Dissertations / Theses on the topic 'Address practices'
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Poynton, Cate. "Address and the semiotics of social relations a systemic-functional account of address forms and practices in Australian English /." Connect to full text, 1990. http://hdl.handle.net/2123/2297.
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Thesis (Ph. D.)--University of Sydney, 1991.Title from title screen (viewed 23 April 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Linguistics, Faculty of Arts. Degree awarded 1991; thesis submitted 1990. Includes bibliographical references. Also available in print form.
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Poynton, Cate McKean. "Address and the Semiotics of Social Relations." Thesis, The University of Sydney, 1991. http://hdl.handle.net/2123/2297.
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This thesis is concerned with the realm of the interpersonal: broadly, those linguistic phenomena involved in the negotiation of social relations and the expression of personal attitudes and feelings. The initial contention is that this realm has been consistently marginalised not only within linguistic theory, but more broadly within western culture, for cultural and ideological reasons whose implications extend into the bases of classical linguistic theory. Chapter 1 spells out the grounds for this contention and is followed by two further chapters, constituting Part I: Language and Social Relations. Chapter 2 identifies and critiques the range of ways in which the interpersonal has been conventionally interpreted: as style, as formality, as politeness, as power and solidarity, as the expressive, etc. This chapter concludes with an argument for the need for a stratified model of language in order to deal adequately with these phenomena. Chapter 3 proposes such a model, based on the systemic-functional approach to language as social semiotic. The register category tenor within this model is extended to provide a model of social relations as a semiotic system. The basis for the identification of the three tenor dimensions, power, distance and affect, is the identification of three modes of deployment or realisation of the interpersonal resources of English in everyday discourse: reciprocity, proliferation and amplification. Parts II and III turn their attention to one significant issue in the negotiation of social relations: address. The focus is explicitly on Australian English, but there is considerable evidence that most if not all of the forms discussed in Part II occur in other varieties of English, especially British and American, and that some at least of the practices discussed in Part III involve the same patterns of social relations with respect to the tenor dimensions of power, distance and affect. Because most varieties of contemporary English do not have a set of options for second-person pronominal address, as is the case in many of the world's languages, English speakers use names and other nominal forms which need to be described. Part II is descriptive in orientation, providing an account of the grammar of VOCATION in English, including a detailed description of the nominal forms used. Chapter 4 investigates the identification and functions of vocatives, and includes empirical investigations of vocative position in clauses and vocative incidence in relation to speech function or speech act choices. Chapter 5 presents an account of the grammar of English name forms, organised as a paradigmatic system. This chapter incorporates an account of the processes used to produce the various name-forms used in address, including truncation, reduplication and suffixation. Chapter 6 consists of an account of non-name forms of address, organised in terms of the systemic-functional account of nominal group structure. This chapter deals with single-word non-name forms of address and the range of nominal group structures used particularly to communicate attitude, both positive and negative. Part III is ethnographic in orientation. It describes some aspects of the use of the forms described in Part II in contemporary address practice in Australia and interprets such practice using the model of social relations as semiotic system presented in Part I. The major focuses of attention is on address practice in relation to the negotiation of gender relations, with some comment on generational relations of adults with children, on class relations and on ethnic relations in nation with a diverse population officially committed to a policy of a multiculturalism. Part III functions simultaneously as a coda for this thesis, and a prologue for the kind of ethnographic study that the project was originally intended to be, but which could not be conducted in the absence of an adequate linguistically-based model of social relations and an adequate description of the resources available for address in English.
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Poynton, Cate McKean. "Address and the Semiotics of Social Relations." University of Sydney, 1991. http://hdl.handle.net/2123/2297.
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Doctor of PhilosophyThis thesis is concerned with the realm of the interpersonal: broadly, those linguistic phenomena involved in the negotiation of social relations and the expression of personal attitudes and feelings. The initial contention is that this realm has been consistently marginalised not only within linguistic theory, but more broadly within western culture, for cultural and ideological reasons whose implications extend into the bases of classical linguistic theory. Chapter 1 spells out the grounds for this contention and is followed by two further chapters, constituting Part I: Language and Social Relations. Chapter 2 identifies and critiques the range of ways in which the interpersonal has been conventionally interpreted: as style, as formality, as politeness, as power and solidarity, as the expressive, etc. This chapter concludes with an argument for the need for a stratified model of language in order to deal adequately with these phenomena. Chapter 3 proposes such a model, based on the systemic-functional approach to language as social semiotic. The register category tenor within this model is extended to provide a model of social relations as a semiotic system. The basis for the identification of the three tenor dimensions, power, distance and affect, is the identification of three modes of deployment or realisation of the interpersonal resources of English in everyday discourse: reciprocity, proliferation and amplification. Parts II and III turn their attention to one significant issue in the negotiation of social relations: address. The focus is explicitly on Australian English, but there is considerable evidence that most if not all of the forms discussed in Part II occur in other varieties of English, especially British and American, and that some at least of the practices discussed in Part III involve the same patterns of social relations with respect to the tenor dimensions of power, distance and affect. Because most varieties of contemporary English do not have a set of options for second-person pronominal address, as is the case in many of the world's languages, English speakers use names and other nominal forms which need to be described. Part II is descriptive in orientation, providing an account of the grammar of VOCATION in English, including a detailed description of the nominal forms used. Chapter 4 investigates the identification and functions of vocatives, and includes empirical investigations of vocative position in clauses and vocative incidence in relation to speech function or speech act choices. Chapter 5 presents an account of the grammar of English name forms, organised as a paradigmatic system. This chapter incorporates an account of the processes used to produce the various name-forms used in address, including truncation, reduplication and suffixation. Chapter 6 consists of an account of non-name forms of address, organised in terms of the systemic-functional account of nominal group structure. This chapter deals with single-word non-name forms of address and the range of nominal group structures used particularly to communicate attitude, both positive and negative. Part III is ethnographic in orientation. It describes some aspects of the use of the forms described in Part II in contemporary address practice in Australia and interprets such practice using the model of social relations as semiotic system presented in Part I. The major focuses of attention is on address practice in relation to the negotiation of gender relations, with some comment on generational relations of adults with children, on class relations and on ethnic relations in nation with a diverse population officially committed to a policy of a multiculturalism. Part III functions simultaneously as a coda for this thesis, and a prologue for the kind of ethnographic study that the project was originally intended to be, but which could not be conducted in the absence of an adequate linguistically-based model of social relations and an adequate description of the resources available for address in English.
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Thurairajah, N. "Leadership practices to address cultural and behavioural challenges in construction partnering projects." Thesis, University of Salford, 2013. http://usir.salford.ac.uk/29290/.
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Partnering and related forms of collaboration have been seen as a way of tackling fragmentation and lack of integration that have bedevilled attempts to improve project performance over the years. Despite the amount of interest shown in partnering, actual empirical research is sparse and much of the work is notable for its prescriptive tendencies and heavy reliance on anecdotal data with a focus on the experience of the exemplar organisations. Thus, it is important to adequately address and evaluate the challenges and potential problems in construction partnering. A synthesis of construction partnering literature shows that central to any successful partnering arrangement is the change in cultural and behavioural characteristics towards mutual trust and understanding. Therefore, it is essential to bring about cultural change, which encourages project participants to transgress conflicting interests and to build a shared culture. Leadership is seen as the source of beliefs and values that forms shared assumptions of organisational culture. Hence, it is important to focus on leadership practices to embed and transmit a collaborative culture in construction partnering projects. This research investigates cultural and behavioural challenges via a systematic literature review and refines its root causes by collecting and analysing interview data from academic and industry experts. Content analysis of root causes and challenges were represented in the form of a cultural web diagram, and categorised into rituals and routines, stories, symbols, power, structure and control system related challenges. Content analysis of relevant leadership practices pointed out the significance of embedding and reinforcing leadership practices during the construction stage of a project to address cultural and behavioural root causes. This initial conceptual framework for leadership practices was then refined using a multiple case study research approach on UK construction partnering projects. This initial conceptual framework for leadership practices was then refined using a multiple case study research approach on UK construction partnering projects. The findings of this study indicate that a threefold leadership framework comprising ‘initial embedding mechanisms’, ‘continuous embedding mechanisms’ and ‘reinforcement mechanisms’ is essential to tackle cultural and behavioural challenges and their root causes in construction partnering projects.
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Blomberg, Tranæus Igor. "Ethics of Relationality, Practices of Nonviolence : A Reading of Butler's Ethics." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27887.
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The purpose of this essay is to examine Judith Butler’s approach to the problem of ethics, and the ways in which she attempts to reformulate notions of morality and responsibility based on an understanding of the subject as inherently bound to others within a context of normative structures that exceed its own influence. For Butler, this bond implies that the subject’s constitution is structured within what she calls a ”scene of address,” where it emerges into a social field by being appealed to by others, and replying to that appeal by giving an account of itself. By setting out to examine the way in which she puts two influential thinkers—namely Foucault and Levinas—to work, I will examine her notion of scenes of address more closely, and try to show how it enables her to pose the problems of ethics and morality in novel ways. I will argue that her ethics should be understood as one of relationality, since it moves away from the self-sufficient, autonomous subject as the outset for ethics, towards an understanding our very being as dependent on the being of others. This, I propose, puts it in contrast with many established ways of thinking about ethics, both within the Western philosophical tradition, and in views of ethics more generally. Thus, I hope to show that Butler’s ethics constitutes a valuable resource with regard to the question of ethical responsibility. Finally, I will propose that it carries significant implications that point towards ethical nonviolence, and that these are of increasing importance to us today.
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Anderson, Desiree. "The Use of Campus Based Restorative Justice Practices to Address Incidents of Bias: Facilitators’ Experiences." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2442.
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Student conduct plays an integral role in the functioning of an institution and the moral development of students. As multiple models of student conduct exist, such as the Model Student Conduct Code or a Restorative Justice Approach, it is critical to have an understanding of the various structures and how to choose the most effective structure for addressing the diversifying needs of the campus community. Most college and university campuses use the Model Student Conduct Code (Dannells, 1997) which tends to place a heavy emphasis on authority and is more legalistic which creates an “adversarial environment” (Lowery & Dannells, 2004) on college and university campuses. It can be argued that the traditional student conduct code does not make space for individuals to engage in dialogue and for learning to take place. The focus of this dissertation is to understand the experiences of facilitators as they develop, implement, and use restorative justice models on college and university campuses, which provide a guiding framework for dialogue between victims/harmed parties and offenders/respondents and may be better suited as a means of managing bias and hate-motivated incidents. Restorative practices have been implemented in criminal justice, and K-12 environments and are seen by some as an antidote to overly legalistic campus conduct processes (Karp, 2004). This phenomenological research explores the experiences of individuals who have facilitated a campus-based restorative process and how that experience may impact their view of and the opportunities to improve campus climate through the lens of Critical Race Theory and Models of Moral development. Through this study, conduct and other campus administrators can gain valuable information on how restorative processes are developed, how facilitators gained and maintained institutional support, and how successful facilitators find the process in meeting their goals of student learning. Campus administrators will also gain insight on the perceived effectiveness of restorative practices as a tool for managing incidents of bias and the perception of the campus climate.
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Boyd-Williams, Roxanne. "Best Practices in Literacy Achievement to Address Reading Failure for Elementary Schools in One School District." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2343.
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The local district in this study has not made adequate yearly progress in the past several years in language arts literacy on state assessments. Particularly problematic were poor reading skills among district students. Poor literacy skills negatively affect student learning across the curriculum. The purpose of this case study was to identify teachers' and administrators' perceptions of best literacy practices, professional development, and administrative decisions regarding literacy learning for primary students in reading at a strong performing elementary school in the district. The target school was selected to help address reading failure for the low-performing schools in this district. Bloom's taxonomy of learning, which indicates that higher-level learning is based on foundational knowledge that is often provided at the primary level, was the framework for this study. A bounded case study was conducted that included a purposeful sample of 7 elementary teachers of language arts from Pre-K to 2nd grades and 2 administrators at the target elementary school. Classroom observations and interviews were used to collect data. NVivo was used to assist in coding, analysis of data, and identification of recurring themes. The findings indicated that an outcome-based curriculum incorporating Bloom's levels of learning coupled with supportive district decisions regarding literacy were key components driving literacy success at the target school. The findings were incorporated into a policy paper as a project to propose and support elementary level reading curriculum changes and administrative decisions regarding literacy success for elementary students in the local district. Implications for positive social change might be far reaching as elementary school students in this district benefit from literacy skills that improve their academic success and ultimately their overall quality of life.
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McIntosh, Tera Lynn. "Show and Tell: Using Restorative Practices and Asset Based Community Development to Address Issues of Safety and Violence." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1355253798.
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Barreau, Stacia M. "An investigation of practices to address the disproportionate representation of African American students in special education programs in Virginia." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618459.
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The purpose of this study was to determine the extent to which practices to address disproportionality suggested by the professional literature are being implemented in Virginia public schools. It also sought to understand the perceptions of special education directors regarding the effectiveness of these practices in addressing disproportionality. Mixed methods were employed through the use of a survey instrument which was developed for this study and a content analysis of school division action plans.;There were two overarching research focus questions as well as six corresponding sub-questions investigated in this study. This study included 111 directors of special education who represent each of the eight regional study groups.;The findings from this study indicate that practices suggested in the professional literature are being widely used in Virginia public schools. as well, all of the practices stated in the survey are largely perceived to be effective in addressing the issue of disproportionality.;Through the content analysis of eleven school division actions plans and the analysis of the open-ended survey question, additional practices being used to address disproportionality emerged. The results of the study also indicated a significant positive relationship between division size, proportion of African American students enrolled, and proportion of African American students with disabilities and implementation of the practices and perceived effectiveness. Recommendations for future research as well as implications for general and special education leaders are discussed.
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Sarsby, Norma Jennifer. "Representing others : an exploration of health visiting practices to address domestic violence and abuse in black and minority ethnic communities." Thesis, University of Brighton, 2016. https://research.brighton.ac.uk/en/studentTheses/f2451a70-4a53-475b-b3d3-4d3c19b1ab00.
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An important aspect of health visitors’ (HVs’) role and responsibility is to identify and respond to domestic violence and abuse (DVA). To date, there has been limited exploration of HVs’ practice knowledge and the nature of their professional relationships during their day-to-day practice in addressing incidents of DVA in black and minority ethnic (BME) communities. Aim - The aim of the study was to explore the nature of HVs’ practice knowledge and professional encounters when trying to define, identify and respond to incidents of DVA in BME communities. Design - This study adopts the interpretative lens of a postcolonial feminist theoretical perspective as the focus for analysing the nature of HVs’ knowledge and their practices in addressing issues of DVA in BME communities. Postcolonial feminist thinkers offer the conjecture that knowledge about BME women’s lives must be analysed within the intersecting racialised, gendered and political contexts of their lives. The study utilises a mixed-method approach by conducting semi-structured interviews with twenty health visitors (HV) and documentary analysis of four key professional practice guidance documents on addressing DVA. Findings - The findings revealed the extent to which HVs’ theoretical and personal knowledge and practice in addressing DVA in BME communities are informed by the racialised, familial, gendered and political settings in which they work. The findings illuminate the complexities that are shaped by the neoliberalist approach to tackling health inequalities in the modern National Health Service (NHS). In particular, the study conceptualise the nature of HVs’ professional relationships with BME women to uncover DVA as a form of hegemonic representation. The findings offer the potential to transform the education and practice of current and future health professionals for the benefit of BME and other marginalised patients or service users. Implication for Practice - This research recommends a practice model which seeks to prioritise emancipatory knowledge. In particular, there are recommendations on the specific context in which HVs work with BME women to uncover DVA. It is suggested that further research in this area of practice should also explore the impact of a proposed Intersectionality framework for uncovering DVA in marginalised groups. This study represents an original contribution to knowledge by increasing understanding of the ways in which HVs work to address DVA in BME communities. Although implied in the literature, the understanding of HVs’ work at the intersection of DVA, familial and political perspectives have never previously been articulated in HV literature in this way.
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Horton, Jeffrey C. "Ethics in DoD contracting negotiations : a model to address policy, procedures, and practices as they apply to both Government and industry /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA293651.
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Oberg, Timothy Chris. "Teacher voice : how the research-based practices of professional learning teams, implemented to address the challenges of standardization, validate teacher voice /." Connect to dissertation online, 2008.
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Basinger, Jason C. "Perspective and Practices to Address Rough-and-Tumble Play in the School Setting: A Survey of School-Wide Positive Behavior Support Teams in Utah." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1382.
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Prior research of rough-and-tumble play (RTP) has shown mixed results—different operational definitions, varying functions, and positive and negative outcomes. Few researchers have studied interventions to address RTP in school settings. With unclear evidence of RTP outcomes and the extent school interventions are addressing RTP in school settings, this study explored the extent and effectiveness of intervention programs being implemented to prevent/reduce negative outcomes of RTP in elementary schools.
A survey was created and conducted with 30 school problem-solving teams in a western state to obtain information concerning RTP in elementary school settings. Teams provided estimated percentages of RTP leading to beneficial and problematic behaviors, types of benefits or problems resulting from RTP, specific prevention/intervention programs that teams report implementing to address RTP concerns, percentage estimations of students responding to implemented interventions, and training needs to address interventions for RTP concerns.
Survey responses showed different medians for estimated percentages for problematic outcomes (80%) versus beneficial outcomes (10%). Further, the number of problem items (M = 9.57, SD = 1.87) was more highly endorsed by teams than the number of items listing benefits (M = 4.43, SD = 3. 39), suggesting RTP was more often problematic than beneficial. Interventions estimated to be effective in treating negative RTP outcomes with 80% or greater response rates are reward systems, social skills trainings, active supervision, and bully prevention. These study findings are different from previous research, which concluded that RTP was harmless and/or beneficial to students, and might be due to environmental differences (school vs. community). It might be estimated that schools should monitor or prevent RTP to avoid problems, such as aggression, bullying, and poor peer relationships. Programs frequently used by teams targeted skill acquisition through social skills training, anger management, and bully prevention.
This study provides understanding to the extent RTP should be addressed in schools. School problem-solving teams report that RTP can be problematic in school settings; however, it can be prevented with school-wide intervention and intervened with individual and small-group interventions.
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Olds, Kelley Yvette. "Lived Experiences of School Counselors Who Address Mental Health Needs Through Evidenced-based Educational Programs." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4954.
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The purpose of this phenomenological qualitative study was to explore the lived experiences of school counselors who address the mental health needs of students through at least one of the following educational evidenced-based programs: Positive Behavior Intervention and Supports, Response to Intervention, Restorative Practices, and Student Assistance Program. EBPs have evolved as a staple of quality educational programming with a focus on best practices, data, and accountability. Over the past several decades, school counselors have struggled to demonstrate efficiency, accountability, and transparency consistently in counseling outcomes (Generali, Foss-Kelly, & McNamara, 2013). Recent literature in school counseling embraces the movement toward evidenced based practices to urge counselors to demonstrate their capacity for leadership, advocacy, and accountability (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2014; Goodman-Scott, Betters-Bubon, & Donohue, 2015). Six significant themes emerged through data analysis: 1) Cultivating advocacy and leadership skills; 2) Recognizing benefits of EBP integration; 3) Being frontline in mental health as personal-social domain dominates school counselor role; 4) Collaborating and consulting with school and community stakeholders; 5) Needing supportive environment to promote mental wellness; and 6) Navigating EBP implementation challenges. Findings from this study suggest that promoting mental wellness using EBPs is conducive to address the personal social needs of students. Moreover, the school counselor participants indicated that the EBPs reviewed were valuable school reform models as the EBPs address students’ mental health needs. The findings also suggest that school counselors, as key educational stakeholders, should be included in the discourse of EBP advancement, execution, and assessment.
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Jennings, Mindy Layne. "How Has the Current Rise in Death by Suicide Among Adolescents Led to the Development of Evidence-Based Practices and Programming within a U.S. Middle School Curriculum to Address Mental Health Issues?" Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1593644221318441.
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Scott, Robert Bruce. "Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13095.
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Doctor of EducationDepartment of Special Education, Counseling and Student Affairs
Warren J. White
Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD) students in Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised, and dis-empowered status. This study examined transition practices for CLD students with special needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of exceptional students in transition practice. There were two research questions. First, do considerations of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural needs taken into account to a greater extent in certain areas of transition? A review of research literature yielded multicultural considerations relevant to the five domains of transition: 1) self-care, domestic living; 2) recreation and leisure; 3) communication and social skills; 4) vocational skills; and 5) community participation skills. An Internet survey with 22 Likert items covering these multicultural needs and concerns was administered via e-mail. A total of 582 valid e-mail addresses were used, comprising contact information developed from a sample frame of a KSDE database of resource-room teachers. The survey e-mail and follow-up were sent to every contact, covering 190 of the 293 unified school districts of Kansas. The completed sample was 178, for a response rate of 30.58%. Data were analyzed from the 93 participants whose responses indicated experience as caseworkers in the past three years on transition-focused IEP teams for at least one student in any of the three CLD groups of interest in the present study—African Americans, Native American Indians, or Hispanic/Latinos. Means and standard deviations were calculated for the frequencies of choices on the 22 Likert items. Pearson's chi-square testing was used to determine significance. Survey results indicated that on 17 of 22 items there was 80% or higher agreement among caseworkers that their school communities were addressing the multicultural needs and concerns of students and families in transition practices. Discussion includes participants' comments. Recommendations are given to increase the roles of cultural and linguistic heritages in transition in Kansas schools, especially in the skill-areas of community participation and communication-and-social skills.
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Benson, Johnett. "Evaluation of a Clinical Practicum Evaluation Tool to Address the Education to Practice Gap in Nursing." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1368114147.
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Naves, Sarah Jean, and Sarah Jean Naves. "Evidence-Based Recommendations To Address Nurse Burnout: A Best Practice Approach." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/621959.
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The purpose of this thesis was to develop a set of evidence-based recommendations that address and prevent burnout among registered nurses. Burnout is a psychological syndrome that results from prolonged stress at the job (Adriaenssens, De Gucht, & Maes, 2014). Registered nurses are at a particularly high risk for burnout due to the nature of their work, as nurses are intensely involved with their patients’ problems (Canadas-De la Fuente et al., 2015; Maslach, Jackson, & Leiter, 1997). High prevalence coupled with the negative outcomes of nurse burnout indicate a pressing need for an intervention. A literature review was conducted using search terms “nurse,” “burnout,” “intervention,” and “prevention” in Cochrane, PubMed, and CINAHL databases. Results suggested that several personal and organizational determinants and interventions could prevent and reduce nurse burnout. Evidence-based recommendations were derived from current nurse burnout literature. The proposed implementation method of the recommendations includes a presentation to student nurses with techniques to prevent and address burnout, as new graduate nurses are at highest risk of burnout (Rudman & Gustavsson, 2011). The students will practice an evidence-based recommendation that could reduce burnout for eight weeks. The implementation will be evaluated by a reflection journal and post-survey.
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Sawyer, Jason. "Crossing Boundaries: Building a Model to Effectively Address Difference in Community Practice." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3455.
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Community organizing has a rich tradition within the field of social work. Prevailing community practice models, approaches, and frameworks remain primarily based on practice wisdom, experience, and intuition. Difference, pervasive in various contemporary contexts of practice, largely mediates interactions at the community level. Although difference is addressed at various levels of the practice continuum and within the IFSW and NASW codes of ethics, few methodologically driven tools exist within the literature to guide practitioners. This grounded theory study initiates early development of a community practice model based on forging alliances across boundaries of difference. The Critical Difference Engagement model is based on local community leaders’ and organizers’ experiences working across dimensions of power, race, gender, age, sexual orientation, and socio-economic status, it provides practitioners with a framework for social change and building solidarity across difference in multiple contexts.
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Kass, Jason. "Cognitive aspects of pictorial address and seriality in art : a practice-led investigation." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/408222/.
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The following thesis applies theories and findings from cognitive psychology to notions of pictorial address and seriality in art. It is interdisciplinary and practice-led, culminating in a written outcome and a portfolio of creative work. The thesis suggests a model for the exchange of ideas within experimental psychology, art practice and art theory. The research evaluates historical and theoretical notions of pictorial address in light of concepts within visual cognition. Theories of address often refer to the temporal, spatial and postural qualities of art spectatorship. Here they are aligned with relevant psychological concepts including gist extraction, spatial representation and embodied simulation in order to make the underlying perceptual and cognitive processes explicit. There is an emphasis on seriality as a mode of address and pictorial artworks that comprise multiple discrete but related instances displayed together. Two case studies consider the serial output of Claude Monet and Andy Warhol in terms of cognitive theories of concept formation and exposure effects, respectively. The direct impact of features of seriality on the viewer in each case is discussed relative to existing art theory and established art historical narratives. The thesis culminates with presentation and discussion of the portfolio of creative work that both informed and was informed by the theoretical research. The outcomes comprise paintings, drawings, photography and mixed media installation that explore properties of variation, repetition and relational knowledge within pictorial address.
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Schneider, Mary Emily. "Material Witness: Doris Salcedo's Practice as an Address on Political Violence through Materiality." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11285.
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Brown, Joset Elaine. "Graduate Nurse's Perspective of Simulation to Address the Theory-Practice Gap in Nursing." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4911.
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Graduate nurses are being employed to provide care in high acuity care areas, and this becomes a problem of significance as the literature suggests that graduate nurse's experience a deficit in integrating theoretical concepts in the clinical environment, described as the theory-practice gap; which can result in a risk to patient safety and the potential for negative outcomes. Cognitive constructivism was the conceptual framework that guided this study. A qualitative phenomenological design was used to explore the lived experiences of 13 graduate nurses employed at a community hospital in northern New Jersey. After recruiting the participants through purposive sampling, semi-structured interviews were conducted with them utilizing a researcher-developed interview protocol based on the Casey-Fink Graduate Nurse Experience Survey. The research questions addressed the graduates' clinical experiences and their perceptions of simulation in facilitating the integration of theory to practice. Interviews were transcribed verbatim, coded, and analyzed to identify 4 themes: (a) the theory-practice gap, (b) effective educational pedagogy, (c) theory-practice integration, and (d) simulation-based learning. The crucial finding was that graduate nurses perceived the theory-practice gap could be reduced through the use of high-fidelity simulation utilizing scenario-based learning exercises in prelicensure programs prior to entry to practice. Based on these findings, the recommendations presented in a white paper will help the administration of the school of nursing at the local site make informed decisions to effect curricular changes that promote the students' integration of theory into practice. Further, the results of this study impact social change by serving as a model for similar programs to improve the preparation of graduate nurses to provide care to optimize positive patient care outcomes.
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Calhoun, McKenzie L. "Gauging Student Knowledge Base and Creating a Plan to Address Deficits." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6902.
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Wong, Ka-yuen, and 王家婉. "Innovative teaching practice to address the needs of students from Mainland China: a case study of primaryone." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040367.
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Kotela, Beauty. "The use of practical activities to address grade 11 learners' conceptual difficulties in electricity and magnetism." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85788.
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Thesis (MEd)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This research study investigated the use of a practical activities-based approach to Physical Sciences teaching using TRAC equipment to address learner conceptual difficulties in Electricity and Magnetism (E&M). TRAC uses practical activities based on the school curriculum to complement the theory through the utilisation of data logging equipment linked to a computer. The participants in this study were a group of black Grade 11 learners (n=47) from a township school in the province of the Western Cape, South Africa. Their ages range from 16 to 21, with isiXhosa the home language of most of them. A mixed methods approach was utilized to gather the research data. Quantitative data was collected, using pre- and post-testing of learners to determine their conceptual difficulties in E&M, as well as to measure the effect of the practical activities-based approach in addressing learner conceptual difficulties in E&M. Null hypotheses were formulated for the six concepts and t-tests were used to find any statistically significant difference between the pre- and post-test. Qualitative data was obtained from the learner transcripts, as well as from the questionnaires and observation schedules. The results indicated significant improvements in learner understanding of the concepts in five out of the six tests as well as reducing commonly held misconceptions in E&M. It is recommended that careful scaffolding should be done during a practical activity in order for learners to make the connection between the domains of observables and ideas.
AFRIKAANSE OPSOMMING: Hierdie navorsingstudie het die gebruik van ‘n praktiese aktiwiteitsgebaseerde benadering tot Fisiese Wetenskappe onderrig met behulp van TRAC apparaat ondersoek. Die doel was om leerders se konseptuele haakplekke in Elektrisiteit en Magnitisme (E&M) aan te spreek. TRAC maak gebruik van ‘data logging’ apparaat om die teorie deur middel van praktiese aktiwiteite wat op die skoolkurriulum gebaseer is, te komplementeer. Die deelnemers in die studie was ‘n groep swart Graad-11 leerders (n=47) uit ‘n swart woongebied in die Westelike Provinsie, Suid Afrika. Hulle ouderdomme strek van 16 tot 21 met isiXhosa as die huistaal vir die meerderheid van hulle. ‘n Gemengde metode benadering was gebruik om die navorsingsdata te versamel. Kwantitatiewe data was deur ‘n voor- en natoets van die leerders versamel om hulle konseptuele haakplekke in E&M te bepaal. Die effek van die praktiese aktiwiteitsgebaseerde benadering om die leerders se konseptuele haakplekke in E&M aan te spreek was ook gemeet. Nul hipotese was vir die ses konsepte geformuleer en t-toetse was gebruik om statisties-beduidende verskille tussen die voor- en natoets te bepaal. Kwalitatiewe data was van die leerders se oorgeskryfde onderhoude sowel as vraelyste en observasieskedules verkry. Die resultate toon ‘n beduidende verbetering in leerders se begrip van die konsepte in vyf van die ses toetse sowel as ‘n afname in algemene wanbegrippe in E&M. Dit word aanbeveel dat versigtige opbouing gedurende die praktiese aktiwiteit gedoen moet word sodat die leerders ‘n verband tussen die domein van waarneembares en idees kan maak.
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Wolfman, Charlene. "An interdepartmental/governmental Working Committee to address the needs of Canadian Forces members and their families in transition, a practicum concerning horizontal management and citizen-centred service delivery in practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62870.pdf.
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Wong, Ka-yuen. "Innovative teaching practice to address the needs of students from Mainland China a case study of primary one /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040367.
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Monterosso, Stephen. "The use of a rights-based approach to address juvenile violence in Australian schools: from policy to practice." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/1978.
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While school violence is an issue that is of a longstanding historical nature, increased levels of lethality evident in episodic school violence in contemporary society has generated collective concern. Australia is hardly immune from this escalation although fatalities have been fortuitously infrequent, unlike in several overseas locations. This thesis will address the issue of juvenile violence in school settings from an Australian viewpoint which is grounded in restorative justice practises that advance juvenile human rights.
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Oberthur, David. "What Triggers and Barriers to Practicing Consumption Ideals Must Be Addressed By Sustainable Consumption Solutions?" Thesis, School of Geosciences, 2009. http://hdl.handle.net/2123/5777.
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Despite a wealth of knowledge on the psycho-social and ideological functions of personal consumption, we have yet to successfully address unsustainable consumption practices in developed urban spaces. This study develops a contemporary understanding of how people from Sydney engage in their personal consumption practices. Using both focus groups and personal consumption journals, I identified the common consumption considerations of all participants regardless of whether their goal was to minimise or maximise their resource consumption. This data was collected into eight categories of psycho-social and ideological issues that are argued to consistently contribute to the renegotiation of consumption ideals into practices. These results show that personal consumption is a fluid act that occurs anew with each decision. As such, these eight categories offer points of entry to affect sustainable consumption practices.
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Goodyear, Alison. "Privileged, unique and temporary : interpreting aesthetic experiences of the painter-painting relationship through an address to and from practice." Thesis, University of the Arts London, 2017. http://ualresearchonline.arts.ac.uk/12456/.
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This practice led research examines the art historical hypotheses of Denis Diderot and Michael Fried on the role of aesthetic absorption in painting practice. It engages with these hypotheses through collaboration with six contemporary abstract painters in an address to and from painting practice. The collaboration was conducted in order to examine aesthetic absorption from the perspective of studio practice in order to develop greater understanding of its relevance to contemporary abstract painting. This was achieved by completing six objectives. First, a lexicon of the terms surrounding aesthetic absorption was developed along with a brief account of the history of engagement with the concept of aesthetic absorption. This was followed by individually interviewing each collaborator, then gathering them together for two round table discussions. All dialogue produced was transcribed, and along with the research material was made available to the collaborators through a wiki site. This material was then reflected upon through painting practice and thesis writing, to be presented finally as a written thesis and viva presentation. By opening up this in-depth dialogue on the practicalities behind Diderot and Fried’s art historical theories, this research has highlighted the concerns and hesitancies of a specific group of artists in their engagement with absorption. It bridges the gap between theory and practice by examining how painters have negotiated aesthetic absorption and the associated positions of painter-beholder and painting-beholder. This research has redefined those positions and relationships by mapping and analyzing the experiences described in the dialogues. As such, the contribution to knowledge of this research lies in its finding a new understanding of how painters can negotiate those positions. This is relevant to painting practice for two important reasons. First, it allows us, in a more structured way, to better understand the differences in the register of experience from banal or pathological types of absorption to aesthetic absorption in painting practice. Secondly, this understanding provides a framework to enable more coherent and focused programmatic modes of address from the studio in negotiating painter-beholder and painting-beholder relationships, thus providing greater conviction from the position of practice.
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Brooks, Billy, J. Gray, Arsham Alamian, and Nicholas Hagemeier. "Permanent Drug Donation Boxes Address Prescription Substance Abuse in Northeast Tennessee: A 30-Month Descriptive Analysis." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1397.
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Reschke-Hernández, Alaine Elizabeth. "A clinical practice model of music therapy to address psychosocial functioning for persons with dementia: model development and randomized clinical crossover trial." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6842.
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Background: By 2050, it is estimated that 14 million older Americans will live with Alzheimer’s disease (AD), a progressive form of dementia with unknown cause or cure. Persons with AD and related dementias (ADRD) become increasingly dependent on others as they experience cognitive decline, which concomitantly undermines individuals’ functional skills, social initiative, and quality of life. The Alzheimer’s Association advocates for interventions that address cognition, mood, behavior, social engagement, and by extension, quality of life – goals music therapists often address. Although a small but growing body of literature suggests that clinical music therapy may be effective, the evidentiary support for the use and appropriate application of music as a form of treatment with this population is currently limited.
Objectives: This thesis consisted of the development of a Clinical Practice Model of music therapy for persons with ADRD. It also examined the effectiveness of a specific, protocol-based music therapy intervention, grounded in this model, relative to a verbal discussion activity.
Methods: The Clinical Practice Model is theoretically grounded in the biopsychosocial model of healthcare (Engel, 1980) and Kitwood’s (1997) personhood framework, and I developed it through extensive literature review and expert input. It includes an organizational schema for applying intervention strategies, per six themes: cognition, attention, familiarity, audibility, structure, and autonomy. The initial model predicts that an intervention built upon this schema will influence social-affective responses, quality of life, and in turn, psychosocial symptoms of ADRD.
I tested a singing-based music therapy intervention, grounded in this model, through a randomized clinical crossover trial. I compared participants’ responses to music therapy to a non-music verbal discussion activity, and both conditions followed a protocol. Dependent variables included: (1) affective responses (self-reported feelings, observed emotions, and observed mood), (2) social engagement, and (3) observed quality of life. Thirty-two individuals with ADRD (n = 6 men, n = 26 women) ages 65-97 years old (μ̂ = 84.13) participated in this study. I randomly assigned treatment order; each treatment occurred in small-group format, three times per week in the afternoon (25 minutes each session), for two consecutive weeks. A two-week “wash-out” period occurred between conditions. Credentialed music therapists led both study conditions. This study followed recommendations from the National Institutes of Health Behavior Change Consortium (Bellg et al., 2004) to enhance quality assurance in protocol administration and data collection.
Results and Significance: I used a linear mixed model approach to analysis. Music therapy exacted a significant, positive effect on self-reported feelings, observed emotions, and constructive engagement, particularly for individuals with moderate dementia. Results also suggested that men’s feelings improved in response to music therapy only, whereas women responded positively to both conditions. Weekly observations failed to indicate a significant change in mood or quality of life across the eight-week study. Based on these findings, I revised the Clinical Practice Model to include wellbeing (an outcome more concordant with psychosocial change in response to music intervention) rather than global quality of life (affected by numerous aspects of the care milieu). In addition to the Clinical Practice Model to the music therapy profession, contributions of this thesis include a rigorous clinical study and practical implications for music therapy practice, including the importance of considering patient characteristics and careful selection and implementation of music in a music therapy intervention.
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Banhalmi-Zakar, Zsuzsa. "Understanding the Role of Environment in Project Lending: How Environmental Issues were Addressed in the Lending Practices of Two Commercial Banks." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/365716.
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Since the mid-1990s, banks’ concern about the environment in their lending practices has been interpreted in terms of financial risks and opportunities. The majority of research has concentrated on (a) understanding what these risks are and (b) benchmarking institutions in terms of the measures they employ to control them. These studies painted a picture of a bank sector that perceives the environment primarily as a risk rather than an opportunity and where banks tend to deal with the environment within their existing risk (credit) management practices. While our understanding of the type of risks that the environment can represent in lending is well established, it is still not clear how specific environmental issues, such as the potential negative or positive impacts of proposed projects, transform into financial implications; how they are handled by banks and the extent to which they ultimately influence banks’ decision to finance projects. The purpose of this study was to enhance understanding in this area by investigating how environmental issues were handled in the project lending practices of two commercial banks. A qualitative case-study was conducted in a Hungarian bank in 2006 and an Australian bank in 2007. The Hungarian bank belonged to a Group that has signed the UNEP FI Statement, while the Australian institution has not signed this, or any similar voluntary environmental initiative. Interviews were conducted with staff members who were directly involved in the project lending process. A wide range of internal and external (publicly accessible) documents (such as credit policies, guidelines, forms, reports, case-studies, websites and Annual Reports) that provided insight into the day-to-day practices of the two banks were also examined.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith School of Environment
Science, Environment, Engineering and Technology
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Chavarria, Brijae Anne. "THE PERCEIVED BARRIERS TO HEALTH CARE ADVANCE DIRECTIVE POSSESSION IN THE BLACK AMERICAN COMMUNITY—SHOULD WE ADDRESS IT AS A RACIAL DISPARITY OR A CULTURAL DIFFERENCE?" Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/542364.
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Urban BioethicsM.A.
Death is an inevitable part of life, yet many Americans fail to plan for this final part of life. Only about 1/3 of our country has an advance directive (Off White Papers, 2014). This underutilization of advance directives is reflected in our health care spending. It is estimated that 30% of all Medicare spending occurs during the last six months of a patient’s life. The numbers are even lower when broken down into sub-categories. Only 24% of older Black Americans possess an advance directive versus 44% of their older White counterparts (Huang, Neuhaus, & Chiong, 2016). Some studies found that African Americans were more likely to “express discomfort discussing death, want aggressive care at the end of life, have spiritual beliefs which conflict with the goals of palliative care, and distrust the healthcare system” (Johnson, Kuchibhatla, & Tulsky, 2008). Other studies have even concluded that Black race is an independent predictor of lack of advance directive possession (Huang et al., 2016). This paper further explores the possibility that race and ethnicity may simply be proxies for cultural values that impact advance directive possession. We’ll discuss the barriers, for both Black patients and health care providers, to advance directive possession as well as investigate culturally mindful interventions to combat the barriers.
Temple University--Theses
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Townsend, Beverley Alice. "E-health, social media and the law in South Africa can ethical concerns in e-health practice be addressed through regulation?" Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/4741.
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Includes abstract.This dissertation explores the various legal and ethical difficulties faced by health practitioners and patients alike in the application and practice of ehealth. These include informed consent, the relationship between the doctor and patient, accuracy of online content, confidentiality, privacy, data security and licensure. The existing and proposed legislation in place in South Africa and internationally to potentially address these issues is discussed. The broader question that is posed is whether greater e-health regulation is required in a developing country such as South Africa and if so what the regulations should address.
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Persson, Kristina. "Svensk brevkultur på 1800-talet : Språklig och kommunikationsetnografisk analys av en familjebrevväxling." Doctoral thesis, Uppsala University, Department of Scandinavian Languages, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6176.
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In this dissertation, I examine the correspondence of an upper middle-class family from the early part of the nineteenth century. My aim is to answer questions about correspondence and letter-writing as an everyday event and as a social activity. My principal theoretical framework has been ethnograpy of communication.
My main source is the Eurén-Snellman manuscript collection at Uppsala University Library (UUB, G65). The central figure of this collection is Axel Eurén (1803−1879), who was a clergyman in Dalarna and also a member of the Swedish parliament. The material expands over three generations and includes Axel, his mother, his sister, his wife and Axel’s and his wife Sophie’s three children. In each generation the letter-writing is reciprocal in nearly all relations.
By creating a database of the 2,267 letters that remain from the family correspondence and by extracting meta-commentary about letter-writing I have studied how the family organized their correspondence. From the total collection I have chosen 293 letters during the period 1825−1858. These letters constitute a digitalized corpus that consists of approximately 160,000 words. With this corpus as my principal source, I have examined two different aspects of language use: a structural analysis of each writer’s total sum of letters and a study on address.
Certain findings confirm that letter-writing was based on routine. Traits of orality appear less often in the latter part of the material, a result that is in line with earlier investigations.The dimension of formal−informal language has been interesting to examine in relation to gender. Whereas the women’s writing at a lexico-grammatical level is more informal and natural in style, their need to portray themselves in a virtuous Christian manner seems at the same time to promote a certain kind of formality in expression. The opposite seems to be true for the men.
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Piddocke, Pamela. "An examination of front line nurse leaders' project work: 1) What types of issues are front line nursing leaders in British Columbia being expected to address within their practice environments? 2) Do the types of front line nursing leader responsibilities (as reflected in project work) change over time?" Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33564.
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The learning initiative called the British Columbia Nursing Administrative Leadership Institute (BCNLI) for first line nurse leaders was developed to address the need for educating and mentoring new nurse leaders. The program was a joint project between the Ministry of Health Services Nursing Directorate, British Columbia’s Chief Nursing Officers and the School of Nursing at UBC. The BCNLI program is evidenced based and included information on leadership, management concepts and relevant issues for leaders, (MacPhee & Bouthillette, 2008). The front line nurse leaders who participated were provided education and mentoring, to increase their skills. The front line nursing leaders selected year long projects as part of the program. This study examined if there was any change to the types and scope of control of projects front line nurse leaders chose as part of learning and mentoring initiative. 211 nurse leaders’ projects from the BCNLI project data web pages were examined for scope of control, type of project, and Donabedian’s (1982) structure process outcomes framework using content analysis (Graneheim & Lundman, 2004).
These projects provide a window to the types of issues that were relevant and seen as important to the front line nurse leader participants in each cohort of the BCNLI program from 2007 to 2010. This research found that there was no change between the nine cohorts as to structure or process coding. The majority of the projects were structure coded. The content analysis identified five main themes of recruitment/retenton, communication, education, care delivery evaluation, and tool development.
The ability to identify the scope of projects of front line nurse leaders was important as very little research exists on scope of control for front line nurse leaders. Only 61% of the projects are at the nursing unit or front line (level two) position. There are concerns that front line nurse leaders were working beyond the nursing unit level. This research will help to understand if nurse leaders are taking on issues or problems that are beyond their roles and the type of projects that exist in the British Columbia Health Care.
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Oliveira, Verónica Alexandra Antunes. "Ferramentas de apoio à tradução científica: uma abordagem comparativa." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17031.
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Mestrado em Tradução Especializada - Ciências da SaúdeAtualmente, os tradutores, de modo a produzirem traduções num intervalo de tempo mais curto e com elevada qualidade, necessitam de um conjunto de recursos como, por exemplo, sistemas de tradução assistida por computador, programas de referência linguística ou sistemas de tradução automática. Por conseguinte, o presente Projeto terá como objetivo abordar a respetiva utilização prática num contexto profissional da área da tradução científica (em particular Ciências da Saúde), através de uma exposição teórica e de uma análise comparativa prática das funcionalidades, das vantagens, das desvantagens e dos eventuais problemas resultantes da utilização de ferramentas distintas de tradução assistida por computador
Nowadays, translators need a range of computer resources such as computer-assisted translation, linguistic reference and machine translation tools, in order to produce a high quality translation in a shorter period of time. The purpose of this Project is to address their practical use in a professional context, within the scope of scientific translation (particularly Health Sciences), by providing a theoretical presentation and a comparative analysis of the features, advantages, disadvantages, and potential problems arising from the use of different computer-assisted translation tools.
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White, Judy. "Enhancing and developing policies, models and practices to address the mental health needs of immigrant and refugee women in Saskatchewan." 2007. http://hdl.handle.net/1993/21007.
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"Teacher voice: How the research-based practices of professional learning teams, implemented to address the challenges of standardization, validate teacher voice." LEWIS AND CLARK COLLEGE, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=3315344.
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Stavem, Jane E. "Revolving doors of Nebraska schools a mixed methods study of Nebraska Schoolwide Title I schools and systematic practices implemented to address the needs of highly mobile students /." 2008. http://proquest.umi.com/pqdweb?did=1584073111&sid=2&Fmt=2&clientId=14215&RQT=309&VName=PQD.
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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008.Title from title screen (site viewed Feb. 17, 2009). PDF text: viii, 141 p. : ill. ; 4 Mb. UMI publication number: AAT 3324796. Includes bibliographical references. Also available in microfilm and microfiche formats.
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(10702392), Alana K. Lund. "Bayesian Identification of Nonlinear Structural Systems: Innovations to Address Practical Uncertainty." Thesis, 2021.
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The ability to rapidly assess the condition of a structure in a manner which enables the accurate prediction of its remaining capacity has long been viewed as a crucial step in allowing communities to make safe and efficient use of their public infrastructure. This objective has become even more relevant in recent years as both the interdependency and state of deterioration in infrastructure systems throughout the world have increased. Current practice for structural condition assessment emphasizes visual inspection, in which trained professionals will routinely survey a structure to estimate its remaining capacity. Though these methods have the ability to monitor gross structural changes, their ability to rapidly and cost-effectively assess the detailed condition of the structure with respect to its future behavior is limited.Vibration-based monitoring techniques offer a promising alternative to this approach. As opposed to visually observing the surface of the structure, these methods judge its condition and infer its future performance by generating and updating models calibrated to its dynamic behavior. Bayesian inference approaches are particularly well suited to this model updating problem as they are able to identify the structure using sparse observations while simultaneously assessing the uncertainty in the identified parameters. However, a lack of consensus on efficient methods for their implementation to full-scale structural systems has led to a diverse set of Bayesian approaches, from which no clear method can be selected for full-scale implementation. The objective of this work is therefore to assess and enhance those techniques currently used for structural identification and make strides toward developing unified strategies for robustly implementing them on full-scale structures. This is accomplished by addressing several key research questions regarding the ability of these methods to overcome issues in identifiability, sensitivity to uncertain experimental conditions, and scalability. These questions are investigated by applying novel adaptations of several prominent Bayesian identification strategies to small-scale experimental systems equipped with nonlinear devices. Through these illustrative examples I explore the robustness and practicality of these algorithms, while also considering their extensibility to higher-dimensional systems. Addressing these core concerns underlying full-scale structural identification will enable the practical application of Bayesian inference techniques and thereby enhance the ability of communities to detect and respond to the condition of their infrastructure.
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Hanson, S. "A generalist practice framework to address the co-occurrence of child and woman abuse in South Africa." Thesis, 2014. http://hdl.handle.net/10210/9734.
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D.Phil. (Social Work)Both woman and child abuse are pervasive social phenomena that affect woman and children of all races, nationalities, socio-economic groups and cultures. The co-occurrence of woman and child abuse is a social phenomenon that remains largely misunderstood by the public. Although the two categories of abuse often occur together, they are dealt with separately at an intervention level and managed by different institutions, non-governmental organisations and agencies. Child welfare organisations focus on child abuse often misdiagnosing or,ignoring woman abuse and women's organisations focus on woman abuse not making the link between woman and child abuse. This study assumes that the intervention of social workers isinfluenced by their theoretical framework and that a third theoretical framework is required to address this bifurcation in services to abused women and 'children. . This study examines the phenomenon of woman and child abuse co-occurring in the same family system and the implications that this has for practice. The findings of the study show a definite split in services provided to abused children and those provided to abused women. This split is seen not only in service provision but also in the theoretical frameworks of the social workers concerned, as well as the philosophies and mandates of the organisations for which they work. In addition, it was found that the phenomenon of woman and child abuse co-occurring is not well recognised or understood by social workers often leading to inappropriate and ineffective responses. The generalist practice framework is put forward as a means of addressing this phenomenon holistically and effectively. This framework is used to draw on aspects of the child welfare approach as well as the feminist approach and includes aspects of the strengths perspective and developmental social welfare to ensure a contextually appropriate framework. The Generalist Practice Model as described by Kirst, Ashman & Hull (2002) is utilized as a guideline for addressing woman and child abuse in same family systems.
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Vowden, Peter, and Kath Vowden. "The economic impact of hard-to-heal wounds: promoting practice change to address passivity in wound management." 2016. http://hdl.handle.net/10454/14726.
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NoAs the prevalence and incidence of wounds are predicted to increase due to an ageing population with increasing comorbidities, reducing the burden of wounds by optimising healing is seen as a key factor in lowering wound care costs. Inappropriate or delayed treatment adversely affects the time to wound healing, impacting quality of life, and increasing the burden on patients, their families and carers, society and the health economy. Identifying non-healing wounds is vital to cost reduction. Failure to recognise wounds not progressing towards healing increases the subsequent risk of non-healing and places the patient at unnecessary increased risk of wound complications.
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Chen, Yen-Pin, and 陳彥斌. ""The way we move II", the actor and the role of the shuttle in the real practice note addresses." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/npr4py.
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碩士國立臺北藝術大學
劇場藝術創作研究所表演組
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This master’s thesis will discuss the early rehearsals I collect information, develop the script and role in the process, to the mid-field investigation, analysis and implementation roles, etc., and finally I will integrate all the resources in the process of self-examination and after the performance. Of course, I included the problems encountered during the rehearsals, and I try to learn from the practical implementation of the reference material or to verify the role of experience in performing their new understanding and ideas. Expect to be able to undertake to achieve graduated production productions past performance experience, and open the future direction of the show. The master’s thesis will be starting their own experience through graduated production of "The way we move II" the actor working process, as well as performing related references of reading and research, workshops and fieldwork to explore the actor as a performer of possibilities. NTU past theatrical performances suffered training to Stanislavsky early "method acting" mainly for my role in the analysis of the script and laid a solid foundation. Into the National Taipei University of the Arts Institute majoring in theater arts performances after the professor Yao’s acting class to realize that, as a performer, I am familiar with realism in addition to past performance, method acting, there are more and Sound , body and imagination to explore the possibility of worth. My graduated production "The way we move II" are Chinese original plays, and the dramatic structure of the language and issues of particularity, as I discussed the role from actor to become the process. Therefore, in this master’s thesis, I will first explain the origin of the creation of the script, and the development of the script and the role of the process. Followed by an analysis of the structure and role play relationship between the executive level roles finally share the difficulties and the director''s aesthetics, and the audience response and the production performance accessories, as well as to help me finish this discourse reference. Finally, through this exhaustive record of the role of an actor how to become a working process, expect my future in the performing arts in the way that inspired me to become a rich and full of vitality arts workers.