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1
Sanchez-Gil, Julie. « Parler à l'école maternelle : caractéristiques des productions verbales d'élèves "petits" et "grands" parleurs et des gestes professionnels langagiers dans trois activités ». Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0415.
Texte intégralRésumé :
Le langage oral est omniprésent dans les classes et notamment dans les classes de maternelle. Cependant son enseignement reste complexe et peu mis en œuvre alors même qu’il s’agit d’un des vecteurs de la réussite scolaire. Cette thèse étudie les effets de trois activités langagières mises en œuvre par une enseignante avec des petits groupes d'élèves de grande section constitués au regard de l’hétérogénéité quantitative et qualitative de leurs prises de parole. Elle s’inscrit dans un cadre socioconstructiviste qui considère comme fondamental le rôle des interactions entre l’enfant et son environnement dans l’acquisition du langage. Ainsi, dans le cadre de notre étude, réalisée en contexte scolaire, les interactions verbales entre l’enseignante et les élèves sont déterminantes afin de permettre l’apprentissage de nouvelles pratiques discursives. Nos analyses reposent sur des observables quantitatifs (pourcentage de temps de parole, d’énoncés produits, LME…) et qualitatifs (contenu des prises de parole) qui permettent de dresser des portraits langagiers d’élèves et d’apprécier leurs variations en fonction des modalités de groupement et des activités proposées. Cette étude montre que la variation des modalités de groupement permet d’apprendre aux élèves à se construire en tant qu’interlocuteur dans des contextes différents. Mais cette recherche montre surtout que le choix des activités de langage a bien plus d’effets que les modalités de groupement sur les productions langagières des élèves et plus particulièrement sur celles des élèves « petits » parleurs. En effet, les activités conditionnent les pratiques discursives mobilisées par les élèves : notre étude montre qu’il est important de varier les activités langagières à destination des élèves afin de les inscrire dans des genres de discours différents et de leur apprendre à utiliser des outils linguistiques variés. Cette recherche montre également que la nature des productions verbales des élèves « grands » parleurs est plus hétérogène que celles des élèves « petits » parleurs. En effet, un profil langagier commun aux élèves « grands » parleurs de notre étude se dégage lors des trois activités proposées puisque ces derniers prennent la parole de façon spontanée, enchainent aussi bien à la suite des discours de l’enseignant que de leurs pairs et que le contenu de leurs prises de parole est varié. Le profil langagier des élèves « petits » parleurs est plus hétérogène et dépend davantage des activités proposées, nous relevons néanmoins des points communs : comme le fait qu’ils enchainent majoritairement à la suite des discours de l’enseignante, et souvent à la suite d’un questionnement de sa part, ou le fait que le contenu de leurs prises de parole soit plus stable que celui des « grands » parleurs. Enfin la dernière partie de notre thèse se focalise sur les gestes professionnels langagiers (GPL) mobilisés dans chacune des activités en fonction du fait que les élèves sont de « petits » ou de « grands » parleurs. Cette recherche, effectuée avec des groupes de quatre élèves, montre que le travail avec des effectifs réduits permet un rétrocontrôle de la part de l’enseignante et un ajustement des GPL aux besoins des élèves, ces derniers étant différents dans le groupe des « petits » et des « grands » parleurs ce qui explique pourquoi le nombre de GPL et la nature de ces derniers varient en fonction des groupes. Cependant les représentations de l’enseignante sur les élèves « petits » et « grands » parleurs peuvent parfois avoir des effets sur les GPL mobilisés lors des activitésOral language is omnipresent in the classroom, especially in nursery school. However, its teaching remains complex and little implemented, even though it is one of the vectors of school success. This thesis examines the effects of three language activities implemented by a teacher with small groups of kindergarten pupils, selected on the basis of the quantitative and qualitative heterogeneity of their speech. It is part of a socioconstructivist framework that considers the role of interactions between children and their environment in language acquisition to be fundamental. Thus, in our study, carried out in a school context, verbal interactions between teacher and pupils are crucial to the learning of new discourse practices. Our analyses are based on quantitative observables (percentage of speaking time, utterances produced, LME, etc.) and qualitative observables (content of utterances), which enable us to draw up language portraits of the pupils and assess their variations according to the grouping modalities and activities proposed. This study shows that the variation in grouping modalities helps students learn to construct themselves as interlocutors in different contexts. But above all, this research shows that the choice of language activities has a far greater impact than grouping modalities on students' language productions, and more particularly on those of “little” talkers. Our study shows that it is important to vary the language activities aimed at students, so as to inscribe them in different discourse genres and teach them to use a variety of linguistic tools. This research also shows that the nature of the verbal productions of “high” talkers is more heterogeneous than those of “low” talkers. In fact, a language profile common to the “big talkers” in our study emerges during the three activities proposed, since they speak spontaneously, follow up on the teacher's speeches as well as those of their peers, and the content of their speeches is varied. The language profile of “small” talkers is more heterogeneous and depends more on the activities proposed. Nevertheless, we note some common features, such as the fact that most of them follow on from the teacher's speeches, and often after questioning on her part, or the fact that the content of their speeches is more stable than that of “big” talkers. Finally, the last part of our thesis focuses on the professional language gestures (LPG) mobilized in each of the activities, depending on whether the students are “small” or “big” talkers. This research, carried out with groups of four students, shows that working with a small number of students enables the teacher to feedback and adjust the LPGs to the needs of the students, the latter being different in the “small” and “large” talker groups, which explains why the number of LPGs and the nature of the latter vary according to the group. However, the teacher's representations of “little” and “big” talkers can sometimes have an effect on the LPGs mobilized during the activities
2
Naslund, Melissa Nicole. « Counselor Education : A Personal Growth and Personal Development Experience ». Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27862.
Texte intégralRésumé :
A basic qualitative design was implemented to better understand the personal growth and personal development of seven master?s level counseling graduates in the mid-western United States. Three foundational questions were used to guide the study: (1) How do master?s level counseling students experience personal growth and personal development during the master?s level counselor-training program? (2) What parts of the master?s level counselor-training program contributed most to students? personal growth and personal development? (3) How do master?s level counseling graduates conceptualize how their personal growth and personal development have impacted their professional identity and their present work with clients? To address these questions, seven interviews were conducted with professional counselors who had graduated from a CACREP-accredited master?s level counseling program between the years of 2005 and 2013. Sixteen themes emerged from the interviews that addressed four main areas: 1) how master?s level counseling students experience personal growth and personal development, 2) what parts of the training program most impacts personal growth and personal develop, 3) how personal growth and development experiences impact professional?s identity development and present work with clients, and 4) how the terms personal growth, personal development, and professional development are both unique and overlapping concepts. The sixteen themes were supported by direct quotations from the participants. A synthesis of the findings and current literature was conducted and further discussion regarding the limitations of the study, suggestions for future research and implications for counselor education and supervision programs were addressed.
3
Leonesio, R. Jacob. « Memory and metamemory for personal experience / ». Thesis, Connect to this title online ; UW restricted, 1993. http://hdl.handle.net/1773/9144.
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McKenzie, E. M. « Trainee teachers' experience of reflection : personal and social constructions of experience ». Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539426.
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5
Battista, Robert Rocco. « The personal meaning of the sport experience / ». The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889187969.
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Neale-McFall, Cheryl, et Rebekah J. Byrd. « Counseling Masters Student’s Personal Growth Group Experience ». Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/888.
Texte intégralRésumé :
Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.
7
Strain, Alexander. « The importance of personal experience in religious education ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0034/MQ64197.pdf.
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Kuru, Armagan. « Exploration Of User Experience Of Personal Informatics Systems ». Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615604/index.pdf.
Texte intégralRésumé :
Many people use personal informatics systems to gather personal behavioral data, make better decisions, and make changes to their behavior. While the proliferation of new products on the market makes collecting personal data easier, how to help people engage with these systems over a long period of time remains an open question. To uncover which features of personal informatics systems lead to engaging experience and long-term use, two user studies were conducted with people who use personal informatics systems to support or track behavior change. Baseline interviews were conducted and participants were asked to interact with personal informatics systems. Participants rated their experience both qualitatively and quantitatively and particularly in Study2, participants rated their experience with the system daily. At the beginning and at the end of each study, participants were asked to reflect on their physical activity levels and on their perceived behavior change at the end of the each study. The results were analyzed qualitatively and quantitatively and similarities and differences between the studies were exhibited.
This research reveals that easy and instant access to data is critical, and feeling good and positive social outcomes of interaction will also support sustained product use. In addition, personalization of data is emerged to be an important expectation of the users. At the end, design implications for future personal informatics system are also offered.
9
Strain, Alexander. « The importance of personal experience in religious education / ». Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30221.
Texte intégralRésumé :
This study opens with an exploration of the philosophical theories of two recognized scholars in the field of religious education with a view to providing a basis or jumping-off-point from which to present what the author sees as a development of a more advanced and freeing procedure for the religious development of the young.Thomas Groome proposes a Shared Praxis Approach to Christian religious education. He emphasizes the need for appropriation, by the student, of that which he calls the Christian Story.
Sam Keen's stance is then examined wherein he contends that the basic Christian Story might well be supplanted as a shaper of personal identity by a growing, developmental autobiography.
The third and closing section of the thesis allows the writer to expose a personal proposal towards a more effective approach to religious education for the young, and this for a lifetime. The new proposal focuses on an examination of each student's personal experience with that which we call God, experiences within the framework of the child's initial orientation and then, progressively taking into account other major religious orientations. (Abstract shortened by UMI.)
10
Fan, Siyuan. « Integrating design into interactive personal medicine education experience ». University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378195790.
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11
Dolan, Daniel. « The communal function of reciprocal personal experience storytelling / ». Thesis, Connect to this title online ; UW restricted, 1998. http://hdl.handle.net/1773/8203.
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Trott, Sandra. « Influence of Personal Experience on Workplace Bullying Behavior ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3962.
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Workplace bullying has detrimental effects on victims and organizations. Research from the bully's perspective is lacking resulting in unknown causes for the aggressive behavior. Research indicates some child bullies have histories of maltreatment and that bullying may persist throughout adulthood. The purpose of this non-experimental quantitative study was to examine associations between workplace bullying and childhood abuse/neglect, actual or perceived current victimization, attachment style, and the desire to gain social dominance. An examination of the possible influence of social dominance on the relationship between abuse and workplace bullying was also included. Social dominance theory and attachment theory provided the framework for the study. The sample consisted of 126 adult men and women. The survey instrument included the Bullying Behavior Scale, Social Dominance Q-Scale, Social Dominance Orientation Scale, Childhood Trauma Questionnaire, Coercion and Conflict Scale, and Adult Attachment Scale. Data analysis included ANOVA, Pearson correlation, and linear regression. ANOVA results indicated significant associations between low- to mid-range incomes and certain industries and workplace bullying. There was a negative correlation between the relationship workplace bullying and childhood abuse/neglect. Results for domestic violence, social dominance need, and attachment style were not significant. There were no moderating effects of social dominance on the occurrence of workplace bullying and childhood abuse/neglect. Improvements to workplace environments and coping programs for bullies might result from this study's outcome.
13
Tang, Ho-kin, et 鄧可建. « Adolescents' experience of parental divorce : intra-personal and inter-personal stress, struggle and coping ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3197868X.
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Tang, Ho-kin. « Adolescents' experience of parental divorce : intra-personal and inter-personal stress, struggle and coping / ». Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20130892.
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Farmiloe, Bridget Joy Anne, et n/a. « An exploration of the personal experience of peer leadership ». University of Canberra. Professional & ; Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060710.094543.
Texte intégralRésumé :
Drug use and misuse among young people in Australia has caused concern throughout the
community and has prompted nationwide action to address the problem. One component of
intervention strategies with young people is drug education.
Drug education in Australia represents an international philosophy of prevention and takes
a harm minimisation approach to intervention. One strategy that has had international
success in the area of drug education with young people, and that has been used effectively
in health education in Australia since the 1970s, is peer education.
Peer drug education involves young people conducting drug education sessions with their
peers. An example of peer drug education in Australia is the Teenagers Teaching
Teenagers' (Triple T) program, conducted in the Australian Capital Territory (ACT).
Evaluations and descriptions of peer drug education programs tend to focus more on
outcomes pertaining to program recipients and fail to explore in detail the specific
experience of peer leaders. Existing research on the experience of peer leadership does not
explore in detail the personal experience of leaders, that being the effect of peer leadership
training and duties on leaders' personal perceptions of drugs, their behaviour with drugs and
their own feelings and skills.
This thesis explores the personal experience of a group of peer leaders who participated in
the Triple T program in 1994. It considers their perceptions of the program at the time of
training and then goes on to explore the impact of this experience on their formulation of
ideas about drugs to the present day.
The thesis is a qualitative project which utilises in-depth interviewing and focus groups to
gather data and then presents a thematic analysis of participant response. The thesis asks
two research questions,
1. What do young men and women involved in the Triple T program take from the
experience of peer leadership training and duties?
2. In what way does the Triple T' experience appear to contribute to the development
of drug related ideas of these young people in the two years following involvement in
the program?
The findings suggest that the participants gained information, skills and personal
development from the training and generally found it to be a positive experience. However,
participants distanced themselves personally from a substantial amount of the training
content and did not personally reflect on the training content to any great extent at the time
of training. Training processes and some aspects of leadership duties more personally
affected them, although again there was personal distancing from this part of the program.
In exploring the findings there was difficulty determining the influence of the training
experience due to participant reluctance to attribute influence to any one source on the
formulation of ideas. Instead, participants describe a complex interaction of influences on
the formulation of ideas about drugs and a process which involves maintaining control,
upholding the notion of informed choice and incorporating ideas about drugs into the
formation of an adult identity. Influences on these ideas include the training, actual
experiences with drugs and observations of others.
The thesis exploration suggests that being involved in peer drug education does impact on
peer leaders but this experience was not personalised to any great degree at the time of
training. However, in the following two years, participants called on the training
information as well as other influences as they formed their ideas about drugs.
The thesis raises some issues of how to maximise leaders' personal connection to the peer
drug education process, if this is in fact a desired outcome of peer education. It also
suggests the need for further research into the experience of peer leaders who seem to have
remained the least considered party in the peer education movement.
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Mkhathini, Maxwell Menzi. « Personal traumatic experience of HIV/AIDS challenges pastoral care ». Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10302007-150028/.
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Thomadaki, Olga. « How mothers experience personal growth after a perinatal loss ». Thesis, City University London, 2012. http://openaccess.city.ac.uk/3008/.
Texte intégralRésumé :
In the UK, babies are considered stillborn when they are born dead after the 24th week of gestation. Death within the first four weeks of life is defined as a neonatal death. Both stillbirths and neonatal deaths comprise perinatal deaths. This type of bereavement constitutes a traumatic loss and although there is a plethora of research focusing on the resulting parental psychopathology, research on adaptive grief resolution and posttraumatic growth is scarce. Qualitative methodologies exploring perinatal bereavement and posttraumatic growth from a perspective of counselling psychology are absent in the literature although repeatedly invited by theorists. To date, only one quantitative study has explored the phenomenon of posttraumatic growth on bereaved parents after a perinatal loss (Büchi, et al., 2007). Moreover, the available qualitative literature on bereaved mothers after a perinatal loss is conducted by disciplines other than psychology and has largely focused on birth, hospital practices, burial ceremonies and the initial grief reactions. Thus, this project aims to address psychology’s relative neglect of the topic by exploring qualitatively “How mothers experience personal growth after a perinatal loss”. The research methodology employed was Interpretative Phenomenological Analysis (IPA). Eight semi-structured interviews with women who had lost their firstborn baby perinatally were conducted. The analysis revealed four super-ordinate themes; the first and the second mainly present the traumatic quality of this type of bereavement and the multiple losses involved. The third super-ordinate theme presents all the coping mechanisms that were activated by participants in order to work through their loss; while the fourth presents the positive changes that came as a consequence of the experience and their efforts to psychologically survive that loss. The research findings suggest that following this traumatic loss mothers, struggling with distress and anguish, can also experience positive transformations. The possible role of counselling psychologists and psychotherapists in this journey of personal positive transformation of bereaved mothers is explored.
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Talane, Refiloe Mabolatse. « The narrative account of personal experience in Northern Sotho ». Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/20862.
Texte intégralRésumé :
Thesis (MA)--Stellenbosch University, 2008.ENGLISH ABSTRACT: This thesis is a narration of personal experiences of the Northern Sotho people and their way of doing their activities. The Northern Sotho people and their ways of doing things have been characterized by a proliferation of different ways of living governance. This living governance is by people who are a distance from the Northern Sotho way of living that has been influenced by day to day changes of technology and the style of living, whereby people can do anything to can fit in the current lifestyle. The problem experienced in relation to accounts is how accounts impact on us and visa versa. The Northern Sotho narration dates back from the pre-colonial, colonial and apartheid era. These linear stages of governance have had an influence in the transformation of the Northern Sotho. This transformation has seen a delusion of the original Northern Sotho discourses. A mixture of different cultures in the process of transformation has also characterized this, where the Northern Sotho people have adopted other tribes’ norms and values; in the process losing their own original identity. Other tribes have also lost their original ways of doing things by absorbing Northern Sotho norms and values. The findings of research will determine how difficult it is to transform original cultures to the most dominant culture of today, which is more westernized. People will analyze the findings influential in doing self-introspection, which will assist in determining oneself. The recommendation that could be given would be that one need to look back at the importance of cultural values from where he or she comes and to make it fit into today’s life as this will prevent uncertainties and assist in building the current and next generation’s future.
AFRIKAANSE OPSOMMING: gemeenskap en hul manier om met hul aktiwiteite te handel. Die Noord-Sotho gemeenskap en hul manier om dinge te handel word gekenmerk deur ‘n vinnige toename in die diverse invloede deur mense wat verskillende lewenswyse as hul eie het. Hierdie lewenwyse word gekenmerk deur die vinnige ontwikkelende tegnologie en lewenstyl waarvolgens mense enigiets kan doen om in die hedendaagse maniere om dinge te doen in te pas. Ondervindinge in verhouding met die beskrywings is hoe die beskrywings ons beinvloed en andersom. Die Noord Sotho vertelling is gedateer vanaf die prekoloniale-, koloniale-, apartheid- en pos-apartheid eras. Hierdie liniere fases van magsuitoefening het ‘n invloed gehad in die transformasie van die Noord Sotho. Hierdie transformasie het gesien tot die verkeerde ideé van die oorspronklike kommunikasies van Noord-Sotho lewenswyse. ‘n Mengsel van verskillende kulture in die proses van transformasie het ook hierdeur kenmerk, waar die Noord Sotho bevolking ander stamme se norme en waardes aangeneem het en sodoende hul oorspronklike identiteit verloor het. Ander stamme het ook hul oorspronklike manier om hul dinge te doen verloor deur dat hulle norme en waarders van die Noord –Sotho geabsobeer het. Die navorsings bevindinge sal bepaal hoe moeilik dit is om suiwer kulture te omvorm tot die mees dominante hedendaagse kultuur wat meer verwesters is. Mense sal die bevindinge analiseer wat op instrospeksie impakteer en selfbeeld bepaal. Die aanbeiling is dat die historiese belangrikheid van die kulturele waardes in ag geneem moet word as die basis waar ons vandaan kom en dat ons dit in werking moet stel in die hedendaagse lewe. Dit sal onsekerhede voorkom en ook help om die toekoms van die huidige en toekomstige generasies te bou.
KAKARETŠO: Ke kanego ka ga bophelo bja batho ba Sesotho sa Leboa le mediro ya bona. Mekgwa le mediro yeo e akaretšago bophelo ka bophara bja setšo sa Leboa e hweditšwe ke mebušo yeo e bušago. Mebušo yeo le yona e hweditšwe ke diphetogo tša tšatši ka tšatši tša setekiniki le bophelo bja selehono moo batho ba lekanago ka maatla go ka ikhwetša ba kgona go phela maemong a selehono. Ditlhalošo tša setšo sa Leboa di balelwa go tloga mehleng ya pele ga koloni, ka nako ya kgatelelo le ka morago ga kgatelelo. Nakong tše ka moka tša go fapafapana, mebušo ya gona e bile le khuetšo e kgolo setšong sa leboa. Go lekana ga ditšo tša go fapafapana diphetogong setšong le gona go amile dipheto setšong sa batho ba Leboa gomme ba thoma go loba boitšhupo bja botšo. Merafe e mengwe le yona e lahlegetšwe ke botšo ka go latela ditlwaedi le mekgwa ya Sesotho sa Leboa. Go ya ka dinyakišišo, go nale sešupo sa gore ga go bonolo go ka fetoga setšong sa bogologolo go fetogela go setšo sa sebjale seo se tibilego ka mekgwa ya sekgowa. Batho ba tla lebeledišiša ditšhupetšo tšeo di nago le khuetšo ya go inyaka le go inyakišiša, e lego seo se tla thušago motho gore a te tsebe. Kakanyo yeo e ka tlišago phetogo ke ge go ka lebelelwa morago botsong bja setšo. Go lebelelwe ka moo se bego se hlomphiwa ka gona e bile se latelelwa gomme go be le tlhotleletšo ya gore se šomišwe bophelong bja selehono. Tlhotleletšo ye e ka thibela dipelaelo le go thuša go aga bokamoso bja meloko ya lehono le yeo e sa tlago.
19
Oddone, Kay. « Teachers' experience of professional learning through personal learning networks ». Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/127928/1/Kay_Oddone_Thesis.pdf.
Texte intégralRésumé :
There is an urgent need to improve continuing professional learning for teachers as education becomes increasingly complex. Traditional models of professional development are often fragmented, discrete events, disconnected from teachers' practice and perceived as empty measures of compliance. There is limited research that investigates alternative professional learning approaches that leverage online social technologies and involve teacher agency, collaboration and active participation. Therefore, this research explores teachers' experience of professional learning through personal learning networks (PLNs). The findings have supported the development of a new model of learning as a connected professional, which makes a significant contribution to theory and practice in the emerging field of professional networks and learning, enabled through the affordances of social technologies.
20
COSTA, PIETRO. « Human-data experience design : progettare con i personal data ». Doctoral thesis, Università IUAV di Venezia, 2015. http://hdl.handle.net/11578/278686.
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Fish, William James. « The content of perceptual experience ». Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391370.
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Grifone, Rose. « Personal investment : five physicians' core experience of relating with patients / ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56231.pdf.
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Zulu, Corrine Zandile. « Account-giving in the narratives of personal experience in isiZulu ». Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1327.
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Sekhoela, William Godwright. « Account-giving in the narratives of personal experience in Sepedi ». Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1200.
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Mullen-Muhr, Jo Anne. « Pastoral ministry statement a synthesis of tradition and personal experience / ». Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Walters, Ann M. (Ann Marie). « An artistic experience in dwelling : shell building and personal inhabitation ». Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/70628.
Texte intégralRésumé :
Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1990.Includes bibliographical references.
The shell is inherited from the city, not literally but psychically. It is an urban design response that relates to my sense of the neighborhood: its history, its growth, and its ability to provide opportunity in so many different forms within its overall continuity. The inhabitation is personal artistic expression: nest, home, and place within the neighborhood. It needs to satisfy body and mind, physical and aesthetic senses. The juxtaposition of these two elements is every person's journey to find their place in the world, between self and society. This design project is part of my journey toward finding a place between a piece of the city and a personal set of notions about physical space.
by Ann M. Walters.
M.Arch.
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Lichtenstein, Patricia Vail. « Authorship valence : An investigation into personal agency in linguistic experience ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270826915.
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Driver, Cory Thomas. « Personal Experience (Hi)Stories from Moroccan Mixed Ethno-Religious Communities ». The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312991523.
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Patterson, Ashley N. « Exploring Experience, Influence and Personal Truths : Biraciality and Educational Spaces ». The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429716229.
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Daregård, Thörnqvist Adam. « Interpretation of game sounds with personal experience and auditory literacy ». Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-39643.
Texte intégralRésumé :
This study concerns differences between two different generations of people, the younger generation born the year 2000, compared with the older generation born from the 1960s. This study compares these two groups in how they interpret sounds in video games and their affective response to them. 27 participants were gathered for the experiments and did tests in their respective group. They were asked to listen to the sounds, without discussion with each other, instead, they had to rely on their own individual personal experience from video games to answer the questions. After the sounds had been played, a discussion was held with the participants about their previous experience with video games. The sounds used in the experiments were made from a game sound design perspective and guidelines.
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Rogers, Frances. « Personal experience of sufferers from whiplash injury compared to the experience of doctors managing the condition ». Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/10159/.
Texte intégralRésumé :
This qualitative study takes an interpretative phenomenological approach to understand the experience of whiplash injury from the different perspectives of patient and doctor. This was carried out in order to identify what psycho-social consequences might be experienced by patients as a result of that injury and to identify any implications for healthcare provision. The research was conducted in two phases. During Phase One, eight patients were recruited through GP practices using a combined approach of retrospective and prospective sampling. Three semi-structured interviews and one telephone interview were carried out with each participant over a twelve month period. In keeping with phenomenological methodology, data were analysed using Template Analysis (King, 2004) and a set of themes relating to healthcare experience were identified: „embodiment‟ „experience of pain‟ „disruption to lifestyle‟, „making sense‟, „patient as expert‟ and „whiplash: a minor injury?‟. During Phase Two, one semi-structured interview was carried out with eight doctors who worked in either the primary or secondary care settings. Data were analysed using Template Analysis and a set of themes relating to their experiences of treating patients was identified: „expectations regarding what patients will experience‟, „what patients do about their whiplash injury‟, „what doctors do‟ and „blame if things go wrong‟. These findings show how the patient participants‟ physical and psychological experiences of their malfunctioning body had consequences for maintaining their sense of self and their ability to carry out their normal everyday activities at home and work. The doctors‟ own expectations of treating patients with whiplash injury and whether or not they trust the patients‟ account have illustrated three approaches: dismissive, reactive or proactive that have different implications for patients‟ experiences of healthcare. The study shows how the notion of „compensation‟ is implicated in whether or not the doctor feels able to trust the patient‟s account. The implications of these findings can be seen in terms of methodological focus, general practice and policy formulation. Methodologically interpretative phenomenology provides a theoretical foundation that is, at the very least, equal to and able to challenge more „traditional scientific foundations‟ through its focus on meaning. In terms of practice and policy formulation, the findings have provided a unique insight that might prove to be beneficial for understanding the health care experience and assist in the provision of guidelines aimed at the treatment of whiplash injury. Indeed it is advocated that doctors adopt a subjective approach and that this is taken into account in training.
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Teoh, Daphne Phaik-Kin. « Early experience correlates of excessive saving ». CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/452.
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McLeod, D. « Construction of personal work-theory in the young administrator ». Thesis, Brunel University, 1988. http://bura.brunel.ac.uk/handle/2438/5761.
Texte intégralRésumé :
Statistical predictive validity has regularly been demonstrated for the complex selection procedure by which young high-potential administrative entrants are recruited to the Civil Service. There is, however, a largely unexplored qualitative aspect to recruitment as well. For most successful candidates, taking up appointment as trainee administrators represents a major life-transition - from full-time education to full-time employment. What is that experience like? How do they go about making sense of their new circumstances? Six trainees took part in the enquiry, which centred on a series of interviews carried out over the course of their first year at work. The focus in this ideographic study is on the individual as learner In a natural setting. Analysis of the accounts produced is set in a social cognition framework, and something of the approach of the ethnographer is also brought to bear. Particular attention is paid to the status of narrative as knowledge. A simple model is outlined for narrative-based reflection as a means to development, with the prospect of the individual acting as his or her own mentor in the process.
34
Chen, Yingjie. « Human experience affects form and function ». Thesis, University of Iowa, 2017. https://ir.uiowa.edu/etd/6073.
Texte intégralRésumé :
Nowadays, people spend lots of time in digital worlds, such as social media and the internet. Their product purchasing decisions are influenced by this digital world. As a result, when looking around the house, lots of physical products, from utensils to giant furniture are sometimes not the ideal choice for fitting into the space or users’ need. People are usually more fascinated by product appearance. However, after a brief period of time, they may get bored and eventually abandon the product.
Due to the fact mentioned above, I, as a designer, want to explore a different route to design products so that they can be more significant and meaningful to people’s lives. After a lot of research, I found that human experience and ritual can provide very helpful guidance on product development. Based on the research and findings, my lounge chair is designed to prove my design thinking. This paper focuses on the development of the lounge chair from concept sketch to computer modeling to the actual prototype and finishing.
35
Kieser-Muller, Christel. « Needle stick injury and the personal experience of health care workers ». Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01302006-144425.
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Ricci, Tamra Marie. « The patient's hospital experience, a grounded theory analysis of personal accounts ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22926.pdf.
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Lindsay, Gail Margaret. « Nothing personal?, narrative reconstruction of Registered Nurses' experience in healthcare reform ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63623.pdf.
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Gately, Claire. « The personal experience of the expert patients programme : a qualitative study ». Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493980.
Texte intégralRésumé :
Background; Long term conditions have been identified as causing increased demand on health services and there is much debate about how this demand can be managed. Formalsed lay-led self-care programmes are being introduced into the health systems of many industrialised countries as part of top-down policy initiatives that empower patients to manage their chronic condition. Self-care support in England is being introduced in the form of the Expert Patients Programme (EPP). This thesis aimed to examine the extent to which traditional outcome measures (e.g. self-efficacy, health service utilisation) captured the experiences of people taking part in a self-management programme.
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Beaudin, Jennifer Suzanne 1977. « From personal experience to design : externalizing the homeowner's needs assessment process ». Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/17019.
Texte intégralRésumé :
Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2003.Includes bibliographical references (p. 211-215).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Advances in building and computational technologies, coupled with a reorganized and integrated system of residential design, may make custom homes a possibility for a larger segment of the population in the years to come. While tools and materials that embody building and design expertise are necessary for making such a system workable, how the homeowner is supported and represented will determine whether the resulting houses are not just custom, but personally meaningful. The particular focus of this work is on how to externalize the layperson's task of establishing needs and setting goals as an essential stage within a sophisticated design process. The work is informed by interviews with homeowners and a participant study of constructive and interpretative exercises. One such exercise asked participants to serve as investigators into their own practices through use of simple sensors placed in the home environment. The work concludes with a proposal for tools and approaches to collect rich requirement data and prime users for design decisions by helping them to identify their perspective, needs, and goals. KEYWORDS: home design, mass customization, participatory design, constructionism, reflective practice, adult learning, architectural program, HCI.
by Jennifer Suzanne Beaudin.
S.M.
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Shercliff, Emma. « Articulating stitch : skilful hand-stitching as personal, social and cultural experience ». Thesis, Royal College of Art, 2015. http://researchonline.rca.ac.uk/1693/.
Texte intégralRésumé :
This practice-led PhD research explores the nature of embodied knowledge acquired and practised through the rhythms and patterns of hand-stitching processes, such as embroidery, plain sewing and patchwork quilting, undertaken by individuals alone and in dedicated groups as recreational craft, artistic expression and social life. The scale and pace of hand-stitching match those of the body, grounding cognitive and emotional experience in a tangible process. The hand-eye-mind coordination required cultivates a distinctive form of attention to the self, which has renewed importance in the context of the anti- haptic experiences of screen technologies that infiltrate our daily routines in the home and the workplace. Working with the premise that skilled hand-stitching concerns more than technical ability, I examine how these activities articulate dimensions of subjective experience. In turn, I explore ways in which the relationship between an individual and a group is constructed through their crafting skills. My previous experiences of textile crafting as a social activity drew me to this question, and my interest as a practitioner and teacher in the contemporary and future relevance of skilful work motivates me to better understand what it is that I, and many other stitch practitioners, do. With the tacit knowledge of a practitioner I know how to stitch, and from my investigations into the history and theory of textile art, craft and material culture I know about stitch. However, my view is that when absorbed in the process of making other more immediate and personal sensations take over. An exploration of haptic sensations relative to these processes underpins the investigation, and I focus instead on the dynamic relationship between practical skill, the body and its proximity to tools, materials and other people during actual experiences of making – the repeated gestures, coordinated hand movements and the skilled precision of tool use and fingertip manipulation – to provide a new context for the study of embodied knowledge known in and through hand-stitching. In order to explore this I have used a combination of ethnographic, auto-ethnographic and creative research methods including interviews, observation, video recording of a patchwork quilting group, participation in practical stitching sessions with a village embroidery group, undertaking workshops with students, and my own reflective stitching practice. It has emerged from the research that patterns of hand-stitching processes share characteristics with certain modes of social interaction sought by participants in order to experience sensations of participation, belonging or interdependence. Similarly to other oral traditions, an embodied knowledge of the practice includes patterns of interaction and particular attitudes and behaviours that are inseparable from the practical skills. However, people also stitch on their own; as a private, contemplative activity, hand-stitching allows a person to carve out time and space for introspective reflection. Whilst this could be thought of as a different kind of experience altogether, I suggest that mastery of these skills enables control over when and how to use them, which, I have found, allows a practitioner to adjust the type of experience sought: participation in a shared conversation or activity can be exchanged for isolated contemplation and a sense of self-reliance. I conclude that hand-stitching surpasses its technical or artistic attributes when considered as a material practice that offers particular metaphors for other processes of joining, collaboration, integrity – or even separation and isolation. Practising these skills is possibly the only way to acquire this embodied knowledge, which needs to be understood as a mode of interaction if it is not merely trivialised as quaint, as domestic labour or archived as ethnographic curiosity or as art object.
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Pai, Yi Fan. « Exploring the Personal Experience Narratives of 1949 Chinese Immigrants to Taiwan ». The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228246480.
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Shultz, Sarah T. « Nightmares in the Kitchen : Personal Experience Narratives About Cooking and Food ». TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1956.
Texte intégralRésumé :
This thesis explores personal experience narratives about making mistakes in the preparation and serving of food. In order to understand when these narratives, referred to in the text as “kitchen nightmares,” are told, to whom, in what form, and why, one-onone and group ethnographic interviews were conducted. In total, 13 interviews were conducted with 25 individuals (men and women) ranging in age from 19 to 70. Six major themes of kitchen nightmare narratives are identified in Chapter One. Chapter Two explores one of these themes, resistance, in the context of the kitchen nightmare stories of heterosexual married women. Chapter Three illustrates how individuals use kitchen nightmare stories to perform aspects of their identity for one another in group interviews, as well as how group members collaborate to tell these stories and negotiate what matters most about them during their telling.
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Zanders, Michael L. « The Musical and Personal Biographies of Adolescents with Foster Care experience ». Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122665.
Texte intégralRésumé :
Music TherapyPh.D.
This qualitative study examines the personal and musical lives of adolescents with foster care experience. Based on the researcher's experience, it seemed that foster care adolescents had a different life experience with music than adolescents who were never in foster care. A structured interview, developed by the researcher, was used with a sample of 10 participants (6 males, 4 females) enrolled in out-patient therapy. Participants were chosen based on three criteria: 1) between the ages of 13-18 years, 2) present or past experience in foster care placements, and 3) willing and able to discuss their lives and musical backgrounds. Biographical inquiry was the specific method used to gather data on the musical lives of adolescents in foster care and to discern how the musical and personal biographies may have been related to one another. In this context, a musical biography was defined as the sum total of music experiences a person has had and the various meanings given to them, both in the past and present. It was assumed that one's musical life is part of one's personal biography, which also includes non musical events, experiences, and meanings. The study was organized according to two basic questions: 1) What music experiences had these adolescents in foster care had throughout their life span, and what meanings had they attached to those experiences, and 2) What relationships could be found between the musical and personal biographies? Results of the study showed that these adolescents with foster care experience used music consciously and actively in their everyday lives, similar to ways that adolescents with no foster care experience do. For example, adolescents with and without foster care experience share the same listening habits, music preferences, and how they use music. The results also showed that the music experiences of these adolescents did affect their life in foster care, and that their life in foster care did affect their overall relationship to music. In regards to foster care's influence on an adolescent's relationship to music, the results showed that when an adolescent had a relationship to music that was shared with a biological family member before foster care, this music relationship ceased when the participant entered foster care. Also, adolescents generally had a positive relationship with their foster family when involvement with music was encouraged. Conversely, music influenced the foster care experience of these adolescents. First, listening to music by oneself tended to increase in frequency and importance when the adolescent did not have a positive relationship or healthy attachment with the foster parent. Second, formal and active involvement in music (e.g., participating in school or group music, or taking lessons) seemed to be associated with a positive or healthy relationship with the foster family. Third, adolescents tended to listen to music for personal, psychological reasons, often to cope with the trauma, grief, and loss they continued to encounter throughout their lives. Implications for music therapy research, theory, and practice were drawn based on the conclusions.
Temple University--Theses
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Maitland, Patricia. « The experience of alternative to custody day centres : the client's perspective ». Thesis, Cranfield University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285302.
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Milnes, Kate. « Dominant cultural narratives, community narratives and past experience : their impact on 'young' mothers' personal narrative accounts of experience ». Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289416.
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Haddad, Michael. « Difficulties in the learning and teaching of linear algebra : a personal experience ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ43631.pdf.
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Barkley, Jean Elizabeth. « When wholeness comes, integration of personal life experience with learning about ministry ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ55425.pdf.
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Bolen, Kimberly Rose. « The effect of mood on decision-making : a role for personal experience / ». Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-3/bolenk/kimberlybolen.pdf.
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Stothard, Katherine Jane. « The personal experience of diabetes and its relationship with self-care behaviour ». Thesis, Open University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441147.
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Dixon, Lily. « Contributions to individual distress and personal growth following the experience of hallucinations ». Thesis, University of Hull, 2016. http://hydra.hull.ac.uk/resources/hull:14092.
Texte intégralRésumé :
Research suggests hearing and seeing things that others do not is universally experienced by many humans; yet, there is a dominant discourse that hallucinations are a negative and debilitating phenomenon. This portfolio examines the differences between those who seek help for their hallucinatory experiences and those who do not, and explores a more positive narrative of experiencing hallucinations as a medium in which a person can develop and personally grow. The portfolio is comprised of three parts. Part one is a systematic literature review, in which existing empirical literature relating to mental health service-use and distress for individuals experiencing hallucinations is reviewed. A total of sixteen studies are first critically evaluated and assessed for quality, then the findings are collated and synthesised to examine the psychological and social factors which may contribute to a rise in hallucinatory distress and/or help-seeking. Part two is an empirical paper, which explores experiences of personal growth with auditory and visual hallucinations. The qualitative study interviewed seven individuals to better understand the experience of personal growth, individuals’ expectations of positive change, and highlight any facilitating or hindering factors in the development of personal growth. Part three comprises the appendices. The supporting information for the systematic literature review and the empirical study are presented, in addition to epistemological and reflective statements to provide further context for the untaken research.