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Rozprawy doktorskie na temat „Early experience”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 2 lutego 2022

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1

Burant, Theresa Jean 1958. "Early field experience: Four perspectives". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288890.

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Early field experiences (EFEs) are common in teacher education; yet, there is conflicting evidence regarding their value as educative experiences. As the need for preparing prospective teachers for diversity becomes more urgent, research that attends to the context, content, and experiences of preservice teachers in EFEs in diverse schools is necessary. In this study, qualitative case study methodology was used to understand the experiences of preservice teachers, and the meanings they constructed of these experiences, in a reconceptualized EFE in teacher education. The EFE consisted of a team-taught, integrated combination of a general methods course (with a classroom, school, and community-focused field experience), and a foundations of education course, situated in the context of an urban middle/elementary school with a diverse student population. The sample consisted of four preservice teachers: a Mexican-American woman, an American Indian man, and two White women. Data were collected over a period of five months using participant observation, document analysis, interviews, and focus groups. Constant comparison and analytic induction were used to analyze data. Cases of the experiences of the participants revealed three major themes: (a) participation in varied communities; (b) use of multiple literacies to make sense of experience; and, (c) transformations in practices, understandings, and voice. Implications for teacher education from these cases address curriculum and pedagogy in EFEs, experiences that follow EFEs, admissions criteria, and recruitment of members of under-represented groups into teaching.

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Kim, Irene J. "Early Field Experience in Choral Methods". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293547.

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The purpose of this study was to identify the value of early field experience (EFE) in choral methods courses, examine participants' likelihood to include EFE practice in choral methods courses, and determine the rationale for incorporating EFE. The study also explored the participants' preferences for activities related to early field experience, investigated possible relationships between EFE activities and participants' teaching experience or primary responsibility and perceived student outcomes of such participation. A survey instrument was distributed to choral music educators identified through the College Music Society. A total of 100 (after adjustments) responses were collected and analyzed employing descriptive and inferential statistics. The result displayed a high consensus among participants on the value and future implementation of EFE practice in choral methods. Participants declared that educational philosophy, personal experience, and requirements influenced their reason for implementing EFE, with personal experience receiving the highest positive response. The survey listed four categories of EFE activities--teaching, observation, evaluation methods, and other EFE activities. Highest rated activities from each categories were as follows: micro teaching at an elementary, middle, or high school; individual observation at an elementary, middle, or high school; reflection/self-evaluation and instructor feedback; and university choral ensemble participation. The result of Two-Way MANOVA to determine significant relationship between EFE activities and participants' teaching experience or primary responsibility reported no correlation in general with the exception of one activity. A significant difference was observed between attending choral seminars and conferences and participants' primary responsibility (p = .01, p<.05). Expected student outcome was measured through five skill types: personal, content, pedagogical, administrative, and communication skills. Of these, all participants agreed on personal skill (100%) followed by communication (95%), content (94%), and pedagogical skills (94%) as their highest expected EFE student outcome. Early field experience has gained notable recognition among music teacher educators in the past three decades. Numerous studies have verified the benefits of EFE and national organizations have actively supported the practice. The results of this study echoed the results of previous research with an overwhelming percentage of participants displaying a high enthusiasm for EFE practice in choral methods courses.

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3

Teoh, Daphne Phaik-Kin. "Early experience correlates of excessive saving". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/452.

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4

Rydberg, Andreas. "Inner Experience : An Analysis of Scientific Experience in Early Modern Germany". Doctoral thesis, Uppsala universitet, Institutionen för idé- och lärdomshistoria, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-320753.

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In the last decades a number of studies have shed light on early modern scientific experience. While some of these studies have focused on how new facts were forced out of nature in so-called experimental situations, others have charted long-term transformations. In this dissertation I explore a rather different facet of scientific experience by focusing on the case of the Prussian university town Halle in the period from the late seventeenth till the mid-eighteenth century. At this site philosophers, theologians and physicians were preoccupied with categories such as inner senses, inner experience, living experience, psychological experiments and psychometrics. In the study I argue that these hitherto almost completely overlooked categories take us away from observations of external things to the internal organisation of experience and to entirely internal objects of experience. Rather than seeing this internal side of scientific experience as mere theory and epistemology, I argue that it was an integral and central part of what has been referred to as the cultura animi tradition, that is, the philosophical and medical tradition of approaching the soul as something in need of cultivation, education, disciplination and cure. The study contains four empirical chapters. In the first chapter I analyse the meaning and function of experience in Christian Wolff’s philosophy understood as spiritual exercise and cultura animi. In the second chapter I examine experience in the theologian Hermann Francke’s cultura animi, focusing particularly on the relation between scientific experience and what scholars have referred to as religious experience. In the third chapter I chart aesthetic experience in Alexander Baumgarten’s aesthetics. In the fourth chapter I examine the role of experience in the medicine of Georg Ernst Stahl, Friedrich Hoffmann and their followers. The analysis of medical experience channels the discussion into questions regarding the relation between the cultura animi tradition and the kind of attitudes, practices and processes that have been connected to modern objectivity.

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5

Lowe, Natalie. "An exploration of dissociative experiences and affect recognition in the experience of early psychosis". Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/64777/.

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'The early phase of psychosis is understood to be formative in biological, psychological, and social terms, thus affording major opportunities for secondary prevention' (Birchwood & Fiorillo, 2000, p.182). The current thesis considers the experience of early psychosis and how variables of social cognition, trauma and dissociation, influence this crucial and formative period. Chapter I presents a systematic literature review that explores affect perception in early psychosis. The review suggests the presence of an affect perception deficit in early psychosis, which may be more pronounced for perception of negative emotions. In exploring the nature and impact of an affect perception deficit in early psychosis, it is noted that further research is needed to fully understand the implications. However, affect perception deficit in early psychosis may be improved through psychological interventions. Chapter II presents an empirical paper that explores the relationship between trauma, dissociation and early psychosis, and specifically whether dissociation mediates the relationship between experience of trauma and early psychosis. Results indicated that first episode psychosis clients reported significantly greater experiences of trauma and dissociation, and that correlations between trauma experiences and dissociative symptoms in the first episode psychosis group were stronger compared to a healthy control group. Furthermore, dissociation positively mediated the relationship between experience of trauma and first episode psychosis. Results are discussed in relation to existing evidence and theoretical models. Considerations for future research and clinical implications are also discussed. Chapter III presents a reflective paper, which considers the researcher’s experiences of conducting research in the area of early psychosis. Particular attention is given to the discussion of ethical and methodological considerations in relation to undertaking research in the context of current NHS Early Intervention for Psychosis services.

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6

Tanaka, Collins Wendy C. "The experience of early discharge, a maternal perspective". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21270.pdf.

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7

Chapman, Ben. "Early experience and behavioural plasticity in the guppy". Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494593.

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8

Ladores, Sigrid. "The Early Postpartum Experience of Previously Infertile Mothers". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6306.

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The lived experiences of previously infertile mothers in the early postpartum period have not been previously studied. The purpose of the research was to explore the experiences of previously infertile mothers during their early postpartum period. Colaizzi's (1978) approach to descriptive phenomenological inquiry was used to analyze the interview data obtained from twelve first-time, previously infertile mothers. These new mothers, aged 27 to 43 years, were interviewed twice. The first interview focused on eliciting descriptions of new motherhood in the early postpartum period after overcoming infertility. The second interview validated the interpretations from the first interview and provided additional information and reflection. Two main themes emerged that described the early postpartum experience of first-time, previously infertile mothers: 1) Lingering Identity as Infertile; and 2) Gratitude for the Gift of Motherhood. Participants reported that their lingering identity as infertile and immense gratitude for the gift of motherhood propelled them to establish unrealistic expectations to be the perfect mother. When they were unable to live up to being the perfect mother, they censored their feelings of inadequacy, guilt, and shame. Findings from this study sensitize healthcare providers to the difficulties faced by previously infertile women during their transition to motherhood.
Ph.D.
Doctorate
Nursing
Nursing
Nursing

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9

Sindall, Richard. "The lived experience of middle class early retirement". Thesis, University of Surrey, 2006. http://epubs.surrey.ac.uk/2154/.

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10

Yardley, Sarah Joy. "Understanding authentic early experience in undergraduate medical education". Thesis, Keele University, 2011. http://eprints.keele.ac.uk/3831/.

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Authentic early experience describes new medical students undertaking ‘human contact in a social or clinical context that enhances learning of health, illness or disease, and the role of the health professional’ (Littlewood et al. 2005). This thesis provides three original research contributions: a critical analysis of the application of socio-cultural and educational theories to authentic early experience; empirical data addressing two inter-related research questions; ‘How and why do students construct useful knowledge and meaning-making from authentic early experience?’ and ‘How and why do students make authentic early experiences work for them?’; and an interpretation of social processes and resultant consequences embedded in authentic early experience. Multiple theoretical perspectives were used to create a framework incorporating mixed qualitative methods. Scott’s concept of Mētis (1998) guided interpretation of not only how students created meaning but also when and how they chose to use it, and value it, relative to formally recognised knowledge. The study identified six specific findings which provide understanding of the complex consequences arising from authentic early experience. (1) Faculty and placement provider expectations of students were simultaneously too high and too low. (2) Dynamic social interactions are fundamental to meaning-making and knowledge construction (which are inextricably intertwined with identity evolution). (3) Social processes influencing authentic early experience can be described through dyads of variables which form intersecting workplace and educational spectra. (4) A holistic social view identifies unpredictable and unintended consequences of authentic early experience. (5) Students do not align the locus of ‘real learning’ with the locus of ‘real practice’. (6) Students create their own Mētis which crucially includes understanding about how to handle knowledge and meaning and how to make experiences work for them. The implications and potential applications of these findings are discussed.

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11

Wilson, Lynn Allison. "The effects of early experience on the hippocampus". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186430.

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Some experiences occurring early in life affect structure and function of the nervous system. Handling and isolation of infant rats produce physiological and behavioral changes that persist throughout life. These changes may result from interference with the maturation of late developing systems, such as the hippocampus. The research reported here used handling and isolation alone, and in combination, and measured activity, cognitive ability and plasma CORT levels in adult rats. Handling resulted in increased activity, decreased CORT levels, and impaired spatial learning ability. Isolation failed to alter activity levels, impaired spatial ability, and increased CORT levels in females, and reduced them in males. Combining the two manipulations produced no changes in behavior or CORT levels. The results are discussed in terms of altering the manner in which the animals respond to environmental challenges.

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12

Weiner, Jodi Lynne. "The relationship between early family experience and courtship violence". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/794.

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Marckwordt, Michelle. "Effect of Early Traumatic Experience on Current Stress Levels". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690957.

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Past findings regarding the effects of early trauma exposure have been contradictory, showing it to produce both resilience and vulnerability to future stressors. This may be explained by restricted samples, the use of inadequate measures of stress, and/or a failure to consider the possibility of curvilinear relationships. The present study sought to improve on past methodologies, sampling from a community population, utilizing a theory-consistent and well-validated measure of stress, and conducting quadratic regression analyses. Adult participants (N = 255) were recruited from community sites, where they completed the Lifetime Trauma Checklist, the Stress Overload Scale, and a demographic questionnaire. Analyses confirmed a curvilinear relationship between early trauma and stress overload, but not in the expected direction. Both zero- and low-exposure groups had lower levels of current stress overload than the moderate- and high-exposure group, but stress overload scores began to show a decline among the highest in the high-exposure group. The same relationship was found for one of the components of stress overload, personal vulnerability, but not the other, event load. The implications of this differential, possible explanations for the curvilinear result, and the import of these findings for both theory and practice are discussed.

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14

Gould, Lois Marian. "Preservice teachers' reflections on an early "learning to teach" experience". Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187094.

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Current literature on the "learning to teach" process has tended to concentrate more on the student teaching than on the early introductory phases of the process. This qualitative study investigates the growth and change statements described in students' final reflective essays of a course designed to introduce them to the complexities of teaching. The emphasis is on conceptual change and the developing schema students construct during an introductory course, Classroom Processes and Instruction. The study consisted of three phases of analysis. The first was of the course components mentioned by the students as having affected, in some way, their growth or change during the course. The second was an analysis of the students' style and quality of written expression: The Level of their writing as determined by the amount of support they offered for their statements; the Perspective they used to organize their writing, either by theme or by course component; the Mode they used to express themselves, either personal or impersonal; and the View they took of the experience, either ego/self, student, or sociocultural. The third phase was an analysis of the character of the growth and change statements made by four exemplars, one from each of the four writing Levels. Results of the study demonstrated the interconnectedness and cyclical nature of all course components; field work, guided reflective writing, experiential, and interactive classroom opportunities. Comparisons of the students' writing showed progressions in all areas, from simple to complex. Less skilled writers tended to write in impersonal modes and to see the experience from an ego/self view. More advanced writers tended to organized their reflections around thematic perspectives, to write in personal modes, and to view their experiences with their future students in mind. Patterns of preservice student development, as indicated by the four exemplars, varied from concrete to abstract, from learning about teaching as technique to learning about the concepts of teaching and about themselves as teachers. A number of issues are raised relative to the findings that showed more older non-traditional students, more Hispanic students, and more elementary majors in the lower writing levels.

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15

Swann, Rachel. "An exploratory study of early adolescents' experience of family therapy". Thesis, University of East London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532480.

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16

Lobont, F. "Religious experience and its modes in early Collingwood (1916-1929)". Thesis, Swansea University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.637941.

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The thesis attempts to unveil and explore Collingwood's constant (unorthodox) treatment of religion in general and Christian religion in particular throughout his entire oeuvre, with special emphasis on his early creative period. Within the complex and problematic issue of religion, special attention is paid to the religious experience as it is experienced in the act of worship and prayer. The development of Collingwood's treatment of religious faith is presented as convergent with the evolution of his metaphysics and philosophy of history. Moreover, several attempts are made, demonstrating that - granted that for Collingwood, religion proper includes a cognitive element - his constant mediation on religion could both explain and underlie a good part of the developments occurring in his philosophy. A special emphasis is also laid upon the emotional aspect of religious experience whose implicit rational content is associated with that of the rational emotions studied by the historian and the unconscious, or pre-reflective thought investigated by the metaphysician. This association is presented as a means of suggesting the self-consistency of Collingwood's attempt to vindicate the unity of the mind. The study draws extensively on a number of important unpublished manuscripts by the Oxford don and tries to analyse the influence of Kant and Hegel on his treatment of religion and to demonstrate the primacy he ascribed to practical reason. As for Collingwood's view on metaphysics, it is presented as more 'traditional' (in the Heideggerian sense) than it seems at first glance, by trying to unveil his implicit belief in the existence of perennial problems and the inspiring role played here by his meditation on religious experience and knowledge. Finally, the thesis tries to show that Collingwood's discussions on religion take place within a realist philosophical framework which prevented him both from becoming a naturalist and an atheist thinker.

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Davis, Suzanne. "The experience of early dementia and the concept of self". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324959.

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Kuyten, Willem. "The beliefs, coping strategies, and early experience of depressed patients". Thesis, King's College London (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360200.

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Corner, Ann-Marie. "Bereavement : early experience, perceived social support and help-seeking behaviour". Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295909.

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20

Madej, Krystina. "Characteristics of Early Narrative Experience : Connecting print and digital game /". Burnaby B.C. : Simon Fraser University, 2007. http://ir.lib.sfu.ca/handle/1892/9751.

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Thesis (Ph.D.) - Simon Fraser University, 2007.
Theses (School of Interactive Arts & Technology) / Simon Fraser University. Senior supervisor: Dr. John Bowes -- School of Interactive Arts & Technology. Also issued in digital format and available on the World Wide Web.

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21

Bitter, James. "“Emotion, Experience, Early Recollections: Exploring Restorative Reorientations in Adlerian Therapy". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6108.

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Morris, John Spencer jr. "Early Sexual Experience Alters Adult Affective Responses and Immune Function". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366630397.

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Morris, John Spencer jr. "Early Sexual Experience Alters Adult Affective Responses and Immune Function". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1318349800.

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24

Chen, Fang. "Does an Early Second Language Immersion Experience Impact Student Motivation?" Otterbein University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1350927922.

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Hastings, Corey D. "Pediatric Dentists’ Experience with Early Childhood Caries and Family Dysfunction". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1530203467670262.

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Schwinn, Sandra Jean. "Early reading success: Parents make a difference". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1035.

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Lange, Alissa A., Lynn Lodien i Anne Lowe. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6020.

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Lange, Alissa A., Lynn Lodien i Anna Lowe. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6020.

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Lange, Alissa A. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6020.

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Zeher, Jamie. "Young-Onset Dementia: The Child's Experience with Coping". Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/936.

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Young onset dementia (YOD) affects not only the person diagnosed, but the family unit as a whole. It is estimated that as many as 500,000 people in the United States have YOD and around 250,000 children are involved in caring for these people. A child of a parent with YOD can begin to experience negative effects when the child begins to take part in caregiving for the person with young onset dementia (PWYOD). Feelings of stress, anger, fear of the future, depression, social isolation, and increasing responsibility of caring for the PWYOD can be felt by children as caregivers. Research shows that children of people with YOD have reported an extreme lack of support and decreased communication within the family. The purpose of this thesis was to examine current interventions designed to improve coping for children of parents with YOD. A review of literature using CINAHL, Medline, and PsychINFO was conducted to gather peer-reviewed articles and journals relating to interventions to help children of parents with YOD cope. However, no studies have discussed interventions specifically for the child. Therefore, information was pulled from 5 studies regarding what children of people with YOD feel has helped them, in their respective experiences, to deal with the stresses of a parent with YOD. Research suggests that individualized care should be provided for these children based on: age, developmental stage, and experience. Children have reported that they cope by spending time away from the home, participating in extracurricular activities, and spending time with friends. Clear communication by all members of the family is also reported to be vital in easing the stresses of caring for a parent with YOD. While children have developed these coping mechanisms, interventions need to be formally designed and their effect on improving coping examined. Analyzing the experiences of the children with parents with YOD is necessary for clinicians to gain insight into what interventions worked for this population, and what interventions need to be created for further and more individualized support.
B.S.N.
Bachelors
Nursing
Nursing

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Demonteil, Lauriane. "Development of food texture acceptance during early childhood : relationships with oral feeding behaviour and early food experience". Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCK007.

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Ce travail de thèse a pour objectifs de caractériser quels types de textures sont acceptés à un âge donné entre 4 et 36 mois et d’identifier quels sont les facteurs (caractéristiques de enfants, leurs capacités orales et les pratiques maternelles d’alimentation) contribuant à l’acceptabilité des textures en France. Pour répondre à ces objectifs, une enquête transversale à destination de mères ayant des enfants âgés entre 4 et 36 mois (n=3079 réponses analysées) mesurant l’acceptabilité déclarée, ainsi qu’un suivi longitudinal d’enfants âgés entre 6 et 18 mois (n=49) mesurant l’acceptabilité réelle ont été conduits. Les résultats de l’enquête qui couvrait une large gamme de textures montrent que pendant la première année les enfants sont principalement exposés à des aliments sous forme de purées, alors que les morceaux et les doubles textures (purée avec morceaux) sont introduits après 12 mois. Le développement des compétences orales de l’enfant (nombre de dents, capacité à se nourrir seul) et certaines pratiques maternelles d’alimentation, tel l’âge de diversification et le mode de préparation des aliments, sont associés à une plus grande exposition aux textures alimentaires. L’acceptabilité des aliments de différentes textures est dépendante du développement oral de l’enfant et est fortement associée à l’exposition de l’enfant aux différentes textures. Les résultats de l’étude expérimentale révèlent que la majorité des textures alimentaires proposées lors des séances sont acceptées dès 6 mois. A chaque âge d’étude, l’acceptabilité et les comportements oraux varient suivant les textures ; à partir de 10 mois les enfants ont plus recours à la mastication qu’à la succion. Comme observé dans l’enquête, l’exposition aux différentes textures s’avère le meilleur prédicteur de l’acceptabilité des textures avec l’âge. La prise en compte de ces résultats détaillés pourrait permettre d’établir de nouvelles recommandations concernant l'introduction des textures en France et de développer des produits destinés aux jeunes enfants qui intégreront ces enseignements
This thesis aimed to characterize which food textures are accepted at a given age between 4 to 36 mo of age, and to identify factors (children’s characteristics, feeding skills and maternal feeding practices) that contribute to food texture acceptance in France. To meet these purposes a cross-sectional survey intended for mothers having children aged between 4 and 36 mo (n=3079 answers analysed) measuring declared acceptance and a prospective longitudinal study with children aged between 6 and 18 mo (n=49) measuring actual acceptance were carried out. Results from the survey, which covered a larger range of food textures, showed that over the first year, infants were mainly exposed to foods in pureed forms, whereas pieces and double textures (e.g. puree with pieces) were introduced after 12 mo. Factors such as the development of feeding skills (number of teeth; ability to eat autonomously) and some maternal feeding practices (age of CF, type of food preparation) were associated with a higher food texture exposure. The acceptance of food with different textures increased steadily up to 3 years, with a sharper increase for soft and hard solid foods from 13-15mo. The acceptance was dependent of the child’s feeding skills readiness, and was strongly associated with the child exposure to food with different textures. Results from the experimental study showed that most of the food textures offered in the study were accepted by children from 6 mo onward. At each studied age, children’s food acceptance and feeding behaviours varied according to the food textures; from 10 mo, chewing predominated over sucking. As found in the survey approach, the food texture exposure was the best predictor of food texture acceptance. Taking into account these detailed results could make it possible to establish new guidelines with regards to food texture introduction in France, and to develop food products for infants and toddlers including these learning

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McClain, Madison P. "Supporting Teacher Candidates to Teach in Classrooms with Students Who Experience Trauma". Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1616175945861235.

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Harley-McClaskey, Deborah. "Impact of Cocurricular Experience on Leadership Development". Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/4720.

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Broderick, Jane Tingle. "Many Ways to Bring Drawing into the Play & Learning Experience". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4229.

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Lyons, Rebecca Lea. "Case study: students, parents, educator perspectives on the early start experience". Diss., Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/lyons/LyonsR0512.pdf.

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Early start programs were initially developed to provide high school students with a jump start on college credit. In order to determine the effectiveness and transferability of early start programs, post-secondary education administrators and high school counselors need to have an in-depth understanding of students' early start experience. This qualitative case study examined the early start experience from the viewpoint of 20 college students who previously participated in an early start program such as Advanced Placement or dual credit while in high school; the students interviewed attended the same four-year research university. With the students' consent, eight mothers of the former early start participants were interviewed to gain an understanding of their view of the early start experience. In addition, a director of admissions at a four-year research university was interviewed to provide insight on the early start experience from a post-secondary education perspective. Document analysis of student academic transcripts evaluated the transferability of early start courses to a four-year research university. This research discovered that students participated in early start because they want to be challenged while in high school. The students took it upon themselves to initiate the early start conversation with their parents. Contrary to what has been reported in the literature, students in this study felt their high school teachers played more of a role in the early start experience than their high school counselor. The analysis of the academic transcripts revealed that early start courses fulfilled general education and elective credits at this one institution. The in-depth exploration of the early start experience provided insight on how secondary education and post-secondary education may work together to continue providing an early college experience for high school students.

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Al-Hossain, Fagih Abdullah Yahia. "Educational attainment and early labour market experience : a simultaneous equations approach". Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289035.

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Bitter, James R., i J. Graham Disque. "Emotion, Experience, and Early Recollections: Exploring Restorative Reorientations in Adlerian Therapy". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2795.

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Jambert-Gray, Rosemary Anne. "The lived experience of breastfeeding methadone-treated mothers in early motherhood". Thesis, University of Brighton, 2014. https://research.brighton.ac.uk/en/studentTheses/19b756fb-59b2-4cb5-a5ba-d8338cc71759.

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Previously documented evidence suggests that motherhood is potentially an important time for change in drug-using behaviour. My research interest for this longitudinal phenomenological study stemmed from practice observations where methadone-treated women struggled to prove their trustworthiness as mothers. They consistently reported frustration in the face of continued professional suspicion of their identity as drugusers. The essence of the phenomenon is therefore described as an existential tension experienced by breastfeeding mothers in methadone maintenance treatment during the first 12 weeks of motherhood. The aim of this thesis is to reveal the previously hidden inter-subjective and social realms of their lived worlds.

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Peet, Julie. "The influence of social location on the experience of early dementia". Thesis, University of Kent, 2014. https://kar.kent.ac.uk/47919/.

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This thesis investigates the intersections of social class and gender with the early dementia experience. 20 older people with a likely dementia diagnosis were recruited from memory clinic referrals. Unstructured interviews were conducted in the person’s home in the liminal space between referral and formal diagnosis and were analysed using interpretative phenomenological traditions. Drawing on Bourdieusian concepts of habitus and capital allowed a nuanced and complex understanding of meaning creation to be explored. Understandings and meanings of memory loss and dementia were conceptualised by participants in terms of biographical flow and expectations of ageing. Prior experience of dementia caring roles promoted earlier help seeking behaviour, whilst attitudes towards classifying dementia as a mental or physical illness, was a powerful instigator of uncertainty in meaning. The desire to reduce stigma prompted avoidance coping mechanisms in terms of physical withdrawal, and social and mental distancing from potentially challenging situations, and reinterpretation of cognitive limitations. These responses were simultaneously shaped and defended by a sense of a life lived and personal biography, whilst the level of challenge to biographical flow was directly related to the meaning attributed to memory loss. These findings uphold the view that dementia is not universally understood as a wholly devastating illness by those experiencing memory loss, and that services need to take account of personal biography and the level of interruption to biographical flow in assessing the meaning making related to memory loss. ‘One size’ of memory service, does not ‘fit all’.

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Fuss, Elizabeth. "Understanding the Parent Experience of Receiving an Early Childhood Autism Diagnosis". Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629468806998174.

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Wilson, Lynn Allison 1953. "The effects of early experience on cognitive functioning in the rat". Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277046.

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Forty-eight rat pups were handled and isolated from postnatal days 3 through 13 in order to determine whether this manipulation would alter the postnatal development of the hippocampus. Half of these animals were then reared in enriched environments from weaning until maturity to determine whether enrichment would ameliorate the expected deficits in learning ability. Beginning at 90 days of age, all animals were tested on a T-maze, rotating bar and both place and cued versions of a water maze task. The study failed to find gross deficits in learning as a result of the handling/isolation procedure, although emotional differences between groups was evident, as were sex differences. Apparently more questions have been raised than answered by this study, and possible directions for future research are discussed.

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Lepadatu, Gilbert Vasile. "EARLY HEIDEGGER'S TRANSITION FROM LIFE TO BEING". UKnowledge, 2009. http://uknowledge.uky.edu/gradschool_diss/725.

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Heidegger was not always preoccupied, as he himself would later come to believe, with the question regarding the sense of being. Eight years before he published his magnum opus, Sein und Zeit, in 1927 he was totally devoted to finding a systematic way to bringing “life” as the ultimate source of meaning to explicate itself. In the years between 1919-1923, “life”, and not “being”, is the matter of philosophy par excellence, only to be disregarded, even refuted as a “proper” matter of philosophy in the subsequent years. In this paper I examine the philosophical motives that led Heidegger from life to being. The purpose of this project isto trace the emergence of the “thinking of being” in “life philosophy.” I will show that the transition from “life” to “being” is not at all as radical as Heidegger wants it to be whenever he voices his concerns about the metaphysical grounds of life philosophy. When “life” is understood in the exact terms in which Heidegger himself understands it in the years between 1919-1923 then, I argue, the transition to being is more a radicalization, and by no means an abandonment, of life philosophy. In the process of elaborating an understanding of life so fundamentally sympathetic to life that it can claim itself to be life’s own self-understanding, Heidegger comes gradually to realize the importance of life’s own way of living understandingly, the performative sense in which it [life] itself understands itself to be, for the very effort to understand life. Life is now interpreted as a way of being for which this very being, its way of being, is an issue for itself. In the first chapter I go back to the original motives that led Heidegger to choose life, lived experience, as the proper topic of philosophy. It is here that Heidegger discovers that philosophy is ultimately about an entity that is somehow concerned with itself already in being-engaged to “something” other than itself. Intentionality is interpreted as the manner in which an entity is playing itself out, as it were, in engaging a world. In the second chapter, I follow his elaborations of this newly discovered topic, the “personal” character of experience, with a focus on the unique way in which he develops it by both rejecting the Neokantian approach to life and by critically appropriating Dilthey’s conception of lived experience. The third chapter presents Heidegger’s “insights” into life – which will remain unchanged, only put to different uses when the topic changes from life to being. The fourth chapter takes up the issue of how life is (and is itself)in being referred to its own past. Here I show how life is found to be “in need” to appropriate what it has been as the way in which it can be itself. Chapters five and six delve into the proper relation between living and philosophizing by focusing on how life is living-in-understanding. It is shown here how Heidegger elaborates, unfortunately insufficiently, his method of “formal indicators” which will enable him to interpret life as a “way of being.” Such interpretation leaves open the possibility, however, of either interpreting life as the manner in which being itself can be experienced or, as Heidegger does in the first early years, or interpreting being as the manner in which life can come to itself. Early Heidegger can only justify the former interpretation: in developing for itself a sense of being which can only be performed as a way in which life lives, life develops a genuine self-understanding.

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Bryanton, Janet-A. "Perception of the birth experience and its relationship to early postpartum parenting". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111849.

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Purpose. The purpose of this study was to examine the relationships between women's perceptions of their childbirth experiences and their early postpartum parenting behaviours and to determine the factors that predict the birth experience. Methods. Of all women giving birth on Prince Edward Island between October 27, 2004 and December 31, 2005, 652 women and their newborns were recruited from the postpartum units of two general hospitals. Initial data were collected at 12 to 48 hours postpartum using three self-report questionnaires and chart review. Women's childbirth perceptions were then scored, and a sub-sample of these mother-infant pairs (n=175) was assigned to cohorts based on positive (n=95) or negative (n=80) birth perceptions. They were visited at home at 1 month postpartum, where data were collected with three questionnaires using self-report, observation, and biophysical measurements. Results. Based on the results of linear and logistic regression, women's perceptions of their childbirth experience were not predictive of five parenting behaviours/indicators at 1 month postpartum: feeding score (representing attachment and responsiveness), exclusive breastfeeding, protection from harm, and maternal perception of infant health and contentment (representing infant health). Of the 20 predictors of women's childbirth perceptions, the strongest were: type of birth; degree of awareness, relaxation, and control; helpfulness of partner support; and being together with the infant following birth. Conclusion. Most women, even those who had negative experiences, were parenting effectively at 1 month postpartum. Of the predictors of a quality birth experience, most were amenable to nursing interventions. Thus there are important implications for nurses to enhance patient awareness, relaxation, and control; promote partner support; and provide immediate opportunities for women to be with their babies.

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Hauch, Sofie. "Reassessing religious experience in a scientific age : early approaches to religious pluralism". Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4277/.

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In this thesis I am investigating the religious ideas of Ramakrishna, Vivekananda, H. P. Blavatsky and Annie Besant as examples of early approaches to religious pluralism. In this context, the term ‘religious pluralism’ refers to the belief that all religious traditions are paths to genuine religious ends. Thus, religions other than one’s own are considered to be of significance to people of all faiths and even to those who are not believers. I relate the appearance of these early notions of religious pluralism to the historical and ideological setting in which they were proposed, particularly the late nineteenth-century debate about science and religion in the West and its spheres of influence. I argue that theories of evolution, in addition to the emerging field of historical biblical criticism, presented a serious challenge to traditional understandings of religion. Together, these two strands of thought made a strong case for a purely materialistic worldview and for the further development of modern sciences on such a basis. In response to this crisis of religion, the four thinkers proposed religious teachings inspired by their own intense religious experience. They emphasised the experiential aspect of these teachings in order to claim an epistemic status of religious knowledge equal to that of scientific or empirical knowledge. In order to universalise this claim, they appealed to religious experience and religious knowledge originating in all faith traditions. In my assessment of these arguments I suggest that the two main thinkers, i.e. Ramakrishna and Blavatsky, may have been led towards pluralistic ideas of religion through their endorsement of the esoteric traditions of Tantrism and Hermeticism, respectively. Moreover, I trace the impact of the British colonial presence in India on the content, presentation and reception of the teachings of all four thinkers. I conclude that the teachings of Ramakrishna et al. represent early attempts to engage with the fact of religious plurality from a religious perspective. Thus, the four thinkers encouraged people to relate to the beliefs and practices of other faiths and to explore them in relation to their own life. These early efforts in interreligious understanding represented the initial steps towards our current debates about religious pluralism and interreligious dialogue.

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Trotter, Eileen. "The early student experience and its relationaship with retention : the student voice". Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444864.

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Bitter, James R., i J. Graham Disque. "Emotion, Experience, and Early Recollections: Exploring Restorative Reorientation Processes in Adlerian Therapy". Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2797.

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Hargreaves, Julian P. "Learning as participation in early clinical experience : its meaning for student physiotherapists". Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/49396/.

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This research explores the meaning of learning as a process of social participation in clinical practice. The study focused on six first‐year student physiotherapists during a period of early clinical experience on a work integrated learning programme. The programme was unique at the time of the study in that it placed students in clinical settings from the first week of their undergraduate experience. The research applied a case study design and qualitative data were gathered from each student via on‐line learning journals, reflection lines and pre/post experience interviews. Data were analysed, between and within cases, to develop a sense of progressive narrative through the experiences made significant by each participant over the course of the clinical experience. An abductive logic was applied to develop a more theoretical explanation of learning as participation in clinical practice for each participant. The study concludes that these individuals adopted an agentic approach and recognised the benefit to their learning of proactively seeking opportunities to get involved in practice. Interaction with a range of co‐participants was valued, for a variety of reasons. Students were more willing to discuss their own deficits and ask questions of junior clinicians. Interactions with senior clinicians were more likely to challenge and extend the students' practice. Interactions with non‐physiotherapy colleagues in the multidisciplinary team were valued for the different perspectives they offered. Students valued participation in situations where they could assume greater responsibility, as long as their efforts were recognised by the clinical educator. Participants did not always see value in “routine” practice where there was little opportunity to be involved in decision making or discussion, describing their involvement as being “an extra pair of hands”. Participants described their performance of secondary Discourses of practice in the construction of their respective identities, which I describe as productive worker, trustworthy student, engaged student and junior professional. These Discourses supported participants' bids for recognition and progressive involvement in communities of clinical practice. However, where the participant identity was associated too strongly with a particular Discourse the educator could restrict access to learning opportunities. Participants dis‐identified themselves from Discourses that conflicted with individual habitus and conveyed lack of care or unethical behaviour. Where power relations challenged the possibility of overt rejection, participants were strategic and excluded these Discourses from their future, rather than current repertoires. At the start of their early clinical experience, participants expressed a desire to “learn by doing” and “learn on the job”. These cases demonstrate that even at an early stage of experience, participants were contributing to the productivity of the workplace and they felt valued when their contributions were recognised. These cases demonstrate that mutual relations support participation but require ongoing negotiation. Considering mutuality as a mechanism for participation in early clinical experience can support analysis of the ways in which social relations support both learning and work objectives. Mutuality as a mechanism for participation requires the learner and educator to recognise these dual objectives. Changing conditions of practice can threaten mutuality. Where a threat occurs, it is countered by adaptive practices that continue to support mutuality in terms of engagement, repertoire and enterprise with the community of clinical practice.

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Bitter, James. "Early Recollections, Emotions, and Experience: In Appreciation of Ed and Barbara Janoe,”". Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/6130.

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Michaels, Samantha T. M. D. "Selective Intra-Ophthalmic Artery Chemotherapy for Advanced Intraocular Retinoblastoma: CCHMC Early Experience". University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1415626121.

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Miller, Kimberly Pietsch. "Developing Instructional Leadership in Early Experience Secondary School Principals: A Case Study". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532455016812114.

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