Dissertations / Theses: 'Critical'

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Brunsdon, Edward. "Critical rationalism : a critical essay." Thesis, London Metropolitan University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.480836.

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Minami, Yuki. "Critical dynamics near QCD critical point." 京都大学 (Kyoto University), 2012. http://hdl.handle.net/2433/157774.

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Fisher, Joyce Ann. "Critical thinking in critical care nurses." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036181.

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Critical care nurses need finely honed critical thinking skills in order to be safe, competent, and skillful practitioners of their profession. If clinical nurses do not learn how to reason effectively, they may make inappropriate decisions about their patients' care, ultimately resulting in increased patient mortality (Fonteyn, 1991). In addition, increasing nurses' decision-making and autonomy has been shown to improve job satisfaction and retention (Prescott, 1986).There are many authors who write about the need for developing critical thinking skills among practicing professional nurses (Creighton, 1984; Jenkins, 1985; Levenstein, 1981, 1983, 1984). However, research assessing the impact of continued education and clinical experience on the development of critical thinking skills is sparse.The purpose of this exploratory study is to determine if there is a relationship between the level of critical thinking skills (as measured by the Watson-Glaser Critical Thinking Appraisal Tool, 1980) in critical care nurses and the length of nursing experience, amount of continuing education pursued annually, and the level of formal nursing education completed. The conceptual framework that provides the basis for this study is Patricia Benner's (1984) application of the Dreyfus Model of Skill Acquisition to clinical nursing practice.Participants (N = 61) were obtained on a voluntary basis from the population of critical care nurses working in the intensive Care Unit, Coronary Care Unit, Cardiac Catheterization Laboratory, or Emergency Care Center of a 600 bed midwestern acute care facility. Each participant in the study was asked to sign an informed consent agreeing to participate after receiving a written and oral explanation of the study. Confidentiality of the participants was maintained by substituting identification numbers for the subjects' names on the data collection instruments. The investigator supervised the administration of the critical thinking instrument and demographic questionnaire.The Pearson product-moment correlation coefficient and a two-tailed t-test for independent samples were used to determine if there were any significant relationships between the WGCTA score and the length of critical care experience, attendance of continuing education programs, or completion of additional formal education. This data analysis supported hypothesis one with the results revealing a significant positive correlation (r = .46, p = <.001) between the WGCTA scores and the length of critical care experience. In addition, a statistically significant but weak positive correlation was found between the WGCTA scores and the length of experience in CCU (r = .52, p = .001). No significant correlation existed between the WGCTA scores and length of experience in ECC, ICU, or CCL. Hypothesis two was supported with a significant difference (t = 3.58, df = 59, p = .001) found between the critical thinking ability of the two groups, with those who have completed an additional formal program of nursing education scoring higher. A significant but weak positive correlation (r = .30, p =.020) was found between the number of continuing education programs attended annually and the WGCTA scores. Multiple regression was performed with the total WGCTA score being the dependent variable and total critical care experience, completion of additional formal education, and attendance of continuing education programs being the independent variables. Only total critical care experience entered the equation (E = 16.03, p = <.001) explaining 21% of the variance.The information gained from this study will provide direction for the review of existing orientation, continuing education, and staff development programs provided at different levels of nursing experience and make suggestions for change to enhance critical thinking skill development.
School of Nursing

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Bennington-Dykes, Judy. "Critical invention a rhetorical pedagogy for critical literacy /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000105.

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StehliÌk, MateÌŒj. "Critical graphs." Thesis, Imperial College London, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401887.

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Radovich, Tom. "Critical Mass." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/494.

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Roybal, Lori. "Critical Regionalism." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/603461.

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Rosette, Arturo. "Critical muralism /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2009. http://uclibs.org/PID/11984.

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Kerich, Christopher. "Critical breaking." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111301.

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Thesis: S.M. in Comparative Media Studies, Massachusetts Institute of Technology, Department of Humanities, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references.
Utilizing critical and feminist science and technology studies methods, this thesis offers a new framework, called critical breaking, to allow for reflective and critical examination and analysis of instances of error, breakdown, and failure in digital systems. This framework has three key analytic goals: auditing systems, forging better relationships with systems, and discovering elements of the context in which these systems exist. This framework is further explored by the examination of three case studies of communities of breaking practice: video game speed-runners, software testers, and hacktivists. In each case, critical breaking is further developed in reflection of resonant and dissonant elements of each practice with critical breaking. In addition, artistic productions related to these case studies are also introduced as inflection points and potential alternative expressions of critical breaking analysis. The goal of this thesis is to provide a way to engage with breakdown and error and more than simply the negation of the good or as a sensationalist talking point, and instead use it as a fecund place for reflective, analytic growth.
by Christopher Kerich.
S.M. in Comparative Media Studies

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Engström, Åsa. "Close relatives of critically ill persons in intensive and critical care : the experiences of close relatives and critical care nurses." Licentiate thesis, Luleå tekniska universitet, Omvårdnad, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-18362.

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The aim of the licentiate thesis was to describe close relatives of critically ill persons within intensive and critical care from the perspective of close relatives and of critical care nurses. The data were collected by means of qualitaive research interviews with seven partners of persons who had been critically ill and cared for in an intensive care unit, and with focus groups discussions with 24 critical care nurses. The data were then analysed using a qualitative thematic content analysis.This study shows it was a frightening experience to see the person critically ill in an unknown environment. It was important to be able to be present; nothing else mattered. Showing respect, confirming the integrity and dignity of the ill person were also essential. recieving support from family and friends was important, as were understanding what had happened, obtaining information and the way in which this was given. The uncertainty concerning the outcome of the ill person was hard to cope with. Close relatives wanted to feel hope, even though the prognosis was poor.The presence of close relatives was taken for granted by critical care nurses and ut was frustrating if the ill person did not have any. Information from close relatives made it possible for critical care nurses to create personal care for the critically ill person. Critical care nurses supported clsoe relatives by giving them information, being near and trying to establish good relationships with them.Close relatives were described as an important and demanding part of the critical care nurses' work something that took time and enegy to deal with, and the critical care nurses missed forums for discussions about the care given.The discussion of this study show the importance for close relatives to be near and advocate for the ill person. Feeling that staff care about the ill person and close relatives make close relatives to feel safe. Recieving explanations to understand what as happening is significant.
Godkänd; 2006; 20061212 (andbra)

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Connolly, Brid. "Praxis, critical pedagogy and critical adult and community education." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505459.

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My motivation for undertaking this research stemmed from the fascination I had in the ways of working with adult learners and the way in which adult and community education was a powertul tool for change. The purpose of this study was to explore this interest in close detail examining how praxis, the cycle of action and reflection, and critical pedagogy in adult and community education might work towards social transformation. Critical pedagogy, the dynamic interaction between 'really useful knowledge', the educators and the learners, in the learning environment, lacked an ingredient that I sought to uncover in the study. What do adult educators do that enables them and the learners to act upon the world? The study found that the practice which aimed to develop critical consciousness comprised a wide variety of methods, 'really useful methods', which engaged learners, motivating them to think critically, to discuss and to question. That was a way to create the environment for acting upon the work.

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Hendricks, Lucia Elizabeth. "Critical thinking : perspectives and experiences of critical care nurses." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71821.

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Thesis (MCurr)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The increasingly complex role of the critical care nurse in an intensive care environment demands a much higher level of critical thinking and clinical judgment skill than ever before. Critical thinking in nursing practice may be defined as the cognitive ability to analyse, predict and transform knowledge, ensuring quality nursing care. To reason from a nurse’s perspective requires that we learn the content of nursing; this includes the concepts, ideas and theories of nursing. The aim and objectives of the study were to explore critical care nurses’ perspectives and experiences with regards to the concept of critical thinking, facets influencing the application of critical thinking skills in clinical practice and how these impact on the delivery of quality nursing care. A qualitative approach, using a case study design was utilised. A sample of six participants, who met the study inclusion criteria and consented to participate, were interviewed individually. Subsequently, five of these six participants took part in a focus group discussion to capture additional data to clarify and enrich the individual interview data. A field worker was present during the interviewing processes to note non-verbal data and later verify transcribed data. Feasibility of the proposed study was established by conducting a pretest which elicited relevant information. Ethical approval for the study was obtained from the Health Research Ethics Committee at the Faculty of Medicine and Health Sciences, Stellenbosch University. Permission and consent was obtained from the relevant hospital group to interview nurses working in the intensive care units. Qualitative content analysis, which focuses on the content or contextual meaning, was used to analyse interview data. Coding of the data through emergent themes and sub-themes was done by the researcher and supported through independent coding to verify and strengthen the analysis and interpretation of the researcher. . The results depicted how the participants personally understood the concept of critical thinking and the components influencing the application of critical thinking skill in clinical practice. The study of the participants’ perspective of the concept of critical thinking and portrayed how they experience analytical and independent thinking, competence and confidence, as well as knowledge, skill and expertise, to influence the quality of patient care. The data revealed several themes that facilitated critical thinking in critical care nurses. These themes were ‘team support’, ‘experience and exposure’ and ‘empowering the mind’. Emergent themes elaborating the limitations of critical thinking included ‘being stressed’, ‘professional boundaries’ and ‘being busy’. Several recommendations and suggestions for future research were offered.
AFRIKAANSE OPSOMMING: Die toenemende komplekse rol van die kritieke-sorgverpleegster in ’n intensiewe-sorg omgewing verg ’n veel hoër vlak van kritiese denke en ’n kliniese oordeelvaardigheid as ooit tevore. Kritiese denke in ’n verplegingspraktyk kan gedefinieer word as die kognitiewe vermoë om te kan analiseer, om vooruit situasies te kan bepaal en die vermoë om kennis te omskep sodat kwaliteit verpleegsorg verseker kan word. Om soos ’n verpleegster te kan dink, stipuleer dat die inhoud van verpleging geleer moet word wat konsepte, idees en teorieë daarvan insluit. Die doel en oogmerke van die studie is om die ervarings en perspektiewe van kritieke-sorgverpleegsters te ondersoek, met betrekking tot die konsep van kritiese denke, fasette wat die toepassing van kritiese denkvaardighede in ’n kliniese praktyk beïnvloed en die impak daarvan op die lewering van kwaliteit verpleegsorg. Die metodologie wat toegepas is, is ’n kwalitatiewe benadering deur middel van ’n gevalle-studie ontwerp. ’n Steekproefgrootte van ses deelnemers wat aan die inklusiewe kriteria voldoen het, is mee onderhoude individueel gevoer en daarna is met vyf van hierdie ses deelnemers in ’n fokusgroep onderhoude gevoer ten einde data op te neem wat andersins verlore kon geraak het. ’n Veldwerker was teenwoordig gedurende die proses van onderhoudvoering om die opgeneemde en getranskribeerde data te verifieer. Die data-insamelingsinstrument is in die vorm van ’n onderhoudsgids ontwikkel om die navorser gedurende die onderhoudvoering te help. ’n Loodsondersoek is uitgevoer om die haalbaarheid van die voorgestelde studie te ondersoek en is sodoende geskep om relevante inligting te onthul. Etiese goedkeuring vir die studie is verkry van die Gesondheidsnavorsing Etiese Komitee aan die Fakulteit van Geneeskunde en Gesondheidswetenskappe, Universiteit Stellenbosch. Goedkeuring en toestemming is van die hospitaalgroep aan wie die hospitaal behoort verkry, waar die studie onderneem is om sodoende onderhoude te kan voer met verpleegsters wat in die intensiewe-sorgeenhede werk. ’n Primêre, kwalitatiewe inhouds analise is gebruik om omderhoud data te analiseer wat fokus op die inhoud of kontekstuele betekenis daarvan. Kodering van die data deur die toepassing van die temas en sub-temas wat voorgekom het, is deur die navorser gedoen. Die data is onafhanklik gekodeer om die analise en interpretasie van die navorser te verifieer en te bekragtig ten einde die akkuraatheid en getrouheid in die formulering van die betekenis en interpretasie van gebeure met juiste weergawe daarvan, te verseker. Die resultate wat as hooftemas vanuit die individuele onderhoude voortgespruit het, asook die van die fokusgroep het die deelnemers se eie begrip van die konsep van kritiese denke en komponente wat die toepassing van kritiese denkvaardigheid in ’n kliniese praktyk beïnvloed, getoon. Die konsep van kritiese denke het die wyse waarop analitiese en onafhankilke denke, bevoegdheid en selfvertroue, asook kennis, vaardigheid en kundigheid die kwaliteit van pasiëntsorg beïnvloed, uitgebeeld. Die voortkomende data het daartoe aanleiding gegee dat die faktore wat die fasilitering en beperking van kritiese denke beïnvloed, bespreek kon word. Data rakende fasilitering het getoon hoedat die ondersteuning van die span, ervaring, blootstelling en die verruiming van die gees, kritieke-sorgverpleegsters positief kan beïnvloed om kritiese denke in hulle daaglikse verplegingsaktiwiteite effektief te kan toepas. Data wat verband hou met beperkings het getoon hoedat stres, professionele kwessies en besigwees kritieke-sorgverpleegsters negatief kan beïnvloed in die toepassing van kritiese denke gedurende daaglikse verplegingsaktiwiteite. Verskeie aanbevelings vir toekomstige navorsing is voorgestel.

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Scott, Helen. "Putting the 'critical' into critical studies in art education." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/580123/.

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This study aims to examine critical studies in secondary art and design education; to question its teaching practices, content and purposes, with a view to proposing how these elements might work more critically. A broadly qualitative methodology is adopted, that draws on elements of a number of approaches including action research, interpretivism and naturalistic enquiry that claim to enable understanding of practice from practitioners’ points of view. The study is indebted to Bourdieu’s work; his concepts, including habitus, capital and field are used as ‘tools to think with’ enabling the possibility of opening up practice, of getting beneath taken for granted ways of acting and to “strain” interpretation of students’ views. Adopting a Bourdieuian frame also encouraged reflexivity throughout the study. The study initially uses questionnaires to explore a number of personal, initial “hunches” that have been acquired from my own experiences of students destined to become art and design teachers. Additionally, semi-structured interviews were undertaken with student teachers; from these emerged the phenomena of an “in-between” position. The study goes on to argue that this position, where identity is in a state of flux may enable more critical interventions or enactments in art and design education. The study concludes by suggesting that although art and design education occurs within locations of constraints and structures, nevertheless, those involved in initial teacher education in art and design – including students, school mentors and university tutors - are all differently, but importantly placed to make critical studies teaching more critical.

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SCAMARDO, Giovanna Maurilia Aurora. "LA CRITICAL RACE THEORY RICOSTRUZIONE STORICO CRITICA E ANALISI INTERSEZIONALE DELLA DISCRIMINAZIONE." Doctoral thesis, Università degli Studi di Palermo, 2014. http://hdl.handle.net/10447/91292.

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Valero-Silva, Néstor. "A critical history of the origins of critical systems thinking." Thesis, University of Hull, 1999. http://hydra.hull.ac.uk/resources/hull:10470.

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This thesis provides a critical history of the origins of Critical Systems Thinking (CST). Its theoretical framework is based upon a detailed analysis of the work of the French philosopher Michel Foucault. It is aimed at demystifying CST's claims of pursuing some "neutral" human interests, while arguing that CST's origins are grounded on managerial interests and practices. After providing a comprehensive review of Foucault's ideas, it examines the main approaches found in the history of the management sciences. It shows how each new management approach made its contribution by producing a new type of worker according to changing historical circumstances; a worker that is increasingly supposed to freely and democratically pursue his/her own interests, which "coincidentally" follow those of the management. It also discusses how different strands of systems thinking, such as OR and soft systems, were produced to support these managerial paradigms. Finally, it examines the role that current managerial techniques, as exemplified by TQM, have played in the production of CST in the 1980s. In this context, it argues that CST's role in modern organisations is to contribute to the refinement of current managerial techniques. CST's discourse is portrayed, thus, as contributing to the masking of the micro-techniques of normalisation present in contemporary organisations.

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O'Hanlon, P. A. "A critical evaluation of kantian themes in habermas's critical theory." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517049.

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King, Daniel. "Living critical management : investigating the role of the critical scholar." Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630466.

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What is the role of critique, what is the role of the critical scholar, what hope do we have for transformation? These are questions which are increasingly becoming a matter of concern and debate within Critical Management Studies (CMS). Having grown to a size that it has gained some acceptance within the Business School, CMS is now concerned about the impacts it makes on management theory, teaching and practice. This debate, as it currently stands, is primarily concerned with the possibilities and limitations that CMS has due to its location within the Business School. Constructed around a series of dualisms, this debate sees that its critique is struggling to overcome the divisions between theory and practice; emancipatory and mundane pressures; academics and practitioners; the 'ivory tower' and the 'real world'. Therefore, the debate within CMS is in something approaching an impasse, unable to move beyond these seemingly intractable divisions. However, the questions around the role of critique are not exclusive to CMS or its position within the Business School. In fact they are key issues for many of the theoretical traditions that provide the background to CMS. This thesis will explore these issues by rethinking the work of Michel Foucault and my own practice in the Voluntary and Community Sector (VCS). Starting with the work of Foucault, it will explore how his work has been read and received within CMS. Whilst heralded as an iconoclast Foucault work has been subject to repeated critique by his detractors because it relies too heavily on the concept of the Panopticon, presenting the world as totally dominated; he has got rid of the active agent - leaving nobody able to fight power; and has no normative ground - providing no reason to fight. Against these charges, those sympathetic claim that they are a result of reading Foucault without the deeper theoretical framework, of Foucault's reworking of the notions of power-relations, power-knowledge and the constitution of subjectivity. Moreover, they do not take into account Foucault's rethinking of the intellectual. This idea is taken on in chapter 4, which explores Foucault as an activist intellectual set against the backdrop of the student protests of Mai '68. These protests, the thesis argues, are vital because they transformed the territory upon which critique could be constructed, moving from the universal intellectual, on behalf of the proletariat and in the name of truth, to more localised, engaged, specific intellectual working on ones on practice. The shifts they engendered are vital, not only to understand Foucault as an activist intellectual, but to explore his work for its transformative value. This transformative value of Foucault's work is explored in greater depth in chapter 5 which examines the way we read Foucault's work. Arguing that the predominant mode is through the 'theoretical optic' which privileges understanding and complete theory, this thesis argues, for reading Foucault's work as an experience, a askesis, which one undergoes in order to be transformed. Foucault thus presents a new image of thought and struggle. This new mode of engagement is developed in chapter 6 which explores how Foucault's work challenged my practice as a practitioner in the VCS. Chapter 6 examines how Foucault's work functioned on me, as an askesis, and the possibilities that it opens of critical practice. It argues that Foucault has a critical ethos that is widely ignored in the current way he is read. Chapters 7 and 8 develop these themes by using Foucault's work to explore and reconsider my own practice running a small VCS organization. By starting with seemingly mundane practices, such as evaluation and monitoring forms and funding application forms, it explores how power functioned through these practices. By placing them within the broader framework of the transformations of the welfare state, in which socially disadvantaged individuals are taught to consider themselves autonomous, free, self-governing people, they are seen as having the capacity to fix their own problems. This auto-ethnographic reconstruction explores how I became disciplined within these practices and disciplined others. It ends with questioning the possibilities for engaged auto-ethnographic practice and calls for the cultivation and experimentation with new forms of intellectuals.

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Guilherme, Maria Manuela Duarte. "Critical cultural awareness : the critical dimension in foreign culture education." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1533/.

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Lee, Paul Man-Yiu. "Critical coronary stenosis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq23948.pdf.

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Azar, Elif Zeynep, Çağlayan Erdönmez, and Desirée Verscheijden. "Developing Critical Thinking." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6586/.

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Baars, Daniela, Michal Bajzík, Stanislav Pisarčík, and Ines Weiser. "Developing critical thinking." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6579/.

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1. What does critical thinking mean? 2. Critical thinking in school 3. Critical thinking as a process 4. Analysing and evaluating the questionnaire 5. Interview with one of the students 6. Analysis and evaluation of the assignments 7. Conclusion

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Groell, Janine, Caroline Stern, and Pelin Turgut. "Developing critical thinking." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6596/.

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1. What does Critical Thinking mean? 2. Critical Thinking as defined by EVE and other authors 3. Analysing and evaluating the questionnaire 4. Developing critical thinking with the strategies 5. Problems and solutions while developing critical thinking

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Medved’, Jakub, Tomáŝ Matisovskŷ, and Maico Suijkerbuijk. "Developing critical thinking." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6602/.

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1. Defining critical thinking 2. The importance of thinking critically about family values 3. How to teach critical thinking 4. Strategies as a means to develop critical thinking 5. Critical thinking in the EVE lessons 6. Conclusion

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Rowe, Timothy Samuel. "A Critical Project." Thesis, University of Canterbury. Philosophy and Religious Studies, 2008. http://hdl.handle.net/10092/1850.

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This thesis examines what are for us two great sources or causes of error. The first arises from the influence of various cognitive biases upon our thinking, while the second emerges as a result of our wide-ranging dependence upon others for a vast amount of our beliefs about the world. Through both we can come to adopt false and harmful beliefs, a fact that naturally has both veridical and moral significance. One response is to suggest that we should increase our reliance upon experts in order to help us better acquire true beliefs and avoid false beliefs. By examining the historical, theoretical, psychological, and linguistic character of epistemic authorities and relationships, this avenue will be argued to be problematic. Scepticism in relation to epistemic authority is avoided in favour of an adoption of a critical attitude with respect to social sources of belief. The epistemology of testimony is next looked at, to see whether any lessons can be drawn from the nature of epistemic dependence to how we should epistemically approach others. Reductive versus non-reductive conceptions of the justification of testimony are explained, with the former conception being seen as naturally lending itself more to a critical treatment of social sources of belief. The question of why we should be rational at all is then examined. The positions of William K. Clifford and Karl Popper on the matter are explained, and my own views set forward. Finally, in light of the preceding groundwork, it is argued that there is a philosophical place and a social need for public education with respect to the broad epistemic situation in which we find ourselves.

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Tanuwijaya, Karina. "Whatever : Critical Fashion." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45639.

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In his book, Whatever, Michel Houellebeque wrote: “I observe right away that people generally go around in bands, or in little groups --- Next I notice that all these people seem satisfied with themselves and the world; it's astonishing, even a little frightening. They quietly saunter around, this one displaying a quizzical smile, that one a moronic look. Some of the youngsters are dressed in leather jackets with slogans borrowed from the more primitive kind of hard rock; you can read phrases on their backs like Kill them all!or Fuck and destroy!; but all commune in the certainty of passing an agreeable afternoon devoted primarily to consumerism, and thus to contributing to the consolidation of their being.”i The quote illustrates the condition of our current time where culture and meaning has been negated by the process of consumption. From the quote we can clearly see ambivalence towards identity. Houellebecq's book has captured perfectly the pervasive emptiness of human life. Fashion has always been a mirror of the society, and what does it says about our society today when fashion has turned so banal that it is almost impossible to tell one from another. What does it say about our society when people's identity changes as the season changes with exponential acelleration. The idea of this project is to create a critical commentary on how the fashion world and the world in general has changed. During the last decades, fashion changes so fast, seasons come and go and the old Spring/Summer, Fall/Winter collections are not enough anymore. Now we have Resort and Pre-Fall as an addition to the original instalment. Customers expect new goods at least every month if not every week. Trends changes so fast to the point if you observed a fashionista she will look schizophrenic because of how often she changes her persona. Fashion has ceased to become creative or critical. The pressure on commercialism has led the industry into a machine with no substance geared to churn up more products with little regards to creativity, sustainability and the environment. The direction this change is going is frankly alarming, yet, with all the rigid system and the pressure on commercialism there is only so much that one can do. Referring to Michel Houellebeqc and his book Whateverii, with this project I'm trying to bring more awareness to the state of our time. iMichel Houellebeqc, Paul Hammond (translator), Whatever, Serpent's Tail, London,1998 iiMichel Houellebeqc, Paul Hammond (translator), Whatever, Serpent's Tail, London,1998

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Shwani, Hazim G. "Critical infrastructure protection." Thesis, Utica College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555605.

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This research study focused on identifying the protection of critical infrastructures and enhancing cybersecurity. The most recent cyber practice that is in place to protect critical infrastructures was also explored. From the literature review, it was concluded there are security loopholes in critical infrastructures. The study also uncovered that the federal government uses the newest cybersecurity tools, but does not share cyber vulnerabilities and risks with the private sector operating the infrastructures. The study also included an in-depth examination of Congressional documents pertaining to cybersecurity. However, it concluded that implementing rules and regulations is an ardouous step for the US Congress due to conflicts of interest. Finaly, the studied uncovered robust training, information sharing, and a contingency plan as the DHS's strategy to adapt to cyber threats that are emerging. Key Words: Critical Infrastructure, Cybersecurity.

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Seale, Maura. "Institutionalizing Critical Librarianship." The University of Arizona, 2016. http://hdl.handle.net/10150/609829.

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CARELLI, ALBERTO. "Securing Critical Infrastructures." Doctoral thesis, Politecnico di Torino, 2020. http://hdl.handle.net/11583/2850592.

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29

Jancsary, Dennis, Markus Höllerer, and Renate Meyer. "Critical analysis of visual and multimodal texts." SAGE, 2016. http://epub.wu.ac.at/6126/1/Dennis_etal_2016_SAGE%2Dcritical%2Danalysis.pdf.

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30

Profetto-McGrath, Joanne. "Critical thinking skills and critical thinking dispositions of baccalaureate nursing students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ39582.pdf.

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31

Austin, Stephanie. "Critical psychology in action, recommendations for the practice of critical psychology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40330.pdf.

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32

Gude, Michael Thomas. "The critical properties and near-critical phase behavior of dilute mixtures." Diss., Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/11206.

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Karube, Kosuke. "Ferromagnetic critical behavior and critical universality in itinerant-electron metamagnet UCoAl." 京都大学 (Kyoto University), 2015. http://hdl.handle.net/2433/199086.

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Alasad, Jafer A. "A phenomenology of critical care: The lived experience of critical care nurses." Thesis, University of Manchester, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487878.

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This study investigates the experiences of twenty-two critical care nurses in an attempt to uncover the essential elements in the practice of critical care nursing. The study is grounded in the phenomenological hermeneutics of Martin Heidegger and argues that this methodology is compatible with the humanistic values of nursing. Data were generated from in-depth interviews and overt participant observation. The process of data analysis was guided by Heidegger's notions of phenomenological reflection and hermeneutic circle, Van Manen's (1990) process of thematic analysis and Draper's (1997) analytical principles. Five themes have been identified from the data. These are: (1) 'managing technology' which describes the nurse's relationship with the technological environment of the intensive care unit (2) 'communication with the patient which discusses the nurses' concern regarding the communication needs of the sedated and unconscious patient (3) 'deciding' which explores the decision-making process incorporated by the nurses and draw the attention to the nurses' involvement in ethical decisions (4) 'Humanising care' which describes the humanistic practices that the nurses implement in order not to lose sight of the patient's individual human identity (5) 'coping' which describes some of the situations and dilemmas facing the nurses in the unit with special concern to death as a source of stress and anxiety. The study concluded with an attempt to describe the ontological qualities of the study themes by drawing on Heidegger's concepts of care, involvement, being-in-the-world, understanding, death and his idea regarding our relationship with the technology. When viewed from Heideggerian perspective all the entities in the critical care unit are unified by the concepts of care and involvement which are considered the basic way of being-in-the-world as a critical care nurse. Finally the study suggests some practice and research possibilities.

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Malpass, Matt. "Contextualising critical design : towards a taxonomy of critical practice in product design." Thesis, Nottingham Trent University, 2012. http://irep.ntu.ac.uk/id/eprint/280/.

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This study focuses on critical design practice. The research challenges the colloquial understanding of ‘critical design.’ It problamatises, defines and reassesses the concept of ‘critical design’ situating it among other forms of critical design practice. The research reviews the field of activity from a historical perspective. It reviews contemporary activity in contexts of design research and the gallery system to establish domain authorities and theoretical perspectives that inform critical design practice. The research draws from a body of literature relating to design theory and critical design practice to identify several important themes by which to discuss the practice. The research employs a hermeneutic methodology and engages expert ‘critical’ designers through a series of conversational interviews. The interviews are analysed using code to theory methods of inductive qualitative analysis and subjected to hermeneutic analysis that draws on the extensive contextual review. Salient concepts found in the discourse are extracted, theorised and organised to create taxonomy of critical design practice. In the taxonomy, the field of critical design practice is categorised by three types of practice: Associative Design, Speculative Design and Critical Design. These three practices are differentiated by topics addressed in each and further differentiated by the type of Satire, Narrative and Object Rationality used in each practice. The original contribution of this research is a Taxonomy of critical practice in product design, which consists of a written and visual dimension. The taxonomy acts as a discursive tool to chart design activity and it illustrates the diversity in critical design practice beyond the colloquial understanding of ‘critical design’. The taxonomy presents three distinct types of critical design practice; it outlines the design methods used to establish the critical move through design and identifies the contexts where critical design is practiced. It can be used to compare projects, chart designers’ activity over time, illustrate trajectories of practice and identify themes in practice. The taxonomy provides theoretical apparatus to analyse the field. Such analysis contributes towards a discussion on critical design within design studies.

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Montazeri, Behzad. "Comparing Critical Chain Project Managemenet with Critical Path Method: A Case Study." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1935.

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Scheduling is a major task in project management. The current scheduling technique, Critical Path Method (CPM), has been widely applied for several decades, but a large number of projects fail to be completed on time and schedule delays occur in many projects. This raises question about the validity of the current project scheduling system. Critical Chain Project Management (CCPM), derived from Theory of Constraints, is a relatively new alternative approach toward scheduling projects. This study compared CCPM and CPM to determine which scheduling method delivers a shorter project duration and has a better usage of resources. A scheduling software called ProChain was used to reschedule a CPM based construction project using CCPM. The study concluded that the CCPM has the possibility to deliver shorter project duration and better resource usage in comparison to CPM. It was revealed that ProChain has limitation in the process of transforming a CPM schedule to a CCPM schedule. For example, ProChain treats any tasks without any predecessor as a project terminating task and puts a project buffer after it.

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Dunbar, Anthony W. "Critical race information theory applying a CRITical race lens to information studies /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779835191&sid=16&Fmt=2&clientId=48051&RQT=309&VName=PQD.

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Gould, Anthony J. Laffey James M. "A strategy to scaffold critical thinking during analysis of leadership cases." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6782.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. James Laffey Vita. Includes bibliographical references.

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Joseph, Jonathan. "Hegemony and critical realism." Thesis, Online version, 1997. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.242386.

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40

Xier, Li. "Kappa — A Critical Review." Thesis, Uppsala University, Department of Statistics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-126672.

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The Kappa coefficient is widely used in assessing categorical agreement between two raters or two methods. It can also be extended to more than two raters (methods). When using Kappa, the shortcomings of this coefficient should be not neglected. Bias and prevalence effects lead to paradoxes of Kappa. These problems can be avoided by using some other indexes together, but the solutions of the Kappa problems are not satisfactory. This paper gives a critical survey concerning the Kappa coefficient and gives a real life example. A useful alternative statistical approach, the Rank-invariant method is also introduced, and applied to analyze the disagreement between two raters.

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Dürre, Florian Maximilian. "Self-organized critical phenomena." Diss., lmu, 2009. http://nbn-resolving.de/urn:nbn:de:bvb:19-101816.

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Van, Dreven Amber, and res cand@acu edu au. "Waiting: a critical experience." Australian Catholic University. School of Nursing, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp12.25072005.

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This study explores the experiences of relatives waiting. Often relatives wait for considerably long periods, especially in critical care areas, whilst their loved one, whose health status is unknown, receives care. To explore these experiences and to understand the symbolic meaning behind the participants stories, a grounded theory approach was utilised which is firmly rooted in the sociological theory of symbolic interactionism. A qualitative approach was employed in order to yield a rich description of the human experience often not found in quantitative studies (Jamerson, Scheibmeir, Bott, Crighton, Hinton and Kuckelman, 1996, p. 468). Similarly, the use of feminist principles to guide this study has facilitated a greater understanding of such issues as gender roles, language, power and hierarchy. Using grounded theory methodology, audio-taped interviews were conducted with six female relatives who were recruited using theoretical sampling. Simultaneous recruitment, data collection, analysis and literature review took place, as advocated and outlined by Barney Glaser and Anselm Strauss (1967). The overarching core category discovered using this approach which epitomises the waiting experience, is the balancing of both positive and negative aspects of the four codes identified. These four codes are -mothering, trust, flustered anxiety and institutional and medical power. Each code had negative aspects, such as being denied the felt need to mother the critically ill loved one, being asked to entrust the health of a loved one to people that relatives had never met, feelings of fluster and anxiety, and a perception that they would interfere with medial care if they were to be involved in their loved ones care. Conversely, each code could potentially have a positive aspect, such as being involved in the care of the loved one, feelings of relief once the care of the loved one was entrusted to professional health care providers, affiliating with other relatives who were waiting in similar circumstances, and receiving frequent information from staff. A final model was produced that illustrates the balance that many relatives aspire to when waiting in the Emergency Department waiting room. If the balance tips in favour of the negative aspects of the codes, a negative impact on the relatives feelings of well being can result.

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43

Eaton, Leanna. "Creatively transforming critical teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63217.pdf.

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Nicholl, Gordon. "Wyndham Lewis : critical intelligence." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23345.

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This thesis studies the intellectual development of the painter and writer Wyndham Lewis (1882-1957). His career is seen as an unique expression of the creative and critical intelligence within modern society. The liberal, secular, and individualistic aspects of Lewis's thought are stressed.
The thesis concentrates on four aspects of Lewis's life and work. First, Lewis's relationship with T. E. Hulme, usually described as one of direct influence, is shown to be adversarial and complicated by basic differences of their worldview. Second, the nature of Lewis's fascism is discussed using a new reading of Hitler (1931). Third, Lewis's view of the position and the role of the artist in society is explained by studying three of his models of culture and society, each drawn from a different period of his career. Finally, the relationship of Lewis and Marshall McLuhan is examined to determine the nature and extent of the ideas passed on.

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45

Cruz, H. R. da. "Critical phenomena in magnetism." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355743.

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46

Kehoe, Colleen Mary. "Supporting critical design dialog." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/9171.

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47

Seymour, David. "Critical theories of antisemitism." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/4231/.

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Distinguishing between different ways of thinking about antisemitism, this study concentrates on those theories that understand antisemitism as a uniquely modern phenomenon. Covering the period from the mid-19th century to the present day, it first examines the work of Marx and Nietzsche and then moves on to those theorists who wrote in the immediate aftermath of the holocaust and concludes with the postmodern writings of Bauman and Lyotard. It argues that these critical theories of antisemitism all relate the emergence of antisemitism to modern forms of political emancipation and questions the impact of the holocaust upon this body of thought. The study argues that the fluidity and open-endedness by which the early writers characterise modernity - most notably the ambivalence within modernity itself between the possibility of full emancipation and barbarity - comes to be replaced by an increasing pessimism that sees antisemitism as modernity's only possible outcome. It argues that this change is accompanied first by increasing the centrality of antisemitism to modernity, and also by defining more rigidly the concepts by which antisemitism is explained, most noticeably, the concept of "the Jews". This study argues that as a result of these interrelated developments, critical theories replicate many of the assumptions of the antisemitic worldview identified in the early works. By calling for a cautious and critical return to these earlier ways of explaining antisemitism, the study concludes by pointing to an approach that remains within the tradition of critical theory, but which re-establishes the critical distance between ways of accounting for antisemitism and the phenomenon itself - one in which the "Jewish question" is de-centred, the explanatory concepts reopened to question and the promise of emancipation reinvigorated.

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Walton, Sean Thomas. "Deflationism : a critical study." Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438602.

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49

Jung, Jaekyung. "Critical play : alien contact." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/61559.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 25-26).
I argue that the necessity of emancipating the Situationist International (SI) from the historical notion of it as the last movement of the avant-garde in order to take over the spirit of the SI. I claim that necessity of strategically announcing the concept of the Post- Situationist in order to interrupt existing perceptions of the SI. I propose "play" as a major direction in revitalizing the aesthetic sensibility of dehumanized citizens who live in the "spectacle", as defined as the Situationists, of capitalist society. I also propose to reinvent humanized daily life based on studying French philosopher Jacques Ranciere's aesthetical politics and Marxist theorist Guy Debord's theories on spectacle. Simultaneously, I investigate "critical play" as my central tactic in reconnecting social neurons among atomized citizens to re-energize human creativity, a core agent in progressing social development. Lastly, I demonstrate one of my research projects performed over the last two years in the program in Art, Culture, and Technology. In terms of critical play, I am seeking the potentiality of Post Situationist strategies.
by Jaekyung Jung.
S.M.

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50

Gardner, Carolyn Caffrey, and Rebecca Halpern. "Assessment and Critical Praxis." The University of Arizona, 2016. http://hdl.handle.net/10150/607814.

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Presentation. Critical Librarianship & Pedagogy Symposium, February 25-26, 2016, The University of Arizona.
Facilitated Roundtable Discussion Are critical assessment practices possible? Is the role of assessment fundamentally at odds with critical library pedagogy? Assessing both instructor performance and student learning can rationalize academic programs or services, demonstrate student learning, measure teacher performance accountability, or provide feedback on the efficacy of instruction. In today’s neoliberal higher education landscape this is often reflected through “value” and “return on investment.” Given the fraught purposes of assessment in higher education, what would critical assessment look like in practice? This roundtable will ask participants to discuss the tension and propose assessment methods that are congruent with a critical pedagogy perspective.

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Dissertations / Theses on the topic 'Critical'

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