Dissertations / Theses: 'Contextual identity'

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Fuller, Nathaniel J. "A Contextual Model for Identity Management (IdM) Interfaces." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/157.

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The usability of Identity Management (IdM) systems is highly dependent upon design that simplifies the processes of identification, authentication, and authorization. Recent findings reveal two critical problems that degrade IdM usability: (1) unfeasible techniques for managing various digital identifiers, and (2) ambiguous security interfaces. The rapid growth of online services consisting of various identifier concepts and indistinct designs overwhelm users and disrupt desired computing activities. These complexities have led to an increase in work operations and additional effort for end users. This work focused on these challenges towards developing a contextual model that enhanced IdM usability. The context of this model provided users with preapproved identification and technical features for managing digital identifiers. A sample population of military and government participants were surveyed to capture their relative computing characteristics and end user requirements for IdM and identifiers. Characteristics, such as Ease of Access Management, Cognitive Overload, Identifier Selection, Confidentiality, and Trust were recorded and measured by means of their frequency of occurrence. A standard deviation was utilized for assessing the volatility of the results. Conclusive results were successfully integrated into an attribute-based architecture so that the contextual model's algorithm, which was the contribution of this work, could be utilized for interpreting requirement attributes for defining end user IdM parameters for business applications. Usability inspection results illustrated that the model's algorithm was able to reduce cognitive overloads and disruptions in workflow by limiting recognition, recall, and convenience values of end users.

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Moran, Christy Denise. "Weaving the web of identity: Contextual influences on multidimensional identity development during college." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280564.

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The purpose of this exploratory study was to provide insight into the contextual influences (events, experiences, and relationships) that impact multidimensional identity development during college. Specifically, the types of influences that shape identity development and the processes by which this development occurs were of interest. The sources of data for this study included the stories told by college alumni as well as the concepts found within commonly used student development inventories and assessment tools. Two methods were used to gather data from the respondents: lifelines and semi-structured interviews. The lifeline was used to encourage reflective thought among the alumni; whereas, the interviews were used to gather information about their experiences during college. A document analysis was conducted on the student development inventories and assessment tools in order to determine the conceptualization of identity found therein. In interpreting the data, a conceptual framework that drew on two bodies of literature (the research that concerns student identity development and the research that focuses on life events and experiences) was used. The results of the current study not only provide insight into the contextual influences that shape multidimensional identity development but also suggest the importance of embracing a constructivist framework and holistic conceptualization when studying identity development. Moreover, the results suggest new ways of thinking about the influence that faculty and administrators have over the environment in terms of shaping identity. Future research should continue to investigate the underlying process of multidimensional identity development.

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Torkelson, Natasha Colleen. "A Contextual Model of Multiracial Identity and Well-Being." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106725.

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Thesis advisor: Janet E. Helms
Multiracial people often experience challenges to developing positive racial identities and psychological well being in the racially stratified U.S. society. Research and theory suggest that contextual variables are important for the facilitation of positive adjustment for Multiracial individuals. However, despite the importance of social context, the majority of research has been limited by the use of small, non-generalizable samples, the lack of quantitative studies, a lack of consistent ways to measure these constructs, and researchers’ tendencies to examine well-being or racial identity in isolation. In addition, Multiracial identity typically has been assessed as a single racial identification categorization, rather than as the fluid racial identity process suggested by Helms’s (1995) People of Color (POC) racial identity theory. The present study proposed and examined a model that incorporated social context, racial identity, and well-being to better understand how Multiracial people develop racially and psychologically in a racially contentious society. Multiracial (Black/White and Asian/White) adults (N = 172) completed a demographic questionnaire, Multiracial Scales (Family Influence, Reflected Appraisals, Acceptance/Exclusion) created for this study, the Multiracial Challenges and Resilience Scale (Salahuddin & O’Brien, 2011), the People of Color Racial Identity Attitudes Scale (Helms, 2005), the Brief Symptom Inventory 18 (Derogatis, 2001), and the Satisfaction with Life Scale (Diener, Emmons, Larson, & Griffin, 1985). Multivariate multiple regression analyses (MMRAs) were conducted to examine relationships among social context (challenging and supportive) and psychological well-being, racial identity and well-being, and social context and racial identity. Results of the MMRAs favored supportive social contexts ( i.e., Acceptance by the White and Multiracial groups) as being related to better psychological well-being and challenging social contexts (i.e., Exclusion from the White racial group) as detracting from well-being. Conversely, challenging social contexts were more predictive of racial identity than supportive social contexts. Racial identity was also significantly related to psychological well-being. Results revealed differences between racial groups in the relationships among racial identity and well-being, such that Asian/White participants experienced greater life satisfaction and Multiracial pride than Black/White participants. Overall, the results of the analyses indicated support for the proposed model’s inclusion of social context, racial identity, and well-being in a single study. As anticipated, social context and racial identity were predictive of psychological well-being, and social context was predictive of racial identity. Results also provided preliminary evidence for the use of Helms’s (1995) POC theory with a Multiracial population. Methodological limitations and implications for future theory, research, and practice are discussed
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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Linden, Craig. "Identity in congregational development through hermeneutical and contextual preaching." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/53061.

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Brampton, Fear Taitimu. "True fictions: The basis of identity and contextual reality in narrative performativity." AUT University, 2009. http://hdl.handle.net/10292/928.

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The thesis project focuses on the narrative and uses identity as its subject matter. The narrative is examined through digitally manipulated imagery as a dynamic system of performative sense making implicated in both self-creation and reality creation. The fundamental role of narrative in creating self/identity and community/history, as embedding contexts is considered. The role of variously language and acts, community, disnarration, and the limits of systems are examined in relation to identity and issues of intelligibility, coherence, and 'tellability'. The work which results from an examination of this area are semionautic emplotments of operally mediated events in a quasi-mimetic experiential evocation of real life, that is "true fictions".

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Batterton, Jessica. "Contextual Identities: Ethnic, National, and Cosmopolitan Identities in International and American Student Roommates." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428683632.

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Trammell, Melanie Kaye. "Complexity of Engineering Identity: A Study of Freshmen Engineering Students." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91464.

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The General Engineering Program exists at Virginia Tech to provide curriculums that engage, challenge and support entry-level engineers. One important part of this initiative is helping students identify with a specific engineering branch, and overtime develop an identity within it. Yet, there exists little research on what entry-level engineers believe it means to be an engineer, especially during these stages of early formation and continual shifting. In order to generate insight on this topic we developed a contextual inquiry method to help inquire into engineering identity. Two participants were placed in an online chatroom and allowed to talk for ten minutes, with one trying to answer the question 'Am I talking to an engineer or not?' and asked to give their reasoning. Comparisons allow entry-level engineering students to articulate their beliefs on what characteristics, behaviors and personalities make up their cohort -- thus exposing their ideas about identity. Moreover, this methodology also provides opportunities for participants to critique their own bias and further develop and expose their opinions on identity. Additionally, our findings showcase the complexity around student's perceptions of engineers. For example, participants' responses pointed to: many sources that inform identity, the difficulty of identifying what is uniquely engineering, how identity is impacted by the ideal image of an engineer, that identity is a spectrum, and that identity varies with respect to associations and time. As a result, through our inquiry and representation of results we demonstrate the validity of our methodology as a HCI research tool along with the power of narrative forms of representation.
Master of Science
The General Engineering Program exists at Virginia Tech to provide curriculums that engage, challenge and support entry-level engineers. One important part of this initiative is helping students identify with a specific type of engineering, and overtime develop an identity within it. Yet, there exists little research on what entry-level engineers believe it means to be an engineer, especially during their freshmen year of college when they are still forming and changing their ideas about engineering identity. In order to generate insight on this topic we developed a methodology to help inquire into engineering identity. Two participants at a time were placed in an online chatroom and allowed to talk for ten minutes, with one trying to answer the question ‘Am I talking to an engineer or not?’ and asked to give their reasoning. Comparisons allow entry-level engineering students to articulate their beliefs on what characteristics, behaviors and personalities make up their cohort -- thus exposing their ideas about identity. Moreover, this methodology also provides opportunities for participants to critique their own assumptions about engineering identity and further develop and expose their opinions on identity. Additionally, our findings showcase the complexity around student’s perceptions of engineers. For example, participants’ responses pointed to: many sources that inform identity, the difficulty of identifying what is uniquely engineering, how identity is impacted by the ideal image of an engineer, that identity is a spectrum, and that identity varies with respect to associations and time. As a result, through our inquiry and representation of results we demonstrate the validity of our methodology as a Human Computer Interaction research tool along with the power of using written stories to represent results.

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Murphy, Mary Carmel. "A contextual theory of social identity threat : cues, contingences, and belonging in academic settings /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Jan, Muhammad Ayub. "Contested and contextual identities : ethnicity, religion and identity among the Pakhtuns of Malakand, Pakistan." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/1179/.

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This study reflects on Pakhtun sense of belonging and suggests a complex and dynamic process of identification that involves multiple aspects. The multilayered, contextual and contested identification process among Pakhtuns indicates segmentary ethnicity that has intra ethnic, inter ethnic and national aspects. It argues that the literature on Pakhtun identity highlights the internal stratification and ecological variation amongst Pakhtuns but stop short of establishing any relationship between this internal stratification and the process of identification. The literature also fails to see the significance of the continuous and progressive identification of Pakhtuns with Pakistan and Islam. Focusing on generative processes (internal and external identification) in time of flux this thesis remains contemporary in its approach to ethnicity and identity. It also contributes to the debate in Social Anthropology about the relative emphasis on ‘boundary’ or the ‘cultural stuff’. The research focuses on Malakand in Khyber Pakhtunkhwa (Pakistan), which in its changing administrative status has hybridity of the ‘autonomous’ Tribal Areas and ‘governed’ Settled Districts. Such transforming status has a greater significance to investigate identity processes in time of flux and in the context of Pakhtun ecological variation. I have argued in this study that Pakhtuns in Malakand categorize each other as Khanan and Ghariban in times of socio economic change. These categories in reciprocal opposition maintain categorical boundary through a meaning system that is informed by particular patterns of social conduct. The two categories are also involved in contextual contestation over the ethnic identity i.e who is Pakhtun? The contestation involves alternative emphasis on ascribed and performing aspects of Pakhtunness in local and non local contexts. Pakhtuns also reflect on their Pakistani and Muslim identities in a progressive way. Although Pakhtun identity remains primary in relation to Pakistani identity, they do perceive themselves as belonging to a multi ethnic Pakistani identity. The non ideological and non sectarian Muslim identity remains significant to Pakhtuns. However, the current religious unrest in the region has generated a discourse that reconsiders the relationship between Pakhtun cultural code and Islam. The thesis thus concludes that dynamic identification processes among Pakhtuns of Pakistan indicate multilayered, contested and contextual Pakhtunness. This also alludes to the segmentary nature of ethnicity and the complexity of relationship between ethnicity and Islam in Pakistan.

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Enno, Angela Marie. "Contextual Factors in the Identity Development of Native American and Latinx Undergraduates in STEM Fields." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7274.

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This study includes two papers that aimed to provide insights into the experiences of high-achieving Latinx and Native American college students studying science. We wanted to better understand factors that influence these students’ ability to develop a sense of identity that weaves together their hoped-for careers as scientists as well as their cultural identities. We looked at how they feel about working with mentors in science fields who were like them in a variety of ways. We found that many students (especially those with a stronger sense of cultural identity) valued working with mentors who were similar to them in demographic characteristics; but overall, the whole group of students agreed that the most important areas of similarity in their opinions were their values and thoughts about how to interact with other people. Students who felt they were similar to their mentors on demographic characteristics were also more likely to believe they were similar in values and ways of interacting. We also examined identity development in three different aspects: ethnic identity, scientist identity, and combining the two into one identity that incorporates being a Native American scientist or a Latinx scientist. We found that the students in this study may find it difficult at times to develop a strong sense of their identity that weaves together both parts of themselves without favoring one over the other, and without seeing the two identities as separate or conflicting. At the same time, we found that when mentors do behave in ways that are more similar with students’ ways of interacting, those students develop a stronger sense of themselves as scientists, and when students have a stronger sense of themselves as scientists, they are more likely to commit to their education. We suggest that people working with Native American and Latinx college students studying science should work on understanding those students’ cultural backgrounds and find ways to relate with them, in order to make it more likely that those students will finish school and choose to continue with a career in science.

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Nikolaus, Julia Salome. "Roman funerary reliefs and North African identity : a contextual investigation of Tripolitanian mausolea and their iconography." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/39715.

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During the Roman-period, hundreds of mausolea were commissioned by the local Libyan elite in Tripolitania (Libya). While funerary sculpture was rare in pre-Roman Tripolitania, during the Roman period many were vividly decorated with symbolic and figural sculpture. This Ph.D. provides the first extended discussion and comprehensive catalogue of Tripolitanian mausolea and their decorations. Based on the data from this catalogue, it aims to highlight the broad spectrum of decorations, and seeks to demonstrate how aspects of Roman, pan-Mediterranean, and North African imagery were re-formulated to create an iconography with local relevance through which complex layers of identity, beliefs, and symbolism were expressed. After setting the mausolea within their historical, geographical, and social contexts, this Ph.D. will provide an overview of their main architectural types and the principal iconographic themes displayed. Next, the sculptural decorations will be investigated through select case studies by focusing on their regional context together with the inscriptions and the architecture of the monument, along with the local socio-economic circumstances. Finally, this study will explore how the iconography helped to express the different layers of identity of the commissioner, and how other actors, such as the viewer and the craftsmen, may have influenced the range of imagery that was ultimately displayed. This way we can detect subtle differences in the iconography of the sculptural decorations, which otherwise may stay hidden. Instead of viewing this funerary sculpture as a failed attempt of Roman art, or merely a product of resistance against Rome, this study demonstrates that the iconography was very complex. By contextualising the mausolea within their local setting, it becomes clear that North African, Roman, and pan-Mediterranean imagery was reinterpreted to convey messages that were relevant within the regional setting of Tripolitania, reflecting local sociocultural concerns and identities.

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Yarrison, Fritz William. "A Theoretical and Methodological Advancement of Identity Theory: The Emergence of Context Specific Salience." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1510401466933009.

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Razey, Melissa Anne, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions." THESIS_CAESS_SELL_Razey_M.xml, 2002. http://handle.uws.edu.au:8081/1959.7/219.

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The role of gender in the social construction of literacy is investigated in some detail. Gender construction is examined by observing and analysing the literacy interactions of six kindergarten children (three boys and three girls) at school and in the home. The analysis shows the ways in which the girls and boys differ in attaining literacy skills, and also reveals the different interactions between the children and their families. The ways literacy is perceived in the home are also noted. The children responded in a much more uniform way in the classroom than they did in their individual home situations. The findings are significant for educational practice because they provide insight into how implicit structuring by teachers can affect the extent of participation of boys and girls in the classroom. The results indicate how analysis in the emergent state of literacy development is critical for a thorough understanding of gender construction. Significant theoretical insights are gained through a methodology using both a microanalysis and a macroanalysis.
Doctor of Philosophy (PhD)

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Groenewald, Johannes Pieter. "Contextual factors impacting on research performance at a young Australian university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2372.

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High-quantitative and quality research performance is critical to the reputation and success of a university and plays a vital role in developing the socio-economic status of a country. There is, however, limited knowledge about the contextual factors that impact on research performance, especially in universities that are new or not yet research-intensive. One such young university is the Another New Research University (ANRU), the setting for this research. To become competitive and sustainable, especially young universities, need to increase both the quality and volume of their research to improve research performance. The purpose of this qualitative study was to identify and explore which contextual factors impacted on academics’ research performance at ANRU. The research drew on organisation development and phenomenological theoretical perspectives to make sense of the socially constructed realities of the participants’ lived experience of their research work. A purposefully selected stratified sample of 31 participants was interviewed to explore their experiences of research. The participants included research-active academics and research leaders from both the Humanities and the Natural Sciences Executive leaders were also included as participants. Academics from the departments in the Humanities (DOH), Sciences (DOS), and leaders (RLC) provided three datasets. The transcribed datasets were analysed using Interpretative Phenomenological Analysis (IPA) as the primary technique supported by analysis techniques advocated in grounded theory. Reported experiences led to the identification of three contextual themes, namely: personal, work and external contexts. These contexts comprise 11 contextual factors in total from the three independent cases. Participants rank-ordered these factors to indicate which three factors most facilitated, and which three factors most hampered, their research. The three most facilitating factors, overall, were the personal profile, academics’ interactions, both from the personal contextual theme, and community impact from the external contextual theme. In contrast, the factors that constrained research performance the most, namely financial resources, work content, and environmental capability were all from the work contextual theme. Data from the six high impact factors revealed distinct differences amongst the different academic levels and between the two broad disciplines. The contextual work theme highlighted the most apparent differences. Not only did the study contribute new insights about the personal context and external context to the commonly studied work context domain, but it also highlighted the potential and compounded impact that these three contexts could have on research performance. Experiences reported by the participants led to insights about the wellbeing of academics being affected by role identity issues and competing demands. These role identity issues were mainly because of approach-approach conflicts amongst professional, teaching and research sub-identities nested in the academic role. The results from this research have allowed the development of a theoretical framework and a high-performance adaptive model that could guide the implementation of comprehensive and integrated strategies to improve research performance at mainly young universities.

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Mannberg, Andréa. "Risk and Rationality : Effects of contextual risk and cognitive dissonance on (sexual) incentives." Doctoral thesis, Umeå universitet, Institutionen för nationalekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-34116.

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Paper [I] theoretically analyzes how the level and uncertainty of future prospects affect incentives to abstain from sexual risk taking in the presence of HIV. The results suggest that, for individuals with limited access to HIV treatment, uncertainty of future health may be an important factor driving unsafe sex practices and support the empirical finding of a weak link between sexual behavior, HIV prevalence, and HIV knowledge in poor countries; therefore suggesting that AIDS policy needs to be calibrated in order to fit within different social contexts. Paper [II] empirically tests the link between uncertainty of future prospects and sexual risk taking in a group of young adults in Cape Town, South Africa. The findings indicate that expected income and health and future uncertainty are significant determinants of current patterns of sexual risk taking. However, the empirical results only provide limited support to a link between expected health and sexual risk taking. Paper [III] theoretically analyzes effects of affect and defensive denial on incentives to engage in sexual risk taking related to HIV. The results of the theoretical analysis suggest that the effect of rationalization of personal risk depends on the risk of being HIV positive. Although rationalization causes excessive risk taking behavior for individuals with a relatively low lifetime risk, it may prevent fatalism among individuals whose lifetime risk of HIV is perceived as overwhelming. Paper [IV] theoretically analyzes the role of identity conflict for the evolution of female labor supply over time. The results suggest the fear of becoming an outsider in society may have prevented a complete transition of women from housewives to breadwinners. In addition, our analysis shows that not recognizing that the weights attached to different social identities are endogenous may imply that the long-run effects on labor supply of a higher wage may be underestimated.

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Meltzer, Julie. "In Their Own Words: Using Retrospective Narratives to Explore the Influence of Socio-Cultural and Contextual Factors on Discourses About Identity of Self-As-Principal." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30650.

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This study explored how socio-cultural and contextual factors influence construction of identity of self-as-principal. Bakhtin's theories of intertextuality, self and other, and utterance and the theories of Mead, Dewey, Bruner, and Cherryholmes regarding the social construction of the self provided a context for examining self-as-principal as described through retrospective narratives. Discourse analysis was used to examine transcripts of 83 oral history interviews with retired Virginia principals whose careers spanned the 1920;s to the 1990's.(see footnote) Focus was on construction of the identity of self-as-principal through examination of structural metaphors (Lakoff & Johnson, 1980), descriptions of others, storying of self as protagonist, storying of conflict situations and how stated opinions and philosophy are reinforced/contradicted by examples provided within the texts (Potter & Wetherill, 1987). Certain socio-cultural factors such as race, gender, and religion, and certain contextual factors, such as level of school (i.e., elementary, middle school, high school), era, school size, open space schools, career track, special education, school district emerged as determiners of cohorts sharing discourse features about self-as-principal. The most profound discourse contrasts about self-as-principal resulted when the cohorts analyzed took into account both race and gender. Very different structural metaphors for each cohort by level and race/gender regarding self-as-principal emerged during the analysis. Age, years of tenure as principal, educational background, rural vs. urban locations, and areas of the state did not seem to generate defined discourse cohorts. The findings of this narrative/discourse analysis provide insight into how self-as-principal is constructed, understood and primarily influenced and confirm that this is a rich approach to better understanding how socio-cultural and contextual factors influence role definition for educators. Footnote: These interviews were collected as part of the Oral History of the Principalship project, directed by Dr. Patrick Carlton, here at Virginia Tech.
Ph. D.

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van, Dommelen Andrea. "The Role of Social Identity Inclusiveness and Structure in Intergroup Relations: Individual and Contextual Differences in Ethnic and Religious Minority Group Members." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12007.

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This thesis proposes a conceptual and operational framework to examine how minority group members subjectively construe their ingroup. Four community studies were devised to test this framework, and to examine individual versus contextual differences in ingroup construals. Chapter 1 provides a critical analysis of existing models of multiple social identities. Subsequently, a new conceptual framework is proposed to assess how minority group members construe their ingroup in the context of multiple, cross-cutting group memberships. The subjective combination of multiple ingroups is described in terms of Social Identity Structure (SIS) and Inclusiveness (SII). Chapter 2 introduces a method, the Triple-Crossed Categorisation Task, to measure both constructs. The validity of SII and SIS is assessed in a sample of Turkish Australian Muslim adults (Chapter 3), and adolescents (Chapter 4). Both studies showed SII to be a valid construct, distinct from measures of identification, and positively related to outgroup contact. Moreover, eight different SIS’s were replicated across both studies, further attesting to the validity of the conceptual model. Importantly, across both studies, SII uniquely predicted attitudes toward a range of outgroups. The following chapters examine whether and how Turkish Australian Muslims alter their ingroup construals after exposure to a religious identity threat versus reassurance (Chapter 5), or to a religious versus ethnic identity threat (Chapter 6). In both experiments, SII was not affected by threat. The distribution of SIS’s did show some effects of threat, but the pattern was not consistent across studies. Finally, Chapter 7 discusses these findings in light of the individual and contextual factors surrounding minority members’ ingroup construals. The contributions to the study of multiple social identities, practical implications, limitations, and future directions are discussed as well.

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Chineegadoo, Pierre Lindsay. "A Contextual Ecclesiology of Dialogue: the Self-Identity of the Seventh-day Adventist Church in the Postmodern Context of Mission." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/ef02e11ec0268067cbbc47945d5be248c8c0d21edc73c0f3a7be84a348c51462/6526613/CHINEEGADOO_2015_THESIS_nosignature.pdf.

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The objective of this ecclesiological research is to explore the extent to which the SDA church’s self-understanding as the remnant church is being transformed in the context of postmodern mission. The SDA church has described itself as the remnant church, based on its interpretation of apocalyptic Bible prophecies including the books of Daniel and Revelation. In the past 50 years, this interpretation has been the subject of various studies within the Seventh-day Adventist Church and has given rise to six main views: 1. The traditional and official position that the SDA church is God’s faithful end-time remnant people of Bible prophecies. 2. God’s remnant includes Adventists and non-Adventists. 3. There is a remnant within the remnant church, which means that only a minority of Adventists within the SDA church are faithful to the Gospel commission. 4 The Remnant is an invisible entity that describes God’s chosen peoples rather than people. 5. The Remnant is not yet a reality and is still future. 6. The Remnant is to be understood as a movement for social resistance and justice. Our literature review analyses primary sources, including the Fundamental Beliefs of the SDA Church, official theological statements and academic biblical theological research on the question of remnant ecclesiology. We observe that remnant ecclesiology in Adventism during the modern period (19th–20th century) has undergone a dynamic doctrinal development not without any theological and hermeneutical tensions, characterised by two divergent views of mission -- missio dei and missio ecclesiae. We conclude that the body of literature on remnant ecclesiology under review has a lacuna because there is no actual research investigation that addresses the impact of the postmodern context of mission on remnant ecclesiology, both as a missional doctrine and as a core dimension of the self-understanding of the SDA community of faith itself. We intend to address this lacuna and contribute to ecclesiological knowledge in the area of ecclesiological self-understanding and mission through a contextual ecclesiology of dialogue. This methodological approach seeks to mediate the theological meaning of remnant ecclesiology through a dialogue between the past experience of God’s remnant people as witnessed in Bible stories and kept alive through faith traditions and the contemporary experience of the ecclesiological self-understanding of SDA believers in the postmodern context of Otherness. This is an inductive ecclesiological study that takes as its starting point, the faith experience of the believers who belong to SDA churches and who are postmodern-sensitive in their mission outlook. We will conduct an inductive exploratory case study involving a selected group of 34 participants from various missional church groups in Australia, Denmark, France, the United Kingdom and the United States. As an exploratory case study, it uses a mixed-mode approach for data collection consisting of an online survey using Survey Monkey and email interviews over a six-month period. The overall summary survey results show that the majority of participants have an inclusive ecclesiological self-understanding. In other words, God’s remnant people comprises SDA and non-SDA. Furthermore, a deeper analysis of the participants’ narratives shared during our interviews reveals that their self-identity as SDA is expressed and characterised by an asymmetric relationship of proximity and attachment, uniqueness and difference to their community of faith. Consequently, in the light of our case study, we reflect on the theological meaning and implications of the inclusive nature of remnant ecclesiology. We propose that remnant ecclesiology is an ecclesiology of alterity anchored in God’s difference from the creature, yet close and in proximity. Such an ecclesiology models on God’s revelation through Jesus Christ, who bridges the distance between God and the human but is yet radically, absolutely different from humanity. It is an ecclesiology that is faithful to God’s past revelation and his passion for dialogue with the human race in view of salvation and open to God’s action in his faithful church today, calling a new generation of believers to hear what the Spirit has to say to the churches.1 1 In the epistles of Christ to the seven churches of Asia, the leitmotiv—‘He who has an ear, let him hear what the Spirit says to the churches’— recurs seven times: Revelation 2:7, 11, 17, 29; 3:6, 13, 22. Finally, we conclude that in the present postmodern cultural context of mission characterised by the turn to the Other, a contextualised remnant ecclesiology rooted in missio Dei and God’s Revelation of Otherness is an ecclesiology of dialogue which is a sign of God’s proximity and attachment, of difference and uniqueness with humanity through his son Jesus Christ—Immanuel, God with us—(Matthew 1:23).

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Razey, M. A. "Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions /." View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030402.113451/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, [2002].
A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Bibliography: leaves 139-170.

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Jenkins, Gayle Y. "A contextual analysis of secondary home economic teachers' agency in a time of mandatory curriculum change." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/76340/1/Gayle_Jenkins_Thesis.pdf.

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This qualitative research explored secondary Home Economics teachers' perceptions of their teacher agency to influence classroom, department and school level curriculum decision making. Teachers responded to curriculum change with proactive, reactive and/or passive agency. Findings indicated that teachers' perceptions of their classroom agency remained high. However, agency decreased at department and school levels. Recent changes in schools as a result of the Australian Curriculum; NAPLAN and Queensland Studies Authority have resulted in changes that have been detrimental to teacher agency. Agency was enacted differently depending on whether change was teacher initiated or mandated by authority.

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Paris, Pierre-Henri. "Identity in RDF knowledge graphs : propagation of properties between contextually identical entities." Electronic Thesis or Diss., Sorbonne université, 2020. http://www.theses.fr/2020SORUS132.

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En raison du grand nombre de graphes de connaissances et, surtout, de leurs interconnexions encore plus nombreuses à l'aide de la propriété owl:sameas, il est devenu de plus en plus évident que cette propriété est souvent mal utilisée. En effet, les entités liées par la propriété owl:sameas doivent être identiques dans tous les contextes possibles et imaginables. Dans les faits, ceci n'est pas toujours le cas et induit une détérioration de la qualité des données. L'identité doit être considérée comme étant dépendante d'un contexte. Nous avons donc proposé une étude à large échelle sur la présence de la sémantique dans les graphes de connaissances, puisque certaines caractéristiques sémantiques permettent justement de déduire des liens d'identités. Cette étude nous a amenés naturellement à construire une ontologie permettant de donner la teneur en sémantique d'un graphe de connaissances. Nous avons aussi proposé une approche de liage de données fondée à la fois sur la logique permise par les définitions sémantiques, et à la fois sur la prédominance de certaines propriétés pour caractériser la relation d'identité entre deux entités. Nous nous sommes aussi intéressés à la complétude et avons proposé une approche permettant de générer un schéma conceptuel afin de mesurer la complétude d'une entité. Pour finir, à l'aide des travaux précédents, nous avons proposé une approche fondée sur les plongements de phrases permettant de calculer les propriétés pouvant être propagées dans un contexte précis. Ceci permet l'expansion de requêtes SPARQL et, in fine, d'augmenter la complétude des résultats de la requête
Due to a large number of knowledge graphs and, more importantly, their even more numerous interconnections using the owl:sameas property, it has become increasingly evident that this property is often misused. Indeed, the entities linked by the owl:sameas property must be identical in all possible and imaginable contexts. This is not always the case and leads to a deterioration of data quality. Identity must be considered as context-dependent. We have, therefore, proposed a large-scale study on the presence of semantics in knowledge graphs since specific semantic characteristics allow us to deduce identity links. This study naturally led us to build an ontology allowing us to describe the semantic content of a knowledge graph. We also proposed a interlinking approach based both on the logic allowed by semantic definitions, and on the predominance of certain properties to characterize the identity relationship between two entities. We looked at completeness and proposed an approach to generate a conceptual schema to measure the completeness of an entity. Finally, using our previous work, we proposed an approach based on sentence embedding to compute the properties that can be propagated in a specific context. Hence, the propagation framework allows the expansion of SPARQL queries and, ultimately, to increase the completeness of query results

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Jiang, Nan. "An investigation into the contextual factors that influence the identity construction processes of second-generation business family members in mainland China." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q3678/an-investigation-into-the-contextual-factors-that-influence-the-identity-construction-processes-of-second-generation-business-family-members-in-mainland-china.

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Private ownership of businesses in mainland China has been permitted since 1981, and family businesses have now entered the stage of transgenerational development. Since the open-door policy in 1978, radical changes to economic systems in the People's Republic of China (PRC) have had a significant impact on the social and family values that structure the interactions of individuals in society. Nevertheless, research has not yet addressed the extent to which western influences, such as the values of capitalism, individualism, equality, and liberal thinking, have become integrated with traditional Chinese values emphasising socialism, collectivism, hierarchy and conservative. Furthermore, little research has investigated how second-generation business family members accept or negotiate these contradictory values and social norms that structure their social identification within family businesses. To address this gap, this thesis presents an in-depth understanding of the contextual factors influencing the identity construction of second-generation business family members in mainland China. My research understands that identity is processual, and its constructions are temporary depending on the contexts, thus becoming multiple. Drawing on literature of family and societal influences on identity negotiation and identity conflict, an operational framework is developed to interpret this temporary, multiple and processual view of identity construction within the context of family business in mainland China. Face-to-face semi-structured interviews were conducted with fifty second-generation business family members in mainland China. Thematic analysis and content analysis were employed to compare both similar and different features of identity conflict and identity strategies in the respondents, as a result of the influences of various values and norms for social interactions within their family and societal milieu in mainland China. Findings suggest that the influence of traditional Chinese values has different levels of intensity, because other values such as Chinese socialism and western capitalism have moderated or replaced (or in a few instances, enhanced) conservative Confucian values. In addition, western influences may have disrupted traditional Chinese social structure, but alternative social systems have not yet been developed to accommodate these non-traditional values. On one hand, this unique contextual feature of ambiguous values and norms for social interactions in mainland China becomes a source of identity conflict and leads to negative emotions, feelings and reckless behaviours, making it difficult for second-generation business family members to take on independent leadership of the family business or to become entrepreneurial. On the other hand, the existence of alternative values provides a social space for these respondents to negotiate the social identification of their positions within the family businesses. Their identity strategies have embraced creativity and cross-contextual capabilities to blend resources for more socially acceptable role innovation, thus acting as the agent of social changes both inside and outside the family business. A typology is presented conceptualising the nine types of multiple identity construction processes identified among the respondents, in terms of different characteristics of identity conflict and resolving strategies as influenced by the intersection of different family and non-family social structures. These research outcomes have great practical implications for helping practitioners and policy makers to identify the cause of identity conflict in relation to the impact of family structure and social structure, and thus specific means of support can be recommended for different identity types of second-generation business family members in mainland China.

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Delgado, Caroline. "In/security in context : an inquiry into the relational and contextual dimensions of in/security within the Colombian peace process." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/insecurity-in-context-an-inquiry-into-the-relational-and-contextual-dimensions-of-insecurity-within-the-colombian-peace-process(42a801b1-5035-423f-a782-c63daf89e0d1).html.

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This research is concerned with how in/security is understood and the implications of contested meanings of in/security. The basic premise of this thesis is that in/security in itself has no meaning and thus cannot exist in isolation. Instead, in/security is always defined in relation to something or someone. How we understand in/security derives from the contexts we navigate and the identities we construct. An inquiry into in/security therefore demands incorporating a multiplicity of narratives and discussing these in relation to each other. While scholars have called for a greater emphasis on exploring in/security in marginal sites, I argue that accounts from the margins must not be at the exclusion of other more dominant narratives. Such analysis â placing the elite/margin, included/excluded, powerful/weak â in the same framework in order to produce a relational account of in/security is largely missing. This thesis sets out to provide a rich and detailed understanding of the everyday complexities of in/security. I propose a framework for capturing relational and contextual dimensions of in/security, and the implication of contested meanings of in/security understandings. Through an in-depth case study in the context of the transitions towards a post-conflict period in Colombia, following five decades of armed conflict, I inquired into in/security understandings at the margins in relation to the centre. The margins were represented by conflict-affected communities whereas the centre was represented by the Colombian government and key security sector institutions. The research found several relational dimensions of in/security understandings between the state- and the marginalized community-levels. Moreover, contextual and identity factors had a significant impact on how in/security was spoken about and what was spoken of. Through the framework, it was possible to see in continuum the way deeply ingrained understandings of in/security reproduce violence as the government seeks to transition the country into a post-conflict period following five decades of armed conflict. The research, through a detailed empirical case study, supports the view that in/security is relational and derivative of context and with ties to identity. It contributes to further our understandings of in/security at three distinct levels. At the theoretical level, the research builds upon existing literature in the field of security studies to advance an enhanced understanding of the relational and contextual dimensions of in/security, the contested meanings of in/security and the implications thereof. Methodologically, it proposes an alternative framework to capture the relational dimensions through shifting the problem formulation from a traditional focus on who is to be secured from what threats to how in/security is understood by different people/communities in different contexts. Empirically, it contributes to an off-centred understanding of in/security dynamics in the official transitions into the post-conflict period in Colombia. Through its empirical evidence it has the potential to offer an important contribution to the analysis of post-conflict transitions more generally.

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Kim, Se Young. "A Sociohistorical Contextual Analysis of the Use of Violence in Park Chan-wook's Vengeance Trilogy." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1258132362.

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Olsen, Jørn Henrik. "Kristus i tropisk Afrika : I spændingsfeltet mellem identitet og relevans." Doctoral thesis, Köpenhamns universitet, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-204215.

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The title of this thesis is Christ in Tropical Africa - in the Tension Between Identity and Relevance. Within a few years Africa will be the greatest Christian continent, and African Christianity will then no longer see itself as a mere continuation of Western Christianity. On the threshold of the 21st Century, this insight challenges Christian theology and missiology which have for a long time answered the helm of the Western missionary movements. This contribution to the scholarly debate on cultural and religions identity issues deals with the question how the recent development ought to be integrated in a systematic reflection, and how Africans - especially African theologians - themselves attempt to highlight the necessity of a relevant and authentic African Christianity and theology. The post-colonial and partly post-missionary era has resulted in a sense of departure and transition which has created space for a renewed and adjusted conception of the question of identity. This dissertation present a critical discourse on African themes and questions concerning identity issues in the perspectives of studies in the areas of theology, anthropology, philosophy, and religion. The discourse shows the complexity of what is called identity, africanity etc. and threw critical light on a tendency of making generalizations and constructions. Dangers of constructions of which Christian African theologians have not always been sufficiently conscious. The interdisciplinary perspective of this study is widening the question of identity while it still constitutes a hermeneutical key to understand the concerns of Christian theology in the tropical part of Africa. African theology is situated in the tension between identity and relevance. This become obvious in African christological proposals. The thesis put a critical test question to the theologians who have contributed with new Christ-titles and -models: Have they both managed to give grounds for the significance of christology for human freedom and identity (the relevance of christology), and at the same time secured the continuity and agreement with the original theological content of christology (the identity of christology in the New Testament)? The question can only partly be answered affirmatively. In some cases the actual understanding of life and conception of reality in a certain context provides the decisive criterion in the interpretation of Biblical concepts and christological titles. This creates hermeneutic problems which are dealt with in the close of the thesis.

Contains an English summary

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Beneke, Nanette. "The formation and transformation of identity in the novel and film of Great expectations by Charles Dickens / N. Beneke." Thesis, North-West University, 2008. http://hdl.handle.net/10394/582.

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The research done in this study was motivated by the notion that individuals (or societies) create their own reality through the specific space they occupy at a certain moment in time. This concept of reality implies an "interspace" between (con)texts that could be described as a hybrid (a term that is used to describe the mixing or intermingling of different aspects or liminal space between various (con)texts. As the notion of identity is closely related to the interaction of the individual with a specific context, the main aim of the research was to promote hybridity as a form of identity by exploring the relationship or dialogue between literature (novel) and film as texts. For this purpose, a comparison was made between the formation of identity in the novel Great Expectations by Charles Dickens and its twentieth century counterpart in film produced by Twentieth Century Fox (directed by Alfonso Cuaron and adapted by Mitch Glazer). The main difference between the two texts, the different periods in which the works were produced, constituted an important point of departure for this study. It also revealed that the main character of the respective texts, Pip/Finn, possesses a type of "core personality" of a sense of values that refuses to be repressed, despite the character's interaction with context as reflected in the interplay between the similarities and differences between the texts. The methodological approach was based on the Brockmeier model which suggested an imbrication of theories such as narratology, semiotics and intertextuality that could all contribute, in some way, towards the formation of "textual" identity. The analysis ,first identified three (con)textual aspects/constants in the formation of identity, namely ideological influences, strategies of writing and social reality, in the novel Great Expectations, and then proceeded to illustrate the transformation of these contextual markers in the twentieth century film version. 'The comparison indicated an expansion of the narrator's/protagonist's historic consciousness in the film that correlated with the cultural dominants of the specific time: the film's realist mode as opposed to the postmodernist expansion or fusion of boundaries. The two texts were perceived to be engaged in a dialogue with no conclusive interpretation, an aspect familiar to the postmodernist approach.
Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

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Morin, Gabriel. "La fabrication du leader et du leadership : analyse des processus de transformation dans trois grandes organisations." Thesis, Paris 2, 2016. http://www.theses.fr/2016PA020055.

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La recherche porte sur l’analyse de la fabrication du leader et du leadership et vise à comprendre les étapes organisationnelles permettant de développer ce processus. Leader et leadership ont été abondamment traités en sciences de gestion. L’avènement d’un nouvel environnement, obligeant les organisations à se transformer, en a fait un enjeu stratégique. Celui-ci a conduit à l’émergence d’un nouveau paradigme depuis 2000. Ce nouveau courant s’appuie sur un renouvellement des études empiriques, une approche plus ouverte et des disciplines variées (psychologie, mathématiques et neurosciences). Ses apports structurent les études autour de deux axes clés : la distinction entre leader et leadership et la capacité d’une organisation à fabriquer ces attributs chez l’individu. Notre recherche s’inscrit dans ce paradigme avec une idée force : ce type de fabrication passe par des processus de transformation, notamment identitaires, qu’il convient, pour les entreprises, d’explorer davantage et de manière plus dynamique. Le dispositif mis en place établit une grille d’analyse mobilisant différents courants de recherche afin d’améliorer la compréhension de la fabrication du leader et du leadership. Ce cadre souligne les effets produits par, et sur, trois principaux champs contextuels : individu (Hughes), organisation (Giddens) et environnement (Emery et Trist). Il fait l’objet d’une transposition originale en sciences de gestion qui souligne la plasticité identitaire individuelle et la récursivité du phénomène étudié. L’analyse empirique s’appuie sur une étude de cas multiple de trois grandes organisations qui partagent une pratique managériale volontariste de développement du leader et du leadership, dont l’institution militaire, berceau de ces notions. Les conclusions soulignent l’existence d’un processus de co-création du leader et du leadership, fruit d’interactions entre environnement, organisation et individu. Ces flux transformatifs vivants répondent à ce qui est théorisé comme un agencement inter-contextuel et conduit à des préconisations managériales structurant la fabrication du leader et du leadership
The research focuses on the analysis of the making of a leader and of leadership and aims at understanding the steps that allow large organizations to develop this process.Leader and leadership have been extensively discussed in management sciences. With the rise of a new environment requiring organizations to transform themselves, these notions have become a strategic challenge. This challenge has led to the emergence of a new paradigm of leadership in management sciences since the 2000s. This new stream, particularly embodied by the work of David Day (2000), is based on a renewal of empirical studies and on an approach more open to various disciplines such as psychology, mathematics and neuroscience. That current has contributed to the structuring of the field of studies on leader and leadership. Research increasingly focuses on the essential distinction between leader and leadership and on the organizations’ role in the making of these attributes within the individual. Our research fits into this paradigm by adding one idea: this type of making involves multiple transformation processes, including identity dimensions, which companies ought to explore more actively.The purpose of the research design is to establish an analytical framework that mobilizes different streams of research in order to help understand the making of a leader and of leadership. This framework will highlight the effects of, and on, three main contextual fields: the individual (Hughes), the organization (Giddens)and the environment (Emery and Trist). This is the subject of an original transposition in management sciences which puts the emphasis on the individual identity plasticity (Hughes) and recursivity of the phenomenon. The empirical analysis will be based on the multiple case study of three major organizations that share a proactive management of leader and leadership development, including the Army, the birthplace of such notions. The findings point out the existence of a process of co-creation of a leader and leadership, which is the result of interactions between the environment, the organization and the individual. These transformative live flows are theorised as an inter-context assemblage. This will lead to managerial recommendations for enabling the making of a leader and the leadership

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Wazakili, Margaret. "Paradox of risk: sexuality and HIV/AIDS among young people with physical disabilities in Nyanga, South Africa." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3259_1259748176.

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The current study aimed to describe the paradox of risk through an exploration of the experiences and perceptions of sexuality and HIV/AIDS among physically disabled young people in Nyanga, South Africa. This is against the background that AIDS has become a national and global crisis, which requires all people to participate in efforts to contain the pandemic. Yet literature indicates that young people with disabilities are not participating in such efforts. There is also an assumption, that physically disabled young people do not experience challenges in expressing their sexuality and accessing HIV/AIDS prevention services, to the same extent as other disability groups such as the blind and those with intellectual disabilities. Hence there was a need to explore disabled young people&rsquo
s own understanding of risk and the factors that hinder or support their participation in existing sexuality education and HIV/AIDS prevention programmes. It was also important for this group to suggest ways in which they may participate in such programmes.

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Oliveira, Lívia Miranda de. "A co-construção de identidades em interações face-a-face entre pessoas com e sem afasia de expressão." Universidade Federal de Juiz de Fora (UFJF), 2008. https://repositorio.ufjf.br/jspui/handle/ufjf/3443.

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O objetivo desta pesquisa é investigar como pessoas com afasia não-fluente constroem e negociam identidades em interações face-a-face. Afasia não-fluente é um sintoma de um dano cerebral manifestado através de dificuldades na produção da fala. Através do uso de conceitos derivados da Análise da conversa Etnometodológica e da Sociolingüística Interacional, foi observado como questões relacionadas ao déficit lingüístico se tornam relevantes na fala-em-interação em conversas entre pessoas com e sem afasia não-fluente. O corpus é composto de aproximadamente quinze horas de gravações em audio e video de interações face-a-face. Trinta e dois segmentos representativos em que os participantes se engajam na construção de identidades foram selecionados. Os dados gerados fornecem evidência que mudanças de identidade podem ser vistas como conseqüência das mudanças de papéis provocadas pela afasia. Este estudo de caso revelou que nem todas as pessoas que apresentam afasia projetam a identidade de doente que a sociedade disponibiliza para elas, principalmente se levarmos em conta o fato de as identidades poderem ser projetadas/sustentadas em um espaço público ou privado, isto é, em relacionamentos/atividades dentro e/ou fora do contexto familiar. Uma outra distinção que se mostrou relevante neste estudo diz respeito ao fato de olharmos para a linguagem em uso, fazendo intervir não apenas a competência lingüística como também, ou principalmente, a competência comunicativa. Nesse sentido, os resultados das análises apontam que, apesar do déficit lingüístico, pessoas com afasia podem participar socialmente de conversas com pessoas sem afasia se ambos se mostrarem orientados e perceberem a relevância de recursos paralingüísticos ou não-lingüísticos na projeção e negociação de identidades sociais e discursivas no curso da interação.
The aim of this research is to investigate how people with non-fluent aphasia construct and negociate identities in face-to-face interactions. Non-fluent aphasia is a symptom of a cerebral damage displayed by difficulties in producing talk. Through the use of concepts derived from Conversational Analysis and Interactional Sociolinguistics, it is observed how issues related to linguistic deficit become relevant in talk-in-interaction in conversations among persons with and without non-fluent aphasia. The corpus is composed of approximately fifteen hours of video and audio recordings of face-to-face interactions. Thirty two representative segments in which participants engage in construction of identities were selected. The generated data provide evidence that challenges to identity may be seen as the consequence of the “unsettled lives” produced by aphasia. This case study showed that it is not all people with aphasia who project the sick person identity that society makes available for them, principally if we consider the fact that identities can be projected/sustained in a private or public space, that is, in relationships/activities into and/or outside familiar context. Another relevant distinction in this study is concerned with the fact that we look for the language in use making intervening with not only the linguistic competence, but also, with the communicative competence. In this way, the results of analysis show that despite linguistic deficit, persons with aphasia can take part, socially, in the conversations with people without aphasia if both show themselves oriented and perceive the relevance of paralinguistics or non-linguistics resources to the discourse and social identities projection and negociation into interaction in progress.

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Gómez, Torres Francisco. "La identidad profesional de los profesores de matemáticas y ciencias sociales en la educación secundaria." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/377472.

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Esta investigación se focaliza en el estudio de la identidad profesional del profesor en la educación secundaria y en el análisis a las condiciones contextuales que inciden en las decisiones que toma el profesor en la docencia. Definimos la identidad profesional del profesor como un conjunto de representaciones que pueden ser relativamente estables en el tiempo, con un contenido definido por roles, teorías prácticas profesionales y sentimientos vinculados al ejercicio de la profesión. Consideramos que a la par con una identidad narrada, se establece una identidad situada, en razón a que frente al posicionamiento personal, existe también un correlato actuado, en el sentido que la identidad se ubica de diferentes maneras en situaciones concretas de enseñanza. A partir de este enfoque teórico, los objetivos son: caracterizar la identidad profesional de los profesores en la educación secundaria, identificar las condiciones contextuales que inciden en la actividad profesional del profesor, caracterizar la identidad de los profesores vinculada a situaciones específicas de enseñanza, identificar las condiciones contextuales que se tienen en cuenta en desarrollo de situaciones concretas de enseñanza y comparar lo que piensan los profesores con lo que hacen en la docencia. Metodológicamente se lleva la investigación atendiendo a un proceso cualitativo, mediante un enfoque fenomenográfico. La recolección de información se realiza a través de entrevistas semiestructuradas y observación de clase, la población participante se conforma de treinta profesores de dos campos de formación: quince profesores de Ciencias Sociales y quince profesores de matemáticas de la educación secundaria. Los resultados principales nos muestran seis roles docentes: educar, guiar el proceso de formación de los estudiantes, diseñar la actividad formativa, coordinar los procesos formativos, supervisar y valorar las actividades educativas y orientar a los padres de familia. Cuatro tipos de teorías prácticas del profesor: transmitir y adquirir conceptos, orientar el aprendizaje auténtico, desarrollar las habilidades de los estudiantes y orientar el aprendizaje y desarrollo de actitudes. Diez tipos de sentimientos sobre la docencia, cinco de satisfacción o positivos, y cinco de insatisfacción o negativos y once tipos de factores distribuidos en tres categorías: factores instruccionales, institucionales y de las autoridades educativas. En conclusión, la investigación nos muestra un panorama completo sobre las representaciones del profesor acerca de la docencia y de los factores del contexto que pueden influir en la práctica. Además, gracias al enfoque que se adoptó, basado en diferenciar la identidad narrada de la situada, hemos podido presentar datos empíricos sobre cómo el profesor proyecta y desarrolla la acción docente y qué aspectos pueden influir en la toma de decisiones, no sólo para el grupo total de profesores sino también para las áreas disciplinares comparadas en el estudio.
This research focuses on the study of professional identity of teachers in secondary education and analysis to contextual conditions affecting the decisions taken by the teacher in teaching. We define the professional identity of the teacher as a conjunct of representations that can be relatively stable over time, containing defined by roles, professional practice theories and feelings related to the exercise of the profession. We believe that along with a narrated identity, it is establishing an identity situated, due to positioning in front of the staff, there is also established a correlation function in the sense that identity is located differently in specific teaching situations. From this theoretical approach, the objectives are: to characterize the professional identity of teachers in secondary education, identify the contextual conditions affecting the professional activity of teacher, characterize the identity of teachers linked to specific teaching situations, identify contextual conditions are taken into account in developing specific teaching situations and compare what teachers think about what they do in teaching. Methodologically the research is attending a qualitative process, through a phenomenographic approach. Data collection was performed through structured interviews and classroom observation, the participant population is made up of thirty two teacher two training camps: fifteen teachers of social sciences and fifteen mathematics teachers of secondary education. The main results show us six teacher roles: educate, guide the training process of students, designing training activities, coordinate training processes, monitor and evaluate educational activities and guide the parents. Four types of practical theories of teacher: transmitting and acquiring concepts, authentic learning guide, develop the skills of students and guide learning and development of attitudes. Ten types of feelings about teaching, five of satisfaction or positive and five of dissatisfaction or negative and eleven types of factors divided into three categories: instructional, institutional and education authorities factors. In conclusion, research shows us a complete picture of the representations of the teacher about teaching and contextual factors that can influence in practice. And thanks to the approach adopted, based on differentiating the identity narrated of the set, we were able to present empirical date on how the teacher projects and develops teaching activities and what aspects can influence decision-making, not only for the whole group of teachers but also subject areas compared in the study.

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Lydon, David. "Police legitimacy and the policing of protest : identifying contextual influences associated with the construction and shaping of protester perceptions of police legitimacy and attitudes to compliance and cooperation beyond the limits of procedural justice and elaborated social identity approaches." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17598/.

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Police legitimacy is fundamental to the relationship between the state, citizens and their police, and this is nowhere more challenging than in public order policing contexts. Procedural Justice (PJ) and the Elaborated Social Identity Model (ESIM) have gained dominance in UK policing as the means of establishing greater perceptions of police legitimacy and public compliance and cooperation with the police and the law. Much of the theorising and empirical research in this field has been conducted with regard to police reform, complaint handling, crime reduction and sporting event policing. However, there are limitations to both PJ and the ESIM approaches within public order contexts. PJ and the ESIM assume that violence and disorder stem from a failure of policing to create perceptions of police legitimacy. However, this is problematic for the policing of protest and public order for three interrelated reasons. Firstly, there are occasions when violence occurs despite the police use of PJ and ESIM approaches. Secondly, ignoring or underplaying this detail serves to demoralise the police and undermines their trust in using PJ and the ESIM. Thirdly, an insistence on police use of PJ and ESIM as the exclusively legitimate means of dealing with violence and disorder, ignores different approaches to police legitimacy that are not found within the PJ or ESIM literature. The findings presented in the thesis suggest that PJ and the ESIM do not necessarily work in protest contexts, because protesters’ self-policing, a key claim of the ESIM, does not necessarily equate to compliance with the law and authority. Personal values and moral legitimacy are important aspects of protest contexts that feature less prominently than required within the PJ and ESIM research. The thesis argues that police legitimacy, defined empirically, needs to be understood with regard to the policing context. It is in this respect that the thesis claims an original contribution by identifying and explaining contextually based influences associated with the construction and shaping of protester perceptions of police legitimacy and their attitudes to compliance and cooperation. The thesis uses a mixed method approach to examine the claim of PJ and the ESIM that fair and respectful treatment garners increased perceptions of police legitimacy and creates compliance and cooperation with the law and the police. The empirical research comprises an exploratory quantitative survey (n=40), qualitative interviews (n=79) and non-participant observations at thirteen protest events in London between 2010 and 2015. The findings establish that while the general claims of PJ hold and that social identity forms part of perceived police legitimacy, protesters’ perceptions need to be understood contextually. A contextually driven model of police legitimacy (CDM) developed from empirical data is presented, it suggests that additional influences other than fair and respectful policing play a determining role in constructing and shaping protester perceptions of police legitimacy and their attitudes to compliance and cooperation. The theoretical implications are considered and professional practice recommendations for the policing of protest are presented.

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Vinyets, Rejon Joan. "El producte com a fenòmen de comunicació social." Doctoral thesis, Universitat Pompeu Fabra, 2008. http://hdl.handle.net/10803/7528.

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El propòsit d'aquesta tesi es fonamenta en demostrar que el producte és un mitjà de comunicació social del que les persones es serveixen comunicativament -en funció del seu caràcter simbòlic- que permet a l'ésser humà interactuar amb el seu món social, cultural i personal. Aquest treball explica el paper que els productes juguen com a mitjans de comunicació social. La tesi parteix del fet que les pràctiques socials produeixen significat i sentit en la cultura material, partint de la proposició pragmàtica de que cada interpretació necessitat un determinat context que aporti significat i sentit als productes. Mitjançant la definició d'un model d'anàlisi "pragmàtico-etnogràfic" i la seva aplicació al estudi del producte telèfon mòbil, aquest treball mostra com per comprendre el significat d'un producte, cal valorar les pràctiques i accions socials que els signifiquen: posar l'atenció en l'anàlisi de la significació generada per les relacions establertes pel binomi producte i usuari.
The intention of this thesis is to demonstrate that the product is a medium of social communications which people use to communicate -as a function of its symbolic character- which allows human interaction between social, cultural and personal realms. The thesis explains the role that products play in social communication. The thesis shows the fact that social practices provide meaning and sense in the materialistic culture, from the pragmatic proposition that each interpretation needs a certain context which contributes significance and sense to the products. By means of the definition of the analytical model "pragmatic-ethnography" and its application to the study of the mobile telephone, this work confirms that in order to realize the significance of a product one has to evaluate the actions and social practices in which they matter: put the attention of the analysis to the significance generated by the relations established by the binominal product and user.

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Volf, Virginie. "Cultures pédagogiques et identité professionnelle des professeurs des écoles et des collèges : Etude du rôle des arrière-plans culturels et contextuels dans les constructions identitaires et les relations école-collège." Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0851/document.

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Dans la lignée de la création des IUFM (Instituts de formation des maîtres) en 1989, les récentes évolutions du système éducatif français (loi pour la refondation de l’école de juillet 2013) témoignent d’une volonté institutionnelle de rapprocher école et collège et de dépasser le clivage historique qui fait du premier degré l’héritier de l’école du peuple et du second celui des lycées destinés à l’élite. Il s’agit de lever ce qui peut faire obstacle à la continuité école-collège pour une meilleure prise en charge des élèves. Mais cette volonté a-t-elle véritablement permis de dépasser ces antagonismes et d’aller vers une culture pédagogique partagée, voire de fonder une identité professionnelle commune ? L’enjeu de cette thèse est d’identifier les points de rencontre mais aussi et surtout les points de rupture entre professeurs des écoles et professeurs des collèges, afin de mieux comprendre quelle est l’origine de ces différences, comment elles se construisent et quels effets elles produisent, dans le but de mieux savoir comment agir pour lever ces obstacles et améliorer le passage de l’école au collège. Pour cela, trois méthodes de recueil de données ont été utilisées : observations ethnographiques de situations d’échanges entre professeurs des deux degrés sur trois réseaux (milieu favorisé, milieu rural mixte, réseau d’éducation prioritaire), questionnaires (près de 200 enseignants exerçant pour moitié en élémentaire et pour moitié en collège) et entretiens biographiques (10 professeurs des écoles et 11 professeurs des collèges). L’analyse des données a été effectuée de façon qualitative et quantitative (notamment en utilisant les logiciels Statbox et IRaMuTeq). L’identité professionnelle des enseignants a été abordée par le biais des différentes variables la composant : variables personnelles (biographiques), contextuelles (socio-historiques et professionnelles) et pédagogiques (la culture pédagogique). Elles ont été mises en regard, notamment afin de percevoir le rôle des cultures pédagogiques dans les constructions identitaires. Ce travail a montré que malgré des cultures pédagogiques en grande partie commune, les identités professionnelles des professeurs des écoles et des collèges restent marquées par l’histoire des professions dans les représentations qu’ils entretiennent les uns sur les autres, et qu’elles se révèlent de « consistance » différente. Enfin, l’apparition d’une recomposition de l’identité professionnelle chez les professeurs de collège débutants a été mise au jour
Directly linked to the creation of the IUFMs (Instituts de Formation des Maîtres) in 1989, the recent evolutions in the French educational system (Law of July 2013 for the refoundation of school) show evidence, at the level of the institutions, of the willingness to get a close similarity between primary school and secondary school (named college in France) and to cancel the historical approach which considered primary school as dedicated to the people and secondary school reserved for an elite. The challenge is to remove everything which may be an obstacle to the continuity from primary to secondary in order to take charge of the pupils in better conditions. But has this willingness permitted to really overcome the antagonisms and led to a shared pedagogical culture and even generated a common professional identity ?The aim of this thesis is to identify all the points of convergence but particularly also the disrupting points between teachers in primary and teachers in secondary schools and to understand more precisely what is the origin of the differences, the way they occur and the consequences they produce, in the purpose of knowing much better how to proceed to remove the obstacles and to improve the transition from primary to secondary. Three methods of collection of datas have been used : ethnographical survey of actual relationship between teachers (in both educational levels) in three local education grids (favourable background – mixed rural environment – areas declared as a priority), answers to questionnaires (sent to almost 200 teachers, half of them in primary, half in secondary schools) and biographical interviews (10 teachers in primary and 11 in secondary schools). The datas have been analysed considering both the quality and the quantity (with the use of softwares such as Statbox and IRaMuTeq). The professional identities of the teachers have been examined through consideration of the several variables they are made of : private (biography), background (social, historical and professional), pedagogical (pedagogical culture). They have been compared in order to point out the part played by the pedagogical cultures in the way identity is formed.This survey has demonstrated that, although pedagogical cultures are highly the same, the professional identities of the teachers in primary and of the teachers in secondary schools are still deeply impregnated by the history of the image of the professions with which they both consider each other and that the image has a different « thickness » both sides. The survey has also revealed that young teachers in secondary schools nowadays start developing a professional identity common to both levels

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Hayes, Mellonie S. "A look at black ethnic identity and transracial adoption a contextual perspective /." 2008. http://etd.lib.fsu.edu/theses/available/etd-04142008-163405/.

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Thesis (Ph. D.)--Florida State University, 2008.
Advisor: Robert E. Lee, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed July 8, 2008). Document formatted into pages; contains ix, 114 pages. Includes bibliographical references.

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Yu-wen, Wei. "A Contextual Study: The Religious, Gender, and Identity Politics of Obedience in Edward III." 2003. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719134041.

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McCaughey, Dominique Anne. "Leone Modena's Life of Judah : a textual and contextual inquiry into early-modern identity." Thesis, 2002. http://spectrum.library.concordia.ca/1674/1/MQ68372.pdf.

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This inquiry explores the juxtaposition of medieval rabbinic and Renaissance humanistic thought in the autobiography of Rabbi Leone Modena (1571-1648). The emphasis is placed on the role that context and text played in shaping Jewish identity and self-consciousness. Specific attention is given to the unique dynamics of Counter-Reformation Venice, as well as the post-Spanish expulsion rupture with Biblically-driven Jewish historiography. Finally, a textual interpretation, resting on the recently published English-language translation of Modena's autobiography, the Life of Judah , is posited in light of this context.

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Wei, Yu-wen, and 魏毓文. "A Contextual Study: The Religious, Gender, and Identity Politics of Obedience in Edward III." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/21379293104044736689.

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碩士
國立臺灣師範大學
英語研究所
92
Abstract In this thesis, I investigate the religious, gender, and identity politics of obedience as manifested in the recently attributed Shakespearean play, Edward III, within a cultural materialist framework. In chapter one, I begin my project by examining the impacts of the Protestant marital ideology on the social status of women and the ways in which patriarchal writers appropriate the Bible to construct women as psychologically, intellectually, and morally inferior, thereby justifying the social and political subordination of early modern women. In chapter two, I turn to investigate how females were represented on the early modern stage by examining Thomas Middleton and William Rowley’s The Changeling (1653), John Wesbter’s The Duchess of Malfi (1623), and George Peele’s The Love of King David and Fair Bethsabe (1599). This chapter focuses on the ways in which dramatists engaged with the contemporary querrelles des femmes through the representation of a number of strong women that challenge patriarchal society with varying degree of success. Finally, in my third chapter, I situate Edward III in the context of the Reformation movement and delineate the ways in which the play participates and intervenes in the religious, gender and identity politics of obedience in early modern English culture. I interrogate the pessimistic idea in current critical literature that a strong female presence in history plays is always demonized, victimized, or marginalized. I contend that the English nation-building project is impossible without the presence of a strong and virtuous female that helps to shape and direct the course of history in Edward III.

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林仁亮. "Brand Awareness，Conformity Behavior and Contextual Factors On the Brand Identity of Charity Institution." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/88405017288199894275.

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Belle, M.-J. "Critical care nurses’ professional identity constructions in an Australian intensive care unit : contextual and contingent." Thesis, 2017. https://eprints.utas.edu.au/23950/1/Belle_whole_thesis.pdf.

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Professional identity is a social identity that is informed by the experience of being a member of a professional group and undertaking work activities within a specific professional jurisdiction. Despite a dominant ideology of professionalism within university based nursing degrees, in practice, professional identity among nurses is often marked by ambiguity and a lack of clarity. Some writers have described a disconnection between the ideology of professionalism that informs nursing’s professional identity, and the experience of nursing practice. This thesis uses a social constructionist approach and ethnographic methods to explore professional identity among Critical Care Nurses (CCNs). The research aimed to build an in-depth understanding of the ways that CCNs, as specialty nurses, construct their professional identity in the context of their practice. The research was conducted in a single Intensive Care Unit (ICU) in Tasmania, Australia over a six-month period. The data was collected from participant observation of 13 CCNs as they went about their work and semi-structured interviews with 8 CCNs. The fieldnotes and interview transcripts were analysed using a process of thematic analysis. The analysis found that CCNs actively construct their professional identity through subjective meaning making and multidimensional processes of similarity and difference (boundary work) within and across dynamic professional boundaries. CCNs were found to attach meanings to particular actions, symbols, rituals and utilisation of artefacts to construct their professional identity. These were then used to negotiate boundaries of difference between themselves and other nurses as well as other health professions. The analysis also revealed that CCNs’ experiences of professional identity are complex and contingent due to the influence of structural and organisational forces that shape and constrain their meaning making during everyday work interactions. These findings provide new theoretical and empirical knowledge about the ambiguity of professional identity and its contextual construction at inter- and intra-professional levels. They also show that for CCNs, professional identity is actively constructed through interactions and practice. This contributes to a more insightful understanding of the subjectivity of CCNs’ professional identities within the context of ICUs, and thus, not only offers the basis for comparative studies of professional identity between nursing specialties, but also between nursing and other health care professions/occupations. The thesis findings also suggest that there is incongruence between nursing’s ideology of professionalism and the structure of employing organisations that do not always acknowledge or support postgraduate nursing qualifications or the development of advanced nursing practice roles. A strong sense of professional identity appears to increase worker satisfaction and contributes to the capacity of professional groups to achieve improved working conditions. As such, barriers to the development of professional identity among CCNs have implications for the lived experiences and may help explain high levels of worker turnover in this nursing speciality.

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Lindberg, Sara M. "Gender-role identity development during adolescence : individual, familial, and social contextual predictors of gender intensification /." 2008. http://www.library.wisc.edu/databases/connect/dissertations.html.

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Alden, Peg Brigham. "The contextual process of identity: A cultural study of sexual identity change as experienced by American -educated college students studying sexuality in the Netherlands." 2001. https://scholarworks.umass.edu/dissertations/AAI3012108.

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This qualitative study followed thirteen students from various American colleges and universities who participated in a College Semester Abroad Program focusing on Gay, Lesbian and Bisexual Studies in Amsterdam, the Netherlands. The purpose of the study was to see whether students' experiences of their own sexual identity shifted over the course of their four-month, cross-cultural experience and if so, to identify facilitating conditions and obstacles to identity changes. By using interviews, observations and students' written work, eleven shifts in sexual identity were noted, including shifts in feelings, cognition and practice. By reviewing pre-program and beginning-of-prograrn interviews and application material, students' identity profiles also showed a variety of sexual identity functions, some of which were congruent with Dutch culture and others which were dissonant. A direct relationship was found between the number of sexual identity shifts a student experienced during their stay in the Netherlands and the number of Dutch-dissonant identity functions which they brought with them from the United States. This study proposes that future research combine social constructionist theories of sexual identity with Piagetian theories of cognitive development in a new process model of sexual identity development.

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Babúsová, Julianna. "Židovská identita a její vývoj v reflexi slovenské literatury." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387914.

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The Jewish theme and its various aspects are slightly processed in the Slovak literature. The aim of this thesis is to point out the importance of the topic. The main guideline of each interpretation is the term of identity, which is also a relevant aspect when presenting a broader range of contexts. Identity, in this case, is a phenomenon that can be best seized in the opposition of "we" versus "them", when its meaning and content (who and what am I, who and what are you?) are reflected in the most accurate way. The Slovak-Jewish relations are a representative example of such a binary opposition. The hypothesis of the work is that the representation practice of Slovak literature regarding the Jewish topic may be related to the non-literary context. The focus of the research is the examination of the constructions of Jewish identities that appeared in various interpretative and compositional layers of works of Slovakian high literature. The works of non-Jewish authors are considered to be hetero-interpretations, while the works of Jewish authors are self-interpretations of the same phenomenon, Jewish identity. Using the notion of tradition, the diachronic aspect of the phenomenon is taken into account. In the thesis two relevant definitions are confronted: Gadamer's rather positive steady and a...

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Son, Chul-Min. "The cultural dimension in a contextual hermeneutics of suffering." Thesis, 2002. http://hdl.handle.net/10500/854.

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Most current studies of suffering are based upon an existential approach which focuses on suffering itself. Theodicy has mainly been concerned with people's attitudes and communication within themselves and with others about religious symbols and ideas. Particularly, this study examines the Korean attitude to suffering using its cultural dimension in a contextual hermeneutics. The researcher was interested in two notions: personal identity in its cultural dimension and the hermeneutics of suffering. The research questions addressed were as follows. a) How to define Korean personhood? b) What is cultural identity? c) How do people create personal identity? d) How does a person cope with suffering? The chief findings were as follows. a) A study of Korean self-understanding can be accomplished by exploring their lifeworld to describe and understand this people's language for daily communication, popular cuJtural myths, and spirituality. b) Cultural identity in this thesis means indigenous Korean self-understanding using the socio-cultural framework in its own terms and ideas. This self-knowledge mediates history, culture, and language. c) Personal identity is constructed by a narrative identity. d) Suffering can be coped with by communication with and through oneself, others, and God.
Practical Theology
D.Th. (Practical Theology)

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Harris, Ann Faith. "Towards cultural competence an exploratory study of the relationship between racial identity and contextual performance indicators of public employees /." 2003. http://www.lib.ncsu.edu/theses/available/etd-03282003-164318/unrestricted/etd.pdf.

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Razey, Melissa Anne. "Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions." Thesis, 2002. http://handle.uws.edu.au:8081/1959.7/219.

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The role of gender in the social construction of literacy is investigated in some detail. Gender construction is examined by observing and analysing the literacy interactions of six kindergarten children (three boys and three girls) at school and in the home. The analysis shows the ways in which the girls and boys differ in attaining literacy skills, and also reveals the different interactions between the children and their families. The ways literacy is perceived in the home are also noted. The children responded in a much more uniform way in the classroom than they did in their individual home situations. The findings are significant for educational practice because they provide insight into how implicit structuring by teachers can affect the extent of participation of boys and girls in the classroom. The results indicate how analysis in the emergent state of literacy development is critical for a thorough understanding of gender construction. Significant theoretical insights are gained through a methodology using both a microanalysis and a macroanalysis.

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Hess, Shena Bridgid. "White and African: the dilemma of identity." Diss., 2002. http://hdl.handle.net/10500/588.

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This study looks at the construction of white identity within postcolonial conflict in Zimbabwe. Is it possible to be white and African? And how will the white African look when his identity as 'privileged' is stripped from his/her? This study also challenges the church to respond to the endemic violence by finding ways of bringing hope and healing. The role that trauma plays in our ongoing narratives is explored along with ways to exit these cycles without re-traumatizing large sectors of the community who are considered 'outsiders'. It ends with questioning the usefulness of 'white' and 'race', except as a political construction that benefits those in power to be able to tap into past historic pain and injustice.
Philosophy, Practical & Systematic Theology
M. Th. (Practical Theology (Pastoral Therapy))

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Banda, Zuze Johannes. "African renaissance and missiology : perspective from mission praxis." Thesis, 2010. http://hdl.handle.net/10500/4136.

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This thesis is an endeavour to participate in the call for the African Renaissance from a missiological perspective. The study observes how the debate about this African ‗dream‘ persists in the domain of intellectuals and political leaders. It recognises as timely the opportunity to contribute theologically to the development of the renaissance concept. It also observes that ordinary people have jumped onto the African Renaissance bandwagon albeit for reasons that are mainly sentimental. Hence a two-fold appeal to protagonists of the African Renaissance movement: firstly, to be inclusive of all stakeholders especially ordinary people who should be both participants and co-beneficiaries; secondly, to consider spirituality as an indispensable factor in birthing this African ‗dream‘. To help arrive at a well-considered argument the study discusses a brief history of Africa‘s economic, social and political development. Central to this history is how the human factor, actively or inadvertently, and the natural factors have devastated the continent thus necessitating a rebirth. The study notes how especially the political economy and issues of good governance of African states are key concerns to the protagonists of the renaissance movement. It also notes the establishment of structures and policies in addressing these concerns. These interventions are hoped to improve the continent‘s image towards its global counterparts and to lift the hopes of distraught African peoples. The prospect of their success in terms of probabilities and/or perceptions is discussed and Missiologically critiqued. An overview of these endeavours has led to the observation of a lingering chasm of the absence or the apparent sidelining of African spirituality as a necessary component of the African Renaissance discourse. As a major thrust of this thesis the spiritual notion of ‗rebirth‘ is advanced. The basis for this argument lies in the ‗rebirth‘ concept that is inherent in many religions, faith formations and philosophies akin to African spirituality. It is on this understanding that a Missiological dimension is build. In introducing this spiritual dimension towards an African Renaissance a Missiological methodology of a seven pointed praxis cycle is proposed and unpacked. In deconstructing this methodology real models are presented as examples to illustrate Missiology‘s contextual life-long learning philosophy.
Christian Spirituality Church History and Missiology
D. Th. (Missiology)

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Watt, Ronald. "A contextual history of South African ceramics of the twentieth and twenty-first centuries." Thesis, 2020. http://hdl.handle.net/10500/27015.

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Text in English with summaries and keywords in English, Afrikaans and Zulu
Presented in two volumes. Volume 2 contains colour photographs
Bibliography: (volume 1: leaves 181-219)
The history of South African ceramics of the twentieth and twenty-first centuries tends to be presented in a compartmentalised manner in that it focuses on the leading exponents within genres and is limited to an investigation of the contexts that have an immediate bearing on their oeuvres. The result is a fragmented (and sometimes biased) view of the role players, circumstances, influences and incentives that have come to define South African ceramics. The thesis introduces key contributors who have hitherto been considered in relation to crafts and fine art but whose work with ceramic materials places them firmly within the ambit of South African ceramics. It also positions and evaluates the roles of the formal and informal twentieth-century educational and training agencies that, within the constraints of imposed political dogma, produced ceramists who successfully challenged staid Western aesthetics. Particular attention is given to how the black “traditional potters” exercised agency in negotiating a contemporary (as opposed to an ethnographic) presence in which they referenced the forms, meanings and values of “traditional pottery” to meet the expectations of the collector’s market. The thesis posits that the ceramists’ quest to claim an identity (or an “indigeneity”) in the turbulent political era of the later twentieth century has parallels with the intent and outcomes of African Modernism. African Modernism, which arose in postcolonial countries, sought to challenge Western binaries of art, craft, identity and presence and typically made use of hybridity to that end. The same presence of hybridity is evident in twentieth-century South African ceramics, which must be read as an engagement with a multi-cultural society within which the ceramists sought to position themselves. The thesis illustrates the progression of hybrid features from an initially crude and superficial referencing of indigenous and African material culture to subjective translations of that culture that are presented in innovative approaches. This theme is further explored in relation to South African ceramics of the twenty-first century, and evidence suggests that some of the ceramists’ oeuvres can now be considered transcultural and even transnational. The thesis, which is by its nature an enquiry that presents new or reassessed evidence is neither a fully inclusive nor an absolutist revision of the history of ceramics.
Die geskiedenis van Suid-Afrikaanse keramiekkuns van die twintigste en een-entwintigste eeu is geneig om op ŉ onderverdeelde wyse voorgehou te word, omdat dit op die hoofeksponente in genres fokus en beperk is tot ŉ ondersoek na die kontekste wat ŉ direkte uitwerking op hul oeuvres het. Die resultaat is ŉ gefragmenteerde (en soms bevooroordeelde) beskouing van die rolspelers, omstandighede, invloede en aansporings wat Suid-Afrikaanse keramiekkuns definieer. Die tesis stel sleutelbydraers bekend wat tot dusver met handwerk en beeldende kuns verbind is, maar wie se werk met keramiekmateriale hulle sonder twyfel binne die sfeer van Suid-Afrikaanse keramiekkuns plaas. Daarbenewens posisioneer en evalueer die tesis die rolle van die formele en informele twintigsteeeuse opvoeding- en opleidingsagentskappe wat, binne die beperkings van voorgeskrewe politieke dogma, keramiste opgelewer het wat oninspirerende Westerse estetika suksesvol betwis het. Aandag word veral geskenk aan hoe die swart “tradisionele pottebakkers” bemiddeling uitgeoefen het in die verwesenliking van ŉ kontemporêre (teenoor ŉ etnografiese) teenwoordigheid waarin hulle verwys het na die vorme, betekenisse en waardes van “tradisionele pottebakkery” om aan die verwagtinge van die versamelaarsmark te voldoen. Die tesis voer aan dat daar parallelle bestaan tussen die keramis se soeke om op ŉ (inheemse) identiteit te kan aanspraak maak in die onstuimige politieke era van die latere twintigste eeu, en die oogmerke en uitkomste van Afrika-modernisme. Afrika-modernisme het in na-koloniale lande ontstaan en het beoog om Westerse binêre pare van kuns, handwerk, identiteit en teenwoordigheid te betwis; om hierdie doel te bereik is hibridisme gewoonlik gebruik. Dieselfde teenwoordigheid van hibridisme kan gesien word in Suid-Afrikaanse keramiekkuns van die twintigste eeu, wat beskou moet word as ŉ gemoeidheid met ŉ multikulturele samelewing waarin die keramiste hulself probeer posisioneer. Die tesis illustreer die vooruitgang van hibriede eienskappe, van ŉ aanvanklik onafgewerkte en oppervlakkige verwysing na inheemse en Afrika- materiële kultuur, na subjektiewe interpretasies van daardie kultuur wat in innoverende benaderings voorgehou word. Hierdie tema word verder ondersoek in verband met SuidAfrikaanse keramiekkuns van die een-en-twintigste eeu, en bewyse dui daarop dat sommige van die keramiste se oeuvres nou as transkultureel en selfs as transnasionaal beskou kan word. Die tesis, wat in wese ŉ ondersoek is wat nuwe of hersiende bewyse voorhou, is nóg ŉ ten volle inklusiewe nóg ŉ absolutistiese hersiening van die geskiedenis van keramiekkuns.
Umlando weseramiki yaseNingizimu Afrika kwikhulu leminyaka lamashumi amabili namashumi amabili nanye uvamise ukwethulwa ngendlela ehlukaniswe ngezigaba ngokuthi igxile phezu kwezingcweti ezihola phambili ngaphakathi komkhakha wezinhlobo kanti lokhu kugxile kuphela kuphenyo lwezizinda ezinomthintela osheshayo phezu kwemisebenzi yonke yalezo zingcweti. Umphumela ukhombisa umbono owehlukene (kanti ngesinye isikhathi umbono owencike kwingxenye eyodwa) wabadlalindima, wezimo, wemithelela kanye neziphembeleli ezichaza iseramiki eNingizimu Afrika. Ithesisi yethula abagaleli abasemqoka ukufika manje okudala benakiwe mayelana nemisebenzi yobuciko kanye nemisetshenzana yobuciko obuncane kodwa imisebenzi yayo yomatheriyali weseramiki ibabeka ngaphakathi komkhakha wezeseramiki eNingizimu Afrika. Lokhu kuphinde futhi kuhlole izindima zezinhlaka zemfundo nezoqeqesho ezihlelekile nezingahlelekile, lezo ngaphaklathi kwezihibhe zohlelo olumatasa lwepolitiki, lukhiqize osolwazi bezeseramiki abaphonsele inselele ngempumelelo osolwazi bezobuhle beNtshonalanga. Kugxilwe kakhulu kwindlela ababumbi bendabuko abamnyama “traditional potters” abasebenzisa ngayo ubummeli uma bexoxisana ukubonakala emsebenzini wesikhathi samanje (njengoba lokhu kuphambene ne-ethinigrafi) lapho baye bariferensa izindlela, izincazelo kanye nezinga lobugugu bobuciko bendabuko bokubumba ukufeza izinhloso ezilindelwe zemakethe yabaqoqi bomsebenzi wobuciko. Ithesisi iyasho ukuthi impokophelo yosolwazi bezeseramiki yokuzitholela uphawu oluchaza ubunjalo babo (or an “indigeneity”) esikhathini esibucayi sezepolitiki sekhulu leminyaka yamashumi amabili inezimpawu ezifanayo ngenhloso kanye nemiphumela yohlelo lwesimanjemanje sase-Afrika African Modernism. Uhlelo lwe-African Modernism, oluqhamuka kumazwe avele ngemuva kombuso wobukoloni, luphonsela inselele yezinhlelo zobuciko, yesithombe sobuciko kanye nobukhona bobuciko kanti ikakhulukazi bukhandwe ngobuciko bokuhlanganisa izinhlobo (hybridity) ezahlukile. Ubukhona bohlelo lokusebenzisa izinhlaka ezahlukile lwe-hybridity lubonakala kwimisebenzi yeseramiki yesenshuwari yamashumi amabili yaseNingizimu Afrika, okufanele ifundwe njengomsebenzi ohlanganiswe ndawonye nomphakathi wamasiko amaningi, kanti ngalo msebenzi ababumbi beseramiki bafuna ukuziphakamisa ngawo. Ithesisi ikhombisa intuthuko yezimpawu wumsebenzi oyingxubevange (hybrid) ovela kwindlela yokureferensa eluhlaza neyobuciko bamaqhinga bosiko lwendabuko lomatheriyeli wase-Afrika ukuphawula ngemisebenzi ehunyushiwe yalolo siko eyethulwe ngezindlela ezinamaqhinga amasha. Lesi sihloko siqhubekela phambili nokuhlolwa mayelana nohlelo lweseramiki eNingizimu Afrika kwisenshuwari yamashumi amabili, kanti ubufakazi buyasho ukuthi eminye imisebenzi yosolwazi bobuciko beseramiki ingathathwa njengemisebenzi ekhombisa ukushintsha amasiko kanye nokushintsha kwesizwe. Ithesisi, ngokwemvelo yayo ingumbuzo owethula ubufakazi obusha noma ubufakazi obubuyekeziwe, le thesis ayiwona umsebenzi oxuba konke futhi ayikona ukubuyekezwa kwangempela komlando weseramiki.
Art History, Visual Arts and Musicology
D. Phil. (Art)

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Cecilio, Valdinei. "O desempenho organizacional no setor público sob a ótica das capacidades organizacionais: um estudo de caso no âmbito da Rede Federal de Educação no Brasil." Master's thesis, 2016. http://hdl.handle.net/10071/13007.

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Este trabalho tem como objetivo analisar o desempenho organizacional percebido pelos funcionários do Instituto Federal de Educação, Ciência e Tecnologia Catarinense (IFC), sob a ótica da ambidextria contextual, aprendizagem organizacional, clima de serviço, força da identidade e integração da visão, com base nas respetivas teorias de Birkinshaw e Gibson (2004), Marsick e Watkins (2003), Schneider et al. (1998), Kreiner e Ashforth (2004) e Kohles et al. (2012). Para tanto, apresenta-se uma breve revisão da literatura sobre as especificidades do setor público, com foco na área educacional brasileira, e o contexto de inserção e desafios atuais das organizações públicas, bem como a delimitação do tema desempenho organizacional e os conceitos fundamentais, características e aplicações das capacidades supracitadas. E, por fim, analisam-se os resultados da pesquisa empírica, realizada em abril de 2016, por meio de questionário online direcionado aos técnico-administrativos e professores do IFC, cuja amostra obtida foi de 173 participantes (10,5% da população estudada). Os resultados sugerem a ambidextria contextual como principal preditor direto do desempenho organizacional e a identidade organizacional como importante preditor indireto da performance.
This research aims to analyze organizational performance perceived by employees of the Instituto Federal de Educação, Ciência e Tecnologia Catarinense (IFC), from the perspective of the contextual ambidexterity, organizational learning, service climate, strong identity, and vision integration, based in the respective theories by Birkinshaw and Gibson (2004), Marsick and Watkins (2003), Schneider et al. (1998), Kreiner and Ashforth (2004), and Kohles et al. (2012). It presents a brief review the literature of the public sector specifics, with focus on the Brazilian educational field, and the context and current challenges of public organizations, as well as the delimitation of the organizational performance construct, and the basic concepts, features and application of the above capabilities. And finally, we analyze the results of empirical research, conducted in April 2016, by online questionnaire to teachers and administrative employees, in a grand total of 173 participants (representing 10.5% of the population). The results suggests the contextual ambidexterity as the main predictor of the organizational performance, and the organizational identity as important indirect predictor of the performance.

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Marais, Johanna Catherina. "(Re)-constructing a life-giving spirituality : narrative therapy with university students." Diss., 2006. http://hdl.handle.net/10500/2222.

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This qualitative participatory action research project examined how the spiritual dimension in pastoral therapy served as a life-giving resource to facilitate healing and growth in the lives of three Christian female university students. A postmodern epistomology, social construction theory and a contextual feminist theology informed the praxis of pastoral narrative therapy. The themes of subjectivity, meaning, religious development and religious experience were the focus of this study. Narrative practices were engaged in to utilise spiritual talk in the co-construction of an alternative relational identity with the research participants. The theory of religious development is discussed from a social constructionist perspective with an accent on a personal relationship with God as central to the developmental process. The religious experiences of the participants contributed to a spiritual awareness of being connected, in a dynamic way, to God, that transformed the clients' perceptions of problems and ways of addressing problems in their lives.
Practical Theology
M.Th. (Practical Theology)

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Dissertations / Theses on the topic 'Contextual identity'

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