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1
Li, Wenmin School of Arts UNSW. "Journey". Awarded by:University of New South Wales. School of Arts, 2005. http://handle.unsw.edu.au/1959.4/23936.
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???Journey??? as a term in the dictionary, indicates a distance covered in travelling, usually by land, from one place to another. In my paper, ???journey??? becomes equal to life experience, consisting of time, space or place, and thoughts. I see my life as a linear journey, made up of many points, in different time and space, facing diverse scenes, causing various emotions, and creating distinct relationships with the world. My project deals with time, space and thoughts in my life???s journey. I have turned to the space of everyday life in order to explore its shifting physical, social and psychological dimensions. This is where I would locate my work in relation to Contemporary Art, where the relationship between the inner and outer world, between private and public, between art and everyday, are also the key issues. These are my truly personal experience of my stay in Australia, where I have been provided an opportunity to experience the differences in various ways. Since all experiences take place in time and space, the two categories provide a comprehensive framework, in which my thoughts have a place to occur and develop. In my real life experience, what I have been through is not only to confront the conflicts and the uneasiness, but also to understand the differences, and then to accept and get used to these until I have harmony in my heart.
2
Martinsen, Suzann. "JOURNEY". Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3335.
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In my drawings and animation, I create a representation of a culture that is instilled in me, yet foreign. The work is inspired from a childlike perspective to depict a personal primitive experience with the Korean culture. The subtleties of the animations are meant to reflect the quiet nature of Asian paintings and to allow the viewer to experience and interpret it as they choose. I want others to see without hearing words in an already noisy world.M.F.A.
Department of Art
Arts and Humanities
Studio Art and the Computer MFA
3
Bordoloi, Mita. "Journey". Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571631.
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McGaugh, Michael. "Journey". VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2344.
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My art explores the traditional elements of line, value, and texture. I use pencil and charcoal to create my drawings, and use the computer to alter and enhance my photographs. I also explore the relationships created through the combination of traditional and digital processes. Through the process of drawing, scanning, and layering images on the computer, I reveal details created by the contrast of these media. My goal is to successfully combine and balance traditional art practices with digital technology.
5
Taylor, Anne. "Sentimental Journey/Winter Journey: Araki Nobuyoshi's Contemporary Shishōsetsu". Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13310.
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Senchimentaru na tabi fuyu no tabi or Sentimental Journey/Winter Journey, a photobook created and published by photographer Araki Nobuyoshi in 1991, documented two highly personal events of the photographer's life. The first section consists of twenty-two images of Araki's 1971 honeymoon with his wife Yōko Aoki, while the second section features ninety-one images and an essay documenting the last six months of Yōko's life in 1989-90. This thesis measures SJ/WJ against a Japanese literary tradition invoked by Araki in his opening manifesto: the shishōsetsu. A genre of writing from the early 1900's that read like a confessional or personal diary, the shishōsetsu was regarded as a `true' story insofar as it revealed a totally transparent `author' within a totally transparent `text.' Given these criteria, this thesis determines the success of Araki's SJ/WJ as a true-to-life autobiography.
6
Asnis, Lisa. "My Journey". Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/AsnisL2011.pdf.
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Poppell-Meier, Mary Katherine. "The journey". The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1333119772.
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Stahl, Mary. "Unified Journey". VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2989.
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My paintings, sculptural work, photography, and mixed media pieces represent aspects of journeys. These journeys are presented as literal, physical, and psychological. I find myself impacted by recent journeys which have evolved into abstracted pieces representing a new life passage, motherhood. Creating this work helps me to express the surrounding beauty I continue to encounter. Collectively, these journeys unify my metaphorical journey through life. The process of making my art is also a journey. My images shift and transform through the process of development. I work with a variety of materials including watercolor, acrylic, paper, textured paste, plaster, and photographic images on canvas. Layering and applying various materials to create texture becomes an instinctive act. More planned is my use of color, which signifies steps in my journey, such as violet indicating transformation, red implying excitement, and yellow showing joy.
9
Seif-Regan, Cheryl Ann Mrs. "Chaotic Journey". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4558.
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Artist Statement
My art is about seeking answers to personal conflicts while telling a story of a
chaotic journey. I reflect on everyday moments and my thoughts as I discover ways to
make sense of situations and life. I do this by creating textural, vibrantly colored, and
gestural surfaces that emulate the powerful waters of the seas. I want to reveal an
emotionally driven and process-oriented experience to the viewer. While creating, I do
not maintain full control of the media and let the process become part of the work.
I aggressively layer thick paint, glass, and mixed media. I spontaneously apply
spirals and swirls of vibrant color that undulate and rotate like waves of an ocean. The
spirals and swirls are a recurring motif in my work. These forms are ancient symbols of
evolution, growth, and change and reflect the examination of my life. The colors and
marks represent the turbulent and constant chaos of life.
10
Smith, Douglas. ""My Journey"". Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1253.
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This is a copy of my thesis which I have written in its original form as a travel journal that I brought with me on a trip I took driving across the country. I have duplicated it word for word so that it may be more accessible to review. Accompanying this copy are a few photographic samples of different places I've been that offer a visual feeling of what I'm talking ahout thru-out the journal. The original copy of the journal will be displayed as part of my show (March 1st-5th at the Oliver Gallery) and can be viewed in its entirety.
The form of this thesis is in journal format so you as a reader will enter right into my life on a specific data and will follow my experiences on a daily basis. The writing is done with no consideration to proper grammar so that I could flow better when I wrote it. In a lot of ways the creation of this project parallels my painting processes. The journal exists as an object that I have transformed through layers of words and images and materials that all together form an overall "big story" in it about who I am. My paintings seem to follow the same master and even though they have individual personalities they as a whole tell my story. All these different ways of communicating my experiences (painting, writing, talking) have brought out a variety of ways of remembering them and the explanation of them as stories of voice and words and paint.
11
Neuner, Stefanie. "A Seamless Journey". VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1586.
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12
Bowie, Markus. "The Longest Journey". Thesis, Kungl. Konsthögskolan, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kkh:diva-255.
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The Longest Journey is an experimental Master essay which consists of 27 images with accompanying texts. Part of the images are digital photographs and part of them are images created through a special process involving different software tools – mainly Adobe Photoshop and Google Earth. The texts comment on how the images themselves were created and how one might understand what they are and how they function as aesthetic objects and as potential catalysts for thought.The essay was published as part of a Master of Fine Art Degree exhibition with the same title. For an English translation of it and photographic documentation of the exhibition, please contact: markus.bowie@gmail.com
13
Urban, Diana. "An unexpected journey?" Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-138282.
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Professionelle Lehrkompetenz wird nicht einmalig erworben, son-
dern kontinuierlich (weiter-)entwickelt. Diese Entwicklung ist ein
Lernprozess, der selbstgesteuert oder weiterbildungsgestützt sowie bewusst oder unbewusst erfolgen kann. Der Reflexion des persönlichen Lernprozesses, der Einfluss dessen auf das eigene Lehrverständnis und -handeln kommt somit eine besondere Rolle bei der eigenen Kompetenzentwicklung zu. Die Portfolioarbeit kann dabei als ein Verfahren genutzt werden, um diese Reflexion methodisch zu gestalten.
14
Dyer, Heather. "A writer's journey". Thesis, Aberystwyth University, 2017. http://hdl.handle.net/2160/8951332c-524e-476d-a220-c4398e25be9d.
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'A Writer’s Journey' is a memoir that describes my journey through a creative block, during which time I also explored the practice of mindfulness. Throughout the memoir I draw parallels between creativity and the practice of mindfulness, concluding that that both require a non-judgemental, playful, curious mind set which is not attached to a set outcome. Both creativity and mindful awareness ultimately require a deconstruction of the self in order to attain new insights, or growth. A Writer’s Way describes my efforts to achieve a deconstruction of the self through mindful awareness in order to restore my creativity. A Writer’s Journey therefore explicitly aligns two paradigms: the creative process and spiritual growth. However, as a quest narrative, A Writer’s Journey also implicitly aligns a third paradigm: the mythic archetype or universal symbolic story structure as outlined in Joseph Campbell’s monomyth The Hero’s Journey. In all three paradigms the ‘protagonist’ experiences an initial dissatisfaction followed by a period of dialectic tension, after which they must deconstruct their egoic self and move beyond conditioned thinking to receive new insights. The original contribution of the critical commentary is a close examination of the ways in which the mythic archetype and the creative process are aligned. I conclude that the archetype can be read as a metaphor for the creative process itself (the mythic approach to creativity), and that the message implicit in the archetype is ‘live creatively’. Reading the mythic archetype as a metaphor for the creative process has implications for our understanding of the purpose of story as well as our understanding of the mechanisms of the creative process. I explore this in ‘Chapter 3 – What Do Stories Do?’ I suggest that the annihilation of the egoic self that the hero experiences in the belly of the whale is analogous with the incubation phase required for creative insight. In both paradigms, I suggest that a temporary ‘deconstruction of the self’ is required before new insights or growth can be attained. A deconstruction of the self is the ultimate aim of the practice of mindful meditation, or mindful awareness. The critical commentary also makes explicit how the memoir conforms to the stages of the mythic archetype. As a quest narrative in which the quest is creativity itself, A Writer’s Journey illustrates the mythic approach to creativity. It also illustrates the mythic approach to spirituality. I believe that the original contribution of the creative folio, therefore, is that it demonstrates the mythic approach to both creativity and spirituality, in the form of a reading memoir.
15
Urban, Diana. "An unexpected journey?" Hochschuldidaktisches Zentrum, 2013. https://ul.qucosa.de/id/qucosa%3A12377.
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Professionelle Lehrkompetenz wird nicht einmalig erworben, son-
dern kontinuierlich (weiter-)entwickelt. Diese Entwicklung ist ein
Lernprozess, der selbstgesteuert oder weiterbildungsgestützt sowie bewusst oder unbewusst erfolgen kann. Der Reflexion des persönlichen Lernprozesses, der Einfluss dessen auf das eigene Lehrverständnis und -handeln kommt somit eine besondere Rolle bei der eigenen Kompetenzentwicklung zu. Die Portfolioarbeit kann dabei als ein Verfahren genutzt werden, um diese Reflexion methodisch zu gestalten.
16
Santarone, Ninnette. "My Artistic Journey". VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2583.
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My artwork is focused on mixed media and printmaking. Through these media I address current world events, such as global warming and recycling. I also make works that deal with personal emotions. In making my work I use charcoal pencil, paint, newspaper, found stamping materials, and old books. I overlap these materials and blend them together to create an overall cohesive appearance. I present generalized objects that may not appear to be completely finished. This appearance serves as an analogy of the instability of our world’s environment and my personal life.
17
Ahn, Byungkyu. "Journey for Jazz". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4245/.
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This written thesis accompanies a 32-minute documentary video, Journey for Jazz, which explores four Korean students who major in jazz at the University of North Texas in Denton. Detailed accounts of the pre-production, production, and post-production of the video guide the reader to understand the challenging and rewarding process of making this documentary. Theoretical issues are also discussed, including Bill Nichols's typology of documentary modes as a useful tool for analysis of hybrid documentaries and conventions of the observational and interactive mode in Journey for Jazz, which is considered a hybrid of both modes. The film focuses mainly on the scholarly and artistic experiences that the four students undergo while studying jazz in the United States.
18
Bolger, Eric W. "Journey into intercession". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Jackson, Bailey. "The Continuous Journey". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/131.
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The following work has compiled over the course of my time spent at Claremont Graduate University. Through my time in the program I have not only developed as an educator but an individual as well. My journey began simply by looking at myself and who I am. I thought I knew who I was, but as I continued with my courses, spent more time in the classroom, and engaged in professional relationships I began to wonder. Throughout this ethnography, I will share my experiences and journey through this roller coaster year. However, as I reflect now, I can begin to appreciate the journey I have been on and look forward to what lies ahead.
I began my journey fresh out of my undergrad program ready to begin my teaching career. Coming into this program I felt ready to take on anything they threw at me because, obviously, I was prepared. My work through this ethnography has shown me that although my past experiences did provide a great foundation, there was much more to learn and experience. As I spent the second portion of this writing getting to know my focus students, I realized that I had spent so much time in my own world that I needed to step back and observe and appreciate all that was around me. This idea lent itself to the third section of my ethnography. Here I was at a school seven minutes from my home and I had never seen it. There was this whole world down the street that I had never experienced, but my students lived every single day.
My work this past year has been a reflection of my growth as a teacher, a person, and a student. The adage “You learn something new everyday” has never been more prevalent than on my journey through the Claremont Graduate University, Teacher Education program. However trying and overwhelming it all was, I still had my family, my friends, and my students to keep my head above water and keep me going. I dedicate this ethnography to them all because without their love and support through this tumultuous journey, I would not be walking away the educator I am today.
20
Van, Fleet Alan. "The Hero's Journey". CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/246.
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My ongoing series of assemblages are an expression my modern mythology through the juxtaposition of esoteric symbols and my collection of beloved action figures. Though myth is founded in partial truths and allegories, it has the unique capability to speak about our relationships to one another and the universe. My artwork conceives of anime, comics, and videos games as part of our contemporary mythology.
Inspired by a fusion of pop culture and spirituality, I also draw on the magical properties attributed to flowers, gemstones and other materials to create shrines, altars, and other objects. Juxtaposing these properties, found in my research of esotericism and mythology, with action figures establishes symbolic connections that act as an interface to the spiritual symbolism explored in each piece.
The collision of masking tape, shoe polish, flowers; gemstones and repurposed objects result in re-contextualizations of characters from popular culture. My practice suggests new possibilities for cultural symbolism reflective of my own unique experiences and values and as an active expression of creative freedom in our experiences of the divine. My assemblages re-examine traditional categorizations in art and culture, such as sacred and profane and high and low, while attempting to demystify the veil that separates the experiential from the transcendent.
21
Bolinder, Marcus, i Boström Philip. "Exploring the customer journey : An exploratory study investigating the customer journey". Thesis, Högskolan Kristianstad, Fakulteten för ekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19610.
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The customer journey is a re-submerged subject which has become increasingly relevant. The focus derives from the increased focus on customer experience as touch points are increasing as well as becoming more accessible. This is creating problems for companies to allocate their resources in marketing. Previous literature on customer journeys are also limited, mostly originating from research on customer experience. This motivates research within the field with the purpose of exploring the customer journey and connected phenomena. The basis of this thesis was the customer journey which derives from customer experience. Further, the theoretical framework presents theories about customer experience, consumer buying decisions, customer journey and its touch points. The theoretical framework also presents two conceptual models concerning customer journey and customer experience. Focus was here on exploring the formulation of the customer journey, its steps and components. But also, on investigating how customer experiences affects customer journeys. This thesis had a qualitative research strategy and empirical material was collected through interviews. The empirical findings and the analysis resulted in several conclusions as this was an exploratory study. Reason for use of route, use of different touch points, customer experience impact and were found. Furthermore, the customer journey itself was identified as a reason for conducting a purchase. The result of this thesis might help companies allocate their resources more efficiently between touch points. As well as understanding how to create positive customer experience and the importance of it.
22
Leopold, Robert. "The Player Character's Journey: The Hero's Journey in Moldvay's Dungeons & Dragons". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3679.
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This study explores the archetypes, motifs, and stages of the Joseph Campbell's Hero's Journey as they are found in the Moldvay revision of the rules to Basic Dungeons & Dragons, that emerge from playing the game using the seven adventure modules printed for these rules. Using narratological concepts, the definition of what makes narrative is expanded to include the narrative that emerges by playing story-based roleplaying games like Dungeons & Dragons. These narratives, based on the seven adventure modules, are the analyzed using Campbell's monomyth as an interpretive tool, showing that these types of narratives are up to similar academic scrutiny as other forms of narrative. Such scrutiny shows that the types of narrative that emerge from playing a tabletop roleplaying game like Dungeons & Dragons need an expansion of the models for narrative analysis. This expansion presents a myriad of opportunities for future study.
23
Clennon, O. D. "Journey across the horizon". Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/27809.
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As the title suggests, the theme of this thesis is one of exploration and journey. The journey in question is essentially one of a spiritual nature. The process of conveying this motion in musical terms presented me with many challenges. The musical scores draw their inspiration from cultures as diverse as the rhythms of West Africa the overtone chanting of Tibet and Native American spiritual chants. It is predominantly these sources, that sit outside the European classical tradition, which enable me to write meaningful music that echoes both the philosophical and spiritual ideas I need to communicate. Some of the music presented here, however, gains its impetus from political issues of particular importance to myself. Meditation- double bass; dur. 8 mins. Memories - clarinet and viola ; dur. 2 mins. Invocation - flute, clarinet, violin, cello and guitar; dur. 10 mins. Hidden Song - string quartet; dur 11 mins. Prayer - Eb clarinet, voice, viola, flute and percussion; dur. 10 mins. Why? - flute, clarinet, violin, cello and tape; dur 10 mins. Tribute to Mr, King - organ; dur 20 mins. What has happened to all that Beauty? - string quartet, voice and live electronics; dur. 15 mins. Movements - symphony orchestra; dur. 20 mins. Journey Across the Horizon - voice, mixed voices, chamber orchestra; dur. 45 mins.
24
Carley, Holly K. "A journey into convexity". Honors in the Major Thesis, University of Central Florida, 1997. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/164.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Mathematics
25
Adams, Trevor W. "A black hero's journey". Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/583105/1/Adams_2014.pdf.
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There is a dearth of Black male education success stories and a lack of documenting by some pastoral practitioners of their model of pastoral care. The absence of both my story and model was due to traumatic memories. As a Black male pastor and educator, seen as a role model, working to inspire Black young males disaffected in their education, the absence blocked my practice advancement. Therefore, I used this problem for a self-reflective study on my practice to put my record straight.
First I revisited a snapshot of my educational past and contemporary practice using a Black metaphorical redemptive lens to see my study as a Black hero’s journey. Second, I imagined myself through a Johari Awareness Model in reflective conversation with myself, Jesus Christ, and others. Third, I located my work within a practical theological paradigm and used autoethnographic methodological approach and methods to gather and analyse my data. Finally, I subjected my findings to a discussion interpreted through my conceptual lens to see what would emerge.
Hidden insights underpinning my practice were surfaced providing me with a new view of my life and way of being in my practice. Captured in the form of my autoethnography, this serves as a new Black cultural symbolic resource. This gives documented access to my education success story. It also models my pastoral practice which now enables me to share with others, through symbolic modelling, the current best knowledge and practices underpinning my work.
My study is an innovative use of inner experiences for Black professional advancement from blocked traumatic memories. It provides a new model within the field of practical theology, by which others might see a theology by heart beyond the usage of text for professional development. My inquiry makes me more transparent and a better role model for student and colleagues.
26
Patti, William. "JOURNEY OF AN ACTOR". Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1241455977.
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Adams, Trevor W. "A black hero's journey". Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/583105/.
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There is a dearth of Black male education success stories and a lack of documenting by some pastoral practitioners of their model of pastoral care. The absence of both my story and model was due to traumatic memories. As a Black male pastor and educator, seen as a role model, working to inspire Black young males disaffected in their education, the absence blocked my practice advancement. Therefore, I used this problem for a self-reflective study on my practice to put my record straight. First I revisited a snapshot of my educational past and contemporary practice using a Black metaphorical redemptive lens to see my study as a Black hero’s journey. Second, I imagined myself through a Johari Awareness Model in reflective conversation with myself, Jesus Christ, and others. Third, I located my work within a practical theological paradigm and used autoethnographic methodological approach and methods to gather and analyse my data. Finally, I subjected my findings to a discussion interpreted through my conceptual lens to see what would emerge. Hidden insights underpinning my practice were surfaced providing me with a new view of my life and way of being in my practice. Captured in the form of my autoethnography, this serves as a new Black cultural symbolic resource. This gives documented access to my education success story. It also models my pastoral practice which now enables me to share with others, through symbolic modelling, the current best knowledge and practices underpinning my work. My study is an innovative use of inner experiences for Black professional advancement from blocked traumatic memories. It provides a new model within the field of practical theology, by which others might see a theology by heart beyond the usage of text for professional development. My inquiry makes me more transparent and a better role model for student and colleagues.
28
Bauer, Laura E. "A journey to happiness /". Online version of thesis, 1992. http://hdl.handle.net/1850/11646.
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Tolentino, Magda Velloso Fernandes de. "Dubliners: the journey westward". Universidade Federal de Minas Gerais, 1989. http://hdl.handle.net/1843/BUBD-9E5HSV.
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This work aims at a study of James Joyce's VubZ-ín&Aò as a collection of stories with a unity of theme, scene and characters. The stories are seen here in their depiction of childhood, adolescence, adulthood and public life as a progression of one to the other, leading to a final blending of subject in the last c story, "The Dead". The path that leads to the understanding of this blending goes through diverse by-ways, all of them oriented by the study of transtextual relations Joyce's style, the relationship between his life and work, and the inescapable internal allusions within his fiction and his letters..
30
Farias, Lauren. "Ethnography: Journey to Teaching". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/122.
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This paper is an ethnography, meaning the study of a group of people more closely related to the customs and culture of the group of people. This was done as part of the coursework to receive a Masters in Education and a Preliminary Multiple Subject teaching credential in California. I began by looking at how the varying experiences throughout my life have shaped me into wanting to become a teacher. This is a place in the ethnography where I evaluate my own schooling and look at who impacted my life academically. Through looking at these people, I was able to see the kind of learning style I flourish in, which lead me into how I plan on teaching. Once I wrote about how I plan on teaching I evaluated why I want to teach special education.
The next phase of this writing is looking at three specific students in my classroom and is an analytical view of who the child is and why they are the way they are. We were told we needed to look at an English Learner, a student who had experienced a significant life experience, and a student on an IEP. This process was very helpful in being able to understand the child holistically because we needed to participate in a home visit. We also needed to look at the child’s personality, strengths, and weaknesses in and out of school. All of these steps helped me to better understand my students.
As the research continued I looked at the community and my classroom. Looking at the history of the community through research and through a personal interview allowed me to see the community and be able to understand more. I was able to see how the community has evolved and how their passion for education has remained the same through it all. When looking at my classroom, I saw the growth my students had made over the course of the school year.
31
Khan/Shaikh, Tami. "Displaced- The Journey Home". Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/creative_writing_theses/7.
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Nath, Anjan. "The Journey of Becoming : Exploring the Male Journey of Becoming a Couselling Psychologist". Thesis, City University London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511763.
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Hedkvist, Eddie, i Oskar Johannesson. "The Hero’s Journey i digitala spel : En undersökning av The Hero’s Journey i spelform". Thesis, Blekinge Tekniska Högskola, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-19983.
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I detta kandidatarbete har vi undersökt hur berättarstrukturen The Hero’s Journey kan användas för att skapa mera engagerande spelupplevelser. Vi gör detta genom att gå igenom en designprocess där vi använder oss av olika designmetoder för att skapa ett exempel på hur The Hero’s Journey kan appliceras i spelform. Resultatet av undersökningen blir ett spel där The Hero’s Journey används i ett Branching Narrative. Syftet med denna undersökning är att se hur The Hero’s Journey kan användas för att skapa en mera engagerande spelupplevelse och vi anser att detta kan vara givande för andra spelutvecklare som tänker använda sig av The Hero’s Journey strukturen för att skapa engagerande spel.
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Withrow, Leigh Ann. "Inspirational Journey: People and Places". VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1898.
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Dutcher, Tiare. "Heartscape: journey through a life". Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/6922.
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Having studied as a Kagyu Tibetan Buddhist for many years, my understanding of these teachings is that the only place a person can become enlightened is in the human realm. There are realms other than the human one, such as the hell realm where one suffers from heat and cold, the hungry ghost realm where one suffers from hunger and thirst, and the animal realm where one suffers from ignorance and stupidity which leads to blind instinctive behavior, but there are no dharma teachings in those places. The dictionary defines dharma as "the principle or law that governs the universe in Hinduism and Buddhism." It is only in the human realm that the dharma is taught by enlightened teachers. Only humans have the inner ability and capacity for this understanding. These dharma teachings form the core of my belief that everything we do is important, even though it might simply be some ordinary, mundane action. With this conviction of the truth of the dharma, each sentient being is a soul with countless lifetimes, sometimes as a human, sometimes as an insect, animal or other being. Each lifetime in which a soul incarnates is like a suit of clothes that the soul puts on. When the suit wears out, it is discarded, and a new one is made. During these lifetimes, certain souls have karmic connections with other similar souls. Karma is defined as "the effect of a person's actions during the successive phases of a person's existences, regarded as determining the person's destiny." Lama Rinchen, one of my teachers of spirituality, says, "When you see someone on the street, or at the mall, and your eyes meet, you are connected to that person in some way." These souls with karmic connections tend to travel together, and after many lifetimes, special bonds are formed. I have been lucky to find one soul mate, and to have spent the greater part of my life with him. The bond between us has helped to define my life. Though we are two separate people, our hearts beat in syncopation with each other, like a vast landscape that seems to go on forever, or that which becomes as minute as the striations on a blade of grass.vi, 31 leaves
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Häggström, Björn. "A photographic journey through Vietnam". Thesis, Högskolan Dalarna, Grafisk teknik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1624.
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This degree project consists of “A photographic journey through Vietnam”. One month was spent in Vietnam where the different aspects of the Vietnamese life were documented in images. The journey began in Hanoi and descended down the country to Ho Chi Minh City.The report describes the compositional elements of photography and makes an attempt to describe what a “good” image is. Furthermore it explains what equipment that is necessary for such a journey and how you can interact with the local population.When the journey came to an end, a photographic book consisting of 200 images was created. The report details the used workflow step by step. Finally the author has commented 20 of the selected images regarding their photographic composition.
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Kessari, Smaragda. "The Journey to Affine Histories". Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485229.
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Two problems are tackled in this thesis, both involving modern approaches to the 'problem of time' in canonical quantum. gravity. The first task involves applying the recently introduced 'parametric theory' of Charles Wang to the Bianchi IX. cosmological model. The second task involves showing how consistent histories quantum cosmology can be realised in the context of Chris Isham's Histories Projection Operator (HPO) consistent histories scheme. This involves using an 'affine histories' approach in which, in or:der to better reflect the positivity proper- ..... ties of a classical spatial metric, I use an affine algebra instead of a canonical one. In particular, this algebra is discussed for the case of a Friedmann Robertson-Walker (FRW) universe coupled to a scalar field. I then study the properties of some appropriate cocycle representations of this algebra that are ·obtained using old ideas of Gel'fand. Because of the use of a continuous time variable, certain divergences arise in quantities of physical interest, and these need to be removed. I do this by introducing a regularisation scheme that is closely adapted to the representations in use, and I then show how this leads to a well-defined history Hamiltonian that exists as a genuine, positive, self-adjoint operator. The role of the choice of cocycle is discussed and it is shown how it is related to a type of ground-state energy.
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Steinhauer, Diana M. "Native education, a learning journey". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21253.pdf.
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Miller, Stephanie. "Masks, a journey for discovery". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/MQ51420.pdf.
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Bettinger, Nicole. "Europe's inspired journey : destination Delaware?" Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83947.
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Under the Treaty Establishing the European Community, corporations are entitled to free establishment. Recently, the European Court of Justice's Inspire Art decision has clarified its scope and has in principle introduced place of incorporation doctrine as choice-of-law rule, thus granting corporations free choice of the Member State of incorporation. In the US, free choice has caused the "Delaware Effect". This paper analyzes if Inspire Art will cause a similar development in the EU. The EU and US contexts will be compared. Germany will serve as an example. As different circumstances exist in the EU, free choice is more limited and fraught with uncertainties. The thesis of this paper is that regulatory competition in the EU is unlikely and not desirable because of cultural differences. Therefore, minimum harmonization is preferable.
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Mackenzie-Batterbury, Rona. "The journey to academy principalship". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3473/.
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This study explored the life and career journeys of twenty Principals leading sponsored academies in disadvantaged areas, which opened in England during 2010. The research focused on: the emergence of the academy programme; the significant influences on the life and career journey; the reasons behind the Principals’ application for academy leadership. The career pathway model identified by Gronn (1999) acted as the reference framework, focusing on the phases of formation and accession. This qualitative study adopted interview survey methodology, utilising the semi-structured interview method. Interviews were undertaken between September 2010 and January 2011 and explored the significant influences on three phases of leader development: the formative years; the journey to academy principalship; academy principalship. The findings showed that the process of leader formation for these respondents was influenced throughout their lives by contextual factors. In the formative years, family and schooling experiences were significant. During the career pathway, four categories of significant influence were identified: influential people; significant experiences; opportunities and rewards; impediments and challenges. These nurturing experiences influenced the development of the leaders’ values, personal qualities and leadership ambitions. An emerging theoretical framework is proposed to demonstrate the key influences. The emergence of the sponsored academy programme is detailed within the Review of Literature chapter. The fundamental factors underpinning the motivation to lead an academy were found to be driven by core values, promulgated from formative experiences and enhanced during the career pathway. The academy model was seen to provide a fresh start and aid the realisation of their ambition to work in a challenging, disadvantaged educational environment, making a positive difference to raise aspiration and improve the outcomes for students and their families.
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Khan, Kamran. "Becoming British : a migrant's journey". Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4617/.
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In 2002, the Nationality, Immigration and Asylum Act was passed which required migrants to demonstrate a ‘sufficient knowledge’ of English and ‘sufficient knowledge about life in the United Kingdom’ in order to become British citizens. This thesis investigates some of the linguistic practices during the citizenship process of a Yemeni migrant named W. This eleven month ethnographically-informed case study examines four forms of becoming. Firstly, becoming through the LUK (Life in the UK) test is analysed using Messick’s unified concept of validity. Secondly, Bakhtin’s ‘ideological becoming’ is used to capture the bilingual practices in engaging with the LUK test as well as offering an entry point to understanding notions of community and belonging. Thirdly, adult ESOL (English for Speakers of Other Languages) is positioned as a ‘space of becoming’ (Baynham and Simpson 2010). W negotiates his way through the qualification framework and his sense of investment and identity is challenged. Finally, the citizenship ceremony as a moment of becoming is analysed through Foucault’s examination and Derrida’s shibboleth. The LUK test and ceremony represent two very different trials for W. Community life and ESOL education are characterised as gradual forms of development.
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Klock, Sara M. "The LawWithoutWalls journey through compliance". Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-208925.
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This piece describes the journey of a student on a LawWithoutWalls ("LWOW") team that was charged with helping a large multinational
defense firm, Lockheed Martin, solve this problem. This piece is not designed to teach the reader about supply chain management; instead, it will exemplify through a real-life experience how tough it is to teach people who are not compliance experts about the field’s complexities and, further, explore the difficulty in developing creative, practicable solutions to compliance problems.
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Kaimal, Kiren G. "Light: Journey of a Lifetime". ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/709.
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This thesis covers the lessons I've learned throughout film school and how I have applied them towards the making of my thesis film, the 12-minute narrative short, Light, shot on digital video. Every aspect of the filmmaking process is covered including my education at UNO and its application to my thesis. Areas covered include the writing process, pre-production, production, and post-production. The one area that is omitted is distribution, something that was not taught at UNO and something that I am in the process of doing. Keywords: Film Production MFA Short Film India Kerala
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Darby, Kristofor James. "Pedestrian performance : a mapped journey". Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9924.
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This thesis is located within the discourse of pedestrian performance, an area of research which has emerged from a recent proliferation of site-based works that are concerned with walking as an aesthetic and performative practice. However, my research seeks to expand the field beyond studies of site-based performances. Through placing emphasis on the action of walking itself within performance, I argue that pedestrian performance is an umbrella term for a host of performances that utilise walking. Beginning at the turn of the twentieth century, I present a mapped journey of pedestrian performance, with each chapter in my thesis acting as a waymarker. Each waymarker is shaped by a distinctive spatial arrangement, plotting a journey from the theatre to the site. Although there is a sense of chronology in this journey, its structure lies principally in the subtle shifting of the spatial arrangement of the performer and audience. The first waymarker is that of the theatre, where I examine the manner in which the journey has been staged and the kinesthetic empathy of a seated audience. I then move to the overlooked staging of promenade performance, exploring the varying tensions incurred by putting an audience on their feet. From here I investigate the familiar territory of site and how walking allows us to distinguish between site-specific and situation-specific performances. Finally I address the non-site, illustrating how this theory of land artist Robert Smithson, can enhance our understanding of a recent wave of pedestrian performances which involve journeys to sites that cannot be reached. I close this thesis by presenting a more cohesive illustration of pedestrian performance, illustrating its varying incarnations within an expanded field. Such an expansion of the landscape allows the pedestrian performance scholar to discern between the different ways in which walking and the journey motif has been utilised in performance. Furthermore, it also reveals a legacy of this mode of performance which predates its popularity in site-based works, enabling a dialogue to occur between scholars of both theatre and performance studies.
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Tsakonas, Frances. "Mapping internationalisation : an autobiographical journey". Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020755/.
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This thesis maps the development of 'higher education internationalisation' through the autobiographical journey taken by way of the researcher's life. In doing so, the researcher draws on the interpretive research method 'Reflective Topical Autobiography' (RTA) to present a subjective perspective of 'internationalisation' and to reflect on the transnational higher education initiatives and collaborative ventures that have led to the development of (entrepreneurial) cross-border higher education from the early 1980' s through to the present A bibliometric study of the 'higher education internationalisation' literature is also undertaken, which shows the quantitative output of this topic over the course of three decades. As first-person, subjective accounts of 'higher education internationalisation' were found to be non-existent in the literature surveyed between 1980 and the present, this thesis aims to fill this void and to complement the abundant store of third-person, objective accounts. In doing so, the goal of this thesis is to determine whether a first-person perspective of 'higher education internationalisation' can both contribute to the knowledge-store of this topic and provide a sound epistemic footing for investigating 'higher education internationalisation'. Moreover, as this is the first time RTA is being used to investigate 'higher education internationalisation', the effectiveness of RT A as a research methodology in providing a solid framework for investigating first-person perspectives and reflecting on shareable understandings of 'higher education internationalisation' will be investigated. Likewise, the potential of autobiographical data to generate 'knowledge' within the research process, and at what point self-study becomes research, will be determined. Furthermore, this thesis aims to establish what lessons about 'higher education internationalisation' can be learnt and what knowledge can be generated by looking reflectively at lives in which 'higher education internationalisation' has played a defining role. Finally, this thesis examines the themes about 'higher education internationalisation' that are revealed through the research process.
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Woodruff, Alan. "Towards directing : An editor's journey". Phd thesis, Australian Catholic University, 2022. https://acuresearchbank.acu.edu.au/download/e6fe5a76df7b46a45f2bb0f126781b5fc56cf560ee52029fcbb51c89d15a8b21/7011772/Woodruff_2022_Towards_directing_an_editors_journey.pdf.
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Towards Directing: A film editor’s journey’ represents the exegetical component of this PhD by project. It is written to accompany the short fiction film that forms the practical component and is integral to the work. The text discusses the challenges encountered by a film editor attempting the task of directing a short film. It is concerned with differences between the two roles and how these differences shape the experience of a seasoned editor attempting the journey.
The exegesis is structured into chapters that relate to the process of making the film: Scripting, Preproduction, Production and Postproduction. It begins by investigating the roles of editors and directors and spaces where they intersect. It goes on to examine my journey through each of these production processes. The influences of other filmmakers are discussed, particularly those who began their careers as editors.
The exegesis concludes with a reflection on my journey through the process of directing the short film project, and how my progress was influenced by my editing background. The text ends with a commitment to pursue further directing experiences despite the intense pressure and frequent uncertainty involved.
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Wahbeh, Fadi. "Rehlet Iraqi (An Iraqi Journey)". Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103406/.
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Rehlet Iraqi was created to depict an Iraqi refugee family’s struggle after fleeing war-torn Iraq. Their struggle is highlighted with hope and high expectations for a better life within the United States. This film emphasizes the toll that emigration has on the life of a family before and after their arrival to Grand Rapids, Michigan.
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Payne, Elizabeth T. "Implementing Walkthroughs: One School's Journey". Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30049.
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In order to support the new mission of education where students achieve at high levels, schools need infrastructure, in terms of processes, procedures, and capacity building, to support the collaboration between administrative instructional leadership and teachers' professional development with the goal of student learning and achievement. Walkthroughs are a tool used throughout school districts with a limited base of research.
This mixed methods case study describes one middle school's journey with walkthroughs. This dissertation explores and describes three main aspects of walkthroughs: process, perspectives, and recommendations. Administrators and teachers shared their experiences through personal interviews, focus group interviews, the Concerns Based Adoption Model Stages of Concern Questionnaire, and documents. Findings suggest that classroom walkthroughs work best in school climates that have an established level of trust between administrators and teachers. Walkthroughs, with classroom observations led by all teachers in the school, allow teachers to engage in professional dialogue about expectations for teaching and learning for all students in all content settings. Walkthroughs are a process that takes time to implement, should be ongoing, and require a transparent flexible process to meet individual school needs. If the need or expectation is to change teaching practices, then teachers need to be involved in all aspects of instructional supervision in collaboration with administrators on a continual basis.Ed. D.
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Sullivan, Ellen Mowson. "The Journey of the Fool". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/35309.
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Design in the civic realm demands opportunities to recognize commonality. Architecture, therefore, must provide a call and response between visitor and space. This intimate dialogue can only occur where landscape elements speak a universal language. Revelatory, Allegorical, Cosmological and Vernacular methods of design have traditionally been employed to communicate in the landscape. This project explores the method of Archetypal design as a means to avoid the culturally-dependent, and hence, esoteric language of design and so create an exoteric language more appropriate for civic space.Master of Landscape Architecture