Dissertations / Theses on the topic 'Methodology of inquiry'
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Dorogi, Daniel. "Comparative historical cultural inquiry, a multidisciplinary methodology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61551.pdf.
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Kong, Moreno Maynard J. "Educating Scholars in Sciences through Inquiry Methodology." Revista de Química, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99545.
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La problemática de la educación escolar en elLatinoamérica, particularmente en los cursos de cienciasnaturales en Primaria y Secundaria, ha inducido a la necesidadde reformular el modo de enseñanza tradicional. Entre otrasmetodologías, se espera que la Educación en Ciencias Basadaen la Indagación (ECBI) favorezca actitudes propias de unpensamiento crítico y científico en los educandos, lo cual esindispensable para el desarrollo científico-tecnológico de lospaíses de la región.A continuación se da a conocer algunas experiencias sobrecómo se lleva a cabo este proceso de indagación en las clasesescolares, los principios de esta metodología, las dificultadesen su aplicación y la necesidad de trazar los ejes de un planestratégico para su ejecución, desarrollo y evaluación ennuestro país.Education issues in Latin American schools, particularly innatural sciences subjects at Primary and Secondary schoollevel, have caused the need to redefine traditional teachingmethods. Among other methodologies, it is expected that theInquiry-Based Science Education (ISBE) will favour attitudesproperly of critical and scientific thinking in students, whichis quite important for the scientific and technologicaldevelopment of the countries of this region.Experiences on how this inquiry process takes place inschool sessions, the principles of this methodology, difficultieson its application and the requirements to draw guidelines fora strategic plan, its execution, development and evaluation inour country, are shown next.
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Ashe, Ariel Sky. "Inquire Within: The Connection between Teacher Training in Inquiry Learning Methodology and Classroom Practice." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1988.
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This study describes the effects of an 11 week training for 2 preschool teachers focusing on systematizing an inquiry learning approach inspired by the literature on Reggio Emilia inspired practices. This study uses a qualitative, multi-methodology approach including interviews, examination of classroom documentation, and examination of the Broderick and Hong Cycle of Inquiry (© revised 2007) planning forms. Qualitative coding and narratives describe each teacher's data taken at 3 intervals in the study and describe changes, challenges, and successes in teacher practices. Results indicate that these teachers learned successful inquiry learning strategies and grew in both their understanding of the process and their ability to translate this to the classroom. Further studies are needed to determine the effects of adding administration to the mentoring process and if a short-term training can change long-term classroom practices.
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Shidmehr, Nilofar. "Poetic inquiry : a responsive methodology in research and education." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46160.
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My PhD dissertation explores a qualitative methodology of inquiry in the humanities, social sciences, and education called poetic inquiry. The exploration takes place in three movements. The first movement inquires into poetry, as a distinct form of expression from prose, that is concentrated, performative, and affective, resulting from a unique creative process in which the poet responds to her past experiences attentively. This process is promoted by the poet becoming a self-for-an-other whom she presents in her poetry. Here, responsiveness is the lyrical dimension of living that the poet brings to her writing to inspire it. The second movement is a collection of my poetry written in Canada, responsive to the question of my identity as an Iranian-born woman living in diaspora. The poetry is followed by an example of poetic inquiry that emerges out of an intuition of the pathos of belonging/non-belonging and unhomeliness of the world experienced by immigrants. Finally, the third movement includes both an examination of poetic inquiry as a minor form of research distinct from prose-based methodologies and its application to the discourse of the politics of recognition which informs major researches on immigrants’ identities and their recognition in multicultural societies such as Canada. In poetic inquiry, the researcher not only employs a conventional research methodology but, as a poet, also responds ethically to her research in the same way a chorus in Greek drama responds to the dramatic narrative enacted on the stage. This responsiveness is an invocation that makes discursive inquiry act in ways different from its orderly operations so as to transform itself into poetic inquiry. Poetic inquiry includes both customary research and responsiveness as the lyrical dimension of inquiry. I advocate for re-inclusion of the lyrical in the realm of knowledge as research and education. By adding lyrical sensibilities into education, we can restore coherence, enactive complexity, and intensity to educational practices and renders them into educational poetics as termed by Gitlin and Peck. To theorize poetic inquiry, I borrow concepts from philosophers, poetry scholars, literary theorists, and poets such as Deleuze and Guattari, Levinas, Zwicky, Bakhtin, Bachelard, Auden, and Leggo.
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Mwaluko, George S. "An inquiry based intervention methodology for business management problems." Doctoral thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9711.
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Includes bibliographical references.In this thesis different reasons for the failure of intervention efforts are explored. These reasons, which are at the level of theory, methodology and method, show that in the field of management intervention, there is a problem arising from conflicting opinions. For instance, at the level of theory, though writers agree that intervention efforts fail because they are based on theories that are inadequate, they differ on what an adequate theory is. Reasons given at the level of methodology and method also differ. For example, some attribute the failure of intervention efforts to their inability to deal with organizational processes, or organizational design. Yet, others blame the inability of intervention efforts to deal with organizational culture, or organizational politics, for their failure. A furthermore problem stems from the existence of different intervention methodologies. This presents organizations with the dilemma of not knowing which of these methodologies should be adopted. The main objective of this thesis therefore, is to conduct further research aimed at addressing this problem.
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Puglielli, Leanne. "Experiential Cooperative Inquiry as a methodology for effective change /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261485564.
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Wilcke, Juliane Charlotte. "An evaluation of means of inquiry into the biological evolution of consciousness." Thesis, University of Canterbury. Department of Psychology, 2010. http://hdl.handle.net/10092/5070.
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How can the biological evolution and functions of consciousness be studied? The purpose of this thesis was to determine not only what means of inquiry are available to do so but also how good they are or, more specifically, how promising they are with respect to the research goal of giving a scientifically respectable evolutionary explanation of consciousness. Because no suitable or easily adaptable evaluation system or set of evaluative criteria was available, I constructed a systematic tool for evaluating the promise of means of inquiry. The evaluation tool has three dimensions--relevance, efficacy, and practicality--with two criteria each, which are assessed independently (except for the relevance criteria) and synthesised into dimensional and promise scores. This tool served to evaluate, and advise on, 23 means of inquiry that have been used in the investigation of the evolution of consciousness, including its adaptation status and evolutionary functions.
The core of the thesis is formed by the evaluation tool and its application. After establishing the need for an evaluation of means of inquiry in this area and presenting the evaluation tool constructed for this purpose, I apply the tool to arguments that consciousness is an evolutionary adaptation, to general reasoning strategies, and to evolutionary strategies. This thesis core is preceded by a contextual introduction to consciousness and evolutionary theory and by the dismissal of some sceptical positions. It is followed by a comparative review of the evaluation results and an evaluation of the evaluation tool. The main contributions of this research consist of the promise evaluation tool for means of inquiry, which is underpinned by a new evaluative theory and available for use by other researchers; and, through the tool's application, an improved understanding of means of inquiry and recommendations about which of them to use for the present research goal.
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Kreher, Harald. "Self-organisation and soft systems methodology : an inquiry into their mutual relationship and relevance." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359855.
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McKay, Derek Murray. "Tensions between the rational and the conventional, critical reflections on the methodology of sociological inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0032/MQ30700.pdf.
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Watson, Heather. "A critical study of the multiview methodology : a poststructuralist textual analysis of concepts in inquiry." Thesis, University of Salford, 1995. http://usir.salford.ac.uk/14713/.
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This thesis considers the concept of information as meaning through the following research question: how can we work critically with a tradition of information systems development methodologies? Motivation for this derives from the way 'hard' methodologies have traditionally regarded information as structured data. This neglects 'soft' concerns for how people attribute meaning to data through a process of 'inward-forming' as they use data to make sense of a situation. The research is potentially important insofar as it considers how viewing information as structured data may have confused attempts at theory building. That is, if information is conceived of as structured data, then this may be reflected in how we conceive of a methodology's theory with the result that the meaning of a methodology becomes guaranteed by the theory. This gives rise to a prescriptive tradition of theory that is potentially misleading because it neglects the personal skills of those who use methodologies. This is investigated through a descriptive/interpretive research approach using a poststructuralist textual analysis of concepts in the theory and practice of a methodology. While structuralism views meaning as something static contained 'within' a text that readers passively consume, poststructuralism emphasises how readers actively derive meaning through their interactions with texts. In addressing the hermeneutic and deconstructive aspects of poststructuralism, the research draws on the philosophers, Paul Ricoeur and Jacques Derrida respectively. With regard to Derrida, deconstruction is used to argue how the main position asserted by a methodology's texts is undermined by elements within the texts themselves. This critically questions the foundations on which a methodology claims to be based. The general purpose is to build theories of methodology that address information as meaning. To this end, the thesis centres on four areas of investigation: it considers themes associated with linking 'hard' and 'soft' methodologies, investigates a specific methodology that links such approaches, raises a critical element by deconstructing concepts in inquiry, and considers implications for the relationship between theory and practice of methodology. The area of application for the research was Multiview Methodology (MVM) because it combines a range of existing methodologies that reflect 'soft' concerns for how people interpret meaning as well as a traditional 'hard' focus on structuring data for use on computerised information systems. The deconstructive approach used in this research is not yet common in the field of information systems. As such, this research is intended to contribute towards new critical strategies that challenge methodologies as conceptual systems in their own right as distinct from strategies that challenge their authors. Focusing on the conceptual implications of methodologies rather than their authors' intentions resulted in four main outcomes: a conception of paradigm as network, which refers to a shared conception of meaning, though commitments to beliefs in particular models vary from heuristic to ontological; a Trojan horse phenomenon, which refers to tendencies to reiterate limitations criticised in others; constraints of traditional print media insofar as these are associated with linear and static descriptions of methodology in use; and methodology as metaphor, which refers to the process through which we understand the unfamiliar in terms of the familiar thereby creating new concepts while still retaining aspects of our past experiences.
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Li, Ping-Yeh. "Toward 21st century Wundermaschinen : a practice-based inquiry developing media archaeology as an artistic methodology." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3633.
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This practice-based thesis aims to construct a practice framework in the field of new media art that can be multi-disciplinary, reflective and productive in nature, and has potential implications for the relationship of humans and machines in the 21st Century. The core focus of this research is on how a media archaeological exploration of Wundermaschinen promotes an approach to Media Art practice that engenders wonder and expands our vocabulary about wonder is. Building on reflections on creative projects Sensing Energies (2012) and Spirit Exposure (2012-2013), specific concerns emerged. It is argued that further practices of information visualisation move away from scientific and explanatory means, and otherwise explore how they are in line with similar developments in Media Art practice. It is then recommended to embrace a paleontological view on media development, and explore the hidden motives in practice of technology for observation. In other words, a media archaeological approach is adapted to excavate the family resemblance characteristics and unrealized dreams of Wundermaschinen. A review of contemporary maker-culture also suggested that we go beyond the homogenisation of novelty in open source making and examine specific experimental aspects. To inform making activities thus conceived, a speculative framework of ‘21st Century Wundermaschinen’ is proposed: rarity and refined labour, information-oriented visual complexity, performance-like setting for specific sensuousness, embracing knowledge across disciplines, assembling multiple epochal technologies, and machinery of curiosity. This framework is then applied through five experimental projects conducted between 2013 and 2016 that each has been documented the developmental context, implementation, technical ii details and audience response. The results of this application are discussed and reflected to locate their characteristics of experience, aesthetic potential, and suitability for media research. This practice-based research makes the following contributions: (i) a design framework for new media practitioners and HCI designers, (ii) a method of utilizing maker tools that critically contextualise themselves to broader techno-historical context of technology, (iii) an aesthetic and analytic strategy expressed as a framework which re-examines contemporary human-machine relationships, and (iv) a set of provocative examples that reflects on, and provides practical examples for, a media archaeology as artistic methodology.
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Jerome, Tana Michelle. "A model for incrementally transforming the science classroom from traditional instruction to inquiry." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2998.
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Explores the implementation of inquiry into the science classroom and presents a model for incrementally changing the traditional (behavioralist) instruction found in the science class to inquiry-based (constructivist) instructional strategies.
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Hurt, Kara Marie. "Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804886/.
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Teaching is a central role of counselor educators. However, teaching in counselor education lacks guiding standards or best practice recommendations. Existing scholarly dialogue predominantly features the perspectives of educators and addresses content knowledge, techniques, activities, and assignments for courses across the curriculum with relatively less emphasis on foundations of teaching. The purpose of this study was to develop greater understanding of counselor educator dispositions, orientations, and behaviors that students perceive as important to their learning. Q methodology was utilized to gather and distill counselor education students’ (N = 48) preferences for characteristics identified via focus groups and a comprehensive literature review. Factor analysis revealed four distinct factors, upon which 45 participants’ sorts loaded and which accounted for 41% of total variance. The findings of this study support the importance of the person of the counselor educator in the teaching and learning process in addition to behavioral characteristics. Moreover, these findings support the use of student learning style assessments and customization of course facilitation to fit students’ unique preferences and values.
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Wells, Keith P. "Planning the content and the teaching for an inquiry-based Masters level course in theological research methodology." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Fels, Lynn. "In the wind clothes dance on a line : performative inquiry--a (re)search methodology : possibilities and absences within a space-moment of imagining a universe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0011/NQ38884.pdf.
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Clark, Cammi. "When Bad Genes Ruin a Perfectly Good Outlook: Psychological Implications of Hereditary Breast and Ovarian Cancer via Narrative Inquiry Methodology." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1565254126257837.
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Lawson, Hazel. "Exploring the relationship between teaching, assessment and research methodology : an inquiry into pupil involvement with pupils who experience severe learning difficulties." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317997.
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Baker-Lawrence, Anika Rae. "An Investigation into Instructional Support for Data Analysis in High School Science Inquiry." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1534.
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The implementation of scientific inquiry in the high school classroom has proven to be not only relevant and exploratory, but challenging and engaging as well. This style of curriculum design has been recognized as a primary means of achieving the goals and objectives set by the National Resource Council (NRC, 1996). While much research has shown that science inquiry helps students to gain understanding of content knowledge, little research has been conducted to assess gains in higher order thinking skills, specifically those related to data analysis (Anderson, 2002; Germann and Aram, 1996; Hofstein, Navon, Kipnis, and Mamlok-Naaman, 2005; Miner, Levy, and Century, 2009; Windschitl, Thompson, and Braaten, 2008; Zohar and Dori, 2003). Through a better understanding of the scientific inquiry process as well as insights into students' struggles with data analysis, we can better understand how to effectively implement strategies in the classroom that encourage the higher order thinking skill of data analysis. This mixed methods, multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland, Oregon metropolitan area and the data analyses that students produced in their accompanying work samples. The results of this study indicate that students struggle to produce proficient analysis and interpretations of data. The areas of student struggle were in the areas that required higher order thinking: analyzing results, drawing conclusions, and communicating results. Furthermore, this research discusses areas of data analysis instruction that may benefit from professional development opportunities.
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Wilder, Michael Gregg. "Improving Hypothesis Testing Skills: Evaluating a General Purpose Classroom Exercise with Biology Students in Grade 9." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/427.
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There is an increased emphasis on inquiry in national and Oregon state high school science standards. As hypothesis testing is a key component of these new standards, instructors need effective strategies to improve students' hypothesis testing skills. Recent research suggests that classroom exercises may prove useful. A general purpose classroom activity called the thought experiment is proposed. The effectiveness of 7 hours of instruction using this exercise was measured in an introductory biology course, using a quasi-experimental contrast group design. An instrument for measuring hypothesis testing skill is also proposed. Treatment (n=18) and control (n=10) sections drawn from preexisting high school classes were pre- and post-assessed using the proposed Multiple Choice Assessment of Deductive Reasoning. Both groups were also post-assessed by individually completing a written, short-answer format hypothesis testing exercise. Treatment section mean posttest scores on contextualized, multiple choice problem sets were significantly higher than those of the control section. Mean posttest scores did not significantly differ between sections on abstract deductive logic problems or the short answer format hypothesis testing exercise.
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Hudson, Maren. "Examining the Understanding of Inquiry-Based Learning and Teaching Among Undergraduate Teachers and Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3338.
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One of the main aims of inquiry is to engage students as active, not passive, participants in science. The purpose of this study is to describe science educators’ and students’ views about inquiry-based instruction in order to better understand and improve implementation of evidence-based teaching strategies. Inquiry-based techniques have been shown to improve student understanding of scientific concepts, yet, there continue to be challenges in implementing these techniques. This research project utilizes Q Methodology, a research method that captures both common and disparate measures of subjectivity, to identify commonalities and defining viewpoints about inquiry-based teaching and learning. Three significantly different viewpoints were identified and each viewpoint represents differences in teaching styles and classroom environments. Additionally, consensus items reveal students and instructors highly value relating science to everyday life; however, a lack of importance is placed upon peer learning and use of open-ended questions.
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Hoffenberg, Rebecca Sue. "An Investigation into Teacher Support of Science Explanation in High School Science Inquiry Units." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1103.
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The Framework for K-12 Science Education, the foundation for the Next Generation Science Standards, identifies scientific explanation as one of the eight practices "essential for learning science." In order to design professional development to help teachers implement these new standards, we need to assess students' current skill level in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland metro area and the scientific explanations the students produced in their work samples.
Teacher Instructional Portfolios (TIPs) were analyzed with a TIP rubric based on best practices in teaching science inquiry and a qualitative coding scheme. Written scientific explanations were analyzed with an explanation rubric and qualitative codes. Relationships between instructional practices and explanation quality were examined.
The study found that students struggle to produce high quality explanations. They have the most difficulty including adequate reasoning with science content. Also, teachers need to be familiar with the components of explanation and use a variety of pedagogical techniques to support students' explanation construction. Finally, the topic of the science inquiry activity should be strongly connected to the content in the unit, and students need a firm grasp of the scientific theory or model on which their research questions are based to adequately explain their inquiry results.
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D'Adamo-Damery, Philip Carl. "Ontological Possibilities: Rhizoanalytic Explorations of Community Food Work in Central Appalachia." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51247.
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In the United States, the community food movement has been put forward as a potential solution for a global food system that fails to provide just and equitable access to nutritious food. This claim has been subject to the criticism of a variety of scholars and activists, some of whom contend that the alternative food movement is complicit in the re-production of neoliberalism and is therefore implicated in the making of the unjust system. In this dissertation I use theories of Deleuze (and Guatarri) and science and technology scholars to enter the middle of this dichotomy. I argue that both readings of community food work, as just and unjust, rely on realist epistemologies that posit knowledge as representative of an existing reality. I alternatively view knowledge as much more contingent and plural, resulting in a multiplicity of realities that are much less fixed. The idea that reality is a product of knowledge, rather than the inverse, raises the question of how reality might be made differently, or of ontological politics. This is the question I set out to interrogate: how might the realities of community food work be read and made differently, and how this reading might open new possibilities for transformation? To explore this question, I conducted interviews with 18 individuals working for three different non-profit community food organizations in central Appalachia. I used and appreciative inquiry approach to capture stories that affected these individuals' stories about their work captured their visions and hope for food system change. I then used a (non)method, rhizoanalysis, to code the data affectively, reading for the interesting, curious, and remarkable, rather than attempting to trace a strong theory like neoliberalism onto the data. Drawing on Delueze and Guattari, I mapped excerpts from the data into four large narrative cartographies. In each cartography, the narrative excerpts are positioned to vibrate against one another; my hope is that these resonances might open lines of flight within the reader and space for new ontological possibilities. For adult and community educators, I posit this rhizoanalysis as a poststructuralist contribution to Freire's concept of the generative theme and of use to broader project of agonistic pluralism.Ph. D.
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Hewett, Dave. "Understanding and writing a methodology of intensive interation : teaching pre-speech communication abilities to learners with severe learning difficulties: a naturalistic inquiry using qualitative evaluation methods." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309942.
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Rodrigues, Paula. "Investigação de Acidentes de Trabalho num Armazém." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Ciências Empresariais de Setúbal, 2016. http://hdl.handle.net/10400.26/11113.
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Na literatura referente a acidentes existe um sem número de métodos de investigação, sendo na sua grande maioria desenvolvidos para indústrias específicas, tais como, a indústria química, a nuclear, a aeronáutica, a de transportes ferroviários, etc.. Tendo uma oferta tão elevada, para quem investiga um acidente pela primeira vez sente dificuldade em escolher o procedimento a seguir.
De forma a solucionar este problema a que se deparam muitos THS (Técnicos de Higiene e Segurança no trabalho) decidi investigar três acidentes de trabalho ocorridos num armazém com metodologias diferentes. Comecei por analisar o método utilizado pela empresa que se baseia num simples registo do acidente, a árvore de causas a mais utilizada atualmente e por fim a que mais me suscitou interesse nas investigações realizadas até à data pela sua simplicidade e eficácia, a árvore dos porquês.
Com o objetivo de auxiliar a empresa com as lacunas identificadas foram propostas algumas ações tendo como base as conclusões dos acidentes estudados. Foi ainda criado um ficheiro Excel de seguimento de acidentes para registar as conclusões de cada investigação.
A investigação de acidentes de trabalho não é de fácil ação sendo necessário realizar várias etapas que por vezes não são tão conclusivas quanto o que gostaríamos, o trabalho dos técnicos passa pela tentativa constante de diminuição do risco de acidente na empresa, para isso a escolha de uma boa metodologia pode ser determinante.
Assim sendo, após a ocorrência do acidente deve ser realizado um registo como o que já está aprovado na empresa, posteriormente deve ser feita uma investigação utilizando a metodologia da árvore dos porquês para identificar a causa raiz. Por fim são traçados os planos de ação e aplicados nos locais correspondentes. A empresa XPTO Armazéns só acrescenta valor em ter uma análise mais coesa e concreta, que a curto prazo será evidente na diminuição de custos.In referring literature the accidents exist one without number of inquiry methods, being in its great majority developed for specific industries, such as, the chemical industry, the nuclear one, the aeronautics, of railroad transports, etc. Having it offers so high, for who investigates an accident for the first time feels difficulty in choosing the procedure to follow. Of form to solve this problem the one that if comes across many THS (technician of hygiene and security guard in the work) I decided to investigate three occurred industrial accidents in a warehouse with different methodologies. I started for analyzing the method used for the company who if bases on a simple register of the accident, the tree of causes the most used currently and finally the one that more excited me interest in the inquiries carried through until the a dates for its simplicity and effectiveness, the tree of the reasons. With the objective of assisting the company with the identified gaps some actions had been proposals having as base the conclusions of the studied accidents. Still a Excel filing-cabinet of pursuing of accidents was created to registar the conclusions of each inquiry. The inquiry of industrial accidents is not of easy action being necessary to carry through some stages that for times are not so conclusive how much what we would like, the work technician passes them for the constant attempt of reduction of the risk of accident in the company, for this the choice of a good methodology can be determinative. Thus being, after the occurrence of the accident must be carried through a register as what already it is approved in the company, later an inquiry must be made using the methodology of the tree of the reasons to identify to the cause root. Finally the applied plans of action and in the corresponding places are tracings. Company XPTO Warehouses alone adds value in having a coesa and concrete analysis, that short-term will be evident in the reduction of costs.
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Owen, Walter Lee. "A new model of evolution education for middle school science." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2999.
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Proposes a new model for teaching inquiry and critical thinking in the middle school science classroom. This model will assist students in learning the evidence for evolution for themselves, as well as assisting them in developing skills in critical thinking and inquiry. The objective of this model is to create a more scientifically literate student body who can go on to pursue an even greater understanding of the nature of science.
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Ilisei, Iustina-Narcisa. "A machine learning approach to the identification of translational language : an inquiry into translationese learning models." Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/299371.
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In the world of Descriptive Translation Studies, translationese refers to the specific traits that characterise the language used in translations. While translationese has been often investigated to illustrate that translational language is different from non-translational language, scholars have also proposed a set of hypotheses which may characterise such di erences. In the quest for the validation of these hypotheses, embracing corpus-based techniques had a well-known impact in the domain, leading to several advances in the past twenty years. Despite extensive research, however, there are no universally recognised characteristics of translational language, nor universally recognised patterns likely to occur within translational language. This thesis addresses these issues, with a less used approach in the eld of Descriptive Translation Studies, by investigating the nature of translational language from a machine learning perspective. While the main focus is on analysing translationese, this thesis investigates two related sub-hypotheses: simplication and explicitation. To this end, a multilingual learning framework is designed and implemented for the identification of translational language. The framework is modelled as a categorisation task, the learning techniques having the major goal to automatically learn to distinguish between translated and non-translated texts. The second and third major goals of this research are the retrieval of the recurring patterns that are revealed in the process of solving the task of categorisation, as well as the ranking of the most in uential characteristics used to accomplish the learning task. These aims are ful lled by implementing a system that adopts the machine learning methodology proposed in this research. The learning framework proves to be an adaptable multilingual framework for the investigation of the nature of translational language, its adaptability being illustrated in this thesis by applying it to the investigation of two languages: Spanish and Romanian. In this thesis, di erent research scenarios and learning models are experimented with in order to assess to what extent translated texts can be diff erentiated from non-translated texts in certain contexts. The findings show that machine learning algorithms, aggregating a large set of potentially discriminative characteristics for translational language, are able to diff erentiate translated texts from non-translated ones with high scores. The evaluation experiments report performance values such as accuracy, precision, recall, and F-measure on two datasets. The present research is situated at the con uence of three areas, more precisely: Descriptive Translation Studies, Machine Learning and Natural Language Processing, justifying the need to combine these elds for the investigation of translationese and translational hypotheses.
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Silva, Daniel Matheus da. "Estudo da contribuição de um clube de química para a formação do espirito científico." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/75/75134/tde-28022018-091214/.
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O presente trabalho teve por objetivo avaliar a contribuição de um clube de química para formação do espírito científico de alunos do Ensino Médio. O espírito científico, discutido por Bachelard (1996) em seu livro \"A formação do espírito científico\", propõe uma mudança no ser. Ao ocorrer a evolução do espírito, o homem se torna mais crítico e independente com seus conhecimentos, torna-se um ser que valoriza o pensar, que questiona o universo e que não se contenta com representações rudimentares e busca explicações arquitetadas. Partiu-se do pressuposto de que para ocorrer a evolução do espírito, três fatores devem ser levados em conta: ter conhecimento sobre a natureza das ciências, possuir domínio de conceitos científicos que forem necessários para a resolução dos problemas trabalhados e disposição para imersão em problemas científicos. Para isso foi planejado um Clube de Química, que foi desenvolvido no Museu da Ciência professor Mario Tolentino, onde foram aplicadas atividades investigativas a alunos do ensino médio. Com a criação do Clube foi possível realizar um estudo piloto que permitiu o teste e a validação dos instrumentos de coleta de dados, a criação das atividades investigativas teórico-práticas e a melhora do planejamento das atividades e do cronograma do Clube. Para coleta de dados foram utilizados questionários aplicados no início do Clube para levantar o espírito científico dos participantes, roteiro de observação e entrevista com o professor, além das respostas das atividades investigativas. Para análise foi realizada a triangulação dos dados. A análise foi baseada nas características de cada estado do espírito científico discutidas na teoria do desenvolvimento do espírito científico. Com os instrumentos de coleta foi possível levantar indícios de transformações no espírito dos participantes e indicadores de que alguns dos alunos podem estar superando algumas características do estado concreto, como a experiência imediata, o exaltar a natureza e as primeiras imagens observadas dos fenômenos. Os alunos também aparentaram estar mais envolvidos com temas científicos e passaram a questionar mais segundo as observações e entrevista com a professora. Foi possível observar que o desenvolvimento do espírito científico é fruto de um trabalho contínuo e extenso. Em relação às atividades, concluiu-se que a utilização dos dois tipos de método investigativo (teórico e prático) é mais adequada, no sentido de que é garantido ao aluno um espaço para refletir sobre a teoria, organizar seus conhecimentos e discutir com a turma e o mediador. Enquanto a parte prática, além desse espaço, proporciona um momento onde ele irá colocar em prática tudo aquilo que foi pensado e discutido. Pesquisas futuras longitudinais podem ser realizadas para estudar a contribuição da participação no Clube de para o desenvolvimento do espírito científico de seus participantes.The present work had the objective of evaluating the contribution of a chemistry club to the formation of the scientific spirit of high school students. The scientific spirit, discussed by Bachelard (1996) in his book \"The formation of the scientific spirit\", proposes a change in the self. When the evolution of the spirit occurs, the person becomes more critical and independent with his knowledge, he becomes someone who values thinking, who questions the universe and who is not satisfied with rudimentary representations and seeks architectural explanations. It was assumed that for the evolution of the spirit to occur, three factors must be taken into account: to have knowledge about the nature of the sciences, to know the scientific concepts that are necessary for the resolution of the problems worked and a willingness to be immersed in scientific problems. To this end, a Chemistry Club was planned, which was developed at the Museum of Science Professor Mario Tolentino, where investigative activities were applied to high school students. With the creation of the Club, it was possible to conduct a pilot study that allowed the testing and validation of data collection instruments, the creation of theoretical-practical inquiry activities and the improvement of the planning of the Club\'s activities and schedule. To collect data were used questionnaires applied at the beginning of the Club to raise the scientific spirit of the participants, observation script and interview with the teacher, in addition to the responses of research activities. For the analysis, the data were triangulated. The analysis was based on the characteristics of each state of the scientific spirit discussed in the theory. With the data collection instruments it was possible to raise indications of transformations in the participants\' minds and indicators that some of the students may be overcoming some characteristics of the concrete state, such as immediate experience, the exalting nature and the first observed images of the phenomena. The students also appeared to be more involved with scientific topics and began to question more according to the observations and interview with the teacher. It was possible to observe that the development of the scientific spirit is the result of continuous and extensive work. In relation to the activities, it was concluded that the use of the two types of inquiry activities (theoretical and practical) is more adequate, in the sense that to the student is guaranteed a space to reflect on theory, organize their knowledge and discuss with the class and the mediator. While the practical part, beyond this space, provides a moment where it will put into practice everything that was thought and discussed. Future longitudinal research may be undertaken to study the contribution of participation in the Club to the development of the scientific spirit of its participants.
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Sheaffer, Christopher Ryan. "Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/925.
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Educators are increasingly focused on the process over the content. In science especially, teachers want students to understand the nature of science and investigation. The emergence of scientific inquiry and engineering design teaching methods have led to the development of new teaching and evaluation methods that concentrate on steps in a process rather than facts in a topic. Research supports the notion that an explicit focus on the scientific process can lead to student science knowledge gains. In response to new research and standards many teachers have been developing teaching methods that seem to work well in their classrooms, but lack the time and resources to test them in other classroom environments. A high school Physics teacher (Bradford Hill) has developed a unit called Patterns in Nature (PIN) with objectives relating mathematical modeling to the scientific process. Designed for use in his large public school classroom, the unit was taken and used in a charter school with small classes. This study looks at specifically whether or not the PIN unit effectively teaches students how to graph the data they gather and fit an appropriate mathematical pattern, using that model to predict future measurements. Additionally, the study looks at the students' knowledge and views about the nature of science and the process of scientific investigation as it is affected by the PIN unit. Findings show that students are able to identify and apply patterns to data, but have difficulties explaining the meaning of the math. Students' show increases in their knowledge of the process of science, and the majority develop positive views about science in general. A major goal of this study is to place this unit in the cyclical process of Design-Based Research and allow for Pattern in Nature's continuous improvement, development and evaluation. Design-Based Research (DBR) is an approach that can be applied to the implementation and evaluation of classroom materials. This method incorporates the complexities of different contexts and changing treatments into the research methods and analysis. From the use of DBR teachers can understand more about how the designed materials affect the students. Others may be able to use the development and analysis of PIN study as a guide to look at similar aspects of science units developed elsewhere.
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Stockbridge, Kevin. "Queer Teachers in Catholic Schools: Cosmic Perceptions of an Easter People." Chapman University Digital Commons, 2017. https://digitalcommons.chapman.edu/ces_dissertations/17.
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Queer-teacher lives aren’t easy! They experience isolation and bifurcation of their lives on a daily basis. How much more difficult must life be for these teachers in the theologically heteronormative context of the Catholic school? Yet, these teachers remain educators in these institutions, sensing goodness in what they are doing and in the future of these schools. Inspired by this interesting reality of tension, this study asks two important questions. First, how do queer teachers understand their identities as constructed in a Catholic school? Secondly, it wants to know what action teachers will take when they have come to an answer about their constructed identities. This dissertation incorporates queer studies, liberation theology, and critical pedagogy into a bricolage theory to fully address the intersectional lives of its participants. With a methodological approach informed by the ethics of culturally responsive research, this participatory action research begins from a moment of dialogical praxis towards the hope of social engagement. Crafted as a retreat in which queer educators share their stories of working in these institutions, this unique research incorporates the participants into the analysis process as essential actors in understanding the meaning of their own lives. The study reveals the perceptions of queer teachers about the ways that schools make meaning of their role in the educational environment as well as how they make meaning of their lives. Three major themes, “doing queer,” “being queer,” and “enforcing queer” show that these teachers are part of a complex reality in which their identities and performances in Catholic schools are dictated by the pull and push of fear enforced x through many channels in the Catholic school. These themes also show that teachers are actively making new meaning about themselves and acting in ways that seek to dismantle oppression in their institutions. The study also reveals a vibrant spirituality which emerges from the daily experience of being queer in a Catholic school. Geared towards social justice, this spirituality invites us to reimagine that work for social justice may mean pushing into oppression through a paschal victimhood which transforms institutions fundamentally from within.
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Hussain, Dostdar, and Muhammad Ismail. "Requirement Engineering : A comparision between Traditional requirement elicitation techniqes with user story." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70174.
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Requirements are features or attributes which we discover at the initial stage of building a product. Requirements describe the system functionality that satisfies customer needs. An incomplete and inconsistent requirement of the project leads to exceeding cost or devastating the project. So there should be a process for obtaining sufficient, accurate and refining requirements such a process is known as requirement elicitation. Software requirement elicitation process is regarded as one of the most important parts of software development. During this stage it is decided precisely what should be built. There are many requirements elicitation techniques however selecting the appropriate technique according to the nature of the project is important for the successful development of the project. Traditional software development and agile approaches to requirements elicitation are suitable in their own context. With agile approaches a high-level, low formal form of requirement specification is produced and the team is fully prepared to respond unavoidable changes in these requirements. On the other hand in traditional approach project could be done more satisfactory with a plan driven well documented specification. Agile processes introduced their most broadly applicable technique with user stories to express the requirements of the project. A user story is a simple and short written description of desired functionality from the perspective of user or owner. User stories play an effective role on all time constrained projects and a good way to introducing a bit of agility to the projects. Personas can be used to fill the gap of user stories.
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Cuerden, Barbara. "Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events"." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/19679.
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Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables.
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Jacobz, Melville. "Objectivity, power and interests : a sociological analysis." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52376.
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Thesis (MA)--Stellenbosch University, 2001.ENGLISH ABSTRACT: Discourse about the human world has, since Socrates, been structured around the assumption that one view of a given matter is better than competing views, and that argumentation, if carried out correctly and systematically, will favour the view which has the preponderance of reasons and evidence on its side. If this supposition were dropped, the nature of social scientific inquiry would change significantly. For many commentators in the social sciences the ineliminable interpretative dimension of social inquiry and the standpoint-bound character of interpretation lead to the conclusion that we have to abandon any notion of objective truth in the social sciences. The central question raised in this thesis is whether this abandonment is inevitable or even plausible. Is it plausible to conflate objectivity and truth? Is objectivity a possible characteristic of the individual researcher or a characteristic of the scientific research process? Does the cultural environment of the researcher impact on the validity of research findings? If science is a social phenomenon, are scientific beliefs different from other beliefs? How do the interests of the individual researcher or the formal organisation of scientific practice impact on the validity of findings? What role does power play in the shaping of knowledge? These are the questions that will be addressed in the following thesis. The methodology of Max Weber serves as a point of departure and divergences and similarities to the work of Weber are explored in the writings of Kuhn, the Edinburgh School, Latour, Foucault, Habermas, as well as contemporary postmodernist and feminist writers. The analysis of these various concepts and approaches is not presented chronologically, but rather as an exposition of the contributors of various commentators in the fields of both the sociology of science and knowledge, and the philosophy of science.
AFRIKAANSE OPSOMMING: Diskoers oor die menslike wêreld is, sedert Socrates, gestuktureer rondom die aanname dat een siening van 'n gegewe saak beter is as mededingende sienings, en dat argumentasie, indien korrek en sistematies uitgevoer, ten voordeel sal wees van die siening wat gesteun word deur die oormaat van redes en bewyse. As ons hierdie aanname sou laat vaar, sal die stand van sosiaal wetenskaplike ondersoek ingrypend verander. Vir menige kommentator in die sosiale wetenskappe lei die onafwendbare interpretatiewe dimensie van maatskaplike ondersoek, en die standpunt-gebonde aard van interpretasie, tot die gevolgtrekking dat ons enige opvatting van objektiwiteit in die sosiale wetenskappe moet laat vaar. Die kernvraag in hierdie tesis is of hierdie verskuiwing onvermydelik of selfs aanneemlik is. Is dit geldig om objektiwiteit en waarheid saam te snoer? Is objektiwiteit 'n moontlike eienskap van die individuele navorser, of 'n eienskap van die navorsingsproses? Watter impak het die kulturele omgewing van die navorser op die geldigheid van die navorsingsbevindinge? As wetenskap 'n sosiale fenomeen is, is wetenskaplike oortuigings enigsins anders as ander oortuigings? Watter impak het die belange van 'n individuele navorser, of die formele organsiasie van wetenskaplike praktyk, op die geldigheid van bevindings? Watter rol speel mag in die vorming en skepping van kennis? Hierdie is die vrae wat aangespreek word in dié tesis. Die metodologie van Max Weber dien as vertrekpunt, en ooreenkomste tot en afwykings van die sienings van Weber word ondersoek in die werk van Kuhn, die "Edinburgh School", Latour, Foucault, Habermas, sowel as kontemporêre postmoderne en feministiese skrywers. Die analise van hierdie verskeie konsepte en benaderings word nie kronologies aangebied nie, maar eerder as 'n uiteensetting van die bydraes van verskeie kommentators op die gebied van die sosiologie van die wetenskap en van kennis, sowel as die filosofie van wetenskap.
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Bucek, Loren Elizabeth. "Children's Dance-Making: An Autoethnographic Path Towards Transformative Critical Pedagogy." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366147483.
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Künstler, Raphaël. "Défense intégrative du réalisme scientifique contre l’argument pessimiste." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3020.
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Il est souvent arrivé que, par le passé, les scientifiques affirment l'existence d'objets inobservables dont ils rejettent aujourd'hui l'existence. Quelle leçon tirer de ce fait ? On est tenté d'en conclure que les méthodes qu'emploient les scientifiques pour connaître l'inobservable ne sont pas fiables, de sorte que cette connaissance serait située hors de leur portée. Cette thèse identifie et rejette deux présupposés qui conduisent à cette conclusion, à savoir que la méthode de l'hypothèse serait la seule manière de produire des connaissances des inobservables, et que cette méthode se déploierait de manière instantanée. Si, au contraire, les modalités concrètes de l'activité expérimentale et la dimension diachronique de la recherche théorique sont prises en compte, chacun de ces deux présupposés doit être rejeté comme abstrait. La connaissance des effondrements théoriques passés légitime alors la croyance en la vérité des théories actuellesHistory of science presents us with numerous cases in which scientists conclude that an unobservable entity previously posited as real actually does not exist. What the lesson is to be drawn from this fact ? One is tempted to draw the conclusion that the methods employed by scientists to produce knowledge of unobservable objects are not reliable: gaining this knowledge would be beyond their reach. This thesis identifies and rejects two presuppositions that lead to this conclusion: that the method of hypothesis is the only way to produce knowledge of unobservables and that it can be employed in an instantaneous manner. On the contrary, if the concrete modalities of the experimental activity and the diachronical dimension of theoretical research are taken into account, each of these two presuppositions appear to be too abstract and should be rejected. Knowledge of past theoretical collapses then legitimates the belief in the truth of current scientific theories
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Ale, Joanna L. "Appreciating Neurodiversity: ASD Perceptions of Experiences in a Higher Education Transition Program and the Implications for Higher Ed Leaders." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/738.
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Over the past decade, the number of individuals being diagnosed with Autism Spectrum Disorder has risen substantially. One byproduct of increased diagnosis is that more and more students with Autism Spectrum Disorder are applying and being accepted to colleges and universities (Graetz & Spampinato, 2008; Jones, 2012; Smith, 2007; Taylor, 2005; Zager, Alpern, McKeon, Maxam, & Mulvey, 2013; Longtin, 2013; Adreon & Durocher, 2007; Zager & Alpern, 2010). Research in the field of Autism and Higher Education is in its infancy, with a dearth of the research focusing on the challenges and struggles that degree-seeking students with ASD face within higher education. In an attempt to combat these challenges, many colleges and universities across the nation have begun to create post-secondary transition programs, but little is known from the perspective of the students participating in these programs (Adreon & Durocher, 2012). In this following study, Q Methodology was used to obtain information from 30 degree-seeking college students with Autism Spectrum Disorder on their best experiences within a higher education transition program.
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Pane, Debra Mayes. "The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/109.
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Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ decisions to use or not use exclusionary discipline. Therefore, this study set forth the central research question: In relation to classroom interactions in alternative education settings, what accounts for teachers’ use or non-use of exclusionary discipline with students? A critical social practice theory of learning served as the framework for exploring this question, and a critical microethnographic methodology informed the data collection and analysis. Criterion sampling was used to select four classrooms in the same alternative education school with two teachers who frequently and two who rarely used exclusionary discipline. Nine stages of data collection and reconstructive data analysis were conducted. Data collection involved video recorded classroom observations, digitally recorded interviews of teachers and students discussing selected video segments, and individual teacher interviews. Reconstructive data analysis procedures involved hermeneutic inferencing of possible underlying meanings, critical discourse analysis, interactive power analysis and role analysis, thematic analysis of the interactions in each classroom, and a final comparative analysis of the four classrooms. Four predominant themes of social interaction (resistance, conformism, accommodation, and negotiation) emerged with terminology adapted from Giroux’s (2001) theory of resistance in education and Third Space theory (Gutiérrez, 2008). Four types of power (normative, coercive, interactively established contracts, and charm), based on Carspecken’s (1996) typology, were found in the interactions between teacher and students in varying degrees for different purposes. This research contributes to the knowledge base on teacher-student classroom interactions, specifically in relation to exclusionary discipline. Understanding how the themes and varying power relations influence their decisions and actions may enable teachers to reduce use of exclusionary discipline and remain focused on positive teacher-student academic interactions.
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Lyons, Renee' C. "Contribution as Method: A Book Talk for Foreign-Born American Patriots: Sixteen Volunteer Leaders in the Revolutionary War." Digital Commons@Georgia Southern, 2014. https://digitalcommons.georgiasouthern.edu/cssc/2014/2014/10.
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Constituting a proposal for a book talk associated with the scholarly title Foreign-Born American Patriots: Sixteen Volunteer Leaders of the Revolutionary War, the presenter of this session (and author of the book) will introduce the scholarly work to participants for the purpose of highlighting research based in contribution, rather than interpretation. The author will detail the means by which the investigation of human experience and work product, storylines/patterns, and social cause may provide the context for creative scholarly works. The author will also reveal the unique contribution of Foreign Born American Patriots to historical and Southern Studies discourse, the book serving, up through the date of this proposal, as the only collective work regarding those foreigners who helped the newly formed United States defeat the British Army (many battles fought in the Southern States).
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"Inquire Within: The Connection Between Teacher Training in Inquiry Learning Methodology and Classroom Practice." East Tennessee State University, 2008. http://etd-submit.etsu.edu/etd/theses/available/etd-1110108-141042/.
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"Metaphilosophy : An Inquiry Concerning the Nature of Philosophy." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-12-2332.
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What are the proper aims and methods of philosophy? What is philosophy trying to accomplish, and how does it go about accomplishing it? A survey of the history of philosophy and current discussions regarding its aims and methods shows that philosophers radically disagree about the nature of philosophical inquiry. Part of the reason for this observation is that the aims and methods of philosophy are themselves philosophical topics. My task in meta-philosophy is to understand the nature of philosophy given that there is no distinct subject matter, and its aims and methods are subject to philosophical dispute; philosophy is an essentially divided discipline. Philosophers today and throughout history have supposed that philosophy is a scientific discipline; however, if my thesis is correct, philosophy cannot be a science. The first step is to appreciate the diversity of philosophical aims and methods; some aims and methods in philosophy directly contradict each other. Unlike science, which proceeds on the basis of a general universal methodology, philosophy is incapable of making scientific progress due to a radical methodological controversy at the very heart of the discipline. I recommend that, instead of attempting to merge with the aims and methods of science, philosophy should distinguish itself from science, and be understood as a different kind of discipline altogether. Once we reject the scientific meta-philosophical conception of philosophy, we can begin speculating and reconstructing the identity of philosophy from within philosophy itself.
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Searle, Michelle. "Understanding the Potential for Arts-Informed Inquiry in Program Evaluation." Thesis, 2013. http://hdl.handle.net/1974/8097.
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Program evaluation is a form of systematic inquiry designed to meet the needs of those who are working on or who are responsible for a program. One challenge faced by the field of evaluation is responding to the increasing complexity of social programing and diverse informational needs. Methodological innovation is a trait of the field of program evaluation that provides opportunity for responding to challenge faced by the field. Evaluation orientations that rely on qualitative methodologies, which seek to describe, to understand or to interpret complex phenomena are potential sites for arts-informed inquiry. Arts-informed inquiry draws from creative strategies in the arts, where art is produced for the sake of inquiry. Accordingly, through this research I adopt dual roles of evaluator and researcher, to gather empirical evidence about the power of integrating arts-informed inquiry into frameworks for evaluation. In this research, I document how arts-informed inquiry draws from artistic processes to broaden perceptions, make meaningful contributions, and expand evaluator skills. Specifically, the potential for arts-informed inquiry in evaluation is investigated by conducting an evaluation of one program, in one school district. Analysis of this two-phase process occurred by applying a heuristic of three groupings of key concepts within the field of evaluation: methods, values and use. In doing so, I provide a detailed description of the potential for arts-informed inquiry within one program evaluation. This study provides a transparent account of the inquiry process to document the implications for undertaking arts-informed inquiry in program evaluation. In addition, there are theoretical implications for the field of evaluation when they consider the process and representations shaped by inclusion of arts-informed inquiry.Thesis (Ph.D, Education) -- Queen's University, 2013-06-28 21:49:48.1
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Shivambu, Elizabeth. "An action research inquiry into a bereavement project in Giyani." Thesis, 2012. http://hdl.handle.net/10210/7186.
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M.Ed.The research was done in Sections A, DI, D2 and E, Giyani Township, in the Northern Province. The main participants were mothers who had lost their adult children in fatal traffic accidents. Other members of the community were also interviewed to find out about their attitudes towards traffic fatalities of young people in Giyani. The research methods used were interviews, questionnaires and observations. These three methods were found to be appropriate in the elicitation of the data. The main purpose of the research was to find out what the views of bereaved parents were with regard to an awareness campaign in road safety. After the analysis of data, it was found that people in Giyani do really need a solution to the said problem, but they would most probably prefer a support group whereby people would be offered assistance after traumatic experiences - not necessarily only when confronted with fatal traffic experiences, but all types of trauma. The opinion of a support group was that people believed traffic fatalities are unpredictable and unavoidable.
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Bateman, Teresa. "Nursing team dynamics : communication, culture, collaboration." 2011. http://hdl.handle.net/10170/447.
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There is abundant evidence verifying that patients benefit when nurses communicate better; therefore improving team dynamics will positively impact patient care and improve nurse engagement resulting in many positive outcomes for teams. This applied action research study assessed the research question: “What is the experience of team work and team dynamics among members of a multidisciplinary nursing team from a Licensed Practical Nurse perspective?” The experiences of licensed practical nurses (LPNs) and key external leaders (KELs) are explored and analyzed drawing from current literature in the field of teams in health, organizational culture in health, and transformative learning in health. Historical and leading communication, organizational culture, and leadership theories guide this study. During focus groups and interviews, the researcher and participants were influenced to generate new knowledge and insight on team dynamics, through appreciative inquiry. Manifest and latent content analysis identified key themes within each of the subtopic themes, generating a number of recommendations for future action. Through the identification of similar and unique perspectives between the literature and participants in this study, the action research goals of empowerment and emancipation of team members was dynamically met for research participants.
Keywords: nursing; team dynamics; communication; collaboration; culture; leadership
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Kovach, Margaret. "Searching for arrowheads: an inquiry into approaches to indigenous research using a tribal methodology with a Nêhiýaw Kiskêýihtamowin worldview." Thesis, 2006. http://hdl.handle.net/1828/2272.
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Through a qualitative, interdisciplinary inquiry of six Indigenous scholars who had completed or were currently enrolled in Education. Social Work or Family Studies doctoral programs, this study explores Indigenous methodologies with a specific focus on methodologies flowing from a Nehiyaw Kiskeyihtamowin (Plains Cree knowledges). The study asked six scholars. four being of Cree ancestry, if they believed that there was a distinctive Indigenous methodological approach to research and if so what did it entail. Secondly, the study inquired into how Indigenous knowledges informed their research decisions and the applications of those decisions. Finally, given that each of these individuals were, or had been, enrolled in western doctoral programs this inquiry asks what were the challenges of using Indigenous methodologies based on an Indigenous worldview.
Findings from this study include an assertion of Indigenous methodologies and that this is a relational approach to research: that Indigenous methodologies flow from an Indigenous worldview while needing to be congruent with specific cultural ways and protocols of the differing nations; that Indigenous methodologies encompass an inclusive, broad range of knowing which demands a holistic interpretation of ethical considerations; and that Indigenous methodologies includes decolonizing theory and action. In terms of application, the six individuals of this study affirm that research decisions (e.g. research methods) need to be congruent with the respective cultural epistemologies. Through their research stories. they provide examples of how they achieved this congruency in their methodology. Further, the study illustrates significant factors, such as allies, in nurturing the advancement of this approach to research in western universities.
To inquire into this topic, an Indigenous methodology flowing from a Nehiyaw epistemology was used. This approach honours a relational worldview involving both the stories of the research participants as well as a reflective analysis of the researcher's experiences in relationship to kin, kith and community during this journey. To ensure congruency with Nehiyaw epistemology, internal and external efforts were made by the researcher involving her own preparations to undertake this research including adherence to cultural values and protocols. The findings of the research are presented in two manners. The primary presentation is through story which honours the interpretive, oral tradition of Nehiyaw culture. Secondly, to identify recommendations from this research, emergent themes were identified and thematically grouped.
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Sabet, Denise. "Confucian or Communist, post-Mao or postmodern? : exploring the narrative identity resources of Shanghai’s Post-80s generation." 2010. http://hdl.handle.net/10170/382.
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It is 30 years after Post-Mao reforms, 20 years after Tiananmen Square demonstrations, and the
next generation of “comrades” are emerging in China. They are called the Balinghou or “Post-
80s” generation, referring to the cohort born between 1980 and 1989. This study addresses an
empirical gap by exploring the narrative resources Shanghai’s Post-80s young adults call on to
construct their identities, given the historical situation in which they live. This exploration is
achieved through qualitative empirical data by employing a combination of narrative analysis
and ethnography. Data analysis uncovers narrative resources clustered around three common
themes: generational identity, structural resources, and personal lives. Further refection reveals
that the extent to which identity is narratively expressed can be culturally constrained. Although
the Balinghou encounter unique external factors such as the One Child Policy and rapid
economic growth and reform in China, their narrative identity resources are more related to their
perceptions of life stages than unprecedented historical circumstance.
Keywords: narrative, identity, life course, symbolic interactionism, China, Shanghai, Balinghou,
Post-80s generation
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Marriott, Hassiena. "How can the Community of Enquiry (CoE) methodology be used to help make the decision making processes of a school managment team (SMT) in South Africa more inclusive, democratic, effective and collaborative?" Thesis, 2015. http://hdl.handle.net/10539/17897.
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An authoritarian and bureaucratic ethos adopted by South African Schools prior to 1994 continues to be adopted in many schools. It may be assumed that with the advent of the new South African democratic government in 1994 there would be more freedom given to schools to adopt different leadership styles that were relevant to their school context. Given the top-down culture and authoritarian leadership structures of schools that were designed and developed during the apartheid era, secondary school principals and school management teams have struggled to adopt a more democratic approach to running a school since 1994. In the previous dispensation, school decision making was mostly not a collective effort, and involved a minimum of consultation and sharing of ideas, with staff not being seen as having the role or potential to positively influence significant school decisions. The national Department of Education (2003) refers to this as “… the entrenched bureaucratic and hierarchical management practices inherited from apartheid traditions.” However, greater choice and autonomy of thought are part and parcel of the democratic paradigm.
A comprehensive literature review on the Community of Enquiry (CoE) methodology, a resource developed by Matthew Lipman, revealed a more open and inclusive approach to thinking together and embraces the principals of choice and autonomy. It is proposed that this methodology could be used to help school management teams (SMTs) become more collaborative and democratic in their approach to decision-making. Particular attention will be paid to the democratic values that underpin a CoE, in particular the values of equality, justice and freedom will be discussed with specific reference to the South African context.
Bureaucratic, autocratic and democratic leadership styles may be adopted by the SMTs in various schools and each leadership style could influence the decision making process as well as the culture within a school.
The CoE methodology could work in conjunction with a democratic leadership style to allow SMTs to be more collaborative and inclusive in the decision making process.
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Boveiri, Kaveh. "Towards a Coherent Reading of Marxian Methodology Based on the Conception of Totality." Thèse, 2018. http://hdl.handle.net/1866/21750.
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Siegel, Amy. "Imagining Glace Bay: An Exploration of Family, History and Place." Thesis, 2011. http://hdl.handle.net/1807/30106.
Full textAbstract:
This is an inquiry that explores both then and now. Father and Daughter. Temporality and Geography.
Within these pages stories are used to explore my family’s present and past; migration, settlement, memory, experience and connection to place – Glace Bay, a village on Cape Breton Island. Through narrative, poetry and photography, the contrasting experiences of having lived in Glace Bay in the past, and the struggle to connect with Glace Bay in the present, and future, are explored.
Finally, within this manuscript I examine the impact of my father’s stories and I identify storytelling as an important factor
in developing a critical consciousness. My father inspired my sense of social justice at a young age and the impetus for this
project was not just to document his stories for the sake of posterity, but also to exemplify the way consciousness is cultivated and passed down; across generations, despite changing landscapes, through story.
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Grant, Laura Marie. "Reflections on emerging language in adult learners of Nuwä Abigip an Indigenous language of California." Thesis, 2021. http://hdl.handle.net/1828/13347.
Full textAbstract:
In 2001, an estimated 50 Indigenous languages were spoken in California, USA; none had more than 100 speakers. Through statewide efforts by Indigenous language workers and their allies, revitalization strategies have since proliferated, many highlighting immersion learning and linguistic documentation. In their homeland in Tehachapi, California, two fluent Elders and five learner/teachers designed this study as co-researchers to reflect on the effects of strategies we had implemented to support new speakers of nuwä abigip (Kawaiisu), a polysynthetic Uto-Aztecan language. Our community-based team used methods of dialogic inquiry including the conversational method and a graphic language mapping technique. We videotaped remembered stories of our varied language acquisition experiences, focusing especially on the 15 years after community language revitalization was initiated. The collection of videotaped narratives and the graphic language maps were analyzed to understand how the new adult second-language speakers believed our learning experiences had enabled us to use nuwä abigip. Co-researchers remembered nuwä abigip competencies believed to have been gained though a sequence of strategies, some overlapping, that featured immersion learning complemented by linguistic analysis. Common patterns in language development were explored, especially as they related to learners’ unfolding understanding of the language’s rich morphology. The team concluded the study by reflecting on how the two research methods of dialogic inquiry had aided them in expressing the culmination of their experiences.Graduate
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Voight, Susan Amy. "Cracked skulls and social liability : relating helmet safety messages to motorcycle riders." Thesis, 2014. http://hdl.handle.net/1805/4208.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Grounded theory analysis, informed by a socio-cultural lens, was applied to the narratives of eighteen motorcycle riders in order to understand, from the rider’s perspective, receptivity to warning messages regarding motorcycle helmet use. This study relied upon narrative analysis to identify patterns in communication that surround motorcycle riders’ experiences. Socio-cultural cues identified importance in the process of interest development in motorcycle riding, search for information regarding motorcycle riding, response to danger within the motorcycle riding experience, and attitude toward protection messages. Narratives specific to danger, or experiences of motorcycle accidents were analyzed for comparison with fear appeal theory. Special focus was applied to Terror Management Theory (TMT) and applied to the communication surrounding the real experiences of motorcycle accident and the perceived threat of danger while motorcycle riding. Communication evidencing relational influence was examined for examples of socially constructed interpretation of social identity and an individual rider's perspective of their lifeworld. The analysis revealed evidence of the TMT concept of burying or denying thoughts of danger. The TMT concept of lifeworld influence on behavior was evidenced in riders who did not accept warning messages involving helmet use. Examples of attitude and behavior change where present in two study participants’ narratives that described experience of severe injury and also the death of a friend. The riders cited these occurrences as experiences that inhibited their previous behavior of placing thoughts of motorcycle injury and death in the back of mind. Although small in number, this participant group offered multiple categorizations of rider descriptions. The narratives offered distinction in time of life when riding interest developed. As well, motorcycle training facilities were often noted as a source of communication from which riders obtained influence on their future behaviors. From this information insight was gained to offer suggestions for future research on time of message delivery. Riders who develop interest in riding as adults represent a category on which to focus preliminary educational messages. Individuals who have not yet developed an interest in motorcycle riding may benefit from societal cues that demonstrate safe riding behavior. Future research in mass media appeals focused on motorcycle riders are suggested, as is development of educational programs for delivery to high school audiences.
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Chang, Yung-Hsiang, and 張詠翔. "Applying CMMI Methodology to Improve the Feeder Inquire Time－A Case Study Of Domestic State-Run Enterprise." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/36741334143560771157.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士班
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CMMI has earned the recognition in the world that improves the ways in which the software develope procedures. Its main purpose is to provide the guidance in order to improve and organize the procedures as well as the managerial abilities that develop to obtain and maintain the products or the services. CMMI based model joins a great deal of methods that is proven in structure in order to help the organization to evaluate the degree of its maturity or the procedure of domain ability, establish the priorities of betterment projects, and implement the scheme of improvement. Currently the management ideas and methods of the state-run enterprises, can not be sticked to the established practice, but need continuing changes to promote the existing business. The purpose of this research is to apply the second stage of CMMI that is defined as the layer of repeatable “stage type state” structure. Its method is mainly the tactics of utilizing Deming Cycle and Cause and Effect Diagram with constant repetitive operation, drilling and improving, while channeling every key procedure index of CMMI into structure and organizing progressively, to evaluate the changes that shorten the project required time as well as reduce the feeder materials and the inquiry time. Then, it makes use of the representing of the achievement to prove and reach the index of CMMI Level 2. Furthermore, it can improve the quality of specific projects inside the company, make the best of the scientific and technological shared resource of information, simplify existing procedure of work, and improve working efficiency.