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Mabusela, Mapula Rebecca. "How women principals negotiate school culture." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.
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Jones, Hannah. "Uncomfortable positions : how policy practitioners negotiate difficult subjects." Thesis, Goldsmiths College (University of London), 2011. http://research.gold.ac.uk/6441/.
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This thesis examines how policy practitioners negotiate difficult subjects, specifically the difficult subjects entailed in negotiations around community cohesion policy. The research applies a governmentality perspective to consider how people working within government (using techniques of governmentality to govern populations) are subject to regimes of governmentality themselves. A substantial body of the research is based on detailed ethnographic work (both participant observation and extensive semi-structured, reflexive qualitative interviews with policy practitioners) in Hackney, an inner London borough with a very diverse population (in terms of ethnicity, economic status, migration histories, beliefs and experiences). Hackney rarely appears in narratives of community cohesion policy, and local practitioners have framed it as a place that is comfortable with diversity – a success story of twenty-first century multiculturalism. Often this story is told (in everyday talk and in official documents) by reference to places which have come to epitomise 'community cohesion problems', specifically Oldham (representing segregation between white and Asian communities, the potential for explosive violence), Barking and Dagenham (standing for problems with a disenfranchised 'white working class' turning to racist extremism) and Peterborough (as a place coping with sudden large-scale new immigration). The thesis follows these narratives, interviewing policy practitioners in each of these places to understand how they negotiate community cohesion policy from within the narrative, as well as policy practitioners working with local government at the national level who shed light on how places, communities and the practice of policy are understood from this location. The thesis raises questions of how to understand practices of government, and the uncomfortable and ambiguous ethical negotiations such practices sometimes entail; the importance of place and place-branding in governing; the relationship of narrative, place and governing to questions of material power inequalities; and the potential for understanding government through a 'sociological imagination'.
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Shehryar, M. Omar. "Antecedents and consequences of consumers' desire to negotiate /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099633.
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Yuen, Nancy Wang. "Performing authenticity how Hollywood working actors negotiate identity /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1692357331&sid=13&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Cummings, Rebekah Aine Ruth. "Navigating the River: Preservice Teachers Negotiate Constructive Guidance." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/28261.
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Preservice teachers engaging in practicum experiences often express anxiety and uncertainty related to providing discipline and classroom management. This uncertainty seems to increase when the classroom environment, in which they are student teaching, functions in ways that are unfamiliar to them. For most student teachers, the Virginia Tech Child Development Lab School is an unfamiliar environment. The Lab School provides developmentally appropriate opportunities for young children based on a social constructivist, Reggio-inspired, inquiry-based philosophy. The Lab School values constructive guidance as a means of helping young children learn how to regulate their emotions, act in socially-acceptable ways, and become a caring classroom community. This study explores how preservice teachers make sense of and implement constructive guidance strategies within the Maroon Room at the Lab School. Specifically, this study explores the experiences and perceptions of eight undergraduate students who were junior child development majors focusing on early childhood education.
Results indicate that although these student teachers had prior coursework in constructive guidance, many felt ill-prepared and uncertain as they entered the Maroon Room. They had difficulty seeing order within the Maroon Room, a classroom of fourteen four- and five-year old children. Through careful observation of the children, their fellow student teachers, and the Head and Supervising Teacher, the student teachers adjusted to the classroom. Regular, on-going conversations about the classroom, the children, and their own dilemmas and uncertainties also assisted in the student teachers negotiation of constructive guidance. Through developing an understanding of and relationships with the children, the student teachers were able to constructively guide the children s development, individually and as a group. Some of the student teachers remained uncertain about their ability to implement some of these strategies in an elementary school classroom. However, most of the student teachers expressed an increased value for and confidence in using the constructive guidance methods used at the Lab School. I offer suggestions for easing future student teachers transition from learning about constructive guidance theoretically to becoming skilled at using constructive guidance. I, further, offer additional ideas of how teacher educators could support student teachers negotiation of constructive guidance.Ph. D.
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Fouten, Elron S. "Exploring how adolescent boys negotiate regulatory conceptions of masculinity." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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Many researchers have highlighted the way in which certain masculinities are facilitative of unsafe sexual practices as well as violence in intimate realtionships. This present study is located in a broader study that examined masculinities and risk taking behaviours in the context of HIV/AIDS. With regards to the analysis and findings this study highlights the well-theorized process in which masculinities are defined, which is that boys' notion of masculinities take on their meaning through negative distancing and 'othering' of different masculine identities.
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Kteily, Nour Sami. "Negotiating Power: Willingness to Negotiate in Asymmetric Intergroup Conflicts." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10914.
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In this research we investigated how group power influences the way members of groups in asymmetrical conflict approach intergroup negotiations. Drawing on theories of negotiations and of intergroup power, we predicted that group power would interact with features of the proposed negotiating agenda to influence willingness to 'come to the table'. Based on the negotiation literature, we focused on two types of 'sequential' negotiation agendas: one beginning with the discussion of consequential issues before less consequential issues ('consequential first'), and one leaving the discussion of consequential issues until after less consequential issues are discussed ('consequential later'). Because they are motivated to advance changes to their disadvantaged status quo, we expected low power group members to favor 'consequential first' over 'consequential later' invitations to negotiate. High power group members, motivated to protect their advantage, were expected to show the reverse preference. Converging evidence from four experiments involving real-world and experimental groups supported these predictions. Across studies participants received an invitation to negotiate from the other group involving either a 'consequential first' or 'consequential later' agenda. Low power group members preferred 'consequential first' invitations because these implied less stalling of change to the status quo, and high power group members preferred 'consequential later' invitations because these invitations seemed to pose less threat to their position. Theoretical and practical implications for negotiations research and conflict resolution are discussed.Psychology
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O'Rouke-Scott, Elizabeth Alice. "Family talk : Irish women across generations negotiate single motherhood." Thesis, Open University, 2018. http://oro.open.ac.uk/54913/.
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Until relatively recently, single motherhood in Ireland, could result in stigmatisation, social exclusion and institutionalisation. This thesis examines the ways in which three generations of women in Irish families talked about single motherhood. Interviews were conducted with seven intergenerational families of women in family groups. Follow up interviews were carried out with each woman individually after the family interviews. At least one of the women in each family of three generations had, at some point in her life, been pregnant and unmarried under the age of 20 and had kept the child. The research was informed by social constructionism and critical discursive psychological methodologies. Despite protestations of change and openness to sexual freedoms in Irish society, the research identified discourses of progress and social change alongside discourses of chastity and sexual morality. Drawing on these discourses, single mothers and their families used complex strategies to construct respectability. Good mothering identities were taken up alongside neoliberal concerns and sexual stigmatisation was avoided by taking up positions of naiveté and sexual innocence. Moreover, family identities were constructed collaboratively in the narratives of the women. These narratives reinforced gender roles, constructed family support during pregnancy and following the birth of a child, but also attributed blame and applied sanctions to single mothers. Fathers of single mothers were argued to be disappointed by their daughters’ unsanctioned pregnancies, whilst fathers of children were argued as necessary, if sometimes unwilling, participants in the lives of children. The thesis contributes an understanding of how Irish women live and how they understand and are allowed to understand themselves as well as the ways in which family respectability is negotiated collaboratively. It also adds to our understanding of the ways in which family identities can be maintained and sustained in family interaction in the context of identity trouble.
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Hutcheson, Tom C. "How lawyers negotiate : perceptions of effectiveness in legal negotiations." Thesis, University of Strathclyde, 2016. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=26547.
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This thesis presents the results from a study that qualitatively assessed how practicing lawyers perceive effectiveness in legal negotiations. The results from this study suggest that practicing lawyers primarily perceive effectiveness in legal negotiations subjectively rather than based on objective criteria, and that their subjective perception of client satisfaction is the most important factor in their determination of overall effectiveness. Both the reputations of practicing lawyers, as well as the relationships between the parties involved in legal negotiations including the relationship between the lawyers themselves, were identified as being particularly important to practicing lawyers in relation to how and what they perceive as being effective. The effect of these factors appear to be related directly to the size and structure of the legal market with the findings suggesting that smaller legal markets populated by specialist repeat player lawyers such as is found in Scotland may act to heighten the influence of both reputations and relationships. This study also suggests that lawyers differentiate between the tone of negotiation behaviour and the content of the behaviour and that this distinction is important to their perception of effectiveness. The lawyers involved predominantly perceived themselves to have a negotiation behavioural style characterised as 'reasonable' and more 'cooperative' in nature than 'competitive', with the analysis suggesting the nature of their style is likely to be in the nature of a 'reasonable/compromiser' with little evidence found of any true interest based value creating types of behaviour being dominant. Finally, although the motivations in relation to legal negotiations held by practicing lawyers in the study appear to be linked to perceptions of effectiveness, no evidence was found that suggests specific motivations are linked to any particular negotiation style.
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Mugweni, Esther. "Empowering married Zimbabwean women to negotiate for safer sex." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713514.
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Zimbabwe has experienced one of the largest HIV/AIDS epidemics. Heterosexual transmission accounts for the highest number of new infections. Current HIV prevention strategies rely heavily on changing individual behaviour to take up safer sex practices. However sexual activity is not just an individual attribute but behaviour negotiated between two people in a wider socio-cultural context particularly in marriage. There is thin literature on specific socio-cultural barriers that married women face when they negotiate for safer sex in marriage or context specific strategies to combat these barriers. This three phase study used qualitative data, collected through 4 focus group discussions, 36 semi-structured interviews with married men and women and 12 semi-structured interviews with HIV program implementers. Data were collected to examine the socio-cultural context of sexuality in marriage and identify interventions for empowering married women to negotiate for safer sex. The findings provide a contextually embedded analysis of the determinants of sex and sexuality in marriage and how these may shape powerlessness to negotiate for safer sex. Sexual satisfaction was perceived as a crucial aspect of sexuality in marriage with orgasm, sexual communication, sexual performance and frequency of sexual activity being crucial overlapping factors that contributed to it. Gender norms affected achieving sexual satisfaction in marriage, occurrence of forced sex and concurrent sexual relationships. Personal, social and cultural meanings of sex in a marriage along with ineffective communication and pressure from external social relationships were identified as barriers to safer sex uptake in marriage. Context specific interventions to address these barriers to safer sex practice in marriage were identified and assessed for socio-cultural and organisational feasibility. Future HIV interventions must go beyond narrowly advocating for safer sex strategies but address the complex socio-cultural determinants of sex in marriage.
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Woodard, Paul B. (Paul Bonham). "To Negotiate or Not to Negotiate: an Evaluation of Governments' Response to Hostage Events, 1967-1987 and the Determinants of Hostage Event Frequency." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278633/.
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Ordinary Least Squares (OLS) regression analysis is applied to a cross-national data set to test two hypotheses concerning governments' hard-line response against terrorism: do hard-line responses cause more damage vis a vis event outcome and is the hard-line approach a deterrent? Six national factors are included in this analysis: economic development, economic growth rate, democratic
development, leftist regime type, military regime type and British colonial legacy. Only the level of economic development, economic growth rate and leftist regime type demonstrated statistically significant relationships with the dependent variable "event frequency." Government response strength demonstrated a strong statistically significant relationship with event outcome, however, its relationship with event frequency was statistically insignificant.
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O'Driscoll, Kevin Michael. "Bomb, sanction, or negotiate understanding U.S. policy towards North Korea /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/645638365/viewonline.
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Bonilla, Martha Isabel 1965. "Understanding developing countries' capacities to negotiate effective trade agreements : Colombia." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/30110.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2004.Includes bibliographical references (leaves 81-82).
This thesis explores the obstacles (the negotiation machinery, the asymmetric context of power and the international and domestic context) for developing countries in negotiating international trade agreements with the US. By articulating key components of the negotiation theory with personal experience of economic diplomacy and illustrating them through the process of the World Trade Organization agreement in Colombia during 1994, this research contributes to the understanding of the conventional wisdom of international negotiations in developing countries. This work highlights the challenge of international trade negotiations for developing countries (the absence of critical thinking and prescriptive proposals, and the difficulties in making coalitions to challenge the economic powers) as well as the issues (the competitive race for production and trade of high value products), masked under the cold blood of negotiation protocols and the false flavor of choice.
Martha Isabel Bonilla.
M.C.P.
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Altieri, Elizabeth M. "Learning to Negotiate Difference: Narratives of Experience in Inclusive Education." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29309.
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This narrative inquiry examined how a small group of general educators constructed three essential understandings of themselves as teachers within the context of inclusive education: (a) To move past their fear of disabilities and negative perceptions of students with disabilities, they had to learn to see children with disabilities in new ways, identify what it was about their differences that mattered, and respond to them as valued members of their classrooms; (b) To move past feelings of inadequacy and incompetence, they had to figure out how to negotiate those learning differences that mattered the most; and (c) To keep from being overwhelmed with the additional demands inclusion placed on them as teachers, they needed to garner support through a variety of relationships, and work through conflicts that arose from trying on new roles and patterns of interaction. These understandings were constructed through two interrelated processes: Learning through experience, and learning through narrative, specifically, informal talk, structured dialogue, and stories. The representation of this inquiry was a polyvocal text which privileged what the teachers had to say, and which featured their voices in solo and in dialogue with others. This alternative format was used to convey the evolving nature of the teachers' practice, as well as the contradictions and complexities that expand our understanding of teacher learning and development in inclusive educational settings.Ph. D.
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Burger, Johann Richards Vivian. "How do school leaders negotiate space in order to motivate teachers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79935.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: This is an exploratory study of how school leaders can negotiate the various spaces in their schools in order to promote teacher motivation and, by implication, learner achievement. This research focuses on how three principals in the Western Cape Province have produced or re-appropriated spaces to create new, productive learning environments which positively engage the users of these spaces. According to section 4 of the Employment of Educators Act 76 of 1998 (PAM), all school leaders are expected to create a learning space that is conducive to teaching and learning. In order to know what such a leadership responsibility may entail, this study tries to capture the dynamic interplay between physical (perceived) and mental (conceived) spaces as embodied in social (lived) spaces in a school. It uses Lefebvre‟s spatial triad as its theoretical lens. Linked to the study‟s aim to investigate what the interplay is between the various Lefebvrean spaces in schools, is an examination of how school leaders can manage to negotiate the production of these spaces. For lived school spaces to have embodied meaning that is conducive to teaching and learning, they must be co-produced and co-owned by the users of that space. To illuminate the way in which school leaders can achieve this, the study draws on a model of transformational leadership. The qualitative study uses a focus group, individual interviews and observations of three schools that have all achieved recognition as schools with excellent learner achievement: a public primary school, a public high school and an independent high school. The main research findings are that each of the three school leaders instinctively followed a transformational leadership style, and produced spaces that encouraged professional interaction amongst their teachers as well as strong collegial support for their spatial changes. The staffrooms have been modernised and equipped with lush furniture, flat screen TV‟s, appealing decorations and stimulating pictures, all with the purpose of lifting the spirits and energy levels of the staff. In addition, teachers‟ professional meeting rooms and confidential workspaces have been established. Classrooms have been changed into inviting and functional 21st century ICT learning spaces, with flexible use of furniture and stimulating visuals. Outdoor learning spaces and safe “emotional zones” have been constructed At all three schools the entrances and receptions areas have been made into welcoming spaces in which learners can gather for meetings, and the schools‟ symbols and achievements are showcased. Clear signposting makes the visitor feel engaged. Braai areas for teacher and parent functions ensure that the school keeps parents involved. The main findings about the embodied spaces in the school are that the three school leaders have changed the physical spaces at their schools into new mental spaces which influence the perception, mood and motivation of the users of that space.
AFRIKAANSE OPSOMMING: Hierdie studie verken hoe skoolleiers die verskillende ruimtes in hul skole kan aanwend ten einde onderwysermotivering, en gevolglik ook leerderprestasie, te bevorder. Die navorsing konsentreer op hoe drie skoolhoofde in die Wes-Kaapse provinsie ruimtes geskep of heringerig het om nuwe, produktiewe leeromgewings teweeg te bring wat die gebruikers van hierdie ruimtes op 'n positiewe manier by onderrig betrek. Ingevolge artikel 4 van die Wet op Indiensneming van Opvoeders, Wet 76 van 1998 (PAM), moet alle skoolhoofde 'n bevorderlike ruimte vir onderrig en leer skep. Ten einde vas te stel wat sodanige leierskapsverantwoordelikheid behels, probeer hierdie studie die dinamiese wisselwerking tussen fisiese of waargenome (“perceived space”) en voorgestelde of veronderstelde (“conceived space”) ruimtes beskryf soos dit in die sosiale of belewingsruimtes (“lived spaces”) in 'n skool vergestalt word. Die navorsing gebruik Lefebvre se ruimtelike triade as teoretiese lens. Benewens die studiedoelwit om ondersoek in te stel na watter wisselwerking daar tussen Lefebvre se verskillende ruimtes in skole plaasvind, val die soeklig ook op hoe skoolleiers die skepping van hierdie ruimtes kan hanteer. Belewingsruimtes in skole sal slegs oor die nodige vergestalte betekenis beskik om onderrig en leer te bevorder indien die gebruikers van daardie ruimtes dit help skep en as hul eie aanvaar. Die studie put uit 'n model van transformasionele leierskap om lig te werp op hoe skoolleiers dít kan bereik. Hierdie kwalitatiewe studie gebruik 'n fokusgroep, individuele onderhoude sowel as waarnemings in drie skole wat bekend is vir hul uitnemende leerderprestasie: 'n openbare laerskool, 'n openbare hoërskool en 'n onafhanklike hoërskool. Die hoofbevindinge is dat elk van die drie skoolleiers instinktief 'n transformasionele leierskapstyl volg en ruimtes geskep het wat professionele wisselwerking tussen hul onderwysers sowel as sterk kollegiale steun vir hul ruimtelike veranderinge aanmoedig. Die personeelkamers is modern ingerig met gemaklike meubels, platskermtelevisies, aantreklike versierings en stimulerende prente, wat alles ten doel het om personeel se geesdrif en energievlakke te verhoog. Voorts is professionele vergaderlokale en vertroulike werkruimtes vir onderwysers tot stand gebring. Klaskamers is omskep in aantreklike en funksionele, 21ste-eeuse IKT-leerruimtes, met buigsame gebruik van meubels en stimulerende visuele elemente. Buitelugleerruimtes en veilige "emosionele sones" is ook geskep. By ál drie skole is die ingange en ontvangslokale in aanloklike ruimtes verander waar leerders vir vergaderings kan byeenkom en die skole se simbole en prestasies ten toon gestel word. Duidelike aanwysings betrek besoekers onmiddellik by die skoolomgewing. Braaigeriewe vir onderwyser-en-ouergeleenthede verseker ook voortdurende skakeling tussen die skool en ouers. Die hoofbevinding oor die belewingsruimtes in die skole is dat die drie skoolleiers die fisiese ruimtes by hul skole in nuwe geestesruimtes omskep het, wat die opvattings, gemoed en motivering van die gebruikers van daardie ruimtes beïnvloed.
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Gilman, Leah Isabelle. "Qualifying kinship : how do UK gamete donors negotiate identity-release donation?" Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25467.
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With effect from 1st April 2005, UK law was amended such that gamete donors must now consent to their identity being released to their donor offspring, should they request it after the age of eighteen. This qualitative study investigates the views and experiences of those donating in this new context. Drawing primarily on twenty-four in-depth interviews with donors, supplemented by twenty staff interviews and observation in two fertility clinics, I examine how donors make sense of their role in relation to offspring, recipients and the wider community. I argue that donors make sense of their role as “biological” parents to offspring through creative reference to kinship repertoires, drawing on their own experiences of “doing family.” However, crucially, kinship connections are always qualified in some way to show that they are not quite family to donor offspring, and certainly not their “real” parent. Often this discursive work involved emphasising their relationship to recipients or the wider community (rather than offspring), framing the donation as a gift or a public act. In addition, donors drew on their kinship expertise to dilute, reshape or “re-route” their connection to offspring. Ultimately, this is a thesis about the limiting work involved in “doing kinship.” I demonstrate that donors did this limiting work in highly creative ways, not restricted to forgetting or ignoring connections. Instead, I show that not constructing kinship claims can be as active a process as making them.
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Zhang, Yuening S. M. Massachusetts Institute of Technology. "Helping teams negotiate disruptions during task execution using distributed personal assistants." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122687.
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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 167-169).
People often collaborate on tasks, but they are also constantly overloaded. As humans, we find it particularly challenging when our local failures not only affect ourselves but also disrupt the smooth execution of the teams. This thesis provides a decision aid, d-Uhura, to help in these situations. d-Uhura is a set of computational assistants that help individuals adapt quickly to disruptions. Typically, automated systems resort to replanning when execution failures occur. However, replanning is too disruptive for human teams, and people often adapt to small failures by relaxing their requirements on the fly. By building upon Uhura, a personal assistant that helps users deal with plan over-subscription, d-Uhura can negotiate with its user to relax temporal constraints, such as deadlines, to quickly adapt to execution failures. However, Uhura is built for single users and does not consider their interaction with other individuals.
d-Uhura fills the gap by assisting users not only in their personal life, but also in their negotiation within and across the teams. d-Uhura achieves this with three major innovations. First, we recognize that negotiation is difficult and costly under the collaborative context because disruptions can propagate to the teams and many other individuals in the teams. In real life, people often try to handle disruptions locally to avoid disturbing the teams. Drawing insight from human teams, d-Uhura takes a decompositional approach where the negotiation process is broken into individual-level negotiation and task-level negotiation, where each individual determines how he or she can relax the requirements given what the teams need, and each coordinator for the task makes sure the individuals' adaptations together still works for the team. As a result, individuals can engage the teams in negotiation on an as-needed basis, only if they are unable to adapt locally.
Second, we identify that the key to enabling the above decomposition is to reduce the dependency between individuals during their execution so that they have the flexibility to adapt without affecting others. d-Uhura draws insight from temporal decoupling research to assist the individuals in reaching consensus on the temporal constraints under which each of them will act before execution. Third, privacy is often an essential requirement when we assist multiple people in their negotiation. d-Uhura is a distributed system, with one assistant for each individual, that also preserves the individual's privacy. d-Uhura contributed two schemes to preserve privacy for distributed algorithms for temporal decoupling and multi-agent negotiation, which is through conflict extraction and market-based optimization approach.
by Yuening Zhang.
S.M.
S.M. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Cronje, Franci. "Border crossings : how students negotiate cultural borders during digital video production." Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10299.
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Includes bibliographical references (p. 278-292).This thesis explores emerging patterns of communication in student video production and the extent to which such patterns signify cultural border crossings in a South African upper income group school context. The investigation was carried out with specific reference to the politics of difference, an educational philosophy defined by Henry Giroux (2006) as border pedagogy. Within the framework of multimodal pedagogy, four learners from diverse cultural backgrounds collaborated with one another in a timeframe of three days to create digital video productions using guidelines provided by the researcher. The production unit was observed in order to answer questions around the utilisation of video production in the classroom, as well as how learners interact and negotiate cultural issues while producing video. The data was analysed with a custom-made multimodal toolkit as proposed by Baldry and Thibault (2006). By employing Kress and Van Leeuwen's four strata of Discourse, Design, Production and Distribution various types of data illuminated themes around social memory, race, the influence of class difference, and gender representation. Assessment techniques in terms of the multimodal theories of Kress and Van Leeuwen (2001) also enabled the researcher to look at the way in which meaning is made "in any and every sign, at every level, and in any mode" (Kress & Van Leeuwen, 2001: 4). The classroom intervention was designed to encourage adolescents as "unique hybrids" (Bhabha 1994) to cross borders of cultural identity, hypothesising that difference might emerge more clearly in the negotiation and video production process, than what might crystallise in analyzing the final video production. Metaphorical border crossing in a cultural and racial sense might become more apparent in production than final product. The negotiation of Border Difference took preference over the ultimate erosion of these borders.
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Shelton, Mythianne. "Investigating How Nontraditional Elementary Preservice Teachers Negotiate the Teaching of Science." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51285.
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This qualitative study was designed to investigate the influences on nontraditional pre-service teachers as they negotiated the teaching of science in elementary school. Based upon a sociocultural theoretical framework with an identity-in-practice lens, these influences included beliefs about science teaching, life experiences, and the impact of the teacher preparation program. The study sample consisted of two nontraditional pre-service teachers who were student teaching in an elementary classroom. Data, collected over a five-month period, included in-depth individual interviews, classroom observations, audio recordings, and reviews of documentations. Interviews focused on the participants' beliefs relating to the teaching of science, prior experiences, and their teacher preparation program experiences relating to the teaching of science. Classroom observations provided additional insights into the classroom setting, participants' teaching strategies, and participants' interactions with the students and cooperating teacher. A whole-text analysis of the interview transcripts, observational field notes, audio recordings, and documents generated eight major categories: beliefs about science teaching, role of family, teaching science int he classroom, teacher identity, non-teacher identity, relationships with others, discourse of classroom teaching, and discourses of teachers. The following significant findings emerged from the data: (a) the identity of nontraditional student teachers as science teachers related to early life experiences in science classes; (b) the identity of nontraditional student teachers as science teachers was influenced by their role as parents; (c) nontraditional student teachers learned strategies that supported their beliefs about inquiry learning; and (d) nontraditional student teachers valued the teach preparation program support system. The results from this qualitative study suggest that sociocultural theory with an identity-in-practice lens provides a theoretical frame work for understanding the influences that affect why nontraditional pre-service teachers select strategies to teach science in the elementary classroom.Ph. D.
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Hope, Stacy A. A. "Polarities of difference : how Wapichannao negotiate identities within a creole state." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/3018.
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This thesis is an ethnographic account of how the Wapichannao, who are situated in the Rupununi of Guyana perceive themselves within the nation-state. This is also an account of how non-Amerindian Guyanese envisage Amerindians as ‘past' peoples. Hence, distinctions are made between Amerindian and non-Amerindian—us vs. them—where both identities become placed as opposite poles within a continuum. Emphasis is placed on the shifting relationships between these poles, but more specifically, the cultural paradigm through which these relationships are made possible. This paradigm, I suggest, may be understood in terms of polarities of difference, with regard to which Amerindians are constantly ambiguating/negotiating, disjoining, and resignifying notions of ‘who they are'. This thesis evidences this paradigm through an ethnography of some of those aspects of Wapichannao culture—village work, the shop, joking activity, culture shows—that are considered to be traditional on the one hand, and modern on the other. In doing so, an incongruous trend emerges, on which makes the classic imagery of Amerindian ontological homogeneity much more complex. Therefore, this thesis moves from the more traditional aspects of Wapichannao culture towards the nation-state, in order to take into account aspects of Amerindian experience absent from classic ethnographic accounts.
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Thompson, Susan Alexandra. "Where am I? How migrant students negotiate the B.C. social studies curriculum." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44016.
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This research was designed to find out how migration is understood by high school students who have experienced it first-hand, and to investigate to what extent the prescribed social studies curriculum in British Columbia contributes to students’ grasp of geographical concepts that might give them a deeper and broader understanding of the migration experience. The study took place in an East Vancouver school that serves a neighbourhood of relatively low socio-economic status and high immigrant population. Six grade 12 students, from a variety of source nations, were interviewed firstly to capture the participants’ stories of migration, and secondly, to find out, using a range of visual sources, whether students are able to find connections between taught curriculum and their lived experience. Aspects of the work of Edward Soja and Wayne Au provide the theoretical frame for the study. A combination of narrative enquiry and grounded theory was used to analyse the findings. The research uncovers some of the ways in which migration has an impact on students’ everyday lives and everyday places. Further, it considers students’ knowledge as a potential starting point for developing more sophisticated geographic understandings through the social studies curriculum. Several practical suggestions are presented in regard to finding a new space for the study of geography in British Columbia.
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Najarian, Cheryl G. DeVault Marjorie L. "'Between worlds' How college educated deaf women negotiate education, mothering, and work /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
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Ulrich, Monika Jean. "How Low-Income Fathers Prioritize Children, Define Responsibility, and Negotiate State Surveillance." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195005.
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In this study, I interviewed 57 low-income urban fathers about how they distribute resources between children, how they define responsible fatherhood and how they negotiate state surveillance. First, using queuing theory, I find that these fathers do not distribute their resources of time and money equally but instead give more of their resources to a smaller number of children in order to maximize their impact. I identify nine criteria that men use to prioritize among their children: timing of life course interruptions, distance, formal child support, desirability of the pregnancy, restraining orders, other resources available to the child, age of the child, gender of the child, and the child's reaching out behavior. Second, instead of financial provision or daily care, these men define a responsible father as someone who: acknowledges paternity to the child, mother, and his local community; spends sufficient time with the child to be at least a mentor or "Big Brother" figure; monitors the child's home; meets the child's basic financial needs before spending money on luxuries for himself; minimizes absences in the child's life; and voluntarily distances himself from the child when it is in the child's best interest. I analyze these findings in light of the common definition of responsible fatherhood and suggest several possible theoretical explanations to explain the divergence from this definition. Third, I find that low-income men experience surveillance through three state institutions: child support enforcement, the criminal justice system, and child protective services. They resisted this surveillance primarily by becoming invisible and dropping "off the radar." Men justified their resistance in five ways: they had their own material needs, they did not want the child, they did not want to separate from their child's mother, compliance was unnecessary, or they were incompetent to comply. I analyze these findings in light of Foucault's theory of state social control which contrasts state responses to leprosy and the plague.
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Blackburne, Brian. "FROM TEXTBOOKS TO SAFETY BRIEFINGS: HELPING TECHNICAL WRITERS NEGOTIATE COMPLEX RHETORICAL SITUATIONS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2170.
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In this dissertation, I analyze the organizational and political constraints that technical writers encounter when dealing with complex rhetorical situations, particularly within risk-management discourse. I ground my research in case studies of safety briefings that airlines provide to their passengers because these important documents have long been regarded as ineffective, yet they ve gone largely unchanged in the last 20 years. Airlines are required to produce these safety briefings, which must satisfy multiple audiences, such as corporate executives, federal safety inspectors, flight attendants, and passengers. Because space and time are limited when presenting safety information to passengers, the technical writers must negotiate constraints related to issues such as format, budget, audience education and language, passenger perceptions/fears, reproducibility, and corporate image/branding to name a few. The writers have to negotiate these constraints while presenting important (and potentially alarming) information in a way that s as informative, realistic, and tasteful as possible. But such constraints aren t unique to the airline industry. Once they enter the profession, many writing students will experience complex rhetorical situations that constrain their abilities to produce effective documentation; therefore, I am looking at the theories and skills that we re teaching our future technical communicators for coping with such situations. By applying writing-style and visual-cultural analyses to a set of documents, I demonstrate a methodology for analyzing complex rhetorical situations. I conclude by proposing a pedagogy that teachers of technical communication can employ for helping students assess and work within complex rhetorical situations, and I offer suggestions for implementing such practices in the classroom.Ph.D.
Department of English
Arts and Humanities
Texts and Technology PhD
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Withers, Marie. "How Does the Artist Teacher Successfully Negotiate Being Both Artist and Teacher?" BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7387.
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Around water coolers, faculty rooms, and classroom corners, art teachers discuss their concerns about maintaining a balance between making, teaching, and studying art. Research indicates there are advantages and disadvantages to commingling these activities, and about how these activities inform each other. The purpose of this study is to not only research what has been written, but also discover through interviews, using a narrative inquiry/case study approach, what living, breathing artist teachers are doing to that allows them to take advantage of the symbiotic nature of making, teaching, and studying art.
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Scattergood, Andrew J. "Learning to play : how working-class lads negotiate working-class physical education." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620821.
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Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the key aims of physical education (PE) in mainstream schools is to develop the range of skills and knowledge for all pupils and widen their sporting repertoires in an attempt to promote long-term participation throughout their lives. However, not only has PE provision in British mainstream schools been shown to be unsuccessful in promoting working-class pupils’ sporting/ability development, some suggest that the subject may even be perpetuating the social difference that has been shown to exist in relation to sports participation between social class groups. In order to address these issues the study set out to examine the extent to which the wider social background of white, working-class ‘lads’ and the actions and attitudes of their PE teachers came to impact on the way the lads influenced and experienced their PE curriculum/lessons. It also aimed to examine the impact that school PE then had on their sporting repertoires and participation in sport/active leisure outside of school. A total of 24 days were spent in Ayrefield Community School (ACS), a purposively selected, working-class state secondary school as part of a case study design. Over 60 practical PE lessons were observed that led to differing roles being adopted and guided conversations being conducted before, during, and after these lessons. Eight focus group interviews were also conducted with specifically chosen lads as well as one with the four members of male PE staff. Additional observations were also carried out during off-site trips, external visits, and in a range of classroom-based lessons. The findings were then considered and examined in relation to the work of the sociologists Norbert Elias and Pierre Bourdieu. The findings revealed that the pressures related to the modern education system and the social expectations linked to their working-class backgrounds caused a split between the lads at ACS in to three broad groups, namely: Problematics, Participants and Performers. These groupings came to impact on the ways that these lads engaged and achieved in school as well as the ways in which they came to negotiate and experience PE. The ‘Problematic’ group held largely negative views of education, but valued PE, especially when playing football, the ‘Participants’ were relatively successful at school yet apathetic regarding the content and delivery of their PE lessons, and a Performer group of lads emerged who engaged and achieved highly at school and participated in a range of activities in PE, but showed little intention of participating outside of school due to their pragmatic attitude to ‘learning’ in PE. Despite these differing school and PE experiences between the lads’ groups, the potential and actual impact of school PE on their sporting repertoires, skills, and interests was ultimately constrained by a range of issues. In the first instance the lads’ narrow, class-related leisure profiles and sporting repertoires linked closely to recreational participation with friends, alongside a lack of proactive parenting were significant limiting factors. In addition, the ability of some lads to constrain the actions of PE staff and peers to get what they wanted in PE rather than what they needed, and the negative views of most lads to skill development and structured PE lessons meant that PE at ACS was never likely to have a positive impact on the sporting repertoires and participation types/levels of its male pupils either currently or in their future lives.
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Wiebe, Brandy Michelle. "Competent sexual agency and feminine subjectivity : how young women negotiate discourses of sexuality." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/3991.
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Building upon feminist and sexual health research, this dissertation shows how the positioning of women in various discourses as somehow ‘lacking’ actually constrains what researchers are able to hear in their sexual stories. Using interviews with 26 heterosexually active young women, I seek to upset traditional approaches to understanding young women’s sexual stories and theorizing heterosexuality. To analyze the interviews, I first employ a Foucauldian-inspired discourse analysis that focuses on the power that circulates through discourses and our positioning within them. Our positioning in various discourses both enables and limits various courses of action, understandings and experiences. This power of discourse is illustrated by an emergent hybrid discourse that is apparent in young women’s sexual narratives. I discuss what I call the ‘competent feminine sexuality’ discourse and show how this discourse smoothes over contradictions between liberal and gendered discourses. Secondly, I show how psychoanalytic insights allow us to explore the processes of subjectification by which young women constitute themselves as (hetero)sexual women. Specifically, this dissertation explores processes of abjection, disavowal and ambivalence in participants’ narratives. In conclusion, the dissertation outlines the practical implications for sexual health education in Canada.
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Jegannathan, Bhoomikumar. "‘Striving to negotiate… dying to escape’ : suicidal expressions among young people in Cambodia." Doctoral thesis, Umeå universitet, Psykiatri, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88195.
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Background Suicide among young people is a global public health problem, but information on determinants and understanding of suicidal expressions are lacking in low and middle income countries (LMIC). Though school-based interventions are common in many parts of the world, evidence for efficacy is less reported, particularly from post-conflict countries. Aim To explore suicidal expressions and their determinants with psychosocial and gender perspective in Cambodia and Nicaragua and to evaluate a school based intervention to promote mental health and prevent suicidal behavior among young people in Cambodia. Method School students between the age of 15-19 from Cambodia and Nicaragua responded to Attitude Towards Suicide (ATTS) and Youth Self-Report (YSR) questionnaires. In addition, Life Skill Dimension Scale Adolescent Form (LSDS-AF) was used in schools in Cambodia, one experimental and the other control, to measure the impact of intervention. Six focus group discussions (FGDs), both gender-specific and mixed groups, were held to understand young people’s perception of gender, culture, religion and media and their impact on suicide among them. Results Paper I. Revealed few gender differences in suicidal expressions, except girls reporting more attempts than boys. Girls exposed to suicide among friends and partners were likely to report own suicidal expressions and girls with internalizing syndrome were at risk for suicidal expressions. Paper II. Cambodian teenagers reported more mental health problems but fewer suicidal expressions as compared to Nicaragua. The determinants varied between countries. Paper III. Participants of FGDs mentioned “Plue Plun” male and “Kath Klei” female to describe gender difference in suicidal behavior among young people in Cambodia who found it a challenge to negotiate between traditional and modern values. Paper IV. Suicide ambiguity in Buddhism, stigmatizing culture and double edged media were seen as suicide-provoking by the young people in Cambodia, who recommended peer-focused, school based program. Paper V. School based Life Skills Intervention overall benefited girls. Boys with high risk behavior had shown improvement on many Life Skills dimensions, as well as in their mental health profile. Conclusion The gender and cultural differences in suicidal expressions and their determinants among teenagers emphasize the importance of culturally sensitive and gender-specific suicide prevention programs. The influence of religion and media ought to be considered while planning intervention programs. School-based program may be a window of opportunity to promote mental health and prevent suicide among young people in Cambodia.
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Malloy, Todd Webster. "Why the United States should negotiate a ban on naval tactical nuclear weapons." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28652.
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Huggett, Michael J. "How women diagnosed with Borderline Personality Disorder negotiate identity in relation to risk." Thesis, University of Brighton, 2016. https://research.brighton.ac.uk/en/studentTheses/b89bdeec-8ef7-43d2-8b74-0a77ef602b52.
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This thesis examines how women with a diagnosis of borderline personality disorder (BPD) negotiate their identity in relation to risk, also referred to as their ‘risk identity’. This is defined as, ‘…the view people have of themselves and project to others in their talk and actions in relation to risk and risk taking’. The theoretical perspective which underpins the study is informed by ontological realism, epistemological discursive/linguistic social constructionism, and an ideological critical liberatory position primarily derived from the work of Foucault (1978; 1991a; 1991b; 1998; 2002; 2008a; 2008b; 2009). This perspective informed the decision to adopt email interviews as a method for generating appropriate texts for analysis. Eight women diagnosed with BPD were interviewed over a period of ten months. Adopting a critical emancipatory methodology which incorporated feminist principles of research, Lather’s (1991) adaptation of Van Maanen’s (1988 cited in Lather 1991) ‘four tales’ was employed to view and analyse the texts from four theoretical perspectives; a ‘Realist Tale’, a ‘Critical Tale’, a ‘Deconstructivist Tale’, and a ‘Reflexive Tale’. By ‘layering’ these tales, the findings revealed sets of tensions discernable within the context of interactions with staff, the nature of services, and the wider material and discursive resources at play which inform how risk identities are negotiated. Converging Western discourses of the subject, binary gender discourse, neoliberal discourse, ‘psy’ discourses, and discourses around motherhood were found to be key discursive resources through which risk identity is produced, resisted and projected. In addition these to broad discursive findings, the study also contributes to the existing empirical literature that focuses on the lived experience of those with a BPD diagnosis. A conclusion is drawn that women with a BPD diagnosis not only receive a label which discursively excludes them from being able to be viewed as a ‘good subject of psychiatry’ (and hence leads to them being viewed as dangerous and risky), but that their difficulties and need for relational approaches to manage risk and promote recovery run counter to the way that mental health services are structured in the current neoliberal era.
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Khumalo, Senziwani. "An investigation into how Zimbabwe's Bulawayo viewers negotiate the gay storyline in Generations." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017784.
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This study seeks to evaluate how aspects of religion, culture, political context, education and class, amongst others, impact on the manner with which Zimbabwe’s Bulawayo residents make sense of media messages which explore issues of homosexuality, as encountered in the soap opera Generations. This is against the backdrop of Zimbabwean legislation, such as the Sexual Deviancy Act, which criminalises homosexuality and the state victimisation of gays and lesbians in this country. The inclusion of homosexual liberties was rejected by all political parties and both public and private media in the recent drafting of a new rule of law. The legislation, including gay rights exclusion in the new constitution, and state action has perpetuated an impression that Zimbabwe is a deeply homophobic society. As a starting point the study examines the claims of the media imperialism thesis which supposes an all-consuming power of western media and next examines Straubhaar’s thesis of ‘cultural proximity’ which argues that there is often a preference for regional media, which is proximate to viewers’ local culture, language and identity. The study explores the prominence of South Africa as a regional media player and that proximate identities with some cultures in that country have played a role in drawing some Bulawayo viewers to South African television, as they feel slighted by Zimbabwean media. Utilising qualitative research methods, the study explores whether or not the representation of gay images on this South African soap opera provides viewers with opportunities for ‘symbolic distancing’. The concept highlights that when people have insight into lifestyles that are different from their own, they use that as a resource to critically analyse their own lives and cultural understandings. The study evaluates if Bulawayo viewers’ sentiments towards homosexuality has been challenged and changed through their interface with the soap opera, Generations.
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Reid, Lydia Jane. "'The secular delusion'? : how religious students negotiate their faith in a university context." Thesis, University of Manchester, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677738.
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Universities have traditionally been thought of as “secular enclaves” (Bryant, 2006: 2) that have the capacity to liberalise or even eradicate personal religious beliefs. Despite this assumption, religious activity on university campuses shows no sign of declining, due in part to the failings of the secularisation thesis and the rise of religious pluralism. In the media more recently, there have been frequent references to religious organisations on campus, in particular to clashes between Christian societies and Student Unions, and between Islamic and atheist societies. The management of religion on university campuses has also become a political issue with the Prime Minister David Cameron intervening on recent guidelines (proposed by Universities U.K.) advising that external religious speakers be allowed to segregate student audiences based on gender. As a direct result of Cameron’s intervention the advisory comment was removed. In light of the above, the aim of this thesis is to explore how Christian, Jewish and Muslim students navigate the terrain of the university and whether such an environment is challenging or conducive to their faith in terms of degree content, interactions with peers and involvement in relevant societies and/or chaplaincies. This thesis also explores student reactions to the New Atheism, a label attributed to a group of provocative authors – Richard Dawkins, Daniel Dennett, Sam Harris and Christopher Hitchens – all of whom are united in their belief that religion is irrational, false and evil. Often described as the chief proponent of the New Atheism, Richard Dawkins has also recently shown his support for UCL’s atheist society in their disagreement with the Student Union over the uploading of a satirical religious cartoon to their Facebook page. The research which forms the basis of this thesis was carried out between 2011-2013 and features the use of qualitative semi-structured interviews and the presentation of New Atheist extracts from Dawkins, Hitchens, Dennett and Harris. Over 30 participants were included in the project with a minimum of 10 students from each (Islamic, Christian and Jewish) faith group. The multi-faith angle of this project offers a unique insight into how different faith groups navigate the university, with some common issues emerging across all faith groups as well as faith-specific issues. Sociological research in this area has tended to focus on Christian students and this has meant that certain concerns (such as dietary provisions and prayer space) have tended to be overlooked by researchers. The findings of this research project are multi-layered and complex. Religious students differed in terms of their expectations of higher education institutions: some students viewed the university in purely educational terms (and as having no religious function), while others saw the university as a place for both educational and spiritual development and where personal faith could be integrated with their academic studies and social life. The experience of religious students in using chaplaincies and societies was also mixed, with some students reporting fears of being “judged” by other members of the same faith group. There also appeared to be intra-religious tension across all faith groups but this was more prevalent among the Christian and Islamic societies due to denominational differences. Inter-religious (as opposed to intra-religious) tension emerged particularly in the students’ responses to the New Atheism. Rather than seeing New Atheist literature as a direct challenge to their own faith, the participants recognised that “other” religious believers might be guilty of the New Atheist’s accusations – therefore highlighting a surprising degree of convergence between religious participants and New Atheist arguments.
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Hawkins, Beverley. "Recruitment agents : how to self-managed teams of recruitment consultants negotiate gendered organizational culture." Thesis, Keele University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496329.
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This thesis contributes to scholarship by providing an account of what it is like to work in the private recruitment industry, a sector which has previously been neglected by researchers. I offer a series of ethnographically-derived insights which explore the frenetic efforts of those working in two self-managed teams, a branch of an international recruitment organization here given the pseudonym 'Strongstaff'.
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Martin, Erin Deann. "Tweens, sexualization and cyborg-subjectivity : New Zealand girls negotiate friendship and identity on Facebook." Thesis, University of Canterbury. Department of Sociology and Anthropology, 2014. http://hdl.handle.net/10092/10201.
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In the context of public debates about the ‘sexualization’ of ‘tween’ (preteen) girls and their use of social network sites (SNSs), this study explores girls’ online practices, experiences and reflections of their engagement with Facebook. This project is part of a growing body of research that prioritizes talk ‘with’ girls, rather than ‘about’ girls, as a way of contextualizing issues related to their girlhood. I argue that preteen girls’ identities on SNSs can be reimagined as cyborg-subjectivities as girls disrupt binaries through ongoing discursive negotiations of gender and sexuality depending on moment to moment online/offline interactions.
Utilizing examples from an online ethnographic observation of eighteen 12-13 year old girls in Christchurch, New Zealand, I discuss how these girls constituted online subject positions through co-constructive relationships with friends. I explore how girls utilized SNS technology to explore and engage with discourses of gender and sexuality. I discuss how girls’ ‘played’ with both conventional and alternative femininities and sexualities in their online photographs and discuss how these images resist classification as ‘sexy/innocent’, ‘children/teens’ and online/offline. This research also reconsiders how identity is understood on SNSs and utilizes a poststructuralist theoretical framework to explore how online identities are embodied and ‘citational’ of shared online/offline subject positions. In addition to ethnographic observation, this research explores girls’ talk and reflections about their Facebook practices through a focus group discussion and a qualitative questionnaire.
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Twineham, John. "An investigation into the way education welfare officers understand and negotiate non-school attendance." Thesis, University of East London, 2000. http://roar.uel.ac.uk/1256/.
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This thesis explores the activities of education welfare officers (EWOs): local education authority employees whose work includes the investigation of pupil absence from school. EWOs have rarely been the subject of research or analysis, as writers have tended to see them as self-evident functionaries. Given the paucity of the existing literature, it was necessary to construct a research programme that would seek to describe and understand the social relationships and processes that the EWOs were engaged in and attempt to develop new frameworks and categories of analysis. To this end, a grounded qualitative research programme was pgrsued. The research data for this study was generated by a series of semistructured, in depth interviews with EWOs in three different local authorities. These interviews focused on a number of selected examples from the EWOs workloads that were discussed in detail and the case files analysed. As well as generating a grounded analysis, this data was then used as the basis for a series of case studies that were interrogated through the framework of a Foucauldian analysis of disciplinary power. The research programme produced a number of specific insights into the work of the EWO that had been absent or understated by previous analysts and writers. It also showed how the uses of care and control, as the defining analytical and antithetical categories in previous analyses, was unhelpful and at times misleading. Through a careful and detailed analysis of the EWOs work, the thesis shows how their activity is better understood in terms of processes of normalisation where strategies are deployed that utilise relations of disciplinary power as described by Foucault in Discipline and Punish. The way in which this work contributes to the development of Foucault's analysis of disciplinary society and the complications of supervisory mechanisms is discussed. However, the main achievement of this thesis is to show how the research programme led to the production of a framework for the analysis of the activities of EWOs that is able to engage effectively with questions that had apparently left previous writers baffled.
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Manu, Amanda. "HOW DO BLACK FEMALE ATHLETES PERCEIVE, NEGOTIATE, AND RECONCILE THE SOCIAL EXPECTATIONS OF FEMININITY?" Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/464072.
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KinesiologyM.S.
Faced with a unique oppression due to their racial and gender identity, a great disservice has been done to Black female athletes (BFAs) within the sporting literature as they have historically been silenced and rendered invisible, either in failure to include them in research, or in fragmenting their identities along racial or gender lines, thus presenting incomplete and inaccurate representations of their experiences. Employing a theoretical framework grounded in Black feminist standpoint theory, this study explored BFAs’ conceptualizations of femininity and microaggressions, as well as how their racial, gender, class, and athletic identities affect them within and outside of sporting environments. This study sought BFAs at 83 Division I institutions, asking them to complete a survey including the Bem Sex Role Inventory-Short (BSRI-S), the Racial and Ethnic Microaggressions Scale (REMS), and the Black Racial Identity Attitude Scale (BRIAS). Six BFAs opted-in to a qualitative interview. These BFAs presented multiple interpretations of femininity, discussed experiences with microaggressions, and spoke to how they navigated various contexts given their racial, gender, and athletic identities. While identifying hardships of being BFAs on college campuses and Black women in the United States, interview participants also discussed how their ability to withstand the unique mistreatment of BFAs and Black women left them feeling empowered and resilient. Implications for practitioners and researchers are also included.
Temple University--Theses
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Kaija, Barbara Night Mbabazi. "An investigation of how Kampala teenagers who read Straight talk negotiate HIV/AIDS messages." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002894.
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This study is a qualitative ethnographic investigation of how teenagers in Kampala, Uganda, who read the HIV/AIDS publication aimed at adolescents, Straight Talk, negotiate HIV/AIDS messages. It seeks to establish to what extent these secondary school teenagers accept the key messages (known as ABC; Abstain, Be faithful or use a Condom) and understand the factual aspects of the messages about HIV/AIDS, its process of transmission and prevention. It also seeks to probe how the lived realities of the teenagers affect their particular negotiations of the HIV/AIDS messages. It includes a focus on how proximity to HIV/AIDS, gender and family economic disposition might affect teenagers, negotiation of the HIV/AIDS meanings. To investigate the respondents’ reception of HIV/AIDS messages, the study employed focus groups that consisted of two stages, namely the ‘news game’ and group discussions. In the ‘news game’ stage (Philo, 1990; Kitzinger, 1993) the teenage participants were required to produce a version of a one-page copy of an HIV/AIDS newspaper targeting teenagers. In the second stage of the focus group a structured discussion probed the teenagers’ negotiation of the HIV/AIDS media messages. In the news game, the teenagers on the whole reproduced the key Straight Talk HIV/AIDS messages ‘Abstain, Be faithful or use a Condom’ and also images showing the effects of HIV/AIDS but featured fewer images depicting the factual aspects of HIV/AIDS process of transmission and risky behaviour. In the structured discussion that followed the news game, it was evident that not all the teenagers necessarily believed the messages they produced. In spite of producing the ABC Straight Talk messages, some of them were uncertain and confused about the absolute safety of the condom because of fears that they were either porous, expired or would interfere with sexual pleasure. Secondly, though many of the teenagers in the study reproduced images that showed that they consider marriage as desirable and talked about their desire to abstain from sex till marriage, a considerable number think abstinence is not achievable due to competing values. Thirdly, the participant teenagers could differentiate between HIV and AIDS but many did not realise that with the advent of anti-retroviral drugs even people who have AIDS can look normal. In spite of repeating the Straight Talk message that “no one was safe” and being aware of the risky behaviour that their fellow teenagers get involved in, the teenagers seemed to think that their age cohort is safe from HIV and it is the adults who are likely to infect them. The study findings further indicate that the teenagers’ lived experience at times influence their negotiation of HIV/AIDS media messages. This was probed in terms of economic standing, gender and proximity to HIV/AIDS. In relation to gender one surprising discovery was that certain girls in the study feared getting pregnant more than getting HIV/AIDS. The study finally suggests that these findings are of significance for designing future media initiatives in relation to HIV/AIDS.
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Kyeyune, Henry Edward. "In Search of Home: How Kenyans Domiciled in the USA Negotiate Transnational Identities Online." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/833.
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There are a growing number of continental African immigrants in the United States who are changing the face of Black identity and politics in the USA. Whereas this group is largely invisible to mainstream media, they are visible in online diasporic media. However, there has been very little research done on this group. In addition, scholars and policy makers are concerned that that diasporic media may erode people's sense of nationalism and their level of integration into the host society. Isolation of these communities could lead to potential conflict with mainstream society. Therefore, the purpose of this study was to investigate the following questions: (a) How do Kenyans domiciled in the United States construct their collective identity in online discourse? (b) What topics dominate the online discussions of the Kenyan diaspora in the United States? (c) How is the relationship between the host nation and the migrant community portrayed in these websites? (d) What does the online discourse reflect about the interests, concerns and positions of the diaspora on issues in the homeland? (e) How are Kenyan migrants perceived by fellow Kenyans in their homeland, within website commentary? These questions were investigated based on theories of media, diaspora, identity and globalization. The researcher selected three websites created and patronized by Kenyans living in the USA based on their internet traffic ranking. The texts were then analyzed using Wodak's discourse historical analysis (DHA). The results show that Kenyans participating in the diaspora websites studied construct various identities in their website talk. These identities ranged from essentialist and cultural identities that support the status quo, to hybrid identities that indicate various levels of integration into the host society. The results also indicate new forms of identification that differ from U.S. and Kenyan official designations of identity and represent active resistance to dominant discourses. Among these emerging identities were "new Americans", "African born Americans", and "Kenyan born Americans." Women in particular use the discourse of freedom drawn from the host culture, to express their new identities in the diaspora in ways that challenge Kenyan male cultural dominance. The relationship between migrants and the host US culture was largely positive; however, some migrants described negative experiences involving depression, difficulty in adjustment to work place cultural values, and racial discrimination. Many expressed concerns about the slow pace of immigration reforms in the USA and that the discussions overly focused on Mexican immigrants. These results have several implications. First, this study supports theories of diaspora, media and globalization with findings based on empirical research. In particular, it supports the theory that migrants construct hybrid, multiple and transitional identities in their media. The study expands our knowledge by relating the migrant online texts to the broader local and global contexts. Second, the results call attention to the need for U.S. policy makers and politicians to consider expanding the discussions of immigration reform to involve non-Mexican immigrants in the framing of immigration policy. It also points out that many of the African immigrants are elites or professionals and they can be beneficial to U.S. foreign policy initiatives and the economy. As far as Kenyan policy makers are concerned, the study suggests that the frequency and fervency of migrant ethnic identifications is a challenge to the government's construction of a common national and cultural identity. This demands change in the way the Kenyan government communicates about ethnicity and nationalism. The study recommends several areas of further study.
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Johnson, Jacob. "How Couples Raising Children on the Autism Spectrum Negotiate Intimacy: A Grounded Theory Study." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64290.
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This study has explored how couples raising children on the autism spectrum negotiate intimacy in their marriages/committed partnerships as well as what contextual factors influence these process and how they change over time. Twelve couples currently raising children on the autism spectrum were interviewed conjointly regarding their experiences of intimacy negotiation. A methodological approached based on constructivist grounded theory was used to analyze the data collected from these couples. The results of this study indicate that intimacy negotiation for couples raising children on the autism spectrum is an interactive process in which both partners must work together to make several key cognitive and relational shifts. Couples were either aided or hindered in making these shifts by the degree to which contextual and environmental factors were experienced as resources or roadblocks. The result of the degree to which couples raising children with ASDs navigate the necessary cognitive and relational shifts, also taking into account the influence of any contextual factors on these processes, was found to be a couple's experience of intimacy. However, this study also found that intimacy was not a fixed point at which a couple one day arrived, but was instead an iterative process taking place over time and requiring work to develop and maintain.Ph. D.
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Cligrow, Carrie M. "Pediatric Chronic Illness: How East Indian Children and Their Mothers Negotiate Culture and Hospitalization." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1269884573.
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Kau, Chin-Cheng. "Adaptive locomotion algorithms for hexapod walking machines to autonomously negotiate irregular large-scale obstacles /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487668215808206.
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Belliappa, Jyothsna. "Relational identities : middle class Indian women negotiate the consequences of globalization and late modernity." Thesis, University of York, 2009. http://etheses.whiterose.ac.uk/14204/.
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Demáre, Deborah M. "From thinspiration to opposition how do women in recovery from anorexia negotiate the thin ideal? /." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0022795.
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Ojo, Kike. "Finding a place in the sun, young Black women negotiate their identities in oppositional spaces." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/MQ46180.pdf.
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Hungwe, Caroline. "An analysis of how Zimbabwean women negotiate the meaning of HIV/AIDS prevention television advertisements." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/912/.
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Rylands, Carole. "How young men negotiate schooling : the role of significant events, masculinities and influence of home." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520442.
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Shrum, Autumn Phelps. "Crossing literate worlds exploring how students with rich identities as writers negotiate multiple writing contexts." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4707.
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This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, self-perceptions, negotiation of multiple writing processes and development of authority impacted the students' identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students' school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.ID: 030646207; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 150-155).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition Track
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Hewitt, Kimberly Kappler. "How evangelical Christian women negotiate discourses in the construction of self a poststructural feminist analysis /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1259981731.
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William-White, Lisa Yvette. "Walking the tightrope : how high achieving African American students negotiate their social and academic identity /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.
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Russell, Lauren Ann. "Latina magazine how do Latinas negotiate the magazine's ideology of what it means to be Latina? /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011842.
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