Dissertations / Theses on the topic 'Communicative knowing'
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Charlebois, Cameron. "Practice as role enactment : managing purposive sophisticated cooperation." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3603.
Full textSundqvist, Annette (Anett). "Knowing me, knowing you : Mentalization abilities of children who use augmentative and alternative communication." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-61120.
Full textGilmore, James N. "Knowing the Everyday| Wearable Technologies and the Informatic Domain." Thesis, Indiana University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808846.
Full textThis dissertation investigates how wearable technologies have come to matter for a variety of individuals, companies, and governments in the decade from 2007-2017. In particular, this dissertation argues that these devices are part of larger efforts to capture, know, and quantify the mundane practices of everyday life through an array of computation-based technologies. In doing so, they implicitly suggest that everyday life is no longer defined by its traditional theoretical conceptions of a domain of “excess,” unknowability, and qualitative character. Through four different case studies that emphasize different elements of life and bodily activity, this dissertation analyzes how the interactions between technologies and bodies legitimate some forms of knowing—such as the supposed certainty of big data’s predictive analytics—at the expense of other forms of knowing—such as the memory-oriented “recall” of diary writing. Each chapter, though based on concerns of experience and routine, explores how power, control, and resistance manifest in the routines of everyday life, and how these devices are designed, implemented, and discussed in ways that encourage the transformation of living into analyzable information. In each of my case studies—the hearing aid (and in particular the Soundhawk smart hearing system), the fitness tracker (in particular Fitbit), the wearable camera (in particular GoPro), and the identification band (in particular Disney Magic Band)—I treat wearable technology as an idea. Looking at advertisements, online blogs, magazine features, interviews, popular culture texts, and other sites of discourse, I examine how different organizations have promoted or critiqued these technologies for different goals, explaining how wearable technology has served as a means for 1) generating knowledge about how people live, 2) turning that knowledge into information that can be automatically analyzed by algorithms and other computational programs, and 3) use information as the basis to arbitrate decisions on what constitutes a normal or productive way of living. In analyzing the relationships between technologies, cultural discourses, and everyday life, I argue that media studies should consider the ways in which such bodily technologies mediate the everyday, taken-for-granted experiences of environments and social relationships.
Polli, Andrea. "Communicating air : alternative pathways to environmental knowing through computational ecomedia." Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/889.
Full textJenkins, Michele Lynn. "Embodied knowing and effective communication in the development of a choreography curriculum." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2656.
Full textWilson, Erica Elise. "The Impact of Sports Team Players Knowing Each Other Well:Nonverbal Distinctiveness and Intra-team Communication." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1374057858.
Full textKethro, Philippa. "Pedagogical ways-of-knowing in the design studio." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004338.
Full textWebb, Tessa D. "Knowing Her Name: The Framing of Sexual Assault Victims and Assailants in News Media Headlines." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592171139720739.
Full textHaslem, Neal Ragnar, and neal@nealhaslem net. "The practice and the community: a proposition for the possible contribution of communication design to public space." RMIT University. Applied Communication, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080212.165002.
Full textÖhman, Anna. "Cykler och loopar i Salongen : En studie av återkoppling i frisörklassrummet." Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34993.
Full textBaksidestext: Cykler och loopar i Salongen handlar om återkoppling i yrkesgymnasiet, närmare bestämt på hantverksprogrammets frisörutbildning. Återkoppling studeras genom videoobservationer av kommunikation mellan lärare och elev under pågående undervisning, där elever arbetar med olika hårvårdsbehandlingar på kunder. Återkoppling görs genom olika meningsskapande resurser. Det verbalspråkliga är bara en del av kommunikationen. Kroppsrörelser, blickar och olika redskap används också för att kommunicera av både elev och lärare. Mönster i form av olika återkopplingsfunktioner och cykliska processer kan urskiljas i kommunikationen mellan lärare och elev. I det cykliska uppstår ibland loopar, som utgörs av händelser där något moment blir uppmärksammat i ett gemensamt utforskande. Looparna utgår från elevens frågor och funderingar och betraktas därför som centrala i återkopplingspraktiken. Studien bidrar med beskrivningar av den dagliga klassrumskommunikationen, där bedömning och undervisning är sammanvävda förlopp. Den riktar sig till forskare och lärare inom yrkesutbildning och andra skolformer, men också till övriga läsare med intresse för bedömningsfrågor och återkopplingspraktik. Licentiatuppsatsen är skriven inom ramen för Lic-forskarskolan i yrkesämnenas didaktik.
Intresset i denna studie är riktat mot klassrumsbaserad bedömning, närmare bestämt återkoppling som en del av den dagliga undervisningen. Studien undersöker återkopplingspraktik i frisörklassrummet relaterad till bedömning av kunnande under pågående arbete, med fokus på kommunikationen mellan lärare och elev. Kommunikationen betraktas som interaktivt konstruerad och studeras ur ett multimodalt perspektiv utifrån socialsemiotisk teori. Det innebär att återkoppling studeras både verbalt i samtalsform, men även icke-verbalt i form av bland annat gester, artefakter och blickar. De betraktas i detta perspektiv som jämbördiga resurser i meningskonstruktionen. Videoobservationer har därför varit ett lämpligt sätt att undersöka återkopplingspraktik i frisörklassrummet. Detta har gjorts under några lektionspass när elever i åk. 3 hade kundmottagning. Utifrån en timmes inspelningar, har urval gjorts som visar kommunikation mellan lärare och elev med gemensamt uppmärksamhetsfokus på ett pågående arbete. Urvalet baseras på grundantagandena om återkoppling som interaktivt konstruerad och multimodalt representerad. Analysen av återkopplingspraktiken visar på ett mångfacetterat resultat eftersom varje interaktion mellan lärare och elev är unik, således också deras kommunikation. Ändå har återkopplingspraktiken visat sig vara konstruerad enligt vissa återkommande mönster. Tre centrala återkopplingsfunktioner har kunnat urskiljas: den kontrollerande, den instruerande och den värderande, utgående från handlingar som kännetecknar dem. Vidare samspelar dessa över tid i cykliska processer och loopar. I looparna tas elevens frågor och behov tillvara i ett gemensamt utforskande. De kan betraktas som själva kärnan i återkopplingspraktiken.
Ekberg, Sara, Linn Mellgård, and Magdalena Micko. "Local Celebrity Endorsement : Can You Go Far by Staying Close?" Thesis, Jönköping University, Jönköping International Business School, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-12853.
Full textCelebrity endorsement consists of a written or spoken statement from a publicly known person, proclaiming the benefits of some product or service. Previous research on celebrity endorsement has proved it very successful in promoting brands or companies. Even though many marketing strategies exist, it can be especially effective for newly started ventures to apply celebrity endorsement in their approach. While celebrity endorsement may be a good way to overcome weaknesses, such as liability of newness and lack of legitimacy, new ventures often cannot afford to implement this strategy. Therefore, an option to this might be local celebrity endorsement.
This thesis investigates the impact of local and well-known celebrity endorsement on communication effectiveness.
Through a quantitative study, the authors have concluded that local celebrity endorsers are perceived more trustworthy and emotionally involved in the endorsement process than well-known celebrity endorsers. Local celebrities and well-known celebrities are perceived equally expert, attractive and capable of transferring meaning to the endorsed product. Local celebrity endorsement is overall more effective than well-known celebrity endorsement in communicating the endorsement message. It can therefore be a suitable tool for newly started ventures that cannot afford to employ more expensive, well-known celebrity endorsement in their quest for gaining quick reputational capital.
Seroka, Laura A. "Gendered References in Sperm Donor Profiles: A Discourse Analysis of Masculine Gender Identification Differences Between Anonymous and Willing-to-be-Known Donors." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1462201999.
Full textWang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.
Full textDouglas, Brian Ernest. "Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education." Thesis, 2006. http://hdl.handle.net/1959.13/24727.
Full textResearch Doctorate - Doctor of Philosophy (PhD)
Douglas, Brian Ernest. "Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education." 2006. http://hdl.handle.net/1959.13/24727.
Full textPhD Doctorate
Grushka, Kathryn Meyer. "Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century." Thesis, 2007. http://hdl.handle.net/1959.13/31745.
Full textVisual Art education, in an increasingly globalized visual world, is gaining significance for its contribution to the intuitive, critical and creative aspects of student learning and meaning-making. This awareness is foregrounded by a realization that tomorrow’s world will be increasingly dominated by the triumph of the image, multi-modal practices, technologies and visual culture. In this context, the development of an ethico-aesthetic disposition through visual contemporary communicative capacities might be regarded as essential to modern meaning-making. The research seeks to reveal the impact of studying Visual Art for the adolescent student and its value to them in terms of its contribution to their personal, social and cultural understandings beyond the classroom. This research represents a qualitative examination of a post-compulsory Visual Art curriculum in New South Wales, Australia that has shifted from a modernist perspective to a conceptual framework informed by contemporary art practices and by a Habermasian theory of communicative knowing. The research presents its findings in the form of, first a meta-analysis of a longitudinal study of the ARTEXPRESS exhibition spanning 15 years of student learning outcomes from the Visual Art curriculum and, second, a case study of 7 students who reflect on the value of the Visual Art learning to them beyond school. The study employs a critical hermeneutic phenomenological methodology, using image and text analysis as data. The methodology bridges traditional educational research methods with Visual Art practices by employing arts-inquiry as a qualitative research method. It uses the montage as a visual communicative platform informed by narrative perspectives to present the results. In the 21st century, educators, together with the entire world community, are growing in consciousness of the arts as a significant player in developing the attributes and skills that citizens will require in order to be effective participants of tomorrow’s rapidly evolving world. The public welfare benefits that accrue from the arts' intrinsic values are increasingly being seen to constitute a central role in generating wider benefits (McCarthy, Ondaatje, Zakaris & Brooks, 2004; National Review of Visual Education, 2006). Through analysis of ARTEXPRESS student artworks, reflective journals and interviews, the research identified that the skill of visual communicative proficiency links explicitly to the performative act as it emerges from each student’s desire and affectivity. In turn, this act is demonstrated to be beyond the knowledge of Visual Art cultural practices, being shaped by critique and power relationships in society. Self-portrait as narrative and subjectivity production were seen by the students as legitimate means of communicating meaning about self and other. The understanding of the logic of the relationships between visual technical activity, embodied material processes and conceptual understandings as contemporary communicative practices was valued by students and parents for its capacity to mediate societal and cultural values, as well as ethical practice and citizenship. Visual and performative communicative practice links identity, image and meaning. In this study these practices supported self-agency and the creative development of multiple, reflective returns. Visual artmaking is presented as supporting the development of creative possibilities. In turn, an understanding of the endless ways in which imaging and communicating can represent self, truth, reality and existence benefit the individual and society quite beyond the bounds of the traditional classroom.
Grushka, Kathryn Meyer. "Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century." 2007. http://hdl.handle.net/1959.13/31745.
Full textVisual Art education, in an increasingly globalized visual world, is gaining significance for its contribution to the intuitive, critical and creative aspects of student learning and meaning-making. This awareness is foregrounded by a realization that tomorrow’s world will be increasingly dominated by the triumph of the image, multi-modal practices, technologies and visual culture. In this context, the development of an ethico-aesthetic disposition through visual contemporary communicative capacities might be regarded as essential to modern meaning-making. The research seeks to reveal the impact of studying Visual Art for the adolescent student and its value to them in terms of its contribution to their personal, social and cultural understandings beyond the classroom. This research represents a qualitative examination of a post-compulsory Visual Art curriculum in New South Wales, Australia that has shifted from a modernist perspective to a conceptual framework informed by contemporary art practices and by a Habermasian theory of communicative knowing. The research presents its findings in the form of, first a meta-analysis of a longitudinal study of the ARTEXPRESS exhibition spanning 15 years of student learning outcomes from the Visual Art curriculum and, second, a case study of 7 students who reflect on the value of the Visual Art learning to them beyond school. The study employs a critical hermeneutic phenomenological methodology, using image and text analysis as data. The methodology bridges traditional educational research methods with Visual Art practices by employing arts-inquiry as a qualitative research method. It uses the montage as a visual communicative platform informed by narrative perspectives to present the results. In the 21st century, educators, together with the entire world community, are growing in consciousness of the arts as a significant player in developing the attributes and skills that citizens will require in order to be effective participants of tomorrow’s rapidly evolving world. The public welfare benefits that accrue from the arts' intrinsic values are increasingly being seen to constitute a central role in generating wider benefits (McCarthy, Ondaatje, Zakaris & Brooks, 2004; National Review of Visual Education, 2006). Through analysis of ARTEXPRESS student artworks, reflective journals and interviews, the research identified that the skill of visual communicative proficiency links explicitly to the performative act as it emerges from each student’s desire and affectivity. In turn, this act is demonstrated to be beyond the knowledge of Visual Art cultural practices, being shaped by critique and power relationships in society. Self-portrait as narrative and subjectivity production were seen by the students as legitimate means of communicating meaning about self and other. The understanding of the logic of the relationships between visual technical activity, embodied material processes and conceptual understandings as contemporary communicative practices was valued by students and parents for its capacity to mediate societal and cultural values, as well as ethical practice and citizenship. Visual and performative communicative practice links identity, image and meaning. In this study these practices supported self-agency and the creative development of multiple, reflective returns. Visual artmaking is presented as supporting the development of creative possibilities. In turn, an understanding of the endless ways in which imaging and communicating can represent self, truth, reality and existence benefit the individual and society quite beyond the bounds of the traditional classroom.
Jackson, Beth E. "Practices of knowing population health : a study in authorizing and stabilizing scientific knowledge /." 2005. http://wwwlib.umi.com/cr/yorku/fullcit?pNR11582.
Full textTypescript. Includes bibliographical references (leaves 235-244). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11582
Hayes, Janys, University of Western Sydney, College of Arts, and School of Education. "The knowing body : meaning and method in Yat Malmgren's actor training technique." 2008. http://handle.uws.edu.au:8081/1959.7/42182.
Full textDoctor of Philosophy (PhD)
Sáenz, de Ormijana Amaia. "The experience of knowing without sharing the proximity of death due to cancer for family members in the Basque Country." Thèse, 2006. http://hdl.handle.net/1866/7789.
Full textTeagan, Elizabeth D. L. "Gender distinctions in the moral and cognitive development of adults: The interaction of ways of knowing, decision-making, communication, and leadership behavior of women administrators in higher education." 1996. https://scholarworks.umass.edu/dissertations/AAI9639039.
Full textHalas, Gayle. ""Pretty radical from what I've known": The dissonance and distance underlying patients' cognitive engagement with educational health information." 2016. http://hdl.handle.net/1993/31838.
Full textOctober 2016
Lötter, Martinus Johannes. "Die invloed van skofwerk op ouer-kindverhoudinge." Diss., 2003. http://hdl.handle.net/10500/866.
Full text'n Ondersoek is onderneem om vas te stel watter invloed skofwerk op ouerkindverhoudinge het. 'n Literatuurstudie is uitgevoer om die invloed van skofwerk op mense en gesinsfunksies te bepaal. Vraelyste ten opsigte van die ouer-kindverhouding en gesinskommunikasie is geïdentifiseer en aangepas. Uit die resultate van die empiriese ondersoek is geen beduidende verskil gevind in die globale verhouding tussen ouers en kinders by gesinne waar ouers skofte werk en gesinne waar ouers nie skofte werk nie. 'n Beduidende verski1 in die kenverhouding tussen ouers en kinders bet voorgekom. Daar is bevind dat ouer adolessente 'n swakker gesags- en vertrouensverhouding met bulle ouers het as jonger adolessente in gesinne waar die ouers skofte werk. Opvoedkundige implikasies van die bevindinge is bespreek. Riglyne vir die verbetering van die ken-, vertrouens- en gesagsverhouding tussen ouers en kinders is aan ouers en onderwysers gestel. Laastens is voorstelle vir verdere navorsing gemaak. An investigation was wtdertaken to detennine the intluence of shift work on parent~ child relationships. A literature study was done to detennine the influence of shift work on people and family functions. Questionnaires dealing with the parent-child relationship and family communication were identified and adapted. According to the results of the empirical investigation no significant differences were found in general parent-child relationships between families where parents work shifts and families where parents do not work shifts. A significant difference was found in the relationship of knowing between shift working parents and childnm. lt was foWld that older adolescents have a weaker relationship of authority and trust in families where parents work shifts. The educational implications of the findings are discussed. Guidelines for a better relationship of knowing, authority and trust between parent and child are given to parents and teachers. Lastly, suggestions for further research are made.
Educational Studies
M. Ed.(Guidance and Couselling)
Lotter, Martinus Johannes. "Invloed van skofwerk op ouer-kindverhoudinge." Diss., 2003. http://hdl.handle.net/10500/866.
Full text'n Ondersoek is onderneem om vas te stel watter invloed skofwerk op ouerkindverhoudinge het. 'n Literatuurstudie is uitgevoer om die invloed van skofwerk op mense en gesinsfunksies te bepaal. Vraelyste ten opsigte van die ouer-kindverhouding en gesinskommunikasie is geïdentifiseer en aangepas. Uit die resultate van die empiriese ondersoek is geen beduidende verskil gevind in die globale verhouding tussen ouers en kinders by gesinne waar ouers skofte werk en gesinne waar ouers nie skofte werk nie. 'n Beduidende verski1 in die kenverhouding tussen ouers en kinders bet voorgekom. Daar is bevind dat ouer adolessente 'n swakker gesags- en vertrouensverhouding met bulle ouers het as jonger adolessente in gesinne waar die ouers skofte werk. Opvoedkundige implikasies van die bevindinge is bespreek. Riglyne vir die verbetering van die ken-, vertrouens- en gesagsverhouding tussen ouers en kinders is aan ouers en onderwysers gestel. Laastens is voorstelle vir verdere navorsing gemaak. An investigation was wtdertaken to detennine the intluence of shift work on parent~ child relationships. A literature study was done to detennine the influence of shift work on people and family functions. Questionnaires dealing with the parent-child relationship and family communication were identified and adapted. According to the results of the empirical investigation no significant differences were found in general parent-child relationships between families where parents work shifts and families where parents do not work shifts. A significant difference was found in the relationship of knowing between shift working parents and childnm. lt was foWld that older adolescents have a weaker relationship of authority and trust in families where parents work shifts. The educational implications of the findings are discussed. Guidelines for a better relationship of knowing, authority and trust between parent and child are given to parents and teachers. Lastly, suggestions for further research are made.
Educational Studies
M. Ed.(Guidance and Couselling)