Dissertationen zum Thema „Social sciences -> anthropology -> general anthropology“
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Reynolds, Rebecca Jane. „Locating persons : an ethnography of personhood and place in rural Kyrgyzstan“. Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4006/.
Der volle Inhalt der QuelleRoques, Clare. „The treatment of pain in India : power and practice“. Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/41014/.
Der volle Inhalt der QuelleCarnes, Alexander. „From longhouse to stone rows : the competitive assertion of ancestral affinities“. Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3803/.
Der volle Inhalt der QuellePethen, Hannah. „Cairns in context : GIS analysis of visibility at Stelae Ridge, Egypt“. Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2013379/.
Der volle Inhalt der QuelleMiles, Stephen Thomas. „Battlefield tourism : meanings and interpretations“. Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3547/.
Der volle Inhalt der QuelleTezak, Ann Louise. „“A Wound That Never Heals”: Health-Seeking Behaviors and Attitudes Towards Breast Cancer and Cancer in General Among Women in Nakirebe, Uganda“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6412.
Der volle Inhalt der QuelleMartindale, Anne-Marie. „A life lived : experiencing an acquired facial 'disfigurement' and identity shift“. Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2014399/.
Der volle Inhalt der QuelleEski, Yarin. „The port securityscape : an ethnography“. Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6296/.
Der volle Inhalt der QuelleAndronikos, Georgios. „The trajectory to elite level : an investigation of the individual and environmental features of within career transitions in sport“. Thesis, Edinburgh Napier University, 2018. http://researchrepository.napier.ac.uk/Output/1253325.
Der volle Inhalt der QuelleHartley, Jane Elizabeth Katherine. „Do media portrayals of drinking and sexual/romantic relationships shape teenagers' constructions of gendered identities?“ Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2855/.
Der volle Inhalt der QuelleWilliams, J. Gary. „Supervised autonomy : medical specialties and structured conflict in an Australian General Hospital /“. Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phw7242.pdf.
Der volle Inhalt der QuellePatchett, Merle Marshall. „Putting animals on display : geographies of taxidermy practice“. Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2348/.
Der volle Inhalt der QuelleDonald, Pauline Sarah Moore. „"Lessons will be learned"? : an investigation into the representation of 'asylum seekers'/refugees in British and Scottish television and impacts on beliefs and behaviours in local communities“. Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/3628/.
Der volle Inhalt der QuelleSmith, Thomas Aneurin. „At the crux of development? : local knowledge, participation, empowerment and environmental education in Tanzania“. Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3700/.
Der volle Inhalt der QuelleTaylor, Molly. „Problem drug use and fatherhood“. Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3376/.
Der volle Inhalt der QuelleSkulsuthavong, Merisa. „'Thainess' and bridal perfection in Thai wedding magazines“. Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/93695/.
Der volle Inhalt der QuelleRădan, Gorska Maria Miruna. „Pensiuni in Romania : rediscovering and reinventing the countryside through tourism“. Thesis, University of Kent, 2016. https://kar.kent.ac.uk/54973/.
Der volle Inhalt der QuelleCharron, Hélène. „Les formes de l'illégitimité intellectuelle : genre et sciences sociales françaises entre 1890 et 1940“. Thèse, Paris, EHESS, 2009. http://hdl.handle.net/1866/3209.
Der volle Inhalt der QuelleIn this dissertation in historical sociology, I analyze gender relations and the construction of women’s intellectual legitimacy in the French social sciences between 1890 and 1940. To that end, I study the social positions, the intellectual productions, and the reception of women in the main social science periodicals leaning towards sociology and anthropology. The pivotal point of my demonstration is women’s university enrolment and graduation. The first part of my dissertation is about women lacking a university diploma that nevertheless played a role in the social sciences before 1914, mainly through participating in the reformist circle of influence or by being involved in feminine and feminist groups. The “legitimate feminine figures”, i.e. women whose works did not fuel any kind of controversy, are in the most heteronomous parts of the field of study, in which issues about the reformist practice prevail over issues about knowledge. On the other hand, the “figures of transgression”, i.e. women lacking a diploma but pretending to participate in social empirical and theoretical knowledge, provoke negative reactions that, in turn, relegate their heterodox feminist analyzes to the political field. After 1914 and until 1940, the amount of women and of feminine works in periodicals and French social science groups decreased, and women with a university diploma replaced those lacking one. The gender-differentiated processes of evaluation, which contributed to reformulate the antinomy between intellectual competence and femininity, adapted itself to the fact that women had access to university diploma. On the one hand, the majority of newly graduated women heads and is directed towards new social professions (mainly social work) and teaching. Both professions promote competences traditionally associated with women, and construct the latter’s professional identities as disjoint from intellectual, and mainly theoretical, activities. On the other hand, the only graduated women aspiring to stay within the field of the social sciences, and who succeeded before 1940 in gaining a relative recognition for their competence, pursued empirical research, accomplished their work in accredited institutions, took on problems and perspectives sanctioned by the expert community, and did not play the role of feminist activists.
Thèse réalisée en cotutelle avec l'École des hautes études en sciences sociales
Anderson, Bruce Edward, und Bruce Edward Anderson. „Forensic anthropology as science: Is there a difference between academic and applied uses of biological anthropology?“ Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282649.
Der volle Inhalt der QuelleRaj, Shehzad D. „Ambivalence and penetration of boundaries in the worship of Dionysos : analysing the enacting of psychical conflicts in religious ritual and myth, with reference to societal structure“. Thesis, University of Essex, 2018. http://repository.essex.ac.uk/23662/.
Der volle Inhalt der QuelleEwart, Ian James. „An anthropology of engineering“. Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:69c42210-e6c0-49c7-bec2-4a27f2e9903c.
Der volle Inhalt der QuelleGrenda, Donn Robert. „A General Theory of Economic Flow, Social Exchange, and Hegemonic Relationship“. W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625722.
Der volle Inhalt der QuelleLohn, Christina 1962. „Women's medical knowledge and health care practices concerning the most common respiratory illnesses. A case study of a rural community in northern Germany“. Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277875.
Der volle Inhalt der QuelleBrown, Jacqueline. „Oral Health Disparities Across Racial/Ethnic Groups“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/honors/37.
Der volle Inhalt der QuelleMitchell, Eleonore. „Pre-Lent Celebrations: Shrovetide & Carnival“. TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2661.
Der volle Inhalt der QuelleRossi, Christine Skei. „After the sixties : anthropology in sixth grade social studies textbooks“. PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3691.
Der volle Inhalt der QuelleHansen, Gregory. „The Blankety-Blank of Bear Creek Camp: A Rhetorical Analysis of a Folk Drama“. TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2418.
Der volle Inhalt der QuelleRushing, Jon. „Horsetrading: An East Texas Study in Establishing Context“. TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2788.
Der volle Inhalt der QuelleRazavi, Minoo. „Navigating new national identity online| On immigrant children, identity & the internet“. Thesis, Georgetown University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1536645.
Der volle Inhalt der QuelleIncreased immigration finds children in a quandary to develop an identity consolidating their multiple locales and cultures. Additionally, the internet is highly integrated into children's lives and plays a consequential role in their identity formation processes. "Local culture," as referred to by scholars (e.g. Elias & Lemish 2008, 2009; De Block & Buckingham 2007), is a major influence on diaspora children's identity formation. Unfortunately, "local culture" is not clearly defined in literature thus far; it can refer to any combination of at-home and outside-the-home cultures with which children in a new country interact. This paper delineates parts of local culture in a way prior literature has not and introduces the notion of "new national identity" (NNID) as a component of local culture that immigrant children acquire. NNID is derived from new national culture. It is the culture of the immigrant-receiving nation as commonly available to all immigrants regardless of their ethnic background. The case studies presented here examine NNID acquired through internet usage specifically by Iranian-American and Iranian-Canadian youth. The case studies bring to light the importance of birthplace in how children of the diaspora perceive new national identity. Their perceptions and conceptions of this development can be mitigated by many factors including, but not exclusive to, place of birth, age at which emigration occurs, parental familiarity with new national culture, local social demographics, and local co-ethnic support, to name a few.
Margaris, Amy Vlassia. „Meat and potatoes: recipes for a range of egalitarianism in three hunter-gatherer societies“. Oberlin College Honors Theses / OhioLINK, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1316173721.
Der volle Inhalt der QuelleGaylord, Wendy A. „Reformasi and teachers' implementation of civic education in West Sumatra, Indonesia“. [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344624.
Der volle Inhalt der QuelleTitle from PDF t.p. (viewed on Oct 30, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0527. Adviser: Margaret Sutton.
Perin, Jodi R. „Educational travel for societal change: An exploration of popular education along the Mexico-United States border“. Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278807.
Der volle Inhalt der QuelleZwolinski, Mary. „Displays of Culture: Personal Museums in Wisconsin“. TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2958.
Der volle Inhalt der QuelleStansberry, Donna W. „Burial practices in Southern Appalachia“. [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1112104-101034/unrestricted/StansberryD112404f.pdf.
Der volle Inhalt der QuelleTitle from electronic submission form. ETSU ETD database URN: etd-1112104-101034 Includes bibliographical references. Also available via Internet at the UMI web site.
Foucault, Patrick. „"L 'Homme africain" et ses masques Anthropologie psychologique de la personne, de la psychiatrie coloniale à l'École postcoloniale de l'hôpital Fann-Dakar au Sénégal“. Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28741.
Der volle Inhalt der QuelleSavell, Kristin. „Ideal motherideal body“. Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20545.
Der volle Inhalt der QuelleHuxley, Angie Kay 1963. „The consequences of serum calcium homeostasis, reproductive life history and bone mineral content in postmenopausal women with implications to theories of aging“. Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289006.
Der volle Inhalt der QuelleLucas, William A. „Dynamics of Food Consumption in a Q'eqchi' Maya Community“. Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604462.
Der volle Inhalt der QuelleThis thesis examines how a nutrition transition effects identity, locality, and economy in a Q’eqchi’ Maya aldea (hamlet) near Livingston, Guatemala, located along the Caribbean coast. The data collected explore community members’ attitudes and behaviors regarding food consumption, food sources, and health—both individual and familial. This thesis examines the structuralist categories community members created within a larger discussion of the effects of globalization and economic development on indigenous communities. Analysis explored how external processed food companies profit by hijacking internal cultural attributes. Findings indicate that, as community members have had consistent contact with external forces for at least 25 years, local notions of healthiness have accommodated processed foods into the diet. Based on these findings, this research enhances our understandings of how processed food companies have used marketing and branding to insert themselves into rural communities—what Thomas Leatherman calls “Coca Colonization.”
Tracy, Janet. „Jack Epperson: A Modern Folk Healer“. TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2921.
Der volle Inhalt der QuelleChavarria, Sara Patricia. „Anthropology and its role in teaching history: A model world history curriculum reform“. Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284264.
Der volle Inhalt der QuelleWilson, Victoria Arriola. „The Social Organization of the Hip Hop Graffiti Subculture“. W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539626015.
Der volle Inhalt der QuelleJucker, Jean-Luc. „Ambiguous artefacts : towards a cognitive anthropology of art“. Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:0c90f23e-7f20-45b7-b9fd-f66dbdfaa3ab.
Der volle Inhalt der QuelleAhmadi, Zia. „Technology-enhanced project-based learning in a large undergraduate Anthropology lecture course“. Diss., Kansas State University, 2011. http://hdl.handle.net/2097/7516.
Der volle Inhalt der QuelleCurriculum and Instruction Programs
Rosemary S. Talab
The goal of this exploratory case study was to answer two questions: 1. How does an exemplary on-campus undergraduate large Introduction to Cultural Anthropology course encompass the PBL learning model characteristics, specifically focusing on the following: 1.1) Driving question, 1.2) Student construction of an artifact, 1.3) Teachers’ role, and 1.4) Assessment? 2. How is technology used by the professor, teacher assistants, and students to support project-based learning? To answer these questions, the researcher studied a large Introduction to Cultural Anthropology class, which consisted of the professor, ten teaching assistants (TAs), and 400 students. The students were divided into 20 recitation sections, with 20 students in each section. Each TA was assigned two recitation sections. Observations were conducted on twice-weekly Professor’s lectures and three once-weekly recitation sessions. Additionally, interviews and follow-up interviews were conducted of the professor, three teaching assistants (TA), and nine students. Finally, documents analyzed included the professor’s course materials and course management documents. With respect to Research Question 1, “How does an exemplary on-campus undergraduate large Introduction to Cultural Anthropology course encompass the PBL learning model characteristics, specifically focusing on the following: 1.1) Driving question, 1.2) Student construction of an artifact, 1.3) Teachers’ role, and 1.4) Assessment?”, research findings indicated that all four elements of the PBL model were present in this class and were executed well. Research Question 2, “How is technology used to support PBL,” findings indicated that advanced technologies were used by the professor for course purposes. These technologies included Wetpaint (the wiki course management system) and Facebook. More conventional technologies, such as e-mail, were also used for this purpose. Though students were hesitant to use course technology in the beginning. However, with the help of the professor and TA’s, the students learned to use the course technology and grew to enjoy it. Two additional themes emerged through open coding: Emotional Involvement and Non-Participation. First, the TA’s and students developed emotional ties to the cultures that they created in their recitation sections. Second, some students did not participate in either the lecture or the recitation sessions. The TAs took non-participation seriously, both in terms of class participation, individually, and in terms of student responsibilities to the group recitation session in culture construction.
Taft, Ann. „At the Spiritual Grassroots: An Analysis of Visionary Art & Artists“. TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2896.
Der volle Inhalt der QuelleBoyd, Varna G. „A Reflection to Life: A Social and Economic Study of Cedar Grove Cemetery, Williamsburg, Va“. W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539625440.
Der volle Inhalt der QuelleHunt, B. Joby. „Place-based consciousness and social transformation| Perspectives from Flagstaff, Arizona's STEM City“. Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1594170.
Der volle Inhalt der QuelleSince WWII, the United States has experienced unprecedented economic growth and global expansion through the fields of science, technology, engineering, and mathematics (STEM). Today, STEM technological innovations permeate many aspects of the social experience, from education to career to home-life, contributing to a pervasive technocratic ideology emphasizing global U.S. economic and political superiority. Many sectors of American society now tout STEM initiatives as a premium for U.S. education, contributing to the neoliberal model of producing effective, efficient, and skilled laborers. But, does STEM necessarily contribute to those social forces that routinely devalue the principles of a liberal, democratic educational ideal?
In 2014, I investigated new forms of collaboration between the commercial sector and education system in Flagstaff, AZ. The STEM City Center is a non-profit organization that seeks to bridge the gap between community and schools by identifying local assets and sponsoring integrated STEM experiences for students. Using STEM as a conceptual tool to support interdisciplinary approaches to education, participants of this project revealed the core values that motivate social transformation in a town that borders multiple ethnic and cultural realities recognized as under assault by increasingly globalized markets. STEM City's model emphasizes increased critical thinking, collaborative learning, creativity, and effective communication and supports an implicit goal of encouraging a critically engaged, politically aware, and socially conscious society.
Kleinberg, Krista F. „Facial anthropometry as an evidential tool in forensic image comparison“. Thesis, Thesis restricted. Connect to e-thesis to view abstract, 2008. http://theses.gla.ac.uk/245/.
Der volle Inhalt der QuellePh.D. thesis submitted to the Faculty of Medicine, Division of Cancer Sciences and Molecular Pathology, Forensic Medicine and Science, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
Janssen, Catherine Jo. „An Ethnographic Study of The Moth Detroit StorySLAM“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1461.
Der volle Inhalt der QuelleWandu, Jotham G. „An integrated conceptual model of crises intervention for Gikuyu people utilizing traditional family social support systems, Christian resource systems and crisis theories (Kenya)“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/AAIDP14688.
Der volle Inhalt der QuellePerez, David M. „Native Subordination Through The Franciscan Institutions During The Sixteenth Century“. CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/189.
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