Dissertations / Theses on the topic 'Interpretive'
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1
Mankins, Kenneth W. "Interpretive transcultural storytelling method : A contextual narrative approach to interpreting transcultural relationships." Thesis, University of Buckingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515676.
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Bejel, Raul E. "Miami Interpretive Center." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/1509.
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The rapid growth and diversity of the City of Miami has left its inhabitants somewhat lost in a city with much to offer. The challenge of this thesis is to provide Miami with an architectural proposal that enhances an understanding of its own urban context through both its form and function. Specifically, the Miami Interpretive Center (M.I.C.) will offer the community a research center for the study of the city, as well as a cultural and exhibition center to allow for the expression of its ever-changing character. With the use of historical context, site relationship and taking advantage of views, the M.I.C. will teach its users and provide a better understanding of the city. The goal of the M.I.C. is to establish a center for the continued analysis of the city origins, and growth, while serving as a basis for future initiatives. It will invite the public to seek a new context for the investigation of the natural, urban, cultural, spiritual and political environment that formed the city while participating in the shaping of its future.
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Krepapa, Areti. "Interpretive diversions : components, context and consequences of interpretive diversity and organizational learning." Thesis, University of Bath, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760751.
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Ceci, Christine. "Woman, mother, poverty interpretive gestures." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0015/MQ47987.pdf.
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French, Lesley D. "Understanding policy : an interpretive moment." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/276.
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This study considers the meaningfulness of policies and proposes that a trustworthy interpreting of a policy can be undertaken by assuming varied philosophical perspectives. It presumes that policies may mystify an interpreter, and, therefore, the purpose is to demonstrate that the meanings given to a policy should always be open to question.In interpreting policy, philosophical perspectives can be used as frames to disclose understandings that may not be at first available to an interpreter, particularly where a single meaning dominates or where meanings might be absent or vague. By applying varied perspectives to a policy, there is potential for meanings that are considered truthful to be displayed and many possible trustworthy understandings to be disclosed.In this study, the Tasmanian public education policy Learning Together is interpreted using frames in which philosophical ideas are used heuristically as metaphors. The first frame is language, and specifically metaphor as discussed by George Lakoff and Mark Johnson, the second engages ideas from selected works of Michel Foucault, and the third takes up ideas from the work of Hans-Georg Gadamer. Each frame enables differing understandings of the Learning Together policy to emerge, revealing how language, power and self-understanding might influence the meanings given to that policy.This approach can be understood as philosophically interpretive as it acknowledges the complexities of understanding in the first decade of the twenty-first century, where assumptions of indisputable truths or realities are under question. It can be thought of as philosophising as it fosters more reflective understanding of policy and enables greater consciousness of the diversity of meanings that may be attributed to policies.
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Godfree, Ross. "Interpretive biases in socially anxious adults." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/359459/.
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Social phobia is a highly prevalent and debilitating anxiety disorder that can significantly impact quality of life and produce extreme distress in social situations. Cognitive models of social phobia suggest that information-processing biases are involved in the maintenance of social anxiety. Treatment typically involves a course of Cognitive Behavioural Therapy (CBT). Recent advancements in the understanding of the mechanisms underlying social anxiety have led to specific adjunctive treatments that target processing biases. The current literature review explores the efficacy of training programs designed to modify interpretative biases. Training programs typically involve repeated exposure to positive resolutions of ambiguous lexical social stimuli. Results suggest that current techniques are able to modify interpretative biases in non-anxious, socially anxious and clinical samples of social phobia. Multi-session programs have also been shown to reduce trait anxiety and social anxiety symptoms. Evidence for the generalisability of training to subsequent socially stressful situations remains mixed and requires further research. In the present study, the validity of a novel cognitive bias modification of interpretation (CBM-I) technique using ambiguous facial stimuli was examined in an unselected sample of 65 undergraduate students. Participants were randomly allocated to receive CBM-I-threat (n=31) or CBM-I-non-threat (n=34) training. The number of angry responses in a forced alternative (angry, neutral) choice was compared at pre and post assessment to determine the efficacy of training. Participants completed a subsequent social stressor task (impromptu speech). Measures of state anxiety, physiological measures of arousal, and judgements of speech performance were taken to examine the effects of training on emotional vulnerability. Results showed that the training program successfully induced a bias towards threat in the CBM-I-threat trained group. There was also some evidence that it was able to reduce the number of threat interpretations in CBM-I-non-threat trained individuals, however this was only when facial expressions were ambiguous. Early results suggest CBM-I training may also effect anticipated and retrospective negative evaluations of social performance.
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Newman, Garth. "Suicide and bereavement : an interpretive study." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/1137.
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Saucier, Nathan (Nathan W. ). "Operational images and the interpretive turn." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113459.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing, 2017.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
"September 2017." Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 105-109).
Over the past several decades, computers have allowed for the increasingly voluminous and rapid ingest of images. These images, made for machine legibility, are called "operational images," a term coined by Harun Farocki. They are made for machines, by machines; they are not made to represent an object, but are part of an operation. Yet these operational images are only the most recent chapter in a longer history of logistical and instrumental use of images. Through the history of cartography, surveillance, and reconnaissance runs a long tale of instrumentalization, a history of calculable images primed for machine-readability. Before computers allowed for a truly "operational" image that could be harvested and interpreted independently, there were many other logistical images -- only these predecessors kept humans in the operational loop. These days, so-called deep learning allows for a new development in the operational image -- not only are humans excluded, but machines are performing inscrutable assessments; they interpret images and provide conclusions while their rationales remain opaque. These images are part of an interpretive turn. This sort of image use is difficult to demystify, confront, and confound. To contemplate effective strategies, it helps to look at the broader context of subversion of the logistical image, reaching back to early instances of artistic intervention to help inform the present and future.
by Nathan Saucier.
S.M.
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Hamilton, Rachael Anne. "Educational interpretive programs for ecotourism destinations." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3171.
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Five interpretive programs designed for use by educators, naturalists, or interpreters working at ecotourism destinations. Topics covered include environmentally responsible behavior, on-site recycling programs, renewable energy systems, and plant and animal species conservation.
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Whitfield, Kelly. "Stanley Fish: Interpretation and interpretive communities." Thesis, Whitfield, Kelly (1995) Stanley Fish: Interpretation and interpretive communities. Masters by Coursework thesis, Murdoch University, 1995. https://researchrepository.murdoch.edu.au/id/eprint/52839/.
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This dissertation is a critique of the general theory that Stanley Fish presents in his two books, Is There A Text In This Class: The Authority Of Interpretive Communities, and Doing What Comes Naturally: Change, Rhetoric and the Practice of Theory in Literary and Legal Studies. The importance of the theories presented in these two books is of wider-ranging importance than just the literary and legal academy, which is, at first glance, what Stanley Fish appears to be writing about. Stanley Fish uses these fields as a starting point to discuss interpretation of the text. However, he claims that his arguments have a wider relevance, and can explain the nature of all interpretations of the world around us. Both the legal and literary academies make claims about the nature of interpretation of texts. The history of both fields is full of discussion over what should be regarded as the best method of interpretation of any particular text, with various reading strategies being proposed as being the most objective. Fish’s point of view, however, is that no interpretation can be truly objective, although he also claims that this point of view does not commit him to a position where all interpretation is subjective. He refuses the traditional dichotomy between these two terms. The key to this apparent paradox is in the use of his concept interpretive communities.
Stanley Fish proposes interpretive communities as a coherent social system of meaning which explains how interpretation, whilst not being objective in the pure sense of the term, is nevertheless not subjective. Fish’s explanation of interpretive communities has been subject to a great deal of criticism, and this dissertation will first summarize both Fish’s view, and that of some of his critics, then will discuss whether Fish’s arguments prove what he says they prove, or whether his critic’s objections prevail.
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Parnham-Ormandy, Lynda. "Attentional and interpretive biases in clinical depression." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406008.
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Prest, Dayna. "Lesbians and Space: An Interpretive Phenomenological Analysis." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34283.
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In a moment when visibility and representations of LGBTTQAI+ people are proliferating in North American society, it is important to think critically about how visibility and representations function and to interrogate their meanings and a/effects. This thesis uses data produced from five semi-structured interviews conducted with lesbian identified participants living in non-urban spaces in Ontario to demonstrate the importance of a continued lesbian specificity, to draw attention to heteronormativity and heterosexism in Ontarian society, to challenge femme invisibility and complicate the notion of femme privilege, and to move beyond the urban/rural binary as a way of making sense of sexuality. The methodological framework guiding this thesis draws on interpretive phenomenological analysis as well as feminist and queer methodologies, which facilitated a responsive and reflexive research process. This thesis is grounded in ongoing debates around identity politics and representation, drawing on literature from lesbian theories, lesbian-feminist histories, queer theories, heterosexism, heteronormativity and homonormativity, lesbian-feminist histories, white privilege studies, queer and feminist geography, and LGBTTQAI+ rural studies.
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Heinze, A. "Blended learning : an interpretive action research study." Thesis, University of Salford, 2008. http://usir.salford.ac.uk/1653/.
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This study describes research on an undergraduate part-time blended learning programme within the former Information Systems Institute at the University of Salford. This research is based on the interpretive philosophical paradigm and examines four cycles of action research. The question being addressed in this research is: ‘How can blended learning be used to deliver a programme?’ In answering this question three overlapping perspectives were taken, as outlined below: 1) Concept of blended e-learning: This research suggests that a better term for ‘blended learning’ is ‘blended e-learning’. A Fine Structure of the Blended E-learning Concept comprising learning and learning context is proposed. This concept incorporates three nodes associated with learning: face-to-face facilitated learning, e-facilitated learning and selfstudy; and three nodes associated with the learning context: learner, pedagogic beliefs and the programme related issues. 2) Pedagogy in blended e-learning: This thesis identifies the three Key Issues of Blended Elearning Pedagogy, these are: communication, social interaction and assessment. Drawing on these issues, the thesis extends the Skeleton of Conversation to the Blended E-learning Skeleton of Conversation. 3) Pragmatic implications of blended e-learning: Building on the Fine Structure of the Blended E-learning Concept, three areas of pragmatic concern are identified as the Bermuda Triangle of Blended E-learning. These are the learning related nodes: face-to-face facilitated learning, e-facilitated learning and self-study. Both students and staff on blended e-learning programmes need to be aware of the Bermuda Triangle of Blended E-learning. For students, the awareness can be integrated in the learning to learn element within the Blended Elearning Skeleton of Conversation; for staff, the awareness can be achieved through staff development.
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Macbeth, Jessica Louise. "Women's football in Scotland : an interpretive analysis." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/1843.
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The growing body of literature on women's football has focused mainly on the development of the game and experiences of past and present players. Despite the emergence of research on women's football internationally there has not yet been exclusive attention to either of these areas in the Scottish context. Using an interpretive framework this thesis is organised around four main themes: the development of women's football in Scotland; socio-demographic characteristics of women footballers; the process of socialisation; and, the subculture of women's football. The synthesis of elements within the interpretive framework ensures that the research offers an interpretation that is both contextualised historically and informed by an understanding of the meaning of football in the context of players' private lives. In relation to the history of the game, the development of women's football in Scotland has indeed been shaped by the particular Scottish context. The research concludes that the socialisation of women into football in Scotland is an interactive and often a reciprocal process. The subculture of women's football in Scotland is characterised by three interlocking group cultures. The meaning of football in players' lives influences the nature of their individual membership to these group cultures and the importance they attach to elements of subcultural capital. The various meanings attached to football give rise to potential sources of tension between the dominant, emergent and residual elements of culture within the subculture. This original theoretically and empirically informed study of women's football in Scotland makes a contribution to the growing body of research on women's football and to our understanding of the social and historical significance of sport in Scottish society.
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Seymour, Richard G. "Gay men getting older : an interpretive study." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489150.
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Sosenko, Filip. "On the scientific status of interpretive inquiry." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/2648.
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Interpretive social science is well established institutionally at universities and research centres. It benefits from this institutional context in terms of prestige, credibility and grants. In comparison with non-interpretive disciplines however, its scientific status is questionable. What elements of it are really scientific and what elements are threats to this scientific character? This problem has been discussed in the past but unfortunately the discussion has gradually dried up without a successful resolution. In my thesis I am revitalising it. I take a systematic rather than historical approach: instead of picking up the discussion where it has been abandoned, I begin with a working definition of science, and analyse to what extent interpretive inquiry meets the requirements of this definition. The structure of my thesis follows this definition in that what is discussed is the three substantial elements of it - theory, research method, and professional quality control. In relation to theory, I pose questions on a range of topics, such as whether interpretive social science is explanatory, and whether it generates new knowledge. In relation to method, I explore, amongst other things, whether qualitative method permits the production of valid and reliable findings. The discussion of professional quality control considers issues around the reporting of findings and the assessment of these findings by others. I complement my analysis by considering three interpretive case studies, exploring both whether they produce theoretical knowledge and reflecting on their methodological strengths and weaknesses. Additionally, I explore the border between interpretive inquiry and non-fiction arts, such as literary reportage and documentary filmmaking, arguing that this border is more blurred than it may first appear.
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Wing, Anthony. "School mathematical texts : a teacher's interpretive enquiry." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237503.
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Dutta, Partho. "Conservation, the search for an interpretive method." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/65700.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1996.Includes bibliographical references (p. 128-129).
Many historic zones within old cities of developing countries like India are vulnerable to pressures of growth and modernization. While the process of modernization brings in the economic resource to improve the environment, the negligence of chaotic growth tends to erase the genius loci of the historic fabric. The current endeavors of conservation agencies are to preserve and 'restore the 'authentic' historic nature of the fabric, by means which call for large amounts of funding from the government or private foundations. This funding is difficult to sustain permanently and the idea of restoring authenticity often contradicts the ideals of growth and progress. This thesis is an endeavor to establish an interpretive strategy for the conservation of the historic fabric, while respecting the notion of modernization and need for growth. lt argues that to conserve the historic fabric, a more holistic attitude is required at the theoretical level, as well as at the physical level. At the . ' theoretical level, the attitude embraces the ideas of physical and environmental memory, and the notion of growth and identity for the inhabitants. At the physical level, the thesis views the fabric as an organism and examines its relationship with other such organisms on the four scales of territory, district, block and house. The historic fabric under scrutiny is Fontainhas, the 'conservation zone' in Panjim, the capital of Goa. The thesis begins by explaining the theoretical evolution of the prinCiples of analysis and development for the fabric of Fontainhas. The fabric is then comprehended by observing and analyzing it with these principles, on the four scales of territory, district, block and house. Finally, an intervention is proposed through principles formulated by the distillation of these analyses. The salient features of the intervention are: ** the coherence of the fabric with the rest of the city, the fabric playing an active role (taking a role in the economic growth, than remaining a frozen timepiece in history); ** the continuity of the old order is re-established but within the modem context; ** development within the fabric of opportunities for economic growth; ** green areas are maximised.
by Partho Dutta.
M.S.
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Guiver, Gary Thomas. "An Interpretive Inquiry Into Middle School Curriculum." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1056.
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This thesis is an interpretive inquiry which focuses on the curricular elements of a middle school program. The research project is based on the data collected from two specific classes and from five particular teachers, during the implementation phase of a middle school program. The research makes use of multiple methodologies including an empirical study, narrative accounts by teachers and students, interviews, autobiographical and biographical material, and notes from a personal journal. It was intended that the thesis create a detailed, multi-dimensional, image of the school curriculum. Common threads evident in the data obtained from the teachers indicated that there was an element of uncertainty regarding expectations for the middle school program, a perception that there was conflict over resources, a belief that disputes about curriculum `ownership' had impacted negatively on the program, and a degree of disappointment that the program's potential had not been fulfilled. Despite these constraints, all the teachers noted high levels of professional satisfaction and a sense of collegiality within the middle school team. The students did not express any particular preferences regarding curriculum content, but were principally concerned about the social environment within their own homegroup class and within the wider school community. A significant proportion of the students sampled commented positively on the relationships that they had developed with their peers and teachers. The findings appear to indicate that, provided that the class work is of some relevance and interest, young adolescent students are more concerned about who their teacher might be, rather than what they might actually teach.The tensions that are inherent in the debate about the curriculum and who owns it are identified as difficulties that teachers and administrators need to address if new middle school programs are to be successfully implemented. It is a genuine issue that concerns teachers and schools, therefore, efforts should be made to find ways to ensure that debate about the curriculum takes place within an educational framework which, initially, is separate from any discussion regarding the management and allocation of resources. It might also be helpful if the debate were, in some way, held in `neutral territory', and not viewed as a matter of choice between a traditionally conservative curriculum and a radically progressive one, but perhaps something else. The thesis concludes with a suggestion that Surrealism might be used as a device by which the integrity of the subjects, found in a traditional curriculum, may be preserved in a structure that still allows for the rich and, perhaps, the strange possibilities of an integrated program. It could be seen as a recombination or different combination of disciplines which may create a more interesting whole, however, it would still be recognizable or, at least, its components would be. Reference is made to one particular painting by Rene Magritte, "Time Transfixed" as a means of illustrating this proposition.
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Guiver, Gary Thomas. "An Interpretive Inquiry Into Middle School Curriculum." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14940.
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This thesis is an interpretive inquiry which focuses on the curricular elements of a middle school program. The research project is based on the data collected from two specific classes and from five particular teachers, during the implementation phase of a middle school program. The research makes use of multiple methodologies including an empirical study, narrative accounts by teachers and students, interviews, autobiographical and biographical material, and notes from a personal journal. It was intended that the thesis create a detailed, multi-dimensional, image of the school curriculum. Common threads evident in the data obtained from the teachers indicated that there was an element of uncertainty regarding expectations for the middle school program, a perception that there was conflict over resources, a belief that disputes about curriculum `ownership' had impacted negatively on the program, and a degree of disappointment that the program's potential had not been fulfilled. Despite these constraints, all the teachers noted high levels of professional satisfaction and a sense of collegiality within the middle school team. The students did not express any particular preferences regarding curriculum content, but were principally concerned about the social environment within their own homegroup class and within the wider school community. A significant proportion of the students sampled commented positively on the relationships that they had developed with their peers and teachers. The findings appear to indicate that, provided that the class work is of some relevance and interest, young adolescent students are more concerned about who their teacher might be, rather than what they might actually teach.The tensions that are inherent in the debate about the curriculum and who owns it are identified as difficulties that teachers and administrators need to address if new middle school programs are to be successfully implemented. It is a genuine issue that concerns teachers and schools, therefore, efforts should be made to find ways to ensure that debate about the curriculum takes place within an educational framework which, initially, is separate from any discussion regarding the management and allocation of resources. It might also be helpful if the debate were, in some way, held in `neutral territory', and not viewed as a matter of choice between a traditionally conservative curriculum and a radically progressive one, but perhaps something else. The thesis concludes with a suggestion that Surrealism might be used as a device by which the integrity of the subjects, found in a traditional curriculum, may be preserved in a structure that still allows for the rich and, perhaps, the strange possibilities of an integrated program. It could be seen as a recombination or different combination of disciplines which may create a more interesting whole, however, it would still be recognizable or, at least, its components would be. Reference is made to one particular painting by Rene Magritte, "Time Transfixed" as a means of illustrating this proposition.
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Johnson, Frederick Norman. "Interpreting and applying the eternal word of God in a relativistic age a critical discussion of interpretive methodologies /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Yuen, Chin Kong. "Imperialist interpretive repertoires, cultural investments and self-preservation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq21922.pdf.
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Johnston, Jane L. "An interpretive inquiry into three Alberta middle schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22713.pdf.
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Proctor, John Roger. "An interpretive inquiry into students' perceptions of learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60336.pdf.
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van, Wiltenburg Shannon Leigh. "Workplace violence against registered nurses: an interpretive description." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/389.
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Health personnel, especially nurses, are often victims of workplace violence. Unfortunately, little is known about the nurses' experience of violence. A research study was initiated to further explore the nurses' accounts of workplace violence so as to make dimensions of the nurses' experience visible and more fully understood.
Interpretive description was the research methodology adopted for this study. Using theoretical sampling, ten Registered Nurses from the lower mainland and Vancouver Island, British Columbia participated in semi structured, audiotaped interviews.
In this research, the nurses' experience of workplace violence emerged as a highly complex entity, deeply embedded in relationships and context. How nurses perceive the contextual factors of the organization, their immediate work environment and their individual attributes were found to play a significant role in how they respond to the phenomenon.
The findings of this study suggest that organizational culture is an important determinant in managing workplace violence and that policy and administrative personnel play a pivotal role in influencing the problem. Nursing culture also influences the nurses' expectations, assumptions and actions towards violence. Participants voiced that role conflict often challenged their ability to enact acquired professional ideals and that that they routinely undertake roles in dealing with violence that are not appropriate to their level of knowledge or skill.
Within the nurses' immediate work environment, bullying as well as physical and verbal abuse was commonplace. Overcrowding, long waits for service, poor environmental design and inadequate staff to patient ratios were seen as factors that increased nurses' risk.
Individual factors were associated with emotional and psychological harms that nurses endured. Workplace violence affected self-concept, self-esteem, self-efficacy and the nurses' sense of control. Moral distress, self-blame, feelings of failure, loss of motivation and leaving the nursing profession were significant findings.
The results of this study demonstrate a need to re-think how we can address workplace violence in nursing. Research and intervention is needed to further explore organizational policy and governing structures, the culture and climate of practice environments, and the fundamental role nursing education programs have in preparing nurses to manage workplace violence.
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Timmins, Peter Andrew 1958. "An interpretive framework for the early Iroquoian village." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39441.
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A methodology is developed for the interpretation of complex Early Iroquoian villages based upon the analysis of site formation processes. This interpretive method is applied to a study of the Calvert site, a twelfth to thirteenth century Iroquoian village located in southwestern Ontario. Four phases in the occupational history of the village are reconstructed and changes in its economic and socio-political organization are examined through a comparative analysis of data from each construction phase. The systematic rebuilding and long-term use of the village indicate significant planning on the part of the Calvert people and suggest that at least some Early Iroquoian communities had developed higher levels of socio-political organization than have been attributed to them in the past.The Calvert site is placed in its regional context and a model is proposed to explain the economic and socio-political changes observed between the Early and Middle Iroquoian periods in southwestern Ontario.
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Spencer, Rachael Louise. "Women's experiences of breastfeeding : an interpretive phenomenological study." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27881/.
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Background: Breastfeeding is a key public health issue, conferring benefits associated with both infant and maternal health. Despite an increasing research base about what helps or hinders breastfeeding, there is a dramatic drop in breastfeeding prevalence within the first six weeks following birth. The reasons that mothers give for stopping breastfeeding suggest that few mothers gave up because they planned to. This would appear to suggest that there is a gap between women's experiences of breastfeeding and professional practice to promote, support and increase duration. Methodology: Using an interpretive phenomenological methodology this study was designed to capture mothers' own interpretations of their experiences of breastfeeding. In-depth interviews with 22 women from the city and surrounding areas of Lincoln were conducted and analysed. Findings: Analysis of the data from interviews with 22 primiparous and multiparous mothers resulted in the emergence of three main overarching themes: reality shock, illusions of compliance and tensions. Sub-themes Included idealised expectations, incessant demands, onus of responsibility, playing the game, breaking the rules, surveillance and scrutiny, conflicts and contradictions, and cultural constructs. Conclusions: The findings from this study revealed that women were ill-prepared for the realities of breastfeeding and for most women the shock of this experience was overwhelming. Those women who struggled to establish breastfeeding did so in silence. They tried to hide their vulnerabilities rather than admit that they were not coping. A lack of peer and family support, combined with the rigid and inflexible approach espoused by health care professionals, led to the perception that exclusive breastfeeding was an unrealistic and unattainable ideal. This has clear implications for practice and policy.
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Rawlinson, Julian Dean. "Interpretive electronic music systems : a portfolio of compositions." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5973.
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A portfolio of electronic music compositions employing adaptable controllers, graphic notation, and custom software performance environments. The portfolio is comprised of scores, recordings, and supporting software and audio files for the following: Short Circuit; Sample & Hold; Mute | Solo; NCTRN; Radio | Silence; and Please use the tramps provided. Supplementary files include alternative audio and video recordings of some of the works listed above, additional software documentation, and a video recording of a structured improvisation featuring the controllers and software used in this portfolio.
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Deacon, Claire. "Delay aversion in ADHD : attentional and interpretive processes." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393976.
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Thompson, Mark Peter Antony. "The process of self in interpretive information systems." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397089.
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SUSSMAN, RACHEL M. "CREATING EXPERIENCES: THE CITY OF KNOWLEDGE INTERPRETIVE NETWORK." The University of Arizona, 2002. http://hdl.handle.net/10150/555270.
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Trinder, Jane. "A leader's journey to engage : an interpretive study." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134957.
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This research focuses on the perspectives and capabilities held by leaders as they seek to develop an effective engagement strategy when leading change. It has brought together aspects of change, leadership, engagement and leadership development theory in seeking to understand what helps and hinders leaders in developing engagement capabilities. The concept of engagement has taken on increasing significance in recent years, due to its link with higher performance and profitability in organisations. Much existing literature focuses on processes that encourage the involvement of others, and measuring engagement using survey questions. The surveys tend to focus on identifying if someone finds meaning in their role, and whether the environment they operate in enables engagement. This research has sought to use research methodologies based on action learning that encourages the development of capabilities enabling engagement, whilst examining the psychological and contextual factors that help and hinder development. The research draws on adult maturity theory which is used as a framework to aid analysis. This theory suggests that the capability to engage may unfold with the maturing process. This theory aligned with the findings resulting in a profile of what engagement looked like at various levels of maturity. This is useful in that by understanding the capabilities associated with engagement at various levels of maturity it supports leaders and HR consultants to identify development required, and potentially can aid the choice of leader for running change programmes. Four key themes were identified during the analysis. Firstly, the impact of context and how it impacts choices made. Secondly, the importance of capabilities associated with authenticity. Thirdly, the link with emotional intelligence. Finally, the importance of developing a learning practice. The implication of this research is that intent to engage is insufficient as is the focus on process and policy aspects of engagement. Engagement capabilities can be developed and the development of the individual needs as much consideration as the need to ensure strategy, policy and process is appropriate for the engagement strategy. It suggests that when considering major change in organisations focus should be placed on the mindset and capabilities of potential change leaders, to identify whether they have the capabilities likely to align to a particular engagement strategy and to support their understanding of their development needs.
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Khakwani, A. S. K. "Leadership and culture in Pakistan : an interpretive study." Thesis, University of the West of England, Bristol, 2014. http://eprints.uwe.ac.uk/24337/.
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Miller, Michael David. "Negotiating Constitutivity: A Pragmatist Account of Interpretive Coordination." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397130323.
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Arndt, G. Marianne D. F. "Nurses' medication errors : an interpretive study of experiences." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/19804.
Full textAbstract:
The meaning that nurses assign to their experiences with medication errors is at the centre of this study. Using discourse analysis within a framework of an interpretive research design, the phenomenon of a not all too uncommon occurrence in nursing practice is examined. The decisions made in such situations have moral implications on a personal, an institutional, and a professional level. Insight into nurses' involvement with medication errors was gained from various data sources. Twelve senior nurses were interviewed and asked about their experiences. In two group discussions, one in Germany, the other in Scotland, ward sisters shared their knowledge and their feelings. Six senior nurses provided written self reports. The participants were asked to talk and write about what helped and what hindered in the situations they have lived through. These interviews, group discussions and self reports provided data on retrospectively recounted experiences. Furthermore, six documents of disciplinary proceedings where the Professional Conduct Committee of the United Kingdom Central Council for Nursing, Midwifery and Health Visiting has dealt with incidents of medication errors supplemented the data. The literature on medication errors provided a fertile backdrop to the study as did the literature on ethics in nursing and on the teaching of ethics in basic and post-basic nurse education. Three key issues are discussed in this study as they evolve from the analysis of the data: The first issue deals with identification and change. Identification, in its various forms, with the image of nursing, with the nursing heirarchy and with the social reality of the health care services, either results in the perpetuation of prevailing practices, or leads to changes in and development of the same. Guilt and reconciliation with human precariousness is addressed as the second issue. Personal failure and the limits of an imperfect world can be come to terms with by regaining professional confidence and by seeing the value basically inherent in nurses' work. The third issue is taken from the areas of teaching and learning.
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Rose, Simon. "Improvisation, music and learning : an interpretive phenomenological analysis." Thesis, Glasgow Caledonian University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601629.
Full textAbstract:
This thesis explores the creative process of improvisation in music with a specific emphasis on investigating its potential for learning. The widespread practice of improvisation in music is relatively absent from education and there is an urgent need to more fully understand improvisation's processes. A broad body of knowledge of improvisation in music has developed within the international community of musicians whose practice is centred on improvisation and an understanding of this knowledge could become highly relevant for a variety of educational contexts. Ten highly experienced, world leading improvisers from Europe and North America took part in semi-structured interviews and were asked the over-arching question: What is the place of improvisation in your practice? Interpretive Phenomenological Analysis was the chosen method for the enquiry.
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Fassler, Oliver. "Repeated hypnosis testing expectancies, boredom, and interpretive set /." Diss., Online access via UMI:, 2008.
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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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Zhou, Jin. "Ren leadership an interpretive biography of Bai Fangli /." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10132009-114811.
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Sauthoff, Marian Dene. "Conceptual frameworks and interpretive strategies in graphic design." Pretoria : [s.n.], 2006. http://upets.up.ac.za/thesis/available/etd-08022006-165847/.
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Chalustowski, Jan Francis. "Digital video communication : interpretive frameworks of key stakeholders." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36280/1/36280_Chalustowski_1996.pdf.
Full textAbstract:
Digital Video Communication (DVC) is an emerging technology which ultimately extends to
include applications of "Virtual Reality" where both computers and participants interact in
created worlds: "worlds of information, hubs, data bases and networks," which overlay "the
physical manifestations of power, walls, boundaries, highways and cities" (Mulgan, 1991,
p.3). This new technology combines the power of the current visual media with the power of
the computer, creating an intelligent communication system with increased data capacity,
greater reliability and a greater potential for synergism.
The direction and development of DVC can be influenced by the key stakeholders with
interests in the business, industry service and entertainment sector of technology. Knowledge
of the interpretive frameworks that key stakeholders use to understand DVC may help to
clarify the present and future courses of DVC. In particular the possibility of public
influence on the emergence of DVC is examined.
This study, then, is an attempt to describe the ways in which key stakeholders understand the
emergence of DVC as revealed by their communication about DVC. The analysis therefore
emerges from the described experiences of the people who comprise the study group To achieve this, detailed secondary analyses of interviews with twenty of Australia's key
stakeholders in the emergence of DVC were conducted. Follow-up interviews were
conducted with twelve of the original respondents to review the original transcripts as well as
to establish a longitudinal perspective. Theoretically, the study is anchored in the debate
regarding technological determinism. The thesis takes the perspective that an extreme
determinist stance must be rejected as part of the process of making decisions and
implementation of this emerging technology.
The themes of analysis revealed in the study were:
• The Technological Mindset,
• The Economic Rationalist Mindset,
• Decision Making, Control and Knowledge,
• Participation and Consultation,
• New Technology and Information Access.
In place of a deterministic model for technology, DVC will be viewed as being socially
constructed. However, it is argued that a holistic, co-evolutionary approach be adopted for
introducing new technologies such as DVC where there is an emphasis on human values and
human actions which affect future systems outcomes (Stevenson, 1992). In sum, this thesis will argue that the process of technological development ought to be open
to the influence by the "collective will." This development should not assume the diffusion
of technology through society and thereby become a singular power of repressive interest to
enforce ownership and participation (Hill, 1988), but rather it should merge economic and
social goals with individual goals, and in doing so, recognise that different types of ends must
necessarily co-exist in any system of communication (Mulgan, 1991).
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Malerba, Alessandra <1987>. "Interpretive Interactions among Legal Systems and Argumentation Schemes." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amsdottorato.unibo.it/8204/1/MALERBA_ALESSANDRA_tesi.pdf.
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This thesis is about argumentation schemes that help to deal with interactions between national and foreign canons of interpretation in private international law cases. In fact, many legal orders, like Italy, require that, in conflict of laws disputes, courts apply the relevant foreign law using canons of interpretation and rules of application of the original foreign system. Our research hypothesis is that, in interpreting the foreign rule, domestic courts incur interpretive divergences of many kinds among the involved legal systems. Foreign law interpretation may result in linguistic and/or conceptual misalignments, in normative and/or interpretive gaps, and in specific incompatibilities between inner and foreign canons of interpretation. By focusing on interpretive conflicts within one legal system, legal theorists and AI and Law scholars have not yet paid sufficient attention to the issue, even if pluralist logics and argumentation have been applied to legal pluralism and conflict of laws. The present study fills this gap in the literature: it explores the feasibility of a theory for arguing and interpreting in private international law contexts, providing an argument-based conceptual framework that encompasses plausible interpretive interactions. To this end, after addressing the epistemic concerns foreign law raises for domestic judges, the thesis gives a definition of cross-border interpretive incompatibilities and proposes argumentation schemes to reason with interpretive canons coming from different legal systems. An illustrative list of critical questions is used to evaluate the correctness of such interpretive reasoning. Lastly, the thesis presents the first formal developments of the study, based on the concept of meta-argumentation. It is possible to detect two main contributions to knowledge. First, this work identifies the components of foreign law interpretation, an activity with significant practical implications for legal systems today. Secondly, its argument-based analysis paves the way for further formal applications in the domain of AI and Law.
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Mendoza, Karol Jineth. "Applying the cultural-linguistic interpretive matrix to neuropsychological assessment /." Full-text of dissertation on the Internet (663.32 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/mendozkj/mendozkj_masters_04-22-2010.pdf.
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Whitson, Robert Henry. "The interpretive spiral: an analytical rubric for videogame interpretation." Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44698.
Full textAbstract:
In this work, I propose an analytical rubric called the Interpretive Spiral designed to examine the process through which players create meaning in videogames, by examining their composition in three categories, across four levels of interaction.
The most familiar of the categories I propose is the Mechanical, which refers to the rules, logic, software and hardware that composes the core of videogames. My second category, which I call the Thematic, is a combination of Arsenault and Perron's Narrative Spiral of gameplay, proposed in their Magic Cycle of Gameplay model (accounting for embedded text, videos, dialog and voiceovers) and Jason Begy's audio-visual level of his Tripartite Model of gameplay (accounting for graphics, sound effects, music and icons), though it also accounts for oft-neglected features such as interface and menu design. The third category, the Affective, refers to the emotional response and metaphorical parallels inspired by the combination of the other two levels.
The first level of interaction I explore actually precedes gameplay, as it is common for players to begin interpreting games before playing them, and is called the Pre-Play Level of interpretation. Next I examine the Fundamental Level of interpretation, which entails the learning phase of gameplay. The Secondary Level of gameplay is the longest level of play and describes the shift from learning the game to informed, self-conscious play. The Third and final, elective level of interpretation, is where the player forms connections between his gameplay experience, and other concepts and experiences that exist outside of the game artifact.
To put my model through its paces, I apply the model in its entirety to three influential and critically acclaimed videogames, and in part to several other titles.
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Kilincoglu, Deniz Taner. "Interpretive Schemes And Ottoman Historiography In The Twentieth Century." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606216/index.pdf.
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This thesis analyzes the influences of three eminent social scientists on Ottoman historiography. Fernand Braudel, Immanuel Wallerstein and Michael Mann are three important scholars, who challenged the paradigms of world historiography in the twentieth century. Nevertheless, whereas the studies of Braudel and Wallerstein made more strong impacts on the area, the influences of Mann remain limited. The aim of this thesis is to evaluate the influences of the former two scholars on Ottoman historiography and then to discuss the reasons of relative omission of Mann&rsquos perspective in the area. Moreover, it was aimed to make a very brief introduction to a new perspective on Ottoman history according to Mann&rsquo
s original model.
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Frännhag, Helena. "Interpretive Functions of Adjectives in English : A Cognitive Approach." Doctoral thesis, Centre for Languages and literature, Lund University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10194.
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This thesis presents a theoretical discussion of meaning creation in general, and interpretive functions of English adjectives in particular. The discussion rests on a dynamic view of meaning and interpretation, according to which there are no fixed linguistics meanings – not even for single lexemes. Instead of symbolising meaning in a more or less static and ‘eternal’ fashion, linguistic items are assumed to effect the creation of meaning and to shape meaning dynamically in the particular communicative event at hand, from some kind of underlying ‘raw material’ (also referred to as purport and schemas). It is suggested that the interpretive functions of linguistic items – that is the effects that such items have in the creation of meaning – may be approached in two main ways, namely from the formal and from the semantic point of view respectively. Effects triggered by the form of a certain item are referred to as formal interpretive functions (FIFs), and effects prompted by the meaning created for the form are referred to as semantic interpretive functions (SIFs). FIFs are claimed to be the same for all items – namely to activate, delimit and shape underlying purport and schemas – whereas SIFs are said to differ between items, and also for one and the same item on different occasions of use. It is furthermore suggested that FIFs affect the creation of meaning for the relevant item itself, whereas SIFs affect the creation of meaning for other items, on any level of conceptual organisation. For instance, a form such as tall typically activates and delimits purport and schemas to do with some kind of extension (notably in space), thereby shaping a basic word meaning tall. The meaning thus created may in turn affect other meaning in the larger context. For instance, tall, as created in default interpretation of a tall man entered the room, affects the meaning of the noun phrase a tall man as a whole, in that it specifies the interpreter’s conception of a certain something that entered a specific room. In this case, the relevant SIF is thus to specify. Other SIFs suggested for adjectives are kind identification, element identification, identity provision and stipulation. The aim of the thesis is two-fold: on the one hand to outline a suggestive theory of meaning creation and interpretive function in general, and, on the other hand, to present a theoretical discussion of adjective functions in particular, with the ultimate goal of providing a general framework from which more specific models for in-depth empirical research can be obtained.
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Bedford, Tasman Anthony, and na. "Education and Incarceration: An Interpretive Study of Prisoners' Narratives." Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20100730.084509.
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The study had two aims. The first aim was to develop and present an understanding of the lived experience of selected individual prisoners relating to their formal education and vocational training. The second aim was to identify points of potential heuristic interest relating to ostensible needs for social action to reduce the incidence of juvenile and continuing engagement by individuals in criminal activities, and to address education and vocational training issues relating to the integration or reintegration of incarcerated offenders into the wider Australian society after their release from custody. A constructivist conceptual framework was adopted to guide the selection of the methodology of the study and the interpretation of the data obtained through implementation of the methodology. The methodology involved analysis of written transcripts of audio-recorded self-narratives of selected prisoners to generate the data used in the study. Prisoners from three Queensland correctional centres for adult males were selected for participation in the study primarily on the basis of their personal history of juvenile and continuing engagement in criminal offending principally associated with obtaining financial income, and their willingness to voluntarily participate. Participants self-narratives, relating principally to their lived experience of formal education and vocational training, were audio-recorded in individual, relatively unstructured interview sessions with the researcher. Written transcripts of the audio-recordings of interview sessions with a total of 15 participants were selected for analysis on the basis of their apparent relevance to the aims of the study. Two general types of narrative analysis methods were used to analyse the transcripts. The first of these was simple inspection of each transcript, which was used to identify categories of background information about the participants, including selected inferred general characteristics of such prisoners, and to identify instances of the content of these categories in individual cases. Inferred characteristics of prisoners were constructed from a review of literature relating to prisoners in Australia, and were selected for inclusion in the study on the basis of claimed relationships between peoples experience of disadvantage during their juvenile years and their engagement in a criminal career which they began in their juvenile years...
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Workman, Lynda Gertrude Mitchell. "The Birdwood conversations, illuminating a practice of interpretive inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21654.pdf.
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Boyd, R. Vernon. "An interpretive analysis of the integration of two churches." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Fried, Paul Raymond. "The advocacy design center : interpretive planning for community building /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396076.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jonathan T. Hughes. Includes bibliographical references (leaves 251-266).