To see the other types of publications on this topic, follow the link: I Want to Tell You.
Dissertations / Theses on the topic 'I Want to Tell You'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'I Want to Tell You.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Conrad, Elaine. ""I WANT TO TELL YOU MY STORY": THE POTENTIAL OF NARRATIVE TO BRIDGE CULTURAL DIVIDE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1611.
Full textAbstract:
AN ABSTRACT OF THE DISSERTATION OF Elaine Conrad, for the Doctor of Philosophy degree in Communication Studies, presented on September 21, 2018, at Southern Illinois University Carbondale. TITLE: “I WANT TO TELL YOU MY STORY”: THE POTENTIAL OF NARRATIVE TO BRIDGE CULTURAL DIVIDE MAJOR PROFESSOR: Dr. Nilanjana Bardhan In this dissertation, I examine a strange kind of divide or disconnect that occurs between international students and U.S.-American students. While international students studying in the United States are often strongly interested in forming connections within their newly adopted country and are anxious to get to know and make new friends with U.S.-American students as well as with other community members, it is not always reciprocated by their U.S.-American counterparts. According to data collected in a survey at Midwestern University, frequently U.S.-Americans lack the same motivation for forming connections, find conversing with international students “awkward” at best, threatening or frightening at worst, and view international students as “very foreign,” “strange,” and “too different from me.” Some are fearful of even beginning a conversation, afraid that they will say or do the wrong or politically incorrect thing. Or they may purposely distance themselves from anyone they perceive as different from themselves, preferring that those they view as different stay “someplace else” as far away as possible. My principal concern and overall question in this dissertation is how to begin to bridge these gaps between U.S.-American students and international students so the divide does not become even greater when they leave the protected environment of a college campus and venture out in the world. Perhaps a good starting point to begin to build bridges toward such understanding is through narrative and the stories that international students tell. Stories connect people. They ii draw us in and engage us. It seems only natural to turn in the direction of narratives about the challenges international students experience while negotiating their newly adopted culture in the United States as that potential connecting point, and to begin with audiences of primarily U.S.-American students and community members. In this qualitative study, I was a participant observer in the U.S.-American audiences for the presentations delivered by international students who volunteered to tell their personal stories about the challenges that they have faced. The topic and the exact nature of the challenges they experienced was left open regarding what information and what stories they chose to share with their audiences. I followed up each presentation by conducting qualitative interviews with the 6 female international students involved. In addition, I conducted interviews with 10 audience members who participated and volunteered to be interviewed. My interest was in learning what the U.S.-American students and community members heard when listening to the narratives, stories about how these international students have constructed and negotiated their identities in relation to their “Other” (in this case those of us who are U.S. American). Did U.S.-Americans pick up the same messages that the story-tellers believed that they were delivering? What questions were the audience members motivated to ask? What did they learn from listening to the storytellers’ stories? Did they gain any new insights? Were there commonalities between the different audience members who volunteered to be interviewed? And did they hear common messages? Regarding the students telling their stories, I was interested in discovering what they chose to discuss as well as how much they chose to disclose, and if they gained any insights from the process of telling their stories or from questions that the audience members asked or did not ask. What were their observations about the audience and the audience reactions? How did they iii feel when they were telling their stories? Did the process of telling their stories impact their own identities? There were similar themes that both the storytellers and their audience members discussed during their interviews; however, the subthemes differed. The primary themes that the storytellers believed that they focused on were: cultural issues and differences, religious perceptions, and to a lesser degree, language and communication. While these primary themes were consistent across the storyteller narratives, how strongly they were emphasized and what subthemes were discussed differed from storyteller to storyteller. Among the audience members, the themes heard and discussed were similar to those of the storytellers; however, when the U.S.-Americans discussed cultural differences, they emphasized similarities as opposed to differences, and focused more on communication and language challenges. Religious perceptions were viewed through a western, mostly Christian lens. Subthemes mentioned by U.S.-Americans were bullying, gender, and stereotypes. When I began this dissertation, many of us in the United States were celebrating our first Black president and I, along with many others, hoped that U.S.-Americans would begin to feel more comfortable with diversity in that new and historic reality. However, the political environment has changed once again. Unfortunately, many U.S.-Americans appear to feel even more threatened by diversity, viewing those who are “different” from themselves with ever increasing amounts of anxiety, fear, xenophobia and anger, which are fueled by almost daily news reports. In the current environment, narrative has become even more important as a way to connect and begin to better understand each other, with the potential of bridging cultural divide.
2
Williams, Marise. "Reading O.J. Simpson: Everyday Rhetoric as Gift and Commodity in I Want to Tell You." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/713.
Full textAbstract:
The Bronco Chase and arrest of O.J. Simpson for the murder of his ex-wife, Nicole Brown Simpson and her friend, Ronald Goldman, and his subsequent criminal trial became one of the most captivating, mass-mediated events of the last decade of the twentieth century. Simpson's iconic celebrity status and his race as an African-American inflamed the notoriety of the crime. An insatiable spectatorial desire for Simpson and narratives concerning his alleged involvement in the Brentwood murders engulfed the American public and American culture for thirty-two months. An excessive scrutiny of his identity by the media, law and order professionals and the populace generated a racially charged discursive cacophony. The memoir Simpson published during his remand to raise funds for his defense expenses, I Want to Tell You: My Response to Your Letters, Your Messages, Your Questions, allows for a productive critical study of everyday rhetoric and the commodity fetishism of celebrity. Released in late January 1995, during the first week of the prosecution's opening statements in the criminal trial, I Want to Tell You was Simpson's first public comment following the nationally televised reading of his suicide note and his spectacular arrest on June 17, 1994. The intercalation of Simpson's narrative utterance with 108 of the more than three hundred thousand letters he received from June to December 1994 as Los Angeles County Jail inmate 4013970 is a practical manifestation of the use value and exchange value of fame. The reciprocity of the epistolic, the phatic demands of address, the etiquette of fan mail and hate mail, the gift of the written text, vulnerable and resonant, reveal an adherence to the symbiotic dynamic of the celebrity-fan, writer-reader, dyadic relation and its currency. Plying his trade as idol of consumption, as spectacle, as genre, Simpson capitalised on the cultural condition of his name and his face as objects of desire. The racialised flesh of Simpson's African-American male body became a site and a sight for narrative and inscription within a pay-per-view marketplace of reification, prosopopoeia, gazeability and criminality.
3
Williams, Marise. "Reading O.J. Simpson everyday rhetoric as gift and commodity in I want to tell you /." University of Sydney. SEAFAM, 2004. http://hdl.handle.net/2123/713.
Full textAbstract:
The Bronco Chase and arrest of O.J. Simpson for the murder of his ex-wife, Nicole Brown Simpson and her friend, Ronald Goldman, and his subsequent criminal trial became one of the most captivating, mass-mediated events of the last decade of the twentieth century. Simpson's iconic celebrity status and his race as an African-American inflamed the notoriety of the crime. An insatiable spectatorial desire for Simpson and narratives concerning his alleged involvement in the Brentwood murders engulfed the American public and American culture for thirty-two months. An excessive scrutiny of his identity by the media, law and order professionals and the populace generated a racially charged discursive cacophony. The memoir Simpson published during his remand to raise funds for his defense expenses, I Want to Tell You: My Response to Your Letters, Your Messages, Your Questions, allows for a productive critical study of everyday rhetoric and the commodity fetishism of celebrity. Released in late January 1995, during the first week of the prosecution�s opening statements in the criminal trial, I Want to Tell You was Simpson's first public comment following the nationally televised reading of his suicide note and his spectacular arrest on June 17, 1994. The intercalation of Simpson�s narrative utterance with 108 of the more than three hundred thousand letters he received from June to December 1994 as Los Angeles County Jail inmate 4013970 is a practical manifestation of the use value and exchange value of fame. The reciprocity of the epistolic, the phatic demands of address, the etiquette of fan mail and hate mail, the gift of the written text, vulnerable and resonant, reveal an adherence to the symbiotic dynamic of the celebrity-fan, writer-reader, dyadic relation and its currency. Plying his trade as idol of consumption, as spectacle, as genre, Simpson capitalised on the cultural condition of his name and his face as objects of desire. The racialised flesh of Simpson's African-American male body became a site and a sight for narrative and inscription within a pay-per-view marketplace of reification, prosopopoeia, gazeability and criminality.
4
Johanna, Viberg. "A story you want to tell : Om skolan som konflikt i The Catcher in the Rye." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-281908.
Full text
5
Paulsen, Jody. "What you want, Whenever you want it." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6859.
Full textAbstract:
Nothing in the modern consumer society is consumed with more relish as criticism of consumption. Merely to consume appears to be morally reprehensible ? one should produce, make, be creative. What You Want Whenever You Want It is a project that reflects on contemporary culture, including movements of taste, tempo and style. It embraces the rich and varied iconography of popular culture ? films, advertising, images, packaging, fashion and music. By seeking, absorbing and emulating the content of these cultural iconography and collaging them together, i have developed my own idiosyncratic view on consumerism, specifically in relation to Western popular culture. According to Boris Groys, the act of shopping may often be misconstrued as a frivolous or meaningless activity. Wandering idly, touching, selecting and consuming are generally viewed as the primary urban leisure occupation of affluent Western society. Purchasing goods is an activity that does more than just satisfies one's general needs or desires. Rather, shopping is a communal and public ritual through which identity is created and altered (Hollein, M. 2002: 14). What You Want Whenever You Want It Whenever you want it is a mixed media body of artworks. The primary material is 'fuzzy' felt fabric. The felt used throughout my body of work is prepared using artificial fibres. Synthetic felt is available in a reasonably wide variety of loud and vibrant colours. The highly absorbent and dense texture of felt permits intense colour that is both bold and eye-catching. I have used the plasticity of the synthetic felt to create conceptual ties to the superficial and theatrical nature of Western contemporary culture, because this synthetic material allows me to emulate the striking and mesmerizing nature of my content. Each work in What You Want Whenever You Want It uses modes of art-making that involve collage and appropriation. The project customizes and recombines various existing elements of the commercial world. These modes of art making have enabled me to explore materiality through the juxtaposition of existing media. Collage as a fine arts medium has been significant in reflecting the social, political and cultural climate of the world throughout various movements in modern art (Waldman, D. 1992: 8). This body of work engages with collage as a medium as it allows me to re-contextualize existing fragments of media and make it into a new product on its own. In the recombination of these fragments, I aim to communicate new viewpoints on consumerism and Western popular culture. This thesis paper works to explicate my process and my artwork. It proceeds in sections titled 'The Materiality of Felt', 'Felt Suit (After Beuys)', 'On Form, (Robert Morris)', 'Experience (Mike Kelley)', 'The Impact of Collage' and notes on individual artworks. Firstly, The Materiality of Felt explains and explores the materiality of felt, focusing on its relevance to my artwork. Secondly, I discuss the artists that influence my work. Thirdly, I explore the history, impact and meaning of collage in terms of my art-making process. The fourth section focuses on individual artworks and content. Both the work and production process is described.
6
Harbo, Kristoffer. "Tell me what you eat, and I will tell you where you think you are." Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-71521.
Full textAbstract:
In the growing multiculturalism of Swedish society, we see a significant amount of citizens of various heritages experience difficulty when venturing into the Swedish labor market. These difficulties have been explained earlier by either cultural or structural factors. The cultural factors state that individuals raised outside of the traditional ―Swedish‖ culture have greater difficulty in understanding the subtle idiomatic properties of the Swedish labor market. On the other hand, the structural factors state that it is the deficiency in Swedish language and education that stand as the main obstacles in finding lucrative professions on the labor market. To determine the structural and/or cultural factors, I have performed field research in restaurants of the Norrköping district. The restaurant is a setting in which several aspects are shown to have influence over the informants‘ decision to become a restaurant owner. These aspects include the labor market, food, family relations, and networks between friends and professional associates. Why have these individuals chosen restaurants? Is it out of economic necessity, or is it a family profession they feel compelled to safeguard? In this thesis, several restaurant owners will answer questions regarding their choice of profession, their prospects on the labor market, the influence of their families, the importance of cuisine as a cultural foundation, and the discrepancies behind social and financial networks among ethnic groups in Sweden.
7
Van, der Nest Megan. ""Tell me how you read and I will tell you who you are": children's literature and moral development." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002852.
Full textAbstract:
It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.
8
Connolly, Nicole. "Drown What You Want to Salvage." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460114370.
Full text
9
Ciesla, Meagan. "You don't (really) want to know." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939182111&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full text
10
Kunz, Sabine. "Quality assessment and epistemic beliefs : If you tell me what you believe in, can I tell you what you’ll get?" Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-138137.
Full textAbstract:
Bedömning av kvaliteten är en av de viktigaste processerna som en lärare utför varje arbetsdag för att kunna relatera elevernas prestationer mot ett kulturellt och individuellt anpassat betygssystem. Med ambitionen att främja jämställdhet och reliabilitet av bedömningar tillhandahåller Skolverket bedömningskrav och kriterier för att skilja olika grader av kvalitet (Selghed 2011). Dessa kriterier förefaller emellertid ibland otydliga och inte lämpliga för att särskilja mellan kvalitativa nivåer, särskilt på högre nivåer, vilka därför kan uppfattas som delvis överlappande. Som följd finns det mycket utrymme för tolkning av den enskilda läraren när det slutliga bedömningssystemet konstrueras (Schreiber et al., 2012, Selghed 2011). En alternativ bedömningsmetod som är rekommenderad av t.ex. Hattie (2012), är den mindre komplexa SOLO-taxonomin vilken idag används i de högre utbildnings miljöer.För att uppskatta överlappningen mellan resultat som härrör från olika bedömningsmetoder analyserar denna studie kvalitetsnivåer av en skrivuppgift av andraårs-gymnasieelever med hjälp av det läroplanbaserade betygssystemet och SOLO-taxonomin. Med hjälp av principiell komponentanalys (PCA) och korrelationsanalys kunde man dra slutsatsen att de olika bedömningsmetoderna är lämpliga för att skilja högre från lägre komplexitet eller kvalitetsnivåer. Men SOLO-taxonomin kunde inte tydligt skilja de mer sofistikerade skillnaderna mellan högre betygsnivå A och B.Dessutom undersökte denna studie om en noggrant genomförd konstruktivistisk undervisningsdesign oundvikligen resulterar i högkvalitativa skriftliga arbeten. Detta analyserades med hjälp av PCA och korrelationsanalys av relationen mellan deltagarnas kunskapssyn och bedömningsresultatet. Inom detta sammanhang kunde det dras slutsatsen att (I) en mer sofistikerad syn på naturen av kunskap och kunskap och (II) heterogeniteten hos en studentgrupp med avseende på kunskapssynen verkar vara kopplad till högre kvalitativa prestationer. Bevis för en korrelation mellan elevernas individuella kunskapssyn och de valda inlärningsmetoderna diskuteras inom ramen för en generell lämplighet av konstruktivistiska undervisningsmetoder.
11
Stjärnljus, Emma, and Paula Oldén. "Could you tell us your story?" Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25322.
Full textAbstract:
The purpose of this study has been to examine how elderly people in today’s society look upon themselves and experience their own aging. We have inquired answers to the following main questions: What main events during the life course are emphasized in the elderly’s stories about their lives, and in what way has it affected their experience of growing old? In what way have social relationships, interests and the experience of health changed during the life course? How do the elderly experience their own aging, and what emotions are expressed in the speech surrounding their life course?The results of the study have been analyzed and interpreted with the help of the life course theory, Erikson’s psychosocial development theory and the continuity theory. The results show that elderly people of today don’t feel their age. They consider themselves to be young in mind though experiencing their aging through reduced mobility.
12
Herrmann, Andrew F. "You are Jonesboro: Tell Your Story." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/788.
Full text
13
Kravva, Vasiliki. "'Tell me what you eat and I'll tell you if you are Jewish' : food and discourses of belonging among Thessalonikan Jews." Thesis, Goldsmiths College (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406239.
Full text
14
Weisberg, Jennifer. "So you want to be an expat." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1464464.
Full text
15
Öhman, Lars-Daniel. "How to do what you want to do when you can not do what you want : on avoiding and completing partial latin squares." Doctoral thesis, Umeå University, Mathematics and Mathematical Statistics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-867.
Full text
16
Öhman, Lars-Daniel. "How to do what you want to do when you can not do what you want : on avoiding and completing partial latin squares /." Umeå : Department of Mathematics and Mathematical Statistics, Umeå University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-867.
Full text
17
Bromley, Tamara Anne. "What does a child's story tell you?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1391.
Full textAbstract:
The stories that students tell in the classroom have the potential to be an invaluable resource for teachers. Through a focus on the language used, these stories can provide teachers with information about their students' sociocultural backgrounds and therefore, the knowledge that students bring to the context of the classroom. In today's diverse classrooms, teachers need to discover this information about their students to enhance the planning process for students' learning. The stories that students tell provide teachers with one avenue by which they can begin to meet the requirements of the Curriculum Framework for Kindergarten to Year 12 Education in Western Australia (Curriculum Council, 1998). The study investigates the potential of collecting and using the language in students' stories, as told in the classroom, to discover information about the students' sociocultural backgrounds. The study took place in a pre-primary classroom situated in the South West of Western Australia. The students' stories were collected, transcribed and analysed. Following this, six students were selected whose stories were notable in their ability to reveal much information about those students' sociocultural backgrounds. The parents of those six students were interviewed in order to confirm or negate the information about the students' sociocultural backgrounds as collected from their stories. The teacher of the class was also interviewed in a bid to confirm or negate the information about all the students' sociocultural backgrounds overall as collected from all the stories. Language was seen as a "key" to use to unlock information about students' sociocultural backgrounds from their stories. A broad definition of story was adopted and an analysis procedure was developed. Both of these tools allowed for a focus on the language in the stories and were used to discover much information about the students' sociocultural backgrounds. The analysis procedure also highlighted some aspects of' the interactions that facilitated the students to tell such stories. As much of the information about the students' sociocultural backgrounds was confirmed and expanded upon by the parents and teacher, it was demonstrated how the stories that students tell can be used to discover more information about the students. Home-school links can be forged or improved upon in the process.
18
Renner, Jasmine R. "You Must Climb the Tree If You Want to Eat The Fruits." Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1500426091.
Full textAbstract:
"You Must Climb The Tree If You Want to Eat The Fruits" will teach your child or children the invaluable lesson of hard work and persistence. It teaches children about the invaluable lesson of hard work and persistence in order to partake of good things. In this story, Roland sets out to climb an age old tree called "Vine Grove." Vine Grove was full of juicy, tempting and ripe fruits. Day after day, Roland sat under the tree and dreamt about eating the fruits. He thought it was impossible to climb the tree because it was a very big tree. Twice he attempted to climb the tree but he fell down and could not reach the fruits. Roland became desperate to eat of its fruits. Finally one day, Roland embarks on this life changing journey of climbing the tree and eating the fruits on the tree.https://dc.etsu.edu/etsu_books/1079/thumbnail.jpg
19
Fagerlund, Axel, and Annica Huda. "Pay-What-You-Want : Konsumentens attraktion till prisstrategin." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21598.
Full textAbstract:
Syfte: Pay-What-You-Want (PWYW) är en kundstyrd prissättningsstrategi, där kunden bestämmer priset. Tidigare forskning visar att antalet kunder ökar vid tillämpning av prisstrategin. Studiens syfte är således att analysera samband och förklara ifall variablerna priskänslighet, rättvisa, riskkänslighet och nyfikenhet påverkar konsumentens attraktion till PWYW. Metod: Studien har ett deduktivt tillvägagångssätt för att analysera litteratur och vetenskapliga artiklar. Teorin har deducerat studiens hypoteser för att undersöka samband och kvantitativ metod har används där empirisk data har samlats in med en webbenkät. Resultatet analyseras i SPSS med en faktoranalys och korrelationsanalys. Detta redovisas genom tabeller och figurer samt diskussion. Resultat & slutsats: Studien visar positiva samband mellan attraktion till PWYW och priskänslighet, rättvisa samt nyfikenhet. Sambandet mellan attraktion till PWYW och riskkänslighet visar dock svag korrelation. Däremot indikerar resultatet att det finns fler variabler att ta hänsyn till. Förslag till fortsatt forskning: Resultatet indikerar att det saknas faktorer som påverkar konsumentens attraktion till PWYW. Det är av intresse att undersöka hur faktorerna kan nyttjas av företag samt om konsumentens attraktion påverkas ifall prisstrategin inte längre anses ovanlig. Uppsatsens bidrag: Studien är först med att studera konsumentens motivationer till PWYW innan köpmomentet. Studien bidrar med variabler som förklarar varför konsumenter attraheras av en kundstyrd prisstrategi. Studien bidrar likaså med kunskap för forskningen kring PWYW.
20
Eriksson, Ida. "Sneakers : What footprint do you want to leave?" Thesis, Högskolan i Gävle, Design och formgivning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26698.
Full text
21
Strange, Chandra N. "“YOU CAN STAY IF YOU WANT” -- WOMEN’S EXPERIENCES PROVIDING RAPE CRISIS MEDICAL ADVOCACY." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/25.
Full textAbstract:
Many survivors of sexual trauma describe the forensic rape exam as a second rape (Campbell et al., 1999; Parrot, 1991). Rape crisis medical advocates (RCMAs) assist survivors through this process, a time of particular vulnerability to retraumatization (Resnick, Acierno, Holmes, Kilpatrick, & Jager, 1999), by providing emotional support, education, and advocacy for comprehensive and respectful services. Campbell (2006) stated that the primary role of the RCMA is to reduce victim-blame, or the tendency to blame the victim of a crime for the crime or the circumstances leading up to it. The literature has consistently shown that survivors who worked with RCMAs received more medical and legal services and were less likely to feel revictimized (Campbell, 2006; Resnick et al., 1999; Wasco et al., 2004), but the impact of the work on RCMAs has not been sufficiently examined. Previous research has shown that many advocates experienced anger and fear in relation to the work (Wasco & Campbell, 2002), that RCMAs who witnessed more victim-blame reported less satisfaction with the work and lower levels of affective commitment to the job (Hellman & House, 2006), and that professional counselors who worked with trauma survivors reported higher levels of vicarious trauma than those who did not (Schauben & Frazier, 1995). Other researchers have shown that counselors who worked with trauma survivors reported higher traumatic stress than those who did not, and counselors who worked with victims of sexual trauma endorsed more disruptive beliefs about self, others, and the world (Bober & Regehr, 2005). However, the appropriateness of generalizing results observed among counselors to RCMAs is unclear.
The purpose of this study was to examine possible predictors of RCMAs’ experiences of vicarious trauma (VT) and vicarious post-traumatic growth (VPTG). Since a great deal of research examining the effects of trauma on care-providers focuses on individual-level contributing variables like personality style, coping skills, and history of victimization (Kelley, Schwerin, Farrar, & Lane, 2005; King, King, Fairbank, & Adams, 1998; Pearlman & Mac Ian, 1995), in this study I examined the predictive ability of several environmental/contextual/systemic variables on RCMAs ratings of VT and VPTG, including caseload, amount of formal individual and group supervision received, ratings of social community at work, meaning of the work, emotional demands of the work, and perceptions of witnessing VB by police and medical staff. One hundred and sixty-four RCMAs participated in this internet-based survey research. A series of hierarchical regression analyses demonstrated that higher ratings of VT were predicted by younger age, lower amounts of formal group supervision received, and lower ratings of the social community at work and the meaning of the work. Ratings of VPTG were significantly and positively predicted by amount of formal individual supervision received, and negatively predicted by age and educational achievement. Interpretations and recommendations are provided to assist rape crisis agencies in supporting RCMAs in their work.
22
Miller, Graham Nicholas Stuart. ""Tell me with whom you associate, and I will tell you who you are": understanding organizational identity through peer groups in the field of higher education." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6214.
Full textAbstract:
The following dissertation comprises three studies that aim to better understand organizational identity in the field of U.S. higher education. Research in this area has focused largely on attributes that emphasize college and university distinctiveness, though a good deal of studies in higher education have found that many postsecondary institutions are very alike in their structure and behavior. On the other hand, qualitative research demonstrates that organizational identity helps to explain differences between colleges and universities. The studies herein conceptualize organizational identity as a series of claims about self that balance both sameness and distinctiveness. These studies analyze how organizational identity establishes an institution’s group membership, while distinguishing the institution from colleges and universities in other groups.
Manuscripts analyze how organizational identity is associated with action using institutions’ self-selected comparison groups. The first study examines how institutions’ identity claims and aspirational identity claims, measured through their comparison groups, are associated with future action. The second study applies social network analysis techniques to identity communities of colleges and universities that are routinely nominated together. With specific focus on public comprehensive institutions (CIs), this analysis finds salient institutional groups that draw on a common set of organizing principles. CIs, for example, tend to enroll diverse student bodies and maintain low tuition prices when compared with other types of postsecondary institutions. The final study investigates how these common organizing principles influence organizational action in response to their environments. Findings suggest that under the same conditions, CIs enroll more students from low-income backgrounds as a share of their undergraduate bodies when compared with public research universities.
23
Bronislawski, Patricia. ""I' ll tell you a story that will make you believe" in narratives." reponame:Repositório Institucional da UFSC, 2015. https://repositorio.ufsc.br/xmlui/handle/123456789/135265.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2015.Made available in DSpace on 2015-09-29T04:07:24Z (GMT). No. of bitstreams: 1 334497.pdf: 1304489 bytes, checksum: bcc2b094f54cc8ed0982b8715645e7d3 (MD5) Previous issue date: 2015
Recentes estudos propõem que adaptações cinematográficas sejam entendidas como fonte de criação, os quais refletem contextos e interpretações diferentes do texto em que são baseadas. Nessa dissertação, propõe-se uma análise comparativa do romance Life of Pi (2001), de Yann Martel e do filme homônimo dirigido por Ang Lee (2012). A análise tem como objetivo identificar a presença e o modo em que a metaficção é construída no romance e no filme, e quais são alguns significados produzidos por ela em ambos os textos, tanto o literário quanto o fílmico. A concepção de metafição se baseia nas definições de Linda Hutcheon e Patricia Waugh. Por metaficção, entende-se a ficção consciente de si, que expõe o processo de escrita ao leitor e o convida a ter um papel ativo na construção do significado. Após uma análise comparativa dos dois textos, conclui-se que a metaficção está presente em ambos, tanto tematicamente como estruturalmente. As reflexões sobre narrativas apresentadas pelos personagens, o uso de vários níveis narrativos e de intertextualidade revelam diferentes usos da metafição em ambos. A diferença mais importante entre o romance e o filme Life of Pi está no uso dos níveis narrativos. Enquanto o romance possui um ?autor? sem nome que apresenta a história aos leitores, o filme possui um diretor implícito que deixa pistas de qual versão da história de Pi é ?real? no contexto da narrativa. Essa diferença dá ao romance um final aberto, em que o leitor deve escolher qual versão da história ele acredita, enquanto o filme possui uma resolução para essa questão. O filme, então, pode ser entendido como um testemunho, uma narrativa de trauma de um sobrevivente de um naufrágio e da experiência de migração, enquanto o livro não apresenta uma decisão em relação às versões da história, deixando o leitor aberto a qualquer possibilidade.
Abstract : Recent studies propose that Film Adaptations should be understood as sources of creation, which also reflect a different context and interpretation from the text upon which they were based. In this thesis, I propose a comparative analysis of the novel Life of Pi (2001), by Yann Martel, and the homonymous film directed by Ang Lee (2012). The analysis has the objective of identifying the presence and the way in which metafiction is constructed in the novel and in the film, and what are some of the meanings produced by it in both texts, the filmic and the literary. The concept of metafiction was based on the definitions by Linda Hutcheon and Patricia Waugh. It is understood as the self-conscious fictional text, which exposes the writing process to the readers and invites them to have an active role in the construction of meaning. In the comparative analyses of the two texts, I have proved that metafiction is present in the two texts, both thematically and structurally. The reflections of the characters on narrative itself as well as the use of different narrative levels and intertextual references reveal different uses of metanarrative in both film and novel. The most important difference between the novel and the film Life of Pi is in their uses of different narrative levels. While the novel has an unnamed =author? who presents the story to the readers, the film has an implicit director who leaves =clues? of which version of Pi?s story is ?real? in the context of the narrative. This difference gives to the novel an open end, facein which the readers must choose which version of the story they believe in, while the film presents a resolution to this question. The film, thus, can be understood as a testimony narrative, a narrative of the trauma of a survivor from a shipwreck and from the experience of migration, while the novel does not decide for one of the versions of the story, enabling a more inconclusive reading.
24
Christenson, Andrea (Andrea Laura). "You can't always get what you want : managing recreational use in the Middlesex Fells." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/66878.
Full textAbstract:
Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 57-62).
Land conservation programs are often guided by a dual mission: to protect natural resources and provide for the recreational use of a property. These goals are fundamentally in conflict, however, because all recreational use causes environmental impacts. Recreational management decisions are frequently contentious, as different types of recreationalists argue that their use is appropriate within the context of natural resource protection. Such a conflict is currently playing out in the Middlesex Fells Reservation, which is owned and managed by the Massachusetts Department of Conservation and Recreation (DCR). I use the Middlesex Fells Trail System Plan as a case study to explore how public agencies resolve conflicts over open space. I find that the driving force behind DCR's recreational use decisions is user group input; the agency takes user demands seriously. But user group desires are filtered through a variety of factors, all of which push the agency's ensuing recommendations toward the middle ground of compromise and incremental change. These factors include the agency's mission, existing system-wide policies, staff's professional judgment about the purpose of the property, the agency's understanding of the science, the regulatory framework, and most importantly-perceptions of political feasibility. I argue that the draft Trail System Plan attempts to reconcile the conflicting user group demands by accommodating each group's desired recreational experiences. DCR was unable to implement the draft plan, however, because the proposed compromise did not reconcile the fundamental difference in how user groups view and value the property.
by Andrea Christenson.
M.C.P.
25
Gondek, Garrison J. "This Is How You Must Always Tell the Story." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1338568493.
Full text
26
Campton, Jenna A. "You can't always get what you want : the impact of business motivations on alternative outcomes." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95939/4/Jenna_Campton_Thesis.pdf.
Full textAbstract:
Definitions of small business success and motivations are often confused in the literature with research focusing on economic indicators. In this research the dynamic relationship between motivation and alternative success measures of business, such as wellbeing, were explored. The three studies revealed that over time motivation influences wellbeing and job satisfaction and that this relationship is multifaceted, complex, and dynamic with novel themes uncovered in business owner’s narratives. Finally, motivation was found to influence levels of wellbeing and business commitment. Several novel theoretical contributions are offered from this research as are suggestions for small business owners to maintain their personal wellbeing and business prosperity.
27
Estling, Hellberg Sanna. "Translating pragmatic markers : or whatever you want to call them." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26149.
Full textAbstract:
This study analyses the translation of pragmatic markers from English into Swedish. The source text that was translated and used as a basis for the study is an article called “Black Books”, which was published in the British music magazine Prog in January 2013. The study is limited to question tags, general extenders and single-word pragmatic markers. It aims to investigate how these types of pragmatic markers can be translated in a dynamic and natural way, as well as how a careful analysis can facilitate the search for appropriate translation equivalents. Previous research and theories were used to determine the functions of the pragmatic markers in the source text, and the translation choices made on the basis of these findings were supported by corpus searches in the English-Swedish Parallel Corpus and Korp. The study revealed that because of the different ways in which pragmatic functions are expressed in English and Swedish, almost none of the pragmatic markers in the source text could be translated directly into Swedish. Formally equivalent solutions such as tja as a translation of well were generally considered too unnatural. While the study is too small to provide any general guidelines, it shows how a careful analysis may help the translator find more dynamically equivalent and natural solutions in the form of, for instance, other Swedish pragmatic markers, modal particles, adverbs and conjunctions.
28
Joakim, Aronsson. "I Want to Breathe You In : Data as Raw Commodity." Thesis, Konstfack, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7977.
Full textAbstract:
In this paper, I look at the history of the internet and online advertising. The internet is inextricably linked to capitalism and is fueled by advertising. As a result, companies like Facebook, Apple, Microsoft, Google, and Amazon collect data in large volumes to improve targeted advertising. An investigation of new power structures has emerged with the internet and how they dominate its and our future. My creativity lies between art and technology. By merging new technologies like Artificial Intelligence with humor and graphic design, I try to shine a light on the subject.
29
Wilson, Catherine Marie. "If you listen, I'll tell you how I feel| Incarcerated men expressing emotion through songwriting." Thesis, The University of Iowa, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3608802.
Full textAbstract:
Throughout human history, music has served as a coping mechanism when people have endured extreme hardships in life. Music and songs in prisons have been written and sung to express the pain of the incarceration. Research has suggested that songwriting is a powerful educational and therapeutic catalyst, and that songwriting may facilitate the processing of difficult emotions.
The purpose of this study was to gain a greater understanding of the emotions expressed in the songs of incarcerated men, and how songwriting as an outlet for emotional expression influenced the writers. Data collected for this study included 47 songs written by 17 incarcerated men, written observations and reflections by participants and three facilitators, transcriptions of four workshop sessions, and sound recordings/transcriptions of 16 spoken introductions and 13 songwriter-performed pieces. An additional 32 songs were collected from a case-study participant for examination. All data were collected using ethnographic methods. Modified grounded theory techniques, including initial coding, focused coding, and memo writing were used to analyze the data.
Findings revealed that although the lyric themes categorized expressed more happy than sad emotions, the most frequently expressed emotion was desperation, and desperation was usually expressed in songs with a context of incarceration. In addition, songs that expressed humor were often a way to cope with incarceration, and songwriting was also a way express the pain of addiction. Examining the songs of the case-study participant revealed that his writing changed over time. His most frequently expressed emotion in 2008 was fear, and song concepts usually involved sinister, otherworldly figures. In 2011, his most frequently expressed emotion was closeness, and song concepts focused on determination to build a better life.
Throughout the workshop sessions, the men experienced feelings of psychological comfort in routines established over time. Data analyses indicated that group interactions and opportunities to perform were primary motivators in participants' decisions to participate in the Songwriters' Workshop. For most men, group response processes generated new ideas for songs, and greater song quality. Some of the men further stated that participating in the Songwriters' Workshop helped them to foster better relationships, and re-envision their futures. Difficulties that occasionally arose were both pedagogical and social in nature.
Based upon these findings, I suggest that aspects of Cohen's Theory of Interactional Choral Singing Pedagogy pertains to songwriting contexts. I propose a theory of the expressive community, in which the community influences individuals, and individuals influence the community. I further suggest collective-actualization, in which individuals in a group realize their collective potentials, capabilities, and talents, and seek the achievement of these potentialities.
30
Wilson, Catherine Marie. "If you listen, I'll tell you how I feel: incarcerated men expressing emotion through songwriting." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4978.
Full textAbstract:
Throughout human history, music has served as a coping mechanism when people have endured extreme hardships in life. Music and songs in prisons have been written and sung to express the pain of the incarceration. Research has suggested that songwriting is a powerful educational and therapeutic catalyst, and that songwriting may facilitate the processing of difficult emotions.
The purpose of this study was to gain a greater understanding of the emotions expressed in the songs of incarcerated men, and how songwriting as an outlet for emotional expression influenced the writers. Data collected for this study included 47 songs written by 17 incarcerated men, written observations and reflections by participants and three facilitators, transcriptions of four workshop sessions, and sound recordings/transcriptions of 16 spoken introductions and 13 songwriter-performed pieces. An additional 32 songs were collected from a case-study participant for examination. All data were collected using ethnographic methods. Modified grounded theory techniques, including initial coding, focused coding, and memo writing were used to analyze the data.
Findings revealed that although the lyric themes categorized expressed more happy than sad emotions, the most frequently expressed emotion was desperation, and desperation was usually expressed in songs with a context of incarceration. In addition, songs that expressed humor were often a way to cope with incarceration, and songwriting was also a way express the pain of addiction. Examining the songs of the case-study participant revealed that his writing changed over time. His most frequently expressed emotion in 2008 was fear, and song concepts usually involved sinister, otherworldly figures. In 2011, his most frequently expressed emotion was closeness, and song concepts focused on determination to build a better life.
Throughout the workshop sessions, the men experienced feelings of psychological comfort in routines established over time. Data analyses indicated that group interactions and opportunities to perform were primary motivators in participants' decisions to participate in the Songwriters' Workshop. For most men, group response processes generated new ideas for songs, and greater song quality. Some of the men further stated that participating in the Songwriters' Workshop helped them to foster better relationships, and re-envision their futures. Difficulties that occasionally arose were both pedagogical and social in nature.
Based upon these findings, I suggest that aspects of Cohen's Theory of Interactional Choral Singing Pedagogy pertains to songwriting contexts. I propose a theory of the expressive community, in which the community influences individuals, and individuals influence the community. I further suggest collective-actualization, in which individuals in a group realize their collective potentials, capabilities, and talents, and seek the achievement of these potentialities.
31
Byrne, Monique. "Bernard Shaw's reconfiguration of family in You never can tell." Click here for download, 2006. http://wwwlib.umi.com/cr/villanova/fullcit?p1432837.
Full text
32
Lyon, Susan C. "Women in engineering tell me what you need to succeed /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/69/.
Full text
33
Bongers, Karin Christina Adriana. "You can't always get what you want! consequences of success and failure to attain unconscious goals /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2007. http://dare.uva.nl/document/45254.
Full text
34
Дудкін, Олександр Валентинович, Александр Валентинович Дудкин, Oleksandr Valentynovych Dudkin, and О. О. Бачал. "Специфіка і переваги застосування ціноутворення за схемою Pay-What-You-Want." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/31102.
Full textAbstract:
В умовах розвинутих ринкових відносин ціна продукту або послуги формується на підставі співвідношення попиту та пропозиції. Окреме «забарвлення» можуть внести інші фактори (ступінь монополізації, соціальні ефекти, особливості функціонування інститутів та інші) однак підходи до ціноутворення для економічних суб’єктів в кожному конкретному випадку були до недавнього часу інтуїтивно зрозумілими.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/31102
35
Knoell, Tiffany L. ""So You Want To Be A Retronaut?": History and Temporal Tourism." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587590767297251.
Full text
36
Epps, Susan Bramlett. "So you want to be a PT, OT, RN, PA, MD…?" Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2576.
Full text
37
Brasher, Eric E. "You Can’t Always Get What You Want: Developing and Validating Measures of Leaving Preference and Perceived Control." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1461943456.
Full text
38
Short, Jennifer. "Let Me Tell You About Homestuck: The Online Production of Place." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6356.
Full textAbstract:
This thesis investigates the potential for the online production of place, specifically as it applies to the host site for the Homestuck web comic, MS Paint Adventures, and its attendant fandom. The proliferation of digital environments such as video games, web sites, and chat rooms has led to numerous opportunities for the study of online spaces and the numerous practices that take place within them. The lack of physical location in online spaces can, however, make it difficult to conceptualize of a web site as real, a problem that has often led researchers to develop new theories of space that do not rely on material places. This thesis was inspired by questions about the potential for the production of online place, and how and to what extent this operation can be studied through the application of a theory of place.
Applying Certeau's theory of place from The Practice of Everyday Life this thesis theorizes the operations through which Andrew Hussie created MS Paint Adventures as a habitable place. Hussie accomplishes this through the generation and maintenance of authority, the creation of stable and ordered elements, and the establishment of the "proper," the rules and reality that govern the site. In addition, I theorize about the space that MS Paint Adventures as a place attempts to create, a space where readers are encouraged and enabled to engage with the web comic Homestuck and with each other through meaningful online interaction, and about the ways in which the site can be, and is, inhabited. Ultimately, I explore the extent to which web sites, though lacking physical location, can be fairly and logically conceived of, and therefore examined as, habitable places.M.A.
Masters
Writing and Rhetoric
Arts and Humanities
English; Rhetoric and Composition Track
39
Denham, Brittney L. "This is to Tell You We're Out in the Old West." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338315471.
Full text
40
Precious, Kate. "The experience of hearing voices that tell you what to do." Thesis, City, University of London, 2013. http://openaccess.city.ac.uk/17667/.
Full textAbstract:
Voices that tell you what to do, or ‘command voices’, are often distressing and disabling. Despite this, our understanding of them is somewhat limited and currently there are few effective treatment options available. Research into this phenomenon has been largely quantitative and researcher-led, investigating the link between command voices and violence/risk, what motivates compliance with the commands and more recently, how to improve treatment options. Qualitative exploration of what it is like for the individual to have this experience has been neglected. The present study explored the experiences of 7 participants who heard command voices. Semi-structured interviews were conducted and the data analysed using Interpretative Phenomenological Analysis (IPA). Four super-ordinate themes emerged: ‘Unwanted experience’, ‘Engagement’, ‘Relationship with others’ and ‘Sense-making’. Nestled within these themes were sub-themes that explored a variety of different facets. The data revealed that hearing command voices was a distressing and unwanted experience that negatively impacted upon the participant’s quality of life, emotional wellbeing and social relating. It also appeared that participants had formed relationships with their voices. Despite finding hearing command voices confusing, all strove to try to make-sense of their experiences. The observations made are discussed in terms of implications to clinical practice, theoretical understanding and policy. It is proposed that the insights gained into the lived experience of this phenomenon may be helpful for Counselling Psychologists working with this client group.
41
Svensson, Tobias. "“Where you think no one sees you – do what you want!” : Nineteen Eighty-Four and Upper Secondary School Students’ Perception of Surveillance." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100086.
Full textAbstract:
The purpose of this essay is to juxtapose students’ perceptions of surveillance to the surveillance portrayed in George Orwell’s Nineteen Eighty-Four. By using Michel Foucault’s expansion of Jeremy Bentham’s discussion of the Panopticon, this essay shows that upper secondary school students modify their behaviour, like the characters in the novel, when they are under surveillance. Furthermore, this essay argues that even though there have been vast developments in the field of surveillance since the publication of Nineteen Eighty-Four, similar notions of concern regarding the impact of surveillance on the human psyche are still upheld by students. This essay expands upon current research which points to desensitization regarding the impact of surveillance on younger generations and a gap between current knowledge and necessary knowledge for an informed opinion. By juxtaposing students’ perceptions of surveillance and that portrayed in Nineteen Eighty-Four, this essay provides insights into why this topic could be dealt with in the EFL-classroom as a means of providing students with the opportunity to develop their knowledge on social issues and cultural features which could make them more aware of the cultural impact of constant surveillance.
42
Rea, Jessica Nicole. "What You See, What You Are, and What You Want: The Influence of Imagery Perspective, Imagined Performance, and Self-Schemas on Motivation." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316545280.
Full text
43
Day, Brandon. "Do You Want to Lucid Dream? Might You Want to Try Meditating on It? How Lucid Dreaming Relates to MAAS, and Hours of Practice in Long-Term Meditators." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579038.
Full textAbstract:
Dreams have fascinated humanity since the time of the Greeks. With the development of EEG, we now know that they tend to occur during REM sleep and lucid dreams are characterized by a meta-awareness during the sleeping state (Laberge, 1990). Historically, meditation has cultivated this state (Holzinger, 2009) and meditators have unique dream experiences, which suggests that they are suitable to test dreaming hypotheses (Albert et al., 1974). Additionally, lucid dreaming and mindfulness share neural correlates (Dresler et al., 2012; Ivanovski and Malhi, 2007). Based on pilot data indicating self-reported lucid dreams distinguishes more mindful from less mindful meditators (Day, unpublished), a second study of meditators correlated a log of their total meditation hours and the MAAS, with their lucid dream experience. The fact that the two mindfulness measures did not correlate, suggests they measure different constructs. Meditation hours, however, positively correlated to lucid dreaming, supporting the theory that meta-awareness in wake relates to meta-awareness in sleep. It appears that the MAAS is not a good measure of mindfulness, and future research should work to improve the measures.
44
Hickman, Jennifer. "You can't always get what you want: NGO needs versus preparation for overseas volunteer abroad work in India /." Click here to view full text, 2007.
Find full text
45
OLIVEIRA, CRISTIANE GOMES DE. "YOU TELL THE WORLD WHO YOU ARE BY CHOOSING YOUR FRIENDS: THE CHOICE OF SCHOOL AS DIFFERENTIATION STRATEGY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6069@1.
Full textAbstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORInserida no contexto dos estudos sociológicos sobre a relação família e escola, esta pesquisa focaliza o processo de escolha do estabelecimento de ensino vivenciado por uma fração de famílias consideradas pertencentes às elites econômicas e culturais. Para identificar os aspectos sócio- culturais embutidos no processo de escolha de escola, foram investigadas 81 famílias cujos filhos foram matriculados em uma tradicional escola confessional do sistema privado de ensino no ano de 2003. Através do questionário auto-administrado aplicado aos pais, foi possível identificar o perfil das famílias quanto ao patrimônio econômico, cultural, social e escolar por elas adquirido. Este principal instrumento de investigação, acrescido de outras fontes de dados, permitiu a identificação dos critérios e estratégias de escolha de escola reveladas por essas famílias, assim como a caracterização do processo de escolha de estabelecimento de ensino por elas vivenciado. Foram consideradas ainda, as expectativas das famílias frente à escolarização dos seus filhos. Para a análise dos dados, as informações obtidas foram cotejadas com parte da literatura da sociologia da educação existente, especialmente, com as tipologias estabelecidas em estudos anteriores sobre o processo de escolha de estabelecimento de ensino, para a classificação dos diferentes grupos familiares, das condutas de escolha de escola e dos estabelecimentos escolares da rede privada de ensino. As considerações finais do estudo apontam, no caso das famílias investigadas, para o sentido da escolarização como estratégia de distinção de classe social, cujas condutas que orientaram a escolha foram influenciadas pelo volume e estrutura dos diferentes tipos de capital das famílias, e possivelmente, pelo ethos escolar.Tais constatações indicam novas práticas familiares na relação estabelecida com as escolas, fomentando a luta concorrencial existente na lógica do mercado educacional, onde os diferentes tipos de escolas estão sendo adequados aos diferentes tipos de famílias.
The present research is part of a wider field, i.e. sociology studies concerning family/school relationship, and it focuses the choice process that a portion of families (part of the Brazilian elite, culturally and economically speaking) experience when sending their children to school. In order to identify the cultural and social aspects present in the choice process the survey included 81 families who enrolled their children in a traditional confessional private school in 2003. Self-filling questionnaires were handed to the parents, and their answers provided the information needed to build a profile of the families, concerning their net worth, and their cultural, educational and social backgrounds. This main methodological tool, as well as other data sources, allowed the identification of the criteria and the strategies used by these families which provided a description of the whole choice process they experience. The families` expectations concerning their children`s level of education were also considered. In order to analyze the data, the information gathered was confronted with part of existing sociology of education literature, especially with typologies that have been established by previous research on the process of choice of schools. It aimed at classifying different family groups, attitudes concerning choice of school and the private education institutes. The final considerations indicate, in the particular case of the families surveyed, that education is part of a strategy of social differentiation. The behavior that oriented their choice was influenced by the structure and bulk of the families budget, and possibly, by the school ethos. These conclusions indicate new practices amongst families in their relationship with the schools, fomenting the competition that is part of the education market, where different types of schools have been striving to fit different types of families.
46
Boyce, Charlotte. "'Tell me what you eat' : representations of food in nineteenth century culture." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/56064/.
Full textAbstract:
Drawing upon the poststructuralist theories of Barthes, Derrida, Foucault and Lacan, this thesis analyses the multiple significations attached to food in nineteenth-century culture, and the art and literature of the Victorian bourgeoisie in particular. Chapter one utilises Lacanian theories of vision and desire in order to suggest that nineteenth-century representations of food are frequently caught up in a politics of display, constituting a feast for the eyes as well as the palate. It goes on to argue that the preoccupation with display in the middle-class dining room reveals something of the nature of bourgeois desire, as well as the fundamental instability of subjectivity. Chapter two examines the class-specific locations in which food was consumed, focusing on the special status accorded to the dining room in bourgeois culture. It also suggests that the picnic - a phenomenon which transported the middle classes outside of the security of the domestic realm - holds a disruptive, disorderly potential in representation, which ultimately undoes the inside/outside binary used to order Victorian eating spaces. Chapter three considers the relationship between food and nation in nineteenth-century art and literature, arguing that racial and cultural others are often portrayed in terms of food, functioning simultaneously as objects of desire - appetising dishes to enhance the white, British palate - and sources of anxiety, having a destabilising effect upon the hegemonic cultural identity when 'consumed'. Considered collectively, these chapters demonstrate that the act of eating is by no means an innocent one. Freighted with cultural significations both manifest and covert, caught up in complex networks of meaning relating to hierarchies of gender, race and class, food and its associated practices work to construct, as well as to nourish, the consuming subject.
47
Snyder, Matthew, and Rick Wallace. "Clinical Inquiries. What Should You Tell Pregnant Women about Exposure to Parvovirus?" Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8690.
Full textAbstract:
Excerpt: Tell patients that parvovirus infections before 20 weeks' gestation confer a risk of fetal morbidity and mortality as high as 16%, but don't significantly increase long-term developmental sequelae.
48
Ardery, Mary. "They're Not Lying When They Tell You You'll Dream of the Dead." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2679.
Full textAbstract:
This series of poems documents the speaker’s experience working as a wilderness field guide for a substance abuse program in North Carolina. The poems explore what it looks like to work direct care and to hold responsibility for a group of women’s physical and emotional wellbeing. There is a secondary narrative that interrogates the speaker’s relationship to substances as well as the speaker’s father’s identity as a recovering alcoholic.
49
Chen, Yi-Ru. "Tell me what I need to know what mayors and governors want from their fusion center /." Thesis, Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Sep/09Sep_Chen.pdf.
Full textAbstract:
Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, September 2009.Thesis Advisor(s): Joyce, Nola ; Simeral, Robert L. "September 2009." Description based on title screen as viewed on November 5, 2009. Author(s) subject terms: mayors, governors, chief executives, decision makers, policy makers, executive engagement, fusion centers, intelligence, information sharing, trust, senior staff, senior personnel, local government, state government, strategic planning, accountability, situational awareness, risk communication, crisis communication, all hazards, all sources, classified information, Urban Area Security Initiative (UASI). Includes bibliographical references (p. 89-98). Also available in print.
50
Mansour, Myriam. "Qualifications alone will not get you the job you want, integrating into the Quebec labour market with foreign credentials." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25972.pdf.
Full text