Rozprawy doktorskie: „Communicative knowing”

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Charlebois, Cameron. "Practice as role enactment : managing purposive sophisticated cooperation". Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3603.

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This doctoral dissertation proposes a fuller, more inclusive account of practice than that which dominates current discourse on organizations, which typically turns upon occupations, professions and jobs as manifestations of publicly recognized roles or functions within organized activity, established as a function of prescribed divisions of labour and the application of skills and techniques, and assumes that people interact in the ways that their assigned roles and functions are planned to work as interrelated parts of a shared task. The approach here is a reflexive process akin to what Lévi-Strauss characterizes as ‘bricolage’, using ready-to-hand materials linking narrative, literature and argument, adding pieces iteratively in an open-ended building process over the course of the dissertation. The reflexive process entails (a) the act of writing narratives (derived from the author’s own management experiences in the private, public and voluntary sectors) so as to produce insights and themes of interest in relation to the broader theme of practice; and (b) readings of certain key works of the literature on organizations and organized activity (including Sarbin and Allen, Denzin, Wiley, Collins, Elias, Mead, Habermas, Stacey and Mintzberg) so as to expose practice-related themes relevant to the construction of an alternative account which proposes the following: (1) Practice in organizations is communicative in nature and entails the enactment of roles. Conventionally, enactment is taken to mean that the role-incumbent meets expectations set by decision-makers and premised on conformity to preset structures within a metaphorical organizational space. In an alternative account of practice, however, enactment can be more accurately framed as a dialectical process of co-emergence of role and organization by virtue of the local social interaction of the persons involved. (2) In active life the mutually-exclusive emergent process and the spatial organizational metaphor necessarily co-exist. Reframing role enactment opens a path to new understanding, such that role enactment and practice thus become problematized in that practitioners can be seen as holding a paradoxical position of some considerable relevance to practice. Today’s predominantly objectivist management thinking primarily stresses accountability for the communicative interaction of others within the organizational space. The reflexive processual approach contests the adequacy and exclusivity of this position, because managing as an emergent practice is more comprehensively communicative and open-ended. (3) The co-presence of both the objectivist and emergent accounts thus requires the manager paradoxically to hold both these views of role and organization at the same time in his or her experiences of managing. As paradox cannot be resolved, it is instead taken up by the manager-practitioner by virtue of the reflexivity central to all processes of communicative interaction. (4) It follows that acknowledging processes of enactment and the centrality of reflexivity in the practice of managing and bringing that to the attention of managers and management educators will enhance how managing sophisticated cooperation is understood and carried out.

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Sundqvist, Annette (Anett). "Knowing me, knowing you : Mentalization abilities of children who use augmentative and alternative communication". Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-61120.

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The present thesis investigated several components important to the understanding of mentalization for children who use augmentative and alternative communication (AAC). The result of the thesis demonstrated that non-verbal mental age correlated significantly with mentalization tasks, and that the participants did not significantly differ compared to a nonverbal age-matched group of children without disabilities. Different expression of active participation, which is necessary to be able to display mentalization in dialogue, was observed in analysed interaction. The children’s social networks were limited and consisted of very few peers, thus limiting the possibilities of active participation. The number of peers in the children’s social networks correlated significantly with aspects of the children’s mentalization ability. Children who use AAC display their mentalization abilities independently in social interaction and through e-mail messages to peers. A wider construct that will have relevance to mentalization in ordinary situations is described encompassing several different abilities. The development of these abilities is dependent on the child’s capacity for adapting a cognitive flexibility when reflecting and theorizing on what is happening in a given situation. The development of mentalization is also dependent on a child’s close friendships, active participation in interaction, functional language ability, and varied social networks consisting of both peers and adults.

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Gilmore, James N. "Knowing the Everyday| Wearable Technologies and the Informatic Domain". Thesis, Indiana University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808846.

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This dissertation investigates how wearable technologies have come to matter for a variety of individuals, companies, and governments in the decade from 2007-2017. In particular, this dissertation argues that these devices are part of larger efforts to capture, know, and quantify the mundane practices of everyday life through an array of computation-based technologies. In doing so, they implicitly suggest that everyday life is no longer defined by its traditional theoretical conceptions of a domain of “excess,” unknowability, and qualitative character. Through four different case studies that emphasize different elements of life and bodily activity, this dissertation analyzes how the interactions between technologies and bodies legitimate some forms of knowing—such as the supposed certainty of big data’s predictive analytics—at the expense of other forms of knowing—such as the memory-oriented “recall” of diary writing. Each chapter, though based on concerns of experience and routine, explores how power, control, and resistance manifest in the routines of everyday life, and how these devices are designed, implemented, and discussed in ways that encourage the transformation of living into analyzable information. In each of my case studies—the hearing aid (and in particular the Soundhawk smart hearing system), the fitness tracker (in particular Fitbit), the wearable camera (in particular GoPro), and the identification band (in particular Disney Magic Band)—I treat wearable technology as an idea. Looking at advertisements, online blogs, magazine features, interviews, popular culture texts, and other sites of discourse, I examine how different organizations have promoted or critiqued these technologies for different goals, explaining how wearable technology has served as a means for 1) generating knowledge about how people live, 2) turning that knowledge into information that can be automatically analyzed by algorithms and other computational programs, and 3) use information as the basis to arbitrate decisions on what constitutes a normal or productive way of living. In analyzing the relationships between technologies, cultural discourses, and everyday life, I argue that media studies should consider the ways in which such bodily technologies mediate the everyday, taken-for-granted experiences of environments and social relationships.

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Polli, Andrea. "Communicating air : alternative pathways to environmental knowing through computational ecomedia". Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/889.

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This dissertation, Communicating Air: Alternative Pathways to Environmental Knowing through Computational Ecomedia, is the culmination of an art practice-led investigation into ways in which the production of ecomedia may open alternative pathways to environmental knowing in a time of urgent climate crisis. This thesis traces the author’s artistic, personal and political development across the period of study and presents an extended argument for greater public engagement with weather and climate science, greater public and private support for long-term collaborations between media art and climate science, and increased public open access to global weather and climate monitoring and computationally modelled data.

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Jenkins, Michele Lynn. "Embodied knowing and effective communication in the development of a choreography curriculum". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2656.

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Develops a choreography course curriculum to be implemented and evaluated for inclusion in the Chaffey College (a community college in San Bernardino County, California) dance program. Identifies and evaluates four core developmental areas of a well-designed choreography class: (1) communicative skill development through dance composition; (2) group problem-solving creative work; (3) integration of other arts with dance; and, (4) critical evaluation skills.

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Wilson, Erica Elise. "The Impact of Sports Team Players Knowing Each Other Well:Nonverbal Distinctiveness and Intra-team Communication". University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1374057858.

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Kethro, Philippa. "Pedagogical ways-of-knowing in the design studio". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004338.

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This research addresses the effect of pedagogical ways-of-knowing in higher education design programmes such as Graphic Design, Interior Design, Fashion, and Industrial Design. One problematic aspect of design studio pedagogy is communication between teachers and students about the aesthetic visual meaning of the students’ designed objects. This problematic issue involves ambiguous and divergent ways-of-knowing the design meaning of these objects. The research focus is on the design teacher role in design studio interactions, and regards pedagogical ways-of-knowing as the ways in which teachers expect students to know visual design meaning. This pedagogical issue is complicated by the fact that there is no agreed-upon corpus of domain knowledge in design, so visual meaning depends greatly on the social knowledge retained by students and teachers. The thesis pursues an explanation of pedagogical ways-of-knowing that is approached through the philosophy of critical realism. How it is that particular events and experiences come to occur in a particular way is the general focus of critical realist philosophy. A critical realist approach to explanation is the use of abductive inference, or inference as to how it is that puzzling empirical circumstances emerge. An abductive strategy aims to explain how such circumstances emerge by considering them in a new light. This is done in this study by applying Luhmann’s theory of the emergence of cognition in communication to teacher ways-of-knowing in the design studio. Through the substantive use of Luhmann’s theory, an abductive conjecture of pedagogical ways-of-knowing is mounted. This conjecture is brought to bear on an examination of research data, in order to explain how pedagogical ways of-knowing constrain or enable the emergence of shared visual design meaning in the design studio. The abductive analysis explains three design pedagogical ways-of-knowing: design inquiry, design representation and design intent. These operate as macro relational mechanisms that either enable or constrain the emergence of shared visual design meaning in the design studio. The mechanism of relation is between design inquiry, design representation and design intent as historical knowing structures, and ways-of-knowing in respect of each of these knowing structures. For example, design inquiry as an historical knowing structure has over time moved from ways-of-knowing such as rationalistic problem solving to direct social observation and later to interpretive cultural analysis. The antecedence of these ways-of-knowing is important because communication about visual meaning depends upon prior knowledge, and teachers may then reproduce past ways-of-knowing. The many ways-of-knowing that respectively relate to design inquiry, design representation and design intent are shown to be communicatively formed and recursive over time. From a Luhmannian perspective, these ways-of-knowing operate as variational distinctions that indicate or relate to the knowing structures of design inquiry, design representation and design intent. This is the micro-level operation of pedagogical ways-of-knowing as relational mechanisms in design studio communication. Design teachers’ own ways-of-knowing may then embrace implicit way-of-knowing distinctions that indicate the knowledge structures of design inquiry, design representation and design intent. This implicit indication by distinction is the relational mechanism that may bring design teachers’ expectation that this and not that visual design meaning should apply in communication about any student’s designed object. Such an expectation influences communication between teachers and students about the potential future meaning of students’ designs. Consequently, shared visual design meaning may or may not emerge. The research explanation brings the opportunity for design teachers to make explicit the often implicit way-of-knowing distinctions they use, and to relate these distinctions to the knowing structures thus indicated. The study then offers a new perspective on the old design pedagogical problem of design studio conflict over the meaning of students’ designs. Options for applying this research explanation in design studio interactions between students and teachers are therefore suggested.

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Webb, Tessa D. "Knowing Her Name: The Framing of Sexual Assault Victims and Assailants in News Media Headlines". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592171139720739.

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Haslem, Neal Ragnar, i neal@nealhaslem net. "The practice and the community: a proposition for the possible contribution of communication design to public space". RMIT University. Applied Communication, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080212.165002.

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The practice of communication design has developed from a visual-communication service industry into a multi-facetted profession, directly involved with the maintenance and creation of social and cultural capital. The ancestry of communication design has led to its continued perception as a neutral tool for the achievement of communication. This research project aims to investigate the possible contributions of communication design as a practice, if it were to re-align its goals towards supporting and facilitating the community within which it is practiced. This research project is about the communication designer and the communities within which they practice: clients; target markets; companies; managers; neighbourhood groups; groups in a particular place and time; communities of practitioners; and emergent or yet to emerge communities. The project investigates designer agency and the ways for a communication designer to work holistically within communities: being or becoming part of them; working through and with them toward the achievement of communication goals. As much as it is about communicating, it is also about community. It is about designers working as conduits, facilitating and enabling the communities of their practice to find expression. It is about a democratisation of communication design authorship and power. It is about the design process as an educational process - all parts and participants within a design projects' community learning and teaching simultaneously. The research project encompasses a series of component projects, across a range of different media, using a practice-led-research framework and a reflective practitioner methodology as the key investigative tool.

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Öhman, Anna. "Cykler och loopar i Salongen : En studie av återkoppling i frisörklassrummet". Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34993.

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Abstract: The interest in this empirical study aims at assessment, more precisely feedback as part of ordinary activities within hairdressing education. The study investigates feedback practices related to assessment of knowing during production, with focus on communication between student and teacher. Communication is regarded as interactively constructed and is investigated through a multimodal social semiotic perspective which implies studying verbal as well as nonverbal resources in meaning making. Speech and body movements are not subordinate to each other and are studied as contributing in communication on their own terms. Video observations were used to investigate feedback practices in the hairdressing classroom, during a couple of lessons when last year’s students received customers for various treatments. From one hour recording, a selection was made showing communication between student and teacher with joint focus of attention during production. The selection is based on the assumption of feedback as interactively constructed and represented in a multimodal way. The analysis of the feedback practice shows a multifaceted result, since each interaction between a student and a teacher is unique. Nevertheless, a recurrent pattern of feedback construction could be discerned. Three important functions of feedback were distinguished, that of control, instruction and evaluation. Furthermore, these functions interact in temporal processes of cycles and loops. The core of feedback practice is found within the loop, where questions and wonders from the student are brought into a joint investigation.
Baksidestext: Cykler och loopar i Salongen handlar om återkoppling i yrkesgymnasiet, närmare bestämt på hantverksprogrammets frisörutbildning. Återkoppling studeras genom videoobservationer av kommunikation mellan lärare och elev under pågående undervisning, där elever arbetar med olika hårvårdsbehandlingar på kunder. Återkoppling görs genom olika meningsskapande resurser. Det verbalspråkliga är bara en del av kommunikationen. Kroppsrörelser, blickar och olika redskap används också för att kommunicera av både elev och lärare. Mönster i form av olika återkopplingsfunktioner och cykliska processer kan urskiljas i kommunikationen mellan lärare och elev. I det cykliska uppstår ibland loopar, som utgörs av händelser där något moment blir uppmärksammat i ett gemensamt utforskande. Looparna utgår från elevens frågor och funderingar och betraktas därför som centrala i återkopplingspraktiken. Studien bidrar med beskrivningar av den dagliga klassrumskommunikationen, där bedömning och undervisning är sammanvävda förlopp. Den riktar sig till forskare och lärare inom yrkesutbildning och andra skolformer, men också till övriga läsare med intresse för bedömningsfrågor och återkopplingspraktik. Licentiatuppsatsen är skriven inom ramen för Lic-forskarskolan i yrkesämnenas didaktik.
Intresset i denna studie är riktat mot klassrumsbaserad bedömning, närmare bestämt återkoppling som en del av den dagliga undervisningen. Studien undersöker återkopplingspraktik i frisörklassrummet relaterad till bedömning av kunnande under pågående arbete, med fokus på kommunikationen mellan lärare och elev. Kommunikationen betraktas som interaktivt konstruerad och studeras ur ett multimodalt perspektiv utifrån socialsemiotisk teori. Det innebär att återkoppling studeras både verbalt i samtalsform, men även icke-verbalt i form av bland annat gester, artefakter och blickar. De betraktas i detta perspektiv som jämbördiga resurser i meningskonstruktionen. Videoobservationer har därför varit ett lämpligt sätt att undersöka återkopplingspraktik i frisörklassrummet. Detta har gjorts under några lektionspass när elever i åk. 3 hade kundmottagning. Utifrån en timmes inspelningar, har urval gjorts som visar kommunikation mellan lärare och elev med gemensamt uppmärksamhetsfokus på ett pågående arbete. Urvalet baseras på grundantagandena om återkoppling som interaktivt konstruerad och multimodalt representerad. Analysen av återkopplingspraktiken visar på ett mångfacetterat resultat eftersom varje interaktion mellan lärare och elev är unik, således också deras kommunikation. Ändå har återkopplingspraktiken visat sig vara konstruerad enligt vissa återkommande mönster. Tre centrala återkopplingsfunktioner har kunnat urskiljas: den kontrollerande, den instruerande och den värderande, utgående från handlingar som kännetecknar dem. Vidare samspelar dessa över tid i cykliska processer och loopar. I looparna tas elevens frågor och behov tillvara i ett gemensamt utforskande. De kan betraktas som själva kärnan i återkopplingspraktiken.

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Ekberg, Sara, Linn Mellgård i Magdalena Micko. "Local Celebrity Endorsement : Can You Go Far by Staying Close?" Thesis, Jönköping University, Jönköping International Business School, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-12853.

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Celebrity endorsement consists of a written or spoken statement from a publicly known person, proclaiming the benefits of some product or service. Previous research on celebrity endorsement has proved it very successful in promoting brands or companies. Even though many marketing strategies exist, it can be especially effective for newly started ventures to apply celebrity endorsement in their approach. While celebrity endorsement may be a good way to overcome weaknesses, such as liability of newness and lack of legitimacy, new ventures often cannot afford to implement this strategy. Therefore, an option to this might be local celebrity endorsement.

This thesis investigates the impact of local and well-known celebrity endorsement on communication effectiveness.

Through a quantitative study, the authors have concluded that local celebrity endorsers are perceived more trustworthy and emotionally involved in the endorsement process than well-known celebrity endorsers. Local celebrities and well-known celebrities are perceived equally expert, attractive and capable of transferring meaning to the endorsed product. Local celebrity endorsement is overall more effective than well-known celebrity endorsement in communicating the endorsement message. It can therefore be a suitable tool for newly started ventures that cannot afford to employ more expensive, well-known celebrity endorsement in their quest for gaining quick reputational capital.

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Seroka, Laura A. "Gendered References in Sperm Donor Profiles: A Discourse Analysis of Masculine Gender Identification Differences Between Anonymous and Willing-to-be-Known Donors". University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1462201999.

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Wang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.

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Douglas, Brian Ernest. "Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education". Thesis, 2006. http://hdl.handle.net/1959.13/24727.

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This thesis concerns ways of knowing in the Anglican eucharistic tradition. It also explores the ramifications of these ways of knowing for theological education in the Anglican tradition of Christianity. The thesis uses Anglican eucharistic theology as a source of case study, and attempts, using a methodology of phenomenology to examine critically the particular interests and philosophical assumptions underlying eucharistic theology in the Anglican tradition from the time of the Reformation to the present day. Phenomenology is chosen as the methodology since it allows access to the diverse experience of the Anglican eucharistic tradition, suspending judgment until a later time when essences are extracted from the case studies. This has the potential to avoid exclusive commitments to particular technical and hermeneutic interests within Anglicanism while at the same time recognising the multiformity of the Anglican eucharistic tradition and fostering a critical approach to the examination of the experience of the Anglican eucharistic tradition and Anglican theological education. In examining ways of knowing in the Anglican tradition, the thesis acknowledges the usefulness for eucharistic theology and theological education of philosophical enquiry. The three ways of knowing (technical, hermeneutic and critical) proposed by the philosopher, Jurgen Habermas (1971 and 1973) are used to assist in understanding the knowledge of the Anglican eucharistic tradition presented in the case studies. The further insights of Habermas (1984 and 1989) are used in recommending a dialogue approach, based on the intersubjectivity of communicative action, for theological education concerned with the teaching of eucharistic theology in the Anglican tradition. Philosophical reflection is also employed in an examination of the underlying philosophical assumptions of the case studies of eucharistic theology in the Anglican tradition. A model of the Anglican eucharistic tradition based on the philosophical concepts of realism and nominalism, to both the moderate and immoderate degrees is developed and proposed as a way of promoting a critical interest in the Anglican eucharistic tradition beyond the merely technical or hermeneutic interests commonly found in various church parties of the Anglican Communion. The work of the Australian philosopher David Armstrong (1989, 1995, 1997 and 2004) is foundational to the development of a model for the Anglican eucharistic tradition and the examination of its experience in the case studies. The principal findings of the study suggest that the prevailing essence of the Anglican eucharistic tradition is a multiformity of eucharistic doctrine, such that eucharistic theology is most often expressed using the philosophical assumptions of realism and nominalism to the moderate degree and according to varying technical and hermeneutic interests. The thesis also seeks to draw out the educational implications of these differing ways of knowing for theological education in the Anglican tradition and specifically for the teaching of eucharistic theology. The principal recommendation of the thesis for theological education is the application of a dialogue approach in the teaching of eucharistic theology in Anglican theological education, where dialogue involves the development of an ideal communicative community in which participants seek shared meaning on the basis of the intersubjectivity of communicative action.
Research Doctorate - Doctor of Philosophy (PhD)

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Douglas, Brian Ernest. "Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education". 2006. http://hdl.handle.net/1959.13/24727.

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This thesis concerns ways of knowing in the Anglican eucharistic tradition. It also explores the ramifications of these ways of knowing for theological education in the Anglican tradition of Christianity. The thesis uses Anglican eucharistic theology as a source of case study, and attempts, using a methodology of phenomenology to examine critically the particular interests and philosophical assumptions underlying eucharistic theology in the Anglican tradition from the time of the Reformation to the present day. Phenomenology is chosen as the methodology since it allows access to the diverse experience of the Anglican eucharistic tradition, suspending judgment until a later time when essences are extracted from the case studies. This has the potential to avoid exclusive commitments to particular technical and hermeneutic interests within Anglicanism while at the same time recognising the multiformity of the Anglican eucharistic tradition and fostering a critical approach to the examination of the experience of the Anglican eucharistic tradition and Anglican theological education. In examining ways of knowing in the Anglican tradition, the thesis acknowledges the usefulness for eucharistic theology and theological education of philosophical enquiry. The three ways of knowing (technical, hermeneutic and critical) proposed by the philosopher, Jurgen Habermas (1971 and 1973) are used to assist in understanding the knowledge of the Anglican eucharistic tradition presented in the case studies. The further insights of Habermas (1984 and 1989) are used in recommending a dialogue approach, based on the intersubjectivity of communicative action, for theological education concerned with the teaching of eucharistic theology in the Anglican tradition. Philosophical reflection is also employed in an examination of the underlying philosophical assumptions of the case studies of eucharistic theology in the Anglican tradition. A model of the Anglican eucharistic tradition based on the philosophical concepts of realism and nominalism, to both the moderate and immoderate degrees is developed and proposed as a way of promoting a critical interest in the Anglican eucharistic tradition beyond the merely technical or hermeneutic interests commonly found in various church parties of the Anglican Communion. The work of the Australian philosopher David Armstrong (1989, 1995, 1997 and 2004) is foundational to the development of a model for the Anglican eucharistic tradition and the examination of its experience in the case studies. The principal findings of the study suggest that the prevailing essence of the Anglican eucharistic tradition is a multiformity of eucharistic doctrine, such that eucharistic theology is most often expressed using the philosophical assumptions of realism and nominalism to the moderate degree and according to varying technical and hermeneutic interests. The thesis also seeks to draw out the educational implications of these differing ways of knowing for theological education in the Anglican tradition and specifically for the teaching of eucharistic theology. The principal recommendation of the thesis for theological education is the application of a dialogue approach in the teaching of eucharistic theology in Anglican theological education, where dialogue involves the development of an ideal communicative community in which participants seek shared meaning on the basis of the intersubjectivity of communicative action.
PhD Doctorate

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Grushka, Kathryn Meyer. "Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century". Thesis, 2007. http://hdl.handle.net/1959.13/31745.

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Research Doctorate - Doctor of Philosophy (PhD)
Visual Art education, in an increasingly globalized visual world, is gaining significance for its contribution to the intuitive, critical and creative aspects of student learning and meaning-making. This awareness is foregrounded by a realization that tomorrow’s world will be increasingly dominated by the triumph of the image, multi-modal practices, technologies and visual culture. In this context, the development of an ethico-aesthetic disposition through visual contemporary communicative capacities might be regarded as essential to modern meaning-making. The research seeks to reveal the impact of studying Visual Art for the adolescent student and its value to them in terms of its contribution to their personal, social and cultural understandings beyond the classroom. This research represents a qualitative examination of a post-compulsory Visual Art curriculum in New South Wales, Australia that has shifted from a modernist perspective to a conceptual framework informed by contemporary art practices and by a Habermasian theory of communicative knowing. The research presents its findings in the form of, first a meta-analysis of a longitudinal study of the ARTEXPRESS exhibition spanning 15 years of student learning outcomes from the Visual Art curriculum and, second, a case study of 7 students who reflect on the value of the Visual Art learning to them beyond school. The study employs a critical hermeneutic phenomenological methodology, using image and text analysis as data. The methodology bridges traditional educational research methods with Visual Art practices by employing arts-inquiry as a qualitative research method. It uses the montage as a visual communicative platform informed by narrative perspectives to present the results. In the 21st century, educators, together with the entire world community, are growing in consciousness of the arts as a significant player in developing the attributes and skills that citizens will require in order to be effective participants of tomorrow’s rapidly evolving world. The public welfare benefits that accrue from the arts' intrinsic values are increasingly being seen to constitute a central role in generating wider benefits (McCarthy, Ondaatje, Zakaris & Brooks, 2004; National Review of Visual Education, 2006). Through analysis of ARTEXPRESS student artworks, reflective journals and interviews, the research identified that the skill of visual communicative proficiency links explicitly to the performative act as it emerges from each student’s desire and affectivity. In turn, this act is demonstrated to be beyond the knowledge of Visual Art cultural practices, being shaped by critique and power relationships in society. Self-portrait as narrative and subjectivity production were seen by the students as legitimate means of communicating meaning about self and other. The understanding of the logic of the relationships between visual technical activity, embodied material processes and conceptual understandings as contemporary communicative practices was valued by students and parents for its capacity to mediate societal and cultural values, as well as ethical practice and citizenship. Visual and performative communicative practice links identity, image and meaning. In this study these practices supported self-agency and the creative development of multiple, reflective returns. Visual artmaking is presented as supporting the development of creative possibilities. In turn, an understanding of the endless ways in which imaging and communicating can represent self, truth, reality and existence benefit the individual and society quite beyond the bounds of the traditional classroom.

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Grushka, Kathryn Meyer. "Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century". 2007. http://hdl.handle.net/1959.13/31745.

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Research Doctorate - Doctor of Philosophy (PhD)
Visual Art education, in an increasingly globalized visual world, is gaining significance for its contribution to the intuitive, critical and creative aspects of student learning and meaning-making. This awareness is foregrounded by a realization that tomorrow’s world will be increasingly dominated by the triumph of the image, multi-modal practices, technologies and visual culture. In this context, the development of an ethico-aesthetic disposition through visual contemporary communicative capacities might be regarded as essential to modern meaning-making. The research seeks to reveal the impact of studying Visual Art for the adolescent student and its value to them in terms of its contribution to their personal, social and cultural understandings beyond the classroom. This research represents a qualitative examination of a post-compulsory Visual Art curriculum in New South Wales, Australia that has shifted from a modernist perspective to a conceptual framework informed by contemporary art practices and by a Habermasian theory of communicative knowing. The research presents its findings in the form of, first a meta-analysis of a longitudinal study of the ARTEXPRESS exhibition spanning 15 years of student learning outcomes from the Visual Art curriculum and, second, a case study of 7 students who reflect on the value of the Visual Art learning to them beyond school. The study employs a critical hermeneutic phenomenological methodology, using image and text analysis as data. The methodology bridges traditional educational research methods with Visual Art practices by employing arts-inquiry as a qualitative research method. It uses the montage as a visual communicative platform informed by narrative perspectives to present the results. In the 21st century, educators, together with the entire world community, are growing in consciousness of the arts as a significant player in developing the attributes and skills that citizens will require in order to be effective participants of tomorrow’s rapidly evolving world. The public welfare benefits that accrue from the arts' intrinsic values are increasingly being seen to constitute a central role in generating wider benefits (McCarthy, Ondaatje, Zakaris & Brooks, 2004; National Review of Visual Education, 2006). Through analysis of ARTEXPRESS student artworks, reflective journals and interviews, the research identified that the skill of visual communicative proficiency links explicitly to the performative act as it emerges from each student’s desire and affectivity. In turn, this act is demonstrated to be beyond the knowledge of Visual Art cultural practices, being shaped by critique and power relationships in society. Self-portrait as narrative and subjectivity production were seen by the students as legitimate means of communicating meaning about self and other. The understanding of the logic of the relationships between visual technical activity, embodied material processes and conceptual understandings as contemporary communicative practices was valued by students and parents for its capacity to mediate societal and cultural values, as well as ethical practice and citizenship. Visual and performative communicative practice links identity, image and meaning. In this study these practices supported self-agency and the creative development of multiple, reflective returns. Visual artmaking is presented as supporting the development of creative possibilities. In turn, an understanding of the endless ways in which imaging and communicating can represent self, truth, reality and existence benefit the individual and society quite beyond the bounds of the traditional classroom.

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Jackson, Beth E. "Practices of knowing population health : a study in authorizing and stabilizing scientific knowledge /". 2005. http://wwwlib.umi.com/cr/yorku/fullcit?pNR11582.

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Thesis (Ph.D.)--York University, 2005. Graduate Programme in Sociology.
Typescript. Includes bibliographical references (leaves 235-244). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11582

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Hayes, Janys, University of Western Sydney, College of Arts i School of Education. "The knowing body : meaning and method in Yat Malmgren's actor training technique". 2008. http://handle.uws.edu.au:8081/1959.7/42182.

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Little has been written of Yat Malmgren’s actor training technique, despite its international influence in mainstream western actor training. Created originally for the construction and performance of characters in theatrical and screen realism, at the Drama Centre, London, in the 1960-1970s, Malmgren’s actor training process, known as Character Analysis, forms a body of knowledge, which is transmitted practically and experientially to trainee actors. This thesis outlines the Malmgren technique’s traditions, processes of transmission and centres primarily on the modes of understanding that underlie this practical system. This research sets a series of widening contextualistations of understandings of the modalities of embedded/embodied knowledge disseminated through the training process. Interwoven throughout this thesis, the researcher’s voice appears as a Researcher’s Journal, placing the embodied awareness of the researcher, as one of the principal Malmgren trainers in Australia. The material and engendered locus for this research is my own embodied consciousness. This research differentiates Malmgren’s training process both from Laban’s movement techniques and from other twentieth century western actor training processes. It begins with the traditions of Rudolf Laban’s movement theories, from which the Malmgren technique arose, Hermeneutic phenomenology is the methodological framework used to investigate the meaning of the Malmgren technique to those studying it, taking into account contemporary performance and communication theories of agency and embodiment. Benner’s (1994) hermeneutic phenomenological method of data collection and analysis, used previously in nursing research, is newly applied to the field of acting. Participants from three full-time acting courses, where Yat Malmgren’s technique is the principal mode of actor training, provide the interview data to articulate a series of phenomenological themes. This research uses Maurice Merleau-Ponty’s image of the chiasm, where materiality and consciousness interweave as an underlying metaphorical structure for embodiment. This research proposes a six-step progression, through which Malmgren’s technique enables trainee actors to develop a growing performative awareness of their bodily-located behaviours. This research also posits the generation of heightened differentiation of sensory inputs and expressions for trainee actors through the Malmgren technique, and how this opens up possibilities for transformation in modes of embodiment for the trainee. Using feminist theories, this research links this development of embodied awareness, in particular the awareness of non-verbal communication and the ‘unspoken’, with a greater understanding of alterity. Whilst the Malmgren technique was developed for purposes of theatrical realism, this research indicates that the technique’s impact facilitates a range of modes of performance by investigating the less articulated forms of performative communication.
Doctor of Philosophy (PhD)

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Sáenz, de Ormijana Amaia. "The experience of knowing without sharing the proximity of death due to cancer for family members in the Basque Country". Thèse, 2006. http://hdl.handle.net/1866/7789.

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Teagan, Elizabeth D. L. "Gender distinctions in the moral and cognitive development of adults: The interaction of ways of knowing, decision-making, communication, and leadership behavior of women administrators in higher education". 1996. https://scholarworks.umass.edu/dissertations/AAI9639039.

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In general, most women have different ways of knowing, communicating, and acting from most men. Women's characteristic modes of thought, expression, and action are complementary to, not in conflict with, those modes that are more characteristic of men. The particular qualities that women demonstrate can and do have value in the governance of modern institutions. Institutions that include women along with men in their governance, and also allow expression of their particular women's gifts, benefit from this inclusion. Centuries-old prejudice and fear prevent modern institutions from enjoying women's strengths as well as men's strengths in their administration. Organizations in our society which have historically not included women have recently opened to the participation of women in administrative roles. This change in organizations is laudable; however, researchers in the last two decades have shown that merely the presence of women is not enough. At the same time that organizations have been opening to women in administrative roles, researchers have shown that women are different from men in how they work in organizations and in how the organizations respond to women. Because of the work of scholars such as Miller (1976); Gilligan (1984); Belenky, Clinchy, Goldberger, and Tarule (1986); and Tannen (1990), it is now known that women are different from men in their moral and cognitive development and in communication; therefore, women are likely to be different from men as administrators in organizations such as higher education institutions. How do these factors--that organizations are including women in administrative roles, that women are different from men, and that women's differences affect their work in organizations--contribute to the impact that women have on organizations and vice versa? This research study provides insights into and analyses of the above questions based on in-depth interviews of five women administrators in higher education in the New England area. In this thesis, I draw on the research of others to demonstrate women's different, characteristic ways of knowing, communicating, and behaving. Then I show through others' research and my own with women administrators in higher education how women's ways are both expressed and thwarted in the governance of the institutions these women serve.

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Halas, Gayle. ""Pretty radical from what I've known": The dissonance and distance underlying patients' cognitive engagement with educational health information". 2016. http://hdl.handle.net/1993/31838.

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Patient education often aims to activate behaviours for health management. Assumptions of a fundamental desire for information and learning as a pre-requisite for self-management are countered by the fact that some patients refuse or selectively attend to health information. The complex and emotional context surrounding illness and disease may reduce the patient’s openness or willingness to engage with information. Perceptions of a non-compliant, resistant or difficult patient are accompanied with little understanding of the underlying factors. The goal of this research was to explore the cognitive and emotional factors underlying the patient’s readiness to learn or cognitively engage with information regarding diabetes management. This study was conducted using Interpretative Phenomenological Analysis, which draws from the educational experiences of patients with diabetes and interprets their narratives within the context of existing research and theory. A maximum variation sample of 19 adults with Type II diabetes from a primary care clinic and a tertiary care hemodialysis unit participated in an interview. Three main themes emerged: underlying incongruence in knowledge, thoughts and beliefs; relational talking; and negotiating control. Themes converged on the essence of ‘distance’ between the patient’s lifeworld and the disease and its management. When considered in relation to cognitive dissonance and psychological distance theories, psychological adjustment and relational challenges were revealed. Adjustment involved reconciling difference and dissonance at various points during diabetes management. Distance also threatened the adjustment process and in some cases generated defensive reactions. Adjustment and relational challenges have a bearing on the early stages of the learning process. Differentiating the message according to concrete and abstract information may be more conducive to a staged learning process and offer a more tangible understanding of ‘finding common ground’ within patient-centered communication. These factors underlying readiness to learn have been reported by patients with diabetes and require further consideration for tailoring communication and education to support person-centred care and self-management.
October 2016

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Lötter, Martinus Johannes. "Die invloed van skofwerk op ouer-kindverhoudinge". Diss., 2003. http://hdl.handle.net/10500/866.

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Text in Afrikaans
'n Ondersoek is onderneem om vas te stel watter invloed skofwerk op ouerkindverhoudinge het. 'n Literatuurstudie is uitgevoer om die invloed van skofwerk op mense en gesinsfunksies te bepaal. Vraelyste ten opsigte van die ouer-kindverhouding en gesinskommunikasie is geïdentifiseer en aangepas. Uit die resultate van die empiriese ondersoek is geen beduidende verskil gevind in die globale verhouding tussen ouers en kinders by gesinne waar ouers skofte werk en gesinne waar ouers nie skofte werk nie. 'n Beduidende verski1 in die kenverhouding tussen ouers en kinders bet voorgekom. Daar is bevind dat ouer adolessente 'n swakker gesags- en vertrouensverhouding met bulle ouers het as jonger adolessente in gesinne waar die ouers skofte werk. Opvoedkundige implikasies van die bevindinge is bespreek. Riglyne vir die verbetering van die ken-, vertrouens- en gesagsverhouding tussen ouers en kinders is aan ouers en onderwysers gestel. Laastens is voorstelle vir verdere navorsing gemaak. An investigation was wtdertaken to detennine the intluence of shift work on parent~ child relationships. A literature study was done to detennine the influence of shift work on people and family functions. Questionnaires dealing with the parent-child relationship and family communication were identified and adapted. According to the results of the empirical investigation no significant differences were found in general parent-child relationships between families where parents work shifts and families where parents do not work shifts. A significant difference was found in the relationship of knowing between shift working parents and childnm. lt was foWld that older adolescents have a weaker relationship of authority and trust in families where parents work shifts. The educational implications of the findings are discussed. Guidelines for a better relationship of knowing, authority and trust between parent and child are given to parents and teachers. Lastly, suggestions for further research are made.
Educational Studies
M. Ed.(Guidance and Couselling)

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Lotter, Martinus Johannes. "Invloed van skofwerk op ouer-kindverhoudinge". Diss., 2003. http://hdl.handle.net/10500/866.

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Text in Afrikaans
'n Ondersoek is onderneem om vas te stel watter invloed skofwerk op ouerkindverhoudinge het. 'n Literatuurstudie is uitgevoer om die invloed van skofwerk op mense en gesinsfunksies te bepaal. Vraelyste ten opsigte van die ouer-kindverhouding en gesinskommunikasie is geïdentifiseer en aangepas. Uit die resultate van die empiriese ondersoek is geen beduidende verskil gevind in die globale verhouding tussen ouers en kinders by gesinne waar ouers skofte werk en gesinne waar ouers nie skofte werk nie. 'n Beduidende verski1 in die kenverhouding tussen ouers en kinders bet voorgekom. Daar is bevind dat ouer adolessente 'n swakker gesags- en vertrouensverhouding met bulle ouers het as jonger adolessente in gesinne waar die ouers skofte werk. Opvoedkundige implikasies van die bevindinge is bespreek. Riglyne vir die verbetering van die ken-, vertrouens- en gesagsverhouding tussen ouers en kinders is aan ouers en onderwysers gestel. Laastens is voorstelle vir verdere navorsing gemaak. An investigation was wtdertaken to detennine the intluence of shift work on parent~ child relationships. A literature study was done to detennine the influence of shift work on people and family functions. Questionnaires dealing with the parent-child relationship and family communication were identified and adapted. According to the results of the empirical investigation no significant differences were found in general parent-child relationships between families where parents work shifts and families where parents do not work shifts. A significant difference was found in the relationship of knowing between shift working parents and childnm. lt was foWld that older adolescents have a weaker relationship of authority and trust in families where parents work shifts. The educational implications of the findings are discussed. Guidelines for a better relationship of knowing, authority and trust between parent and child are given to parents and teachers. Lastly, suggestions for further research are made.
Educational Studies
M. Ed.(Guidance and Couselling)

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