Dissertations / Theses on the topic 'Journeys'
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1
Rohman, Diane. "Journeys." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1930.
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Evenson, Suzanne Claire. "Journeys." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299785528.
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Tew, Jan. "Women's leadership journeys." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59485.pdf.
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Gabriel, Maria. "Journeys into transformation." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
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Lawrynas, Houston LeeAnne. "Journeys and Destinations." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2659.
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My work includes both painting and mixed media approaches. My paintings portray the conflict and discrepancies between Eastern and Western cultures. Each painting emphasizes the Western fascination with body image, fashion, and status symbols. In contrast, they also contain intricate details influenced by the patterns of Eastern fabrics and rug designs, as well as images of Buddha. I reflect on the things that each culture finds important or valuable. In my mixed media work, I employ techniques that combine transfer, collage, and painting. My materials include photographs, newspapers, magazines, tissue paper, and text from books. The inspirations are photographs from my travels to Italy. I am intrigued by Italian architectural elements within Italian Renaissance paintings. I manipulate my photographs on the computer and include them in my final collages and paintings. I find the contrast between painting, collage, and transfer a successful way to contemporize the view of these antiquated structures.
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Jilovsky, Esther Sarah. "Generations of Holocaust journeys." Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537497.
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Cherubini, Matthew J. "Escaping Ohio: Fictional Journeys." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276614547.
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Elvey, Moya. "Implementing inclusion : classroom journeys." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/170931.
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This study interrogates the professional experiences, attitudes and pedagogical choices of eight classroom teachers in regular schools and inquires into their impact on the development of inclusive teaching practices. Approached from the perspective of an experienced teaching practitioner, the study responds to the call for an increased focus on the role of classroom teachers in implementing inclusion in schools. The study is underpinned by a theoretical stance that promotes the value of inclusive education through a human rights, access and equity framework. It advocates for the importance of overcoming the discriminatory practices that marginalise some students. Consistent with a qualitative, ethnographic methodology, observations and interviews with practicing teachers provide insights into the factors that encourage, and sometimes discourage, the enactment of inclusive pedagogies. The literature on inclusive education provides guidance throughout the data collection and analysis process. This includes frameworks designed by other researchers that outline and define inclusive teaching strategies. The study exposes the pivotal role that ongoing teacher professional learning, along with strategic guidance and support from colleagues and school leaders, plays in enhancing teacher capacity and positive attitudes towards student diversity. It also uncovers evidence that when medical reports and pressure from ‘others’ such as health professionals, encourage teachers to focus on student ‘deficits’ and ‘problems’, they are more likely to seek out and adopt strategies that marginalise and set some students apart from their peers. A fundamental finding of this study is that when teachers and their school leaders focus on developing understanding about ‘effective’ pedagogies - on quality education for all - responsive, inclusive, student-centred teaching approaches often become embedded in their everyday classroom practice.PhD
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Kelly, Lisa K. "Thermal comfort on train journeys." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/8445.
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This thesis presents a body of work conducted to determine thermal comfort on train journeys. Relatively little research has been conducted on trains in comparison with the vast body of work conducted within building environments. This thesis aimed to expand our knowledge of rail passenger thermal comfort throughout the journey; platform to destination. The train journey was separated into its component parts and analysed by conducting both laboratory and field experiments that either simulated or measured aspects of a train journey. Laboratory experiment 1 examined appropriate methods of data collection during train journeys. Participants (9 males and 9 females) were exposed to a simulated train environment three times and used a different data collection method on each occasion; a paper-based method, a voice recorder or a Personal Digital Assistant (PDA). Results concluded that the three methods can be used interchangeably when recording thermal comfort data. Participants preferred the PDA over the other two methods because they felt it afforded them a level of privacy in addition to blending in with other rail passengers using similar technologies. The second laboratory experiment measured thermal comfort following a change of environment. Participants (12 males and 12 females) were exposed to three environmental conditions (warm, neutral and slightly cool) in a thermal chamber on three separate occasions. The exposure lasted 30 minutes, after which, participants entered a new environment that was the same on each occasion (slightly cool). Results showed that overshoots in sensation (beyond those predicted by the Predicted Mean Vote thermal comfort index PMV) are observed following downward steps (warmer to cooler) in environmental conditions. No overshoots were observed following the upward step (cooler to warmer) in environment, with sensations immediately reflecting the predicted steady-state values. Laboratory experiment 3 (22 males and 26 females) expanded the research conducted in laboratory experiment 2 by exposing participants to greater magnitudes of environmental change. In addition, sensation was measured after this change until steady-state was reached. Participants were exposed to four environmental conditions (cool to warm to neutral to cool or cool to cold to warm to cool) consecutively over a 2 hour period with 30 minutes spent in each location. Results demonstrated similar effects to those observed during laboratory experiment 2 with overshoots observed following downward steps in environmental conditions and none observed in the opposite direction. Sensations demonstrating overshoots gradually increased until steady-state was achieved after approximately 25 minutes. Field experiment 1 (12 males and 32 females) measured thermal comfort while boarding trains. Participants were taken on a short train journey and recorded sensations whilst on the platform and during boarding. Results showed that overshoots may also be observed following step up and step down in environments. It is hypothesised that change in air velocity is influential in this effect. Thermal comfort throughout a train journey was measured in field experiment 2. Participants (16 males and 16 females) reported on thermal comfort on the platform, during boarding and throughout a return train journey from Loughborough to London St Pancras. Results also demonstrated overshoots following upward transients indicating that there are factors in the field that do not occur in laboratory conditions. Subjective parameters reach steady-state after approximately 20 minutes and PMV accurately predicted sensations during the journey. Again, air velocities may have interacted with other variables resulting in the overshoots following upward steps in environmental conditions. Laboratory experiments 2 and 3 resulted in the creation of a model predicting sensation following a change of environment, PMVTRANS. When the model was compared with the field data, it could not accurately predict sensations observed during transients. It also could not predict the sensation overshoots observed following upward transients. A new model is now proposed, NEW PMVTRANS. This model shows greater correlation with actual sensation than PMV; however it does require further validation from field data. Research has shown that PMV is an accurate estimator of sensation within a train carriage and should be used by train designers to optimise the environmental conditions for passengers.
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O'Regan, Bridget. "Ietoga : Samoan educators' educational journeys." Thesis, University of Canterbury. School of Professional Development, Centre for Postgraduate Studies, 2006. http://hdl.handle.net/10092/2841.
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Senior educators in Samoa who are currently studying towards a Master of Teaching and
Learning degree through the Christchurch College of Education face the usual range of
challenges encountered by students studying from a distance. In addition, they face a range
of expectations from their jobs, their communities, their churches and their families that are
not the norm in the western society through which they are studying. Despite such
difficulties, these educators are successful and are leaders in their fields. I was interested to
learn how they managed these challenges. This thesis therefore asks, How did a group of
senior educators in Samoa undertake their educational journeys'! It also traces my cultural
and research learning journeys and the pathways I followed as a palagi (white person)
undertaking cross-cultural research.
It was important that I recognise my limitations as a palagi conducting research in the
Pacific and that as far as possible I followed practices and research methodologies sensitive
to Pasifika contexts. I therefore adopted a holistic and collaborative approach that entailed
consultation with the community throughout the research process. During initial
consultation community members confirmed they wished the research to occur, and that
they approved of and accepted me as the researcher. We worked collaboratively to
determine the topic and the nature of the study. The community drew clear parameters and
established the main emphasis of the research as a narrative approach within an
ethnographic framework. Ongoing consultation included regular visits to Samoa to meet
with the participants where we discussed progress and worked together to co-construct their
stories.
My research approach 0 auala i le fa'a Pasefika (Pasefika Pathways) guided me throughout
the research. This approach, a combination of my own western social constructionist
epistemology, Talanoa research methodology and Stephen Filipo's (2004) research
approach 0 auala i le fa'a Samoa, enabled me to respect and value my participants while at
the same time taking cognisance of the cultural limitations under which a palagi works. I
was given cultural guidance and support by an advisor in New Zealand appointed by the
College of Education. The participants voluntarily took on the role of cultural advisors
during my time in Samoa.
I gathered data through a combination of fono (interviews), and talanoa (informal
conversations) conducted in Samoa, and supplemented this with data from the participants'
journals and from my own research journal,
I realised from an early stage that various aspects of the research such as the processes
used, cultural aspects and the main themes drawn from the participants' stories were
closely intertwined and difficult to separate. Consequently, I adopted the metaphor of an
ietoga (fine mat) to present this thesis. The completed ietoga represents the participants'
individual educational journeys together with my cultural and research learning journeys.
I argue that the participants live between two worlds as they balance tensions between the
requirements of the western institutions that provide their education and the requirements
of fa'a Samoa. The participants' formal schooling did not take account of fa'a Samoa and
its related values. Nor did it take account of Pasifika people's preference for oral and
experiential learning. Codes of behaviour and expectations of fa'a Samoa such as fa'a aloalo
(respect) for one's elders and those in authority have markedly constrained and influenced
the participants' educational journeys. Their responsibilities to family, church and
community, for example, have presented barriers to their success. Paradoxically, these
same codes of behaviour and expectations have supported the participants and have made it
possible for their educational journeys to be successful.
I contend that if western institutions wish to provide meaningful programmes and learning
experiences for their Pasifika students, it is important that they take cognisance of and plan
for these students' cultural values, beliefs and codes of behaviour.
This research determined factors that enabled a group of senior educators in Samoa to be
successful. Two questions arise for me and present as opportunities for research to be
undertaken by Samoan or other Pasifika peoples. Have the participants been successful in
their postgraduate study because they are undertaking this while living in Samoa and
therefore have ready access to fa'a Samoa's support systems? How have the participants'
educational journeys differed from those of other educators who have not achieved the
same success?
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Edghill, Gina. "Educational journeys of Barbadian women." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560835.
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This study is an exploration of the educational experiences of women from the Caribbean island of Barbados who traveled to the USA to pursue higher education. An autoethnography research methodology was used in order to capture each woman’s educational experiences. Autoethnography also supported the inclusion of the researcher’s voice and interpretations as a Barbadian woman fitting the criteria for participation. These educational journeys represented the field and cultural world under study. Through analysis, themes emerged from each woman's description of Influential Others; Protagonist Self; and Educational Settings within her storied journey. Storied experiences in relation to race, ethnicity, and being women and the role American Higher Education had in each woman's life were also analyzed. The emergent themes supported
the existence of a web of interacting narratives spun first in Barbados and extending to
American Higher Education. Through the educational settings each woman interacted
with, this web of narratives linked her educational journey to the narratives of the people who went before her; beside her; and after her. This web of narratives also supports each
woman’s storied understanding of self, others, and settings within that journey.Access to thesis permanently restricted to Ball State community only
Department of Educational Studies
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Pugh, Joseph. "Information journeys in digital archives." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20663/.
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Archival collections have particular properties that make physical and intellectual access difficult for researchers. This generates feelings of uncertainty in the researchers leading to a large burden of enquiries to the archive, many routine. In this thesis I investigate the information seeking behaviours of archival researchers and the distinct properties of the archive first through the respective literatures and then through a series of five studies. Using systems, data and researchers from the National Archives, these studies examine the nature of the enquiries archives receive across many channels, the in-person interactions between archivists and researchers in the reading rooms and the unmediated search behaviours of archival researchers. I proceed to outline the barriers inhibiting research progress and the techniques or 'regulators' used by researchers to surmount or mitigate these barriers. In the final two studies I develop and attempt to validate an instrument for measuring uncertainty in information seeking in large digital collections. This three factor (disorientation, prospect and preparedness) scale of archival uncertainty allows improvements to online archival systems to be effectively tested before implementation. I also propose system properties which seem likely to assist researchers to make progress given these factors and which could be tested using this instrument.
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Pompeian, Edward P. "Philip Fithian's Private Journals and Personal Journeys: Self-Improvement, Fidelity, and Rebellion, 1766-1776." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1539626539.
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Papadopoulos, Leonidas. "Sea journeys in ancient Greek tragedy." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/sea-journeys-in-ancient-greek-tragedy(5b8915f7-8ae6-4531-b490-884dff6fa428).html.
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My field of interest concerns the representation of the sea and its prominent presence as a space with multiple dynamics, symbolism and interpretations in ancient Greek tragedy. Using the wanderings of mortals as a main axis, I will attempt to explore how the sea, as an open dramatic milieu, acquires a significant function, which is directly connected with mortals’ destiny. The sea’s unpredictable nature is projected as a metaphysical environment, which could be identified as a boundary between the Greeks and the barbarians, life and death, nostos and nostalgia. Increasingly, recent scholarship has produced a variety of detailed analyses and considerations concerning the spatial dynamics of tragedy. Although the seascape is recognized as an influential landscape at the centre of the Greek world, only a limited amount of scholarly attention has been devoted to this nautical realm as illustrated in ancient Greek tragedy. The aim of this thesis is to discuss the use and the perception of this powerful and effective space in a selection of tragedies, and to focus on the treatments of the sea as an intersection of multiple connotations and references. The thesis concludes that within the context of a world in constant turmoil, journeys at sea can be interpreted as illustrating and revealing, through the adventures and aspirations of mortals, the socio-political and historical framework of the Greek society contemporary with the tragedies. The poetic image of the sea, as expressed in the tragic texts and connected with the capability of the human imagination to re-create a personal vision of history and myth, forms a remarkable topographic environment full of instability which, in many cases, depicts humanity’s ambivalent emotions and uncertain future.
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Maurer, Michele. "Transcendent journeys, experiences of interdenominational couples." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24488.pdf.
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Baumann, Mechthild, Astrid Lorenz, and Kerstin Rosenow. "Linking immigration policies and migrants' journeys." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-158376.
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Both the interests of nation states to manage migration and the behavior of migrants during their individual journeys have mutually reinforcing effects on the design and functioning of contemporary migration regimes. This assumption has motivated the interdisciplinary approach of this volume. The aim is to understand how immigration policies affect migrants’ journeys and vice versa. We want to find out whether or not the assumptions that lead to the design of immigration policies reflect reality. Does border control prevent irregular immigration? And what is the role of the various actors, including the countries of origin, transit, and arrival, and the migrants themselves? In order to answer these questions, we bring together insights from political science and ethnographic field work—two disciplines which have so far debated their insights mainly within separate research frameworks. The articles take into account the interests of the migrants’ countries of origin, transit and arrival, as well as the motives and strategies of the migrants themselves. The resulting findings are relevant to both policy makers and scientific experts, but also to anyone interested in governing migration.
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Segarra, Elena. "Dark Journeys: Robert Frost's Dantean Inspiration." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1021.
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This paper examines the way in which Robert Frost incorporates Dantean ideas and imagery into his poetry, particularly in relation to the pursuit of reason and truth. Similarly to Dante, Frost portrays human reason as limited. Both authors nevertheless present truth as a desire that often drives people’s journey through life. Frost differs from Dante by dwelling in apparent contradictions rather than appealing to a clarifying divine light. The paper considers themes of loss, human labor, suffering, and justice, and it also analyzes Scriptural and Platonic inspirations. It focuses on the image of the journey used by both Frost and Dante to describe the experience of living and exploring ideas.
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Megahed, Yasser. "Practiceopolis : journeys in the architectural profession." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/4019.
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The architectural profession is multiple, rich, and diverse. This multiplicity can be characterised by diverse cultures of practice that differ in their particular understandings of the profession and their definitions of the role of the architect within the process of building procurement and production. Among these cultures, my thesis proposes that two cultures of practice are most prominent: what I call the instrumental culture and the critical culture. The instrumental culture is characterised by what I term the technical-rational mode of practice, which is the dominant mode in the contemporary profession. This mode of practice is often adopted in the production of buildings by or for multinational corporations, and largely shares their values. The discourse of the instrumental culture is so influential that it is frequently embraced by regulatory bodies in architecture and the building industry. The critical culture, on the other hand, while not dominant, maintains a prominent presence within the cultural sphere of the architectural profession. It covers a broad range of practices that generally embody ideas of qualitative, sensory, and social conceptions of architecture, and shares the frame of knowledge of cultural and critical theory. This research pursues a creative practice methodology, beginning by mapping the territories of different modes of practice in the contemporary global architectural profession. It traces the discourse of the dominant instrumental culture of practice and the nature of the dialogue between this culture and the critical culture of practice. The research investigates this dialogue and its influence on the configuration of the status quo of the architectural profession. It interrogates the imperatives of this domination on the particular values of the architectural profession and its future trajectory. To do so, the research proposes the proactive metaphor of Practiceopolis: the city of the architectural profession. Practiceopolis is an imaginary world where the architectural profession is conceived as a city-state in a confederation of states representing different actors forming the ‘country of the building industry’. By using this metaphor, the cultural capital of the architectural field is architecturalised through visible and tangible elements in a series of iterative narratives that help to investigate the dialogue between prominent cultures of practice. Practiceopolis draws from the philosopher Andrew Feenberg’s classification of varying stances towards technology and technical knowledge as key factors of how contemporary practices differ in their ideologies towards the profession (Feenberg, 2012). In addition, they comprise an intrinsic component distinguishing the values of the dominant instrumental culture of practice. The first part of the research builds-up the metaphor of Practiceopolis through four narratives. It concludes with the acknowledgment of a critical ideological division between the two prominent cultures of architectural practice I have identified. This first part of the research in turn prepares the foundation for second part: Stories from Practiceopolis. The second part is a set of quasi-realistic stories that take place in the imaginary city. These stories take the form of a graphic novel, which narrates situations experienced by the researcher: a self-confessed technical-rational practitioner through his experience of working in a research-led practice which pursues a critical approach. The stories revolve around the researcher’s role in the renovation of a Grade II listed building in the UK. The investigations of the research expand upon Donald Schön’s methods of ‘reflection on action’ and ‘reflection in action’ (Schön, 1985; 2017). 3 The research concludes by warning against subsuming distinctive values of the architectural profession under the instrumental values of other actors in the building industry. The research warns of the danger of the domination of one mode of practice and the strict attachment to technological processes, which could result in influential changes to the foundations of the architectural profession. The research ends with propositions regarding the particular values and the tacit knowledge of the architectural profession, and proposes a critical-instrumental mind-set to explore how these values could be defined, communicated, and marketed. This idea of critical-instrumentalism offers an alternative mode of conceptualising architectural practice.
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Mukuka, Chisanga. "Everyday Entrepreneurs: Documenting African Entrepreneurial Journeys." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30927.
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In recent years, stories of African entrepreneurship have become popular online, highlighting the journeys, success and challenges that emerging entrepreneurs experience. However, many of these stories and platforms focus mainly on opportunity entrepreneurs and exclude necessity entrepreneurs who operate medium to small businesses, despite the fact that these entrepreneurs overwhelmingly outnumber their more affluent counterparts. Everyday Entrepreneurs is Media Creative Production undertaken with the aim of beginning to fill this gap by highlighting the narratives of some of the entrepreneurs that we encounter daily. The researcher created a web-based platform to showcase various entrepreneurial journeys. This was done by conducting qualitative interviews with seven small-to-medium business owners operating in Cape Town, South Africa, selected through a purposive sampling process. These interviews informed a series of profiles detailing the experiences of these entrepreneurs. The supporting research, as well as the motivations and experiences of the research are documented in the accompanying reflective essay.
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Dehghan, Azad. "Mining patient journeys from healthcare narratives." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/mining-patient-journeys-from-healthcare-narratives(69ebfa6d-764a-4dfe-bbf8-6aab1905a6f3).html.
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The aim of the thesis is to investigate the feasibility of using text mining methods to reconstruct patient journeys from unstructured clinical narratives. A novel method to extract and represent patient journeys is proposed and evaluated in this thesis. A composition of methods were designed, developed and evaluated to this end; which included health-related concept extraction, temporal information extraction, and concept clustering and automated work-flow generation. A suite of methods to extract clinical information from healthcare narratives were proposed and evaluated in order to enable chronological ordering of clinical concepts. Specifically, we proposed and evaluated a data-driven method to identify key clinical events (i.e., medical problems, treatments, and tests) using a sequence labelling algorithm, CRF, with a combination of lexical and syntactic features, and a rule-based post-processing method including label correction, boundary adjustment and false positive filter. The method was evaluated as part of the 2012 i2b2 challengeand achieved a state-of-the-art performance with a strict and lenient micro F1-measure of 83.45% and 91.13% respectively. A method to extract temporal expressions using a hybrid knowledge- (dictionary and rules) and data-driven (CRF) has been proposed and evaluated. The method demonstrated the state-of-the-art performance at the 2012 i2b2 challenge: F1-measure of 90.48% and accuracy of 70.44% for identification and normalisation respectively. For temporal ordering of events we proposed and evaluated a knowledge-driven method, with a F1-measure of 62.96% (considering the reduced temporal graph) or 70.22% for extraction of temporal links. The method developed consisted of initial rule-based identification and classification components which utilised contextual lexico-syntactic cues for inter-sentence links, string similarity for co-reference links, and subsequently a temporal closure component to calculate transitive relations of the extracted links. In a case study of survivors of childhood central nervous system tumours (medulloblastoma), qualitative evaluation showed that we were able to capture specific trends part of patient journeys. An overall quantitative evaluation score (average precision and recall) of 94-100% for individual and 97% for aggregated patient journeys were also achieved. Hence, indicating that text mining methods can be used to identify, extract and temporally organise key clinical concepts that make up a patient’s journey. We also presented an analyses of healthcare narratives, specifically exploring the content of clinical and patient narratives by using methods developed to extract patient journeys. We found that health-related quality of life concepts are more common in patient narrative, while clinical concepts (e.g., medical problems, treatments, tests) are more prevalent in clinical narratives. In addition, while both aggregated sets of narratives contain all investigated concepts; clinical narratives contain, proportionally, more health-related quality of life concepts than clinical concepts found in patient narratives. These results demonstrate that automated concept extraction, in particular health-related quality of life, as part of standard clinical practice is feasible. The proposed method presented herein demonstrated that text mining methods can be efficiently used to identify, extract and temporally organise key clinical concepts that make up a patient’s journey in a healthcare system. Automated reconstruction of patient journeys can potentially be of value for clinical practitioners and researchers, to aid large scale analyses of implemented care pathways, and subsequently help monitor, compare, develop and adjust clinical guidelines both in the areas of chronic diseases where there is plenty of data and rare conditions where potentially there are no established guidelines.
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Rivera, Sr Martin Juan. "The Storytellers' Journeys: A Study Using Portraiture Method." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194463.
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The Storytellers' Journeys: A Study Using Portraiture Method is an in-depth study of three highly recognized storytellers, Michael Lacapa, Patricia Preciado Martin, and Joe Hayes. These artists were studied using a qualitative research method developed by Sara Lawrence-Lightfoot called portraiture. Portraitists study individuals to record their experiences and to interpret their perspectives. The main purpose of the study was to determine the extent to which professional struggles were considered barriers, preventing access to a career or to career goals. I developed questions that allowed me to gather information concerning the storytellers' professional struggles and their style of dealing with those struggles. I also probed for their individual definition of success, the measuring stick they use as a determination of their success, and if they relied on perseverance to reach their level of success. I tape-recorded interviews with the storytellers in order to transcribe them. I acquired supplemental data by attending the storytellers' public performances and by referring to published information about them. After critically reviewing the data I organized it into thematic areas. Each of the storytellers was treated individually. Lawrence-Lightfoot says, "The development of emergent themes reflects the portraitist's first efforts to bring interpretive insight, analytic scrutiny, and aesthetic order to the collection of data" (1997c, pg. 185). Initially, the three artists said that they did not have to contend with professional obstacles to reach their level of success. However, the analysis of the in-depth interviews showed that all the storytellers dealt with professional complications, but they did not allow those complications to interfere with their goals. In fact, one of the artists merely cited those situations as "dues that needed to be paid." Because the portraiture method encourages researchers to include themselves in their studies, I became the fourth storyteller in the project. I did the same introspective process about my careers that I asked of the other storytellers. My self-analysis supported some of the results I obtained from the other artists but it also showed some differences. These differences are explored in the dissertation.
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Watkins, Helen. "Fridge space : journeys of the domestic refrigerator." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/969.
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My dissertation emerges from a curiosity about the mundane objects and machines with which we live and it pauses in Britain’s kitchens to ask what we might learn from looking in the fridge. Considered by many to be a rather ordinary and unremarkable appliance, the refrigerator forms a virtually ubiquitous backdrop to routine activities of feeding, provisioning and storing, but rarely is it brought into explicit focus.
This study traces the ‘career’ of the mechanical refrigerator and is based upon interviews and archival work in Britain. I unravel intersecting histories and geographies of cooling, discuss a global trade in ice, explore changing understanding of the nature of heat and cold and show how varied ideas and technologies contributed to achieving the creation of artificial cold. The means by which these techniques were translated into the home is central to my discussion and I show how the domestication of refrigeration also played a role in the reconfiguration of associated practices, such as freezing, shopping and eating. I consider the process of normalisation through which refrigerators shifted category from novel products to essential appliances and argue that in many ways the refrigerator has now become integral to the constitution of domestic space.
My research follows the lifecourse of the refrigerator and its journeys through multiple sites and spaces, enabling me to analyse diverse refrigerator knowledges and practices from repair shops and recycling facilities to scrap yards and museums, in addition to the home. Although using a refrigerator is frequently dismissed as something ‘self-evident’ or ‘obvious,’ I argue that fridge practices are not innate but learned. I explore ways in which these knowledges travel and pay particular attention to the translation of scientific and technical knowledges into domestic contexts. The ‘reach’ of the domestic refrigerator is considerable and I use one of the more notorious moments in its career, when refrigerators were implicated in global climate change, as a way to show how day to day activities like chilling milk and lettuce can have far-reaching effects at a range of scales.
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Halliwell, Victoria. "Mapping professionalism : a tale of two journeys." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/315705/.
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The focus of this research study is occupational therapy students’ perceptions of employability and professionalism. Using some key principles of grounded theory, data was collected through the Ideal ***Inventory (Norton 2001), through a focus group and through seven individual interviews with final year students on a part time BSc (Hons) Occupational Therapy degree programme. The thesis maps two journeys, that of the researcher from novice to more experienced and that of the student occupational therapist from recruitment to graduation examining the trajectory of development for both. The thesis focuses on some pertinent methodological issues around researcher distance and creativity in the study; the term used for this is contamination. The work of Charmaz (2006) on constructivist grounded theory and Clarke (2005) on situational mapping in grounded theory have been used to provide reference points in my research to support the researcher’s engagement with data. It is suggested that the research is situated in the borderlands of modernist and postmodern ideas. There is a critique which focuses on theory, its value and purpose in the study and in grounded theory more generally. Analytical tools and the way in which these support understanding of the data are also debated. Relational Situational Maps (Clarke 2005) were used to engage and display data, to show assumptions about relationships between data and to highlight sites of contamination. Mapping the data in this way has assisted in the researcher to see the data differently and to engage with it more interestingly. Consideration is given to the interpretation of meaning in the data analysis, including the labelling of categories and sub- categories and the consequences of this for dissemination. A greater understanding of professionalism for occupational therapy students has been gained by undertaking the study and the importance of role models, authenticity, a prospective professional identity, personal values and the alignment of these to professional ones are discussed. Individual conceptualisations of professionalism alongside external professional regulation are also considered. Recommendations for curriculum development as a result of this study have also been identified.
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Herrera, Antoinette Navalta. "Educational journeys of Hispanic women in nursing." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/24.
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Hispanics continue to be the fastest growing minority population in the Nation. According to U.S. Census Bureau (2011; 2008)., the Hispanic or Latino population was 16.3 percent in 2010 and is projected to be over 30 percent in 2050. However, only 3.6% of the RN population is Hispanic indicating an unrealistic representation of today's diversity in nursing (U.S Department of Health and Human Services, 2010). The purpose of this qualitative study was to explore and better understand how Hispanic nurses perceive their community college associate degree in nursing (ADN) program experience. More specifically, this study described, analyzed, and interpreted the experiences of Hispanic nurses with an emphasis on retention. Using a phenomenology approach, six Hispanic nurses who completed an ADN program interviewed separately. Sources of data included audio-recorded interviews, note-taking, and written journals. Data analysis followed Moustakas' modification of the Van Kaam method of phenomenological data. Four common themes emerged from data: financial challenges, fear of failing, supports and supporters, and role model. Findings from this study contributed to a deeper understanding of the way in which Hispanic nurses have perceived their educational experiences and how those experiences have influenced their beliefs and practices overall. The findings offer data to researchers who are addressing the epidemic problem of the nursing shortage and the lack of diversity in the nursing profession.
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Garay, Christopher. "Infinite Hallways: “Parabola Heretica” and Other Journeys." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407839/.
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This creative thesis collects five fictional stories, as well as a critical preface entitled “Fractals and the Gestalt: the Hybridization of Genre.” The critical preface discusses genre as a literary element and explores techniques for effective genre hybridization. The stories range from psychological fiction to science fiction and fantasy fiction. Each story also employs elements from other genres as well. These stories collectively explore the concept of the other and themes of connection and ostracization.
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Kamies, Nadia. "Crossing borders: conscious journeys with my family." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13661.
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Includes bibliographical references.This work of creative non-fiction encompasses episodes of travel motivated by the author’s desire to expose her children to different cultures and philosophies as an antidote to her own experiences of growing up during apartheid. The journeys are undertaken over a period of 18 years, starting in 1993, just before the birth of a democratic South Africa. Crossing borders refers to both personal and physical expansion, juxtaposing the isolation of apartheid with the freedom to explore that which was foreign. The main theme is that of leaving home to extend one’s view of self in relation to the world, inculcating the possibility of a global community of mutual respect. Minor themes are identity and searching for roots and a sense of belonging; religious tolerance, equality, respect, climate change and children’s rights are some of the issues grappled with in countries as diverse as Cuba, Greenland and Sweden. Although each chapter focuses on a different country, themes of dispossession, discrimination, colonialism and struggle run throughout. The author uses travel as the vehicle to educate her children beyond the borders of a family and a country emerging from a repressive past , teaching them to challenge stereotypes and showing them that people are not that different on the other side o f a man -made divide. Underpinning this family memoir is the joy of travel and discovery of a wealth of culture, history and mythology through the children’s eyes. The children’s development is traced from infancy through adolescence to early adulthood and concludes with the hope that the foundation has been laid to make a constructive contribution to a more empathetic society.
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Peters, Gregory Merrill Deschaine. "Forever wild journeys through the North Fork /." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-12292009-115313.
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Kershaw, Lorraine H. "Journeys towards expertise in technology-supported teaching." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1776.
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Expertise in technology-supported teaching needs to be understood from multi-dimensional perspectives and influences, if raising teacher quality is a desired goal of education services. This study aimed to uncover the interactive influences of teachers' pedagogical practices, learning experiences and personal characteristics and how their decisions impacted upon their growth in expert technology-supported teaching. A mixed methods approach incorporated case study techniques, use of quantitative and qualitative data and was informed by grounded theory. Five female primary teachers participated in this research which was conducted during one year over two data collection stages in a technology-supportive independent Australian girls' school.
Variations of expertise were most evident in teachers' pedagogical practices, attributable to their technological, pedagogical and content knowledge and beliefs about student learning. These were apparent in the design, delivery and management of student learning activities, with and without digital resources and tools. Common to all was the strength of performance self-efficacy beliefs, desire for excellence and the motivational challenges afforded by technologies to practices and approaches to learning.
Particular experiences and influences on learning were perceived by teachers as significant in their journeys of growth, namely 1) accessing the knowledge and modelling strategies of a dedicated curriculum resource teacher, 2) engaging in collaborative activities and feeling part of a team, 3) observing colleagues at work, and 4) being committed to staying abreast of new ideas by spending time alone to play and learn in the non-threatening environment of technology. A distinctive feature of their professional agency was illustrated by pro-active attitudes to change and taking ownership for decisions. These deliberate choices made to advance professional growth over time were epitomised by changes in professional roles, changes within school systems and changes to practices, incorporating risk-taking actions.
Expert practices with technology need to be sustained through perseverance and dedication to learning and practice. When the extent of a teacher's expertise is distinguished by referring to descriptors along continuum pathways, this is an encouragement to all teachers to pursue excellence in technology-supported teaching practices.
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Simionato, Deborah Mondadori. "The many journeys in Jane Austen's Persuasion : social, geographical and emotional crossings." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/139420.
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Com apenas seis romances completos, Jane Austen foi capaz de pintar um retrato ímpar da sociedade rural da Inglaterra do final do século dezoito e início do século dezenove. Através da obra de Austen, o leitor é transportado para duzentos anos atrás, entra em contato com os desafios e problemas enfrentados pelas personagens, aproximando-se assim da vida dos ingleses daquele período. O conhecimento minucioso que Austen possuía daquilo que a cercava e a forma como foi capaz de inserir esse mundo em seus escritos são o motor desta tese de Mestrado, que propõe uma leitura de Persuasão (1817), o último romance completo escrito por Jane Austen, com foco nas jornadas geográficas, sociais e psicológicas apresentadas; e explorando tais jornadas com o objetivo de melhor compreender a obra de Austen. O trabalho vem dividido em quatro capítulos. O primeiro traz um panorama da vida da Austen e das circunstâncias políticas e econômicas da Inglaterra em que ela viveu. Os três capítulos seguintes analisam Persuasão: o capítulo dois discute as principais jornadas sociais apresentadas no romance, com atenção especial ao declínio da aristocracia em contraste com a ascensão do homem empreendedor que “se fez” por conta própria, representados aqui por Sir Walter Elliot e pelo Capitão Frederick Wentworth, respectivamente. O capítulo três viaja com os personagens pela Inglaterra e explora os lugares que eles visitam, priorizando os dois locais mais proeminentes para a história visitados por eles, a cidade costal de Lyme Regis, e a cidade turística de Bath, investigando – com a ajuda de acadêmicos especialistas em Austen como Maggie Lane e John Whiltshire – o impacto desses locais nas personagens e no modo como influenciam seus movimentos. O capítulo quatro analisa as jornadas pessoais das personagens, com atenção especial para as mudanças de espírito e humor em Anne Elliot, através do texto “Luto e Melancolia” de Sigmund Freud, objetivando compreender o que acontece com a personagem, e como ela supera o luto, recupera sua vivacidade e encontra seu caminho. Ao final deste trabalho, espero que as considerações aqui apresentadas possam contribuir, através do uso dessas “lentes de viagem”, para o conjunto de análises críticas sobre Persuasão, pois jornadas são mais do que apenas movimentos físicos de um local a outro: elas podem ter efeitos profundos e permanentes.With only six complete novels, Jane Austen was able to paint a unique portrait of the genteel society of England in the late eighteenth and early nineteenth centuries. Through Austen’s works, the twenty-first century reader is transported two hundred years back in time, gets in touch with the trials and tribulations of her characters, and gains an insight into the lives of English people during that time. Austen’s thorough knowledge of her surroundings, and how she expertly inserted them into her writings, are the motors of this thesis. This Master’s Degree Thesis proposes a reading of Persuasion (1817), the last complete novel written by Jane Austen, considering the geographical, social and psychological journeys presented, exploring said journeys in order to better comprehend Austen’s final novel. This thesis is divided into four chapters. The first contextualizes Austen’s life and the social and political circumstances of the England she knew. The three ensuing chapters analyse Persuasion: chapter two discusses the main social journeys found in the novel, with special attention to the decline of the aristocracy and the rise of the self-made-man, here represented by Sir Walter Elliot and Captain Wentworth, respectively. Chapter three travels with the characters around England and surveys the places they visit, with focus in the two most prominent locations in the novels, the seaside town of Lyme Regis, and the watering resort of Bath, exploring – with the help of Austen scholars such as Maggie Lane and John Wiltshire – the impact of those places on the characters, their relationships with said places and how they face their movements. Lastly, chapter four delves into the main characters’ personal journeys, focusing on Anne’s shifting states-of-mind, utilising Sigmund Freud’s text “Mourning and Melancholy” to understand what happens to her, how she overcomes her mourning, regains her bloom and finds her way back to Wentworth. At the end of the work, I hope to shed light on the importance of the “travel goggles” when it comes to analysing literary texts, Persuasion in particular, as I believe that journeys are more than just trips undertaken to get from one place to the other physically: they can have deeper and ever-lasting effects.
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Mueller, Caroline. "Breaking the ice : Qallunaat teachers' journeys to Nunavik." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102816.
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This inquiry focuses on Qallunaat (non-native) teachers' perceptions of their lived experiences teaching and learning in the arctic region of Nunavik, Quebec, Canada. Academic underachievement of Inuit children and high drop out rates in northern schools are a great concern for every community. An important contributing factor to the lack of academic success of Inuit children is the high turnover rate of Qallunaat teachers. Social distancing, isolation and cultural dislocation are major problems that many southern teachers find difficult to confront. Through a year-long Action Research Project in Nunavik focusing on eight Qallunaat teachers, I used a narrative inquiry to explore these teachers' shifting perceptions of their experiences as they attempted to adapt to their Inuit host community. Data confirms that without appropriate preparation and support, Qallunaat teachers perceive that they face overwhelming challenges educating Inuit youth and building relationships with Inuit community members. During my work in this northern community, I observed how these teachers seeking direction within such significant cross-cultural tensions, were confronted with profound existential issues. I examined why their southern perceptions and their northern experiences made them question some fundamental values that are at the core of their identities. I used an interdisciplinary dialogical post-colonial framework to situate these Qallunaat teacher voices in the educational contexts of Nunavik. By listening to these teachers, I began to understand how conflicts in identity arose when teachers' attitudes did not match their perceptions of their positionings in their host community. Methods included formal and informal conversations, individual and group interviews, photovoice and journals. I found that Qallunaat teachers can contribute to the North if they learn to position themselves as compassionate observers and listeners. Through dialogue, Qallunaat teachers can create shared spaces to better understand the particular needs of Inuit community members and consider alternatives and solutions. I provide recommendations to the Kativik School Board that might better prepare and support Qallunaat teachers. This study has direct implications for policy regarding pre-service and in-service education for educators within the Kativik School Board, Quebec Ministry of Education and the McGill Faculty of Education.
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Mather, Jeff. "Botanical Journeys and China's Colonial Frontiers : 1840-1940." Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499800.
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Morrison, Jago. "Journeys around nostalgia : Jarrow, Ulysses and cultural elitism." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307713.
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Dawod, Zainb. "Enhancing student learning journeys with semantically annotated content." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16208.
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There is an increasing interest in developing existing Special Educational Needs (SEN) teaching methods due to recent concerns regarding the number of SEN pupils in schools. Communication is difficult for students when they have little or no clear speech. Consequently, a range of communication systems are used as an alternative to speech, including symbols, pictures or gestures. Importantly, helping students to better communicate also improves their education, friendships and independence. However, it is acknowledged that creating these educational resources is time consuming and expensive, and the learning results are not recognised as being as effective as required. Semantic Web technology has had an impact in the educational field and offers the required linkages for more engagement with Web content. There is, however, a considerable gap in Semantic Web research between the contributions in the mainstream educational field and research undertaken into special educational needs (SEN) students. This thesis presents an augmented World Wide Web (WWW) vision utilising annotation to more effectively support diverse special educational needs students. Students are supported in part by a SEN Teaching Platform (SENTP), one artefact from this design science research. Poetry is used as a website teaching material because of its significant impact on special needs students as it is a difficult topic to understand. The first stage of the research is to select the appropriate tools for testing annotation techniques in a real SEN environment. Later, a design of the proposed SEN teaching platform is built based on a Semantic Web annotation tool (Amaya) coordinated with a web application. Design is evaluated by conducting a pilot study in schools caring for special needs students (SEN). Evaluations were carried out at two schools, interviewing nine participants (Teachers, Teaching Assistant) in the UK. SENTP is tested for using Semantic Web technology to benefit the education of SEN students by utilizing Semantic Web annotation tools. This research further improves the SENTP with additional support for cognitive load using specific annotation formats within the Amaya annotation tool. Field testing is carried out at six UK schools with twenty-two participants being interviewed. Cognitive load principles are shown to improve both learning and class behaviour, also supporting teachers in the production of educational content. The pilot study and field testing results reveal that the proposed approach is effective. Following this, designed artefacts are synthesised within a wider design blueprint that articulates how this new world of annotated digital media is designed, deployed and consumed. Finally, SENTP ontology is created using OWL language and Protégé 5. The main goal of this ontology is to produce a wider design SENTP ontology that can be adapted to wider teaching purposes.
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Reed, Susan Margaret. "Creative journeys : enlivening geographic locations through artistic practice." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621915.
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Creative Journeys contribute to our knowledge of how practical ontology navigates multi-perspectives through an auto-ethnographic journey with material. I investigate how it may be possible to navigate geographic locations – Norway, Britain and Spain – through knitting as an approach to practical and philosophical exploration. In Creative Journeys I am in a process of reflexive practice, engaged in external and internal dialogue, haptic encounters, challenges and creative action. My thesis suggests that engagement with material is a fluid process and understanding evolves, so too does my journey in life. In such circumstances material functions as a mediator; creates a bridge between hand, movement, time and space. Material transcends boundaries, assists orientation and facilitates articulation of aesthetics, reminiscence, symbols, patterns, colour, sensory appreciation; all of which contribute to an understanding of relationships. Body is material and being conscious of body movement with the rhythm of diverse locations enables me to make connections through daily events, to attune to different atmospheres. In such a journey there are moments of harmony and misunderstanding, discord and adjustments; interruptions occur with energy and disrupt patterns of life. These are crossing points which enable me to experience myself through the perspective of the other; to understand how situated knowledge changes in relation to diverse perspectives; and to understand how I may contribute to the social fabric of life of diverse locations through the art of paying attention to detail. Creative Journeys are investigated through three questions: How do I relate to the world? How do art subjectivities manifest themselves through art practice? How does art evolve through relations? The questions are examined within the perspective of situated knowledge; subjectivities; material of location and practice. Investigating material in the context of these questions provides opportunities to develop capacities to navigate social, cultural and political orientation, economy, health, race, gender and belief, which all impact on the journey. My approach to the thesis evolved through my relations with creative works of knitted artefacts which I documented in personal journals. The components of practice have woven threads of inquiry through theory and reflective critical practice and form an aspect of the viva voce examination. Along with the illustrations they contribute to 20% of the written component of the thesis.
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Carey, Charlotte. "Gender and entrepreneurship in creative industry career journeys." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631681.
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This thesis represents an interdisciplinary study with original theoretical contributions to knowledge identified across three distinct disciplines: Entrepreneurship, the Creative Industries and Gender Studies along with methodological contributions with regards the use of research diaries as a data source. The last fifteen years have seen a huge focus, from policy makers and researchers, on entrepreneurship and the creative industries. Both have been seen as key drivers for economic growth in the UK and beyond. Studies have been wide and varied, looking at both disciplines individually and more recently where they converge. However, there is a paucity of research into the role that gender plays within this sector, and specifically the impact of gender on entrepreneurship within the creative industries. Using a highly reflexive approach, this study examined the career stories of a cohort of fine art graduates, the cohort with whom the researcher had graduated (1991-94, BA Fine Art, Wolverhampton School of Art and Design). The rationale was to make the best use of insider perspective and to access a group who had all had the same starting point, were within a similar age group (38-44), had worked through the ‘Blairite’ creative industries/economy policy framework and most likely had had to consider their ambitions as parents. It was considered that this group would offer a concentrated sample of creative graduates’ experience. Participants were interviewed using a narrative methodology and detailed career stories were gathered. The study took an inductive, grounded theory approach, making use of memoing and research diaries to aid reflexivity. Though a process of open, axial and thematic coding (Strauss and Corbin, 2003) themes emerged which, although linked to the original literature, also extended to new themes and topics which helped to better understand and explain where entrepreneurship fits within creative industry career journeys. Both theoretical and methodological contributions to knowledge are made:
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Hugo, Wayne. "Journeys of the learning soul: Plato to Descartes." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1005917.
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This thesis aims to build up a picture of what it has meant for us within the western canon to educate a human being through the depths and heights of existence. It uses narrative accounts of educational journeys from ancient, medieval and early modern sources to develop an integral picture of the spectrum of education along with the techniques and fore-structures needed to guide a student through the various stages and encounters. Key metaphors, journeys and relationships - Diotirna's ladder of beauty, Plato's cave, Philo's Abraham and Sarah, Origen's bride and Bridegroom, Plotinus' journey of the alone to the Alone, Augustine's Confessions, the tragic love of Abelard and Heloise, Dante's encounters in the infernal, purgatorial and paradisical realms of human experience, Shakespeare's great playing within the same realm, and Descartes' doubting genius provide a rich ensemble, each resonating with the next, opening out intellectual, affective, volitional, and imaginative paths through the full terrain of human existence. This multidimensional approach points towards a flexible and insightful pedagogics that works with the enormous variety and capacity of human learning rather than heavy-handedly insisting on one path, or, even worse, not recognizing and dealing with specific areas of human living that occur in the upper and lower reaches of our educational endeavours. Phenomenological, Hermeneutic and Integral methods suggested by Heidegger and Wilber amongst others were used to inform the process of research. The results of this thesis are not contained in its reconunendations but in the effects of its reading. It is itself a tool that embodies and encourages the principles of an educational tradition that has existed within the history of western learning, not seeking a return to ancient or medieval ways but to provide a backlight that assists current initiatives working with the full range of human potential.
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Hoskin, Robert. "Beyond collaboration: Trans-cultural journeys in the Kimberley." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/f5085158794fd3f1f1b8f0b2c0b41f2856f7fab02e21040447e9eee2ff004f53/9748956/201404_Robert_Hoskin.pdf.
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My research/inquiry concerns trans-cultural journeys made with people from Mowanjum, an Aboriginal community in the Kimberley. These journeys provided an opportunity for me and other non-Aboriginal participants to experience land and culture in a unique way. I began with the question what is the nature and meaning of trans-cultural collaboration involving Aboriginal land. I found the concept of collaboration limiting as I and others were challenged by an Aboriginal ontology and world view. My thesis presents insights from each journey, noting the importance of relating and relationships. I sought to present an approach which took seriously the question of what it means to relate with Aboriginal people on their land, allowing this experience of relating to deconstruct my approach to life, research and relating.
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Playko, Marsha Ann. "The voyage to leadership : journeys of four teachers /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688973684765.
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Snider, Tenaya J. "Diamonds on a Flagpole: A Collection of Journeys." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/244783.
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Diamonds on a Flagpole is an original collection of poetry exploring the theme of journeys. In its most basic definition, a journey is a change, whether in a physical location, moment of understanding, or emotional state. Physical, intellectual and emotional journeys are represented through images, places, and language. A distinctive narrative style grounds the reader within time and space to create vivid scenes. These poems are inspired by traveling, childhood memories, relationships, and everyday occurrences. Each journey encountered in this collection is a unique moment on a larger scale: a diamond on a flagpole.
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McCarthy, Catherine. "Social anxiety : personal narratives on journeys to recovery." Thesis, University of East London, 2014. http://roar.uel.ac.uk/4379/.
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Introduction: Social anxiety is a common experience. For some it is a debilitating, chronic difficulty, which becomes problematic during childhood and can have devastating effects. Talking therapies are useful for many, particularly in reducing anxiety. However, many people never access treatment and for those that do, therapies do not tend to improve their quality of life, particularly their social worlds. Do we need to look beyond clinical recovery measures when assessing therapeutic outcomes? There has been no research that has explored personal recovery in social anxiety. This thesis seeks to understand whether people with problematic social anxiety experience personal recovery and if so, how. Methods: A participatory action research (PAR) approach was used to develop the project. People with problematic social anxiety advised on study design, data collection, analysis and dissemination of the findings. 8 narratives of living with problematic social anxiety were collected to explore how people negotiate social anxiety and what this can tell us about personal recovery. A narrative analysis was then carried out, drawing upon Frank’s (1995, 2012) dialogical narratives analysis of illness stories and Adame and Hornstein’s (2006) typology of emotional distress narratives. Findings: The participants’ stories of living with problematic social anxiety highlighted the variety of ways that people make sense of this difficulty. The types of stories told were reminiscent of Frank’s (1995, 2010) illness narratives, as people told stories of restitution, chaos and quest. People drew upon traditional, counter and alternative mental health narratives to negotiate social anxiety, reminding us of the multiple ways people can find to overcome emotional distress. Discussion: The PAR study showed how people struggling with a mental health difficulty can be at the centre of research which strives to better understand their struggles and improve talking therapies. The study reminds us that the “social” aspects of social anxiety need to be better acknowledged within therapies so that we do not only focus on reducing anxiety but help people improve their relationships and quality of life.
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McLay, Graeme David. "Understanding the role of information in the passenger rail industry." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342751.
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Bartleet, Brydie-Leigh. "Gendering the podium : the journeys of professional women conductors /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18509.pdf.
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Yeh, Joyce Hsiu-Yen. "Journeys to the West : travelling, learning and consuming Englishness." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418442.
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Swann, Natalie. "A cross-generational narrative examination of women's career journeys." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1566783.
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The purpose of this qualitative study was to examine women's career journeys and how these journeys vary by generational cohort. Sixteen women wage-earners were interviewed to examine women's career journeys and how these journeys vary by generation. Specifically, the internal and external barriers to and facilitators of women's career advancement, success and fulfillment were examined. The women reported five influencers on their career choices: mentors or role models, work-life balance considerations, passions and interests, financial needs, and hostile work environments. The process of career planning and exploration the women described was consistent across the generations and included a period of exploration, failure of their initial plans leading to continued exploration or limbo, and their avocations and careers ultimately seeming to unfold naturally.
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Weitzman, Sabina D. (Sabina Diane). "Water, waterworks and water journeys in South Florida's Everglades." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/70859.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1990.Includes bibliographical references (p. 125-127).
This thesis is an exploration of how architectural form could make the movement of water through a particular landscape evident. The project is a design of a journey through a portion of South Florida's Everglades traversed by waterworks structures which protect the region's developed land from flooding. The notion is that while the marsh has been seriously damaged by flood control efforts, both the marsh and the waterworks are important. Both are awesome in extent and complexity. Because of their monumental scale and the subtlety of their ways, however, that they exist, what they do and the nature of their conflict is difficult to perceive.The more general issue may be understood as a problem of getting the scale of the Everglades -- and the scale of 2,000 miles of canals -- to make sense at the scale of a person. The book is organized in three parts. The first describes these issues of scale and perception, and presents the idea at the landscape-size gesture to mark a small piece at it as place, site. This section describes the ways in which water behaves in the marsh and · in the man-made system, introducing the notion that a construct -- a third way of ordering the water -- could make the water's behavior in both systems explicit. The second part of the book presents the proposed design by describing how one would experience such forms in a journey through the sitE!. Here, human movement and the movement of water are described in parallel. The journey is made partly by boat, partly on foot. It is a "tour" of the waterworks, leading one through canals and levees that converge at a pumping station on the site, and of the marsh that survives this extensive intervention. The third part is a recapitulation of the journey, linking it with the more general issues of scale and perception.
by Sabina D. Weitzman.
M.Arch.
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Diaz, Christina. "Nevertheless, She Persisted| The Educational Journeys of Latina Principals." Thesis, The University of Texas at San Antonio, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10794047.
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Latina principals play an important role in addressing the challenge of Latinx educational attainment (completing high school, college and graduate school). This study utilizes the theory of community cultural wealth (Yosso 2005, 2006) to explore the student and career experiences of Latina principals of Title I schools in a large southwestern city. The study addresses three key research questions: (1) How did Latina principals experience community cultural wealth as students during their K-16 educational journey? (2) Based on these experiences, how do Latina principals recognize and use community cultural wealth in their current professional practices? (3) Does the analysis of their experiences identify any new forms of capital to enrich the extant scholarly understandings of community cultural wealth? Data were drawn from qualitative semi-structured interviews with Latina principals in nineteen Title I schools. The study demonstrated that the Latinx community possesses unrecognized reservoirs of strength that played a significant role in the academic and professional achievements of the Latina principals who were interviewed. The study also revealed that the various forms of community cultural wealth are closely intertwined, thereby contributing to the success of these principals. Two additional forms of cultural wealth were also identified – ganas capital and raza capital.
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Lovie, Rachel. "Paths with heart : transformative journeys in the imaginal realm." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/88974/.
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My inquiry is a hermeneutic investigation into the lived experience of, and interpersonal and intrapersonal processes involved in, transformative learning in primarily affective and imaginal modes of being. Through the lens of an extended epistemology, my inquiry challenges assumptions that critical-thinking and conceptual-rational knowing should be central to the process of perspective change. We experience, interpret, and know the world through the body, imagination and intellect, and yet the intellect is often privileged in the process of transformative learning. This inquiry seeks a more expansive understanding of the multiple ways in which perspective change might be achieved. It explores the notion that our affective and imaginal capabilities play a significant role in development because they are central to meaning-making. My inquiry investigates the proposal that specific creative methods and methodologies can be employed intentionally to facilitate self-knowing and insights that can lead to change. It explores development as a creative process and through creative processes. An empathic approach of ‘methodological believing’ is employed to explore the roles of multiple modes of presence and ways of knowing in developmental learning. Through my inquiry, we gain a more nuanced understanding about what it might mean to transform. My findings support the argument that critical self-reflection is not always necessary for transformative experience, and that symbolic and performative acts, when guided by intent, can result in the embodied integration of insights and realisations. However, often transformative experience marks the beginning of a much longer process of change, which cannot be guaranteed. The contributions of the inquiry include development of the concept of the rite-of-passage as a useful metaphor for the process of development. Experiences of transformative journeys are synthesised into a rite-of-passage process network that illustrates the interpersonal and intrapersonal processes of transformative learning in affective and imaginal modes of presence.
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Baumann, Mechthild, Astrid Lorenz, and Kerstin Rosenow. "Linking immigration policies and migrants' journeys: an interdisciplinary endeavor." Budrich UniPress, 2011. https://ul.qucosa.de/id/qucosa%3A13063.
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Both the interests of nation states to manage migration and the behavior of migrants during their individual journeys have mutually reinforcing effects on the design and functioning of contemporary migration regimes. This assumption has motivated the interdisciplinary approach of this volume. The aim is to understand how immigration policies affect migrants’ journeys and vice versa. We want to find out whether or not the assumptions that lead to the design of immigration policies reflect reality. Does border control prevent irregular immigration? And what is the role of the various actors, including the countries of origin, transit, and arrival, and the migrants themselves? In order to answer these questions, we bring together insights from political science and ethnographic field work—two disciplines which have so far debated their insights mainly within separate research frameworks. The articles take into account the interests of the migrants’ countries of origin, transit and arrival, as well as the motives and strategies of the migrants themselves. The resulting findings are relevant to both policy makers and scientific experts, but also to anyone interested in governing migration.
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Heldenfels, Richard D. "Mark Twain and Henry James: Different Americans, Similar Journeys." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302543053.
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Carrozzo, Michael Anthony. "Journeys to Byzantium? Roman Senators Between Rome and Constantinople." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274982655.
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