Relevant bibliographies by topics / Evocation of a personal experience

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Academic literature on the topic 'Evocation of a personal experience'

Author: Grafiati
Published: 25 January 2025

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Journal articles on the topic "Evocation of a personal experience"

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Nourkova, V. V., and O. S. Sulim. "Evocation of the self: self-defining mental photographs." Etnograficheskoe obozrenie, no. 6 (December 15, 2023): 61–76. http://dx.doi.org/10.31857/s0869541523060052.

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The acquisition of mental tools is a uniquely human mode of resisting situational pressure and achieving psychological self-determination. The fact that material photographs effectively trigger autobiographical memories has led to the hypothesis that they have functional counterparts in the form of memories of the most personally significant photographs. One hundred and eighty-five participants volunteered to recall, describe, and rate on several scales the memories of photographs that best express their personality. The “self-defining mental photographs” obtained from the participants were found to be subjectively attractive, highly functional, and expressive of various personality traits. The exploratory factor analysis suggested a three-factor solution interpreted as qualitatively specific types of mental photographs. Mental photographs scoring high on Factor 1 (Focus on the event) may serve as retrieval tool for extracting personal sense from a concrete episode of the past. High scores on Factor 2 (Detailed image of the narrator) probably refer to the internal dialogue between past and present self. High scores on Factor 3 (Holistic Self) were attributed to the integrated experience of personality-destiny unity coinciding with the awareness of one's history of existence.
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Schubert, Emery. "A Special Class of Experience: Positive Affect Evoked by Music and the Arts." International Journal of Environmental Research and Public Health 19, no. 8 (April 14, 2022): 4735. http://dx.doi.org/10.3390/ijerph19084735.

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A positive experience in response to a piece of music or a work of art (hence ‘music/art’) has been linked to health and wellbeing outcomes but can often be reported as indescribable (ineffable), creating challenges for research. What do these positive experiences feel like, beyond ‘positive’? How are loved works that evoke profoundly negative emotions explained? To address these questions, two simultaneously occurring classes of experience are proposed: the ‘emotion class’ of experience (ECE) and the positive ‘affect class’ of experience (PACE). ECE consists of conventional, discrete, and communicable emotions with a reasonably well-established lexicon. PACE relates to a more private world of prototypical aesthetic emotions and experiences investigated in positive psychology. After a review of the literature, this paper proposes that PACE consists of physical correlates (tears, racing heart…) and varied amounts of ‘hedonic tone’ (HT), which range from shallow, personal leanings (preference, liking, attraction, etc.) to deep ones that include awe, being-moved, thrills, and wonder. PACE is a separate, simultaneously activated class of experience to ECE. The approach resolves long-standing debates about powerful, positive experiences taking place during negative emotion evocation by music/art. A list of possible terms for describing PACE is proposed.
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Keiser, Mel. "The Personal as Postcritical and Theopoetic." Tradition and Discovery: The Polanyi Society Periodical 48, no. 2 (2022): 4–21. http://dx.doi.org/10.5840/traddisc20224829.

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Exploring Polanyi on religion in Personal Knowledge and Meaning as mystical, metaphoric, and mythic as well as ritual and belief, I seek to clarify the meaning of the personal through a lens combining postcritical and theopoetic perspectives. Stanley Hopper’s theopoetic similarly criticizes, and seeks unconscious depths beneath, modern dualism, deepening Polanyi’s discussion of the religious efficacy of figural language. The personal for Polanyi embraces tacit commitment, from-to emergence, communal connectedness, creativity shaping our world, integrating self and world through figural language, process of discovery, and affirmation of God as presence and integrative agency in our existence and understanding. Poteat deepens the personal with effects of first-person-singular grammar. While affirming via negativa, letting go of frameworks, Polanyi insists traditional frameworks are essential to religion. He criticizes modern poetry for shattering Christian frameworks. Not recognizing religion in its fragments, he misses an unrealized potential for understanding religion as the depths of the tacit dimension. Letting go all frameworks, thoughts, rules, and goals in the via negativa, we dwell in mystery within which God presences through evocation of poetic images, and we experience our personhood as elusive selves enveloped in and impelled by divine Mystery.
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LAMBERT-HURLEY, SIOBHAN. "The Heart of a Gopi: Raihana Tyabji's Bhakti Devotionalism as Self-Representation." Modern Asian Studies 48, no. 3 (July 9, 2013): 569–95. http://dx.doi.org/10.1017/s0026749x12000704.

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Raihana Tyabji is best known in history, not for her writing or even her singing, but as a devotee of Gandhi. Yet in 1924 this at least nominally Muslim woman composed a small book of bhakti devotionalism that has continued to garner popular interest right into the twenty-first century. She gave it the evocative title, The Heart of a Gopi, on the basis that what had been revealed to her was the very ‘soul’, the inner self, of the gopi and, through that, an understanding of Lord Krishna himself. This paper considers the question of how far this piece of bhakti devotionalism may be read as a kind of personal narrative, an evocation of the self. Does the referencing of an established narrative tradition give the author's feelings and experiences, especially as a Muslim woman devoted to Krishna at a time of increasing religious rigidity and growing communal strife, a kind of validity not achievable otherwise? And, if so, how do we separate out the author's ‘self’ from the literary conventions—in this case, the gopi tradition—that structure the story? In the tradition of Islamic life-writing, can the gap between the miraculous and the mundane be breached in order to understand the mystical experience charted here as a kind of autobiography? Even from the rationalist's perspective, should not the life of the imagination still be considered part of the life?
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Lawrence, Clare, John Rimmer, and Aimee Quickfall. "Using an arts-based design to explore the experience of Shared Reading: A pilot study." Journal of Arts & Communities 12, no. 1 (June 1, 2021): 85–103. http://dx.doi.org/10.1386/jaac_00024_1.

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This pilot study explores the use of an arts-based design to record the experience of a Shared Reading workshop. There is considerable evidence of the effectiveness of Shared Reading as a support for well-being across a wide range of situations and settings, and studies have suggested that this literature-based intervention may have the potential to support both thinking and feeling. However, describing the personal and emotional responses that provoke the impact of Shared Reading is a challenge. The capture of the discussion occurring during this pilot workshop is made visual using both words and pictures, and this ‘capture’ is then synthesized and an evocation is created using the medium of film. This article discusses the process and the effectiveness of this arts-based approach as evidenced during data collection, in interpretation and again in dissemination, and implications for further use of this methodology are explored.
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Holbrook, Morris B. "Reflections on Rocky." Society & Animals 4, no. 2 (1996): 147–68. http://dx.doi.org/10.1163/156853096x00133.

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AbstractThis paper applies an approach that the author calls Subjective Personal Introspection (SPI) to the self-reflective examination, inward-looking understanding, and impressionistic evocation of his own consumption experiences as the keeper of a kitten named Rocky Raccoon. Three-dimensional photographs in the form of stereo pairs provide corroborative evidence for the interpretations suggested. In this reflexive, anecdotal, narrative account, Rocky the Cat emerges as a focal point in the author's experiential consumption.
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Stoker, Wessel. "De Rothko kapel schilderijen en de ‘urgentie van de transcendente ervaring’." NTT Journal for Theology and the Study of Religion 62, no. 2 (May 18, 2008): 89–105. http://dx.doi.org/10.5117/ntt2008.62.089.stok.

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Since the Romantic period, painters have no longer made use of traditional Christian iconography to express religious transcendence. Taking their cue from Schleiermacher’s Über die Religion, painters have sought for new, personal ways to express religious transcendence. One example is Caspar David Friedrich’s ‘Monk by the Sea’. Rosenblum argues, in his Modern Painting and the Northern Romantic Tradition, that there is a parallel between Friedrich and the abstract expressionist Rothko with respect to the expression to religious transcendence. In this article I investigate how the experience of transcendence that Rothko’s paintings want to evoke is to be described. Is it an experience of the sublime in the Romantic tradition? Is it the evocation of the ultimate in accordance with Tillich’s broad concept of religion? Does it display affinity between Rothko and the postmodern sublime of Lyotard? Or is it a transcendent experience that cannot be situated so easily within the options supplied? After determining Rothko’s understanding of transcendence, some issues will be brought up that could be fruitful for Christian theology.
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Piht, Sirje, Piret Lehiste, Rea Raus, and Mariliis Lazarev. "THE RELEVANCE OF EVOCATION AND REFLECTION CARDS IN THE LEARNING PROCESS." Problems of Education in the 21st Century 41, no. 1 (April 5, 2012): 61–74. http://dx.doi.org/10.33225/pec/12.41.61.

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When starting school, most students have a desire to learn and are motivated to participate actively in the learning process. Lack of interest is what undermines learning. Research on children's well-being in the European Union (EU), conducted at York University in 2006, indicated that Estonia stands out among 25 EU countries with the lowest level of students who enjoy school and have a feeling of well-being. However, the results of 2006 and 2009 PISA (Programme for International Student Assessment) research indicate that Estonian students do have good subject knowledge and study skills. The Estonian Human Development Report 2009 states that 70% of Estonian students consider their study load too heavy, 67% feel fatigue and 33% do not want to go to school at all. The report indicates that schools do not pay enough attention to personality development, analysis and discussion (Eesti Koostöö Kogu, 2010). Based on the results of the above-mentioned research, it can be said that Estonian students have good subject knowledge, but learning offers them neither pleasure nor interest (Organisation for Economic Cooperation and Development [OECD], 2007; Puksand, Lepmann & Henno, 2010). The key question for this research was how learner-centered goal setting and reflection support the learners´ skills to set their own goals for the learning process and to analyze it. Learners are interested in the learning process in case they understand the goals, are actively involved, and take responsibility for their actions. Learners should experience success and get immediate feedback on their activities. Ninety-six different evocation and reflection cards were tested by 24 Estonian teachers in the spring of 2011. The purpose of testing was to clarify how effective the usage of evocation and reflection cards is in supporting students in setting goals and analysing their activities. The quantitative research method (in the form of a questionnaire) was used in order to discover teachers` personal opinions, attitudes and approach to the cards and make conclusions about the relevance of the cards in supporting students` involvement in the evocation and reflection phase of learning. The research results showed that giving and receiving feedback develop students´ self-image, motivate them to participate in the learning process and develop their study skills. The relevance of evocation and reflection cards depends greatly on a teacher's opinion and will to use them. If a teacher does not possess enough knowledge about how to involve students in goal setting and analysis of the lesson, the efficiency of these cards is not evident. Key words: evocation, learning motivation, reflection.
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Wojda, Dorota. "„Czemu Cię nie ma na odległość ręki”. Listy – zdarzenia literackie Adama Ziemianina." Przestrzenie Teorii, no. 30 (April 16, 2019): 205–30. http://dx.doi.org/10.14746/pt.2018.30.10.

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The article deals with Adam Ziemianin’s epistolary poetry (bringing both the subject of letters and imitating their formal qualities), which is discussed as a collection of literary events. Such an interpretation draws attention to the performativity of this writing, that is, its causative function, which results in the actualization of the text through the reader’s personal experience. Therefore, the interpretation here takes into account not only Ziemianin’s poems, but also their popularity as songs performed by the group Stare Dobre Małżeństwo. The most important conclusion presented in this paper focuses on the paradoxes of epistolary poetry: the evocation of both presence and absence, synchrony and asynchrony, combining private with public, as well as merging the literary dimension with real existence. Most of these paradoxes are motivated by the desire to rescue love and overcome death, as indicated by the symbolism of the letter and the well – serving as life-giving mediators.
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ROBINSON, EMILY. "THE AUTHORITY OF FEELING IN MID-TWENTIETH-CENTURY ENGLISH CONSERVATISM." Historical Journal 63, no. 5 (February 12, 2020): 1303–24. http://dx.doi.org/10.1017/s0018246x19000682.

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AbstractConservatism claims to be a philosophy of common sense and everyday experience, in which sensation takes priority over reason. This article asks how this was understood by both Conservative thinkers and grassroots members in mid-twentieth-century England, and how it sat alongside other ways of understanding the feelings and experiences of ordinary people, in a period in which these came to be regarded as a privileged form of political authority. The article shows that the Conservative everyday was rooted in individual sensory experiences, but always underpinned by the collective evocation of reverence, majesty, and awe. It traces understandings of the everyday and the awesome through political texts and grassroots publications, showing that the tension between them is what gives Conservatism its distinctive character. This is conceptualized in Burkean terms as the beautiful and the sublime. The latter guarantees order, hierarchy, and allegiance, while the former works to soften and socialize power – making it seem a matter of custom and common sense. The article suggests that this combination enabled Conservatism to adapt to the challenges of mass democracy but became ever harder to sustain in the emotional culture of post-war England, when feelings became a marker of personal authenticity, rather than cultural authority.
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Dissertations / Theses on the topic "Evocation of a personal experience"

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Sanchez-Gil, Julie. "Parler à l'école maternelle : caractéristiques des productions verbales d'élèves "petits" et "grands" parleurs et des gestes professionnels langagiers dans trois activités." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0415.

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Le langage oral est omniprésent dans les classes et notamment dans les classes de maternelle. Cependant son enseignement reste complexe et peu mis en œuvre alors même qu’il s’agit d’un des vecteurs de la réussite scolaire. Cette thèse étudie les effets de trois activités langagières mises en œuvre par une enseignante avec des petits groupes d'élèves de grande section constitués au regard de l’hétérogénéité quantitative et qualitative de leurs prises de parole. Elle s’inscrit dans un cadre socioconstructiviste qui considère comme fondamental le rôle des interactions entre l’enfant et son environnement dans l’acquisition du langage. Ainsi, dans le cadre de notre étude, réalisée en contexte scolaire, les interactions verbales entre l’enseignante et les élèves sont déterminantes afin de permettre l’apprentissage de nouvelles pratiques discursives. Nos analyses reposent sur des observables quantitatifs (pourcentage de temps de parole, d’énoncés produits, LME…) et qualitatifs (contenu des prises de parole) qui permettent de dresser des portraits langagiers d’élèves et d’apprécier leurs variations en fonction des modalités de groupement et des activités proposées. Cette étude montre que la variation des modalités de groupement permet d’apprendre aux élèves à se construire en tant qu’interlocuteur dans des contextes différents. Mais cette recherche montre surtout que le choix des activités de langage a bien plus d’effets que les modalités de groupement sur les productions langagières des élèves et plus particulièrement sur celles des élèves « petits » parleurs. En effet, les activités conditionnent les pratiques discursives mobilisées par les élèves : notre étude montre qu’il est important de varier les activités langagières à destination des élèves afin de les inscrire dans des genres de discours différents et de leur apprendre à utiliser des outils linguistiques variés. Cette recherche montre également que la nature des productions verbales des élèves « grands » parleurs est plus hétérogène que celles des élèves « petits » parleurs. En effet, un profil langagier commun aux élèves « grands » parleurs de notre étude se dégage lors des trois activités proposées puisque ces derniers prennent la parole de façon spontanée, enchainent aussi bien à la suite des discours de l’enseignant que de leurs pairs et que le contenu de leurs prises de parole est varié. Le profil langagier des élèves « petits » parleurs est plus hétérogène et dépend davantage des activités proposées, nous relevons néanmoins des points communs : comme le fait qu’ils enchainent majoritairement à la suite des discours de l’enseignante, et souvent à la suite d’un questionnement de sa part, ou le fait que le contenu de leurs prises de parole soit plus stable que celui des « grands » parleurs. Enfin la dernière partie de notre thèse se focalise sur les gestes professionnels langagiers (GPL) mobilisés dans chacune des activités en fonction du fait que les élèves sont de « petits » ou de « grands » parleurs. Cette recherche, effectuée avec des groupes de quatre élèves, montre que le travail avec des effectifs réduits permet un rétrocontrôle de la part de l’enseignante et un ajustement des GPL aux besoins des élèves, ces derniers étant différents dans le groupe des « petits » et des « grands » parleurs ce qui explique pourquoi le nombre de GPL et la nature de ces derniers varient en fonction des groupes. Cependant les représentations de l’enseignante sur les élèves « petits » et « grands » parleurs peuvent parfois avoir des effets sur les GPL mobilisés lors des activités
Oral language is omnipresent in the classroom, especially in nursery school. However, its teaching remains complex and little implemented, even though it is one of the vectors of school success. This thesis examines the effects of three language activities implemented by a teacher with small groups of kindergarten pupils, selected on the basis of the quantitative and qualitative heterogeneity of their speech. It is part of a socioconstructivist framework that considers the role of interactions between children and their environment in language acquisition to be fundamental. Thus, in our study, carried out in a school context, verbal interactions between teacher and pupils are crucial to the learning of new discourse practices. Our analyses are based on quantitative observables (percentage of speaking time, utterances produced, LME, etc.) and qualitative observables (content of utterances), which enable us to draw up language portraits of the pupils and assess their variations according to the grouping modalities and activities proposed. This study shows that the variation in grouping modalities helps students learn to construct themselves as interlocutors in different contexts. But above all, this research shows that the choice of language activities has a far greater impact than grouping modalities on students' language productions, and more particularly on those of “little” talkers. Our study shows that it is important to vary the language activities aimed at students, so as to inscribe them in different discourse genres and teach them to use a variety of linguistic tools. This research also shows that the nature of the verbal productions of “high” talkers is more heterogeneous than those of “low” talkers. In fact, a language profile common to the “big talkers” in our study emerges during the three activities proposed, since they speak spontaneously, follow up on the teacher's speeches as well as those of their peers, and the content of their speeches is varied. The language profile of “small” talkers is more heterogeneous and depends more on the activities proposed. Nevertheless, we note some common features, such as the fact that most of them follow on from the teacher's speeches, and often after questioning on her part, or the fact that the content of their speeches is more stable than that of “big” talkers. Finally, the last part of our thesis focuses on the professional language gestures (LPG) mobilized in each of the activities, depending on whether the students are “small” or “big” talkers. This research, carried out with groups of four students, shows that working with a small number of students enables the teacher to feedback and adjust the LPGs to the needs of the students, the latter being different in the “small” and “large” talker groups, which explains why the number of LPGs and the nature of the latter vary according to the group. However, the teacher's representations of “little” and “big” talkers can sometimes have an effect on the LPGs mobilized during the activities
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Naslund, Melissa Nicole. "Counselor Education: A Personal Growth and Personal Development Experience." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27862.

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A basic qualitative design was implemented to better understand the personal growth and personal development of seven master?s level counseling graduates in the mid-western United States. Three foundational questions were used to guide the study: (1) How do master?s level counseling students experience personal growth and personal development during the master?s level counselor-training program? (2) What parts of the master?s level counselor-training program contributed most to students? personal growth and personal development? (3) How do master?s level counseling graduates conceptualize how their personal growth and personal development have impacted their professional identity and their present work with clients? To address these questions, seven interviews were conducted with professional counselors who had graduated from a CACREP-accredited master?s level counseling program between the years of 2005 and 2013. Sixteen themes emerged from the interviews that addressed four main areas: 1) how master?s level counseling students experience personal growth and personal development, 2) what parts of the training program most impacts personal growth and personal develop, 3) how personal growth and development experiences impact professional?s identity development and present work with clients, and 4) how the terms personal growth, personal development, and professional development are both unique and overlapping concepts. The sixteen themes were supported by direct quotations from the participants. A synthesis of the findings and current literature was conducted and further discussion regarding the limitations of the study, suggestions for future research and implications for counselor education and supervision programs were addressed.
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Leonesio, R. Jacob. "Memory and metamemory for personal experience /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/9144.

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McKenzie, E. M. "Trainee teachers' experience of reflection : personal and social constructions of experience." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539426.

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Battista, Robert Rocco. "The personal meaning of the sport experience /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889187969.

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Neale-McFall, Cheryl, and Rebekah J. Byrd. "Counseling Masters Student’s Personal Growth Group Experience." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/888.

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Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.
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Strain, Alexander. "The importance of personal experience in religious education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0034/MQ64197.pdf.

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Kuru, Armagan. "Exploration Of User Experience Of Personal Informatics Systems." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615604/index.pdf.

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Many people use personal informatics systems to gather personal behavioral data, make better decisions, and make changes to their behavior. While the proliferation of new products on the market makes collecting personal data easier, how to help people engage with these systems over a long period of time remains an open question. To uncover which features of personal informatics systems lead to engaging experience and long-term use, two user studies were conducted with people who use personal informatics systems to support or track behavior change. Baseline interviews were conducted and participants were asked to interact with personal informatics systems. Participants rated their experience both qualitatively and quantitatively and particularly in Study2, participants rated their experience with the system daily. At the beginning and at the end of each study, participants were asked to reflect on their physical activity levels and on their perceived behavior change at the end of the each study. The results were analyzed qualitatively and quantitatively and similarities and differences between the studies were exhibited. This research reveals that easy and instant access to data is critical, and feeling good and positive social outcomes of interaction will also support sustained product use. In addition, personalization of data is emerged to be an important expectation of the users. At the end, design implications for future personal informatics system are also offered.
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Strain, Alexander. "The importance of personal experience in religious education /." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30221.

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This study opens with an exploration of the philosophical theories of two recognized scholars in the field of religious education with a view to providing a basis or jumping-off-point from which to present what the author sees as a development of a more advanced and freeing procedure for the religious development of the young.
Thomas Groome proposes a Shared Praxis Approach to Christian religious education. He emphasizes the need for appropriation, by the student, of that which he calls the Christian Story.
Sam Keen's stance is then examined wherein he contends that the basic Christian Story might well be supplanted as a shaper of personal identity by a growing, developmental autobiography.
The third and closing section of the thesis allows the writer to expose a personal proposal towards a more effective approach to religious education for the young, and this for a lifetime. The new proposal focuses on an examination of each student's personal experience with that which we call God, experiences within the framework of the child's initial orientation and then, progressively taking into account other major religious orientations. (Abstract shortened by UMI.)
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Fan, Siyuan. "Integrating design into interactive personal medicine education experience." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378195790.

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Books on the topic "Evocation of a personal experience"

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Orawski, Arthur T. Taichi: A personal learning experience. Oak Brook, IL: TIPRAC, 1992.

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Orawski, Arthur T. Taichi: A personal learning experience. 2nd ed. Oak Brook, IL: TIPRAC, 1996.

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Viloria, Jose B. Heart attack: A personal experience. 2nd ed. Monrovia, Calif: SGV Pub. Co., 1997.

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Barry, James. Personal best: The sports experience. Scarborough, Ont: Nelson Canada, 1993.

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Judd, Mike. The cadet experience. Basingstoke: Fisher Miller, 1999.

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Clarke, Andrew. Wealth of Experience. New York: John Wiley & Sons, Ltd., 2003.

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Winters, Ken C. Personal experience screening questionnaire (PESQ): Manual. Los Angeles, Calif: Western Psychological Services, 1991.

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Yali, Jack Bature. Perils of alcoholism: A personal experience. Jos, Nigeria: FAB Educational Books, 1995.

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Roxanne, Pembroke Louise, ed. Eating distress: Perspectives from personal experience. 2nd ed. London: Survivors Speak Out, 1993.

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Piotrowski, Henryk. My Siberian experience. [Toronto, Ont.]: H. Piotrowski, 1996.

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Book chapters on the topic "Evocation of a personal experience"

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George, Bernard, and Claude Laurian. "Personal Experience." In The Vertebral Artery, 183–230. Vienna: Springer Vienna, 1987. http://dx.doi.org/10.1007/978-3-7091-6967-4_14.

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Vivien, Benoît. "A Personal Experience." In Ballistic Trauma, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61364-2_1.

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Ashley, Jack. "A Personal Experience." In Novartis Foundation Symposia, 1–2. Chichester, UK: John Wiley & Sons, Ltd., 2008. http://dx.doi.org/10.1002/9780470719756.ch1.

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Kohli, Arun. "Personal Business Experience." In Management for Professionals, 57–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39735-1_4.

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Keene, Damian Douglas. "A Personal Experience." In Ryan's Ballistic Trauma, 15–17. London: Springer London, 2011. http://dx.doi.org/10.1007/978-1-84882-124-8_2.

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Garrison, Bruce. "Personal Experience Features." In Professional Feature Writing, 336–51. 6th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003343400-19.

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Gibson, Arthur, and Niamh O’Mahony. "“Communication of Personal Experience”." In Ludwig Wittgenstein: Dictating Philosophy, 149–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36087-0_4.

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Sirhan, Nadia R. "Narratives of Personal Experience." In Folk Stories and Personal Narratives in Palestinian Spoken Arabic, 66–77. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137325761_4.

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Holmberg, Christine, and Martina Breuning. "Personal Experience of Illness." In The SAGE Handbook of Social Studies in Health and Medicine, 143–61. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2022. http://dx.doi.org/10.4135/9781529714357.n8.

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Guo, Lei, Yipei Shen, Shiqiang Yang, and Huanbo Luan. "Personal Museum." In Design, User Experience, and Usability: Design Discourse, 502–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20886-2_47.

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Conference papers on the topic "Evocation of a personal experience"

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THIERIOT LOISEL, Mariana. "Dialogue Between Two Mirrors Towards Venetian Transdisciplinarity." In For an international transdisciplinary chair. ADJURIS – International Academic Publisher, 2024. http://dx.doi.org/10.62768/adjuris/2024/2/14.

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Abstract: The article is a „photographic snapshot” of the interweaving between personal history, cultural heritage, and the concept of transdisciplinarity through the metaphorical lens of Venice's enduring beauty and struggle. The narrative journey reflects the author’s Brazilian roots amidst political turmoil, the formative experiences of her European heritage, and the evocative environment of Venice. By intertwining personal anecdotes with broader reflections on history, resistance, and cultural preservation, the article proposes a transdisciplinary approach that bridges past and future, art and science, to address contemporary issues such as the safeguarding of collective memory.
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Schirmer, Marisa, Mareike Sorge, Christina Mayer, Wiebke Stöver, Verena Nitsch, and Susanne Mütze Niewöhner. "Motivational design of an e-learning application for managers in healthcare." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002412.

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Managers in healthcare work in a daily field of tension characterized by the requirements of patients, their employees and other stakeholders. At the same time, they are permanently under great time pressure (Vincent-Höper et al., 2020). In addition, the fast pace of today’s world means that the required knowledge must be constantly revised or relearned, and they are repeatedly faced with new problems (Daniel & Wolbrink, 2019). The use of e-learning applications instead of traditional continuing education is one way to overcome such barriers (Reeves et al., 2017). However, if time resources are very tight, the motivation to use e-learning opportunities remains rather low.The motivation and thus the personal attitude of the learner can be affected by didactical design aspects (Zander & Heidig, 2019). Therefore, many contributions and models on motivational design and the design of virtual learning environments in the literature are available. One of these models is the ARCS model, which was first introduced by Keller in 1984. The model shows an instructional design for the four areas of human motivation to learn, namely Attention, Relevance, Confidence and Satisfaction, and what specific measures can help to promote motivation within these areas (Keller, 2010). The ARCS model has already been empirically validated and further developed several times (e.g. Zander & Heidig, 2019). This paper explores the application of the model in healthcare.Especially for the healthcare sector, e-learning applications are convenient due to their flexible usage possibilities. In context of the development of an e-learning application to guide healthcare managers to a situation-appropriate and reflective approach to decision-making processes, the following research question arises:Based on the ARCS model, what recommendations for designing a digital learning application can be made to increase the motivation of managers in healthcare for using it?Following the ARCS model, a checklist for the motivational design of the digital learning application was derived. Some of these design-related recommendations were tested in an online questionnaire to find out whether the proposed designs would motivate managers to use the learning application. The group of participants consisted of N=30 managers in healthcare from different fields. Thereby, the following measures were evaluated:•Attention:-The use of audiovisual effects-The evocation of learner responses•Relevance:-The use of a sympathetic character-The use of personalized language•Confidence:-The explanation of assessment criteria•Satisfaction:-The experience of success in the form of feedback-The use of transparent, understandable assessment measuresThis paper describes the results of the empirical survey within the healthcare sector. The results indicate that the recommendations based on the ARCS model are appealing, for example, in terms of evoking a learner response, personalized language or even the use of a transparent, understandable feedback system. Based on this, implications for the design of the e-learning application for managers in healthcare are determined. At the end, the relevance and limitations of the use of the ARCS model for e-learning applications in healthcare are discussed.
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Lavignotte, Antoine, Christophe Gravier, Julien Subercaze, and Jacques Fayolle. "Quality of Experience, a Very Personal Experience!" In 2013 24th International Workshop on Database and Expert Systems Applications (DEXA). IEEE, 2013. http://dx.doi.org/10.1109/dexa.2013.30.

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Novotny, Margeigh. "Session details: Personal training." In DUX07: Designing the User Experience. New York, NY, USA: ACM, 2007. http://dx.doi.org/10.1145/3247051.

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Chen, Ming-Huei, Shih-Ming Lin, Gong-You Chen, Chun-Chi Chen, and Hung-Chi Chan. "User experience optimization for personal services." In 2014 16th Asia-Pacific Network Operations and Management Symposium (APNOMS). IEEE, 2014. http://dx.doi.org/10.1109/apnoms.2014.6996539.

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Sampaio, Mariana, Paulo Tavares, and Ana Catarina da Silva. "The Interactive Book, a personal experience." In 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Editora Edgard Blücher, 2012. http://dx.doi.org/10.5151/edupro-aivcipe-63.

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McGraw, Melissa. "Disrupting Deficit Thinking Through Personal Experience." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2110522.

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Hanykova, E. S., and O. V. Petrukhina. "MOTION CAPTURE TECHNOLOGY: CAPABILITIES AND PERSONAL EXPERIENCE." In Мультимедиа: современные тенденции. Санкт-Петербург: Федеральное государственное бюджетное образовательное учреждение высшего образования «Санкт-Петербургская государственная художественно-промышленная академия имени А.Л. Штиглица», 2022. http://dx.doi.org/10.54874/9785604936337_133.

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Ngu, Anne H. H., Shawn Fang, and Helen Paik. "Social-PPM: Personal Experience Sharing and Recommendation." In 2016 IEEE 2nd International Conference on Collaboration and Internet Computing (CIC). IEEE, 2016. http://dx.doi.org/10.1109/cic.2016.018.

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De Cola, Bruno, and Sergio De Cola. "Experience of Thematic Mapping Using Personal Computer." In eCAADe 1986: Teaching and Research with CAAD. eCAADe, 1986. http://dx.doi.org/10.52842/conf.ecaade.1986.223.

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Reports on the topic "Evocation of a personal experience"

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Maier, Mary A. Military Police Operations: Desert Shield/Storm - A Personal Experience Monograph. Fort Belvoir, VA: Defense Technical Information Center, April 1993. http://dx.doi.org/10.21236/ada264859.

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Malmendier, Ulrike. Exposure, Experience, and Expertise: Why Personal Histories Matter in Economics. Cambridge, MA: National Bureau of Economic Research, October 2021. http://dx.doi.org/10.3386/w29336.

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Koudijs, Peter, and Hans-Joachim Voth. Leverage and Beliefs: Personal Experience and Risk Taking in Margin Lending. Cambridge, MA: National Bureau of Economic Research, March 2014. http://dx.doi.org/10.3386/w19957.

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Isao, Taoka. Presentation and Personal Background: Taoka Isao. Inter-American Development Bank, April 2005. http://dx.doi.org/10.18235/0006560.

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Willis, Paul L. Intratheater Ground Transportation Operations During Desert Shield and Desert Storm: A Personal Experience Monograph. Fort Belvoir, VA: Defense Technical Information Center, April 1998. http://dx.doi.org/10.21236/ada397247.

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Jackson, Mark A. Amphibious Landing Operations in World War II: Personal Experience in Applying and Developing Doctrine. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1001472.

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Lindell, Lisbeth. Nursing Group Supervision: Reflected Experience-based Knowledge. Malmö University, 2024. http://dx.doi.org/10.24834/isbn.9789178775590.

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This report describes a systematic pedagogical process model for clinical supervision. The model is group-based and applicable both in theoretical and clinical training. This model is based on the group participants' experiences in care work aimed at integrating practical and theoretical knowledge. The emotional part of the nursing process refers to nurturing caregivers and supporting the development of personal and empirical professional knowledge. The model is based on group participants' self-perceived experiences in care work.The method of instruction is equally applicable to professionals in the same or different professions within healthcare. The model can further be used at moments of crisis or restructuring work at care facilities. The model can also be used in group supervision of patient/client groups based on different themes.The conversation method involves systematically accounting for a self-perceived situation or problem through questions, and it can also be used as a communication technique in dealing with individual patients and families.
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Tohti Bughda, Enver. Uyghurs in China: Personal Testimony of a Uyghur Surgeon. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/creid.2021.010.

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Dr Enver Tohti Bughda is a qualified medical surgeon and a passionate advocate for Uyghur rights. Having been ordered to remove organs from an executed prisoner, Enver has since taken up a major role in the campaign against forced organ harvesting and is determined to bring China’s darkest secret to light. In this personal testimony, Enver shares his experience working as a surgeon in Xinjiang and reflects more broadly on the situation of Uyghurs in China, explaining that unless Uyghurs earn the sympathy and support of China’s Han majority, unless it is understood that all Chinese people are the victims of the same authoritarian regime, ethnic animosity will continue to serve the political purposes of the Chinese Communist Party (CCP).
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Bancroft, Sharon. A Study of Personal Attributes Associated with Marginality and Failure of Preservice Teachers in the Terminal Field Experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1159.

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Hwang, Ja-young, Eulanda A. Sanders, and Mary Lynn Damhorst. South Korean Fashion designers’ decision-making process: The influence of cultural values and personal experience in the creative process. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-897.

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