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1
Khodabandeh, Amir. "Precise multi-GNSS point positioning: theory, algorithm and data analysis." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/159.
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In this thesis we study the principles and intricacies of the new state-of-the-art precise positioning technique, the PPP-RTK. Both its network- and user-components are discussed. The concept of array-based PPP-RTK is introduced, where its efficiency is demonstrated by multi-Global Navigation Satellite Systems (GNSS) results. Finally an optimal recursive filter is developed to process observation equations of the network- and user-components.
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Boxer, Lionel John, and lionel boxer@rmit edu au. "Using positioning theory to understand how senior managers deal with sustainability." RMIT University. School of Management, 2003. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081212.104859.
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Social pressure for sustainability has become a significant factor in Australian business. Made popular by a variety of diverse social movements that employ various tactics, sustainability is increasingly being debated in boardrooms and work areas of both large and small businesses. In this research, sustainability issues are treated as a set of a wider range of obligatory and externally imposed (OEI) issues that are increasingly confronting contemporary business. Of interest to this research is how senior managers deal with sustainability issues. While some businesses excel in dealing with OEI issues, others prevaricate. This research focuses on those businesses that appear to excel in resolving sustainability issues to explore how senior managers deal with sustainability issues. Such understanding is essential for contemporary practising senior managers, as it provides guidance for management behaviour that will enable sustainability and other OEI issues to be dealt with. The author's effort to understand how senior managers deal with sustainability issues has led to the first business context application of Harré's positioning theory. A social constructionist approach, positioning theory is concerned with ordinary conversations, and presumes that these are the building blocks of all other discursive phenomena. The resulting theory builds on positioning theory and provides a point of departure to conduct related research on other organizations that excel in dealing with OEI issues and those that prevaricate. With positioning theory it has been shown that, in dealing with sustainability issues, senior managers engage in a range of positioning of themselves and others. In doing so, power and knowledge have been considered in the light of Foucault's unique and penetrating concepts. This has led to the proposed augmentation of positioning theory to include a concept of social flux, which is put forward as an indication of social order or culture. Through this development, it has shown how senior managers confront opposition and reinforce support to enable them to achieve and preserve sustainability objectives. In practical terms, senior managers alter four components of the social order to align the culture with the issues that need to be dealt with. These components - rights, duties, morals and actions - are parameters that senior managers tune or level when they deal with sustainability issues. When the social order is appropriately tuned or levelled, it is aligned with the issues that need to be dealt with. That alignment enables issues to be resolved in a way appropriate for the organization.
3
Guneydas, Ismail. "ACTOR POSITIONING IN WIRELESS SENSOR AND ACTOR NETWORKS USING MATCHING THEORY." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1674095431&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.S.)--Southern Illinois University Carbondale, 2008."Department of Computer Science." Keywords: Gale-Shapley, Wireless sensor networks. Includes bibliographical references (p. 42-45). Also available online.
4
Phillips, Miriam S. "Instructor and Student Perceptions of Online Courses: Implications of Positioning Theory." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2300.
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The increase in online course delivery in higher education has implications for students and instructors. In fall 2002, 1.6 million students took at least one online course and this number increased by the fall of 2012 to 6.7 million. The increase in the rate of enrollment in online courses in higher education provides an opportunity to examine the strategies and technologies used in course design and delivery and student engagement in the online culture. Two of the key factors in creating student engagement are the instructor's interaction with students and the course design and delivery itself. An examination of students’ and instructors’ perceptions of what factors contribute to a positive online experience may assist those developing and delivering online courses.
The purpose of this quantitative study was to investigate the relationship between the perceptions of online instructors and online students regarding student engagement and course design and delivery. Data collection techniques included the use of a survey with a 5-point Likert-type scale and collection of demographic information. Data were analyzed through a nonexperimental quantitative methodology and further explained through the use of positioning theory. Positioning theory combines cognitive and social psychology to describe how individuals interact through conversation or speech acts (Harre & van Langenhove, 1999). This theory provides a framework for discussion of the findings as to how the first interactions between students and instructors set a tone for student engagement for the duration of the course.
The study revealed that there is a strong statistical significance to the number of both student and instructors posting to perceived student engagement. The more students and instructors post in the first 2 weeks the higher the perception of student engagement. This finding allows for the application of the use of positioning theory in how students and instructors relate and experience engagement in the course. Findings also revealed that academic discipline was not statistically significant in regards to instructor and students perception of engagement. Significance was also established between student age and traditional or nontraditional status in their perceived engagement in online classes. Traditional students and also students in the age category of 24 and under reported higher rates of perceived student engagement than nontraditional students and students in the age category of 25 and older. Recommendations for practice are included in the discussion.
5
Phillips, M. S., Pamela H. Scott, and Donald W. Good. "Instructor and Student Perceptions of Online Courses: Implications of Positioning Theory." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/257.
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Phillips, Miriam Seyelene, Pamela H. Scott, and Donald W. Good. "Instructor and Student Perceptions of Online Courses: Implications of Positioning Theory." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/279.
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Schloemann, Javier. "Fundamental Analyses of Collaborative and Noncollaborative Positioning." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/56556.
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Determining the locations of devices in mobile ad-hoc networks (MANETs), wireless sensor networks (WSNs), and cellular networks has many important applications. In MANETs, which are useful in disaster recovery, rescue operations, and military communications, location information is used to enable location-aided routing and geodesic packet forwarding. In WSNs, whose applications include environmental monitoring (e.g., for precision agriculture) and asset tracking in warehouses, not only is location information useful for the self-organization of the network, but in addition, tying locations to the sensor observations is crucial for adding meaning to the sensed data. In cellular networks, location information is used to provide subscribers with location-based services in addition to providing public service answering points with potentially life-saving location information during emergency calls. These applications are largely not new, which is evidenced by the fact that the literature is quite rich with localization studies presented over the span of many years. Because of this, it may be surprising to learn that there is a lack of analyses concerning the fundamental factors impacting localization performance.
Fundamentally, localization performance depends upon three factors: (i) the number of devices participating in the localization procedure, (ii) the locations of the participating devices, and (iii) the quality of the positioning observations gathered from the participating devices. For the most part, these factors cannot reasonably be considered deterministic. Instead, at any point in time, random effects within a network and its surroundings will determine these factors for individual positioning scenarios. Unfortunately, there are currently no analytical approaches for characterizing localization performance over these random factors. Instead, researchers either provide analytical results for a deterministic set of factors or use complex system-level simulations to obtain general performance insights. While the latter certainly averages over the random factors, the validity of the results is limited by the simulation assumptions. Any change in a network parameter requires running a new time-consuming simulation.
In this dissertation, we address current deficiencies in several ways. We present a new model for tractably analyzing network localization fundamentals. This is demonstrated through fundamental analyses of hearability and geometry. Further, collaboration among non-reference devices has recently garnered increasing interest from the research community as a means to (i) improve positioning accuracy and (ii) improve positioning availability. We present fundamental analyses of both of these potential benefits. As a result of our work, we not only characterize several key performance metrics, we also demonstrate that there exist new tractable ways to analyze localization performance.Ph. D.
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Gode, Tejaswi. "Long Basline Ranging Acoustic Positioning System." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/51956.
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A long-baseline (LBL) underwater acoustic communication and localization system was developed for the Virginia Tech Underwater Glider (VTUG). Autonomous underwater vehicles, much like terrestrial and aerial robots require an effective positioning system, like GPS to perform a wide variety of guidance, navigation and control operations. Sea and freshwater attenuate electromagnetic waves (sea water is worse due to higher conductivity) within very few meters of striking the water surface. Since radio frequency communications are unavailable, many undersea systems use acoustic communications instead. Underwater acoustic communication is the technique of sending and receiving data below water. Underwater acoustic positioning is the technique of locating an underwater object. Among the various types of acoustic positioning systems, the LBL acoustic positioning method offers the highest accuracy for underwater vehicle navigation. A system consisting of three acoustic 'beacons which are placed on the surface of the water at known locations was developed. Using an acoustic modem to excite an acoustic transducer to send sound waves from an underwater glider, the range measurements to each of the beacons was calculated. These range measurements along with data from the attitude heading and reference system (AHRS) on board the glider were used to estimate the position of the underwater vehicle. Static and dynamic estimators were implemented. The system also allowed for underwater acoustic communication in the form of heartbeat messages from the glider, which were used to monitor the health of the vehicle.Master of Science
9
Jansson, Patric. "Precise kinematic GPS positioning with Kalman filtering and smoothing : theory and applications /." Stockholm : Tekniska högsk, 1998. http://www.lib.kth.se/abs98/jans0520.pdf.
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LAUZIER, JEAN-GABRIEL. "Positioning choice problems and their applications to the theory of moral hazard." Doctoral thesis, Università Bocconi, 2021. http://hdl.handle.net/11565/4035696.
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No abstract availableI study a class of optimisation problems in finite-dimensional Euclidean spaces for which the value function is almost everywhere differentiable even when objective function is discontinuous. I call this class of problems positioning choice problem as it has a straightforward geometrical interpretation as a choice of position. I collect observations about this class of problems as a collection of "Ad-Hoc" envelope theorems for discontinuous objective functions. I apply the findings to the theory of moral hazard / mechanism design. In particular, I study models of fraud in the design of securities and insurance.
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LAUZIER, JEAN-GABRIEL. "Positioning choice problems and their applications to the theory of moral hazard." Doctoral thesis, Università Bocconi, 2021. http://hdl.handle.net/11565/4035695.
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No abstract availableI study a class of optimisation problems in finite-dimensional Euclidean spaces for which the value function is almost everywhere differentiable even when objective function is discontinuous. I call this class of problems positioning choice problem as it has a straightforward geometrical interpretation as a choice of position. I collect observations about this class of problems as a collection of "Ad-Hoc" envelope theorems for discontinuous objective functions. I apply the findings to the theory of moral hazard / mechanism design. In particular, I study models of fraud in the design of securities and insurance.
12
Amiri-Simkooei, AliReza. "Least-squares variance component estimation : theory and GPS applications /." Delft : NCG, Nederlandse Commissie voor Geodesie, 2007. http://www.loc.gov/catdir/toc/fy0803/2007416648.html.
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Sang, Jizhang. "Theory and development of GPS integrity monitoring system." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36001/7/36001_Digitised%20Thesis.pdf.
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This thesis discusses various aspects of the integrity monitoring of GPS applied to civil
aircraft navigation in different phases of flight. These flight phases include en route,
terminal, non-precision approach and precision approach. The thesis includes four
major topics: probability problem of GPS navigation service, risk analysis of aircraft
precision approach and landing, theoretical analysis of Receiver Autonomous Integrity
Monitoring (RAIM) techniques and RAIM availability, and GPS integrity monitoring
at a ground reference station. Particular attention is paid to the mathematical aspects of
the GPS integrity monitoring system.
The research has been built upon the stringent integrity requirements defined by civil
aviation community, and concentrates on the capability and performance
investigation of practical integrity monitoring systems with rigorous mathematical
and statistical concepts and approaches. Major contributions of this research are:
• Rigorous integrity and continuity risk analysis for aircraft precision
approach. Based on the joint probability density function of the affecting
components, the integrity and continuity risks of aircraft precision
approach with DGPS were computed. This advanced the conventional
method of allocating the risk probability.
• A theoretical study of RAIM test power. This is the first time a theoretical
study on RAIM test power based on the probability statistical theory has
been presented, resulting in a new set of RAIM criteria.
• Development of a GPS integrity monitoring and DGPS quality control
system based on GPS reference station. A prototype of GPS integrity
monitoring and DGPS correction prediction system has been developed
and tested, based on the A USN A V GPS base station on the roof of QUT
ITE Building.
14
Shaw, David. "Positioning Singapore in the global economy : a study of political and economic processes." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4227.
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This study seeks to understand the significance of political decision-making and economic processes in the establishment of Singapore as an Asian 'economic miracle'. Throughout the study, illustrative passages drawn from three case studies conducted in different sectors of the economy - the port, banking and the biomedical sciences — are used to throw light on matters such as the contribution of statutory boards and government-linked companies, privatisation, the role of foreign MNCs and direct investment, and the challenges facing local start-up companies. Singapore's linkages with the outside world are put in context through exploration of a theoretical framework comprising globalisation, regionalism and the world city concept. The treatment of these is questioning as well as descriptive, and also includes a substantial literature review. The main body of the thesis investigates five main factors that, in the author's view, influence the nature of Singapore's integration in the global economy. The first, often glossed over, is the enduring vulnerability of the city-state, both in economic and security terms. Second are the various means of state control of and intervention in, the economy. Third is the actual interface of Singapore and the global economy, and the approaches taken to the opportunities and dangers involved. The fourth and fifth factors — the growth of a knowledge-based economy and a refreshed and more urgent programme of regionalisation - represent the latest efforts to re-make the economy in order that Singapore remains competitive in a changing world. Following the conclusions to be drawn from the research project, the final chapter is given over to discussion about the future, highlighting the need for changes of mindset on the part of both government and governed, and closing with a proposal regarding the future direction of world-city research.
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Kennedy, Elena Dowin. "Positioning the beneficiary| The role of entwinement in social enterprise impact and performance management." Thesis, University of Massachusetts Boston, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118419.
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This dissertation extends and contributes to the extant literature on social enterprise by examining the enterprise-beneficiary relationship in social enterprises with particular focus on performance measurement and social value creation. Ironically, while social missions and commitment to beneficiaries is what distinguishes social entrepreneurship from traditional entrepreneurship, little research has been conducted to examine this relationship. Utilizing a portfolio of 101 social enterprises based in New England, this study consisted of two phases: the development of a typology of social enterprise based on the enterprise-beneficiary relationships present in the portfolio, and a comparative case study closely examining six cases of social enterprise across the typology.
By examining beneficiary positioning, level of interaction, and relationship characteristics four archetypes of social enterprise were identified: general benefit enterprises, philanthropic enterprises, social business enterprises, and relational social enterprises. Examining these models, the concept of entwinement emerged. I define entwinement as the mutual reliance and commitment between two parties, in these cases the enterprises and the individual beneficiaries they seek to serve. These models fall along a continuum of entwinement, ranging from no entwinement in the general benefit enterprises to high entwinement in the relational social enterprises. By examining two cases each of philanthropic enterprises, social business enterprises and relational enterprises I found that entwinement has positive implications for stakeholder salience and depth of impact for individual beneficiaries. I also found that while funding requirements are a key driver of the development of formalized social performance measurement programs, the level of entwinement moderates that relationship.
This dissertation contributes directly to stakeholder theory and to the social entrepreneurship literature. It offers an explanation for how managers recognize the salience of their stakeholder groups by raising entwinement as a key mechanism through which managers recognize the legitimacy and power of the beneficiary group. By utilizing the capabilities approach from the development literature, this study also presents a framework through which depth of impact can be examined across issue are and business model design. Finally, this paper identified funder requirements as a key driver of social performance measurement systems, suggesting that even as social enterprises diversify their revenue streams and business models they still bear significant semblance to non-profit organizations.
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Tien, Szu-Chi. "High-speed nano-precision positioning : theory and application to AFM imaging of soft samples /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7089.
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Aloi, Daniel N. "Electromagnetic analysis of ground multipath for satellite-based positioning systems." Ohio University / OhioLINK, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178816934.
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Scott, Brigitte Condon. "Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19311.
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This dissertation is an examination of the ways English teachers may be complicit in reproducing an abstinence-based sex education discourse in their own classroom practices and discussions of literature. Working from disciplinary research in sex education, sociology, English education, anthropology, and public health, I explore English teachers\' experiences in negotiating the effects of, reactions to, and expectations for discussing sexuality, intimacy, and gender in a school community. Using feminist positioning theory and Bakhtin\'s concepts of dialogism and ventriloquism, I explore how teachers approach, grapple with, contribute to, and leverage dominant institutional discourses in their practices, thereby mediating knowledge, possibilities for conversations, and institutional norms. An amalgam of teaching philosophies, methodologies, and political ideologies underscores teachers\' voicing patterns and discursive positions, helping to further inform an understanding of how contentious social issues are negotiated in the classroom. The agentic discursive positions teachers take up provide insights into teachers as mediating agents within institutional discourses, but not necessarily as change agents of institutional norms.Ph. D.
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Scott, Beverley Margaret. "Situational Positioning: A Grounded Theory of Registered Nurse Decision-making in Western Australian Nursing Homes." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1940.
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This grounded theory study investigated how registered nurses (RNs) managed problem-solving and decision-making in residential aged care facilities (nursing homes) in Western Australia. The outcome of the study was the substantive theory of situational positioning, the process used by the RN participants when they were trying to get things right .In-depth interviews were conducted with 25 purposefully selected registered nurses and nursing home management staff. The interviews were transcribed verbatim, and analysed using the constant comparative method. Other sources of data. guided by theoretical sampling. were selected documents such as government reports regarding aged care, and some field observations. Situational positioning was a process that involved physical. cognitive, emotional, and moral dimensions, and reflected how the RN participants acted and responded when dealing with situations at work. Situational positioning was conceptualised as occurring along two intersecting continua of behaviours, and these behaviours emerged from the data as four interrelated categories. Yielding and confronting represented the poles on a continuum of action-oriented behaviour, with being flexible and being rigid on a continuum that reflected more affective or attitudinal responses. The four categories that made up the positioning continua had both positive and negative meanings in relation to the actions and responses of the participants, depending on the particular situation. Yielding was a conceptual category that reflected participants' comments about stopping a particular action and trying something else or giving up completely and even leaving the situation. f he term confronting was used to describe participants' actions that were based on assertiveness that was seen as a constructive behaviour, or anger that tended to be non-productive.Being flexible meant that the participants were responsive to changing situational variables, and this was usually seen as a desirable attribute of effective nursing practice in aged care. However, it could also mean being pliant and ready to compromise in order to get through situations when the participants realised that they would be unable to get things right. At the other end of the response axis, the term being rigid was defined as the opposite of being flexible, that is, having firmly fixed or set ways of responding. or a tendency to respond to situations in the same way in all circumstances. The basic psychosocial problem, being unable to get things right, had two properties. One property was temporal, in that the problem occurred when the participants were getting behind or running late because of having insufficient time. usually due to interruptions. The second property of the problem was more qualitative in that contextual and intervening conditions led the participants to feel that they were not doing things properly because of adverse conditions. Conditions that varied .situational positioning were those that led to the participants being unable to get things right, such as having insufficient time. working with unqualified carers. and trying to meet the differing expectations of various stakeholders. Situations that were easy for the participants to manage involved known routines and few, if any. interruptions. In those circumstances, si uational positioning was intuitive and the phases of recognising, prioritizing, and moving on were negotiated quickly. In more complex situations, or when significant interruptions occurred, the participants followed an alternative pathway, which involved recognising that something in the situation changed. then compromising. that is. choosing a new course of action.Compromising required tolerance, as the participants adjusted their expectations of what could be achieved in the circumstances. Repositioning then occurred belore they moved on to the next task or to the end of their shifts. Moving on. the third phase in the process, involved persevering as they continued trying to get things right. The adverse conditions that prevailed in nursing homes during the time of this study impeded nursing practice and the delivery of consistently good standards of care for all residents. Situational positioning enabled the participants to persevere in their efforts to try to get things right, but their capacity to maintain the effort was eroded by the apparently unrelenting nature of the adverse conditions that existed in nursing homes. The main conclusion of this study was that the RN role in nursing homes in Western Australia was ill-defined, and inefficient in terms of best utilisation of nursing time. Recommendations included a review of the RN role in aged care and implementation of strategies that would enable aged care RNs to focus on their clinical roles.
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Scott, Beverley Margaret. "Situational Positioning: A Grounded Theory of Registered Nurse Decision-making in Western Australian Nursing Homes." Curtin University of Technology, School of Nursing and Midwifery, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13781.
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This grounded theory study investigated how registered nurses (RNs) managed problem-solving and decision-making in residential aged care facilities (nursing homes) in Western Australia. The outcome of the study was the substantive theory of situational positioning, the process used by the RN participants when they were trying to get things right .In-depth interviews were conducted with 25 purposefully selected registered nurses and nursing home management staff. The interviews were transcribed verbatim, and analysed using the constant comparative method. Other sources of data. guided by theoretical sampling. were selected documents such as government reports regarding aged care, and some field observations. Situational positioning was a process that involved physical. cognitive, emotional, and moral dimensions, and reflected how the RN participants acted and responded when dealing with situations at work. Situational positioning was conceptualised as occurring along two intersecting continua of behaviours, and these behaviours emerged from the data as four interrelated categories. Yielding and confronting represented the poles on a continuum of action-oriented behaviour, with being flexible and being rigid on a continuum that reflected more affective or attitudinal responses. The four categories that made up the positioning continua had both positive and negative meanings in relation to the actions and responses of the participants, depending on the particular situation. Yielding was a conceptual category that reflected participants' comments about stopping a particular action and trying something else or giving up completely and even leaving the situation. f he term confronting was used to describe participants' actions that were based on assertiveness that was seen as a constructive behaviour, or anger that tended to be non-productive.Being flexible meant that the participants were responsive to changing situational variables, and this was usually seen as a desirable attribute of effective nursing practice in aged care. However, it could also mean being pliant and ready to compromise in order to get through situations when the participants realised that they would be unable to get things right. At the other end of the response axis, the term being rigid was defined as the opposite of being flexible, that is, having firmly fixed or set ways of responding. or a tendency to respond to situations in the same way in all circumstances. The basic psychosocial problem, being unable to get things right, had two properties. One property was temporal, in that the problem occurred when the participants were getting behind or running late because of having insufficient time. usually due to interruptions. The second property of the problem was more qualitative in that contextual and intervening conditions led the participants to feel that they were not doing things properly because of adverse conditions. Conditions that varied .situational positioning were those that led to the participants being unable to get things right, such as having insufficient time. working with unqualified carers. and trying to meet the differing expectations of various stakeholders. Situations that were easy for the participants to manage involved known routines and few, if any. interruptions. In those circumstances, si uational positioning was intuitive and the phases of recognising, prioritizing, and moving on were negotiated quickly. In more complex situations, or when significant interruptions occurred, the participants followed an alternative pathway, which involved recognising that something in the situation changed. then compromising. that is. choosing a new course of action.
Compromising required tolerance, as the participants adjusted their expectations of what could be achieved in the circumstances. Repositioning then occurred belore they moved on to the next task or to the end of their shifts. Moving on. the third phase in the process, involved persevering as they continued trying to get things right. The adverse conditions that prevailed in nursing homes during the time of this study impeded nursing practice and the delivery of consistently good standards of care for all residents. Situational positioning enabled the participants to persevere in their efforts to try to get things right, but their capacity to maintain the effort was eroded by the apparently unrelenting nature of the adverse conditions that existed in nursing homes. The main conclusion of this study was that the RN role in nursing homes in Western Australia was ill-defined, and inefficient in terms of best utilisation of nursing time. Recommendations included a review of the RN role in aged care and implementation of strategies that would enable aged care RNs to focus on their clinical roles.
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Gagnier, Garth. "Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2575.
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The purpose of this study was to explore the tensions that existed between my co-teaching partner and me while working together during the last four years. Additionally, I studied how my partner, the special educator, and I, the general educator, negotiated the tensions that came up during our collaboration. Using a narrative approach to share our stories about our teaching, I investigated how we worked together and contributed to our co-teaching relationship. I analyzed the stories and storylines that we shared using a theoretical lens called positioning. Positioning theory looks at how people interact with each other and the positions that they take up and give away. Positioning helped me to understand better how we were negotiating the tensions we were experiencing while co-teaching together. The findings suggested that the tensions that existed between us stemmed from our confusion about our roles and our lack of planning. It was also strained because of the ways in which the institution positioned us. Because we were confused about our roles and were not planning, our co-teaching was not as excellent as it could have been. Both of us negotiated our tensions by (a) remaining positive about our relationship, and (b) continuing to value teaching together even though there were tensions in our partnership. Our "friendship" persisted even after professional tensions came up and, many times, in spite of the tensions. In conclusion, this study revealed that my co-teaching partner and I needed more training about how to be co-teachers so that we could negotiate the tensions that came up. We did not plan regularly and did not understand how our roles co-existed because we had no training about how these things would help us in our relationship. This study also reveals that co-teachers need to be more committed to co-teaching. Despite our lack of training and preparation, we remained positive about our relationship and this is the reason why our partnership endured.
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Zhu, Guoliang. "Trajectory-aided GNSS land navigation : application to train positioning." Thesis, Troyes, 2014. http://www.theses.fr/2014TROY0007/document.
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Au cours des dernières années, la technologie GNSS a attiré beaucoup d’attention autour du monde et elle a été largement appliquée dans de nombreux domaines. D'autre part, le système d'exploitation ferroviaire avancé a été largement utilisé pour assurer la sécurité, la sûreté et l'efficacité du réseau ferroviaire. L'efficacité de ce système se fonde sur la disponibilité du positionnement fiable du train. L’application de cette technologie au positionnement du train est un domaine de recherche très prometteur. Dans cette thèse, plusieurs algorithmes sont proposés pour le positionnement du train en utilisant des signaux GNSS et un modèle géométrique de voie stocké dans la base de données à bord du train. Premièrement, la distance, vitesse du train sont estimées en utilisant des signaux GNSS et un modèle géométrique ‘idéal’ qui est composé de lignes droites, de courbes de transition et d'arcs de cercle. L’impact du rayon de courbure de la voie sur ces estimations est étudié. Deuxièmement, la distance, vitesse du train sont estimées en utilisant des signaux GNSS et un modèle géométrique ‘non-idéal’ qui est approché par une ligne polygonale avec un certain niveau d'incertitude. L’impact de l’incertitude de la voie sur ces estimations est étudié. Finalement, la distance, vitesse du train sont estimées à l’aide d’intégration des mesures GNSS et une base de données bruitée. L’impact des erreurs de GNSS et de la base de données sur ces estimations est étudiéOver these years, GNSS technology has attracted many attentions around world and it has been widely applied in navigation for airplanes, ground vehicles and boats. On the other hand, advanced railway operating systems have been widely used to guarantee the safety and efficiency of the railway network. The efficiency of these systems is based on the availability of reliable train positioning. Hence, applying GNSS technology to the train positioning is a very promising research area, since it has such important benefits as lower initial costs and lower maintenance. In this thesis, several algorithms are proposed for train positioning by using GNSS signals and the railway centerline stored in the onboard computer database. At first, the train travelled distance, speed are estimated by using GNSS signals and an ''ideal'' railway centerline which is composed of straight line segments, transition curves and arcs of circles. The impact of the railroad curvature on these estimations is studied. Secondly, the train travelled distance, speed are estimated by using GNSS signals and a ''non-ideal'' railway centerline which is defined by a polygonal line with some level of uncertainty. The impact of the track geometric model imprecision on these estimations is studied. Finally, the train travelled distance, speed are estimated by integrating the GNSS measurements with a track database. The impact of the GNSS measurements and the track database errors on these estimations is studied
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Boross, De Levay Catherine. "The potentials that positioning theory as an analytical framework can offer to understand the professional identity and social engagement of the expatriate teacher in the context of international schools." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665373.
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The present inquiry sets out to explore the self as an expatriate eacher working in international schools, through the lens of ositioning. To better understand complex phenomena such as the self and its episodic encounters in the social arena, this study uses positioning theory as an analytical framework. The self is followed as it moves from its private sphere to the social milieu where it takes on its multiplicity, as a social being. The dynamics of positioning is illustrated by the mutually determined triad. Hence, the self is looked at in one of its main social engagements: the recruitment where the social episode is mutually framed by the storylines of the participants, the social force and the position taken on. Illustrations are given to exemplify and extend the use of positioning theory in an international school context. The implications brought up by the results of the present inquiry are applicable not only to the expatriate teacher but also to the wider expatriate community.
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Ghassan, Karlsson Halla. "Identities through Words : Analyzing character positioning in Richard Yates’s Revolutionary Road." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96417.
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The aim of this thesis was to analyze how the discourse between the two main characters in Richard Yates’s novel Revolutionary Road implies complex power dynamics concerning identity formation. The analysis has been conducted by the use of positioning theory as well as the critical lens of the Heterosexual Matrix in order to discuss positioning findings in relation to gender formation. The results show that the positionings in discourse between Frank and April reveal great and detrimental power dynamics entrenched in social and cultural practices as well as predetermined ideas of gender identity. This thesis has also addressed how the knowledge of such complexity in discourse can be analyzed in the Swedish EFL classroom. This has been argued for by demonstrating the use of the discursive tool of positionings and the gender critical lens of the Heterosexual Matrix in the classroom to validate the use of Revolutionary Road as a source to raise awareness of gender consciousness and encourage students to become conscious gender actors in their social life.
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Osigwelem, Kenneth Ugochukwu. "Exploring the application of profile theory based strategy for managing talent positioning in a Nigerian Higher Education Institution." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/8564/.
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Brain drain has been the main cause of academic staff attrition in Nigeria Higher Education Institutions which results in talent void. This circumstance has left HEIs to grapple with the challenge of managing the consequences of talent void among faculty in areas of course/module allocation, project supervision and recruitment of new talents to fill the vacuum occasioned by brain drain. This loss of experienced academics remains a challenge to institutions of higher learning in particular and often culminates in disruptive academic service delivery. In a proactive approach to manage the fallouts of talent void in HEIs, this research proposes a talent management strategy based on application of Profile theory to manage talent positioning in a higher education institution in Nigeria in order to cope with evolving workforce. The research specifically had its focus on three scenarios; talent recruitment, project supervision, and course/module allocation. The research used a mixed method of inquiry involving five departments in a single institution in which two sets of data were collected. The first set of data collection involved survey using questionnaire and interview. While simple descriptive statistics was used in analysing the questionnaire, Soft System Methodology was used in interpreting and analysing the qualitative data in order to gain rich contextual understanding of the problem situation. The second set of data collection involved anonymous artefact representing candidates’ attributes used for modelling candidates profile for capability and compatibility. The profile theory based talent management strategy was developed and evaluated using Importance-Satisfaction analysis model. Specifically, profile theory modelled candidates’ characteristics/attributes for talent identification and made distinctive talent identification where ties occurred based on capability and compatibility This research contributes to body of knowledge in two ways. First, it demonstrates how Talent Management approach can mitigate the impact of brain drain and other forms of employee turnover in HEI. Second, it also explores and demonstrates how profile theory tool can be applied in filling talent void and allocation of duties as a strategy for talent positioning within academic roles in a HEI.
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Young, Lydia Rose Lea. "Standing, being and positioning: A qualitative study of the academic, social and cultural experiences of graduates of a college preparation program during their first year of college." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1842.
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Thesis advisor: Audrey FriedmanEvidence suggests that college preparation programs successfully support students through college preparation and application process. However, most research into college preparation programs does not attend to students' collegiate experiences once they leave college preparation programs. This dissertation explored the long-term influence of Small College's College Preparation Program (CPP) on students' collegiate academic, cultural, and social experiences, following college preparation program graduation. This research is a multiple-case study that used phenomenologically oriented interviews. The source of participants was students who completed CPP in 2006 and 2007 and who were enrolled in a university. Using purposeful sampling to achieve maximum variation among CPP graduates, I conducted three tape-recorded interviews of seven participants. Interactive interviews followed Seidman's (1998) recommendations for interview content. Positioning theory was used, in conjunction with social and cultural capital, to analyze data throughout data collection. Positioning theory served as a useful lens for examining the first year college experiences of CPP graduates because it allowed the researcher to explore participant experiences with their agency in mind. Much of the literature on university outreach college preparation programs places students at the center of the research. Often, though, within the research, students are positioned as passive recipients of college preparation services. Viewing the college admissions process as a discourse, participants reflexively self-positioned, but they were also engaged in interactive positioning. In either role, participants assumed an active role, rather than the passive role that most research positions assigns to students. This dissertation finds that participants actively self-positioned as they applied both dominant and non-dominant social and cultural capital during their college preparation and after matriculation. The ability to navigate complex and exclusionary contexts speaks to participants' strengths, perseverance, and motivation. Supportive relationships mitigated the impact of stereotype threat, interpersonal and institutional microaggressions. Moreover, participants self-positioned in ways that built on participants' wealth of insights, experiences, relationships, and capital, leading to academic success
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Warren, Joseph Rizal. "Linguistic constructions of identity in the discourse of American international students studying at Stellenbosch University : a positioning theory account." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71827.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The number of students studying outside of their country of birth is growing rapidly. While the United States of America only sends a small number of students abroad every year, high profile institutions and individuals have argued that studying abroad has become an important developmental experience in the globalized world. This effects (and will continue to effect) countries that send students as well as those that accept such students. While it is recognised that study abroad is both a business and an educational endeavour, the relative importance accorded each facet is disputed by those working and researching in the field. Some argue that to reduce study abroad to a ‗business endeavour‘ would be to remove the quintessential benefits of the experience. Nevertheless, the field (along with all education) is moving to embrace neoliberalisation. Research into the effect of this mass movement is sparse, scarcer still is research into the actual effects on students participating in this movement. This study is an analysis of the linguistic identity construction of American students shortly after a semester abroad at Stellenbosch University. Forty seven surveys were analysed to demonstrate how the way in which students construct their identities is influenced by broader practices in the field. The research shows how identities are co-constructed and suggests that the field of study abroad needs to be critically self-reflective in order to mitigate the potential negative effects of the practices they use.
AFRIKAANSE OPSOMMING: Die aantal studente wat buite hul land van geboorte studeer is vinnig besig om toe te neem. Alhoewel die Verenigde State van Amerika jaarliks slegs ʼn klein aantal studente oorsee stuur, beweer hoë profiel institute en individue dat ʼn buitelandse studiegeleentheid ʼn belangrike ontwikkelingsondervinding is in ʼn toenemend geglobaliseerde wêreld. Dit beïnvloed (en sal aanhou om te beïnvloed) beide die lande wat studente stuur en die lande waarnatoe die studente gestuur word. Hoewel dit algemeen erken word dat ʼn buitelandse studiegeleentheid beide ʼn besigheid en ʼn opvoedkundige aangeleentheid is, betwyfel navorsers en die wat in die praktyk werk die mate waartoe beide aspekte bydra tot die praktyke wat gebruik word. Sommige beweer dat om ʼn buitelandse studie geleentheid te reduseer tot ʼn besigheidsaangeleentheid, die ervaring van sy wesenlike voordele ontneem. Ten spyte van die kritiek word toenemend meer waarde geheg in die veld van 'buitelandse studie geleenthede' (saam met ander opvoedkundige kontekste) aan neoliberalisme. Navorsing wat die invloed van neoliberalisme op onderrigpraktyke ondersoek is raar, nog raarder is navorsing wat die effek van neoliberalisme op studente ondersoek. Hierdie studie analiseer die linguistiese identiteitskonstruksie van Amerikaanse studente kort na hul ʼn buitelandse studiegeleentheid van ʼn semester by Stellenbosch Universiteit voltooi het. Sewe en veertig opnames is geanaliseer om te demonstreer hoe die manier waarop studente hul identiteit konstrueer deur die praktyke in die veld beïnvloed word. Die studie dui aan dat identiteite saam gekonstrueer is en beveel aan dat die veld van 'buitelandse studiegeleenthede' krities en self-reflektief moet wees om potensiële negatiewe effekte van die praktyke wat gebruik word teen te werk.
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Porter, Cindra K. "Planning to co-teach with ELL teachers: how discourse positions teachers within professional learning communities." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6250.
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This purpose of this single case study was to describe the discursive practices of an ELL teacher and a general education teaching in a co-teaching PLC setting. With the increased use of co-teaching as an approach to English language development supports, it is vital to gain a better understanding of how teachers plan to support the academic learning of English learners, and what language they use in these interactions. This study implemented a qualitative research design based in grounded theory and positioning theory. The results of this study found that the discursive practices of co-teachers were based in the content of topics, the method of discursive interactions, and their previous experiences in co-teaching that formed their interactions.
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Matthyse, Glenton Carlo. "The right to remain married : positioning homosexual-transsexual marriages under the South African Marriage Act 25 of 1961." University of the Western Cape, 2015. http://hdl.handle.net/11394/5352.
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Magister Legum - LLMFor many, the human rights which South Africa has been able to secure for LGBTI (lesbian, gay, bisexual, transgender and intersex) people has been very progressive. However, with the conflation of sexual orientation and gender identity, the assumption of access to human rights for all within the LGBTI and society at large, has led to transsexual people not being able to claim their rights and assert their existence as human beings effectively within our constitutional democracy. Currently, there is a vacuum in South Africa's law of marriage based on its inability to accommodate spouses who married as a 'heterosexual' couple but where the one spouse subsequently undergoes gender affirmation, conforming the relationship to what is perceived as 'homosexual'. On account of this, the Department of Home Affairs are subjecting these couples to compulsory or forced divorces by refusing to have the transsexual spouse recognised within his or her affirmed gender on the marriage certificate. This means that the transsexual spouse either remains married under the Marriage Act and is subject to being recognised as his or her birth-sex, or submits to a compulsory or forced divorce in order to be recognised as his or her affirmed sex on a marriage certificate issued under the Civil Union Act upon them 'remarrying'. This thesis addresses the inequalities and inequities brought about by the Marriage Act. It investigates the history of marriages within South Africa that were prohibited based on characteristics such as race which people have no control over. It looks at how the State, through its departments, has imposed itself on the social relationships people formed subject to its legal terms and conditions. This thesis questions whether the State through its action is acting in a way that is administratively just. It argues that the successfulness of a divorce decree is dependent on at least one party voluntary applying for it. This presupposes the idea that whenever couples who are validly married are forced or compelled to divorce one another that this, in fact, cannot be seen as one of the valid ways in which to obtain a divorce decree legally. Before venturing into the legal aspect concerning this research topic, a theoretical framework will be advanced to position these couples in a greater social context. Subsequently, in order to establish the legal position of these couples, this thesis will draw on the current South African human rights discourse that has been developed by and for the LGBTI community, especially as it relates to the law of marriage. It will also establish the international and foreign human rights discourses that assert or, at least, seek to assert LGBTI human rights broadly. Ultimately, a constitutional analysis will be conducted to establish the position of these couples under the Marriage Act.
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Sugimoto, Amanda Tori. "A Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612433.
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The education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.
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Aloi, Daniel Nicholas. "Development and verification of a mathematical model to investigate the effects of earth-surface-based multipath reflections at a differential global positioning system ground reference site." Ohio : Ohio University, 1999. http://www.ohiolink.edu/etd/view.cgi?ohiou1175264170.
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Modgill, Arti. "Representation of identity as cultural citizenship practice : positioning Deepa Mehta, Mira Nair, and Gurinder Chadha in the context of postcolonial theory." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38418/.
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Recent research on cultural citizenship focuses on issues of identity and belonging in multicultural societies and examines the political, economic, and cultural aspects of community membership in local, national, and transnational groups. Postcolonial research into colonial and neocolonial representations of individual and national cultural identities offers a means of interrogating hegemonic discursive practices of Orientalism, neocolonialism and globalization as they relate to the representation of cultural citizenship. This dissertation positions the representation of Indian cultural identities in the films of Deepa Mehta, Mira Nair, and Gurinder Chadha as practices of cultural citizenship that attempt to reposition the Indian as a local identity in three Western multicultural societies: Canada, the US and the UK. It draws on postcolonial, gender, and literary theory to textually analyze the discourses underlying the filmic representations of marginalized identities by incorporating the theories of Said, Spivak, Mohanty, and Bhabha into a socio-cultural analysis of Indian identity construction. The study utilizes the Lacanian theory of the mirror stage within the canonical writings of postcolonial theorists like hooks, Said, Fanon, and Bhabha, all of whom use Lacan’s work to describe the splitting of the subject from the Other in order to illustrate the production of the derogatory figure of the Indian as inscribed in Orientalist, and Western/ Eurocentric discourses. This figure is precisely that produced in and consumed through Bollywood films. Chapter one offers an analysis of the Lacanian subject formation as a moment in which the spectator of these films views the cinematic representation of the imago of Indian cultural identity—which in these films can be read as sociocultural constructions of local non-alien figures with community memberships in the adopted homelands—as practices of cultural citizenship acquisition affecting both the alienation of the characters and the spectators. My second chapter, by revising the feminist perspectives of Spivak and Mohanty, strategically locates the subject position of these diasporic filmmakers as intellectuals to relate the representation of Indian cultural identity as a cultural practice within the praxis of Western film. In doing so, it aims to unearth the Indian woman in the West as the cousin of the subaltern woman, positioning her vis-à-vis a Western and local identity within a multicultural society. In my exploration of the filmmakers’ practices of cultural citizenship I relate their community membership to the concept of Dharma as a culturally grounded feminist and postcolonial writing back to the subordinate representation of female Indians in their multiple locations. In the third chapter I offer that cultural citizenship as a practice of representation of visible minorities constructed by these filmmakers offers a necessary splintering of the dominant national identities of their multicultural societies that illuminates the hybridity of cultural identities and the plurality of national identities. The filmmakers achieve this revision by positioning the Indian as local of, rather than Other to, multicultural society. The discussion of Canadian multiculturalism in this chapter illustrates that these filmmakers’ representations of plurality in their construction of national identities, splinters the representation of white monocultural national identities prevalent in Western multicultural nations. My thesis contributes to the fields of postcolonial, literary, and cultural theory in the following ways: a) I add to the discussion of Lacan’s subject formation, and the mirroring of the Other and the alienation of the immigrant, by examining the imago as a reflection of identity which can offer spectators a moment of belonging within an adopted homeland as a cultural citizenship practice; b) I add to the debate on cultural citizenship by relating the historic concept of Dharma to my discussion of the intellectual production of female identities and explicate how its counter-narrative challenges to the gender roles of Indian men and women. Ultimately I conclude that the representation of Indian cultural identity by these filmmakers and the representation of the imago as external spectral image of the Indian, immigrant, or visible Other, discloses a discursive strategy of social cohesion in its challenging representation of plural national identities which are local, multiracial, and multicultural.
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Sjöberg, Larsson Carita, and Ann Steen. "”Vilka lärare skickar ni ut från högskolan och vilka lärare får vi ute?” : samtalets betingelser för handledning under verksamhetsförlagd del av lärarutbildning." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7334.
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This article elucidates the professional dialogue between student teacher and supervisor and it´s conditions as a supervising method in professional academic education. The aim of the study is to discuss how students articulate the conditions of the professional dialogue and the positioning of themselves and supervisors are made. The student taped discussions were analysed. Inspired by positioning theory we analysed the students discussions in order to interpret and elevate patterns showing the conditions concerning the professional dialogues for the students teacher education. The main findings are the students positioning themselves as listener and the supervisor is positioned as communicator of rights, obligations and oughtness. The communicator is positioned to a great number of responsibilities in the professional dialogues and the listener is positioned themselves passive. The professional experienced knowledge and the scientific knowledge will integrate in professional dialogues to challenge the students in their future profession. The contents, form and function of the professional dialogue are situated the students workplace. The conditions of the professional dialogue may vary due to the specific terms that the supervisor have.
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Holdaway, Emma Lynn. "Mathematical Identities of Students with Mathematics Learning Dis/abilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8536.
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The majority of research on the mathematics teaching and learning of students with mathematics learning dis/abilities is not performed in the field of mathematics education, but in the field of special education. Due to this theoretical divide, students with mathematics learning dis/abilities are far more likely to be in classes that emphasize memorization, direct instruction, and the explicit teaching of rules and procedures. Additionally, students with mathematics learning dis/abilities are often seen as "unable" to succeed in school mathematics and are characterized by their academic difficulties and deficits. The negative assumptions, beliefs, and expectations resulting from ableistic practices in the education system color the interactions educators, parents, and other students have with students with mathematics learning dis/abilities. These interactions in turn influence how students with mathematics learning dis/abilities view and position themselves as learners and doers of mathematics. My study builds on the theoretical framework of positioning theory (Harré, 2012) in order to better understand the mathematical identities of students with mathematics learning dis/abilities. The results of my study show how these students use their prepositions and enduring positions to inform the in-the-moment positions they take on in the mathematics classroom.
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Perion, Jennifer J. "The Effect of the Reciprocal Nature of Friendship on the Experience of Malignant Social Psychology in Community Dwelling Persons with Mild to Moderate Dementia." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461757449.
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Sternelöv, Gustav. "Analysis of forklift data – A process for decimating data and analyzing fork positioning functions." Thesis, Linköpings universitet, Statistik och maskininlärning, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139213.
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Investigated in this thesis are the possibilities and effects of reducing CAN data collected from forklifts. The purpose of reducing the data was to create the possibility of exporting and managing data for multiple forklifts and a relatively long period of time. For doing that was an autoregressive filter implemented for filtering and decimating data. Connected to the decimation was also the aim of generating a data set that could be used for analyzing lift sequences and in particular the usage of fork adjustment functions during lift sequences. The findings in the report are that an AR (18) model works well for filtering and decimating the data. Information losses are unavoidable but kept at a relatively low level, and the size of data becomes manageable. Each row in the decimated data is labeled as belonging to a lift sequence or as not belonging to a lift sequence given a manually specified definition of the lift sequence event. From the lift sequences is information about the lift like number of usages of each fork adjustment function, load weight and fork height gathered. The analysis of the lift sequences gave that the lift/lower function on average is used 4.75 times per lift sequence and the reach function 3.23 times on average. For the side shift the mean is 0.35 per lift sequence and for the tilt the mean is 0.10. Moreover, it was also found that the struggling time on average is about 17 % of the total lift sequence time. The proportion of the lift that is struggling time was also shown to differ between drivers, with the lowest mean proportion being 7 % and the highest 30 %.
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Achanta, Raghavendra. "Detection and correction of global positional system carrier phase measurement anomalies." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1089745184.
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Lind, af Hageby Kate. "Can the Subaltern be heard? : A student perspective, on identity power relations and epistemic positioning within the Swedish Educational System." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183323.
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Our ability to perceive our environment through prejudge mental attitudes is a necessary capacity in order to survive in a social environment. However, how we utilize this capacity, and whether it promotes equality or inequality, is to a large extent dependant on our perception of ourselves in relation to our surroundings. Through critical social theory, this thesis aims to explore and compare attitudes exhibited by the Swedish educational system, towards the socially constructed phenomenon of adolescent students in upper secondary school, speaking their voice. The production of knowledge is problematized regarding the relationship between theoretical regulatory texts of norms, ideals and requirements, versus active implementation in practice. Through metaphysical questioning of reason and norms, discrepancies of intention, lack of consideration for power relations and pernicious ignorance, is problematized and reflected upon, as possible factors reinforcing attitudes of negative stereotyping, identity prejudice and inequality, evoking questions concerning human and children’s rights. Enactment of fear and silencing through reference to status and authority, rather than data actually sustaining a stand through scientific reason and justified knowledge, positions the adolescent student as the subaltern, and perpetuates adultism through imbalance within the dyadic power relation. Through three case studies, chosen due to their compatibility to the frames of a pre- case study initiating attention to the subject at hand, this study exemplifies identity prejudice and institutionalized hegemony through epistemic violence, marginalizing the student to the status of the subaltern. Thereby suffocating both the development of the student, as well as the institutional system´s own purpose and legitimacy, by jeopardizing the confession to scientific reason and justifiable knowledge. It is thus aspects of our ethical and political epistemic conduct this study addresses, by problematizing the cross-boundary interface of research, politics and practice. Findings indicate negative prejudice credibility deficit administered towards students, through social injustice of epistemic violence, fortified by the educational institutions and their regulatory authorities through obscurantism, by neglect of scientific reason and justified knowledge, when constructivist stands implemented as ontological realities, are questioned through critical thinking.
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Watts, Reginald. "The application of social semiotic theory to visual elements within corporate positioning material with a view to the development of methodologies for commercial use." Thesis, University of Wolverhampton, 2002. http://hdl.handle.net/2436/132469.
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Kihlén, Tobias. "On Logistics in the Strategy of the Firm." Licentiate thesis, Linköping University, Linköping University, Logistics, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2993.
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The purpose of this thesis is to describe and analyse the role of logistics in the strategy of the firm. Leading to this purpose are empirical observations of firms that manage to grow under sustained profitability, by the means of logistics.
The clothing retailers H&M and Inditex manage to pursue strategies of growth under sustained profitability. Both H&M and Inditex acknowledge that logistics is used in achieving these strategic goals. The competitive environments are similar for the two retailers. However, the strategy content, i.e. the what of strategy, differs greatly between H&M and its Spanish competitor. H&M focuses on economies of scale in their operations to allow for low logistics costs and a cost-efficient geographical expansion. Inditex focuses on flexibility and speed, being able to quickly respond to changes in demand, which calls for a more agile logistics platform.
From this background, two cases are studied as regards the role of logistics in the strategy. The case companies Ahlsell and Bergman & Beving, two wholesalers of industrial goods, display growth under sustained profitability and have an outspoken focus on logistics in their strategies. The cases are described in terms of the content and the context of logistics in the strategy of the firm. The content is the what of strategy whereas the context is the where of strategy. The context is further divided into inner and outer context, where inner context is the firm and outer context is its environment.
The theoretical basis of this research is found in logistics and in strategy: Logistics research on the relation between logistics and strategy from a logistics perspective, and strategy theory ranging from the resource-based view of the firm, or the inside-out perspective, to positioning theory, or the outside-in perspective. A pattern-matching methodology is used to establish an appropriate description of the logistics content and context in the strategy of the firm. In the content-dimension, the opposing views of the resource-based view and positioning theory are tested on the cases. In the context-dimension, the cases and their environment are described with a stance taken in the contingency approach to the organisation of logistics.
The research shows that the role of logistics in the strategy of the firms in the scope of this study is most appropriately described using a resource-based view of the firm. Further, the two firms under study serve as examples of two different ways to use logistics in the strategy:
- Bergman & Beving manages to integrate a decentralised group of product companies in one logistics platform.
- Ahlsell achieves synergies in acquisitions by moving logistics and administration of the acquired firms into their centralised logistics platform.
The cases also serve as examples of that the logistics solutions need not be optimal in terms of the lowest cost and the highest service level to be used successfully in the strategy of the firm to reach growth under sustained profitability. The firms in the scope of this research act in similar outer contexts but interpret these contexts in different ways depending on their manner to use logistics in the strategy. The research shows that similar outer contexts can be approached successfully with strategies with different logistics content.
The logistics organisations in the firms in the scope of this thesis display robustness towards changes in the outer context of the firm, i.e. the logistics organisations can encounter considerable changes in the environment without altering their position in the firm. It is concluded that in order to make the role of logistics in the strategy more comprehensible, a bridge between the abstract strategy theory and the role of logistics needs to be established. A possibility to attain this can be found in the application of a business model framework to the relation between logistics and strategy, which is suggested as an area for further research.
ISRN/Report code: LiU-Tek-Lic 2005:34
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Arizmendi, Wayne Clinton, and arizmendi@fastmail fm. "Relative truths regarding childrens learning difficulties in a Queensland regional primary school: Adult stakeholders positions." Central Queensland University. School of Education, 2005. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060510.112803.
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This study explored the discursive subject positions that 18 parents, teachers and administrators involved with children identified as experiencing learning difficulties in a Queensland regional primary school between September 2003 and August 2004 drew upon to explain the causes of those childrens learning difficulties. The study used a post-structuralist adaptation of positioning theory and social constructionism and a discourse analytic method to analyse relevant policy documents and participants semi-structured interview transcripts to interrogate what models were being used to explain a student's inability to access the curriculum. Despite the existence of alternative explanatory frameworks that functioned as relatively undeveloped resistant counternarratives, the study demonstrated the medical models overwhelming dominance in both Education Queensland policy statements and the participants subject positions. This dominance shapes and informs the adult stakeholders subjectivities and renders the child docile and potentially irrational.
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Wise, Carol Ann. "Academic and Peer Status in the Mathematical Life Stories of Students." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5782.
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Mathematics students often define themselves by their grades, test scores, how they compare to other people, how comfortable they feel in mathematics class, and so on. These experiences are all part of a student's mathematical life story. Students assume positions with particular rights and duties for themselves and for the actors in the stories they tell. Those positions reflect certain types and levels of status. Those types and levels of status have been shown to either inhibit or open a student's access to learning mathematics. Thus, a student's status in mathematics education is an issue of equity. Mathematics educators and mathematics education researchers alike have argued that equity is a critical issue to their field. This serious issue has motivated me to study status and associated positions from a student's perspective. Thus, I have analyzed students' mathematical life stories of two high school students for positions with concomitant rights and duties and associated these with types of status. Positions, which are situated in storylines (or larger narratives about interactions), have been identified which add to the field's definitions and understanding of status. Both student participants focused on different types of status in sharing their experiences, one focusing on academic status and the other focusing on peer status. Therefore, the positions for each student illuminate the relationship between positions and types of status. Contributions to the research which reflect this relationship are discussed as well as what teachers can learn from these stories to shape access to mathematics learning and to students' mathematical socialization.
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Fellman, Paula. "Vilka möjligheter och utmaningar har skogen som lekmiljö i förskolans verksamhet? : Förskolpedagogers berättelser om skogens potential för barn med neuropsykiatriska funktionsvariationer." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183864.
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Syftet med min studie är att undersöka vilka möjligheter och utmaningar skogen har som lekmiljö i förskolans verksamhet med ett fokus på vilken potential skogen har för barn med neuropsykiatriska funktionsvariationer (NPF). Studien är gjord utifrån telefonintervjuer med förskolpedagoger. Resultat visar på att skogen har en stor potential för barn med NPF men att det krävs rätt förutsättningar som goda relationer till barnen, kompetens och personalstyrka för att kunna ta vara på skogen som lekmiljö i förskolans verksamhet. Resultat ger även en inblick i det komplexa arbetet att vara pedagog där en del är att ständigt vara problemlösaren. Studiens resultat visar däremot att kunskaper om skogen generellt inte behövs då att vara i natur ger en kroppslig närvaro och ett mer naturligt utforskande hos barnen och pedagogerna.The purpose of my study is to explore what opportunities and challenges the forest has as a play environment in preschool, with a focus on what potential the forest has for children with neurodevelopmental disorders. The study is based on telephone interviews with preschool educators. In the result it shows that the forest has great potential for children with neurodevelopmental disorders. But that the right conditions are required, such as good relations with the children, competence and enough staff to be able to take advantage of the forest as a play environment in the preschool. The results also provide an insight into the complex work of being an educator, where parts of it is constantly being the problem solver. The results of the study, on the other hand, show that knowledge about forest is generally not needed because of being in nature provides a physical presence and a more natural way to explore for both the children and educators.
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Svensson, Felicia, and Emil Biltmark. "Olika förhållningssätt, olika förutsättningar : Samspel kring barns bildskapande i förskolan." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28234.
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Den här kvalitativa studien utgår ifrån ett socialkonstruktionistiskt perspektiv.Positioneringsteorin används för att analysera den producerade empirin. Två pedagoger och fembarn i åldrarna två till tre år på en förskola i västra Sverige har deltagit i studien. Videofilmninghar använts som metod för att producera empirin. Syftet med studien är att studera pedagogernasförhållningssätt gentemot de yngsta barnen i åldrarna två till tre vid bildskapande. Syftet är ocksåatt studera de positioner som pedagoger och barn intar och tilldelas under aktivitetens gång. Vårfrågeställning har varit: Hur gestaltar sig samspelet mellan pedagog-pedagog och pedagog-barnunder bildskapande? Resultatet visar att pedagogernas subjektspositioner bidrog till hur barnentog sig an bildaktiviteterna samt positionerna som de blev tilldelade. En bidragande faktor ibildaktiviteterna var också huruvida barnen positionerade sig själva och de andra barnen samtpedagogerna. Det sociala samspelet skiftade under aktiviteternas gång beroende på vilkasubjektspositioner som var aktuella. Men det förekom ompositionering vid flera tillfällen utifrånvad situationen krävde. De båda pedagogerna intog vitt skilda subjektspositioner underaktiviteterna.This qualitative study is based on a social constructionist perspective. Positioning theory is used to analyze the produced empirical data. Two preschool teachers and five children two to threeyears old at a nursery school in western Sweden have participated in the study. Video recordinghas been used as a method to produce the empirical data. The purpose of the study is to study theeducators approach towards the youngest children aged two to three during activities in thecreative arts. The aim is also to study the positions educators and children adopt and assignduring the activity. Our research question was: How is the interaction between teacher-teacherand teacher-child during creative arts portrayed? The result shows that teachers' attitudescontributed to the way the children took on the art activities and the positions which they wereassigned. It also contributed to how the children responded. A contributing factor in the artactivities were also whether the children positioned themselves and the other children andteachers, or were positioned themselves. Social interaction shifted during the activity dependingon the subject positions that were active at the time. During the activities there wererepositioning several times based on what the situation demanded. The two teachers took verydifferent subject positions during the activities.
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Lake, Elizabeth. "Investigating the role of positive emotions in secondary mathematics classrooms : observing play, modelling and storytelling practices of experienced teachers through an engagement structures and positioning theory perspective." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/67095/.
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Emotions are an important part of learning mathematics, but until recently have taken second place to cognitive processes within mathematics teaching and learning. Often students complain that they do not enjoy school mathematics, and adults report that they disliked mathematics at school. Yet successful students cite their teachers as a driving factor in choosing to study mathematics to a higher level. This study explores this and similar mismatches by investigating the existence and role of positive emotions in mathematics classrooms. I examine how teacher emotions ‘colour’ mathematics teaching, and how teachers actively share their emotional relationship with mathematics with students. To this end, I interviewed a sample of experienced UK mathematics teachers, observed lessons from their normal classroom practice, and used video stimulated post-observational discussion of episodes. I selected episodes by emotional expression in observed lessons in conjunction with evidence from a Galvanic Skin Resistance (GSR) sensor, used as an approximating indicator of internal emotions. In the analysis, I consider two models for examining affect. Engagement Structures (ES) was developed (Goldin, Epstein, Schorr and Warner, 2011) for researching student affect, and Positioning Theory (PT) (Harre and Langenhove, 1999), is used to examine the socially located detail of classroom discourse. I present episodes from classrooms through the lenses of ES and PT, and discuss their adaptation for mathematics teaching. I argue that teachers who build a positive emotional climate, defined as a climate supportive of positive engagement in learning mathematics, embed emotions within mathematics teaching in myriad unique and connective ways. In particular, teachers embed emotions by socially sharing their pleasure in mathematics, through play, by modelling enjoying engaging in mathematics, and through storytelling. Examining how experienced teachers use emotions within their teaching draws attention to where emotions might be used within teaching to the greatest effect and to some reasons why they might not be used.
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Hedman, Ragnhild. "Striving to be able and included : Expressions of sense of self in people with Alzheimer's disease." Doctoral thesis, Ersta Sköndal högskola, Palliativt forskningscentrum, PFC, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-3543.
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According to research applying a social constructionist perspective, the sense of self is not lost in people with Alzheimer’s disease (AD). It is, however, greatly influenced by the symptoms and by how they are treated by other people. Without support, it is difficult to preserve a positive sense of self, when living with progressing cognitive impairments. The stigma associated with cognitive impairment also threatens their sense of self. Harré’s social constructionist theories of self and positioning have been used to study how people with AD express their sense of self. As there is a need to expand the previous research by involving additional participants and research contexts, the aim of the present thesis was to describe, in accordance with Harré’s theories of self and positioning, how people with AD expressed their sense of self in personal interviews and in support groups with other people with AD. The research consists of four substudies (I–IV), and has a qualitative, descriptive, and theory-testing approach. Thirteen people with mild and moderate AD were included, 11 of whom had the early onset form of the disease. Two support groups were formed, led by facilitators who supported the communication and the participants’ expressions of self. Each group met 10 times during an eight-month period. Topics were not predetermined, and introduced by both facilitators and participants. Semistructured interviews were conducted before the groups started and after they ended. The interviews and support group conversations were audio-recoded and analysed with qualitative content analysis, guided by Harré’s theories. In substudy I, the initial interviews were deductively analysed. The findings showed that Self 1 (the sense of being a singular, embodied person) was expressed by the participants without difficulties. Self 2 (the perception of one’s personal attributes and life history) was expressed as feeling mainly the same person. While some abilities had been lost, other had been developed. Self 3 (the socially constructed self) was described as mostly supported, but sometimes threatened in interactions with other people (I). In substudy II, support group conversations were analysed abductively with respect to expressions of Self 2. It was found that participants expressed Self 2 in terms of agency and communion, and a lack of agency and communion (II).In substudy III, a secondary analysis of the data from substudy II was performed inductively with the aim of describing how Self 3 was constructed in the interaction of the support group. Five first-order positions, generating lively interaction, were described: the project manager, the storyteller, the moral agent, the person burdened with AD, and the coping person (III). In substudy IV, all the collected data were reanalysed inductively, focusing on how participants expressed the experience of being research participants. Three themes were constructed: contributing to an important cause, gaining from participating, and experiencing risks and drawbacks (IV). In conclusion, it was found that participants constructed positive social selves through the support from each other, the facilitator, and researchers in the support group (III), and as research participants (IV). Agency and communion were central to Self 2, and decreased with the progression of AD (II). In spite of change, participants perceived themselves as basically the same people, with a potential to learn and develop as persons (I).
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Farrand, Kathleen Marie. "Inclusion along a continuum of settings: Discovering the possibilities when using dramatic inquiry for literacy learning to promote the academic and social success of all students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429099903.
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McCollum, Amanda J. "Adolescent Literate Identity Online: Individuals and the Discourse of a Class Wiki." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2592.
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The purpose of this study was to examine students' representations of their literate identities in what Gee (2008) calls Discourse that developed among 105 high school students— 103 10th-grade and two 11th-grade students—using a wiki for class work, collaboration, and social interaction. The theoretical frame for the present study was drawn from of four bodies of literature. Through a reciprocal process of positioning self and others (van Langenhove & Harré, 1999), individuals come to form and display their literate identity (Heath, 1991) within a community of practice (Wenger, 1998). Their interactions reflect norms, values, and accepted ways of being within the Discourses to which they belong (Gee, 2008). Data analysis procedures employed in this study were similar to those commonly associated with qualitative data analysis. I used a recursive process of coding and searching for patterns and themes to analyze students' writing on the class wiki. Analysis of the wiki posts revealed that students employed 18 written devices within the Discourse of the wiki. In addition, within the online Discourse that emerged on the wiki, students occupied nine positions in relation to the others in the community. Findings of this study suggest that students developed a community of practice where norms for participation in the Discourse of the wiki were constructed by its members. Students represented their academic and social literate identities online through the combination of devices they used and the positions they enacted in the Discourse of the wiki.
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FRIGERIO, ALESSANDRA. "Discourses of risk, blame and legitimation: the social construction of attention deficit/hyperactiity disorder (ADHD)." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/43722.
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Attention Deficit/Hyperactivity Disorder (ADHD), characterized by inattention and
hyperactivity/impulsivity (APA, 2000), is currently the most common and debated
childhood psychiatric diagnosis. ADHD has mobilized great social attention in the last decade and has primed a profound scientific and public controversy during the last years.
Considering the circulation of competing perspectives, this research aims to analyze the discursive construction of ADHD by the key adults who interact with the child. The study involves relevant social actors who are engaged in the diagnostic/treatment processes
of ADHD - mental health professionals, primary school teachers, and parents - that also belong to powerful social institutions for children’s education and socialization: the
medical field, school and family.
The theoretical framework integrates discourse analysis (Foucault, 1969; Parker, 2005) and positioning theory (Harré & Van Lagenhove, 1999). The general aim concerning the discursive construction of ADHD was articulated in two sub-aims. The first was to map the participants’ positioning repertoire, in terms of reflexive positioning, used
to position oneself, and interactive positioning, used to position others. The second subaim was to analyze the discursive dynamics characterizing the interactions among the members of a self-help group of parents.
The analysis allowed identifying three relevant discursive patterns. First, the
discourse of risk, which transversally crosses the narratives of the participants and is related to the positioning of the child diagnosed with ADHD as both “at-risk” for himself
and “risky” for others. Second, the blame embedded in the mutual positioning of the key adults surrounding ADHD children. The mutual blame is not merely related to the debate regarding the validity of the ADHD diagnosis. Rather, it is centered on questions of
compliance, recognition of authority, and morality. Third, the self-legitimation towards which the narrative produced by the self-help group of parents is oriented. The shared
narrative that parents construct functions as a ratified and consensual body of knowledge that constitutes a language to narrate what ADHD and a resource to counter blame and find
legitimization for parents’ experiences.
Overall, the results shows that ADHD is simultaneously a socially constructed and a “constructive“ object, as participants are involved in the process of constructing the child and his/her problem, but they are also negotiating their own and others’ subjectivity in
relation to the “problematic” child.
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Näslund, Jonas, and David Öhrling. "Coach, vän eller både och? : En kvalitativ studie om coachning inom arbetslivet." Thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-9222.
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Abstract Title: Coach, vän eller både och? – en kvalitativ studie om coachning inom arbetslivet Authors: Jonas Näslund & David Öhrling Tutors: Ulla Moberg & Larsåke Larsson Purpose The purpose of this thesis is to examine how coaching in working life serves, aiming to find what influences the interaction between coach and client. To seek to answer the purpose we raised a number of research questions which discussed, among other the coach's intentions and the parties' relationship. Theories This thesis is based on a number of different theories, where the Leader-member Exchange Theory is considered the main theory. LMX is used when studying the relationship between a manager and an employee. Other theories used in this thesis are for example the Social exchange theory and one-on-one-coaching. Method The methods used in this thesis are semi-structured interviews, observations and recordings of coaching sessions. The interviews were conducted before and after three different coaching sessions. The participants were one coach and three clients, who all work at Tele Coaching, a company which offers manager and employee coaching. The recordings were transcribed and analyzed using a content analysis. Results The result shows that there is a difficult balance between the coach’s role as an expert and as a colleague and friend. How well the coach manages to handle this balance is crucial for the outcome of the coaching session. A strong relationship between coach and client can affect the coach’s possibilities to communicate a message to the client. The coach may withhold feedback, which he or she normally wouldn’t, in fear of damaging the relationship. Another risk is that the client doesn’t see the coach as an authoritarian. To prevent these risks we suggest that an external coach should be used when possible. Keywords Coaching, Leader-member Exchange theory, Qualitative interviews, Relationship, Coach, Client, Positioning, Communication.