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Dodd, Julia. "From Theory to Practice: Practical Tips for Creating a Trauma-Informed Primary Care Practice". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7342.
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Borzillo, Stefano. "Communities of practice to actively manage best practices". Wiesbaden : Deutscher Universitäts-Verlag, 2007. http://dx.doi.org/10.1007/978-3-8350-9609-7.
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Siedlok, Franciszek. "Inter-community of practice collaborations : interdisciplinary research practices". Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=14320.
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Michael, Maureen K. "Precarious practices : artists, work and knowing-in-practice". Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/21879.
Testo completoAbstract (sommario):
This study presents a new perspective on work practice in conceptual art. Using ethnographic evidence from five visual artists, the study used a combined visual arts and practice orientated perspective to explore the materiality of their everyday work and the sociomaterial practices shaping it. Close scrutiny is given to the forms of expertise embedded in this through concepts of knowing-in-practice and epistemic objects. Emerging from the findings is clearer understanding of how an arts-based methodology might enhance knowledge about artists’ knowing-in-practice. Popular representations of contemporary artists often ignore the realities of precarious work. This is reflected in the professional education of artists with its concentration on studio-based activities and emphasis on the production and products of artmaking. This study reconfigures and reconceptualises the work of artists as assemblages of sociomaterial practices that include, but are not limited to artmaking – so providing a different representation of the work of artists as a continuous collaboration of mundane materials. The study identified seven sociomaterial practices, defined as movement-driven; studio-making; looking; pedagogic; self-promotion; peer support; and pause. As these practices are subject to ever-changing materialities, they are constantly reassembled. Analysis revealed hidden interiors of underemployment and income generation to be significant factors embedded in the mundane materialities of everyday work, revealing resilience and adaptability as key forms of expertise necessary for the assembling of practices. Further, the arts-based methodology of ‘integrated imagework’ created ways of visually analysing the materially-mediated, socially situated nature of knowing in practice, and demonstrated how relational concepts relating to knowing-in-practice might be better analysed. Findings indicate how the professional education of artists – particularly the way the workplace of the studio is understood – could be re-envisioned to support the fluidity of contemporary artistic practices. The studio itself is a form of knowledge – ever changing – forming and being formed by the practices of artists. Adopting this view of studio-based education would be a radical departure from current studio-based pedagogies in contemporary art education. Further, resilience – the capacity to sustain practices that are emergent and constantly unfolding – becomes a form of expertise central to the professional education of artists.
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Howey, Barbara. "Self/painting practice/social practice". Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341656.
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Maletsky, Jade. "Describing marketing practices using the social theory of practice". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24691.
Testo completoAbstract (sommario):
The world of Marketing is a multifaceted broad discipline and over recent years it has fundamentally changed. Marketing is consistently evolving and many authors are calling for a new definition. A shift in thinking is necessary in order to identify new opportunities and re-examine the conventional models. The recent Contemporary Marketing Practice series of research has looked at describing Marketing practices within the marketing context. This programme analyses the multiple disciplines within marketing. It does not, however deconstruct or examine marketing practices. It merely examines the multiple marketing activities but does not consider practice theory. The social theory of practice provides an opportunity to examine Marketing using a ‘practice lens’. Accordingly, the purpose of this research is to investigate Marketing practices using the theory of social practice. This theory defines practices as understanding, procedures and engagement and these three components have been applied to the marketing context. This research uses case study methodology in a large financial services organisation to explore marketing practices in more detail. This provides a deeper understanding of these components within the marketing department. It was found that the social theory of practice provides a rich exploration into the field of marketing highlighting a new way to describe marketing. The practices etymology and terminology have been explored using the anatomy of practices as defined by the social theory of practice to ensure construct validity and a common platform for academics and practitioners. The report provides a framework that aims at describing and optimising marketing practices and concludes with recommendations and future research. CopyrightDissertation (MBA)--University of Pretoria, 2010.
Gordon Institute of Business Science (GIBS)
unrestricted
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Babic, Morgan T. "PRACTICE". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4127.
Testo completoAbstract (sommario):
Past training as an athlete has driven me to reach for the unattainable goal of flawlessness. This mentality, which I apply to jewelry making, has led me to recreate the intricate angles of the athletic body and the beauty of its movements. I use gymnastics imagery within my work as a tool to communicate how we learn and understand through practice and repetition. With shifted lines, skewed shapes and geometric wirework, the jewelry tumbles over the architecture of the wearer’s body. The repetitive metal forms come together to simulate movement and enhance the physical language that a body in motion can suggests.
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Börjesson, Rivera Miriam. "Practice makes perfect? : Sustainable practices with ICT and daily travel". Licentiate thesis, KTH, Miljöstrategisk analys (fms), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-175753.
Testo completoAbstract (sommario):
The thesis shows how practice theory can be applied in different ways when exploring how daily life can be supported to become more environmentally sustainable. Ultimately the thesis aims to contribute to new knowledge on how to design policies and interventions that aim at facilitating environmentally sustainable practices. This thesis argues that practice theory is useful in the field of sustainability research since it offers as point of departure a perspective on human everyday life which decentres focus from individual behaviour and instead looks at how social practices are constructed by integrating and combining material, bodily and mental elements. The thesis discusses the following questions: i) How can the role of ICT in everyday life be conceptualized from a practice perspective?, ii) How can practice theory be used in order to describe and assess second order environmental effects? and iii) What are the key considerations from a practice perspective when designing social/physical interventions for sustainable mobility? The papers in this thesis all use practice theory as point of departure but with different outcomes. Practice theory is thus used conceptually, methodologically and analytically. The main conclusions of the thesis are: Changes in practices due to ICT usage will inevitably have environmental impacts, both negative and positive, and for policy-makers it is imperative to take this into consideration when planning for the future and actively support and facilitate sustainable social practices. Looking at changes in practices due to new ICT usage can be one way to include second order effects in environmental assessments, in this way contributing to a discussion of potential environmental impacts from implementing a new product, application or service. Interventions, such as a cargo bike pool or restrictive work travel policies, have the potential to change existing practices. However, the potential of these changes, depend on a variety of different factors which are more or less difficult to influence for the individual practitioner such as work location, time schedules, availability of transportation means and modes. Further, it is difficult to foresee exactly how such changes will look and if they sustain in the long run. Finally, it is not necessarily so that an intervention will have the desired outcome that was intended, the outcome might be something else, consequently this means that interventions need to be analysed and assessed from other perspectives, one being a practice perspective.Denna avhandling visar hur praktikteori (practice theory) kan tillämpas på olika sätt när man ska utforska hur det dagliga livet kan bli mer miljömässigt hållbart. Ytterst syftar avhandlingen till att bidra till ny kunskap om hur man kan utforma strategier och åtgärder som syftar till att stödja miljömässigt hållbara praktiker. Denna avhandling hävdar att praktikteori är användbart inom hållbarhetsforskning eftersom den utgår från de vardagliga praktikerna. Detta ger ett perspektiv på människors vardagsliv som lyfter fokus upp från individens beteende och istället undersöker hur praktiker skapas och omskapas genom de element (material, färdigheter och symbolisk innebörd) som utgör en social praktik. Avhandlingen behandlar följande frågor: i) Hur kan IKT: s roll i det dagliga livet begreppsliggöras?, ii) Hur kan praktikteori användas för att beskriva och andra ordningens miljöeffekter i miljöbedömningar? och iii) Vilka är de viktigaste överväganden utifrån ett praktikteoriperspektiv vid utformningen av sociala och/eller fysiska åtgärder för hållbar mobilitet? Artiklarna i denna avhandling utgår från praktikteori, men det teoretiska ramverket används på ett konceptuellt, metodologiskt eller analytiskt vis i de olika artiklarna. De viktigaste slutsatserna i avhandlingen är: Förändringar i till följd av IKT-användning kommer oundvikligen ha miljöpåverkan som kan vara både negativ och positiv. För beslutsfattare är det viktigt att ta hänsyn till detta när man planerar för framtiden och aktivt stödja och underlätta för hållbara sociala praktiker. Miljöbedömningar behöver kunna hantera och inkludera så kallade effekter av andra ordningen för att kunna bedöma potentiell miljöpåverkan som en ny produkt, program eller en tjänst kan ha. Ett sätt att inkludera andra ordningens effekter i miljöbedömningar kan vara att titta på förändringar i vardagliga praktiker som uppstår vid användning av IKT. Interventioner och andra typer av åtgärder har potential att förändra befintliga mobilitetspraktiker. Men dessa potentiella förändringar, beror på en rad olika faktorer som är mer eller mindre svårt att påverka för den enskilde utövaren så som arbetsplatsens lokalisering, scheman, tillgång till transportmedel och transportsätt. Vidare är det svårt att förutse exakt hur sådana förändringar kommer att se ut och om de håller i sig i det långa loppet. Slutligen är det inte nödvändigtvis så att en intervention eller annan åtgärd kommer att ha det önskade resultatet som avsågs, utan resultatet kan snarare vara något annat. Detta innebär att insatser och åtgärder måste analyseras och bedömas ur andra perspektiv, till exempel ett praktikteoretiskt perspektiv.
QC 20151023
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Abdo, Ragheb. "Islamist moderation in practice: democratic practices and their shifting meanings". Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107854.
Testo completoAbstract (sommario):
The purpose of this thesis is to examine the causes of Islamist ideological moderation. It focuses on the role of discursive structures and social practices in bringing about this ideational change. Through an in-depth case study of the Muslim Brotherhood in Jordan, a discourse and practice analysis is conducted to provide a theory that traces this group's moderation as a process. The thesis presents the argument that the group's increasing moderation was a result of practicing politics in a structural environment that challenged them strategically and ideologically. Under these environmental conditions, significant contestation arose within the movement. Resolving these debates internally by providing ideological justifications for controversial political practices, and doing so through deliberative democratic processes, provided the legitimacy needed to alter, and moderate, the movement's ideology.L'objectif du présent mémoire est d'examiner les causes qui sous-tendent la modération du discours idéologique des groupes Islamistes. À cet égard, ce mémoire se concentre sur le rôle des structures discursives et des pratiques sociales qui constituent la condition de possibilité de ce changement idéationnel. Grâce à une étude de cas approfondie des Frères Musulmans en Jordanie, ce mémoire mène une analyse du discours et des pratiques sociales pour formuler une théorie qui trace le processus de modération idéologique du dit groupe. Ainsi, ce mémoire présente la thèse que la croissante modération idéologique des Frères Musulmans en Jordanie est le résultat d'une façon de pratiquer la politique dans un environnement structurel qui les défit stratégiquement et idéologiquement. Sous ces conditions structurelles, un important courant de contestation est né au sein du groupe. Le fait de résoudre cette contestation à l'interne en ayant recours à des explications idéologiques pour justifier des pratiques politiques controversées, en plus de le faire en ayant recours à des processus démocratiques délibératifs, a fourni la légitimité nécessaire pour altérer et modérer l'idéologie du groupe.
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Moller, Virginia. "Leading Practices of Steiner School Principals: A Reflective Practice Perspective". Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/22139.
Testo completoAbstract (sommario):
The study is located in a Steiner and broader educational context. There has been a shift towards a principal leadership model in Steiner school settings that have been required to meet the contemporary realities of increased regulatory and compliance-driven demands. This is at odds with non-hierarchical Steiner organisational models, which reflect the educational and social renewal ideals of Steiner’s world view. Steiner school principals are caught in the crossfire of this ideological divide. Through an autoethnographic inquiry using the theory of practice architectures as a framing and an analytic tool, I explored the nature of my leading practices as principal in a volatile Steiner school context where I ‘sat in the fire’ of whole school upheaval over a sustained period. My narrative inquiry has revealed that the practice of shared and collective responsibility within Steiner’s republican/democratic ideal is not impossible where there is a principal role in the school’s leadership arrangements. Capable, praxis-led leading practices are not only possible to overcome persistent doubt and uncertainty in the Steiner context, but also crucial in developing both its educational and social ideals. This involves moving beyond simplistic binaries of hierarchy/non-hierarchy to acknowledge multiple authorities in the school, as well as a deep and shared understanding of the role of decision making, pedagogical leadership, and the power of reflective practice in shaping capable, praxis-led leading practices towards renewal. The research findings are highly significant, as the first in Australia which focuses on lived experience as a basis for bringing to light the nature of such leading practices in a specific context.
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Hodari, Demian. "Strategy tools-in-practice : contextual factors and practical use". Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/2599/.
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Reeser, Kelly Butler. "Policy, practice and review evidence based practices in autism spectrum disorders /". Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/648982148/viewonline.
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Turgay, Ozce. "Hands-on Building Practice In Architectural Education: Metu Summer Construction Practices". Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606915/index.pdf.
Testo completoAbstract (sommario):
This thesis explores the position of hands-on building practices in architectural education by focusing on METU Summer Construction Practices (ARCH190), which has been conducted in the rural sites of Turkey since 1958. It is believed that the summer construction practice is a tool of education to acquire knowledge of architecture by building 1-to-1 scale constructions. METU Summer Construction Practices are examined by asking the questions of what is learned and how is learned in order to understand both the content and objectives and also the pedagogic strategies, learning methods of the summer construction practices. The main purpose of summer construction practices is learning how to build and ways of making architecture. The basic learning methods of METU summer construction practices are determined as learning by doing, learning with collaborative working, task-oriented and student-based active learning, integrating the tasks of designing-building, and learning from working with and for the context.
This study emphasizes that learning by building 1-to-1 scale constructions are complementary of learning in design studios, and it should become an integral part of the whole learning process in the design education. Hands-on building practice is a productive process that supports the design education. Students are expected to derive and produce knowledge by building full-scale constructions in the real site. The thesis argues for the fact that hands-on building practice is to be more than the obtaining of knowledge and skill of making architecture only by instructions. Learning process is to be based on the simultaneous involvement of thinking-doing (taking action)-skill-production of knowledge rather than a linear process of knowledge-skill-taking action.
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Ballance, Trevor. "Putting Japanese youth into practice : Japanese student campus practices and sustainability". Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21288/.
Testo completoAbstract (sommario):
Practice theory has been increasingly employed to deepen understanding of how everyday life is conducted, including the question of how our daily activities might evolve in more sustainable directions (Shove and Spurling 2013; Strengers and Maller 2015). This thesis uses practice theory – specifically a modified version of the Three-Element (3E) Model of social practice as developed by Shove, Pantzar and Watson (2012) – to bring a new understanding of student activities on the campus of a Japanese university, and suggest how insights might contribute to the wider debate on sustainability. This is the first piece of research to use the practice theory approach to look at the daily lives of Japanese university students. Longitudinal data were gathered using various qualitative methods including intensive interviews with Japanese students, a field diary at several locations on the campus, and through the shadowing of students around the campus. The data were then analysed from a practice theory perspective using an expanded form of the 3E Model that incorporates consideration of Japanese socialisation processes (Nakane, 1970; Kumagai, 1996; Sugimoto, 2014), and various radical notions of spatiality and temporality (Massey, 2005; Southerton, 2013). This shows how collective social practices on a campus in Japan are produced, and how the establishment of a greater level of sustainability among the cohort of Japanese students might be informed. The thesis finds that practice theory offers an effective route for a greater understanding of the actions of Japanese university students especially if it incorporates expanded concepts of spatiality and collective cultural experiences.
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Finnell, Deborah S., Elizabeth L. Thomas, Wendy M. Nehring, Kris A. McLoughlin e Carol J. Bickford. "Best Practices for Developing Specialty Nursing Scope and Standards of Practice". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6707.
Testo completoAbstract (sommario):
Nursing specialization involves focusing on nursing practice in an identified specific area within the entire field of professional nursing. A defined specialty scope of practice statement and standards of professional practice, with accompanying competencies, are unique to each nursing specialty. These documents help assure continued understanding and recognition of nursing’s diverse professional contributions. The purpose of this article is to demystify the process for specialty nurses who are creating or revising their specialty nursing scope and standards of practice. We provide best practices for the developmental process based on our recently published scope and standards of specialty nursing practice. The conclusion provides strategies to disseminate scope and standards documents to appropriate stakeholders.
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Owen, Gwyneth. "Becoming a practice profession : a genealogy of physiotheraphy's moving/touching practices". Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/68522/.
Testo completoAbstract (sommario):
This research responds to gaps in the literature about the evolution of physiotherapy practice and to uncertainties emerging from within physiotherapy about its professionalism and practice. It aimed to generate a theoretically informed understanding of the tensions present in contemporary physiotherapy practice by producing an embodied account of the process of becoming a practice profession. The research aim was achieved by a genealogical study of existing literature, documentary data from physiotherapy’s qualifying curricula and oral accounts of practice generated by depth interviews with physiotherapists who qualified during the 1940/60s. These data were subject to a Foucauldian discourse analysis and a phenomenological analysis to explore the events, discourses and actions shaping physiotherapy practice over time. Unlike existing historic accounts that trace the evolution of physiotherapy’s professional identity, this research prioritises the bodies doing physiotherapy over time so offers a fresh perspective on physiotherapy as a practice and as a profession. From a ‘doing’ perspective, professionalism ceases to be an acquisition that is externally bestowed and becomes a dynamic process of experiencing/producing autonomous problem-solving in practice. Physiotherapy’s professional practice can be traced back to the 1945 curriculum. It was enacted through the integration of physiotherapy movement/touch and by the discipline of movement, which generated autonomous problem-solving practices that cut across ward/disease boundaries established by medicine from the 1950s onwards. While still subject to medical supervision, physiotherapy’s movement/touch crossed the division of labour to develop capacity to produce diagnosis-inference-treatment once its technical autonomy was recognised in 1977. Once free of medicine, physiotherapy’s professional practices multiplied to provide moving/touching solutions for an increasing variety of movement disorders. My research complements the existing (disembodied) critical histories of physiotherapy as a profession and demonstrates the value of embodiment as a lens for tracing movement in physiotherapy’s professional identities and practices over time. It adds to sociological understanding of the organisation of healthcare occupations and practices by offering an account of a body that is a moving part of a division of labour organised around the dominant profession of medicine.
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Furnham, David. "Documentary practice". Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/10701/.
Testo completoAbstract (sommario):
The thesis is a development of the making of the documentary tape L'Artiste. Le Fermier et Le Paysag. The central argument is to propose a way of looking at documentary based on the possibility of making and examining documentary material which combines narrative and non-narrative techniques and on the value of comparing non-actor contributions to improvised performance processes and outcomes. The purpose of this approach is to produce an effect upon the viewer where the viewer engages in working out what is happening within an array of possible meanings contained within the audio-visual pattern. The qualitative effect is to offer the viewer pleasure, recognition and a game of intellectual inquiry and assessment. The whole activity is termed the non-linear improvised approach to documentary. It places the maker in an ethical relationship with the participants and aims to create a democratic state of affairs for the viewer. Key areas of concern are firstly to examine the role of the participant and maker, before and during shooting. The participant develops confidence with the maker and at the time of shooting he or she is in a state of being to produce a performance which can be described as a line of energy drawn from his/her personality. Secondly, within the overall structure of the documentary attention is given to the opening, the ending and the overall patterning. Each scene produces many moments of meaning (beats) reinforcing the main theme which itself contains a cluster of meanings. Comparisons with silent cinema, the films of Jacques Tati and music hall comedians aim to illuminate the discussion. A key consequence of the non-linear improvised approach is to consider sound and image on an equal footing combining to produce a distinct style. Sound becomes a series of elements - dialogues, atmos. tracks, music and spot effects - which all have a role in the production of beats. Voice elements can be seen as much for their intrinsic poetic qualities as for their objective statements about the social world.
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Conocimiento, Dirección de Gestión del. "Best Practice". BMJ Publishing Group, 2004. http://hdl.handle.net/10757/655266.
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Szott, Randall David. "Evanescent practice". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1318948797.
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Connolly, Brigit. "Translating practice". Thesis, Royal College of Art, 2018. http://researchonline.rca.ac.uk/3460/.
Testo completoAbstract (sommario):
Translatability and translation, the possibility and act of conveying some thing between people, objects, languages, cultures, times, spaces and media, have become increasingly important elements of creative practice and works of art. My research explores this proposition. To contextualise this concept of translation as an artistic and critical method mediating the relationship of the seeable to the sayable I retrace an under-mined vein of translation that grew from the Enlightenment, the Early (Jena) Romantic response to it and its subsequent development through Walter Benjamin to other modern theorists. I suggest that this tradition of translation has developed into a creative method that assumes a pre-existent given from which it evolves in order to destabilise, re-appropriate and make-new. The thesis argues that art has come to occupy the space of translation and proposes that an interpretative mode is ultimately antithetical to a form of thought engaged with in the creative process. This relies on the understanding of a qualitative distinction between acts of translation as presentational and of interpretation as representational. The distinction is not clear-cut since these two forms of mediation operate on a continuum. The probable root of “interpret” in English is “between prices” and derives from trade. This etymology stresses the transactional, hermeneutic role of the interpreter as a responsive agent that negotiates between distinct value systems to ensure equivalence during the process of exchange. While Interpretation operates primarily within the symbolic aspect of language translation retains a relationship to metaphor, which acknowledges that during transfer something becomes something that it literally is not. It must therefore also account for Aporia, or what fails to cross over and for a-signifying, singular aspects that affect or alter the symbolic during this process. In contrast to interpretation, translation’s relation to subjectivity, its resistance to schematisation and reduction to the accurate, objective and rational transfer of information provides a prophylaxis of doubt and generates heterogeneity. The thesis triangulates my practices as artist, translator and critic using translation to destabilise and re-calibrate the relationship of theory to practice. In relation to theory, rather than use this to explain, interpret, or categorize art, it advocates the translational practice of placing in parallel so that lines of thought may be drawn from one to the other, responding to and setting up points of intersection, divergence and congruence to encourage a non-hierarchical associative-dissociative dismantling. Translation informs the research method, structure and content of the thesis, which occupies an inter-theoretical, inter-disciplinary or matrixial space. As such, it is edified through a process that derives from and displays the translational method and diverse sources that constitute it. Four case studies bring together practices employing a translational method from different periods, cultures, creative practices and theoretical sources: Bernard Leach and Ezra Pound’s modernist projects; Jorge Luis Borges’ theory of translation and Briony Fer’s re-presentation of Eva Hesse’s studio work; the Brazilian poets Haroldo and Agosto De Campos’ theory of Cannibalistic translation and painter Adriana Varejao’s work with tiles; and ceramicist Alison Britton in light of Donald Winnicott’s concept of transitional spaces.
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McHenry, Kristen L. "Safe Practice". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2535.
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Briggs, Marion Christine Elizabeth. "Complexity and the practices of communities in healthcare : implications for an internal practice consultant". Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8969.
Testo completoAbstract (sommario):
Current literature regarding quality health services frequently identifies interprofessional collaboration (IPC) as essential to patient-centred care, sustainable health systems, and a productive workforce. The IPC literature tends to focus on interprofessionalism and collaboration and pays little attention to the concept of practice, which is thought to be a represented world of objects and processes that have pre-given characteristics practitioners can know cognitively and apply or manage correctly. Many strategies intended to support IPC simplify and codify the complex, contested, and unpredictable day-to-day interactions among interdependent agents that I argue constitute the practices of a community. These strategies are based in systems thinking, which understand the system as distinct from experience and subject to rational, linear logic. In this thinking, a leader can step outside of the system to develop an ideal plan, which is then implemented to unfold the predetermined ideal future. However, changes in health services and healthcare practices are often difficult to enact and sustain.This thesis problematises the concept of ‘practice’, and claims practices as thoroughly social and emergent phenomenon constituted by interdependent and iterative processes of representation (policies and practice guidelines), signification (sense making through negotiation and reflective and reflexive practices), and improvisation (acting into the circumstances that present at the point and in the moments of care). I argue that local and population-wide patterns are negotiated and iteratively co-expressed through relations of power, values, and identity. Moreover, practice (including the practice of leadership or consulting) is inherently concerned with ethics, which I also formulate as both normative and social/relational in nature. I argue that theory and practice are not separate but paradoxical phenomena that remain in generative tension, which in healthcare is often felt as tension between what we should do (best practice) and what we actually do (best possible practice in the contingent circumstances we find ourselves in). I articulate the implications this has for how knowledge and knowing are understood, how organisations change, and how the role of an internal practice consultant is understood. An important implication is that practice-based evidence and evidence-based practice are iterative and coexpressed(not sequential), and while practice is primordial, it is not privileged over theory.I propose that a practice consultant could usefully become a temporary participant in the practices of a particular community. Through a position of ‘involved detachment’, a consultant can more easily notice and articulate the practices of a community that for participants are most often implicit and taken for granted. Reflective and reflexive consideration of what is taken for granted may change conversations and thus be transformative.
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Ekström, Niklas. "PASSWORD PRACTICE : The effect of training on password practice". Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11147.
Testo completoAbstract (sommario):
There are several concerning issues with passwords today; one of them being weak passwords, but password management also plays a big role e.g. when the users reuses passwords over several services or don't change their passwords on a regular basis. With the usage of passwords for several aspects of our daily lives comes the responsibility of trying to mitigate these issues, a role that often falls on to the users themselves. The usage of guidelines has proved helpful in this regard but still lacks important aspects. This paper suggests the usage of education in the form of a lecture to help with the problem. In this paper we conducted a study of password leaks, a literature analysis of the area around passwords and perform some qualitative interviews with different kinds of people with varying education and usage of passwords. The results from these studies will then lay the foundation for the lecture in the experiment part of the paper, two experiment groups will be used, one given a lecture as education on the matter and one control group not given any education. The study has showed that the usage of a lecture can help increase the entropy, average length of user‟s passwords. These results can be interpreted together with another study that did a similar experiment to that a lecture can be a more efficient way to teach users about passwords.
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Mendel, Donna L. "Shaping practice : clinician's experiences in a community of practice". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/40098.
Testo completoAbstract (sommario):
Large regional health authorities are challenged to find effective ways to increase interprofessional and intra-regional collaboration so that expertise and knowledge can be shared, enhanced, disseminated and more effectively translated into practice. Communities of practice (CoPs) have been introduced into healthcare over the last few years as a strategy to improve knowledge translation and organizational performance. The purpose of this qualitative study was to explore healthcare clinicians' experiences of being a member of a clinically-focused CoP. Semi-structured interviews with 15 CoP members were conducted and transcribed. Thematic analysis revealed participants constructed CoP in four main ways: as a learning community, a means to cope with organizational life, a mechanism to get organizational work done and as an elite group. Important participant experiences in CoPs included: supporting one another, staying on top of things, and helping each other. Although participants talked very positively about their experiences in CoPs there were also challenges and frustrations. There were two main outcomes of membership in a CoP. First the CoPs were perceived to provide an opportunity to develop a sense of belonging. Secondly, CoPs enabled changes in practice. Practice changes ranged from individuals thinking about and enacting practice differently to organization-wide changes in practice standards. Information from the perspectives of the community members about their experiences in clinically-focused CoP can be used by administrators for future planning, resourcing and providing support to CoPs. These findings extend our understanding of the implications of this important and relatively new social structure in healthcare.
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Wiener-Ogilvie, Sharon. "Training environment in General Practice and preparedness for practice". Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9447.
Testo completoAbstract (sommario):
This thesis explores the way General Practice trainees and early career General Practitioners describe their training environment in General Practice, the meaning they attach to the notion of preparedness and their perceptions of the impact of the training environment on their preparedness. The study was informed by the interpretivist paradigm. I conducted 27 in-depth semi-structured interviews with 15 early career General Practitioners and 12 General Practice trainees at the end of their training. Interview data were transcribed and analysed thematically, drawing partially on the grounded theory approach of data analysis. Interviewees described their training environment in terms of their sense of being included in the Practice, the Practice ethos, the importance of training within the Practice, the trainer and their relationship with the trainer. There was no unanimous way in which interviewees talked about preparedness, however the meanings attributed to preparedness centred around two central elements ‘confidence’ and ‘adaptability’ and included: working independently and being self directed; knowledge of business and partnership issues; ability to manage patients and workload; good consultation skills and effective time management; and adequate knowledge and passing the RCGP CSA examination. The way the training Practice can impact on trainees’ preparedness was explained drawing on Bandura’s theory of ‘self efficacy’ and Lave and Wenger’s theory of ‘situated learning’. Inclusive training Practices, characterised by less hierarchical relationships between the doctors, particularly vis-à-vis trainees, were better at preparing trainees for their future role by affording them greater opportunities to take part in a wider range of General Practice work. The role of the trainer was also pivotal in preparing trainees through effective teaching. Supervision tailored to trainees’ needs, and guided decision making enhanced confidence of trainees in their ability to work independently.
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Warner, Lachlan Phillip. "Art Practice as Buddhist Practice: A Soteriology through Suffering". Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/17924.
Testo completoAbstract (sommario):
The thesis examines the Buddhist concept of suffering, portrayed through visual art. The central questions are how can art be used to understand Buddhist suffering and, conversely, how can Buddhist suffering be used in the creation and perception of visual art. My thesis is based on an understanding of suffering (Dhukkha) described in the Early Buddhist Texts. Suffering is addressed through the Khandhas; collective processes that recognize human subjectivity as shifting. The Khandhas show that we are just processes of cause and effect. The Khandhas also bridge divides between reason and affect, mind and body, drawing on the work of Sue Hamilton and Peter Harvey. These theorists describe a Buddhism that has been termed modernist, where there is a renewed focus on suffering. The 4 artworks use the Buddha’s principle metaphor for suffering; of being on fire. The first two suites show seated bodies burning, portraying the universality of suffering. The third suite has nuns standing in a panorama of gold, representing immanent enlightenment. The fourth suite utilizes an image of my ‘self’ as the site of suffering. The dissertation compares Dhukkha to the works of Theodor Adorno, Susan Sontag, Mieke Bal and Mark Ledbetter as theorists of suffering. Adorno saw the representation of suffering as gratuitous, reinforcing existing systems of repression. For Bal, representations of suffering are only possible through inflection; changing forms so that exploitation is removed but art remains. Buddhism however sees suffering as intrinsic to all representation. Ledbetter then posits suffering as one part of a larger process of seeing that includes voyeurism. Works by six artists are paired and compared to understand different ways of articulating suffering. Colombian artist Doris Salcedo uses materials that speak of the lives of people missing in war torn Colombia. In contrast Oscar Munoz uses video to invoke the suffering and transience of both life and images. The work of Bill Viola is examined to show immediacy in the apprehension of pain and suffering. Viola’s works are juxtaposed with Zhang Huan who uses ash to invoke existential suffering. Finally, late works by Mark Rothko and Richard Serra are analyzed to understand the transformation and ending of suffering through abstracted forms. The artworks are lastly compared to a history of Buddhist self-sacrifice, including suicide and self-immolation. Both the artworks and these acts relate to the Buddhist understanding of ‘self’. Ultimately that ‘self’ is a delusion. The understanding of the delusion provides release from suffering, which is the aim of Buddhism.
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Hanks, Judith Ingeborg. "Exploratory practice in English for academic purposes : puzzling over principles and practices". Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595649.
Testo completoAbstract (sommario):
Exploratory Practice (EP) is a relative newcomer to the field of practitioner research in language education. Distinctive in attempting to integrate research and pedagogy via a process of puzzlement, it advocates the inclusion of learners alongside teachers as researchers into their own classroom practices. A1though EP appears to be thriving in different places around the world (notably Brazil), it is rarely to be found in the context of teaching English for Academic Purposes (EAP) in the UK. Studies which explicitly include learner perspectives are also unusual. This thesis examines the principles underpinning the EP framework as it was implemented on two pre-sessional courses at a university in the north of England. Two case studies investigating the practical challenges and theoretical implications of the innovation are presented. Taking a qualitative approach, participants (both teachers and learners) were interviewed at regular intervals during their courses and artefacts such as student posters and course timetables were collected. Template analysis was used to draw out and correct themes from the data, and the cases were presented as a series of interconnected narratives. Although the open-ended, flexible nature of EP had seemed inimical to the goal-oriented, highly pressured circumstances of EAP, it became clear that EP was enthusiastically adopted by participants. The findings suggest that EP can be successfully incorporated in an EAP context, but that doing so throws belief structures about research and pedagogy into sharp relief. These beliefs are subject to cognitive dissonance, and are often ideologically loaded, consequently attempts to reconcile them require more thought. Issues of relevance, ownership, and puzzling rather than problem-solving suffused the study. Two options are therefore presented: first, a more politic approach is to reframe EP as a form of pedagogy rather than research; second, more radically, the notion of what 'counts' as research needs to be redefined to allow for more innovative, locally relevant, co-constructions of knowledge
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Rigby, Emma Dulcie. "Fashion design and laundry practices : practice-orientated approaches to design for sustainability". Thesis, University of the Arts London, 2016. http://ualresearchonline.arts.ac.uk/12014/.
Testo completoAbstract (sommario):
This doctoral enquiry develops practice-orientated approaches to design for sustainability. It focuses on the relationship between garment design, laundry practices and sustainability, and responds to research that evidences domestic laundering as one of the most environmentally damaging stages in a garment’s lifecycle (Allwood, et al.,2006; Hansen, et al., 2007). A one-year laundry study surveyed the use and laundry of sixteen garments to ascertain the relationship between garment design and laundry behaviour. The research findings revealed that laundry behaviours are complex and unpredictable, and often not directly linked to producing cleaner clothes. Laundry routines are underpinned by factors beyond cleanliness including: garment use, social auditing, garment aesthetics,life stage, cultural norms, and spatial arrangements within the household. Through re-examining laundry as a social practice the research develops a series of design provocations to challenge the organisation of laundry practices, and by extension the frequencies and processes in which laundry is carried out. The findings highlight that understanding laundry as a social practice opens a space to reconceptualise design, laundry behaviour and sustainability. It decentres material products and attends to the embedded social dynamics that are set within a nexus of spaces, materials, thoughts, actions and emotions. This provides an alternative lens from which to view and develop design theories and practice for sustainability in fashion. The central insight from the research shows there are multiple benefits from incorporating social theory into methodologies for design for sustainability.
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Alnajjar, Munther Saleh Numan A. "Combating antibiotic resistance in clinical practice : optimising antibiotic and infection control practices". Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695214.
Testo completoAbstract (sommario):
The present research involved the implementation / evaluation of several approaches to optimising antibiotic use and infection control. The first study reported within this thesis aimed at assessing the impact of an antibiotic policy on reducing high-risk antibiotic usage in hospital practice and the associated incidence rates of MRSA and C. difficile infection (CD!). There was a significant decrease in high-risk antibiotic use within the three studied hospitals as a result of the policy. MRSA and CD! incidence rates were monitored in one of the hospitals and both rates decreased significantly. The next study reported in the thesis focused on the influence of antibiotic prescribing in primary care on the incidence rates of ESBL-producing bacteria detected in patients who were hospitalised. It was clearly shown that previous exposure in primary care to fluoroquinolones and cephalosporins (second and third generation) were independently associated with ESBL detection in hospital. Moving to the wound infection area, an interrupted timeseries analysis was performed to examine the impact of infection control practices on rates of post-caesarean surgical site infection (SSI). In this work, there was a significant drop in the incidence rate of SSIs after the introduction of the main intervention in the study (use of ChloraPrep® skin disinfectant). In the final experimental chapter, the aim was to evaluate changes in the incidence of central venous catheter-related bloodstream infection (CRBSI when switching from mechanical-valve needleless connector use to the use of split-septum needle less connectors in an intensive care unit. A reduction in the CRBSI incidence rate was identified after this switch took place. Overall, the work presented in this thesis adds evidence which supports guidelines on controlling antibiotic use and healthcare acquired infections. The findings will help inform future new services and practices that will enhance healthcare quality and patient safety.
30
Veblen, Nora Bryant. "MUSIC THERAPISTS’ PERCEPTIONS AND PRACTICES REGARDING MUSICAL AUTHENTICITY IN MUSIC THERAPY PRACTICE". UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/129.
Testo completoAbstract (sommario):
Music therapists are expected to provide live music for clients with diverse preferences, yet these therapists face many barriers preventing them from recreating client-preferred music in a way that adheres to the expectations of the genre, or with “musical authenticity.” The purpose of this study was to investigate music therapists’ perceptions and practices regarding musical authenticity. Survey responses (n = 904) indicated that music therapists highly value musical authenticity, but a major theme in the qualitative data revealed they often balance its importance with other factors. Descriptive survey data and qualitative themes revealed lack of training in functional musicianship and electronic technology as major barriers to musical authenticity. A major qualitative theme regarding therapists’ practices was the use of collaboration with clients and creative solutions. Most participants indicated use of non-electronic strategies and reported they had not used electronic technology to increase musical authenticity. Descriptive survey data and qualitative themes revealed frequent and effective use of recorded music. Finally, chi-square analyses revealed significant relationships between age and use of technology and iPad and between gender and use of technology. Music therapists would benefit from additional training, more research on authenticity, and music therapy specific guidelines for using music authentically.
31
Olsen, Kaelin. "Practicum Students' Beliefs About Developmentally Appropriate Practice for Infants and Toddlers". DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/2570.
Testo completoAbstract (sommario):
This study examined practicum students ' beliefs and experiences abo ut developmentally appropriate practice (DAP) prior to a practicum experience and following it. Another goal was to examine differences between the practicum students' majors and their pre- and posttest DAP beliefs and experiences scores. Finally, this investigation sought to determine the differences between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting.
A total of 95 students completing a practicum in the Adele and Dale Young Child Development Laboratory in the infant (Group I) or the 2-year-old classroom (Group 2) participated in the study. The students completed the Teacher Beliefs and Praclices Survey: Infan/s and Toddlers, as well as the Teacher Beliefs and Praclices Survey: Jnfanls if they were in Group I, or the Teacher Beliefs and Praclices Survey:
Toddlers, if they worked with Group 2. The questionnaire consisted of two sections. The items on the first part were designed to assess the practicum students' beliefs about DAP. The second part of the questionnaire measured practicum students' experiences and activities in the infant or toddler classroom.
Findings from the infants and toddlers measure indicate that the practicum students did show a statistically significant increase from pretest to posttest in their DAP beliefs, and a statistically significant decrease in DAP experiences. This might suggest that the students were able to understand the theories and philosophies of DAP; however, interpreting the guidelines of DAP into classroom practice in the short time associated with the practicum was a difficult task.
Results also showed a statistically significant difference between practicum students of different majors and their DAP beliefs and experiences prior to the practicum experience as compared to after. Practicum students with majors in family, consumer, and human development with an emphasis in human development showed the greatest increases in their DAP beliefs over time. Students majoring the early childhood education and related majors showed a statistically significant increase in their DAP experiences between pre- and posttest.
Finally, analyses to determine the relationship between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting showed that Group I (infants) had a statistically significant increase in DAP belief scores, even though they spent less time in the practicum setting. Group II (toddlers), who spent a longer time in the practicum selling, had a statistically significant increase in DAP experience scores.
Implications of these findings for teacher educators and students are presented. Recommendations for future research are also included.
32
Kiss, Jason William. "Theories of practice, the concept of practice in social theory". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57990.pdf.
Testo completo
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Hsieh, Su-Lien. "Buddhist meditation as art practice : art practice as Buddhist meditation". Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/1942/.
Testo completoAbstract (sommario):
This thesis explores the impact of meditation on art practice. Its basic hypothesis is that Buddhist meditation can expand creative capacity by enabling the practitioner to transcend the limits of everyday sense experience and consciousness. Artists engaging in meditation develop a closer, more aware relationship with their emptiness mind (kongxin), freeing them from preconceptions and contexts that limit their artistic creation. Because this practice-led research focuses on how to expand one‘s freedom as an artist, I use two models to explore studio practice, then compare and contrast them with my own prior approach. A year-by-year methodology is followed, as artistic practice develops over time. The first model is studio practice in the UK, the second is Buddhist meditation before artistic activity. The research took place over three years, each representing a distinct area. Accordingly, in area 1 (the first year), I compared studio art practice in the UK with post-meditation art practice; in area 2 (the second year), I compared studio art practice in the UK with prostration practice at Bodh-gaya, India plus meditation before act activity; in area 3 (the third year), I compared studio art practice in the UK with entering a month-long meditation retreat in Taiwan before practicing art. By Buddhist meditation I refer more specifically to insight meditation, which K. Sri Dhammananda has described as follows: Buddha offers four objects of meditation for consideration: body, feeling, thoughts, and mental states. The basis of the Satipatthana (Pāli, refers to a "foundation" for a "presence" of mindfulness) practice is to use these four objects for the development of concentration, mindfulness, and insight or understanding of our-self and the world around you. Satipatthana offers the most simple, direct, and effective method for training the mind to meet daily tasks and problems and to achieve the highest aim: liberation. (K. Sri II Dhammananda 1987:59) In my own current meditation practice before art practice, I sit in a lotus position and focus on breathing in and breathing out, so that my mind achieves a state of emptiness and calm and my body becomes relaxed yet fully energized and free. When embarking on artistic activity after meditation, the practice of art then emerges automatically from this enhanced body/mind awareness. For an artist from an Eastern culture, this post-meditation art seems to differ from the practices of Western art, even those that seek to eliminate intention (e.g. Pollock), in that the artist‘s action seem to genuinely escape cogito: that is, break free of the rational dimensions of creating art. In my training and development as a studio artist, I applied cogito all the time, but this frequently generated body/mind conflict, which became most apparent after leaving the studio at the end of the day: I always felt exhausted, and what was worse, the art that I created was somehow limited. However, my experience was that Buddhist meditation, when applied before undertaking art practice, establishes body/mind harmony and empties the mind. For this artist at least, this discovery seemed to free my art as it emerged from emptiness through the agency of my energized hand. It was this, admittedly highly personal, experience that led me to undertake the research that informs this thesis.
34
Alexander, Dorothy Jean. "Developmentally Appropriate Practice and Preschool Teachers' Perceptions| Theory Versus Practice". Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621971.
Testo completoAbstract (sommario):
The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple & Bredekamp, 2009).
Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10).
This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (N=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP.
The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.
35
Sinclair, Roderick. "Acoustic guitar practice and acousticity : establishing modalities of creative practice". Thesis, University of Newcastle Upon Tyne, 2008. http://hdl.handle.net/10443/654.
Testo completoAbstract (sommario):
The contemporarya cousticg uitarh asd evelopedfr om its origins in the 'Spanish' guitar to become a global instrument and the musical voice of a wide range of styles. The very 'acousticity' of the instrumentp ositionsi t as a binary oppositet o the electric guitar ano as a signifier for the organic and the natural world, artistry and maturity,e clecticisma ndt he esoteric.I n this concept-rootedsu bmissiont,h e acoustica nd guitaristicn atureo f the instrumentis consideredin relationt o a range of social, cultural and artistic concerns, and composition is used primarily to test a thesis, wherein a portfolio of original compositions, presented as recordings and understooda s phonogramsc, ommentu pona ndr eflect uponm odeso f performativity: instrument specific performance, introspection, virtuosity, mediation by technology and performance subjectivities.
36
Vitorino, Murakawa Ana Janaina. "Transforming Expert Musical Practice: Conceptualising, Structuring, and Executing Practice Mastery". Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21183.
Testo completoAbstract (sommario):
Practice has the potential to transform a musician’s expertise by elevating technical and musical limitations to full competence, allowing a musician to play masterfully at a professional level (Ericsson, Krampe, & Tesch-Römer, 1993; Johnston, 2002; Sloboda, Davidson, Howe, & Moore, 1996). While the research literature underlines some pedagogical and psychological principles on how to practise, there is a need to identify strategies, inspirations, thoughts, and artistic behaviours that will lead to practice mastery and excellence in performance (Cervion, Laws, Lettberg, & Lisboa, 2012; Gerle, 1983; Miksza, 2007). To date, most of the studies related to effective practice have been conducted with students in higher education (Hallam, 2001). This research aims to evaluate how professional performers conceptualise and approach practice, and to observe how they are able to make practice theory meaningful. Six performance experts participated in an interview regarding practice. The interviews explored how the participants address and structure practice, how they handle obstacles, and how they prepare for performances. The participants discussed the importance of mental preparation, and unanimously described the value of mental practice in the learning of new works. For these performers, practice was never the ultimate objective, only a means to achieve progress in performance and to convey to an audience the delivery of art. This study aims to redefine existing practice concepts by appraising musicians and pedagogues of current expert approaches and demonstrating how these are implemented. It will identify how knowledge of theory needs to be enacted to experience expert practice mastery. These findings will benefit and advance pre-professional performers in their pursuit of excellence in performance as they prepare for the music profession.
37
Batch-Wilson, Wendy L. "Practice Preparedness in New Graduates: Exploring the Education-Practice Gap". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2341.
Testo completoAbstract (sommario):
As newly licensed registered nurses enter their first nursing role, their perceived preparation for practice may vary. This descriptive study addressed the education-practice gap that exists as nurses transition into nursing practice. The use of Benner's skill acquisition model offers a structure for connecting theory to practice. New graduate nurses responded to the Casey-Fink Graduate Nurse Experience Survey-© to identify gaps in preparedness for novice practice. A convenience sample of nurses within the first 12 months of hire (n = 35) was sent the survey link by educators from the chosen sites. Anonymity was maintained with 18 total responses and 5 respondents completing the entire 25-question survey. Responses were analyzed via descriptive statistics. New graduate nurses either strongly agreed or agreed that they were prepared for their new role and received positive support from preceptors and staff. However, nurses disagreed or strongly disagreed that they were prepared for transition from student to nurse in the areas of workload, unit integration, system, and interpersonal concerns. Thirty percent also felt uncomfortable with independent performance of some technical skills, such as emergency management and blood administration. None of the new graduate nurses felt unprepared in professional skills related to leadership, communication, and decision making, a finding which contrasts with the literature, which indicates that these are areas of difficulty for new graduates. These findings can be used to structure curriculum and educational strategies to address the perceptions of preparedness and transition-to-practice concerns discovered in this project. This project may lead to social change in its attempt to close the education-practice gap with a stronger population of new graduate nurses.
38
Hager, Gail Anne. "Curriculum Literacies: Experiences of teaching curriculum literacies in an independent middle school in South East Queensland; a complex relationship between the practices, the site, and the practice architectures that enable and constrain". Thesis, Griffith University, 2018. http://hdl.handle.net/10072/384284.
Testo completoAbstract (sommario):
Over the past decade, the apparent decline in the literacy levels of school aged students in Australia has been of interest to governments, researchers, and the general public. Research has shown that literacy is important for academic and learning success (Wyatt-Smith & Cumming, 2003). Therefore, in Australia, the national curriculum documents state that all teachers across every phase of schooling are responsible for teaching literacy (ACARA, 2013). However, as the literacy demands of the middle and senior secondary phases of schooling are complex and discipline-specific, it is more appropriate to consider the notion of teaching curriculum literacies across the learning areas rather than literacy in the singular. Thus, teachers in the middle and senior phases of schooling need to teach students how to switch between the different literacies they will encounter in a typical school day. Nevertheless, research has suggested that teachers often fail to address the literacy of their own subject areas and, instead, rely on English teachers and students’ past literacy learning experiences in the early primary years (Christie & Derewianka, 2008; Luke et al., 2003; Parris, Fisher, & Headley, 2009). Furthermore, independent schools in Australia have experienced growth in enrolment numbers over the past two decades but there is little current research into the teaching of curriculum literacies at these sites. Therefore, this qualitative, ethnographic case study aimed to investigate the curriculum literacies teaching practices of middle school teachers at an independent school in South East Queensland.
A practice theory framework was employed, specifically the theory of practice architectures and the corresponding theory of ecologies of practices. These two theories allowed an examination of the site-specific nature of the curriculum literacies teaching practices and hence, provided an ontological perspective. The perspective enabled the study to focus on the site-based nature of the curriculum literacies teaching practices rather than the individual teacher. The data for the study was collected through a combination of classroom observations, interviews and document analysis. Data analysis occurred through an iterative process of reading, rereading, and analysing teacher sayings, doings, and relatings and the corresponding cultural-discursive, material-economic and social-political site arrangements or practice architectures.
The data sources revealed that teachers across a range of subjects were teaching aspects of the underpinning curriculum literacies using a range of approaches. Furthermore, while the curriculum literacies teaching practices evident at this site occurred in the current Australian educational context of accountability, performance, and high stakes testing, a surprising finding was the lack of focus on the external testing regime in the practice architectures that shaped the observed curriculum literacies teaching practices. Rather, a common finding was that all teachers linked the importance of curriculum literacies to the well-being of the students’ future lives.
Additionally, the findings in this study showed the complex nature of the curriculum literacies teaching practices, and the cultural-discursive, material-economic, and social-political site arrangements. Hence, curriculum literacies teaching practices cannot be seen in isolation. Rather, they shape and are shaped by the social; by the site arrangements and exist in ecological arrangements with other practices visible at the site. Thus, the notion of Best Practice in curriculum literacies teaching practices, as mandated by the national curriculum documents policy or even other research, is incongruous with the theory of practice employed in this study. Instead, research into curriculum literacies teaching practices requires a consideration of what is relevant and appropriate to schools, students, and teachers at a particular moment. Therefore, if governments, researchers, schools, teachers and parents want to change curriculum literacies teaching practices, policy mandates are insufficient. Any changes to current curriculum literacies teaching practices can only occur at the site level and need to take into account the site-specific arrangements that enable and constrain the curriculum literacies teaching practices.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
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Baldry, William James. "Turntablist performance practice". Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/13494/.
Testo completoAbstract (sommario):
The work here presented is a reaction to a number of issues within contemporary turntablism. Firstly, the perceived disparity between the turntable traditions of hip-hop and the avant-garde has been analysed, and a number of new works created in order to explore the possibilities for greater hybridity between these two playing styles. Secondly, the rapidly changing landscape of turntable technology has been addressed, and conclusions drawn concerning both the new technical and sonic opportunities afforded by the new technology and the influence of these changes on existing playing styles and techniques. Finally, one of the defining characteristics of the instrument – the need to choose source material before playing – has been explored, in order to make judgements concerning the interplay between technique, style and the chosen sonic materials. These different strands of practice-led research all feed into an overarching discussion of idiomatic playing, and the findings of these projects help to define what that phrase might mean for contemporary turntablists.
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Rodwell, James. "'Kierkegaard's Communicative Practice'". Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485492.
Testo completoAbstract (sommario):
This thesis aims to read Kierkegaard's work, and iIi 'particular the Postscript, under his own assessment of his writing as communication.This way of reading Kierkegaard has, I argue, been neglected in the predominant strands of secondary commentary, namely, blunt readings and deconstructive readings that typically take Kierkegaard's communicative work as subsidiary to his theoretical contributions. By building upon the recent works of Conant atf
41
Cherry, N. L., e n. cherry@netspace net au. "Developing reflective practice". RMIT University. Management, 1995. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090512.103243.
Testo completoAbstract (sommario):
This study explores how reflection upon oneself and one's own behaviour assists people - and, in particular, managers - to develop. Reflective techniques are examined in the context of action-learning (Revans, 1980 and Marsick, 1992) and are argued to be a powerful means of creating self-understanding, which in turn creates opportunities for self-directed personal change. Reflective techniques are also examined as a means of developing the personal craft or praxis of those who try to assist the development of managers, and as a technique for use in action research (Lewin, 1946) and the development of collective knowledge. Schon's (1987) concept of the 'reflective practitioner' provided a major theoretical foundation for this work. The study employed action research and action learning methodologies. The researcher spent six years honing her understanding and application of reflective techniques in assisting the development of managers. She also applied self-reflection to the development of her own praxis over that time. One result of the study has been the enhancement of the practical, reflection-based techniques used by the writer to facilitate the development of managers - and more importantly, offered to them to facilitate their own continuing development. Hopefully, these techniques will be of value to other practitioners in this field. A second outcome has been the review and refinement of some of the theoretical constructs used by this writer and other practitioners and theorists which help to describe and explain the phenomenon of reflection-based behavioural change. A third outcome has been the documentation of a case-study in the application of reflective techniques to the development of personal praxis, tracking the integration of conceptual understanding and technique. Chapter 1 provides an overview of the rationale, scope, methodology and outcomes of this study. Chapter 2 explores reflection as a technique for research and the development of collective knowledge, and incorporates a review of the relevant literature. Chapters 3 and 5 examine reflection as a tool for learning, drawing on the literature and tracking the development of the researcher's own understanding. Chapter 4 describes how the researcher learned to use reflective learning techniques when working with others and follows the gradual integration of her understanding with her practice. Chapter 6 summarises and reflects upon both the processes and the outcomes of the research.
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MEIDLER, CLAUDIO. "CSR in Practice". Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-137.
Testo completoAbstract (sommario):
Purpose – The purpose of this work is to examine the actual CSR situation in low wage countries of the textile industry and to identify obstacles and suggestions for improvements of the working conditions. In order to achieve that approach, different sources and various articles, magazines, books and related websites are being researched to get a wide range of information and to avoid a partial reflection. Furthermore an exemplary discussion of the CSR activities of two leading fashion retailers, Bestseller and H&M will be implemented by having a look on their company homepages as well as their current and previous annual reports and stated CSR activities. In addition, interviews with international operating NGO’s, fair trade unions and human right foundations will be conducted to receive widely independent information, deeper insights and critics concerning CSR and Human Development in the textile business. These interviews are of crucial importance for this work, since they provide widely independent assessments of the actual state of CSR implementation within the industry. By considering all the different information, this work provides ultimately indications for grievances and proposals for improvements in Human Development. Methodology – Using a qualitative research strategy, this work begins with a definition of CSR and Human Development, which provides a necessary background knowledge to approach CSR in the textile business. In order to get an idea of some of the industry wide activities and obstacles, this work contains an exemplary description of the CSR work of the two leading fashion retailers, Bestseller and H&M, using their company home pages as well as their current and previous annual reports and an outline of their reflection of the current stage of affairs regarding Human Development. Based on the findings from the homepages of H&M and Bestseller and the companies’ claim, different researched articles and the latest accidents in the news, eleven different interview questions were developed, regarding the actual textile production situation in the RGM industry. These questions are being used for semi-structured in-depth interviews with three different experts of the International Labour Organization, the German NGO Südwind Institute and the Confederation of the German Textile and Fashion Industry to get first hand information about the already achieved progress of the working conditions, as well as crucial driving forces and challenges within the Human Development “sector” of CSR in low wage countries. By considering all the different information, this work finally reveals grievances in CSR and gives proposals for improving the working conditions of the textile factory workers in emerging countries. Findings – The findings show the complexity and necessity of a controversy about CSR approaches in the textile and garment sector of developing countries. Recent accidents and different investigations by independent organizations are supporting the impression of an existing gap between the CSR policies of fashion companies on the one hand and the reality in the firms on the other hand. Different NGO’s are complaining about insufficiently implemented approaches and Codes of fashion brands and retailers within the supply chain. This work provides different suggestions for improving the working conditions of the textile factory workers in emerging countries. Possible ways for a human friendlier textile production are for example the strengthening of trade unions and worker advocacies, the ensuring of a social dialogue and closer collaborations between all the different stakeholders within the industry - including the governments, as well as more legal bindings and stricter regulations. Research limitations/ implications – The findings from this study are limited to the “sector” of Human Development and most of the results or hypotheses are not conclusively audited, due to the difficult validation. Additionally, the study is mainly focusing on the worker situation in selected low wage countries and does not provide global conclusions. Further research should aim to gain even further insights, for instance on a local company or local supplier level.
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Earle, Emily Anne. "Portfolio of Practice". Thesis, City University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511778.
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Broderick, Jane Tingle. "Reggio Inspired Practice". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4246.
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Rowe, Dawn A. "Research and Practice". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5931.
Testo completoAbstract (sommario):
As the incoming academic editor of TEACHING Exceptional Children, I see my role as one to assist professionals in developing knowledge and expertise that applies to their future endeavors as teachers and related service professionals via the review and acceptance of high-quality manuscripts focused on putting the research into practice. Access to quality journal articles highlighting research and providing guidance on how to integrate practices into your own context is part of a comprehensive professional development experience
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Yu, Janel K. "Periodontal Practice Patterns". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273587161.
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Ross, Ryan. "Process and Practice". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396454346.
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Stuart, Greg. "A percussionist's practice". Diss., [La Jolla, Calif.] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3355798.
Testo completoAbstract (sommario):
Thesis (D.M.A.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed July 1, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references: P. 125-129.
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Pourkomeylian, Pouya. "Software practice improvement /". Göteborg : Göteborg university, 2002. http://catalogue.bnf.fr/ark:/12148/cb399559644.
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Gilligan, Philip A. "Faith-based practice". MacMillan Publishers Limited, 2009. http://hdl.handle.net/10454/2711.
Testo completoAbstract (sommario):
YesFaith-based social work is characterized by the recognition and acknowledgement of faith and faith-based values as significant sources of motivation and guidance. These may enhance professional values, but may also draw practitioners into direct conflict with secular values within the mainstream. This chapter explores the religious or faith-based origins of social work, the nature of faith-based practice, contemporary faith-based issues, and the global spread of social policies aimed at increasing the involvement of faith-based organizations in service delivery. It also seeks to highlight some of the dilemmas involved.