Dissertations / Theses on the topic 'Talkin circle'
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Rosas, Blanch Faye, and faye blanch@flinders edu au. "Nunga rappin: talkin the talk, walkin the walk: Young Nunga males and Education." Flinders University. Yunggorendi First Nations Centre, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090226.102604.
Full textDuffié, Mary Katharine. "The talking circle." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/276982.
Full textFerris-Olson, Pamela. "A women’s talking circle: A narrative study of positive intergenerational communication." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366205259.
Full textIvarsson, Viva, and Linus Johansson. "Talking Through Symbols : The Relationship Between Player, Symbols and Their Meaning." Thesis, Uppsala universitet, Institutionen för speldesign, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255241.
Full textPresently the video game industry uses a number of methods to lead the players though the games such as colours, lights and shapes. This thesis focuses on shapes and tries to answer the question: In choosing between basic symbols is there a particular symbol that players prefer tofollow and what do they associate with that symbol? In order to answer this question we created an experiment in which we tested how test subjects respond to three primitive shapes, triangles, circles and squares. The experiment consisted of a corridor with a door in one end, acting as the controls tutorial, and a room with three doors which was the actual experiment. Our test shows that there is not a certain symbol that the test subjects prefer to follow, but that the associations to the symbols seem to be true in comparison to earlier made studies on what these symbols are viewed to represent. This points at the possibility that the symbols can be used in game design to convey messages to the players and be used to guide the players in new environments.
Perry, Diana Lauren. "Talking Circle| A culturally appropriate approach to healing intergenerational trauma within an evidence-based paradigm." Thesis, California Institute of Integral Studies, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559722.
Full textThere is currently widespread debate in the psychological community with regards to research on and provision of evidence-based practices. The American Psychological Association recently developed clinical and research guidelines for the implementation and investigation of culturally appropriate treatment interventions. As of 2000, there were 562 tribal entities recognized and eligible or funding and services from the Bureau of Indian Affairs (Ogunwole, 2002). This United States Indigenous contingent continues to be marginalized by diagnostic classification and treatment interventions that perpetuate or discount the role of cultural oppression (Gone, 2009). Whereas current literature speaks to a relationship between colonization and intergenerational trauma (Gone & Alcántara, 2007; Duran & Duran, 1995), the reenactment of this relationship in the Evidence-Based paradigm is under-researched (Smith-Morris, 2007).
This integrative literature review (ILR) ucovers the benefits of Talking Circle for Native and Native-minded persons and communities. Advocates for the implementation of culturally-appropriate diagnostic, treatment, and research methodologies report that inclusion assists in healing socio-historical wounds (Gone & Alcántara, 2007; Sue, Zane, Hall, & Berger, 2009). This is extremely relevant for contemporary Indigenous individuals, families, and communities.
The current study presents the viability of Talking Circle for slowing the transmission of trauma by offering a compelling argument supporting its evidence-based nature through a comparison of available research on trauma-informed treatment models with published findings on Talking Circle. Assumptions, literature review, critique of the literature review, and commentary on and appraisal of potentially translatable healing rituals supports a postcolonial driven conceptual model for the treatment of the soul wound, the Native equivalent of Post-Traumatic Stress Disorder (PTSD) Disorder of Extreme Stress Not Otherwise Specified (DESNOS).
This ILR assists in substantiating the logical inclusion of Talking Circle into the existing set of available evidence-based PTSD treatment interventions (as outlined in Jennings, 2004, 2008). Providing this conceptual model via an ILR allows for adequately assessing the specific aspects of the research on intergenerational trauma, available interventions, and existing needs. This project illuminates, in a multilayered way, the role of Talking Circle in indigenous life and for healing intergenerational trauma, the soul wound, in the Native community.
Kartofel, Roy Alexis Rodenstein 1975. "Talking in circles : representing place and situation in an online social environment." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/61845.
Full textIncludes bibliographical references (leaves 61-66).
This thesis presents work focused on the creation of a sociable space for communication online. Sociable communication requires the ability to converse with others using simple and meaningful mechanisms, supporting flexibility and expressiveness. Equally important is the ability for people to read the space they inhabit and make sense of it in socially significant ways, such as people watching to observe others' interests and interaction styles. A third key to sociable communication is emphasis on identity and embodiment, giving participants a strong sense of themselves and others through their online representations. These issues are approached through research in areas ranging from sociology to urban architecture, directed at finding bases for the design of capabilities that are useful and engaging in the context of computer support for distributed multiparty communication. The result of this research is Talking in Circles, a graphical audio conferencing environment that employs abstract graphics for representation and provides lightweight access to multiple expressive modes. This thesis discusses foundations for work towards sociable communication online as well as the design and implementation processes involved in the creation of the Talking in Circles system. User experiences with the system, lessons learned and directions for further research into sociable communication are then detailed.
by Roy Alexis Rodenstein Kartofel.
S.M.
List, Amanda. "Talking in circles, using circles as a tool for creating an organization that taps into and capitalizes on the energy of its people." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59457.pdf.
Full textBrown, Martha A. "Talking in circles| A mixed methods study of school-wide restorative practices in two urban middle schools." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154934.
Full textThis mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools which was built on the interacting and interrelated themes of relational trust, being heard, a relational-based, student-centered culture, and a commitment to the principles of social justice. The positive relational ecology created a strong foundation upon which change could occur at the organizational, individual, and pedagogical levels. Various structures within the schools, including circles, instructional leadership teams, student councils, and peer mediation, created space for teachers and students to be heard and empowered, which subsequently facilitated change and growth for many administrators, teachers, and students. High turnover, lack of initial and ongoing training, and the development of quasi- or non-restorative processes jeopardized program fidelity. Findings revealed that in these restorative schools, relational ecology and change were inseparable, and that they moved and influenced each other. A positive relational ecology created an environment that enabled leaders and staff to feel safe as they embarked on the journey of change. Changes in the ways that members of the school communities related to each other on a daily basis provided additional motivation to continue the change effort, and these changes then in turn strengthened the relational ecologies. Findings of this study are significant and have implications for schools and school districts, policy makers, and teacher and leader education. Future research should include longitudinal, mixed methods studies that assess the school culture before and after implementing SWRPs, as well as experimental or quasi-experimental designs that compare restorative and non-restorative schools. Such studies may provide more empirical evidence that links healthy relational ecologies to student achievement, less teacher turnover, decreased conflict, and healthier communities, thereby strengthening the case for rejecting punitive and discriminatory zero tolerance school discipline policies and adopting restorative justice in education instead.
Smiles, Tracy. "Student Engagement Within Peer-led Literature Circles: Exploring the Thought Styles of Adolescents." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1203%5F1%5Fm.pdf&type=application/pdf.
Full textGonzales-Miller, Shannon C. "Examining the Narrative of Urban Indian Graduate Students in Classroom Spaces of a Historically and Predominately White Institution." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu160703848158182.
Full textMartinho, Luciana Rodrigues [UNESP]. "As representações sobre Meio Ambiente de alunos da 4ª série do Ensino Fundamental." Universidade Estadual Paulista (UNESP), 2004. http://hdl.handle.net/11449/90875.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Neste trabalho investigou-se as representações sociais sobre meio ambiente de um total de 42 alunos de 4ªs séries do Ensino Fundamental, provenientes de duas Escolas Públicas localizadas nas zonas Rural e Urbana, de um município do interior paulista. A metodologia utilizada foi a de pesquisa social, com abordagem qualitativa, embora alguns dados quantitativos também sejam apresentados de forma complementar. A coleta de dados foi realizada através de pesquisas bibliográfica e suplementar de dados e de pesquisa de campo. Nesta última, visando à verificação e à validação da pesquisa, foram utilizadas diferentes formas de abordagem investigativa, tais como: observações, rodas de conversa, entrevistas individuais, desenhos e questionários. A análise de conteúdo dos dados obtidos revelou que as possíveis origens para aquelas representações, categorizadas em naturalistas e antropocêntricas, estão associadas, principalmente, às influências da mídia, da família e da religião. Buscou-se, através da análise dos resultados e das discussões, contribuir com sugestões que possam promover, nos docentes daquelas escolas, reflexões sobre suas práticas educativas, visando à melhoria do ensino do tema considerado. Neste sentido, a expectativa é que esta pesquisa possa efetivamente representar uma contribuição para os profissionais interessados em trabalhar a partir dos saberes acumulados pela vivência de diferentes experiências que as crianças têm com o mundo e que trazem para a escola, desenvolvendo ações educativas ambientalmente comprometidas com a formação de indivíduos responsáveis pela criação e manutenção de melhores condições de vida e de desenvolvimento adequado, num contexto em que a prática pedagógica seja criativa, democrática e fundamentada no diálogo entre gerações e culturas e, tendo como perspectiva, estimular a ética nas relações entre os homens e entre estes e o meio ambiente
On this work it was searched into representations about environment in a total of 42 4th graded students of elementary school, proceeding from two public schools located in the rural and urban areas of a town in countryside of São Paulo State. The methodology used was a social research with the quality approach, although some quantitative data are also presented as a supplementary way. The data collection was carried out through bibliographical, data supplemental and field research. On the field research, aiming the examination and validation of the research, it was used different ways of investigation approach such as: observation, talk session circles, individual interviews, drawings and questionnaires. The analyses of data content achieved, showed that possible origins to those representations, rated in naturalist and anthropocentric, are associated, mainly to the media, family and religion influence. It was searched through the results and discussion analyses to contribute with suggestions that may promote in the teachers from those schools reflections about their teaching practice, aiming the teaching improvement on the considered theme. This way, the expectations are that this research may represent an effective contribution to the professional interested in working starting from the accumulated knowledge by the different life experiences that children have with the world and they bring to school, developing educative actions environmentally engaged with the individual formation responsible for the creation and maintenance for better life conditions and suitable development, in a context on which the pedagogical practice is creative, democratic and based on the dialogue between generations and cultures and, having as perspective, stimulate the ethical in the relationships among the mankind and between these ones and the environment
Martinho, Luciana Rodrigues. "As representações sobre Meio Ambiente de alunos da 4ª série do Ensino Fundamental /." Bauru : [s.n.], 2004. http://hdl.handle.net/11449/90875.
Full textBanca: Dirceu da Silva
Banca: Renato Eugênio da Silva Diniz
Resumo: Neste trabalho investigou-se as representações sociais sobre meio ambiente de um total de 42 alunos de 4ªs séries do Ensino Fundamental, provenientes de duas Escolas Públicas localizadas nas zonas Rural e Urbana, de um município do interior paulista. A metodologia utilizada foi a de pesquisa social, com abordagem qualitativa, embora alguns dados quantitativos também sejam apresentados de forma complementar. A coleta de dados foi realizada através de pesquisas bibliográfica e suplementar de dados e de pesquisa de campo. Nesta última, visando à verificação e à validação da pesquisa, foram utilizadas diferentes formas de abordagem investigativa, tais como: observações, rodas de conversa, entrevistas individuais, desenhos e questionários. A análise de conteúdo dos dados obtidos revelou que as possíveis origens para aquelas representações, categorizadas em naturalistas e antropocêntricas, estão associadas, principalmente, às influências da mídia, da família e da religião. Buscou-se, através da análise dos resultados e das discussões, contribuir com sugestões que possam promover, nos docentes daquelas escolas, reflexões sobre suas práticas educativas, visando à melhoria do ensino do tema considerado. Neste sentido, a expectativa é que esta pesquisa possa efetivamente representar uma contribuição para os profissionais interessados em trabalhar a partir dos saberes acumulados pela vivência de diferentes experiências que as crianças têm com o mundo e que trazem para a escola, desenvolvendo ações educativas ambientalmente comprometidas com a formação de indivíduos responsáveis pela criação e manutenção de melhores condições de vida e de desenvolvimento adequado, num contexto em que a prática pedagógica seja criativa, democrática e fundamentada no diálogo entre gerações e culturas e, tendo como perspectiva, estimular a ética nas relações entre os homens e entre estes e o meio ambiente
Abstract: On this work it was searched into representations about environment in a total of 42 4th graded students of elementary school, proceeding from two public schools located in the rural and urban areas of a town in countryside of São Paulo State. The methodology used was a social research with the quality approach, although some quantitative data are also presented as a supplementary way. The data collection was carried out through bibliographical, data supplemental and field research. On the field research, aiming the examination and validation of the research, it was used different ways of investigation approach such as: observation, talk session circles, individual interviews, drawings and questionnaires. The analyses of data content achieved, showed that possible origins to those representations, rated in naturalist and anthropocentric, are associated, mainly to the media, family and religion influence. It was searched through the results and discussion analyses to contribute with suggestions that may promote in the teachers from those schools reflections about their teaching practice, aiming the teaching improvement on the considered theme. This way, the expectations are that this research may represent an effective contribution to the professional interested in working starting from the accumulated knowledge by the different life experiences that children have with the world and they bring to school, developing educative actions environmentally engaged with the individual formation responsible for the creation and maintenance for better life conditions and suitable development, in a context on which the pedagogical practice is creative, democratic and based on the dialogue between generations and cultures and, having as perspective, stimulate the ethical in the relationships among the mankind and between these ones and the environment
Mestre
Petrone, Deborah Amorette. "A Narrative Analysis of Women’s Desires and Contributions to Community, Sentience, Agency and Transformation." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1451650827.
Full textWilson, Carla. "Listening from the Heart: The Experience of Compassionate Listening in Teen Talking Circle." 2013. http://scholarworks.gsu.edu/wsi_theses/35.
Full textWilson, Carla. "LISTENING FROM THE HEART: THE EXPERIENCE OF COMPASSIONATE LISTENING IN TEEN TALKING CIRCLES." 2013. http://scholarworks.gsu.edu/wsi_theses/34.
Full textPlaizier, Heather Mae. "Developing a sense of place in rural Alberta experiences of newcomers /." Master's thesis, 2009. http://hdl.handle.net/10048/406.
Full text"Fall, 2009." Title from pdf file main screen (viewed on July 16, 2009). A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Adult Education, Eucational Policy Studies, University of Alberta. Includes bibliographical references.
Torres, Rose Ann. "Aeta Women Indigenous Healers in the Philippines: Lessons and Implications." Thesis, 2012. http://hdl.handle.net/1807/32830.
Full text