Relevant bibliographies by topics / Researcher identity

Academic literature on the topic 'Researcher identity'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Researcher identity"

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Craft, Anna R. "Electronic Resources Forum - Managing Researcher Identity: Tools for Researchers and Librarians." Serials Review 46, no. 1 (January 2, 2020): 44–49. http://dx.doi.org/10.1080/00987913.2020.1720897.

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Frost, Nollaig, and Amanda Holt. "Mother, researcher, feminist, woman: reflections on “maternal status” as a researcher identity." Qualitative Research Journal 14, no. 2 (July 8, 2014): 90–102. http://dx.doi.org/10.1108/qrj-06-2013-0038.

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Purpose – The purpose of this paper is to discuss the ways in which a researcher's maternal status as “mother” or “non-mother/child-free” is implicated in the research process. Design/methodology/approach – This paper draws on the experiences as two feminist researchers who each independently researched experiences of motherhood: one as a “mother” and one as a “non-mother/child-free”. The paper draws on extracts from the original interview data and research diaries to reflect on how research topic, methodology and interview practice are shaped by a researcher's maternal status. Findings – The paper found that the own maternal identities shaped the research process in a number of ways: it directed the research topic and access to research participants; it drove the method of data collection and analysis and it shaped how the authors interacted with the participants in the interview setting, notably through the performance of maternal identity. The paper concludes by examining how pervasive discourses of “good motherhood” are both challenged and reproduced by a researcher's maternal status and question the implications of this for feminist research. Originality/value – While much has been written about researcher “positionality” and the impact of researcher identity on the research process, the ways in which a researcher's “maternal status” is implicated in the research process has been left largely unexamined. Yet, as this paper highlights, the interaction of the often-conflicting identities of “mother”, “researcher”, “feminist” and “woman” may shape the research process in subtle yet profound ways, raising important questions about the limits of what feminist social research about “motherhood” can achieve.
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De Koning, Martijn, Edien Bartels, and Daniëlle Koning. "Claiming the Researcher’s Identity." Fieldwork in Religion 6, no. 2 (April 4, 2012): 168–86. http://dx.doi.org/10.1558/firn.v6i2.168.

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In this chapter we will discuss the consequences for doing research in the case of a topic and field that has become subject to intense public debate. In three cases involving research on Islam and Muslims we will take up questions pertaining to inter-subjectivity, and show how research on public issues, the relation between the worldviews of informants and those of the researcher, and processes of inclusion and exclusion during fieldwork are influenced by the politicization of Islam. We show how sudden changes in the societal context influence local identifications and allegiances. In our cases these changes produced a politicization of the field which, in turn led to the construction of the researchers as ‘natives’ by the informants. We argue that a reflection on this construction is necessary in order to better analyse processes of signification among informants and render a more adequate representation of the researched.
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L’Amrani, Hasnae, Younès EL Bouzekri EL Idrissi, and Rachida Ajhoun. "Identity Management Systems: Techno-Semantic Interoperability for Heterogeneous Federated Systems." Computer and Information Science 11, no. 3 (July 29, 2018): 102. http://dx.doi.org/10.5539/cis.v11n3p102.

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The identity management domain is a huge research domain. The federated systems proved on theirs legibility to solve a several digital identity issues. However, the problem of interoperability between federations is the researcher first issue. The researchers final goal is creating a federation of federations which is a large meta-system composed of several different federation systems. The previous researchers’ technical interoperability approach solved a part of the above-mentioned issue. However, there are some-others problems in the communication process between federated systems. In this work, the researcher target the semantic interoperability as a solution to solve the exchange of attribute issue among heterogeneous federated systems, because there is a significant need of managing the users’ attributes coming from different federations. Therefore, the researcher proposed a semantic layer to enhance the previous technical approach with the aim to guarantee the exchange of attribute that has the same semantic signification but a different representation, all that based on a mapping and matching between different anthologies. This approach will be applied to the academic domain as the researcher application domain.
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Kajfez, Rachel, Dennis Lee, Katherine Ehlert, Courtney Faber, Lisa Benson, and Marian Kennedy. "A Mixed Method Approach to Understanding Researcher Identity." Studies in Engineering Education 2, no. 1 (March 29, 2021): 1. http://dx.doi.org/10.21061/see.24.

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Torres-González, José A. "The identity and tasks of the university researcher." Revista Internacional de Investigación en Ciencias Sociales 13, no. 2 (December 30, 2017): 131–32. http://dx.doi.org/10.18004/riics.2017.diciembre.131-132.

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Norton, Bonny, and Margaret Early. "Researcher Identity, Narrative Inquiry, and Language Teaching Research." TESOL Quarterly 45, no. 3 (September 1, 2011): 415–39. http://dx.doi.org/10.5054/tq.2011.261161.

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Xerri, Daniel. "Split personality/unified identity: being a teacher-researcher." ELT Journal 71, no. 1 (September 14, 2016): 96–98. http://dx.doi.org/10.1093/elt/ccw069.

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Edwards, Emily, and Anne Burns. "Language Teacher-Researcher Identity Negotiation: An Ecological Perspective." TESOL Quarterly 50, no. 3 (September 2016): 735–45. http://dx.doi.org/10.1002/tesq.313.

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Dekel-Dachs, Ofer, and Emily Moorlock. "Visual mapping of identity: negotiating ethnic identity." European Journal of Marketing 54, no. 11 (May 25, 2020): 2747–75. http://dx.doi.org/10.1108/ejm-02-2019-0143.

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Purpose This paper aims to offer a novel participatory visual research method, the mapping of identity (MOI) protocol that embraces the complex nature of contemporary consumers’ lived reality. Design/methodology/approach The MOI protocol is a two-phase methodology. The first phase includes collage creation, based on a taxonomy of attachments, followed by an elicitation interview structured around the participant’s collage. In phase two, the categories elicited in phase one are synthesised into key themes in collaboration between the researcher and the participant. Findings MOI methodology provides an effective platform for participants to bring together disjointed memories, fragments and thoughts. Two individual cases are presented that seem similar on the surface; however, when deconstructing these narratives, their lived experiences and the effect that these narratives have on the construction of the self are very different. Treating participants as co-researchers and letting the choices they make in their collage creation lead the interview empowers the participant and enables the researcher to better understand their complex identity articulations. Research limitations/implications This study contributes a visual methodology capable of exploring and celebrating the complexities of self-identity. Practical implications MOI is a useful tool for facilitating self-exploration in liquid markets. Marketing experts should provide materials that are not too confining and facilitate consumers in expressing multiple voices. Social implications The participatory nature of MOI methodology allows for the emergence of stories from those that might otherwise go unheard, helping to understand unfamiliar and sometimes unrecognised identities. Originality/value Marketing literature recognises the complex nature of contemporary lived reality; however, some of the intricate aspects of this reality have not been dealt with in all their complexity. A reason for this gap is the paucity of suitable research methods. The MOI protocol presented in this paper addresses this, providing an effective visual tool to explore the complex web of contemporary consumer life.
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Dissertations / Theses on the topic "Researcher identity"

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Copitch, Belinda Joy. "Roots and routes : identity development of researcher and researched in a Jewish Youth Movement context." Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496034.

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This thesis examines the issue of ethnicity and kinship and explores the advent of identity formation, specifically in a Reformn Jewish context, via youth movement participation. Through the mediums of informal education, focus group discussion and individual semi-structured interviews, I engage in an exploration of identifying what it means to be Jewish, how youth movements augment and abet Jewish identity formation, and the boundaries that exist between young Jews and their host communities. Youth movement youngsters are observed in situ and Grounded Theory (Strauss, 1987; Glaser, 1978; Glaser, 1992; Giaser, 1998; Glaser, and Strauss, 1968) is employed to elucidate their engagements and interactions. Three case studies (Stake, 1995) are then presented to illustrate the experience of youth movement "graduates". Interpretive Phenomenological Analysis (Smith, 2004; Smith and Osborn, 2003) is used to consider the dimensions of their relationship to Judaism, their youth movement and mainstream society.
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Lee, Heesook Ms. "The Relationships Between Research Training Environment, Researcher Identity Formation Process, and Research Activity Among Counseling Doctoral Students." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2335.

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Current literature claims that the graduate students’ personal aspects not only influence research training outcomes, but they also serve as a mediator between students’ research activity and research training environment. In previous studies, key predictors of scholarly/research productivity among counseling graduate students have been investigated (Brown, Lent, Ryan, & McPartland, 1996; Kahn, 2001; Kahn & Scott, 1997). However, only 17% of the variance in three factors—research self-efficacy, research interests, and number of years in a program—predicted student research activities directly and research training environment indirectly. Bandura’s social cognitive theory was utilized as the conceptual framework for the study. Data was collected through SurveyMonkey™, an online source that surveyed 292 counseling doctoral students currently enrolled in 90 counseling doctoral programs across the United States. The findings from a factor analysis conducted in the present study indicated, the RIFPQ-R developed by the researcher was a reliable and valid instrument. Additionally, the findings showed that counseling doctoral students’ researcher identity correlated significantly with students’ research activity and research training environment; however, the correlations were weak. Finally, using two multiple regression analyses, students’ research experiences before admission to program, number of credit hours completed in qualitative and quantitative research, number of years enrolled in their program, and weekly hours spent doing research predicted a small portion of variance in students’ reported researcher identity and research activity.
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McCartney, Laura Lee. "Unpacking Self in Clutter and Cloth: Curator as Artist/Researcher/Teacher." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849713/.

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This a/r/tographic dissertation offers opportunities to interrogate curator identity and curator ways of being in both public and private spaces. Instead of an authoritative or prescriptive look at the curatorial, this dissertation as catalogue allows for uncertainty, for messiness, for vulnerable spaces where readers are invited into an exhibition of disorderly living. Stitched throughout the study are stories of mothering and the difficulties that accompanied the extremely early birth of my daughter. Becoming a mother provoked my curating in unexpected ways and allowed me to reconsider the reasons I collect, display, and perform as a curator. It was through the actual curating of familial material artifacts in the exhibition Dress Stories, I was able to map the journey of my curatorial turns. My engagement with clothing in the inquiry was informed by the work of Sandra Weber and Claudia Mitchell, where dress as a methodology allows for spaces to consider autobiography, identity, and practice. It was not until the exhibition was over, I was able to discover new ways to thread caring, collecting, and cataloging ourselves as curators, artists, researchers, teachers, and mothers. It prompts curators and teachers to consider possibilities for failure, releasing excess, and uncaring as a way to care for self, objects, and others.
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Wang, Zhong (June). "Displaced self and sense of belonging : a Chinese researcher studying Chinese expatriates working in the United States." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001423.

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Achieng-Evensen, Charlotte. "Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/9.

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By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and iterative themes: (1) colonial wounds, (2) power inequities, (3) tensions, (4) intersection, and (5) hope. Participant discussion of these themes suggests an impenetrable link between tribal identity and nationhood. Schooling, as first a colonial and then national construct, works to mediate that link. Therefore, there is the need for a re-conceptualization of the term ‘nation’ in the post-Independence era.
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ALMEIDA, Diana Patrícia Gomes de. "Constituição da Identidade Docente : o papel do Mestrado em Ensino de Ciências da UFRPE." Universidade Federal Rural de Pernambuco, 2011. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5827.

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Made available in DSpace on 2016-11-01T13:55:05Z (GMT). No. of bitstreams: 1 Diana Patricia Gomes de Almeida.pdf: 1647565 bytes, checksum: 811e9133f2f881ebdc973fdb07d83891 (MD5) Previous issue date: 2011-08-31
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In order to envision improvements in the quality of education and to systematize the scientific production in the Northeast in Teaching Science and Mathematics, there is the Project Centre of Education (POE), comprising the Federal Rural University of Pernambuco (UFRPE), Federal University of Rio Grande North (UFRN) and the State University of Paraiba (UEPB) and their Graduate Program. We are part of this project and hope that the masters of the Post-graduate in Science Teaching (PPGEC) of the Federal Rural University of Pernambuco (UFRPE) to get out of this program is in congruence with their conceptions with new trends in teaching the sciences, emphasizing that a reflective practitioner / researcher should be able to analyze and evaluate their own practice, improving their practice in order to train more people to think critically and reflectively. In this sense, this study aims to analyze the social representations of the graduates of the Post-Graduate School of Science, University of Pernambuco Federal Rural Teacher in order to understand the factors that contribute to strengthening the identity of the teacher as researcher's own practice. The theoretical reference is based on Social Representation Theory developed by Serge Moscovici, complemented by the Central Nucleus Theory of Jean-Claude Abric. We brought a discussion on the construction of teacher identity (PEPPER and ANASTASIO, 2005; NÓVOA, 1995; GRANDIN, 2008; MORAES, 2000). We also brought a discussion of Reflective/Researcher Teacher (Schon, 1992; BASTOS and NARDI, 2008; and SOUZA LOPES, 2007; PEPPER and ANASTASIO, 2005). The methodology is based on a plural methodological approach. We used three methodological tools to collect data. The first is a Socio-Cultural Survey, the second is the Summoning Hierarchical Test and the third is the classification of dissertations, built on the CEDOC descriptors. The research led to the identification and analysis of social representations of 11 subjects who entered the program in 2002 PPGEC to those who defended their dissertations in 2009. For data analysis, we seek help of the software Evov2000, document analysis and content and process of categorization of words. The results revealed that the social representation of teachers, even showing traces of an ambiguous conception of meaning, rooted in the words dedication and responsibility, bringing the idea that words are more rooted to the history and culture teaching, indicating that the representation is a more traditional shows, more strongly, that their social representations, mostly, are permeated by a socio-constructive tendency, rooted in the words as Educator and Mediator. The word assessment, although it was a term that appeared as a fringe element, showed that the subjects are beyond the reductionist view of the evaluation process with an emphasis on understanding and awareness, revealing that his views are in congruence with the new trends of Teaching Science.
No intuito de vislumbra melhoria na qualidade da educação e de sistematizar a produção científica do Nordeste em Ensino de Ciências e Matemática, surge o Projeto Observatório da Educação (POE), composto pela Universidade Federal Rural de Pernambuco (UFRPE), Universidade Federal do Rio Grande do Norte (UFRN) e a Universidade Estadual da Paraíba (UEPB) e seus respectivos Programas de Pós-graduação. Fazemos parte deste projeto e esperamos que os mestrandos do programa de Pós-graduação em Ensino de Ciências (PPGEC) da Universidade Federal Rural de Pernambuco (UFRPE) ao sair do referido programa esteja com suas concepções em congruência com as novas tendências para o ensino das ciências, enfatizando que um profissional Reflexivo/Pesquisador deve ser capaz de analisar e avaliar sua própria prática, aprimorando sua prática pedagógica no sentido de formar cada vez mais pessoas que pensem de forma crítica e reflexiva. Nesse sentido, este estudo tem o objetivo de analisar as Representações Sociais dos egressos do Programa de Pós-Graduação em Ensino de Ciências da Universidade Federal Rural de Pernambuco sobre Professor, de modo a compreender os fatores que contribuem para o fortalecimento da identidade do professor enquanto pesquisador de sua própria prática. O aporte teórico de referência é baseado na Teoria das Representações Sociais desenvolvida por Serge Moscovici, sendo complementada pela Teoria do Núcleo Central de Jean-Claude Abric. Trouxemos uma discussão sobre a construção da identidade docente (PIMENTA e ANASTASIOU, 2005; NÓVOA, 1995; GRANDIN, 2008; MORAES, 2000). Trouxemos também uma discussão sobre Professor Reflexivo/Pesquisador (SCHÖN, 1992; BASTOS e NARDI, 2008; SOUZA e LOPES, 2007; PIMENTA e ANASTASIOU, 2005). A metodologia do estudo se baseia numa abordagem Plurimetodológica. Utilizamos três instrumentos metodológicos para coletar os dados. O primeiro é um Questionário Sócio-Cultural, o segundo é o Teste de Evocação Hierarquizada e o terceiro é a classificação das dissertações, construída com base nos descritores do CEDOC. A pesquisa levou à identificação e análise das representações sociais de 11 sujeitos que ingressaram no programa PPGEC no ano de 2002 até os que defenderam suas dissertações no ano de 2009. Para a análise dos dados, buscamos auxílio do software Evov2000, análise documental e de conteúdo e no processo de categorização das palavras. Os resultados revelaram que a representação social sobre Professor, mesmo apresentando resquícios de uma concepção ambígua de sentido, pautadas nas as palavras dedicação e responsabilidade, trazendo a ideia de que as palavras estão mais arraigadas à história e à cultura docente, indicando que a representação é uma representação mais tradicional, evidencia, mais fortemente, que suas representações sociais, na sua maioria, são permeadas por uma tendência sócio-construtiva, pautadas nas palavras como Educador e Mediador. A palavra avaliação, embora tenha sido um termo que apareceu como elemento periférico, evidenciou que os sujeitos estão além da visão reducionista do processo avaliativo com ênfase na compreensão e na conscientização, revelando-nos que suas concepções estão em congruência com as novas tendências do Ensino das Ciências.
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Alves, João Amadeus Pereira [UNESP]. "A formação inicial de professores de física e a construção de uma identidade." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/102070.

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O principal objetivo deste trabalho consiste em analisar o processo de construção da identidade de professor e pesquisador em ensino de Física, em uma proposta educacional que vem sendo construída, desenvolvida e estudada na formação inicial de professores deste 1997. A pesquisa consistiu em um estudo de caso, tendo a coleta e análise dos dados sob fundamentos teóricos epistemológicos e metodológicos em Freire, Habermas, Strauss, Latour e Miron. A formação do professor e pesquisador em ensino de Física ocorre diante de diferentes demandas e situações -limite que precisam ser enfrentadas. Por isso, é necessário tecer reflexões, relações e modificações no curso da ação. Constato que a vivência de uma práxis - interlocução entre teoria e prática - no desenvolvimento de uma proposta educacional na formação inicial de professores de Física é condição imprescindível para a construção da identidade de professor e pesquisador em ensino de Física. Os resultados demonstram que a proposta tem tido progressos importantes na sistematização de atividades educacionais que problematizem conceitos e práticas, as quais viabilizem a abertura e continuidade do diálogo; bem como, nas parcerias tecidas, que buscam implementar e consolidar a relação ensino, pesquisa e extensão na interface Universidade-Escolas
The aim of this study was to analysis the construction of identity of teacher and reseacher in the teaching of Physics in an educational proposal bulding, developed and studies in abn initial teacher education program since 1997. The research was in a study of case, with collection and analysis of the data was supported by the theoretical epistemological and methodological concepts of Freire, Habermas, Strauss, Latour and Miron. The education of teachers and researchers in the teaching of Physics takes places in a context of different demands and limit situations. It is necessary to develop reflexions, relations and modifcations in the course of action. I check that the experience of praxis - interannouncer between theory and practice - in the development of an educational proposal in Physics teachers initial educational supports the construction of a special identity - a teacher and researcher in the teaching of Physics. The outomes demonstrate that the proposal have had considerable progress in the systematization and educational activities that problematize concepts and practices, which in turn allow for the start and continuation of dialogue; the partnerships that aim to implement and consolidate the relations among teaching, research and outreach activities at the University and Schools
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Nyanjaya, A. K. (Ananias Kumbuyo). "Absent fathers due to migrant work : its traumatic impact on adolescent male children in Zimbabwe." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/31344.

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Only men can initiate boys into men. Boys are prepared into men by men of integrity, for that reason, when a father is absent a male model has to be found. Lack of models is the number one enemy for our adolescent males in Zimbabwe today. The absence of adult role models means adolescent males are moulded by unsupervised, doubtful and inexperienced peers. In the past the bringing up of a child was a community responsibility. In the present day children are growing up as sheep without a male shepherd. The qualitative and quantitative research methods guided the process of this study. The study revealed that fathers are absent because they have migrated to other countries and that their absence has a negative impact on developing healthy adolescent males. Migration of fathers to the Diaspora could not be resisted by men because of the socioeconomic and political situation in Zimbabwe. Fathers have left the country for greener pastures. The exodus of fathers to the Diaspora has created a vacuum when it comes to mentoring and moulding of male children into adults. The study carried out with adolescent boys indicated that fathers in the Diaspora are engaged in some form of income generating activities. As a result, some of these men are able to provide material needs intended for their families back home. However, the absence of these fathers has made some children feel emotionally abandoned and betrayed, while others are disappointed by fathers who did not bid them farewell at the time they were living the country. There is another group that felt that the absence benefited them. The absence of fathers destroyed father – son relationships, generated anger, bitterness and lack of any future trust with fathers. When children are angered and bitterness resides in them, they would go against their father’s potential assistance. On the other hand, in the process of the study on the absent father, a Christian model of caring for an individual and community emerged. The church has been noted to be the only institution that would guide the society to value the job of caring for the people of God who are in needy situations. When the church cares for the adolescents it will be caring for itself as well as the body of Christ. The author considered the views from James fowler (1981) and Gerkin (1997) on the stages of faith development and the idea of seeing the church as a community of faith in order for this research to portray the community of faith as a Community of Love. This is because it is only by Christ’s love that people are forgiven by God through grace. In addition, it is through love that people are nurtured; miracles of spiritual and numerical growth are realised. Acts 2; bears witness of the power in love fellowships or communities. He states that in sharing the gospel of Christ in love fellowships each member becomes a part of Christ’s body that spreads the gospel. The love fellowships make the church to be more than a preaching or meeting point. It becomes a family where all members have the opportunity to share their experiences at fellowship and individual levels. People will not depend on one person for spiritual growth but on each other for spiritual nourishment. Gerkin was important throughout the research with his pastoral care approach of caring for an individual and the communities of a Christian story in addition to guiding the researcher to create a model for a caring community. Therefore, caring of boys whose fathers are absent requires both individual mentors and local communities to model them. The church has been found wanting by the boys in this study. Boys have indicated that the church was not aware of their pain. This shows that the church was unable to see the depressed and hear the silent voices in order to interpret their situation. This reveals that the church has some parts that need spiritual attention in order for the body of Christ to function optimally. Children will open their hearts in love fellowships in order to be healed, nurtured, sustained and guided through love. Faith will be expressed in a more mature and responsible way when all is done in love. Faith in this study is the act of love that guides individuals and communities to an expression of freedom and responsibility in trusting God’s presence in human situations. It aims at increasing love for one another and to God. For it is only through Christ’s love that healthy memories are created. Chapter one gives the background and context of the problem to the study. It reveals that the motivation to carry out the study emerged from the author’s journey with his father and interactions with young people as a youth pastor. Therefore the socio-economic and political situation in Zimbabwe created an environment for the study to be carried out. In addition, absences of mothers at church prompted him to consider carrying out a study on the: Absent fathers due to migrant work: Its traumatic impact on adolescent males in Zimbabwe. Many women went to collect money from their husbands who are in the Diaspora each month end . Chapters twodemonstrates how a qualitative and quantitative method of carrying of the research is helpful. Listening to stories of the adolescent males enriched the research process. Chapter three dealt with the stages of human development coined by Erik Erikson with the intention to give the reader an understanding regarding the worth of adolescence stage. Chapter four explains father and fatherhood, the role of a father and impact of absence towards the up bringing of adolescent male children. Adolescent males develop their masculinity from their fathers for this reason every child should have a male model in order for him to be a man. In chapter five the researcher engaged in dialogue with adolescent males. Chapter six gave the concluding thoughts and recommendations to the study. The church has been identified as central in guiding children at individual and group levels in this era. The church should be a component of the extended family that is unique but related to the family units without competing with it. Every son needs a biological father from whom he learns how to manage weakness and strengths in his life and act in response to the challenges of the global village. Therefore, a father ought to be a male person in Zimbabwe who fears God and loves his sons not an angel out of this planet. Finally every adolescent child needs Christian males to guide him for it is through Christ’s love that healthy male memories are created.
Thesis (PhD)--University of Pretoria, 2011.
Practical Theology
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Dowling, Susan J. "Constructing Identity Identity Construction." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/88.

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In this art-based study I will examine the construction of identity creating three life size figures utilizing metaphor and symbolism. I recorded and analyzed the process through reflections. The artist/teacher/researcher will provide conclusions based on art production and self-reflection.
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Crafford, Anne. "Identity in organisations : a methodological study." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97031.

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Thesis (DPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: This study examined organisational identity from a substantive and methodological point of view. With the burgeoning interest in the organisational identity construct, there have been a multitude of perspectives and meanings associated with the term. These perspectives formed the basis of three juxtapositions used to evaluate the nature of knowledge generated by various research designs used to study organisational identity. These designs included survey design, content analysis, case study design, ethnography, narrative analysis and discourse analysis. I concluded that the choice for a particular research design does constrain or make possible the generation of different types of knowledge regarding OI. The effect of design type has long been suspected and argued for, and this study provides further substantiation for this view. The choice of research design is not a neutral one but plays an integral role in the nature of the knowledge generated, and should be taken seriously as part of the research process. Also from a methodological perspective, the aim was to explore whether an Internet-based, open-ended qualitative survey could provide a suitable description of organisational identity, and whether it would be possible to develop identity narratives from these responses. Data was gathered in a South African based multi-national engineering firm, the result of a recent merger of two engineering firms. Based on the responses to the survey, I was able to develop descriptive narratives of each of (what had been termed) the heritage organisations, each narrative comprising a series of inter-related identity statements capturing various facets of organisation identity. Three broad narratives for each heritage organisation dealt with the nature of the organisation and its position in the market, the importance of the profession and clients, and the value of people in the organisation. Given the pervasive nature of technology, and that work in many corporate and professional settings is conducted via the internet, an internet-based qualitative survey allows information regarding organisational identity to be gathered fairly easily. The research undertaken in this study thus adds to the body of knowledge surrounding the use of a web-based qualitative survey in accessing organisational identity, and suggests that this form of data gathering in the organisation can be successful, provided that participants are computer literate and have access to the Internet. The organisations in question were chosen as merger partners due to their similarity, and using the descriptive narratives developed from the survey, I was able to examine the question of distinctiveness in similar organisations, which has not yet been addressed. Despite the similarities, the identity of both organisations was arguably distinct, and this could be traced to two factors. The first was an element of social actor, in this case the size of the organisation, which coupled with other factors influenced organisation identity in very specific ways. Secondly, distinctiveness arose from the construction of meaning around specific elements of the social actor by members of the organisations. Thus, much like personal identity, organisational identity is associated with similarity and difference (Buckingham 2008).
AFRIKAANSE OPSOMMING: g Hierdie studie het ten doel gehad om the konsep van organisasie-identiteit te ondersoek vanuit ‘n substantiewe en metodologiese hoek. Die groeiende belangstelling in die konstruk van organisasieidentiteit, gee aanleiding daartoe dat meervuldige perspektiewe en betekenisse aan die term gegee word. Hierdie verskillende perspektiewe vorm die basis van drie naasmekaarstellings wat gebruik word om die aard van kennis, wat geskep word deur verskillende navorsingsontwerpe in die studie van organisasie-identiteit, behoorlik te bestudeer. Hierdie navorsingsontwerpe sluit in opnamestudies, inhoudsanalise, gevallestudies, etnografiese studies, teksontledings en diskoers analise. Ek het tot die gevolgtrekking gekom dat die keuse van ‘n bepaalde navorsingsontwerp weliswaar beperkend of fasiliterend van aard kan wees in die skep van verskillende kennisbasisse rondom organisasie-identiteit. Die impak van die tipe navorsingsontwerp word lankal reeds vermoed, en hierdie studie lewer verdere ondersteuning vir hierdie standpunt. Die keuse van ‘n navorsingsontwerp is nie neutraal nie maar speel ‘n integrale rol in die aard van die kennis wat geskep word en behoort aandag te geniet in the navorsingsproses. Vanuit ‘n metodologiese perspektief was die doelwit ook om te bepaal of ‘n internet-gebaseerde, oopeinde kwalitatiewe opname, ‘n toepaslike beskrywing en begrip van organisasie-identiteit kan lewer en of dit moontlik sou wees om identiteits-ontledings vanuit hierdie response te genereer. Data opnames is gedoen in ‘n Suid-Afrika-gebaseerde internasionale ingenieurskonsultasiefirma, wat bestaan uit twee saamgesmelte firmas. Die response uit die opname het my toegelaat om beskrywende narratiewe van beide die oorspronklike organisasies te ontwikkel. Elk van hierdie bestaan uit ‘n reeks van interafhanklike stellings oor identiteit wat die verskeie fasette van organisasie-identiteit verwoord. Daar was drie narratiewe vir elkeen van die oorspronklike organisasies en hierdie het gefokus op die aard en markposisionering van die organisasie, die belangrikheid van die professie en kliente en die waarde van mense binne die organisasie. Gegewe die deurtastende aard van tegnologie in veral korporatiewe en professionele omstandighede, sal ‘n internet-gebaseerde kwalitatiewe opname die verkryging van inligting rondom organisasie identiteit vergemaklik. Die navorsing onderneem in hierdie studie dra dus by tot ons begrip van die toepassing van internet-gebaseerde kwalitatiewe opnames in die taksering van organisasie identiteit. Dit dui aan dat hierdie vorm van data-insameling in ‘n organisasie sukesvol kan wees indien die respondente rekenaarvaardig is en toegang tot die internet het. Die organisasies wat in die studie gebruik is, het tot ‘n groot mate saamgesmelt aan die hand van hulle soortgelyke aard en waardes. Deur die beskrywende narratiewe te gebruik wat uit die opname ontwikkel is, kon ek die vraagstuk van onderskeidenheid in soortgelyke organisasies ondersoek, wat tot op daardie stadium nie gedoen was nie. Ongeag die ooreenkomste, is bevind dat die identiteit van beide die organisasies wel merkbaar verskil en dat dit toegeskryf kan word aan twee faktore. Die eerste hiervan is geeien as ‘n sosiale agent, in hierdie geval die grootte van die organisasie, wat tesame met ander faktore die organisasie-identiteit op spesifieke manier beinvloed het. Die tweede faktor onstaan uit die konstruksie van betekenis rondom spesifieke elemente van die sosiale agent deur lede van die organisasies. Dit is dus duidelik dat organisasie-identiteit, soos persoonlike identiteit, geassosieer word met ooreenkomste en verskille (Buckingham 2008)
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Books on the topic "Researcher identity"

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Schutz, Paul A., Ji Hong, and Dionne Cross Francis, eds. Research on Teacher Identity. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93836-3.

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McAlpine, Lynn, and Cheryl Amundsen. Identity-Trajectories of Early Career Researchers. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95287-8.

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name, No. Advances in identity and research. New York, NY: Kluwer Academic/Plenum Publishers, 2003.

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Identity research in intercultural communication. Lanham, Md: Lexington Books, 2012.

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Handbook of identity theory and research. New York: Springer Science+Business Media, 2011.

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Schwartz, Seth J., Koen Luyckx, and Vivian L. Vignoles, eds. Handbook of Identity Theory and Research. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7988-9.

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Burke, Peter J., Timothy J. Owens, Richard T. Serpe, and Peggy A. Thoits, eds. Advances in Identity Theory and Research. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-9188-1.

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Leeuw, Elisabeth, Simone Fischer-Hübner, Jimmy Tseng, and John Borking, eds. Policies and Research in Identity Management. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-77996-6.

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Varelas, Maria, ed. Identity Construction and Science Education Research. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-043-9.

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de Leeuw, Elisabeth, Simone Fischer-Hübner, and Lothar Fritsch, eds. Policies and Research in Identity Management. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-17303-5.

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Book chapters on the topic "Researcher identity"

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Fensham, Peter J. "The Researcher as Person." In Defining an Identity, 37–60. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-0175-5_3.

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Hayes, Tracy. "Developing an academic identity." In Research Impact and the Early Career Researcher, 24–34. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780203710104-3.

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McArdle, Karen. "Identity and the Freedom Researcher." In Freedom Research in Education, 45–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69650-8_4.

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Frost, Nollaig. "Researcher identity: prospects and challenges." In Practising Research, 151–76. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-39829-1_6.

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Becker, Christian U. "Capabilities and Personal Identity of the Researcher." In Sustainability Ethics and Sustainability Research, 123–26. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2285-9_13.

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Arber, Anne. "Managing the Dual Identity: Practitioner and Researcher." In Emotions and Reflexivity in Health & Social Care Field Research, 57–74. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65503-1_4.

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Sarasa, María Cristina. "Teacher educator identity negotiation as participant researcher." In Becoming and Being a TESOL Teacher Educator, 227–45. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003004677-15.

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Qadir, Samina Amin. "Chapter 12. Researcher identity in the writing of collaborative-action research." In Studies in Written Language and Literacy, 231–44. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/swll.12.28qad.

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van den Berg, Karijn, and Leila Rezvani. "Senses of Discomfort: Negotiating Feminist Methods, Theory and Identity." In Gender, Development and Social Change, 21–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-82654-3_2.

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AbstractOur chapter builds upon feminist understandings of the more-than-human, using our experiences of working with peasant farmers involved in seed saving (Leila) and activists’ relation to individual environmental practices (Karijn). Through a dialogue around our experiences, we reflect on feelings of discomfort, and how, rather than resolving our anxieties, discomfort has the potential to open up conventional ways of being a researcher. Focusing on relationality through embodied and processual research challenges the notion of method as a tool used by a disembodied researcher observing an inert or external world, a central concern of feminist-oriented research. We show how participating in plural and more-than-human worlds also challenges multiple binary positionings and allows for unwarranted surprises that might undo the assumptions and categories underpinning our research.
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Kamaiurá Sabino, Wary. "Chapter 4. My journey as an indigenous Xinguan teacher and researcher." In Language, Culture and Identity – Signs of Life, 63–73. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/clscc.13.04kam.

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Conference papers on the topic "Researcher identity"

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Bathia, Shruti. "The Construction and Validation of a Researcher Identity Scale." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446802.

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Morell, Linda. "The Construct of Researcher Identity for Secondary School Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691381.

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Bathia, Shruti. "Measuring High School Students' Self-Perception as a Researcher: Development and Validation of the Researcher Identity Scale." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586685.

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McClure, Donald. "Negotiating Researcher Identity and Positionality in Research With Immigrant Students: Casting a Reflective Gaze." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445926.

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Xu, Xingya. "Researcher Identity Development in the Doctoral Program: What Do Doctoral Students Say?" In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691435.

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Henderson, Barbara. "Searching for Identity as Researcher and Scholar: Transformative Stories From an Ed.D. in Educational Leadership." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441110.

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MARCYSIAK, Tomasz, and Piotr PRUS. "AUTO-ETHNOGRAPHIC TECHNIQUES AS AN EFFICIENT TOOL FOR RECONSTRUCTION OF RURAL SOCIAL CAPITAL AND LOCAL IDENTITY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.164.

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Many regions in Poland are said to be a unique example of preservation of cultural heritage. These include many examples of Pomorskie, Kujawsko-Pomorskie, Wielkopolskie and Dolnoslaskie voivodships. These regions are known to preserve the traditional way of life and customs as well as the architecture, especially the sacral architecture. It is also much easier to build mutual trust and social capital in them, because people from those regions can always refer to the universal values of their ancestors. However, there are also regions which, under the influence of migration and post-displacement processes after World War II, have lost their cultural and social character. Economic emigrants and displaced people from the Eastern Borderlands and Central Poland shared poverty and desire to settle. Will they succeed, and is there a chance to recreate and build a new identity? Those are the questions we are trying to answer, and the following article presents some of the results. By moving the border of autobiographical and ethnographic methods, authors adopt an autoethnographic method (narrative interviews, participant observation, biographical methods), which means turning to narratives as a way of research and as an expression of the search for a different relationship between the researcher and the subject and between the author and the reader. The researchers use their own experiences as a source of description of the culture in which they participate and examine. As a result, the text is a story created by the local community and researchers, aimed at reproducing and creating identity in the post-immigrant rural communities based on experienced and historical memory. The research was conducted in the years 2016-2017 in the above mentioned voivodships.
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Cao, Thi Hao. "Research on Tay Ethnic Minority Literature in Vietnam Under Cultural View." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-3.

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The Tay people are an ethnic minority of Vietnam. Tay literature has many unique facets with relevance to cultural identity. It plays an important part in the diversity and richness of Vietnamese literature. In this study, Tay literature in Vietnam is analyzed through a cultural perspective, by placing Tay literature in its development from its birth to the present, together with the formation of the ethnic group, and historical and cultural conditions, focusing on the typical customs of the Tay people in Vietnam. The researcher examines Tay literature through poems of Nôm Tày, through the works of some prominent authors, such as Vi Hong, Cao Duy Son, in the Cao Bang province of Vietnam. Cao Bang is home to many Tay ethnic people and many typical Tay authors. The research also locates individual contributions of those authors and their works in terms of artistic language use and cultural symbolic features of the Tay people. In terms of art language, the article isolates the unique use of Nôm Tay characters to compose stories which affect the traditional Tay luon, sli, and so forth, and hence the use of language that influences poetry and proverbs of Tay people in the story of Vi Hong, Cao Duy Son. Assuming a symbolic framework, the article examines the symbols of birds and flowers in Nôm Tay poetry and the composition of Vi Hong, Cao Duy Son, so to point out the uniqueness of the Tay identity. The above research issue is necessary to help us better appreciate the cultural values preserved in Tay literature, thereby, affirming the unique cultural identity of the Tay people and planning to preserve and develop these unique cultural features from which emerges the risk of falling into oblivion in modern social life in Vietnam. In addition, this is also a research direction that can be extended to Thai, Mong, Dao, etc, ethnic minorities in Vietnam.
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Paora, Tangaroa. "Applying a kaupapa Māori paradigm to researching takatāpui identities." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.179.

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In this practice-led doctoral thesis I adopt a Kaupapa Māori paradigm, where rangahau (gathering, grouping and forming, to create new knowledge and understanding), is grounded in a cultural perspective and Māori holistic worldview that is respectful of tikanga Māori (customs) and āhuatanga Māori (cultural practices). The case study that forms the focus of the presentation asks, “How might an artistic reconsideration of gender role differentiation shape new forms of Māori performative expression”. In addressing this, the researcher is guided and upheld by five mātāpono (principles): He kanohi kitea (a face seen, is appreciated) Titiro, whakarongo, kōrero (looking, listening and speaking) Manaakitangata (sharing and hosting people, being generous) Kia tūpato (being cautious) Kāua e takahi i te mana o te tangata (avoiding trampling on the mana of participants). In connecting these principles and values that are innate within te ao Māori (Māori people and culture) the paper unpacks a distinctive approach taken to interviewing and photographing nine takatāpui tāne (Māori males whose sexuality and gender identification are non-heteronormative). These men’s narratives of experience form the cornerstone of the inquiry that has a research focus on tuakiritanga (identity) where performative expression and connectivity to Māori way of being, causes individuals to carry themselves in distinctive ways. The lived experience of being takatāpui within systems that are built to be exclusive and discriminatory is significant for such individuals as they struggle to reclaim a place of belonging within te ao Māori, re-Indigenise whakaaro (understanding), and tangatatanga (being the self). In discussing a specifically Māori approach to drawing the poetics of lived experience forward in images and text, the presentation considers cultural practices like kaitahi (sharing of food and space), kanohi ki te kanohi kōrero (face to face interviewing), and manaakitangata (hosting with respect and care). The paper then considers the implications of working with an artistic collaborator (photographer), who is not Māori and does not identify as takatāpui yet becomes part of an environment of trust and vulnerable expression. Finally, the paper discusses images surfacing from a series of photoshoots and interviews conducted between August 2021 and February 2023. Here my concern was with how a participant’s identitiy and perfomativity might be discussed when preparing for a photoshoot, and then reviewing images that had been taken. The process involved an initial interview about each person’s identitiy, then a reflection on images emanating from studio session. For the shoot, the participant initially dressed themseleves as the takatāpui tāne who ‘passed’ in the world and later as the takatāpui tāne who dwelt inside. For the researcher, the process of titiro, whakarongo, kōrero (observing, listening and recording what was spoken), resourced a subsequent creative writing exercise where works were composed from fragments of interviews. These poems along with the photographs and interviews, constituted portraits of how each person understood themself as a self-realising, proud, fluid and distinctive Māori individual.
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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Reports on the topic "Researcher identity"

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Ghosh, Arijeet, Madhurima Dhanuka, Sai Bourothu, Fernando Lannes Fernandes, Niyati Singh, and Chenthil Kumar. Lost Identity: Transgender Persons Inside Indian Prisons. Commonwealth Human Rights Initiative, 2020. http://dx.doi.org/10.20933/100001185.

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This report sheds light on challenges faced by Transgender persons in Indian prisons. The report analyses the international and legal frameworks in the country which provide the foundation for policy formulations with regard to confinement of LGBT+ persons, with particular reference to the Transgender community. This report also documents the responses received to right to information requests filed to prison headquarters across the country, which in addition to providing the number of Transgender prisoners in Indian prisons between 1st May 2018 to 30th April 2019, also provides relevant information on compliance within prisons with existing legal frameworks relevant to protecting the rights of Transgender persons in prisons, especially in terms of recognition of a third gender, allocation of wards, search procedures, efforts towards capacity building of prison administrators etc. The finalisation of this report has involved an intense consultative process with individuals and experts, including representatives from the community, community-based organisations as well as researcher and academicians working on this issue. This report aims to enhance the understanding of these issues among stakeholders such as prison administrators, judicial officers, lawyers, legal service providers as well as other non-state actors. It is aimed at better informed policy making, and ensuring that decisions made with respect to LGBTI+ persons in prisons recognize and are sensitive of their rights and special needs.
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Sims, Benjamin. Research software engineering: Professionalization, roles, and identity. Office of Scientific and Technical Information (OSTI), February 2022. http://dx.doi.org/10.2172/1845242.

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Schreck, C., M. Fitzpatrick, L. L. Marking, J. J. Rach, and S. M. Jeffery. Research to identify effective antifungal agents. Test accounts, July 1990. http://dx.doi.org/10.2172/6272284.

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Hernández, Laura, and Linda Darling-Hammond. Creating identity-safe schools and classrooms. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/165.102.

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This research report addresses the ways in which practitioners can build inclusive and affirming school environments with keen attention to identity safety that can support all students in feeling safe, protected, and valued in school environments. A growing body of research points to effective school-based practices and structures, described below, that educators can use to foster the identity safety that nurtures student achievement, positive attachments to school, and a genuine sense of belonging and membership for each student.
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Wang, Qiuyue, and Ping Zhao. Consumer Behavior Research on Culture Identity of Traditional Chinese Costume. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1352.

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Norris, Adele. Thesis review: The storytellers: Identity narratives by New Zealand African youth – participatory visual methodological approach to situating identity, migration and representation by Makanaka Tuwe. Unitec ePress, October 2018. http://dx.doi.org/10.34074/thes.revw4318.

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This fascinating and original work explores the experiences of third-culture children of African descent in New Zealand. The term ‘third-culture kid’ refers to an individual who grows up in a culture different from the culture of their parents. Experiences of youth of African descent is under-researched in New Zealand. The central research focus explores racialised emotions internalised by African youth that are largely attributed to a lack of positive media representation of African and/or black youth, coupled with daily experiences of micro-aggressions and structural racism. In this respect, the case-study analysis is reflective of careful, methodological and deliberative analysis, which offers powerful insights into the grass-roots strategies employed by African youth to resist negative stereotypes that problematise and marginalise them politically and economically.
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Bartock, Michael, Jeffrey Cichonski, Murugiah Souppaya, Paul Fox, Ryan Holley, Karen Scarfone, and Scott Z. Jones. Derived Personal Identity Verification (PIV) Credentials (DPC) Proof of Concept Research. National Institute of Standards and Technology, January 2016. http://dx.doi.org/10.6028/nist.ir.8055.

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Schreck, C. B., M. S. Fitzpatric, R. L. Chitwood, L. L. Marking, J. J. Rach, and T. M. Schreier. Research to identify effective antifungal agents. Annual report 1993. Test accounts, October 1993. http://dx.doi.org/10.2172/10116883.

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Schreck, Carl. Research to Identify Effective Antifungal Agents, 1990 Annual Report. Office of Scientific and Technical Information (OSTI), July 1990. http://dx.doi.org/10.2172/753843.

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Schreck, Carl. Research to Identify Effective Antifungal Agents, 1991 Annual Report. Office of Scientific and Technical Information (OSTI), September 1991. http://dx.doi.org/10.2172/753844.

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