Dissertations / Theses on the topic 'Grounded'
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Jones, Kevin William. "Grounded Figure: A Winery." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/10047.
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The nature of figure-ground relationships and their potential for use as a tool for architectural composition was investigated through the design of a winery. Included in the winery were facilities accomodating both the production and consumption of wine. These programmatic elements were used as guides for the development of multiple figure-ground relationships at a variety of scales. In addition, the dialogue between different figures as well as the careful development of the backdrop surfaces were topics of study.
Several design strategies were employed to create relationships between figure elements and their backdrops, including the insertion of volumes into and through one another, the careful development of material and surface, and light. From this work, as well as previous projects, several key findings can now be articulated concerning the potential use of figure-ground relationships in the development of a work of architecture. These include the need to optimize the proportion of figure(s) relative to a given background and the key role that the disposition of figures relative to one another plays in the development of a meaningful figure-ground relationship.Master of Architecture
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Chisnall, Anne Clare. "Grounded theory for knowledge acquisition." Thesis, De Montfort University, 1998. http://hdl.handle.net/2086/4140.
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Silberer, Carina Helga. "Learning visually grounded meaning representations." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/14236.
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Humans possess a rich semantic knowledge of words and concepts which captures the perceivable physical properties of their real-world referents and their relations. Encoding this knowledge or some of its aspects is the goal of computational models of semantic representation and has been the subject of considerable research in cognitive science, natural language processing, and related areas. Existing models have placed emphasis on different aspects of meaning, depending ultimately on the task at hand. Typically, such models have been used in tasks addressing the simulation of behavioural phenomena, e.g., lexical priming or categorisation, as well as in natural language applications, such as information retrieval, document classification, or semantic role labelling. A major strand of research popular across disciplines focuses on models which induce semantic representations from text corpora. These models are based on the hypothesis that the meaning of words is established by their distributional relation to other words (Harris, 1954). Despite their widespread use, distributional models of word meaning have been criticised as ‘disembodied’ in that they are not grounded in perception and action (Perfetti, 1998; Barsalou, 1999; Glenberg and Kaschak, 2002). This lack of grounding contrasts with many experimental studies suggesting that meaning is acquired not only from exposure to the linguistic environment but also from our interaction with the physical world (Landau et al., 1998; Bornstein et al., 2004). This criticism has led to the emergence of new models aiming at inducing perceptually grounded semantic representations. Essentially, existing approaches learn meaning representations from multiple views corresponding to different modalities, i.e. linguistic and perceptual input. To approximate the perceptual modality, previous work has relied largely on semantic attributes collected from humans (e.g., is round, is sour), or on automatically extracted image features. Semantic attributes have a long-standing tradition in cognitive science and are thought to represent salient psychological aspects of word meaning including multisensory information. However, their elicitation from human subjects limits the scope of computational models to a small number of concepts for which attributes are available. In this thesis, we present an approach which draws inspiration from the successful application of attribute classifiers in image classification, and represent images and the concepts depicted by them by automatically predicted visual attributes. To this end, we create a dataset comprising nearly 700K images and a taxonomy of 636 visual attributes and use it to train attribute classifiers. We show that their predictions can act as a substitute for human-produced attributes without any critical information loss. In line with the attribute-based approximation of the visual modality, we represent the linguistic modality by textual attributes which we obtain with an off-the-shelf distributional model. Having first established this core contribution of a novel modelling framework for grounded meaning representations based on semantic attributes, we show that these can be integrated into existing approaches to perceptually grounded representations. We then introduce a model which is formulated as a stacked autoencoder (a variant of multilayer neural networks), which learns higher-level meaning representations by mapping words and images, represented by attributes, into a common embedding space. In contrast to most previous approaches to multimodal learning using different variants of deep networks and data sources, our model is defined at a finer level of granularity—it computes representations for individual words and is unique in its use of attributes as a means of representing the textual and visual modalities. We evaluate the effectiveness of the representations learnt by our model by assessing its ability to account for human behaviour on three semantic tasks, namely word similarity, concept categorisation, and typicality of category members. With respect to the word similarity task, we focus on the model’s ability to capture similarity in both the meaning and appearance of the words’ referents. Since existing benchmark datasets on word similarity do not distinguish between these two dimensions and often contain abstract words, we create a new dataset in a large-scale experiment where participants are asked to give two ratings per word pair expressing their semantic and visual similarity, respectively. Experimental results show that our model learns meaningful representations which are more accurate than models based on individual modalities or different modality integration mechanisms. The presented model is furthermore able to predict textual attributes for new concepts given their visual attribute predictions only, which we demonstrate by comparing model output with human generated attributes. Finally, we show the model’s effectiveness in an image-based task on visual category learning, in which images are used as a stand-in for real-world objects.
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Sunde, Hans Viken. "Opplevinga av eit meiningsfullt tilvære : Ei kvalitativ intervjuundersøking." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for voksnes læring og rådgivningsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14012.
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Gjennom intervju i fenomenologisk tradisjon har eg undersøkt tre unge menn si oppleving av meining i deira eigne liv. Forskingsdeltakarane vurderar sjølv kva hendingar som er relevante. På bakgrunn av intervjua har eg prøvd å finne ein essens i opplevingane. Inspirert av kodingsprosessane i Grounded Theory har eg komme fram til fem kategoriar som representerar ulike måtar forskingsdeltakarane opplever meining på. Eg prøvar vidare å seie noko om kva samanheng det ser ut til å vere mellom kategoriane. Resultata frå analysen munnar ut i ein kontekstuelt forankra lokal teori. Den lokale teorien blir i drøfta i lys av generelle teoriar og tidligare empirisk forsking. I drøftinga ser eg at forskjellige teoretiske utgangspunkt bidreg til ei rik forståing av meining som omgrep. Til slutt ser eg på kva mine funn og drøftingar betyr for forsking og praksis innanfor rådgivingspedagogikk. Eg konkluderar med at meining som omgrep er relevant for menneske generelt og rådgivarar spesielt.In this research paper I will present the results of analysis based on the interviews of three young men and their experiences with meaning in their own lives. The interviews are placed within a phenomenological tradition, and the participants themselves decide what experiences are deemed relevant. Inspired by the coding processes of Grounded Theory I have searched for an essence of the experiences the participants share. Through categorical analysis I have reached five categories, which intend to describe the different ways in which the participants experience meaning. By looking at the interaction between the categories I reach a contextual local theory. This local theory is discussed in light of general theory and previous empiric research. In the discussion I will point out how the different theoretical views contribute to a rich understanding of meaning as a concept. Based on my general discussion I look at what impact my findings may have on future counselling research and practice. I will conclude that the concept of meaning should be relevant to human beings in general and counsellors in particular.
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Ross, Candace Cheronda. "Grounded semantic parsing using captioned videos." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118036.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 45-47).
We develop a semantic parser which is trained in a grounded setting using pairs of videos captioned with sentences. This setting is both data-efficient requiring little annotation and far more similar to the experience of children where they observe their environment and listen to speakers. The semantic parser recovers the meaning of English sentences despite not having access to any annotated sentences and despite the ambiguity inherent in vision where a sentence may refer to any combination of objects, object properties, relations or actions taken by any agent in a video. We introduce a new corpus for grounded language acquisition. Learning to understand language, turn sentences into logical forms, by using captioned video will significantly expand the range of data that parsers can be trained on, lower the effort of training a semantic parser, and ultimately lead to a better understanding of child language acquisition.
by Candace Cheronda Ross.
S.M.
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Wiese, Eliane. "Toward Sense Making with Grounded Feedback." Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/628.
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In STEM domains, robust learning includes not only fluency with procedures, but also recognition and application of the conceptual principles that underlie them. Grounded feedback is one instructional approach proposed to help students integrate conceptual knowledge into their learning of procedures. Grounded feedback functions primarily by having students take an action in the target domain (often symbolic) and receiving feedback in a representation that is easier to reason with. This thesis defines grounded feedback and evaluates its effectiveness. I define grounded feedback with four characteristics: (1) The feedback reflects students’ inputs according to rules that are inherent to the topic of study. For example, an inputted equation with two variables may be shown as a graph. (2) The feedback facilitates selfevaluation - by examining the feedback, students can evaluate for themselves if their answers are correct or not. (3) Students do not directly manipulate the feedback representation. Instead, the inputs are in a format that matches the domain learning goals. (4) The feedback conveys information about the nature of errors, not just that a particular action was incorrect. For example, the feedback may indicate the direction or magnitude of the error. Some prior experiments on systems with the four characteristics of grounded feedback found greater learning of target procedures (Nathan 1998) and greater transfer (Mathan & Koedinger 20015), relative to robust controls. Over four studies with 4th and 5th graders, this thesis explores three tutor designs for fraction addition that incorporate visualizations of magnitude, including grounded feedback. Two studies of grounded feedback show effects of robust learning relative to correctness feedback, including greater future learning (in study 2) and transfer (in study 3). Another study found little difference between grounded feedback with and without correctness. In the last study, relative to correctness feedback, two implementations of dynamically linked concrete representations (variations on grounded feedback) showed greater robust learning (pre-test to delayed test). The correctness feedback tutor, used in three of these studies, is a high-bar control, including immediate step-level correctness feedback and adaptive on-demand hints. Indications of more robust learning with the grounded feedback tutor are promising, though not conclusive. Grounded feedback is intended to leverage concrete representations to elicit students’ prior knowledge of relevant concepts. Over two Difficulty Factor Assessments, 5th graders demonstrated difficulty incorporating magnitude information when evaluating fraction addition equations. In particular, students could generally evaluate an equation correctly when it was represented with fraction bars. However, including symbols with the bars interfered with students’ evaluations by triggering incorrect transfer from whole-number addition. Students also did not fully grasp that when two positive fractions are added, the resulting sum is bigger than each addend alone. These findings may help explain why the benefits of grounded feedback are not as strong as proponents of concrete representations might hope. Namely, the target population may not be able to take full advantage of the magnitude visualization because they lack pre-requisite knowledge of how fraction addition involves magnitude.
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Coleman, Donnie Steve. "Technological Immersion Learning: A Grounded Theory." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/75155.
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The Technological Immersion Learning Theory (TILT) was developed through a classic grounded theory study in the seminal tradition of Glaser and Strauss (1967) and Glaser (1978, 1992, 1998, 2001, 2007). The purpose of the study was to investigate an exemplary case of self-determined technology enthusiasts in the hopes of generating a substantive grounded theory that conceptualizes their experiences and concerns. Twelve unstructured interviews of amateur radio enthusiasts from the eastern United States provided the initial / primary data for this study. Experimenting and self-teaching in technological activities was highlighted as the main concern of the participants. The basic social process (BSP) of technological immersion learning (TIL) emerged as a theoretical construct and core variable that illuminates the experiences of individuals immersed in a community of practice, where hands-on engagement with technology is a primary activity. Adventuring, Affirmation, Doing Technology, Experimenting, Overcoming Challenge, Self-teaching, and Social Networking were properties of technological immersion learning that interact dialectically in an amplifying causal loop, with Problem solving and Designing as active sub processes in response to unmet challenges. TIL occurs cyclically in three stages, beginning with Induction, a credentialing stage wherein the neophyte is prepared with the necessary knowledge and skill to become a novice participant in an activity. The transition from Induction into the Immersion phase is a status passage whereby the novice is absorbed into the technical culture of the group and commences autonomous active participation in hands-on experimenting. Hands-on experiences with experimenting, problem solving and social interactions provide diverse learning and affirmation for the doer and multiple sources of feedback that promote sustained engagement. The transition into the Maturation phase proceeds gradually over time, with prolonged engagement and cumulative gains in knowledge, skill, and experience. Maturation is a quasi-stable state that remains responsive to new contexts as a random-walk process, wherein trigger events can initiate new cycles of technological immersion learning in a perpetually evolving process of personal development. Engagement, Empowerment, and Self-Actualization are underlying dimensions of the TIL basic social process that provide the impetus for continued persistence and personal development.Ph. D.
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Smart, Susanna Jennifer. "Grounded Theory of Rosen Method Bodywork." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524757138389208.
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Aalders, Cynthia Yvonne. "Catharine Parr Traill a grounded spirituality /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Naqvi, Syed Asad Ali. "The grounded incident fault theories (GIFTs) method." Thesis, Lancaster University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719799.
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Accidents, and incidents of faults and failures are an unavoidable reality for even moderately complex systems. Accidents, though unfortunate events, also provide an opportunity to uncover vulnerabilities and latent errors in systems. In this vein accident and incident analysis plays an important role in improving system dependability and robustness. Incidents when analysed individually often seem to be caused due to isolated reasons. However, when incidents are analysed in the context of other incidents in the broader domain then patterns begin to emerge between them. These patterns may indicate basic and underlying reasons for incidents, known as root causes. The practice of analysing a number of incidents together is called Multi-incident analysis. The state of the art of multi-incident analysis is dominated by quantitative methods that mostly use statistical analysis to find correlations between concepts. These methods are limited in their ability to identify systemic reasons for accidents, faults, and failures. To overcome this shortcoming, qualitative methods are sometimes used in incident analysis; in an effort to acquire a better understanding of the incident space. However, these methods do not provide any methodological support to guide the qualitative analysis towards the discovery of root causes. This thesis presents the Grounded Incident Fault Theories (GIFTs) method for multi-incident analysis. GIFTs is a qualitative multi-incident analysis method that provides methodological support to identify root causes and mitigation strategies by analysing past incident in a particular domain. GIFTs is a synthesis of two methods: The Incident Fault Tree (IFT), which is a method for incident analysis and documentation; and The Grounded Theory Method (GTM), which is a qualitative analysis method for building theories and discovering insights about phenomenon through the aggregation of data. GIFTs merges these two methods in a way that the whole is greater than the sum of its parts. In GIFTs the Incident Fault Tree guides the Grounded Theory process to efficiently identify the most important concepts with respect to understanding and mitigating faults and failures.
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Hadfield, Colin. "Towards a grounded theory of critical viewing." Faculty of Education, 2005. http://ro.uow.edu.au/theses/439.
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This thesis is a report on a study in viewing which details the construction of a grounded theory about ‘a pedagogy for critical viewing’. For this to happen a framework of visual language was developed for critical viewing and was provided to the participating teachers and students in the study. The visual framework was then applied to classes selected from the middle years of schooling. This involved an investigation into the implementation of the framework of visual language for the purposes of critical viewing. This then provided the data for constructing ‘a pedagogy for critical viewing’ that has been grounded in the viewing practices of Year 5-8 classrooms. The grounded theory focused on the conditions necessary for critical viewing to take place. These were the knowledges and experiences in critical viewing the students needed to have in order to view visual texts analytically and critically.
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Zavros, Agli. "Teacher agency : a grounded topology of CARE /." [St. Lucia, Qld.], 2007. http://adt.library.uq.edu.au/public/adt-QU20070727.100709/index.html.
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Pranskūnienė, Rasa. "“Submerging interactivity” in museum education: grounded theory." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131021_095336-64968.
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Museum education as the subject of scientific research has been little analyzed, especially in Lithuania, thus, the dissertation research on museum education is significant for further development of museum education. The strategy of classic grounded theory was selected for research. It provides the possibility to researcher to “emerge” the theory, which reveals the main concern and explains how it is solved, by conceptualizing the data of research. The data collection methods (interviews, observation, informal conversations, virtual comments, essays, drawings, documents), used in research, and application of procedures of classic grounded theory helped to reveal that the main concern in museum education is boredom. The problem of boredom in museum education is solved by submerging interactivity on the basis of which the grounded theory is formed: submerging interactivity in museum education. The processes of floating and immersing, which explain a modern museum education, are revealed in this theory. Floating as process of superficial museum education is disclosed by turning the wheel of boredom (when solving the boredom problem, it is sought to avoid boredom by activation, which leads to overdosing and results in return to initial condition of boredom). Then it seems that museum visitor floats on the surface of museum education, which leads to partial and temporal solving of boredom problem and promotes museum visitors to avoid museum even more in the future. Immersing... [to full text]Muziejaus edukacinė veikla, kaip mokslinio tyrimo objektas, ypač Lietuvoje, yra dar labai mažai nagrinėta, taigi disertacinis muziejinės edukacijos tyrimas yra reikšmingas tolimesnei muziejinės edukacijos plėtrai. Tyrimui atlikti pasirinkta klasikinės grindžiamosios teorijos strategija, suteikianti tyrėjui galimybę, konceptualizuojant tyrimo duomenis, „iškelti“ teoriją, atskleidžiančią pagrindinį rūpestį ir paaiškinančią, kaip jis yra sprendžiamas. Tyrime taikyti duomenų rinkimo metodai (interviu, stebėjimas, neformalūs pokalbiai, virtualūs komentarai, rašinėliai, piešiniai, dokumentai) ir klasikinės grindžiamosios teorijos procedūrų taikymas padėjo atskleisti, kad pagrindinį rūpestį muziejinėje edukacijoje kelia nuobodulys. Nuobodulio problema muziejinėje edukacijoje yra sprendžiama nardinančiu interaktyvumu, kurio pagrindu ir suformuota grindžiamoji teorija: Nardinantis interaktyvumas muziejinėje edukacijoje. Šioje teorijoje yra atskleidžiami plūduriavimo ir pasinėrimo procesai, paaiškinantys šiuolaikinę muziejinę edukaciją. Plūduriavimą, kaip paviršinės muziejinės edukacijos procesą, atskleidžia nuobodulio rato įsukimas, kai sprendžiant nuobodulio problemą, siekiama išvengti nuobodulio aktyvinimu, kuris veda prie perdozavimo ir lemia grįžimą į pradinę nuobodulio būseną. Tuomet muziejaus lankytojas tarsi plūduriuoja muziejinės edukacijos paviršiuje, kas veda prie dalinio ir laikino nuobodulio problemos sprendimo bei skatina muziejaus lankytojus ateityje labiau vengti... [toliau žr. visą tekstą]
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Howell, K. E. "European integration reassessed : a grounded theory approach." Thesis, Bournemouth University, 1998. http://eprints.bournemouth.ac.uk/10298/.
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This thesis investigates the mechanics and predominant theories (neo-functionalism and intergovernmentalism) at work in the process of European integration. Indeed, it provides an illustration of the difficulties in achieving the harmonisation of Member State legislation and identifies the intricacies and practicalities of successful decision-making in the European Union (EU). In the aftermath of the Single European Act (SEA), the beginnings of the Single European Market (SEM) and the Maastricht Treaty, it has become evident that financial service sectors need to involve themselves in the creation of the EU. Through grounded theory methodology, an empirical study of the European life insurance industry in general and of the Third Life Assurance Directive in particular, this thesis investigates the extent of sector involvement in the EU's decision-making processes and in doing so, critically analyses theoretical understandings of European integration. Grounded theory methodology is illustrated by the thesis in the following ways. First, through a comparative analysis which was achieved through the open coding (conceptualisation, categorisation and dimensionalisation) of individual Member States' life insurance regulations. Open coding leads to the formulation of a regulation table and matrix. Further coding, through a survey of Member State life insurance industries, refined and verified the matrix. This investigation raised questions as to how the legislative differences (that underpin regulatory structures) between Member States may be resolved. Secondly, through an interview programme, process was verified and illustrated through a series of models. The tables, models and the matrix provide the building blocks of the substantive theory. Thirdly, axial coding is illustrated by the matrix and models fitting together around the core category of European integration. The core category was identified through selective coding and is the category around which sub-categories are integrated. Axial coding draws all parts of the analysis together: it is the pivot or the axis of theory building. Finally, substantive theory is formulated through grounded theory techniques in relation to the formal theories of neo-functionalism and intergovernmentalism; this allows a reassessment of European integration and provides a clearer understanding of the formal theories.
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Grossman, Joanna Rebecah. "Shakespeare Grounded: Ecocritical Approaches to Shakespearean Drama." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13064927.
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Using the "Great Chain of Being" -- which was integral to the Elizabethan understanding of the world -- as a starting point, this dissertation examines the sometimes startling ways in which Shakespeare's plays invert this all-encompassing hierarchy. At times, plants come to the forefront as the essential life form that others should emulate to achieve a kind of utopian ideal. Still other times, the soil and rocks themselves become the logical extension of a desire to remove man from the pinnacle of earthly creation. Over the course of this project, I explore plays that emphasize a) alternative, non-mammalian modes of propagation, b) the desire to sink the human body into the earth (or, at a minimum, man's closeness to the ground), and c) the imagined lives of flora and fauna, while underscoring man's kinship with myriad organisms. In many of the works explored, a modern vision of materiality comes to the forefront, presenting a stark contrast to the deeply held religious views of the day. In flipping the ladder upside down, Shakespeare entices his reader to confront inherent weaknesses in human and animal biology, and ultimately to question why man cannot seek a better model from the lowly ground upon which he treads.
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Zainuddin, Roziati. "Flow of floating and grounded ice sheets." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281055.
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Leidal, Kenneth (Kenneth Knute). "Neural techniques for modeling visually grounded speech." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119562.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 103-107).
In this thesis, I explore state of the art techniques for using neural networks to learn semantically-rich representations for visual and audio data. In particular, I analyze and extend the model introduced by Harwath et al. (2016), a neural architecture which learns a non-linear similarity metric between images and audio captions using sampled margin rank loss. In Chapter 1, I provide a background on multimodal learning and motivate the need for further research in the area. In addition, I give an overview of Harwath et al. (2016)'s model, variants of which will be used throughout the rest of the thesis. In Chapter 2, I present a quantitative and qualitative analysis of the modality retrieval behavior of the state of the art architecture used by Harwath et al. (2016), identifying a bias towards certain examples and proposing a solution to counteract that bias. In Chapter 3, I introduce the property of modality invariance and explain a regularization technique I created to promote this property in learned semantic embedding spaces. In Chapter 4, I apply the architecture to a new dataset containing videos, which offers unique opportunities to include temporal visual data and ambient audio unavailable in images. In addition, the video domain presents new challenges, as the data density increases with the additional time dimension. I conclude with a discussion about multimodal learning, language acquisition, and unsupervised learning in general.
by Kenneth Leidal.
M. Eng.
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Mavridis, Nikolaos. "Grounded Situation Models for Situated Conversational Assistants." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/38523.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2007.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 259-267).
A Situated Conversational Assistant (SCA) is a system with sensing, acting and speech synthesis/recognition abilities, which engages in physically situated natural language conversation with human partners and assists them in carrying out tasks. This thesis addresses some prerequisites towards an ideal truly cooperative SCA through the development of a computational model of embodied, situated language agents and implementation of the model in the form of an interactive, conversational robot. The proposed model produces systems that are capable of a core set of situated natural language communication skills, and provides leverage for many extensions towards the ideal SCA, such as mind reading skills. The central idea is to endow agents with a sensor-updated "structured blackboard" representational structure called a Grounded Situation Model (GSM), which is closely related to the cognitive psychology notion of situation models. The GSM serves as a workspace with contents similar to a "theatrical stage" in the agent's "mind". The GSM may be filled either with the contents of the agent's present here-and-now physical situation, or a past situation that is being recalled, or an imaginary situation that is being described or planned.
(cont.) Furthermore, the GSM contains descriptions of both physical (such as objects) as well as mental aspects of situations (such as beliefs of others). Most importantly, the proposed GSM design enables bidirectional translation between linguistic descriptions and perceptual data / expectations. To demonstrate viability, an instance of the model was implemented on a manipulator robot with touch, vision, and speech synthesis/recognition. The robot grasps the semantics of a range of words and speech acts related to cooperative manipulation of objects on a table top situated between the robot and human. The robot's language comprehension abilities are comparable to those implied by a standard and widely used test of children's language comprehension (the Token Test), and in some directions also surpass those abilities. Not only the viability but also the effectiveness of the GSM proposal is thus demonstrated, through a real-world autonomous robot that performs comparably to those capabilities of a normally-developing three-year old child which are assessed by the token test.
by Nikolaos Mavridis.
Ph.D.
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Hearn, Robert A. (Robert Aubrey) 1965. "Building grounded abstractions for artificial intelligence programming." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/17510.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2001.Includes bibliographical references (p. 57-58).
Most Artificial Intelligence (AI) work can be characterized as either "high-level" (e.g., logical, symbolic) or "low-level" (e.g., connectionist, behavior-based robotics). Each approach suffers from particular drawbacks. High-level Al uses abstractions that often have no relation to the way real, biological brains work. Low-level Al, on the other hand, tends to lack the powerful abstractions that are needed to express complex structures and relationships. I have tried to combine the best features of both approaches, by building a set of programming abstractions defined in terms of simple, biologically plausible components. At the "ground level", I define a primitive, perceptron-like computational unit. I then show how more abstract computational units may be implemented in terms of the primitive units, and show the utility of the abstract units in sample networks. The new units make it possible to build networks using concepts such as long-term memories, short-term memories, and frames. As a demonstration of these abstractions, I have implemented a simulator for "creatures" controlled by a network of abstract units. The creatures exist in a simple 2D world, and exhibit behaviors such as catching mobile prey and sorting colored blocks into matching boxes. This program demonstrates that it is possible to build systems that can interact effectively with a dynamic physical environment, yet use symbolic representations to control aspects of their behavior.
by Robert A. Hearn.
S.M.
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Björkman, Bäckström Björn, and Martínez Luis Sánchez. "Trapped in Facebook : A grounded theory exploration." Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122242.
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Facebook is the biggest social network and therefore it is of interest to view how people get immersed into the user experience of it. Not much has been done about immersion into Facebook and how it entraps the user in a never-ending flow of impressions. Using a combination of qualitative interview studies and think-aloud walkthroughs we set out to study this phenomena. We found a varying mix of immersion, from those who couldn’t stop looking through their feeds to those who just used Facebook as a phonebook. We also found that while many wanted to reduce their usage of Facebook, none seemed able to make that plunge. From this we find design implications for both designing for immersion and avoiding entrapment. One key to the former is to have an error free environment, while the latter would be to make sure that all information is searchable.
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Morgan, Thomas V. "Supply Chain Learning: A Grounded Theory Analysis." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248435/.
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Under the unifying theme of supply chain learning, this three essay dissertation extends scholarship by investigating these multi-tier relationships. Theory is emerged, grounded in data, gathered from functioning supply chains in an effort to provide scholars and practitioners with an increased understanding of the SCL phenomena. Essay 1, entitled "Supply Chain Learning: An Exploratory Literature Review" examines the current literature in an attempt to address the shortcomings and emerge areas that have been less explored and less understood. By exposing these areas of research opportunities using a grounded theory methodology, a framework was emerged allowing identification of the limitations of extant literature and providing a springboard for future research. This framework also allowed further investigation into the SCL processes and expansion of the current understanding by providing academia with a comprehensive review of the literature and revealing the shortcomings that exist related to SCL.
Using the framework emerged in Essay 1, Essay 2 entitled "Toward Supply Chain Learning: A Focus on the Customers of Logistics Service Providers" explores the rationalization and cognitive processes of senior level executives of firms utilizing national or global supply chains. These respondents are directly engaged in creating, establishing and operating relationships with third party logistics (3PL) providers within a functioning supply chain. By examining the relationships and processes from the point of view of customers of third party logistics providers, a unique perspective provides insight into these relationships. Using semi-structured interviews with these executives, grounded theory was once again used to emerge theory explaining the phenomena of SCL. In particular, this research examines the elements studied from the perspective of customers of third party logistics providers as they seek to develop new processes and solutions in hopes of obtaining a competitive advantage by adaptive learning with the help of their providers and trading partners. In addition, this research increases our understanding of SCL by examining a relationship between customers and 3PL providers, their experiences and outcomes.
Essay 3, entitled "Practical Application of Supply Chain Learning" focuses on the implications of the learning relationship and its impact on the practitioner. By providing the findings of the research in a context relatable to practitioners, this culmination of findings allows practitioners to relate the findings directly to their existing supply chains. Realizing that many supply chains are relationship driven, this research focuses on the findings of previous research to provide a more holistic view of the learning relationship process as it exists in multiple tiers of their existing supply chain. Providing a step-by-step explanation of the SCL process as emerged from previous research, executives are provided a tool to better identify, analyze and understand these processes as relatable in their existing environment.
As a methodical analysis of the IOL process, these essays provide the foundation for understanding the relationship process that exists between learning partners in a supply chain. Essay 1 provides basis for theory development by examining current literature and exposing the shortcomings while also emerging a preliminary framework on which to build future research. Essay 2 follows up on these deficiencies and attempts to saturate understanding of the IOL process, particularly from the point of view of 3PL customers in an existing supply chain. Essay 3 delivers these findings to executives in a relatable format, providing a holistic understanding of the phenomena. In summation, this dissertation provides theory emerged from data, explaining the learning relationship from the point of view of the customers of 3PL services, the cognitive dimensions and outcomes of these decisions as they relate to learning in the supply chain.
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Akhavan, Karbasi Ali. "Java implementation of Grounded Circumscription for OWL." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1417013155.
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Masten-Cain, Kathryn. "Toward a Grounded Theory of Community Networking." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500035/.
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This dissertation presents a preliminary grounded theory of community networking based on 63 evaluations of community networking projects funded by the National Telecommunications and Information Administration’s Technology Opportunities Program (TOP) between 1994 and 2007. The substantive grounded theory developed is that TOP projects differed in their contribution to positive outcomes for intended disadvantaged community beneficiaries based on the extent and manner in which they involved the disadvantaged community during four grant process phases: partnership building, project execution, evaluation, and close-out. Positive outcomes for the community were facilitated by using existing communication channels, such as schools, to connect with intended beneficiaries; local financial institutions to provide infrastructure to support local trade; and training to connect community members to jobs. Theoretical contributions include situating outcomes for disadvantaged communities within the context of the grant process; introducing the “vulnerable community” concept; and identifying other concepts and properties that may be useful in further theoretical explorations. Methodological contributions include demonstrating grounded theory as a viable method for exploring large text-based datasets; paving the way for machine learning approaches to analyzing qualitative data; and illustrating how project evaluations can be used in a similar fashion as interview data. Practical contributions include providing information to guide community networking-related policies and initiatives from the perspectives of stakeholders at all levels, including establishing funded projects as local employment opportunities and re-conceptualizing sustainability in terms of human networks rather than technological networks.
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Serlin, Jennifer R. "Jewish American identity : a grounded theory model /." Ann Arbor , MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/preview/3127420.
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Henshaw, Sophie. "Living with unemployment: A grounded theory study." Thesis, Henshaw, Sophie (2000) Living with unemployment: A grounded theory study. Professional Doctorate thesis, Murdoch University, 2000. https://researchrepository.murdoch.edu.au/id/eprint/50451/.
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The aim of this study was to discover what the experience of long-term unemployment a was like in Perth, Western Australia during a time of relative economic growth. In particular, it sought to examine people's intimate, lived experiences. The most appropriate method for the research question was deemed to be the grounded theory method which describes process as well as producing a substantive theory. The participants were 20 unemployed people, ranging in ages from 21 to 58, with an equal number of males and females. They were drawn from two job agencies: Winston, a predominantly middle class, high socioeconomic suburb and Borough, a predominantly working class, low socioeconomic suburb. The basic social problem facing these participants was the 'temporary membership of a stigmatised group' and the basic social process they used to cope with the problem was called 'incidentally reshaping self-identity'. The process involved existing in a context whereby unemployed people are highly stigmatised by the media, the government system, social relationships and employers. Participants entered a cycle of disappointment and failure whereby they were discriminated against and rejected for every job they applied for, regardless of their education, training or experience. This in tum led to them lowering their expectations around future employment. The cycle had mental health implications: it challenged their self-esteem and brought on a high incidence of negative emotional states which positive coping strategies failed to counteract effectively. In an effort to protect their previously positive self-identity, participants engaged in impression management strategies which involved dodging the stereotypes, giving an appearance of filling in time constructively, and adhering to their previous employment as a source of positive self-image. Some participants buffered themselves against the worst effects of stigmatisation by identifying with other roles, avoiding negative experiences and having sufficient instrumental resources with which to evade absolute poverty and lifestyle deprivation. Finally, the substantive theory was situated within the broader context of unemployment and self-concept research generally.
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Richmond, Lucinda Steenbergen. "Courtship following divorce: A grounded theory approach." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289220.
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This study used a grounded theory approach to develop a model of courtship following divorce. To be included in this study, individuals had to be: (1) divorced; (2) have a child or children; and (3) currently involved in a committed heterosexual relationship. In-depth interviews were conducted with ten individuals. Data analysis consisted of open coding, axial coding, and selective coding (Strauss & Corbin, 1990). Desire for connection is the basic social process underlying the model of courtship after divorce. Three stages which describe this process emerged in the current study: reconnecting with self, reconnecting with others, and reconnecting with a partner. The first stage, reconnecting with self, was a time when people stepped back and reflected on their divorce/separation experiences and started redefining themselves outside of the marriage relationship that had ended. The second stage, reconnection with others, was when people began going out with potential partners after divorce. For most, this stage was not marked by a conscious decision to start dating again, but it did include feelings of anxiety about dating. The experience of going out with different individuals helped people realize what they were searching for in a relationship and in a partner. This process was described in the intervening condition of realizing what you want, which facilitated movement from the stage of reconnecting with others to the final stage of reconnecting with a partner. Personal support, companionship/friendship, and similarity were the factors that emerged in realizing what you want. The final stage of the model, reconnecting with a partner, described people's involvement in committed postdivorce relationships. This stage involved a conscious effort not to repeat past mistakes and, for many, a belief that there was no need to get remarried. It included cohabitation for some couples, but not for others. Decisions regarding cohabitation were influenced by the presence or absence of children living with them. Children emerged as a contextual condition in the model. Age of the children, the relationship between the partner and children, and a belief that children come first were the key factors that comprised the contextual condition of children in the model.
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Rivers, Deborah L. "A Grounded Theory of Millennials Job-Hopping." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5936.
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Corporations are finding it challenging to attract and retain the top talented Millennials. Their frequent job-hopping is costing the U.S. economy $30.5 billion annually despite corporations' best efforts to retain them. The central research question concerns the decision-making process that Millennials use to decide whether to job-hop or stay with an organization. The purpose of this qualitative study was to develop a theory that explains the Millennials' process for deciding whether to job-hop or stay with an organization. The conceptual framework for this grounded theory research is generational theory, Herzberg's hygiene and motivational factors, and psychological contract theory. The data collection was by means of a purposive sampling strategy implemented through the semistructured interviews of 13 participants. The grounded theory data analysis method used consisted of an abridged version of Glaser's data analysis method as developed by Charmaz, which entailed a systematic comparative coding process (initial, focused, and theoretical). The study findings included 7 factors that affect Millennial job-hopping: competitive compensation, job enjoyment, opportunities for professional growth, supportive work environment, reasonable free/flex time, finding their niche, and excellent benefits. Based on these factors, the Millennials job-hopping theory explains their decision-making process and why they job-hop. Positive social change may occur when Millennials achieve job satisfaction. Job satisfaction increases loyalty and organizational commitment and reduces stress, thus decreasing turnover and creating economic stability for the Millennials and their organizations.
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Tovey, Heather. "Exploring intuition in clinical psychology : a grounded theory." Thesis, University of East London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532866.
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Intuition is a concept that can provoke different reactions. It has been well researched in the field of cognitive psychology, but has been viewed with apprehension by clinical psychology. Research in the field of nursing has established a role for intuition in important aspects of clinical practice such as decision making, assessment, planning and implementing interventions. However no such investigation of intuition in clinical psychology has been made. The aims of this study were to explore how clinical psychologists construct intuition in their talk, specifically relating to clinical practice. Individual interviews were conducted with eight clinical psychologists. A grounded theory approach was used to develop three main categories from the interview data. The first category described how this group of clinical psychologists talked about 'doing' intuition. The second described participants' attempts to define intuition in context and the third category described how their views and use of intuition related to their 'being' a clinical psychologist. The findings of this study illustrate that participants constructed intuition as a valid concept with a significant role in clinical psychology practice. It was most readily discussed as a process, and participants found a notable difficulty in providing a concrete definition of intuition. Core elements of intuition and its use were located within a variety of contexts of the individual and system, the relationships to which were complex and diverse. The implications and limitations of this study are discussed along with suggestions for further research.
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Robertson, James Thomas. "Motivation and emotion regulation : a grounded theory analysis." Thesis, University of Canterbury. Department of Psychology, 2004. http://hdl.handle.net/10092/2473.
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The present research examines the field of research in Emotion Regulation (ER) - in particular, theoretical matters. Problems affecting this type of research pertain to matters such as definition, measurement, and a lack of unifying theory. A grounded theory investigation was used to attempt to generate a theory with substantive and predictive value. Thirty-five participants were interviewed and questioned about their ER patterns. Analysis of this data showed that the motivations individuals have form a broad unifying construct through which to look at ER. As such, a theory is posited which looks at ER in terms of twin motivations - one primarily present for the self, and the other primarily occurring for social reasons. Such an approach is new to the field of ER. The theory is evaluated in terms of current research and future research directions. Overall, the presented theory is found to be able to unify current research on ER, as well as having the potential to push research efforts in new, more meaningful directions.
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Wellington, Gwendolyn June. "Conceptualizing pervasive sexual abuse, a grounded theory study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0026/MQ35036.pdf.
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Miller, Lynda Whitney. "A nursing conceptual model grounded in Christian faith." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ32758.pdf.
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Volkoff-Richardson, Olga. "A grounded process model of enterprise system implementation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58245.pdf.
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Rinks, Sharon E. "Preschool therapeutic playgroup process a grounded theory analysis /." View full text, 2005.
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Cunningham, David Edward. "A grounded theory study of protected learning time." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3329/.
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Introduction: Protected learning time (PLT) has been adopted by a number of NHS primary health care organizations throughout the United Kingdom as a resource for learning. Primary health care teams are protected from service delivery by Out-of-hours services for a small number of afternoons per year. Learning events are generally of two types: practice-based PLT events organised by the primary health care team and usually held in practice premises; and large centrally organised meetings held in large conference venues, and arranged by a PLT committee. PLT schemes were started by NHS Ayrshire and Arran in 2002 after a pilot study in 2001 was considered successful. A quantitative evaluation of the PLT scheme in two Community Health Partnerships within NHS Ayrshire and Arran in 2004 showed a significant difference in the views of Administrative and Clerical staff (A & C staff) and practice managers compared with clinicians in the team. Only 41% of A & C staff and 51% of practice managers wanted PLT to continue in one of the areas surveyed. An additional questionnaire study answered by practice managers in 2005 in NHS Ayrshire and Arran suggested that attendance of community nurses (health visiting and district nursing teams) at practice-based PLT events had fallen sharply, and that only a few were attending regularly. The questionnaires were unable to give the reasons for the low attendance, nor could they explain why some wanted the scheme to end. Two research questions were developed to improve the understanding of what was happening during PLT: 1. What are the perceptions and experiences of A & C staff, and of practice managers with regards to PLT? 2. What are the perceptions and experiences of the community nursing team (community nurses and nursing managers) with regards to PLT? Method: A Charmazian grounded theory approach was adopted, both as a method of data analysis, and as a research strategy. The data collection consisted of two phases: A & C staff, and practice managers (2005); and the community nursing team (2007). Focus groups were recruited, and the interviews were audio-recorded and transcribed. Transcriptions were coded, and themes and categories of themes were constructed from the codes. Mind mapping software was used to show the connections between the participants’ quotes and the themes and categories. A grounded theory was then constructed from the three categories. Findings: 12 focus group interviews were held with a total of 88 staff members participating. Details of the categories constructed are as follows: Structures in primary health care Physical structures were important. There were perceptions of the organizational schism between individual practices and the community nursing team. Community nurses valued co-location with their general practice as this improved close working. Different working patterns of district nurses meant that they could not always be protected during PLT, and they felt their managers did not provide sufficient cover. The introduction of the 2004 GMS Contract emphasized the separation of community nurses from general practices. Some nurses felt that practice-based PLT was irrelevant as it was centred on the learning needs of the practice. Some practices were strongly hierarchical resulting in separate learning events for individual staff groups during PLT. Relationships in primary health care: Relationships between community nurses and practices varied greatly. Some health visitors felt very isolated from the general practice. Community nurses wanted to work closely with practices and wanted their work to be visible and valued. Relationships between A & C staff and GPs varied considerably. Those practices with a high degree of hierarchy found collective learning difficult to do. Other practices had good relationships between different staff groups, and made good use of PLT. Learning processes: In general, participants did not feel their learning needs were identified or acted upon. As a result, learning offered to them was usually considered irrelevant, and based on the needs of others. A & C staff found some events to be dull and uninteresting, when passive learning methods were employed. Some practice managers perceived a lack of resources for learning events, and pharmaceutical representatives were keen to provide learning for clinicians. In some teams, practice-based PLT could be uncomfortable for community nurses, and some felt unwelcome by GPs. Practice managers were considered to be the natural leaders of practice-based PLT. Grounded theory: A theory with three elements was constructed from the findings. Proximity was an important factor in the ability of teams to learn from each other. Those teams who were not co-located, or did not work together in the provision of patient care, found PLT to be difficult. Perceptions of power affected the experiences of PLT. GPs usually had learning based on needs, and they could influence who attended PLT with them, and what was learnt. Some staff groups had little power, namely A & C staff and community nurses, and at times, the quality of learning for these groups was low. Authenticity was important. Participants wanted PLT to be for the whole team and to involve everyone in learning together. Many were disappointed when this was not achieved, and considered it to be contrary to the original aims and objectives of the scheme. Comparisons with other theories: The grounded theory was compared to Bourdieu’s theory of practice. This helped with the understanding of issues relating to the element of power. The element of proximity had similarities to Wenger’s theory of Communities of Practice. Those primary health care teams who displayed high levels of proximity were working as a Community of Practice. Conclusions: A deeper understanding of participants’ perceptions and experiences was gained and explored by the thesis. A number of recommendations were made to improve PLT in the future. These included improved learning needs assessment and aiding practice managers with the delivery of practice-based events. Individuals within primary health care teams need to improve team-working and need learning to help them with this endeavour. Health authorities need to value teamwork more, and require to locate teams together to facilitate the delivery of primary health care.
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Reilly, Jacqueline. "The psychology of premenstrual syndrome : a grounded perspective." Thesis, Queen's University Belfast, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388176.
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Cottingham, Juliet Anne. "A grounded theory study of related party disclosures." Thesis, University of the West of England, Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364079.
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Cook, Susan Jennifer. "Environmental controls on calving in grounded tidewater glaciers." Thesis, Swansea University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678282.
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Lopes, Eurico Ribeiro. "A grounded theory of decision -making under uncertainty." Thesis, Leeds Beckett University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500462.
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Cunha, João Vieira. "Contribution for a grounded theory of organizational improvisation." Master's thesis, Instituto Superior de Psicologia Aplicada, 1999. http://hdl.handle.net/10400.12/474.
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Dissertação de mestrado em Comportamento OrganizacionalChange has been a phenomenon of growing popularity among those studying organization science because of its increasing pervasiveness in most domains of organizational reality and life itself. Authors on change and learning have been touting a phenomenon they label organizational improvisation as a competence / skill necessary to survive, let alone to thrive, in environments where change is a constant. Literature on this phenomenon is abundant in theoretical discussion and metaphorically grounded theories but scarce in cumulated knowledge and empirically grounded models. In an attempt to make a contribution to widen the empirical basis of research on organizational improvisation, this study follows a ‘weak-constructivist’ paradigm and draws on three sources to build a grounded theory of this phenomenon: the development of an organizational innovation, a public performance of a company's team and a series of interviews of academicians academicians-practicioners and consultants. The first source, which is in fact an embedded multiple-case study constitutes the core data set of this study, the second aims at establishing a distinction between organizational and jazz improvisation (the most widely used metaphor on this topic) and the third aims at building the theoretical sensitivity necessary for grounded theory. From these sources sixty-four variables emerged, which are grouped under Five constructs. These variables are presented by discussing the major conceptual issues associated with them, providing evidence of their presence in the cases and discussing how they were measured. These variables are then linked together via fifty-four propositions, resulting in a grounded model of improvisation in organizational settings. Additionally, the data show that organizational improvisation allows for a synthesis to emerge in two of the major debates on organizational change -punctuated vs. incremental change and emergent vs. deliberate change - by proposing 'punctuated incrementalism' and 'deliberate emergence' as legitimate and pervading change modes. Most importantly, the data also corroborate that improvisation constitutes is in fact a new theoretical model of change filling one of the slots Van de Ven an Poole (1995) left vacant when developing an integrating framework for studying change.
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Woodhouse, Jan. "Personal grooming (beyond hygiene) : a grounded theory study." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/620356.
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Background: We are very individualistic in how we present ourselves to the world. Whilst we are healthy and self-caring we have control over the way we undertake self-groom. Once we need care the situation may change. In the setting of health and social care the emphasis has been on hygiene; aspects of personal grooming [PG] may be overlooked. Few studies exist in the health and social care literature that explore this crucial daily activity of living. Aim: This study aims to address the imbalance on what is known of PG. It seeks to thoroughly explore the concept of PG, identifying the normative activities involved, and the age-related behaviours that occur across the lifespan. Methods: Utilising a grounded theory [GT] methodology, an eclectic data collection approach was taken. Consequently a pilot group, four focus groups (child-focused; males 18-45; females 18-45; over-46), and a visual methodology formed the first phase of the study. The second phase consisted of a formal concept analysis, drawing on literature and data from the focus groups. The final phase of the study involved one-to-one semi-structured interviews with retired persons. A total of 26 participants took part in the study and both genders were represented. Analysis was undertaken using the range of coding consistent with a GT approach and the notion of constant comparison. Findings: New knowledge on PG emerged; an academic definition of PG; PG was found to have ‘four elements’: hygiene, appearance management behaviours, body modification and enhancement. There was a ‘spectrum’ of grooming recognised, which ranged from the wild, un-groomed state to that of being over-groomed. The term ‘allo-grooming’, which means grooming of another, was used to explore the part families play in social learning about PG. A timeline of PG behaviours was created to illustrate how PG changes over the lifespan. Additionally, information on grooming activities, other than those of hygiene, was recorded. Implications: PG is complex and the ‘one-size-fits-all’ approach of concentrating on hygiene may not meet the needs of service users. Some body areas, for example, are not included in the published documents that help to guide care services. There appears to a gap in educational programmes of health and social care workers, in respect to PG. Recommendations for practice, policy, education and further research are proposed.
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Ricketts, Thomas Nicholas. "Problem gambling : from practice research to grounded theory." Thesis, Sheffield Hallam University, 2001. http://shura.shu.ac.uk/20794/.
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This study combined the use of a single case experimental design with replications with the use of a grounded theory approach in a study of treatment-seeking problem gamblers. The sample for the single case experimental design was a case series of nine men meeting DSM IV criteria (APA 1994) for pathological gambling. They primarily gambled in off-course bookmakers and on slot machines, and had self-reported histories of problem gambling of between four and eighteen years duration. A cognitive behavioural approach to treatment based on that of Sharpe and Tarrier (1993) was utilised. This treatment incorporated motivational interviewing, self-monitoring, stimulus control, cognitive restructuring, cue exposure and relapse prevention. The approach was ineffective for a majority of the clients, with drop-out prior to completion of treatment the outcome for six of the clients. The three clients who completed treatment all achieved clinically significant changes in gambling behaviour. Proposed links between depressed mood and gambling behaviour, and anxiety and gambling behaviour were not supported. The grounded theory approach was in two parts. The first study investigated the reported gambling experiences of treatment-seeking men who met DSM IV criteria (APA 1994) for pathological gambling. Clinical materials and session transcripts from the treatment study formed the initial material. A further four interviews with informants selected for theoretical sampling reasons provided provisional verification of the grounded theory. The grounded theory identified gambling as emotion management as the core category. The use of gambling for this purpose interacted with the costs of gambling and the individual's experience and perception of control of gambling to determine behaviour in the context of gambling related triggers. The second grounded theory study involved an analysis of the reported experiences of seven regular but non-problematic gamblers for confirmatory purposes. Similarities and differences between the problem and non-problem gamblers were identified. Three aspects of the reported experiences of the gamblers appeared to differentiate problematic and nonproblematic experiences. These were the extensive use of gambling to manage negative emotions, beliefs regarding winning money back and perception of control. The study addressed both theoretical and treatment issues in problem gambling. The proposal that arousal is a major motivating variable in gambling was supported (Anderson and Brown 1984). The proposal that the use of gambling to moderate negative emotional states is a feature of problem gambling (Jacobs 1985; McConaghy 1988) was supported. The view that misperception of randomness is a feature of problem gambling was supported (Ladouceur and Walker 1996). The importance of self-efficacy in efforts at moderating gambling (Bandura 1977) was supported. Clear benefits were identified of combining a single case experimental design with a grounded theory approach. The use of a grounded theory approach with a deviant sample for confirmatory purposes was also beneficial.
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Urick, Michael Joseph. "Intergenerational Interactions in Organizations: A Grounded Theory Examination." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378109531.
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Shadik, Jennifer. "Fathering and Child Maltreatment: A Grounded Theory Study." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3494.
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Literature related to fathers and child physical abuse and neglect is lacking (Guterman & Lee, 2005; Lee, Bellamy, & Guterman, 2009). The purpose of this study was to better understand several pertinent aspects of fathering related to maltreatment. Three research questions were examined: 1.What are the attitudes, behaviors and contexts of fathers who have abused or neglected a child that relate to maltreatment? 2. What are the resources and capacities of these fathers which could be capitalized on? 3. How does goodness-of-fit or a poor fit between the father and child impact the parenting relationships of these fathers? Fifteen fathers in a parenting program for parents who are at high risk or who have abused or neglected a child participated in the study. In order to answer these questions, a traditional grounded theory methodology was used. Data analysis consisted of thematic analysis and constant comparative analysis. Based on data collected, a substantive theory entitled Fathering in a Context of Challenge and Complexity was developed. Results suggest that these fathers experience many challenges, but also have important strengths. Becoming a father was an important turning point for many of the fathers in this study. Fathers’ relationships with his children’s mothers, the need for social support, and the theme of change were all relevant. Implications for practice, policy, and research are discussed.
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Wallraven, Christian. "A computational recognition system grounded in perceptual research." [S.l. : s.n.], 2005.
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Larson, Bruce E. "Teachers' conceptions of discussion : a grounded theory study /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7682.
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Larcher, Anna Manja. "Hope for the fatherless? : a grounded interpretive approach /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1718.pdf.
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Neamsakul, Wanwadee. "Unintended Thai adolescent pregnancy: A grounded theory study." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324613.
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Kim, Sung-a. "Issues in phonetically grounded phonology : evidence from suprasegmentals /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Piggott, David James Stirling. "Young people's experience of football : a grounded theory." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8147.
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The aim of this study was to generate a substantive grounded theory to explain a variety of young people's experiences of football within and external to FA Charter Standard Clubs and Schools. A modified grounded theory methodology (Strauss and Corbin, 1998; Charmaz, 2000) was selected following an ethical commitment to 'listen to young people's voices'. This methodology was underpinned by critical realist ontological assumptions (Sayer, 2000) and reformulated according to Popperian epistemology (Popper, 1972; 1981). Ten mini-ethnographies were conducted in football clubs and schools in England over a period of 12 months. Data were generated through focussed group interviews with young people (aged 8-18), and participant observation captured in field notes. Over three increasingly deductive iterations (or 'vintages') of data collection and analysis, a substantive theory of socialisation processes in youth football was created. This abstract theory hypothesised that young people's experiences may be conceptualised as partially individualised responses to external influences, expressed as desires and concerns that may act reciprocally on the social context. More specific hypotheses (or models) were formulated and 'mapped over' the abstract theory. The relationship between stress, enjoyment and learning in youth football is explored in the first of these models, focussing specifically on the role of significant adults. Coach behaviour and its impact on the youth football environment is the subject of the second model, which describes an 'ideal type' football programme. Female experiences are the subject of the third section of the discussion which focuses on 'first contact' with football (particularly male domination in mixed football) and subsequent socialisation experiences. Here it is conjectured that the development of friendships and identity specific to football may increase the propensity to participate. The final model conceptualises socialisation processes for young players from black and minority ethnic communities. The problems of 'culture barriers' and institutional racism are explored before considering the role youth football might play in the wider 'integration debate'. Finally, some recommendations for policy change and for future research are offered. Here it is suggested that policy changes are monitored and evaluated with critical sociological studies focussing on young people's experiences of coaching and parenting and hegemonic power relations in female and multicultural football respectively.
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Waller, James. "Un/Grounded: Representing the Experience of Contemporary Space." Thesis, Griffith University, 2011. http://hdl.handle.net/10072/367571.
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This project is about the experience of contemporary space and its representation in painting. Both the exegesis and studio work investigate the transformations that have occurred in the way we conceptualise and experience space in response to new communication technologies and the related formation of a global economy. The exegesis contends that Modernist space, with its defined regimes of control and order, has been replaced by a complex situation that disrupts traditional spatio-temporal understandings and blurs the boundary between actual and virtual reality. It argues our experience of space is now based as much on immaterial phenomena as physical locality, and our individual motivations and circumstances influenced significantly by supra-spatial networks of information transfer. As Arjun Appadurai (1996) argues, the speed and diffuse circulation of ideas, images, finance and information is unprecedented and fuels the imaginations and desires of all.Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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