de los profesores de matemáticas y ciencias sociales en la educación secundaria“. Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/377472.
Der volle Inhalt der QuelleThis research focuses on the study of professional identity of teachers in secondary education and analysis to contextual conditions affecting the decisions taken by the teacher in teaching. We define the professional identity of the teacher as a conjunct of representations that can be relatively stable over time, containing defined by roles, professional practice theories and feelings related to the exercise of the profession. We believe that along with a narrated identity, it is establishing an identity situated, due to positioning in front of the staff, there is also established a correlation function in the sense that identity is located differently in specific teaching situations. From this theoretical approach, the objectives are: to characterize the professional identity of teachers in secondary education, identify the contextual conditions affecting the professional activity of teacher, characterize the identity of teachers linked to specific teaching situations, identify contextual conditions are taken into account in developing specific teaching situations and compare what teachers think about what they do in teaching. Methodologically the research is attending a qualitative process, through a phenomenographic approach. Data collection was performed through structured interviews and classroom observation, the participant population is made up of thirty two teacher two training camps: fifteen teachers of social sciences and fifteen mathematics teachers of secondary education. The main results show us six teacher roles: educate, guide the training process of students, designing training activities, coordinate training processes, monitor and evaluate educational activities and guide the parents. Four types of practical theories of teacher: transmitting and acquiring concepts, authentic learning guide, develop the skills of students and guide learning and development of attitudes. Ten types of feelings about teaching, five of satisfaction or positive and five of dissatisfaction or negative and eleven types of factors divided into three categories: instructional, institutional and education authorities factors. In conclusion, research shows us a complete picture of the representations of the teacher about teaching and contextual factors that can influence in practice. And thanks to the approach adopted, based on differentiating the identity narrated of the set, we were able to present empirical date on how the teacher projects and develops teaching activities and what aspects can influence decision-making, not only for the whole group of teachers but also subject areas compared in the study.
Lydon, David. „Police legitimacy and the policing of protest : identifying contextual influences associated with the construction and shaping of protester perceptions of police legitimacy and attitudes to compliance and cooperation beyond the limits of procedural justice and elaborated social identity approaches“. Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17598/.
Der volle Inhalt der QuelleVinyets, Rejon Joan. „El producte com a fenòmen de comunicació social“. Doctoral thesis, Universitat Pompeu Fabra, 2008. http://hdl.handle.net/10803/7528.
Der volle Inhalt der QuelleThe intention of this thesis is to demonstrate that the product is a medium of social communications which people use to communicate -as a function of its symbolic character- which allows human interaction between social, cultural and personal realms. The thesis explains the role that products play in social communication. The thesis shows the fact that social practices provide meaning and sense in the materialistic culture, from the pragmatic proposition that each interpretation needs a certain context which contributes significance and sense to the products. By means of the definition of the analytical model "pragmatic-ethnography" and its application to the study of the mobile telephone, this work confirms that in order to realize the significance of a product one has to evaluate the actions and social practices in which they matter: put the attention of the analysis to the significance generated by the relations established by the binominal product and user.
Volf, Virginie. „Cultures pédagogiques et identité professionnelle des professeurs des écoles et des collèges : Etude du rôle des arrière-plans culturels et contextuels dans les constructions identitaires et les relations école-collège“. Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0851/document.
Der volle Inhalt der QuelleDirectly linked to the creation of the IUFMs (Instituts de Formation des Maîtres) in 1989, the recent evolutions in the French educational system (Law of July 2013 for the refoundation of school) show evidence, at the level of the institutions, of the willingness to get a close similarity between primary school and secondary school (named college in France) and to cancel the historical approach which considered primary school as dedicated to the people and secondary school reserved for an elite. The challenge is to remove everything which may be an obstacle to the continuity from primary to secondary in order to take charge of the pupils in better conditions. But has this willingness permitted to really overcome the antagonisms and led to a shared pedagogical culture and even generated a common professional identity ?The aim of this thesis is to identify all the points of convergence but particularly also the disrupting points between teachers in primary and teachers in secondary schools and to understand more precisely what is the origin of the differences, the way they occur and the consequences they produce, in the purpose of knowing much better how to proceed to remove the obstacles and to improve the transition from primary to secondary. Three methods of collection of datas have been used : ethnographical survey of actual relationship between teachers (in both educational levels) in three local education grids (favourable background – mixed rural environment – areas declared as a priority), answers to questionnaires (sent to almost 200 teachers, half of them in primary, half in secondary schools) and biographical interviews (10 teachers in primary and 11 in secondary schools). The datas have been analysed considering both the quality and the quantity (with the use of softwares such as Statbox and IRaMuTeq). The professional identities of the teachers have been examined through consideration of the several variables they are made of : private (biography), background (social, historical and professional), pedagogical (pedagogical culture). They have been compared in order to point out the part played by the pedagogical cultures in the way identity is formed.This survey has demonstrated that, although pedagogical cultures are highly the same, the professional identities of the teachers in primary and of the teachers in secondary schools are still deeply impregnated by the history of the image of the professions with which they both consider each other and that the image has a different « thickness » both sides. The survey has also revealed that young teachers in secondary schools nowadays start developing a professional identity common to both levels
Hayes, Mellonie S. „A look at black ethnic identity and transracial adoption a contextual perspective /“. 2008. http://etd.lib.fsu.edu/theses/available/etd-04142008-163405/.
Der volle Inhalt der QuelleAdvisor: Robert E. Lee, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed July 8, 2008). Document formatted into pages; contains ix, 114 pages. Includes bibliographical references.
Yu-wen, Wei. „A Contextual Study: The Religious, Gender, and Identity Politics of Obedience in Edward III“. 2003. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719134041.
Der volle Inhalt der QuelleMcCaughey, Dominique Anne. „Leone Modena's Life of Judah : a textual and contextual inquiry into early-modern identity“. Thesis, 2002. http://spectrum.library.concordia.ca/1674/1/MQ68372.pdf.
Der volle Inhalt der QuelleWei, Yu-wen, und 魏毓文. „A Contextual Study: The Religious, Gender, and Identity Politics of Obedience in Edward III“. Thesis, 2004. http://ndltd.ncl.edu.tw/handle/21379293104044736689.
Der volle Inhalt der Quelle國立臺灣師範大學
英語研究所
92
Abstract In this thesis, I investigate the religious, gender, and identity politics of obedience as manifested in the recently attributed Shakespearean play, Edward III, within a cultural materialist framework. In chapter one, I begin my project by examining the impacts of the Protestant marital ideology on the social status of women and the ways in which patriarchal writers appropriate the Bible to construct women as psychologically, intellectually, and morally inferior, thereby justifying the social and political subordination of early modern women. In chapter two, I turn to investigate how females were represented on the early modern stage by examining Thomas Middleton and William Rowley’s The Changeling (1653), John Wesbter’s The Duchess of Malfi (1623), and George Peele’s The Love of King David and Fair Bethsabe (1599). This chapter focuses on the ways in which dramatists engaged with the contemporary querrelles des femmes through the representation of a number of strong women that challenge patriarchal society with varying degree of success. Finally, in my third chapter, I situate Edward III in the context of the Reformation movement and delineate the ways in which the play participates and intervenes in the religious, gender and identity politics of obedience in early modern English culture. I interrogate the pessimistic idea in current critical literature that a strong female presence in history plays is always demonized, victimized, or marginalized. I contend that the English nation-building project is impossible without the presence of a strong and virtuous female that helps to shape and direct the course of history in Edward III.
林仁亮. „Brand Awareness,Conformity Behavior and Contextual Factors On the Brand Identity of Charity Institution“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/88405017288199894275.
Der volle Inhalt der QuelleBelle, M.-J. „Critical care nurses’ professional identity constructions in an Australian intensive care unit : contextual and contingent“. Thesis, 2017. https://eprints.utas.edu.au/23950/1/Belle_whole_thesis.pdf.
Der volle Inhalt der QuelleLindberg, Sara M. „Gender-role identity development during adolescence : individual, familial, and social contextual predictors of gender intensification /“. 2008. http://www.library.wisc.edu/databases/connect/dissertations.html.
Der volle Inhalt der QuelleAlden, Peg Brigham. „The contextual process of identity: A cultural study of sexual identity change as experienced by American -educated college students studying sexuality in the Netherlands“. 2001. https://scholarworks.umass.edu/dissertations/AAI3012108.
Der volle Inhalt der QuelleBabúsová, Julianna. „Židovská identita a její vývoj v reflexi slovenské literatury“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387914.
Der volle Inhalt der QuelleSon, Chul-Min. „The cultural dimension in a contextual hermeneutics of suffering“. Thesis, 2002. http://hdl.handle.net/10500/854.
Der volle Inhalt der QuellePractical Theology
D.Th. (Practical Theology)
Harris, Ann Faith. „Towards cultural competence an exploratory study of the relationship between racial identity and contextual performance indicators of public employees /“. 2003. http://www.lib.ncsu.edu/theses/available/etd-03282003-164318/unrestricted/etd.pdf.
Der volle Inhalt der QuelleRazey, Melissa Anne. „Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions“. Thesis, 2002. http://handle.uws.edu.au:8081/1959.7/219.
Der volle Inhalt der QuelleHess, Shena Bridgid. „White and African: the dilemma of identity“. Diss., 2002. http://hdl.handle.net/10500/588.
Der volle Inhalt der QuellePhilosophy, Practical & Systematic Theology
M. Th. (Practical Theology (Pastoral Therapy))
Banda, Zuze Johannes. „African renaissance and missiology : perspective from mission praxis“. Thesis, 2010. http://hdl.handle.net/10500/4136.
Der volle Inhalt der QuelleChristian Spirituality Church History and Missiology
D. Th. (Missiology)
Watt, Ronald. „A contextual history of South African ceramics of the twentieth and twenty-first centuries“. Thesis, 2020. http://hdl.handle.net/10500/27015.
Der volle Inhalt der QuellePresented in two volumes. Volume 2 contains colour photographs
Bibliography: (volume 1: leaves 181-219)
The history of South African ceramics of the twentieth and twenty-first centuries tends to be presented in a compartmentalised manner in that it focuses on the leading exponents within genres and is limited to an investigation of the contexts that have an immediate bearing on their oeuvres. The result is a fragmented (and sometimes biased) view of the role players, circumstances, influences and incentives that have come to define South African ceramics. The thesis introduces key contributors who have hitherto been considered in relation to crafts and fine art but whose work with ceramic materials places them firmly within the ambit of South African ceramics. It also positions and evaluates the roles of the formal and informal twentieth-century educational and training agencies that, within the constraints of imposed political dogma, produced ceramists who successfully challenged staid Western aesthetics. Particular attention is given to how the black “traditional potters” exercised agency in negotiating a contemporary (as opposed to an ethnographic) presence in which they referenced the forms, meanings and values of “traditional pottery” to meet the expectations of the collector’s market. The thesis posits that the ceramists’ quest to claim an identity (or an “indigeneity”) in the turbulent political era of the later twentieth century has parallels with the intent and outcomes of African Modernism. African Modernism, which arose in postcolonial countries, sought to challenge Western binaries of art, craft, identity and presence and typically made use of hybridity to that end. The same presence of hybridity is evident in twentieth-century South African ceramics, which must be read as an engagement with a multi-cultural society within which the ceramists sought to position themselves. The thesis illustrates the progression of hybrid features from an initially crude and superficial referencing of indigenous and African material culture to subjective translations of that culture that are presented in innovative approaches. This theme is further explored in relation to South African ceramics of the twenty-first century, and evidence suggests that some of the ceramists’ oeuvres can now be considered transcultural and even transnational. The thesis, which is by its nature an enquiry that presents new or reassessed evidence is neither a fully inclusive nor an absolutist revision of the history of ceramics.
Die geskiedenis van Suid-Afrikaanse keramiekkuns van die twintigste en een-entwintigste eeu is geneig om op ʼn onderverdeelde wyse voorgehou te word, omdat dit op die hoofeksponente in genres fokus en beperk is tot ʼn ondersoek na die kontekste wat ʼn direkte uitwerking op hul oeuvres het. Die resultaat is ʼn gefragmenteerde (en soms bevooroordeelde) beskouing van die rolspelers, omstandighede, invloede en aansporings wat Suid-Afrikaanse keramiekkuns definieer. Die tesis stel sleutelbydraers bekend wat tot dusver met handwerk en beeldende kuns verbind is, maar wie se werk met keramiekmateriale hulle sonder twyfel binne die sfeer van Suid-Afrikaanse keramiekkuns plaas. Daarbenewens posisioneer en evalueer die tesis die rolle van die formele en informele twintigsteeeuse opvoeding- en opleidingsagentskappe wat, binne die beperkings van voorgeskrewe politieke dogma, keramiste opgelewer het wat oninspirerende Westerse estetika suksesvol betwis het. Aandag word veral geskenk aan hoe die swart “tradisionele pottebakkers” bemiddeling uitgeoefen het in die verwesenliking van ʼn kontemporêre (teenoor ʼn etnografiese) teenwoordigheid waarin hulle verwys het na die vorme, betekenisse en waardes van “tradisionele pottebakkery” om aan die verwagtinge van die versamelaarsmark te voldoen. Die tesis voer aan dat daar parallelle bestaan tussen die keramis se soeke om op ʼn (inheemse) identiteit te kan aanspraak maak in die onstuimige politieke era van die latere twintigste eeu, en die oogmerke en uitkomste van Afrika-modernisme. Afrika-modernisme het in na-koloniale lande ontstaan en het beoog om Westerse binêre pare van kuns, handwerk, identiteit en teenwoordigheid te betwis; om hierdie doel te bereik is hibridisme gewoonlik gebruik. Dieselfde teenwoordigheid van hibridisme kan gesien word in Suid-Afrikaanse keramiekkuns van die twintigste eeu, wat beskou moet word as ʼn gemoeidheid met ʼn multikulturele samelewing waarin die keramiste hulself probeer posisioneer. Die tesis illustreer die vooruitgang van hibriede eienskappe, van ʼn aanvanklik onafgewerkte en oppervlakkige verwysing na inheemse en Afrika- materiële kultuur, na subjektiewe interpretasies van daardie kultuur wat in innoverende benaderings voorgehou word. Hierdie tema word verder ondersoek in verband met SuidAfrikaanse keramiekkuns van die een-en-twintigste eeu, en bewyse dui daarop dat sommige van die keramiste se oeuvres nou as transkultureel en selfs as transnasionaal beskou kan word. Die tesis, wat in wese ʼn ondersoek is wat nuwe of hersiende bewyse voorhou, is nóg ʼn ten volle inklusiewe nóg ʼn absolutistiese hersiening van die geskiedenis van keramiekkuns.
Umlando weseramiki yaseNingizimu Afrika kwikhulu leminyaka lamashumi amabili namashumi amabili nanye uvamise ukwethulwa ngendlela ehlukaniswe ngezigaba ngokuthi igxile phezu kwezingcweti ezihola phambili ngaphakathi komkhakha wezinhlobo kanti lokhu kugxile kuphela kuphenyo lwezizinda ezinomthintela osheshayo phezu kwemisebenzi yonke yalezo zingcweti. Umphumela ukhombisa umbono owehlukene (kanti ngesinye isikhathi umbono owencike kwingxenye eyodwa) wabadlalindima, wezimo, wemithelela kanye neziphembeleli ezichaza iseramiki eNingizimu Afrika. Ithesisi yethula abagaleli abasemqoka ukufika manje okudala benakiwe mayelana nemisebenzi yobuciko kanye nemisetshenzana yobuciko obuncane kodwa imisebenzi yayo yomatheriyali weseramiki ibabeka ngaphakathi komkhakha wezeseramiki eNingizimu Afrika. Lokhu kuphinde futhi kuhlole izindima zezinhlaka zemfundo nezoqeqesho ezihlelekile nezingahlelekile, lezo ngaphaklathi kwezihibhe zohlelo olumatasa lwepolitiki, lukhiqize osolwazi bezeseramiki abaphonsele inselele ngempumelelo osolwazi bezobuhle beNtshonalanga. Kugxilwe kakhulu kwindlela ababumbi bendabuko abamnyama “traditional potters” abasebenzisa ngayo ubummeli uma bexoxisana ukubonakala emsebenzini wesikhathi samanje (njengoba lokhu kuphambene ne-ethinigrafi) lapho baye bariferensa izindlela, izincazelo kanye nezinga lobugugu bobuciko bendabuko bokubumba ukufeza izinhloso ezilindelwe zemakethe yabaqoqi bomsebenzi wobuciko. Ithesisi iyasho ukuthi impokophelo yosolwazi bezeseramiki yokuzitholela uphawu oluchaza ubunjalo babo (or an “indigeneity”) esikhathini esibucayi sezepolitiki sekhulu leminyaka yamashumi amabili inezimpawu ezifanayo ngenhloso kanye nemiphumela yohlelo lwesimanjemanje sase-Afrika African Modernism. Uhlelo lwe-African Modernism, oluqhamuka kumazwe avele ngemuva kombuso wobukoloni, luphonsela inselele yezinhlelo zobuciko, yesithombe sobuciko kanye nobukhona bobuciko kanti ikakhulukazi bukhandwe ngobuciko bokuhlanganisa izinhlobo (hybridity) ezahlukile. Ubukhona bohlelo lokusebenzisa izinhlaka ezahlukile lwe-hybridity lubonakala kwimisebenzi yeseramiki yesenshuwari yamashumi amabili yaseNingizimu Afrika, okufanele ifundwe njengomsebenzi ohlanganiswe ndawonye nomphakathi wamasiko amaningi, kanti ngalo msebenzi ababumbi beseramiki bafuna ukuziphakamisa ngawo. Ithesisi ikhombisa intuthuko yezimpawu wumsebenzi oyingxubevange (hybrid) ovela kwindlela yokureferensa eluhlaza neyobuciko bamaqhinga bosiko lwendabuko lomatheriyeli wase-Afrika ukuphawula ngemisebenzi ehunyushiwe yalolo siko eyethulwe ngezindlela ezinamaqhinga amasha. Lesi sihloko siqhubekela phambili nokuhlolwa mayelana nohlelo lweseramiki eNingizimu Afrika kwisenshuwari yamashumi amabili, kanti ubufakazi buyasho ukuthi eminye imisebenzi yosolwazi bobuciko beseramiki ingathathwa njengemisebenzi ekhombisa ukushintsha amasiko kanye nokushintsha kwesizwe. Ithesisi, ngokwemvelo yayo ingumbuzo owethula ubufakazi obusha noma ubufakazi obubuyekeziwe, le thesis ayiwona umsebenzi oxuba konke futhi ayikona ukubuyekezwa kwangempela komlando weseramiki.
Art History, Visual Arts and Musicology
D. Phil. (Art)
Cecilio, Valdinei. „O desempenho organizacional no setor público sob a ótica das capacidades organizacionais: um estudo de caso no âmbito da Rede Federal de Educação no Brasil“. Master's thesis, 2016. http://hdl.handle.net/10071/13007.
Der volle Inhalt der QuelleThis research aims to analyze organizational performance perceived by employees of the Instituto Federal de Educação, Ciência e Tecnologia Catarinense (IFC), from the perspective of the contextual ambidexterity, organizational learning, service climate, strong identity, and vision integration, based in the respective theories by Birkinshaw and Gibson (2004), Marsick and Watkins (2003), Schneider et al. (1998), Kreiner and Ashforth (2004), and Kohles et al. (2012). It presents a brief review the literature of the public sector specifics, with focus on the Brazilian educational field, and the context and current challenges of public organizations, as well as the delimitation of the organizational performance construct, and the basic concepts, features and application of the above capabilities. And finally, we analyze the results of empirical research, conducted in April 2016, by online questionnaire to teachers and administrative employees, in a grand total of 173 participants (representing 10.5% of the population). The results suggests the contextual ambidexterity as the main predictor of the organizational performance, and the organizational identity as important indirect predictor of the performance.
Marais, Johanna Catherina. „(Re)-constructing a life-giving spirituality : narrative therapy with university students“. Diss., 2006. http://hdl.handle.net/10500/2222.
Der volle Inhalt der QuellePractical Theology
M.Th. (Practical Theology)