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1
Nuccitelli, Saul A. (Saul Augustine). „Design education--theories and practice“. Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/12309.
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2
Kiss, Jason William. „Theories of practice, the concept of practice in social theory“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57990.pdf.
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3
Baro, Mamadou Amadou 1959. „Household livelihood security: Theories, practice and perspectives“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282180.
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Conventional ways of looking at livelihood systems and household food security fail to capture the variations in procurement strategies used by different households to obtain resources. This can be attributed to the fact that the attention of the developers is mostly focused on national food supplies. Aggregate data obscures the local and regional inequality and seasonal disparities in access to food. This is exacerbated by the preconceived notion that peasant societies are a monolithic unit. Thus, our understanding of the internal dynamics of peasant communities, and of cooperation and conflict among their members becomes distorted. Considerable variability exists in Chad and Haiti both in terms of livelihood systems and household resource endowments. This dissertation argues that approaches to food security must address this variability at the household level. Social differentiation exists between households and within households within any given community. To improve our understanding of intra-household dynamics, gender analysis must be used to delineate the economic activities, division of labor, and access to and control over resources that exist among household members. Most food security scholars have assumed that rural households can adapt to sudden crises. This dissertation shows that rural households are always in the dynamic process of coping; crises are not conjunctural but rather endemic. The coping mechanisms they develop are not as well patterned as the literature portrays them. In a context of failing livelihood systems of the last two decades, people's responses to vulnerability vary according to changing circumstances. Another major assumption about food security is that child nutritional status is an indicator of the food and health conditions of child household and of the entire community. Research conducted in Haiti presents a case study which runs counter to this general assumption. Variability, flexibility, adaptability, diversification and resilience are key concepts in household food security. Studies on food security should take into consideration at least five major sources of variations: (1) Contrasts among livelihood systems; (2) Intra-community variations; (3) Differences in household resource endowments; (4) Variation between households or local communities in relation to the "national state"; and (5) Changes in all of the foregoing sources of variation over time.
4
Brown, James. „'Theories .... to practice brought' : studies in Dryden's dramaturgy“. Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335659.
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5
Lehman, Michele Alene. „Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators“. The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1049304371.
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Call, Melissa Jewell. „Examination of Exceptional Student Educators’ Personal Practical Theories and the Implications for Practice“. UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/595.
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This study examined exceptional student educators’ (ESE) personal practical theories (PPTs) and how they impact complex decision-making when it comes to students with disabilities and their families. A case study methodology was selected to explore how four ESE teachers and leaders developed their PPTs as well as how they planned, interacted, and reflected upon decisions made during one workweek. The guiding questions of this study were: what are the PPTs of ESE leaders and teachers, what factors influence the development of PPTs, and how do PPTs impact special educators’ work with students with disabilities? To address these questions, four participants were selected based on their role within the district, their experiences working with students with disabilities, and their reputation for being high quality educators. Data were collected using a PPT workbook as well as in-depth, semi-structured interviews. The results of this study included five PPTs for each participant and eight common themes. These themes included: care for students and families, safety of students, administration and teacher professional development, ensuring high expectations for students, personal and professional advocacy, mentoring and collaboration, reflection and problem solving, and problems with inclusion. These results are presented in this dissertation in support of an argument for the need for increased pre-service and in-service for ESE educators, increased professional development for administrators, and increased training for inclusion teachers working with students with disabilities. Engaging in a practice of exploring and refining teacher and leader beliefs and assumptions using the PPT process may increase the reflective practice of teachers and perhaps result in a more appropriate form of evaluation for educators.
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Wright, Pete. „Teaching mathematics for social justice : translating theories into practice“. Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/53984/.
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This study reports on a project exploring how a commitment towards teaching mathematics for social justice amongst teachers can be translated into related classroom practice. It recounts how a group of teacher researchers set about achieving this through developing, trying out and evaluating a series of teaching ideas and activities. It contrasts the abundance of research literature on theories of mathematics education and social justice with the relative scarcity of studies on developing practice in this area. Mathematics lessons are generally characterised by too much focus on factual recall and procedural understanding, resulting in unacceptable levels of disengagement and disaffection amongst learners. A critical methodological stance is adopted in arguing that this current situation should not be taken as given. The research design is based on a model of participatory action research, which is socio-political, participative, collaborative, emancipatory and recursive in nature, and aims to bring about desirable social change. Careful consideration is given to the credibility, transferability, dependability and confirmability of the research findings, and particular attention is paid to the role of the researcher in facilitating the research group. Data was collected primarily from meetings of the research group and a series of semi-structured empathetic interviews conducted with each teacher researcher. Audio-recordings were transcribed and condensed before being coded inductively and analysed through a thematic approach, using the constant comparative method to draw out meaning from the data. A case study approach was used as a means to capture and report the stories of how teacher researchers' thinking and classroom practice evolve and develop over the course of the project. Findings from the project demonstrate how the five teacher researchers, through their involvement in the project, begin to question seriously and rethink previously held views about the nature of mathematics, their own relationship with the subject and notions of mathematical ability. They exhibit a growing belief that the development of students' mathematical understanding and awareness of social justice issues are inextricably linked, rather than separate objectives. These changes in epistemologies appear to have an impact on teacher researchers' classroom practice and their students' dispositions towards learning mathematics. There is evidence that making mathematics more relevant and meaningful leads to raised levels of student engagement, and that focusing on how mathematics can be used to understand real-life issues and to construct an argument for change leads to increased student agency. The collaborative and participative nature of the research group shows how a mutually supportive environment can be created which promotes the self-efficacy of teacher researchers in addressing issues of social justice in their mathematics classrooms. By relating the findings back to the underlying theories, conclusions are drawn of relevance to practitioners and researchers in the field of mathematics education. These relate to the relationship between teacher epistemologies and teaching approaches, the relevance and purpose of the school mathematics curriculum and the potential of participatory action research as a model of professional development which has a strong impact on classroom practice and promotes teachers' genuine engagement in and with research.
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Sommerville, Shiona L. „Communicating landscape architecture, a model for interpersonal theories of practice“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ56368.pdf.
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Zamburlini, G. I. C. „Modernist heritage conservation : an evaluation of theories and current practice“. Thesis, University of Salford, 2016. http://usir.salford.ac.uk/40238/.
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This dissertation is concerned with the contentious issue of treating buildings of the recent past as part of a common architectural heritage to be protected. Specifically, it is concerned with issues of environmental compatibility, economic feasibility and social viability in the built environment. After an initial investigation of the topic generally, the research identifies the most pressing issues arising from the conservation of modernist heritage, whilst analysing key international cases emblematic of the Modern Movement. This approach develops a series of constructive observations that are intended to question the current conservation practice and that ensure that over-arching objectives of sustainability are met. A particular focus is given to recent practice in the U.K. Policies are considered in the light of the current theoretical and legislative framework, particularly highlighting English Heritage’s recent move since the late 1990s towards a more sustainable, integrated practice on post-war heritage. Originating from the theoretical roots of ‘Conservazione Integrata’, an Italian concept that was later promoted by the Council of Europe with the 1975 Charter of Architectural Heritage, the current idea of ‘Planned and Integrated Conservation’ has gradually replaced the traditional concept of restoration and preservation, whilst also facing the emerging dispute over sustainability. Through my research, I have investigated the discourse within international socially embedded contexts, where architectural heritage represents a source of social, environmental and economic values to be preserved and passed on to future generations.
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Streder, Katherine Lauren. „Variability of Practice and Strength Training Periodization: When Theories Collide“. DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1109.
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The primary purpose of this study was to examine whether variability of practice enhances neuromuscular adaptations when compared to traditional strength training. The secondary purpose was to investigate whether there was a difference in perception of exertion between the two strength programs. Forty one subjects (23 women and 18 men) were assigned to either the control group or one of two treatment groups by a blocked-random method. Subject's one repetition maximum (1RM) for the kettlebell press and leg press were measured at baseline, after 4 weeks of training, and after 8 weeks of training. The treatment groups completed 8 weeks of training consisting of 3 days a week with at least one recovery day in between each session. In weeks 1 through 3, subjects undergoing the traditional treatment completed 3 sets of 8 repetitions at 70% of their 1RM for each exercise. Weeks 4 through 6 were composed of 3 sets of 6 repetitions at 77% 1RM. In weeks 7 and 8, 3 sets of 4 repetitions at 85% 1RM were performed. Over the course of the eight weeks, the variable treatment was comprised of 5 sets of the kettlebell and leg press. A set of 4 repetitions at 77% of the subject's 1RM, one of 5 repetitions at 70% 1RM, another of 3 repetitions at 85% 1RM, one of 6 repetitions at 65% 1RM, and finally a set of 2 repetitions at 93% 1RM were performed every session. The order of these sets were changed every 3 weeks, altering where in the session the highest intensity set was in relation to the lower intensity sets. Ratings of perceived exertion (RPE) were recorded following treatment to determine subject's perception of intensity during each set. Analysis of variance with repeated measures did not reveal significantly different strength gains between treatment groups in either lift, although variable treatment resulted in greater mean strength gains over almost every time interval. Analyses of RPE data revealed significantly lower reported RPE values for the variable treatment compared to the traditional treatment in both lifts. The greater mean strength gains and significantly lower RPEs of the variable treatment program compel us to conclude it is a superior training method for increasing strength compared to the traditional program.
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Westermann, Claudia. „An experimental research into inhabitable theories“. Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/882.
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The thesis research is situated within the field of Architecture. Its principle objective is the articulation of arguments for a new theory of architecture as an architectural poetics, and related to this, a new form of discourse as poetry of an architectonic order. The research was initiated through a series of questions that architects confront when asked to create and to speak about what can be understood to be(come) frameworks for (unknown) life. It thus deals with the question of the unknown and, related to this, the question of open form. It develops on the idea that a concept of inhabitation may be feasible exclusively on the basis of a theory that extends the well known two-valued logic that has been dominant in the Western world since the times of classical metaphysics. Rooted in philosophy, the research extends contemporary architectural and critical theory, notions from poets such as Paul Celan, Marguérite Duras and Samuel Beckett, and research in second order cybernetics – the latter with an emphasis on Gotthard Günther’s writings on Non-Aristotelean logic. The text’s focus is on the notion of Architecture as a transcendental concept. It advances the understanding of Architectural Design as a performative process that creates borders rather than borderlines, limits rather than limitations and, is therefore, a discipline of radical communication that always seeks to extend itself towards an Other – the unknown – addressing it without previously quantifying it to render it provable. The research furthers the field of Architecture by contributing to it a new theory in the form of an architectural poetics. It addresses questions of design with a procedural framework in which critical engagement is an intrinsic principle, and offers an alternative to existing discourses through a poetry of architectonic order that is open to the future.
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Loizou, Florentia. „How Cypriot primary school teachers promote their professional development through reflective practice“. Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487458.
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This study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development. In particular this study explores the Cypriot primary school teachers’ understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as an outcome of reflection. The study is qualitative and uses semi-structured interviews in which 18 Cypriot primary school teachers describe and explain their experiences and illustrate these with examples from their practice. The analysis of the interviews revealed that Cypriot primary school teachers perceive professional development as the receipt of knowledge from an official authority, mainly the Ministry of Education and Culture (MOEC). Whereas the Cypriot primary school teachers use reflective practice to compare their practice with performance outcomes, comparison of their practice with espoused beliefs is either ignored or limited. Espoused beliefs are only analysed through reflective practice in relation to teaching methods. The study reveals how changes in practice, which are brought about as an outcome of reflective practice, are associated with the following factors: a) length of teaching experience; b) theories in use which can either restrict or promote the critical examination of practice and change; c) the kind of professional exchange in which the teachers engage. In addition a mismatch emerged between the Cypriot primary school teachers’ views of reflection and their long term goals for professional development. This study concludes by discussing the implications of the findings and suggests ways in which Cypriot primary school teachers can be encouraged to recognize the knowledge which they develop from their own practice and to increase their understanding and use of reflective practice. It also identifies the need for changes in the organizational environments in Cypriot primary schools in order to support the developmental needs of its teachers including the reconsideration of the dual role of inspectors who are responsible for both professional development and evaluation.
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Spash, Clive L., und Karin Dobernig. „Theories of (Un)sustainable Consumption“. WU Vienna University of Economics and Business, 2017. http://epub.wu.ac.at/5513/1/sre%2Ddisc%2D2017_04.pdf.
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In this discussion paper we review and contrast alternative theories of consumption in terms
of the intellectual basis they provide for understanding sustainable behaviours. A defining
aspect of the modern literature in this field is the emphasis on the individual as a volitional
agent who engages wilfully in the decision to consume. This is in stark contrast to earlier
literature that concentrated on the structural lock-in of individuals to undesirable consumption
patterns and the powers of corporations in creating consumer demand for their products and
services. We argue that, in order to unravel consumption in its full complexity, and as a
matter of utmost importance, understanding must include both the buy-in of individual agents,
whose consumption activities contribute to their self-identity, and the structure imposed by
the institutions of society, that frame the context of actors' decisions. More than this, any
move away from the current unsustainable consumption patterns prevalent in modern
societies requires a richer conceptualisation of consumption that involves an awareness and
examination of the political economy in which humans live.Series: SRE - Discussion Papers
14
Miller, Caroline Grace. „The Dual Power of Language: Theories of Maurice Blanchot in Practice“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami159528857275781.
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Sellhed, Oscar, und Ludwig Andersson. „The gap between theory and practice : An investigation of how service companies practices the theories of segmentation“. Thesis, Umeå universitet, Företagsekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-95727.
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Segmentation is one of the most fundamental corner stones in the theory of marketing. It has been a subject for research for over 60 years. The subject has been actualised because of the lack of research within the practice of segmentation. There is an obvious gap between how the theories are recommending the companies to practice segmentation and how the companies actually do it. Attempts have been made to cover the gaps between theory and practice through providing implementation strategies, but still the gap remains. We will in our degree project focus on the gap between theoretical segmentation and practical segmentation within the service sector. Our conclusions from this degree project have the aim to provide information regarding 'how' companies practise segmentation within this setting. Therefore the research question we have conducted is: How are Swedish service companies practicing segmentation in their business? Our research question is answered through three main objectives, which together creates our conceptual framework that is tied to theories regarding business-to-business segmentation, CRM and the service setting. The data collected were done by the use of a qualitative method, through semi-structured i nterviews with seven companies from the service sector. The respondents from the companies were mostly marketing managers with insight regarding their company’s segmentation strategy. The empirical findings were analysed in comparison to our theoretical framework, to establish the difference between theory and practise. Main conclusions drawn from our degree project were that the companies understood the importance of segmentation. However the difference between theory and practise were large, companies adapted the basics but rather than creating a strategy of which customer to pursue, the majority acted retroactively trying to capture every customer as an initial step, to later focus on a specific group. The reasons found for this behaviour was that the companies applied a short-term focus rather than a long term, not having enough time to spend on segmenting and the fear that by using segmentation they might miss other customers in the process. Recommendations to the practitioners of segmentation, is to have a more long-term focus, as well as to be decisive in their segmentation. Future studies are recommended to focus on where within an organization the responsibility for segmentation should lie and the relationship between CRM and Segmentation in the service industry.
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Dimova-Cookson, Maria. „T.H. Green's theories of human practice, morality and politics : a phenomenological perspective“. Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286041.
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Pongsaksri, Arisa. „A trans-cultural study of the practice of occupational therapists in Thailand and Australia: reframing theories of practice“. Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1028.
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Culturally appropriate conceptual models for practice are of major interest to occupational therapists, an emerging health profession in Thailand. Currently in Thailand, occupational therapy education and practice derives its conceptual models from Western models. How these models are translated into practice in Thailand is unclear, as there are currently no research studies relating to the cultural and clinical practice demands of Thai occupational therapists and of service delivery in Thailand. In addition, how occupational therapists in Australia apply conceptual models in practice has also been given limited attention in the research literature. A comparison is made between Thai and Western Australian occupational therapists to examine the use of theoretical models in the Western cultural context and to investigate the influences of cultural differences on occupational therapy practice. The purpose of this study is to identify the conceptual models most frequently used by occupational therapists in Thailand and in Australia, to describe the application of these models to practice, and to explore the cultural influences impacting on the application to practice. The need for a derived but more culturally specific conceptual model for occupational therapy practice in Thailand was also investigated. Focus group interviews were conducted as the initial stage of the study, to obtain in-depth background information about occupational therapy practice. Content analysis using transcript-based analysis and systematic coding was used to analyse the focus group data. The results demonstrated three main conceptual approaches: among both Westem Australian and Thai occupational therapists. These three models were described as the Performance Model, the Whole Person Model, and the Medical Model.The findings from focus group interviews and related literature were used to develop a questionnaire. The questionnaire was designed as a self-report measure, using a 4 point scale ranging from ‘strongly agree’ to ‘strongly disagree’. It was arranged in 4 parts: Part A-Background Information, Part B- Models of Occupational Therapy Practice, Part C-Occupational Therapy Practice, and Part D-Practice Comment. Parts A, B and C consisted of closed-ended questions, whereas Part D was constructed to elicit open-ended questions. The survey data was collected from 138 Thai occupational therapists (ThaiOTs) and 155 Western Australian occupational therapists (WAOTs). A Chi-square test result demonstrated that ThaiOTs favoured the Medical Model for practice whilst WAOTs used the Performance Model and the Whole Person Model (p < 0.05). Principal component factor analysis was used to identify significant factors differentiating the practice of WA and Thai occupational therapists and to guide the development of the model of practice for ThaiOTs. The Mann-Whitney U Test results showed clear differences of therapist practice between Australia and Thailand in relation to their views about Clients, Professional Perspective (Therapists), Intervention, Cultural Implications, and Health Care Systems due to the influence of the culture and socio-cultural environment (p < 0.05). The outcomes from all stages in the study were used to develop a model of practice for Thai occupational therapists. This model named the ‘Samphan’ Framework of Practice focuses on the client and family as an inseparable unit, which differs from an individual, or client focus central to most Western models.
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Pongsaksri, Arisa. „A trans-cultural study of the practice of occupational therapists in Thailand and Australia : reframing theories of practice /“. Curtin University of Technology, School of Occupational Therapy, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15810.
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Culturally appropriate conceptual models for practice are of major interest to occupational therapists, an emerging health profession in Thailand. Currently in Thailand, occupational therapy education and practice derives its conceptual models from Western models. How these models are translated into practice in Thailand is unclear, as there are currently no research studies relating to the cultural and clinical practice demands of Thai occupational therapists and of service delivery in Thailand. In addition, how occupational therapists in Australia apply conceptual models in practice has also been given limited attention in the research literature. A comparison is made between Thai and Western Australian occupational therapists to examine the use of theoretical models in the Western cultural context and to investigate the influences of cultural differences on occupational therapy practice. The purpose of this study is to identify the conceptual models most frequently used by occupational therapists in Thailand and in Australia, to describe the application of these models to practice, and to explore the cultural influences impacting on the application to practice. The need for a derived but more culturally specific conceptual model for occupational therapy practice in Thailand was also investigated. Focus group interviews were conducted as the initial stage of the study, to obtain in-depth background information about occupational therapy practice. Content analysis using transcript-based analysis and systematic coding was used to analyse the focus group data. The results demonstrated three main conceptual approaches: among both Westem Australian and Thai occupational therapists. These three models were described as the Performance Model, the Whole Person Model, and the Medical Model.The findings from focus group interviews and related literature were used to develop a questionnaire. The questionnaire was designed as a self-report measure, using a 4 point scale ranging from ‘strongly agree’ to ‘strongly disagree’. It was arranged in 4 parts: Part A-Background Information, Part B- Models of Occupational Therapy Practice, Part C-Occupational Therapy Practice, and Part D-Practice Comment. Parts A, B and C consisted of closed-ended questions, whereas Part D was constructed to elicit open-ended questions. The survey data was collected from 138 Thai occupational therapists (ThaiOTs) and 155 Western Australian occupational therapists (WAOTs). A Chi-square test result demonstrated that ThaiOTs favoured the Medical Model for practice whilst WAOTs used the Performance Model and the Whole Person Model (p < 0.05). Principal component factor analysis was used to identify significant factors differentiating the practice of WA and Thai occupational therapists and to guide the development of the model of practice for ThaiOTs. The Mann-Whitney U Test results showed clear differences of therapist practice between Australia and Thailand in relation to their views about Clients, Professional Perspective (Therapists), Intervention, Cultural Implications, and Health Care Systems due to the influence of the culture and socio-cultural environment (p < 0.05). The outcomes from all stages in the study were used to develop a model of practice for Thai occupational therapists. This model named the ‘Samphan’ Framework of Practice focuses on the client and family as an inseparable unit, which differs from an individual, or client focus central to most Western models.
19
Wood, Elizabeth Ann. „The impact of national curriculum policies on early childhood teachers' theories and practice“. Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407306.
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Graham, Elaine. „The implications of theories of gender for Christian pastoral practice and theological formulation“. Thesis, University of Manchester, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620104.
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The influence of feminist theology upon Christian pastoral practice and theological discourse has been growing in significance since the late 1960s. The critical impact of feminism has been to challenge many of the received traditions and conventions as sectional and androcentric; and its reconstructive impetus has exposed neglected areas of pastoral need, generated novel patterns of ministry, and articulated more inclusive models of religious language and theological metaphors. However, such practices and debates are also conducted within a social context of relations between women and men, and concern the experience of inhabiting a culture as a gendered person. Thus theological reflection on pastoral practice cannot pursue its deliberations in isolation from wider debates concerning questions of gender ontogeny, gender relations and the cultural representations of women and men. This thesis, therefore, considers the significance of theories of gender for Christian pastoral practice and theological formulation. It begins by interrogating a comprehensive selection of material from a wide range of disciplines in the human and social sciences. This reveals a model of human nature, agency and self-understanding that is necessarily self-reflexive; gender emerges not as an ontological category, but as the product of human practices by which culture and social relations are constituted. Cultural values relating to the nature of human ontology, epistemology, subjectivity, agency and teleology construct the norms by which such practices are organized. Christian pastoral practices are also embodiments of values and truth-claims. Historical and contemporary writings in pastoral theology exhibit a diversity of sources and norms by which models of pastoral practice have been directed and informed. If human experience as gendered renders the core truth-claims of purposeful human practices as contingent, contextual and provisional, then the articulation and evaluation of the normative principles of purposeful pastoral practice must rest upon forms of practical reasoning generated by the intentional community itself. The work of several social theorists is examined in order to construct critical criteria for a model of phronesis sufficient to reflect the contingency of human experience without collapsing into self-absorption or relativism. By regarding practical knowledge as positional, relational and embodied, communities may affirm the specificity and integrity of their own truth-claims, whilst recognizing the alterity at the heart of human identity. Part Three concludes by proposing a new disciplinary identity for Pastoral Theology; in the light of the preceding engagement with theories of gender, it is to be characterized as a critical phenomenology of pastoral practice. Pastoral practices sensitive to human experience as gendered will aim to build communities which resist the foreclosure of gender hierarchy and ontological difference, and see to realize a community grounded in the shared humanity of women and me. Such practices are theologically disclosive, too, in that a recognition of the 'Other' beyond the boundaries of our own particularity points to the possibilities of a transcendent, divine dimension amidst, and beyond, the immediacy and concretion of the pastoral encounter.
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Menendez, Maria Rosa. „Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/953.
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Whitehead, Jack. „How do I improve my practice? : creating a discipline of education through educational enquiry“. Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323572.
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Hostetler, Andrew Leon. „UNDERSTANDING THE RELATIONSHIP BETWEEN BELIEFS ABOUT DEMOCRACY AND PRACTICE: HOW THREE BEGINNING SOCIAL STUDIES TEACHERS ENACT PERSONAL PRACTICAL THEORIES“. Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342031318.
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Whitaker, Christopher Michael. „Exclusion, reintegration and sexual offending : concepts, theories and the black box of probation practice“. Thesis, University of Sheffield, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577986.
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Exclusion, reintegration, and sexual offending are explored in this thesis with particular reference to the 'black box' of probation practice. Exclusion and reintegration are discussed in conceptual terms and with reference to existing theoretical and empirical literature. Conceptually, exclusion and reintegration are both complex and diverse, with the first part of the thesis devoted to exploration of links between subjects such as social capital and citizenship, exclusion and rei ntegration. Theories from existing theoretical and empirical research pertaining to the backdrop to sex offender probation practice, exclusion and reintegration are then considered. Considering such theories leads to the 'co-presence' thesis, which suggests that both exclusion and reintegration will have roles to playas strategies and objectives in sex offender probation practice. An empirical investigation of the 'black box' of probation practice then considers the roles that exclusion and reintegration play in sex offender probation practice and the applicability of the 'co-presence' thesis. Though the writer found that the 'co-presence' thesis was applicable to sex offender probation practice, with exclusion and reintegration playing important roles, the emergent picture was not a straightforward one. Offenders were classified into different groups via a taxonomy, highlighting differences in terms of their levels of reintegration, strategies that were adopted, and the impact of such strategies on offenders' lives. Consideration of various 'problematics' also highlights the complexities raised by sex offender reintegration, especially where offenders were not 'integrated' prior to their current convictions. The 'problematics' identified reduced scope for the use of reintegrative strategies with sex offenders. This thesis highlights the need to understand and explore the roles that exclusion and reintegration play in sex offender probation practice in order to maximise beneficial outcomes arising from such probation practice.
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Ensink, Karin. „Lesbianism : a post-structural/post-modernist critique of selected theories relevant to clinical practice“. Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/13550.
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Bibliography: leaves 41-46.This paper aims to provide a critical framework from which to review the major trends in psychiatry and psychoanalysis pertaining to lesbianism and relevant to clinical practice. The post-structuralist/post-modernist framework employed considers lesbianism as a category constructed in a particular socio-historical context and involving particular power relations. The role of psychiatry and psychoanalysis in this process of categorisation and the production and reproduction of lesbianism as pathology relative to a heterosexual norm will also be examined. On the other hand, challenges to the lesbianism as pathology thesis, drawing on more radical psychoanalytic concepts, influencing and also influenced by post-structuralist/post-modernist theories will be discussed. Various suggestions flowing from a post-structuralist/post-modernist analysis and which may be useful in a clinical context will also be presented.
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Pantazi, Efstathia. „Teaching in multicultural societies : the theories and practice of teachers in Greek community schools“. Thesis, Goldsmiths College (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436352.
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Erdoǧan, Sultan. „Experienced EFL teachers' personal theories of good teaching : a PCT-based investigation“. Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2624/.
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The importance of understanding teachers' cognition has been frequently stressed in connection with an ongoing debate regarding the need for a new knowledge base in English language teacher education. However, as is indicated in Chapter One of the present thesis, there has so far been relatively little actual research into teachers' cognition in the field of ELT, and the majority of studies have focused on pre-service and novice, rather than experienced teachers. Research into experienced teachers has tended to rest on the questionable assumption that characteristics of `experts' can be identified and their knowledge prescribed to novices. Additionally, most studies have been carried out in ESL contexts, not the secondary school EFL contexts in which most teachers of English in the world work. This justifies the focus in the present study on identifying experienced (but not necessarily `expert') teachers' personal theories of good teaching in an EFL secondary school context in Turkey. Both the contents and the overall nature (structure and sources) of such teachers' theories are investigated, as is the extent to which their classroom practices are congruent with their theories. The study adopts a Personal Construct Theory (PCT) perspective which is justified and explained in Chapter Two, and employs repertory-grid and follow-up interviews, and stimulated recall interviews based on video-recordings of lessons (as explained in Chapter Three). Four teachers, whose years of experience range from eleven to twenty-five years, are particularly focused upon. Findings are presented and discussed in four chapters, which focus, respectively, on: participants' core constructs relating to `Significant others' in their past and present experience (Chapter Four); shared views (as revealed by content analysis) relating to professional development, and roles and relationships (Chapter Five); both shared views and individual constructs relating specifically to classroom practice and pedagogy (Chapter Six); and, finally, how the participants' personal theories are put into practice and situational constraints are perceived (Chapter Seven). In Chapter Eight I discuss how the personal theories of the participants in this study appear relatively unaffected by formal theories of teaching and learning but are particularly informed by core constructs which have moral and affective significance. These core constructs have deep roots in participants' personal biographies, and they have, to varying extents, developed ways of mediating them into their practice. This process is explained with reference to PCT, and original findings are also offered regarding the overall structure of teacher cognition and the way teachers respond differently to common constraints. The thesis ends (Chapter Nine) with a summary of implications and limitations of the study, suggestions for future research, and final reflections on theory-practice dissonance.
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Gallo-Fox, Jennifer. „Learning to teach in a coteaching community of practice“. Thesis, Boston College, 2009. http://hdl.handle.net/2345/754.
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Thesis advisor: Curt Dudley-MarlingAs a result of the standards and accountability reforms of the past two decades, heightened attention has been focused upon student learning in the K-12 classrooms, classroom teacher practice, and teacher preparation. This has led to the acknowledgement of limitations of traditional field practicum and that these learning experiences are not well understood (Bullough et al., 2003; Clift & Brady, 2005). Alternative models for student teaching, including those that foster social learning experiences, have been developed. However, research is necessary to understand the implications of these models for preservice teacher learning. Drawing on sociocultural theoretical frameworks and ethnographic perspectives (Gee and Green, 1998), this qualitative research study examined the learning experiences of a cohort of eight undergraduate preservice secondary science teachers who cotaught with eight cooperating teachers for their full practicum semester. In this model, interns planned and taught alongside multiple cooperating teachers and other interns. This study centers on the social and cultural learning that occurred within this networked model and the ways that the interns developed as high school science teachers within a coteaching community of practice (Wenger, 1998). This study utilized the following data sources: Intern and cooperating teachers interviews, field observations, meeting recordings, and program documentation. Analysis focused on community and interpersonal planes of development (Rogoff, 1995) in order understand of the nature of the learning experiences and the learning that was afforded through participant interactions. Several conclusions were made after the data were analyzed. On a daily basis, the interns participated in a wide range of cultural practices and in the activities of the community. The coteaching model challenged the idiosyncratic nature of traditional student teaching models by creating opportunities to learn across various classroom contexts. In different classrooms, there were markedly different constructions of teacher practice and participant roles. The implementation of the coteaching model also resulted in the creation of an interconnected network of colleagues. In the resulting learning community, coteachers supported one another's developing practice and critically examined their shared practice
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Hawes, Robin J. „Art and visual perception : what value do contemporary theories of visual perception have for art practice?“ Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6524.
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Cadwallader, Stuart Martin. „The implicit theories of intelligence of English adolescents identified as gifted and talented“. Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2745/.
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An implicit theory of intelligence is a belief about the stability of intelligence – whether it is a fixed and innate trait (entity) or a malleable trait that can be manipulated through behaviour (incremental). Dweck & Leggett‟s (1988) model suggests that the theory which an individual holds can have a profound effect on their intrinsic motivation, achievement goals and academic achievement. Though there is support for this model in general, there is no conclusive evidence about whether it applies to the gifted and talented. This thesis tests the model with gifted and talented students quantitatively using a questionnaire (N=417) and explores the themes qualitatively with fourteen of these students using semi-structured email interviews. The data suggests that the theoretical framework does not fully apply to gifted and talented students. Two findings could explain this: a) participants showed high levels of motivation by endorsing both performance and learning goals b) the interview participants expressed quite complex beliefs about intelligence that defied categorization. Overall this thesis supports the need for a personalized approach to teaching the gifted and talented which allows them to maintain both positive performance and positive learning goals.
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Ho, Thi Nhat. „An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice“. Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/91545/1/Thi%20Nhat_Ho_Thesis.pdf.
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In response to limited research conducted on the practice of assessment for learning (AfL) in higher education and in Asian educational settings, this qualitative study, using sociocultural theories of learning and a multiple case study approach, investigates how AfL was implemented by three lecturers in one Vietnamese university. Findings revealed that the lecturers engaged with AfL principles and practices to some extent. However, despite the lecturers' significant efforts, Vietnamese sociocultural factors such as respect for harmony, hierarchy, and examination-oriented learning, impacted on their practice of AfL. This study therefore argues that AfL requires adaptation for it to be effective in the Vietnamese tertiary context.
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Percy, Rachel. „Facilitation of participatory agricultural research and extension : an analysis of experimental learning theories and practice“. Thesis, University of Reading, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411504.
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Hughes, Attracta Teresa. „District nurses, occupational theories and family carers : aspects of everyday nursing practice in Northern Ireland“. Thesis, University of Ulster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390157.
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Valen-Sendstad, Adne. „Theories of human rights in relation to understandings of human rights education : the relevance to diversity“. Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1145/.
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This study explores theories of human rights in order to assess how these are reflected in human rights education (HRE). It uses and develops Dembour‟s (2006) four way categorisation of human rights schools, that is, the natural law, deliberative, protest and discourse schools. The thesis is text-based and uses a hermeneutic methodology. HRE is examined mainly at a higher level such as teacher education, using academic texts as sources rather than manuals for schools. A particular question for the research is how the issue of diversity is addressed both in the human rights theories and in the writing on HRE, in the context of the need to envision HRE for a pluralist society. The findings of the study are that the perspective of the protest school is the one most deployed in HRE, but that the other schools have potential for deepening how human rights and HRE might be approached at teacher education level. The study proposes a model for HRE that combines three perspectives: (a) overlapping consensus and normative dialogue, (b) empowerment and (c) double responsibility. These are argued to enable teachers to address complex issues of rights as they relate to diversity and difference.
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Adams, John. „The problems of applying theories of depiction to non-figurative art“. Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5266.
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Generally speaking depictive theories attempt to explain the experience of looking at paintings and drawings, in particular they describe the process by which a viewer makes sense of a surface that has been intentionally marked in such a way as to describe some thing in the world. Depictive theories have generally been developed with reference to figurative work where the viewer is able to recognize the depicted object(s). The aim of this thesis is to determine the extent to which they apply to non-figurative work, what is commonly referred to as abstract art, and to identify what factors can influence the understanding and interpretation of such work. The method used is a combination of theory and practice. An analysis of theories of depiction and of contemporary scholarship on the subject is undertaken. Using the results of this work and by reference to the key concepts of these theories an analysis of specific artworks is carried out in a series of case studies. The purpose of the case studies is to identify, in the first instance, how certain theories of depiction can be seen to apply. In other words how they explain the experience of looking at a figurative artwork. The case study approach is an essential element of the methodology of the project. It is used, initially, to interrogate a work by Titian that is, arguably, readily explained by ‘traditional’ depictive theories. The procedure evolved for this analysis is then applied to the less figurative works of Auerbach and Twombly and from this process a non-iconographic approach to depiction is developed which is tested by application to my own work and to that of two contemporary artists. The thesis concludes that a comprehensive theory of depiction must allow for such factors as material and facture and that, as a result of this research, the meaning of the term ‘depiction’ can, under certain conditions, be extended to include for non-figurative work. It suggests that some theories may usefully be modified to accommodate the findings of this research. Dominic Lopes argues that ‘a complete account of pictures should explain abstract pictures as well as figurative ones.’ This thesis is seen as making a contribution to the development of any such account.
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Hurt, Janet. „Principals and Teacher Leaders Co-Constructing Theories in Practice: Empowerment and Accountability Exchanged Through School Leadership“. TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/528.
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The purpose of this study was to examine the extent to which the principal and teacher leaders at four purposefully selected schools collaboratively developed theories in practice related to the exchange between empowerment and accountability envisioned by education reform writers. The researcher posited that the tradeoff between empowerment and responsibility envisioned by policymakers would never occur without the principal and teacher leaders forming a consensus-building group and co-developing theories in practice as the basis for improving schools. Two research questions guided this investigation: (a) To what extent were principal espoused theories in practice and modeled behaviors congruent and (b) To what extent did the principal and teacher leaders co-develop theories in practice related to the trade-off between empowerment and accountability. The researcher used a qualitative, multiple case study design to examine theories in practice at four purposefully selected schools. Data were collected by interview, observation, document mining, and norm checklist. The researcher conducted semistructured interviews with six teacher leaders and the principal at each site. A focus group comprising four teachers assisted the researcher in clarifying the wording on the norm checklist at each school. The researcher coded and categorized until a saturation point was reached. Findings indicated that the principal influenced, to a great extent, the codeveloped theories in practice of teacher leaders and the principals. Many commonalities surfaced in this study among and between principal theories in practice and among and between principal and teacher leader co-developed theories in practice. The four most common themes comprising the collective theories in practice were: (a) building relationships, (b) focusing on students as a priority, (c) making collective decisions, and (d) accepting responsibility for school-wide outcomes.
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Di, Marco Paula J. „Educational theories and strategies in a reflective practice case study on teaching computers in the visual arts /“. The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957197514.
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Huesca, Robert Thomas. „Reconceptualizing Latin American theories of alternative communication and media practice : an ethnography of Bolivian tin miners' radio“. Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239886159.
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Richards, Joshua Graham John. „Shared accommodations : experiences of houses of multiple occupation in south Manchester“. Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/shared-accommodations-experiences-of-houses-of-multiple-occupation-in-south-manchester(a44082d2-ff3e-47e3-a8f1-7a465865156b).html.
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‘Sharing’ and being able to ‘share’ is often considered a positive virtue that we should be able to achieve. More recently, ‘sharing’ has received prominence as a possible route towards sustainable consumption rather than sovereign ownership by reducing manufacturing and encouraging collaborative, shared consumption of goods (Harris and Gorenflo 2012). But how do we ‘share’, what does ‘sharing’ involve, and how do we acquire the skills and knowledge that allow people to ‘share’ successfully? This thesis examines the ‘practice’ of ‘sharing’ in shared accommodation in South Manchester. Aiming to address current gaps in our understanding of how ‘sharing’ works as a practice of consumption, this thesis uses the context of peer-shared accommodation to consider the negotiation, coordination and practice of ‘sharing’ non-sovereign goods (goods that are not owned or controlled by any one individual within the peer-group). Based on 31 qualitative interviews across 18 households in South Manchester, coupled with an analysis of 360 house share advertisements, this research explores the process by which residents are recruited into houses and their practices, how sharing is ‘done’ across different ‘types’ of tangible and intangible assets, and how issues of conflict within the practice of ‘sharing’ are resolved (or not). Using ‘theories of practice’ (Schatzki et al. 2001; Shove et al. 2009; Warde 2005) and the ‘housing pathways’ approach (Clapham 2002; Clapham 2004; Clapham 2005; Clapham 2009) as analytical frameworks to view the practice of ‘sharing’, it foregrounds the importance of interpersonal relationships on the enactment of practice. This thesis explores how ‘sharing’ within shared accommodation is not an easy or straightforward ‘practice’, but one that involves skills often acquired earlier in a resident’s housing career that allows tacit negotiation and coordination of ‘practice’ within an often flat-hierarchy that gives rise to some conflicting and irrational forms of consumption. ‘Sharing’ is contingent not just on ‘what’ is ‘shared’, but also with whom, and at what time. The importance of interpersonal relations – or relationality – on the enactment of practice is a key contribution of this thesis, and suggests that further research into ‘sharing’ and practices more generally should consider the impact of interpersonal relations and the practitioner’s ‘pathway’ in analyses of social practice. This thesis presents a ‘contingency model of sharing’ within which further research can be deployed to appraise ‘sharing’ as a diverse set of practices that are practically and relationally contingent, and argues for further research to explore sharing across differing contexts with relational forms in order to better inform a conceptual understanding of ‘sharing’ more broadly.
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Molander, Susanna. „Mat, kärlek och metapraktik : En studie i vardagsmiddagskonsumtion bland ensamstående mödrar“. Doctoral thesis, Stockholms universitet, Företagsekonomiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-60303.
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The everyday dinner usually involves a number of different and sometimes conflicting ambitions that may include striving for self-fulfillment and striving to care for one’s family and society at large. To understand the consumption that occurs in connection with these ambitions, consumer researchers must understand the context surrounding the everyday dinner. In this dissertation theories of practice are utilized as a conceptual framework to emphasize the importance of context. Theories of practice have gained renewed interest within the field of consumption. Yet, Consumer Culture Theory (CCT) has neglected practice theories’ ability to operationalize the consumption context. The aim of this dissertation is to develop further CCT’s practice perspective to increase the understanding of the consumption context and thereby better understand consumption as a social and cultural phenomenon. An ethnographic approach is employed to identify what practices operate within a complex consumption situation such as the everyday dinner among single mothers; how these practices incorporate consumption in their strivings and how the different practices operating within the consumption situation interact with one another. This new approach comes to the conclusion that mothering, defined as a meta-practice, dominated the consumption situation and organized the other practices involved. A meta-practice is one with major influence over consumption and thus a type of practice consumption researchers should look for. Furthermore in Western society consumption situations, like the everyday dinner, seem to be especially important when it comes to anchoring meta-practices and thereby the social order. A preliminary characterization of the meta-practice is proposed as consisting of four different traits: I) its impact on the social order; II) its generalizability, density and superiority; III) its regulation and IV) its stability or slow change. However, more studies are necessary to explore these characteristics further.
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Schäfer, Martina, Sabine Hielscher, Willi Haas, Daniel Hausknost, Michaela Leitner, Iris Kunze und Sylvia Mandl. „Facilitating Low-Carbon Living? A Comparison of Intervention Measures in Different Community-Based Initiatives“. MDPI AG, 2018. http://dx.doi.org/10.3390/su10041047.
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The challenge of facilitating a shift towards sustainable housing, food and mobility has
been taken up by diverse community-based initiatives ranging from "top-down" approaches in
low-carbon municipalities to "bottom-up" approaches in intentional communities. This paper
compares intervention measures in four case study areas belonging to these two types, focusing
on their potential of re-configuring daily housing, food, and mobility practices. Taking up critics
on dominant intervention framings of diffusing low-carbon technical innovations and changing
individual behavior, we draw on social practice theory for the empirical analysis of four case studies.
Framing interventions in relation to re-configuring daily practices, the paper reveals differences
and weaknesses of current low-carbon measures of community-based initiatives in Germany and
Austria. Low-carbon municipalities mainly focus on introducing technologies and offering additional
infrastructure and information to promote low-carbon practices. They avoid interfering into residents¿
daily lives and do not restrict carbon-intensive practices. In contrast, intentional communities
base their interventions on the collective creation of shared visions, decisions, and rules and thus
provide social and material structures, which foster everyday low-carbon practices and discourage
carbon-intensive ones. The paper discusses the relevance of organizational and governance structures
for implementing different types of low-carbon measures and points to opportunities for broadening
current policy strategies.
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Halton, David J. „Theories of educational management in practice : an analysis of a critical incident at a College of Higher Education“. Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/31013.
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This thesis describes a case study which was designed to evaluate data derived from an analysis of a critical incident at Nene College of Higher Education. The purpose of the case study is to assess whether there is any evidence derived from the analysis of the data emanating from the critical incident to indicate (1) that some or all theoretical models of educational management existed in practice in a Higher Education Institution (HEI), and (2) that one or more theoretical models of educational management in that HEI may dominate in practice. In addition, the case study results are used to respond to research questions relating to organisational goals and culture as well as the influence of the external and internal environment upon the members of College staff involved in the critical incident. The results are also used to examine the likelihood of particular theoretical models of educational management being more or less dominant at different levels of the College's hierarchy and provides the evidence against which a new comprehensive model integrating five theoretical models of educational management can be evaluated. The thesis concludes that formal, collegial, ambiguity, political and cultural models were in evidence throughout the critical incident, although formal, collegial and cultural models tended to dominate across all organisational hierarchical levels. The external environment played a key contextual role in the process of the incident response, and the clarity of the organisation's goals and the positive subscription to those goals of staff interviewed was significant in overcoming the problems posed by the critical incident. In addition, the results indicated that the College's culture was a powerful factor in determining the manner in which the critical incident was handled. As a consequence, a new comprehensive model of educational management has been developed which included the cultural model as a variable.
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Young, Regit. „Activity-based knowledge contexts : an exploration of Niklas Luhmann's autopoietic social theories for knowledge management practice and systems“. University of Western Australia. School of Economics and Commerce, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0037.
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[Truncated abstract] The dominant approaches to knowledge management practice and the design of knowledge management systems are driven by a resource-based view of knowledge. In this thesis, it is argued that the resource-based view of knowledge is limited and lacks social sensitivity. In this thesis, Knowledge Management is viewed as a social activity and the development and examination of an alternate approach to conceptualising the social processes of knowledge management in organisations, is the primary objective. In pursuing this objective, the question of whether an activity-based view of knowledge processes can assist the design of knowledge management practice and systems is examined. To address this research question, a conceptual framework is developed which redefines the conventional, universal approach to knowledge context . . . From an organisational perspective, the ABCs framework suggests that the institutionalisation and contextualisation of knowledge provides management with another dimension for considering knowledge management and knowledge management systems implementation. The findings from the case study suggest that knowledge workers are influenced by environmental factors. As a result, organisations can use this research to develop knowledge management practices that take environmental factors into consideration. As a starting point for organisations, the findings from the case studies are used to develop a set of guidelines for the design of knowledge management practice and systems. Further research is suggested in terms of extending to considerations of other aspects of Luhmann’s theories and exploring other complexity sciences as the basis of knowledge management.
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Schroeder, Franziska. „Re-situating performance within the ambiguous, the liminal, and the threshold : performance practice understood through theories of embodiment“. Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/1949.
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This thesis investigates performance as an embodied practice. It draws on theories of embodiment, which act as a catalyst for thinking about performance, and thus provide an interdisciplinary framework for conceptualising the body in performance. I explore a discourse that situates performance itself within the liminal, as an in-between condition, as something that does not fit in. I reflect on performances, ranging from music to cosmetic surgery, and I highlight the in-between conditions and the marginalised space that in my view posits performance as multivalent, multifaceted and full of potential. This line of enquiry is informed by my view of the body as a site of change, discord and ambiguity; what one can refer to as the threshold condition, or what Victor Turner calls the “state of betwixt and between” (Turner, 1982, p.17). I take the body as a starting point for this discussion, as I consider the body as a vanguard to providing a different view to the majority of current music and performance writings. I subscribe to the view that the multi-faceted and, at times, highly controversial debate that has been applied to the body, has not been equivalently explored in the discussion of performance. My background as a music performer who works extensively with new technologies leads me to examine predominantly performance environments that use such technologies. I thus draw on examples from laptop performances and from my work as designer and musician of various performative environments. Other ideas in this thesis are informed by the ways in which I engage with an instrument, prepare for, and think about a performance, as well as from being a listener to somebody else’s performance. A body of writings from various other disciplines forms the backbone to my investigation. I believe that these writings draw attention to essential facets of performance activities and provide different ways of conceptualising performance that I argue are currently under-explored in current music and performance texts.
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Leypoldt, Laura Sophia. „Are We Using the Practitioner Community’s Potential for Collective Reflection? A Phenomenography of Participatory Video Theories of Practice“. Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100247.
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This thesis systematically captures participatory video practitioners’ reflections on their role to examine variations in practitioners’ conceptions of participatory video practice by examining the internal coherence and collective learning interaction of the community of practitioners. This is a relevant area of research in the field of development studies because it stimulates reflection and helps the evaluation of prevailing participatory development approaches, allowing for collective practice improvement, maximizing potentials, and minimizing risks. Participatory video (PV) is a facilitated group process of media production. The interest in, funding for and number of PV projects in development is growing, due to its celebrated ideological potential to bring social change, to identify community needs and empower marginalized groups. However, the mainstreaming of participatory approaches to development has triggered a wave of admonitions about ethical, institutional, and personal challenges that these contain. In its wake has a previously uncritical focus on PV’s potentials recently led a group of scholar practitioners to engage in reflecting on their ideology, practice realities and tensions in their role. The thesis contributes original knowledge to the scholarly discourse by collectivizing information on a wider group of PV practitioners. The research drew on existing scholarly work abductively to develop an interview guide, then qualitative data was first collected in semi-structured interviews to gain a fine-grained view on the practitioner community’s reflections. In a second phase of primary data collection, practitioners were given the opportunity to collectively discuss the preliminary findings in an online workshop. The research uses a phenomenographic categorization to group practitioners’ conceptualizations and Wenger’s community of practice concept (1998) as analytical framework. It finds five distinctive practitioner roles; the Activists, Collaborators, Educators, Organizers and Safe-keepers which emphasize different parts of practice to different extents. It further finds that a community of practice does not exist between PV practitioners due to both a lack of quantity and quality of interaction and significant divisions between practitioner subgroups and gives recommendations on how to enhance mutual learning and collective reflection in the future.
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Mukhalalati, Banan. „Examining the disconnect between learning theories and educational practices in the PharmD programme at Qatar University : a case study“. Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720650.
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research aims to examine evidence concerning the implementation of learning theories in the QU PharmD programme, utilising a case study research approach. The research is divided into four stages, conducted under the umbrella of a social constructivist interpretative framework and the constructivist and social theories of learning. In the first stage, the perceptions of full-time students, faculty and preceptors in the QU PharmD programme were explored; these raised questions regarding the role of learning theory in the design and delivery of the programme. The second stage explored the extent to which the programme is based on learning theories by interviewing two programme designers, a pharmacy education scholar and an accreditation agency administrator. This stage proposed a disconnect between learning theories and educational practice in the QU PharmD programme, and suggested the need for investigating the implications of the proposed disconnect from a Communities of Practice (CoP) theory perspective. In the third stage, a novel CoP theory-informed framework was developed through an extensive review of the literature. In the fourth stage, the CoP framework was used as a theoretical instrument to analyse the evidence of CoP theory in the QU PharmD programme by conducting three focus groups and five interviews with key stakeholders, and by performing document analysis. The research suggests that the disconnect between CoP learning theory and the educational practices in the QU PharmD programme is at the “implicit disconnect” level, meaning that some elements of the CoP framework were implicitly evident. This implicit disconnect contributes to the challenges found in the programme. This study concludes with the creation of a case study-developed theory emphasising the importance of the full and explicit implementation of learning theory in educational practices. The theory calls for better integration of academic, practice, accreditation, and governmental sector efforts in professional healthcare educational reform initiatives.
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Morrison, Kristine, und res cand@acu edu au. „Virtuous Nursing: More caring than science and more scientific than care“. Australian Catholic University. School of Arts, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp69.25092005.
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Western nursing has been deeply influenced by Christianity and more latterly by the Nightingale ideal of the good nurse. Both views have, as their foundation, the belief that there is an objectively knowable good way to live. This belief presents problems to the modern nurse and has, in large part, been rejected. However, the rejection of this objective moral foundation for nursing has resulted in a crisis of confidence about the best way to articulate what it is to be a good nurse. Two new ways have emerged in recent times. A scientific approach to nursing has elevated the work of nursing to increasingly complex levels and resulted in significantly improved health outcomes for patients. This scientific approach to nursing has manifested itself in two ways. It has resulted in the development of theories of nursing based on psychological concepts. Parallel to this approach has been the tendency for nursing itself to become increasingly scientific and nurses in turn to be technologists. It was thought that nursing that was increasingly shaped in scientific terms would achieve professional status because it presented a scientifically verifiable knowledge base. At the same time, however, it has resulted in an understanding of what counts as being a good nurse being reduced to the nurse’s ability to perform tasks to a high level of clinical precision. Alternatively, nursing as a care-based activity has made a caring attitude the moral centre point of nursing. On this view objective standards of practice are regarded as secondary to the emotional care that the nurse brings to the patient. This belief arose in part because notions of the objectivity of science were challenged as ideological rather than the dispassionate form of knowledge that scientists claimed. It was fostered by the emergence and dominance of phenomenology and the influence of the feminist care ethic. There was also some anxiety about what had been lost in nursing by the embrace of science. In addition, the care ethic seemed to promise the possibility of defining nursing in its own terms in order to make nursing a distinct professional body. However, the demands of an ethic of care have proven elusive and, in the minds of some, unattainable. Given these criticisms of both these ways of thinking about nursing it is proposed that nursing think of itself as a virtues-based activity. Virtues theory incorporates within it the strengths of the two formerly mentioned ways of describing nursing without being subject to the limitations of each. Virtues such as love friendliness, compassion , courage and conscientiousness and the intellectual virtue of prudence or practical wisdom enable nurses to realise that goal in their practice. In this thesis virtue theory will be analysed and applied to nursing in the following way. Some Aristotelian concepts will be identified and their application t professional ethics by contemporary virtue theorists will be discussed. This involves and explication of some virtues that enhance shared conceptions of the practice of nursing. The significance of the good nurse in the shaping of good nursing practice will be considered alongside a reflection on the place of moral luck in nursing practice. It is argued that when nurses think of themselves as participating in a tradition of health care they find meaning in their work, Finally an understanding of nursing as a virtue-based activity clarifies good practice in such a way that nurses are able to elicit from it the qualities needed for its good practice.
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James, Hannah Mary. „Rhythmic Perspectives: Creative explorations in composition and performance practice on the double bass in response to cognitive theories of rhythmic perception“. Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29417.
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This research examines techniques for the manipulation of rhythmic perception in the creative practice of a jazz composer/performer. Utilising both practice and research-led methodologies, the thesis documents new applications of interdisciplinary research to the development of five new creative works and corresponding developmental processes on the bass. The works seek to engage different components of the human cognitive system and enculturated experiences to generate unique rhythmic frameworks and groove experiences. The thesis contextualises relevant research pertaining to historic discussions of rhythm and groove in musicology, cognitive understandings of brain processing centres and memory used in rhythm perceptions. It explores the role of enculturation and a framework for the relationship between cognitive process, action, and resultant sound in music. The five works examine the engagement of echoic or precognitive sensory perception in the listener and performer through subdivision: rhythmic frameworks for alternate metric entrainment relationships within the short-term memory processing range, and an examination of the perceptual limitations and enculturated behaviours shaping our listening experiences. As a practitioner-focused study, it includes high-resolution analysis of developmental process on the double bass to assist the enculturation of new rhythmic practices and realisation of the resultant works.
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O'Shea, Keith. „An examination of the theory and practice of project management knowledge and its transferability in Western Australia“. Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/2230.
Der volle Inhalt der QuelleAnnotation:
Acceptance and understanding of project management tends to be limited by project managers (PMs) who have a specific technical training and follow one or two major theories on project processes. Consequently, project managers may encounter difficulty in being ‘recognised’ by employers and moving from one professional discipline to another. The current research examines knowledge areas applied ‘in the field’ by project managers (PMs), and provides them with knowledge about the constancy of application of project theories; further, a new model of what constitutes PM and enables flexibility for PMs is suggested. As there was little extant literature about PMs being able to transfer from one professional discipline to another, or to what degree different knowledge areas were applied, it was determined that exploratory research was appropriate. The results strongly indicate that organisations that rely on programs and projects to support the delivery of their strategic objectives will benefit from implementation of the project management revised hypothetical model (Figure 13). The model incorporates the nine knowledge areas of The Project Management Institute (USA) and six knowledge areas extracted from the PM methodology PRINCE2. Further, the additional focus of People Specific Management (PSM) at Level 3 of the revised hypothetical model (Figure 13) is recommended. Qualifications for PMs do make a difference! In addition to demonstrating the importance of PM qualifications to augment PM’s successful transfer across disciplines, further research is suggested regarding the need for training to be ‘compulsory’ and follow the developmental levels described in the up-to-date model developed during the research (Figure 13).
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O'Shea, Keith. „An examination of the theory and practice of project management knowledge and its transferability in Western Australia“. Curtin University of Technology, Curtin Business School, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=21429.
Der volle Inhalt der QuelleAnnotation:
Acceptance and understanding of project management tends to be limited by project managers (PMs) who have a specific technical training and follow one or two major theories on project processes. Consequently, project managers may encounter difficulty in being ‘recognised’ by employers and moving from one professional discipline to another. The current research examines knowledge areas applied ‘in the field’ by project managers (PMs), and provides them with knowledge about the constancy of application of project theories; further, a new model of what constitutes PM and enables flexibility for PMs is suggested. As there was little extant literature about PMs being able to transfer from one professional discipline to another, or to what degree different knowledge areas were applied, it was determined that exploratory research was appropriate. The results strongly indicate that organisations that rely on programs and projects to support the delivery of their strategic objectives will benefit from implementation of the project management revised hypothetical model (Figure 13). The model incorporates the nine knowledge areas of The Project Management Institute (USA) and six knowledge areas extracted from the PM methodology PRINCE2. Further, the additional focus of People Specific Management (PSM) at Level 3 of the revised hypothetical model (Figure 13) is recommended. Qualifications for PMs do make a difference! In addition to demonstrating the importance of PM qualifications to augment PM’s successful transfer across disciplines, further research is suggested regarding the need for training to be ‘compulsory’ and follow the developmental levels described in the up-to-date model developed during the research (Figure 13).