You searched for subject:(Action).
Showing records 1 – 30 of
8567 total matches.
◁ [1] [2] [3] [4] [5] … [286] ▶
University of Georgia
1.
Mitchell, Debra Nancy Bailey.
Action gardening: sowing seeds of change through Cornel West's prophetic pragmatism in science education.
Degree: PhD, Science Education, 2013, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/mitchell_debra_n_201305_phd 
► Pragmatist philosopher and cultural critic Cornel West sees American society as in a nihilistic state due to spiritual impoverishment. He relates this to deeply embedded…
(more)
▼ Pragmatist philosopher and cultural critic Cornel West sees American society as in a nihilistic state due to spiritual impoverishment. He relates this to deeply embedded issues of oppression in our society, such as racism and poverty, that have led to the breakdown of our communities, leaving youth with diminished will and power to face the imminent struggles of life. In short, America is in a state of crisis. The crisis takes many forms - race and poverty to West; environment education, and youth health to others - culminating into what West perceives as a widespread lack of love.
Action gardening as a theory offers resolution to societal crisis through support of the claim that reciprocal relationships established in the garden can cultivate
action for others, for example, by sharing harvested produce and the empowerment of good nutrition. In other words, experiences in the garden can provide understandings that guide choices for the future, work toward equity, and more importantly, establish bonds of community based in relationships of care and love. In addition, education research finds that gardening benefits youth in areas of health, attitude, community-building, and academic achievement. Through philosophical methodology, specifically through West’s lens of prophetic pragmatism extended with the ideas of others,
action gardening adds spirituality to this list of benefits. While some students have opportunities for gardening experiences outside of school, for others, they are not possible. The place in which to reach children who may be missing these opportunities is public school.
History shows that school gardening is not new. In fact, in the past decade, science education in the U.S. has experienced the emergence (or reemergence) of progressive approaches for teaching and learning science, including school gardening. Yet, incorporating gardening in a manner that enables more-than-novel experiences in nature is difficult within modern structures of schooling.
Action gardening builds on history to provide support for the sociocultural dimension of science that gardening embodies. In addition it establishes fertile ground for youth
action. In doing so,
action gardening begins the healing of spiritual impoverishment and sows seeds of societal change.
Advisors/Committee Members: Deborah Tippins.
Subjects/Keywords: Action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mitchell, D. N. B. (2013). Action gardening: sowing seeds of change through Cornel West's prophetic pragmatism in science education. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mitchell_debra_n_201305_phd
Chicago Manual of Style (16th Edition):
Mitchell, Debra Nancy Bailey. “Action gardening: sowing seeds of change through Cornel West's prophetic pragmatism in science education.” 2013. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020.
http://purl.galileo.usg.edu/uga_etd/mitchell_debra_n_201305_phd.
MLA Handbook (7th Edition):
Mitchell, Debra Nancy Bailey. “Action gardening: sowing seeds of change through Cornel West's prophetic pragmatism in science education.” 2013. Web. 21 Feb 2020.
Vancouver:
Mitchell DNB. Action gardening: sowing seeds of change through Cornel West's prophetic pragmatism in science education. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2020 Feb 21].
Available from: http://purl.galileo.usg.edu/uga_etd/mitchell_debra_n_201305_phd.
Council of Science Editors:
Mitchell DNB. Action gardening: sowing seeds of change through Cornel West's prophetic pragmatism in science education. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/mitchell_debra_n_201305_phd
2.
Pines, Maxwell Hatton.
Understanding Actions.
Degree: PhD, Philosophy, 2012, Brown University
URL: https://repository.library.brown.edu/studio/item/bdr:297702/
► In this dissertation, I offer an account of the metaphysics, psychology, and epistemology of a certain class of actions, “rationalizable actions”. Rationalizable actions are those…
(more)
▼ In this dissertation, I offer an account of the
metaphysics, psychology, and epistemology of a certain class of
actions, “rationalizable actions”. Rationalizable actions are those
actions where the agent both acts in pursuit of a goal and can
understand himself as acting because his
action is attractive as
means of achieving that goal. The basic idea is that an agent who
finds a goal attractive and an
action as standing some probability
of achieving that goal can conclude that this
action would thereby
be attractive. If he does indeed then decide to act, he performs a
rationalizable
action and he attains a understanding of what he
does; he knows that he is acting because his
action is a means of
achieving his goal. I think this idea describes a fundamental
notion of what it is to be rational, free agent who can be held
accountable for his
action.
This idea, though intuitive, stands in need of philosophical
account. For, as I describe, there are many psychological,
metaphysical and epistemological puzzles to confront before the
intuitive basic idea stands to reflection. When an agent is
self-deceived about what he is doing, when he is ambivalent or
obliviousness to the value of his
action, or when he is mistaken
about the value of his goal or the efficacy of his
action, an
explainer feels pulled in two directions when describing the
action: the explainer wants both to say that the agent does pursue
his goal and that he does not really pursue a goal that he thinks
is attractive.
To solve such problems and shed light on the basic idea
above, I submit my account of the metaphysics, psychology and
epistemology of rationalizable actions.
Advisors/Committee Members: Dreier, James (Director), Kim, Jaegwon (Reader), Hill, Chris (Reader).
Subjects/Keywords: Action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pines, M. H. (2012). Understanding Actions. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:297702/
Chicago Manual of Style (16th Edition):
Pines, Maxwell Hatton. “Understanding Actions.” 2012. Doctoral Dissertation, Brown University. Accessed February 21, 2020.
https://repository.library.brown.edu/studio/item/bdr:297702/.
MLA Handbook (7th Edition):
Pines, Maxwell Hatton. “Understanding Actions.” 2012. Web. 21 Feb 2020.
Vancouver:
Pines MH. Understanding Actions. [Internet] [Doctoral dissertation]. Brown University; 2012. [cited 2020 Feb 21].
Available from: https://repository.library.brown.edu/studio/item/bdr:297702/.
Council of Science Editors:
Pines MH. Understanding Actions. [Doctoral Dissertation]. Brown University; 2012. Available from: https://repository.library.brown.edu/studio/item/bdr:297702/
3.
D'Cruz, Jason R.
Emotion and Imagination in Action.
Degree: PhD, Philosophy, 2009, Brown University
URL: https://repository.library.brown.edu/studio/item/bdr:57/
► This work addresses a cluster of problems in action theory, philosophical aesthetics, and moral psychology. The first three chapters present an account whereby a class…
(more)
▼ This work addresses a cluster of problems in
action
theory, philosophical aesthetics, and moral psychology. The first
three chapters present an account whereby a class of intentional
actions are explained and rationalized by appeal to belief-like
imaginings and desire-like imaginings. The fourth chapter examines
and criticizes anti-realism about fiction-directed emotions. The
fifth and final chapter critiques contemporary accounts of
"imaginative resistance".
Advisors/Committee Members: Arpaly, Nomy (director), Kim, Jaegwon (reader), Dreier, James (reader).
Subjects/Keywords: action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
D'Cruz, J. R. (2009). Emotion and Imagination in Action. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:57/
Chicago Manual of Style (16th Edition):
D'Cruz, Jason R. “Emotion and Imagination in Action.” 2009. Doctoral Dissertation, Brown University. Accessed February 21, 2020.
https://repository.library.brown.edu/studio/item/bdr:57/.
MLA Handbook (7th Edition):
D'Cruz, Jason R. “Emotion and Imagination in Action.” 2009. Web. 21 Feb 2020.
Vancouver:
D'Cruz JR. Emotion and Imagination in Action. [Internet] [Doctoral dissertation]. Brown University; 2009. [cited 2020 Feb 21].
Available from: https://repository.library.brown.edu/studio/item/bdr:57/.
Council of Science Editors:
D'Cruz JR. Emotion and Imagination in Action. [Doctoral Dissertation]. Brown University; 2009. Available from: https://repository.library.brown.edu/studio/item/bdr:57/
4.
Bommarito, Nicolas P.
Inner Virtue.
Degree: PhD, Philosophy, 2014, Brown University
URL: https://repository.library.brown.edu/studio/item/bdr:386192/
► An intuitive way to think about what it is to be a good person is in terms of doing good deeds. Indeed, many contemporary thinkers…
(more)
▼ An intuitive way to think about what it is to be a
good person is in terms of doing good deeds. Indeed, many
contemporary thinkers see a good person as simply someone who is
likely to engage in certain behaviors like donating to charity.
There is, however, much to being a good person that is independent
of both intentions and overt behavior. It does not seem out of
reach for someone with complete body paralysis to be a good person
in many ways; such a person can have the virtue of facing their
life with courage or the vice of harboring extreme resentment
towards others. I develop an account of how various mental states
like pleasures, emotions, and attention can be virtuous or vicious
independently of any connection to behavioral
action. This account
explains how such different phenomena can count as virtuous or
vicious and in doing so shows that there is more to moral
evaluations of persons than evaluating their behaviors and
intentions.
Advisors/Committee Members: Arpaly, Nomy (Director), Estlund, David (Reader), Garfield, Jay (Reader).
Subjects/Keywords: action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bommarito, N. P. (2014). Inner Virtue. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:386192/
Chicago Manual of Style (16th Edition):
Bommarito, Nicolas P. “Inner Virtue.” 2014. Doctoral Dissertation, Brown University. Accessed February 21, 2020.
https://repository.library.brown.edu/studio/item/bdr:386192/.
MLA Handbook (7th Edition):
Bommarito, Nicolas P. “Inner Virtue.” 2014. Web. 21 Feb 2020.
Vancouver:
Bommarito NP. Inner Virtue. [Internet] [Doctoral dissertation]. Brown University; 2014. [cited 2020 Feb 21].
Available from: https://repository.library.brown.edu/studio/item/bdr:386192/.
Council of Science Editors:
Bommarito NP. Inner Virtue. [Doctoral Dissertation]. Brown University; 2014. Available from: https://repository.library.brown.edu/studio/item/bdr:386192/
5.
Aupetit, Samuel.
Etude ergonomique de l'apprentissage de la conduite moto dans une perspective de prévention : Ergonomics study of learning to ride a motorcycle in light of prevention.
Degree: Docteur es, Sciences et techniques des activités physiques et sportives, 2010, Université d'Orléans
URL: http://www.theses.fr/2010ORLE2012
► Cette thèse porte sur la conduite moto et son apprentissage. Elle s’inscrit dans un effort d’analysescientifique des comportements des motocyclistes novices, population particulièrement exposée entermes…
(more)
▼ Cette thèse porte sur la conduite moto et son apprentissage. Elle s’inscrit dans un effort d’analysescientifique des comportements des motocyclistes novices, population particulièrement exposée entermes d’accidentologie routière. L’objectif de la thèse est d’étudier l’activité de motards en situationd’apprentissage, en formation initiale et durant les premières expériences de conduite après le permis,dans une perspective ergonomique d’amélioration des formations. L’étude a été menée avec lacollaboration de 16 élèves motards dans une approche « d’anthropologie cognitive située »(Theureau, 2004). Des enregistrements audiovisuels du comportement (390 heures), des données surla cinématique du véhicule enregistrées à l'aide d'une motocyclette instrumentée en capteurs (140heures), et des verbalisations en entretien d’auto confrontation (110 heures) ont été recueillis lors dela totalité des sessions de conduite des motocyclistes. Les résultats montrent (1) la relative« pauvreté » des situations de formation pour l’apprentissage de la conduite moto, (2) ladécontextualisation de la formation au regard des exigences de la conduite réelle, (3) l’existence d’un« curriculum caché » après l’obtention du permis, (4) le poids des émotions associées à la conduitemoto et sa non prise en compte dans les contenus d’enseignement. En vue de développer uneformation plus riche au plan de l'apprentissage et en meilleure adéquation avec la conduite réelle,plusieurs pistes de conception sont proposées. Elles intègrent notamment la création de dispositifs deformation « hybrides » associant conduite réelle et simulée.
This PhD dissertation relates to motorcycle riding and its learning. It contributes to a scientific effort ofunderstanding the behaviour of novice motorcyclists, particularly vulnerable road users. The aim ofthis work is to study the activity of motorcyclists during the learning process, in initial training inmotorcycle school and after licensing, and to propose ergonomic improvements of training systems.This investigation was conducted with 16 riders in a “situated cognitive anthropology” approach(Theureau, 2004). Audiovisual recordings of riders’ behaviour (390 hours), cinematic data of thevehicle from an instrumented motorbike (140 hours), and verbalisations in self-confrontation interviews(110 hours) have been collected for all the riders’ sessions. The results show (1) the limits of existingtraining settings for learning, (2) the gap between training situations and real traffic settings, (3) thesignificant part of learning which is done after licensing in a “hidden curriculum”, (4) the weight ofemotions associated with motorcycle riding and its learning. In order to develop training systems whichare more adapted to real world environment, several design perspectives are proposed. It includes thecreation of “hybrid” modules associating traditional training and riding simulation.
Advisors/Committee Members: Buttelli, Olivier (thesis director), Espié, Stéphane (thesis director), Riff, Jacques (thesis director).
Subjects/Keywords: Action située; Situated action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Aupetit, S. (2010). Etude ergonomique de l'apprentissage de la conduite moto dans une perspective de prévention : Ergonomics study of learning to ride a motorcycle in light of prevention. (Doctoral Dissertation). Université d'Orléans. Retrieved from http://www.theses.fr/2010ORLE2012
Chicago Manual of Style (16th Edition):
Aupetit, Samuel. “Etude ergonomique de l'apprentissage de la conduite moto dans une perspective de prévention : Ergonomics study of learning to ride a motorcycle in light of prevention.” 2010. Doctoral Dissertation, Université d'Orléans. Accessed February 21, 2020.
http://www.theses.fr/2010ORLE2012.
MLA Handbook (7th Edition):
Aupetit, Samuel. “Etude ergonomique de l'apprentissage de la conduite moto dans une perspective de prévention : Ergonomics study of learning to ride a motorcycle in light of prevention.” 2010. Web. 21 Feb 2020.
Vancouver:
Aupetit S. Etude ergonomique de l'apprentissage de la conduite moto dans une perspective de prévention : Ergonomics study of learning to ride a motorcycle in light of prevention. [Internet] [Doctoral dissertation]. Université d'Orléans; 2010. [cited 2020 Feb 21].
Available from: http://www.theses.fr/2010ORLE2012.
Council of Science Editors:
Aupetit S. Etude ergonomique de l'apprentissage de la conduite moto dans une perspective de prévention : Ergonomics study of learning to ride a motorcycle in light of prevention. [Doctoral Dissertation]. Université d'Orléans; 2010. Available from: http://www.theses.fr/2010ORLE2012
University of Georgia
6.
Stratton, Pamela Veronica Wolski.
Curriculum as praxis: fostering nutritional literacies through action ethnography.
Degree: PhD, Middle School Education, 2007, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/stratton_pamela_v_200712_phd
► Health conditions related to diet are an ongoing concern in America. Diseases related to nutrition continue to escalate, not only with adults, but also with…
(more)
▼ Health conditions related to diet are an ongoing concern in America. Diseases related to nutrition continue to escalate, not only with adults, but also with school children. Although diet and health are facets of the science taught in school, many students do not make the connection between school science and their homeworlds. To facilitate the construction of nutritional literacies, this study viewed curriculum as praxis and was informed by discourses of relevance. The study focused on community nutritional practice utilizing the anthropological tool of memory banking. A teacher, 10 students and eight community members as co-researchers, explored nutritional practices in a community/cultural context in the rural south. Primary data sources were interviews, focus group discussions of memory bank templates and reflections. The narratives of the researcher-participants contained memories of both contemporary practices and historical community nutritional practices. These collective memories were collaboratively analyzed in the narrative tradition and were portrayed as specific narratives. Additionally, more abstract analysis, primarily by the teacher-researcher, resulted in the creation of four schematic narrative templates that can be viewed as tensions or themes. These schematic narrative templates were: (a) So(ul) good but so(ul) bad, which investigated the dichotomous nature of soul or comfort food, (b) Necessity has become luxury, which examined paradoxically, how, in the past, food was hunted, grown, and preserved at the home place, yet now these food products are not common, and are appreciated as pleasurable and prized, (c) We changed! which discussed the empowerment of the teacher and a female co-researcher as a result of the inquiry process, and (d) Accepted authority, which centered around the phenomenon of how the students honored health and dietary advice from their community elders, yet resisted the same advice in other contexts. This
action ethnography was underpinned by an emancipatory pedagogy, and placed the community at the nexus of science learning. Implications for further research, as well as curriculum/classroom applications point to the use of alternative approaches to viewing curriculum, especially by including community funds of knowledge.
Advisors/Committee Members: Deborah J. Tippins.
Subjects/Keywords: action research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Stratton, P. V. W. (2007). Curriculum as praxis: fostering nutritional literacies through action ethnography. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stratton_pamela_v_200712_phd
Chicago Manual of Style (16th Edition):
Stratton, Pamela Veronica Wolski. “Curriculum as praxis: fostering nutritional literacies through action ethnography.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020.
http://purl.galileo.usg.edu/uga_etd/stratton_pamela_v_200712_phd.
MLA Handbook (7th Edition):
Stratton, Pamela Veronica Wolski. “Curriculum as praxis: fostering nutritional literacies through action ethnography.” 2007. Web. 21 Feb 2020.
Vancouver:
Stratton PVW. Curriculum as praxis: fostering nutritional literacies through action ethnography. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Feb 21].
Available from: http://purl.galileo.usg.edu/uga_etd/stratton_pamela_v_200712_phd.
Council of Science Editors:
Stratton PVW. Curriculum as praxis: fostering nutritional literacies through action ethnography. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/stratton_pamela_v_200712_phd
University of Georgia
7.
Harrison, Matthew Scott.
"Really, I am qualified": the role of affirmative action stigma on minorities in management.
Degree: PhD, Psychology, 2008, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/harrison_matthew_s_200805_phd
► Since its inception, affirmative action has been one of the most controversial of all employment practices. Many individuals oppose affirmative action, as they view it…
(more)
▼ Since its inception, affirmative
action has been one of the most controversial of all employment practices. Many individuals oppose affirmative
action, as they view it as a direct offense to equality of opportunity - one of the strongest threads in the fabric of America; while others have a distorted view of its purpose believing it allows incompetent and unqualified minorities to be hired over more qualified majority group members (Thomas, Mack, & Montagliani, 2004). Thus, many "beneficiaries" of affirmative
action are often stigmatized when hired or promoted to certain positions. While affirmative
action stigma is not a new stream of research, this particular study reveals the influence of racial and gender identity, as well as, the impact of relational demography, tokenism, and the newly coined, "pioneerism", on perceptions of affirmative
action stigma among ethnic and gender minorities in management. More specifically, this research sheds light upon the impact these variables have on the organizational attachment and personal well-being of these minority managers.
Advisors/Committee Members: Kecia M. Thomas.
Subjects/Keywords: Affirmative action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Harrison, M. S. (2008). "Really, I am qualified": the role of affirmative action stigma on minorities in management. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/harrison_matthew_s_200805_phd
Chicago Manual of Style (16th Edition):
Harrison, Matthew Scott. “"Really, I am qualified": the role of affirmative action stigma on minorities in management.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020.
http://purl.galileo.usg.edu/uga_etd/harrison_matthew_s_200805_phd.
MLA Handbook (7th Edition):
Harrison, Matthew Scott. “"Really, I am qualified": the role of affirmative action stigma on minorities in management.” 2008. Web. 21 Feb 2020.
Vancouver:
Harrison MS. "Really, I am qualified": the role of affirmative action stigma on minorities in management. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 21].
Available from: http://purl.galileo.usg.edu/uga_etd/harrison_matthew_s_200805_phd.
Council of Science Editors:
Harrison MS. "Really, I am qualified": the role of affirmative action stigma on minorities in management. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/harrison_matthew_s_200805_phd
University of Georgia
8.
Boswell, Sarah Anitria.
Exploring the creation of a collaborative learning culture for teachers through the lens of action research.
Degree: EdD, Adult Education, 2015, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/boswell_sarah_a_201505_edd
► Great schools begin with great teachers. The professional development of teachers has been addressed by a variety of theories and numerous approaches (Brown-Easton, 2008; Joyce…
(more)
▼ Great schools begin with great teachers. The professional development of teachers has been addressed by a variety of theories and numerous approaches (Brown-Easton, 2008; Joyce & Calhoun, 2010). However, how often is the core root of developing teachers based on the premise of valuing, expanding, and sharing the teacher knowledge that exists in schools? Many times, ongoing learning for teachers is based on a deficit model, teaching teachers what they do not know or what someone thinks they need to know. This case study examined a school whose principal saw teacher talent and wanted to create a learning organization to maximize this key source of knowledge generation.
The purpose of the study was to explore how elementary school teachers’ participation in an
action research project that was focused on peer observation impacted the creation of a learning organization.
Action research was used to gain a real-life school experience as teachers employed the five cycles of
action research to implement systematic change—Define, Dare, Decide, Do, and Deduce—as adapted from Anderson’s (2010) stages of the
action research consulting process.
The findings of this study recognized the contradictory behavior of the participants that occurred while implementing an
action research project. It also provided insight into how the leaders of the
action research process—principal,
action research team, and consultant/ researcher—exercised their realm of power and influence as they dealt with the ambiguity of the
action research process. Lastly, the study’s findings showed that the components of peer observation training built the capacity for collaborative learning by reinforcing collegial acceptance and conversational skills, while the peer observation experience provided teachers with the opportunity to converse about instructional strategies. The peer observation experience also offered the opportunity for choice in determining their learning focus and selection of peers to visit. Time, unclear logistics, and apprehension in the process were findings that suppressed the ability of peer observations to support the creation of the learning organization. Intended outcomes were not met, yet the resulting missteps yielded a meaningful guide that offers greater insight into how schools can apply and investigate maximizing teacher talent via an
action research approach.
Advisors/Committee Members: Laura L. Bierema.
Subjects/Keywords: Action Research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Boswell, S. A. (2015). Exploring the creation of a collaborative learning culture for teachers through the lens of action research. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/boswell_sarah_a_201505_edd
Chicago Manual of Style (16th Edition):
Boswell, Sarah Anitria. “Exploring the creation of a collaborative learning culture for teachers through the lens of action research.” 2015. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020.
http://purl.galileo.usg.edu/uga_etd/boswell_sarah_a_201505_edd.
MLA Handbook (7th Edition):
Boswell, Sarah Anitria. “Exploring the creation of a collaborative learning culture for teachers through the lens of action research.” 2015. Web. 21 Feb 2020.
Vancouver:
Boswell SA. Exploring the creation of a collaborative learning culture for teachers through the lens of action research. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Feb 21].
Available from: http://purl.galileo.usg.edu/uga_etd/boswell_sarah_a_201505_edd.
Council of Science Editors:
Boswell SA. Exploring the creation of a collaborative learning culture for teachers through the lens of action research. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/boswell_sarah_a_201505_edd
University of Georgia
9.
Finley, David Frederic.
Everyone’s in the show: action research in community theater.
Degree: EdD, Adult Education, 2015, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/finley_david_f_201512_edd
► The purpose of this study was to use action research to create enduring change in a local community theater’s culture by making it more inclusive…
(more)
▼ The purpose of this study was to use
action research to create enduring change in a local community theater’s culture by making it more inclusive by giving the community a stronger voice within the organization. Three research questions framed this study:
1. What informal and incidental learning do individual
action research participants experience around inclusion and voice?
2. What changes are generated by the
action research process in the larger board’s capacity to create change relative to voice and inclusion?
3. How does an
action research team’s exploration of inclusion and voice impact the larger community in a community theater organization?
Findings indicated the organization examined and identified policies and procedures. It used this process to make significant changes in order for a nonprofit community theater organization to become more inclusive. It also discovered how the organization develops voice for members and participants through inclusion. The organization not only received positive feedback from the community, but also learned where it needs to focus its efforts.
The results suggested the
action research process is transformational for organizations and can have long-term success. The organization realized success when leadership committed itself to developing a highly inclusive culture. The
action research process provided avenues to develop the leadership needed to help an organization reach its goals.
This study determined the organization changed at the board level through
action research. Implications exist for the board to use
action research to change the culture for the members, supporters, and other stakeholders within the organization. Lastly, this study discovered an interest for further exploration of how informal and incidental learning relates to transformative learning.
Advisors/Committee Members: Karen E. Watkins.
Subjects/Keywords: Action Research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Finley, D. F. (2015). Everyone’s in the show: action research in community theater. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/finley_david_f_201512_edd
Chicago Manual of Style (16th Edition):
Finley, David Frederic. “Everyone’s in the show: action research in community theater.” 2015. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020.
http://purl.galileo.usg.edu/uga_etd/finley_david_f_201512_edd.
MLA Handbook (7th Edition):
Finley, David Frederic. “Everyone’s in the show: action research in community theater.” 2015. Web. 21 Feb 2020.
Vancouver:
Finley DF. Everyone’s in the show: action research in community theater. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Feb 21].
Available from: http://purl.galileo.usg.edu/uga_etd/finley_david_f_201512_edd.
Council of Science Editors:
Finley DF. Everyone’s in the show: action research in community theater. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/finley_david_f_201512_edd
University of Georgia
10.
Smith, Zachary Thomas.
Principals' perceptions of race/ethnicity-based and class-based affirmative action in college/university admissions.
Degree: EdD, Workforce Education, 2015, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/smith_zachary_t_201512_edd
► This non-experimental, correlational research study examined perceptions of public high school principals toward racial/ethnic-based affirmative action and class-based affirmative action measures and post-secondary admissions preferences.…
(more)
▼ This non-experimental, correlational research study examined perceptions of public high school principals toward racial/ethnic-based affirmative
action and class-based affirmative
action measures and post-secondary admissions preferences. Four research questions guided the study: (1) What are perceptions of principals toward race/ethnicity-based affirmative
action measures and preferences in college or university admissions? (2) What are perceptions of principals toward class-based affirmative
action measures and preferences in college or university admissions? (3) What is the best set of predictors to explain the variance in perceptions of principals toward race/ethnicity-based affirmative
action measures and post-secondary admissions preferences? (4) What is the best set of predictors to explain the variance in perceptions of principals toward class-based affirmative
action measures and post-secondary admissions preferences? Public high school principals in the State of Georgia were surveyed using an instrument created specifically for this study. The Theory of Reasoned
Action (TRA) was used as the framework for this study and selection of predictor and criterion variables was guided by the TRA. The mean, standard deviation, and range of principals’ perceptions were reported and used to answer the first two research questions. Multiple regression was used to answer research questions three and four in this study. Major conclusions drawn from data analysis were as follows. Principals’ perceptions toward class-based measures were definitively more favorable than their perceptions toward race/ethnicity-based measures, the best set of predictors to explain the variance in perceptions of principals toward race/ethnicity-based measures were principals’ race/ethnicity and principals’ political affiliation, and the best set of predictors to explain the variance in perceptions of principals toward class-based measures were principals’ age and principals’ gender.
Advisors/Committee Members: John Mativo.
Subjects/Keywords: Affirmative Action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Smith, Z. T. (2015). Principals' perceptions of race/ethnicity-based and class-based affirmative action in college/university admissions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/smith_zachary_t_201512_edd
Chicago Manual of Style (16th Edition):
Smith, Zachary Thomas. “Principals' perceptions of race/ethnicity-based and class-based affirmative action in college/university admissions.” 2015. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020.
http://purl.galileo.usg.edu/uga_etd/smith_zachary_t_201512_edd.
MLA Handbook (7th Edition):
Smith, Zachary Thomas. “Principals' perceptions of race/ethnicity-based and class-based affirmative action in college/university admissions.” 2015. Web. 21 Feb 2020.
Vancouver:
Smith ZT. Principals' perceptions of race/ethnicity-based and class-based affirmative action in college/university admissions. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Feb 21].
Available from: http://purl.galileo.usg.edu/uga_etd/smith_zachary_t_201512_edd.
Council of Science Editors:
Smith ZT. Principals' perceptions of race/ethnicity-based and class-based affirmative action in college/university admissions. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/smith_zachary_t_201512_edd
University of Georgia
11.
Blount, Harold.
Learning and change for business sustainability in small business: an action research case study.
Degree: EdD, Adult Education, 2016, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/blount_harold_201605_edd
► Current scholarship on small-business and talent management lacks a knowledge base for informing small-business leaders’ ability to build talent and organizational capacity. This action research…
(more)
▼ Current scholarship on small-business and talent management lacks a knowledge base for informing small-business leaders’ ability to build talent and organizational capacity. This
action research (AR) study sought to understand the challenges pivotal leaders in private dental practice encounter and their responses to the existential threat posed by rapid proliferation of corporate dental practices. Two questions guided the research: (1) What happens to a small business when it implements a strategic talent development approach focusing on talent leadership? and (2) How can AR facilitate evolving strategic talent development and collaborative learning among pivotal small-business leaders? The study also attempted to validate four arguments embedded in a small-business sustainability theory of change model.
The study focused on three dentist owner-managers and five office managers in four private dental practices; two leadership teams served as AR team members, and one expanded leadership team participated as benchmark-practices participants. The AR team executed the following: (1) strategic talent development for office managers; (2) strategic talent development for leadership teams’ entrepreneurial, managerial, and leadership competencies; and (3) development of scaled performance support systems. Qualitative data were generated through a questionnaire, interviews, observations, meeting notes, and coaching session notes, and were analyzed using inductive thematic analysis, pre- and post-test analysis, and theory testing.
Four major findings emerged: (1) the leaders became aware of their talent and organizational capacity gaps after implementing talent development strategies; (2) strategic talent development activities positively influenced leaders’ ability to implement sustainable capacity-building interventions; (3) leaders’ human and social capital were enhanced by strategic talent development; and (4) AR is ideal for facilitating strategic talent development and collaborative learning among pivotal small-business leaders.
Two conclusions were drawn from the data: (1) context-based developmental investments are necessary for pivotal small-business leaders to effectively lead and manage talent and the organization; and (2) leveraging AR may stimulate iterative cycles of learning that promote talent and organizational maturity. Implications for theory, practice, and future research are also discussed.
Advisors/Committee Members: Wendy Ruona.
Subjects/Keywords: Action research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Blount, H. (2016). Learning and change for business sustainability in small business: an action research case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/blount_harold_201605_edd
Chicago Manual of Style (16th Edition):
Blount, Harold. “Learning and change for business sustainability in small business: an action research case study.” 2016. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020.
http://purl.galileo.usg.edu/uga_etd/blount_harold_201605_edd.
MLA Handbook (7th Edition):
Blount, Harold. “Learning and change for business sustainability in small business: an action research case study.” 2016. Web. 21 Feb 2020.
Vancouver:
Blount H. Learning and change for business sustainability in small business: an action research case study. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2020 Feb 21].
Available from: http://purl.galileo.usg.edu/uga_etd/blount_harold_201605_edd.
Council of Science Editors:
Blount H. Learning and change for business sustainability in small business: an action research case study. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/blount_harold_201605_edd
University of Georgia
12.
Skinner, Sarah Lucille.
Reflecting from the middle: heteroglossia and the role of the high school department chair.
Degree: PhD, Language Education, 2007, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/skinner_sarah_l_200712_phd
► This qualitative action research self-study’s purpose was to examine how one department chair and teacher leader in one public high school (grades 9-12) used reflective…
(more)
▼ This qualitative
action research self-study’s purpose was to examine how one department chair and teacher leader in one public high school (grades 9-12) used reflective practice as a method of professional development to inform and negotiate the multiplicity of her position as part-administrator, part-colleague, and part-teacher. Undertaken from an insider’s positionality and with a critical theory frame, this study also examined how a department chair, committed to an educational philosophy that promotes democracy, dealt with the hierarchies within her position and the organization’s structure. This study made two arguments: 1) enacting the department chair position is an existential practice in which the person negotiates a multi-layered, contingent space, 2) and reflective practice is an essential means for the department chair to do that work. The practitioner-researcher was the study’s primary participant, but fellow teachers, department chairs, and administrators served as co-participants. Data was collected via ethnographic methods, including an attitudinal survey, interviews with the school’s former and current principals, a professional reflective journal maintained by the research-practitioner, two videotaped department meetings, collected email and other role-related artifacts, and a daily professional
action log. The practitioner-research “wrote the data,” using reflective vignettes and “re-storied” scenes from the data set and her own memory, to conduct an inductive analysis, using Bakhtin’s (1981, 1986) conceptions of heteroglossia, hybridity, and becoming, furthered by Freirian (1970) theory. The study’s conclusions included that a department chair lives in heteroglossia, continually negotiating the various tensions acting upon it, but able to privilege certain tensions to further emancipation for all members of a school’s organization. With the role in a state of continual “becoming,” no fixed professional training is apt for the role; instead, reflective practice provides a means for a practitioner to develop her work in the midst of it, making contextualized and authentic meaning. As a liaison position, the department chair role’s is an untapped resource for principals to build democratic school communities focused on individual potentials and achievement.
Advisors/Committee Members: Bob Fecho.
Subjects/Keywords: Action research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Skinner, S. L. (2007). Reflecting from the middle: heteroglossia and the role of the high school department chair. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/skinner_sarah_l_200712_phd
Chicago Manual of Style (16th Edition):
Skinner, Sarah Lucille. “Reflecting from the middle: heteroglossia and the role of the high school department chair.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020.
http://purl.galileo.usg.edu/uga_etd/skinner_sarah_l_200712_phd.
MLA Handbook (7th Edition):
Skinner, Sarah Lucille. “Reflecting from the middle: heteroglossia and the role of the high school department chair.” 2007. Web. 21 Feb 2020.
Vancouver:
Skinner SL. Reflecting from the middle: heteroglossia and the role of the high school department chair. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Feb 21].
Available from: http://purl.galileo.usg.edu/uga_etd/skinner_sarah_l_200712_phd.
Council of Science Editors:
Skinner SL. Reflecting from the middle: heteroglossia and the role of the high school department chair. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/skinner_sarah_l_200712_phd
University of Hawaii – Manoa
13.
Kaneshiro, Alyson Emiko.
Bridging the research to practice gap : a developmental evaluation of response to intervention.
Degree: 2015, University of Hawaii – Manoa
URL: http://hdl.handle.net/10125/100422
► D.Ed. University of Hawaii at Manoa 2014.
Response to Intervention (RTI) is a research-based model of service delivery that incorporates best practices for data based…
(more)
▼ D.Ed. University of Hawaii at Manoa 2014.
Response to Intervention (RTI) is a research-based model of service delivery that incorporates best practices for data based decision making, intervention delivery, and progress monitoring in a multi-tier system of supports. Response to Intervention embodies proactive approaches to addressing students' needs including early intervention strategies that are known to prevent and mitigate the potential risk of academic failure. The critical link between RTI's promising outcomes and putting RTI into practice is effective implementation.
In the research literature, very little attention has been paid to how schools and practitioners adapt best practice models, like RTI, to their local contexts. Developmental evaluation is an emerging approach that engages stakeholders in reality testing about what is working and what is not working with implementation under the conditions of complexity. In this study, a developmental evaluation was paired with an action research approach to capture the stories of five first grade teachers as they implemented RTI models in their classrooms.
Interviews were conducted with three of the teachers who participated in the action research in order to gather a more detailed account of their experience with implementation. The action research and interviews answered the following questions: 1) How do first grade teachers develop classroom intervention models as part of the response to intervention implementation plan? 2) What do teachers perceive as working and not working with implementation of RTI best practices?
The teachers were provided coaching on how to implement these procedures in the professional learning community (PLC) setting. By the end of the our four-month long action research phase, the teachers in this study were able to successfully implement grouping procedures for intervention and procedures for progress monitoring. The teachers also used the progress data generated to make timely instructional decisions – a critical component of RTI that was never successfully developed during prior implementation attempts. There was a consensus among the teachers interviewed that the time provided in PLC to collaborate was a critical factor in supporting their ability to implement the RTI components successfully.
Subjects/Keywords: Action research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kaneshiro, A. E. (2015). Bridging the research to practice gap : a developmental evaluation of response to intervention. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100422
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kaneshiro, Alyson Emiko. “Bridging the research to practice gap : a developmental evaluation of response to intervention.” 2015. Thesis, University of Hawaii – Manoa. Accessed February 21, 2020.
http://hdl.handle.net/10125/100422.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kaneshiro, Alyson Emiko. “Bridging the research to practice gap : a developmental evaluation of response to intervention.” 2015. Web. 21 Feb 2020.
Vancouver:
Kaneshiro AE. Bridging the research to practice gap : a developmental evaluation of response to intervention. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2020 Feb 21].
Available from: http://hdl.handle.net/10125/100422.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kaneshiro AE. Bridging the research to practice gap : a developmental evaluation of response to intervention. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100422
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
14.
Watanabe, Ken.
The Rhetoric of ???Japanese with English Abilities???: Analyzing the Discourse of English Curriculum Reform and Its Problems with the Mext's ???Action Plan???.
Degree: 2013, Texas Digital Library
URL: http://hdl.handle.net/1969;
http://hdl.handle.net/2249.1/66523
► In this thesis, I would examine the discourse of Japan???s English language education reform for primary and secondary schools through the close reading of the…
(more)
▼ In this thesis, I would examine the discourse of Japan???s English language education reform for primary and secondary schools through the close reading of the Ministry of Education, Culture, Science and Technology???s (MEXT) ??????
Action Plan: Cultivating ???Japanese with English Abilities,?????? released in 2003. This document marked a critical touchstone of Japan???s drastic move for English curriculum change by suggesting the shift of national attitude from hesitancy to willingness in the name of change for the needs of language improvement. ???
Action Plan??? served as a master plan for the MEXT by providing the attainment goals, key tasks, and benchmarks that would see fit to achieve in the next five years. It raised the public awareness and stirred up the public debate, for containing challenging proposals such as implementation of standardized English exams (TOEIC and TOEFL) for student assessment and teaching qualification, innovative teaching practices to high schools (i.e., Super English Language-High school[SEL-Hi]), and English as foreign language activities to primary schools.
Specifically, first, I would discuss how Japan???s cultural ambivalence toward English language since the late 19th century sets up the contexts for nation???s historical struggle in upgrading the curriculum that draws the problems reflecting on the MEXT???s recent education policy proposal.
Then, I would examine
Action Plan???s attainment goals setting and key agendas highlighted as the MEXT???s main strategy, and analyze its critical issues and problems affecting the needs for both students and teachers. The issues include the mismatched targets, ill-defined goals setting, and benchmarks for academic achievements and project proposals aimed for teacher training and quality instruction (i.e., JET program, and Assistant Language Teachers [ALTs]).
Finally, I would provide the implications for
Action Plan???s impact on educational practice by assessing student???s learning achievement and target benchmarks set for students and teachers in the five years after its release. At the end of conclusion, I would offer the list of recommendations for effective administrative policy that could provide better teaching and learning practice in Japanese schools.
Advisors/Committee Members: Slattery , Patrick (advisor).
Subjects/Keywords: Action Plan
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Watanabe, K. (2013). The Rhetoric of ???Japanese with English Abilities???: Analyzing the Discourse of English Curriculum Reform and Its Problems with the Mext's ???Action Plan???. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66523
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Watanabe, Ken. “The Rhetoric of ???Japanese with English Abilities???: Analyzing the Discourse of English Curriculum Reform and Its Problems with the Mext's ???Action Plan???.” 2013. Thesis, Texas Digital Library. Accessed February 21, 2020.
http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66523.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Watanabe, Ken. “The Rhetoric of ???Japanese with English Abilities???: Analyzing the Discourse of English Curriculum Reform and Its Problems with the Mext's ???Action Plan???.” 2013. Web. 21 Feb 2020.
Vancouver:
Watanabe K. The Rhetoric of ???Japanese with English Abilities???: Analyzing the Discourse of English Curriculum Reform and Its Problems with the Mext's ???Action Plan???. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2020 Feb 21].
Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66523.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Watanabe K. The Rhetoric of ???Japanese with English Abilities???: Analyzing the Discourse of English Curriculum Reform and Its Problems with the Mext's ???Action Plan???. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66523
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
15.
Ong, EeCheng.
Essays in Race and Education.
Degree: PhD, Economics, 2013, Brown University
URL: https://repository.library.brown.edu/studio/item/bdr:320589/
► In this dissertation, I examine topics on racial inequality and education in Malaysia and the U.S. Chapter 1 analyzes the consequences of affirmative action policies…
(more)
▼ In this dissertation, I examine topics on racial
inequality and education in Malaysia and the U.S. Chapter 1
analyzes the consequences of affirmative
action policies in
education and public sector employment in Malaysia. Chapters 2 and
3 focus on the racial achievement gap and student choices in higher
education using data from a top-tier liberal arts college in the
U.S.
In Chapter 1, I show that while affirmative
action in
secondary education did not affect the earnings of Malay secondary
school graduates relative to their Chinese counterparts, quotas in
capacity-constrained tertiary education led to a widening of the
negative Malay-Chinese wage gap among tertiary graduates.
Affirmative
action in public sector employment implies that Malays
positively select into the more lucrative private sector. Analyses
of private sector wages show that the Malay-Chinese wage gap among
tertiary graduates is not significantly different between
pre-policy and post-policy cohorts, suggesting that the overall
increase in the Malay-Chinese wage gap amongst tertiary graduates
is due to the greater representation of Malays in the public
sector.
In Chapter 2, I investigate racial differences in academic
achievement in a selective college. Blacks and Latinos underperform
relative to whites and Asians, and their underperformance persist
after controlling for pre-college academic credentials. Students
who underperform in the first year of college relative to their
peers, and relative to expectations, tend to switch to less
lucrative majors. Individual, family, social, and neighborhood
characteristics account for 39 percent of the black-white
achievement gap unexplained by pre-college academic credentials.
In Chapter 3, I study the factors behind a student’s decision
to declare a course Credit/Non. The introduction of a grade
deflation policy shifted grade distributions in the Humanities
downward, but did not affect Math and Sciences or Economics.
Consequently, the likelihoods of declaring Credit/Non in Math and
Sciences and Economics relative to the Humanities fell during the
grade deflation period.
Advisors/Committee Members: Baum-Snow, Nathaniel (Director), Knight, Brian (Reader), Loury, Glenn (Reader).
Subjects/Keywords: affirmative action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ong, E. (2013). Essays in Race and Education. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:320589/
Chicago Manual of Style (16th Edition):
Ong, EeCheng. “Essays in Race and Education.” 2013. Doctoral Dissertation, Brown University. Accessed February 21, 2020.
https://repository.library.brown.edu/studio/item/bdr:320589/.
MLA Handbook (7th Edition):
Ong, EeCheng. “Essays in Race and Education.” 2013. Web. 21 Feb 2020.
Vancouver:
Ong E. Essays in Race and Education. [Internet] [Doctoral dissertation]. Brown University; 2013. [cited 2020 Feb 21].
Available from: https://repository.library.brown.edu/studio/item/bdr:320589/.
Council of Science Editors:
Ong E. Essays in Race and Education. [Doctoral Dissertation]. Brown University; 2013. Available from: https://repository.library.brown.edu/studio/item/bdr:320589/
16.
Chatterjee, Debipriya.
Essays in the Theory of Categorical Representation.
Degree: PhD, Economics, 2010, Brown University
URL: https://repository.library.brown.edu/studio/item/bdr:11146/
► This dissertation explores some aspects of affirmative action (AA) policies. The first chapter introduces affirmative action as it is practiced in contemporary societies and provides…
(more)
▼ This dissertation explores some aspects of affirmative
action (AA) policies. The first chapter introduces affirmative
action as it is practiced in contemporary societies and provides a
conceptual framework to analyze such policies. In particular, I am
interested in three distinct questions: (1) when is handicapping
most desirable in an individual's life-cycle? (2) how do
representational concerns affect an organization's hierarchical
structure? and finally, (3) what conditions can lead a society to
engage in persistent AA?The second chapter considers a sequential
model of training and employment to examine the optimal structure
of AA across the different stages of a developmental life-cycle. It
is shown that the desirability of AA at the early vs. the late
stage crucially depends upon: (i) the relative scarcity of
employment positions to training opportunities and (ii) on the
observability of a worker's productivity. In a perfect information
world, late (early) AA is optimal when training opportunities are
relatively scarce (abundant). With noisy information, however,
there is a need for intervention at both the early and the late
stages.The third chapter considers an employer facing a
heterogeneous ability population and a set of potential
technologies, which differ in the sensitivity of output to the rank
to which a worker is assigned. It is observed that historically
under-privileged workers feature predominantly in the lower ranks
and earn systematically less in aggregate wages. AA intended to
reduce wage inequality, induces employers to adopt assignment
policies that are more group egalitarian and choose a technology
that is less hierarchical ("flatter") than under Laissez-faire.The
final chapter deals with the following question: can present day AA
engender conditions that require such policies to persist in
future? In a dynamic general equilibrium model of imperfect
information, where parental education has a positive spillover on
the next generation's cost of acquiring human capital, it is
observed that AA might serve to discourage effort among the
under-privileged group of workers, which adversely affects the
human capital acquisition in the future generations. This can
consequently increase the inequality of group representation rates
and create ground for more severe AA, thereby leading the economy
to a trap.
Advisors/Committee Members: LOURY, GLENN (Director), SERRANO, ROBERTO (Reader), Dal Bó, Pedro (Reader).
Subjects/Keywords: Affirmative Action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Chatterjee, D. (2010). Essays in the Theory of Categorical Representation. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:11146/
Chicago Manual of Style (16th Edition):
Chatterjee, Debipriya. “Essays in the Theory of Categorical Representation.” 2010. Doctoral Dissertation, Brown University. Accessed February 21, 2020.
https://repository.library.brown.edu/studio/item/bdr:11146/.
MLA Handbook (7th Edition):
Chatterjee, Debipriya. “Essays in the Theory of Categorical Representation.” 2010. Web. 21 Feb 2020.
Vancouver:
Chatterjee D. Essays in the Theory of Categorical Representation. [Internet] [Doctoral dissertation]. Brown University; 2010. [cited 2020 Feb 21].
Available from: https://repository.library.brown.edu/studio/item/bdr:11146/.
Council of Science Editors:
Chatterjee D. Essays in the Theory of Categorical Representation. [Doctoral Dissertation]. Brown University; 2010. Available from: https://repository.library.brown.edu/studio/item/bdr:11146/
17.
Arslan, Ali.
Exploring the Role of Motion and Depth in Action
Perception.
Degree: PhD, Cognitive Sciences, 2015, Brown University
URL: https://repository.library.brown.edu/studio/item/bdr:674175/
► Recognizing the content of human actions is an important skill in our adaptation to the environment. We rely on our visual system to constantly interpret…
(more)
▼ Recognizing the content of human actions is an
important skill in our adaptation to the environment. We rely on
our visual system to constantly interpret the actions, intentions,
physical and emotional states of the people around us. In this
work, we provide a computational investigation of the visual
representations that enable the visual system to decode this rich
modality of information. Using biological motion as the starting
point, we investigated the role of mid-level motion, disparity and
form cues in biological motion and
action recognition at large. The
joint representations of motion and disparity seem to approximate
the selectivity properties of primate medial temporal area cells.
When we evaluated the mid-level visual features in an
action
recognition task, we found that the form cue carries sufficient
diagnostic information for actions performed by realistic actors.
However, form cues fail drastically for point-light displays where
the actor composed of 10-12 moving markers. Our results suggest
that learning the correspondence between motion and disparity might
cues explain how people can readily recognize the actions shown in
point-light displays without any training. Reflecting human
psychophysics performance, the correspondence between motion and
disparity also provides insight on how people perceive the
under-constrained, ambiguous depth structure in point-light
displays as a congruent figure. In conclusion, we reason that the
joint learning of motion and disparity can be the basis of
structural representations used in
action
recognition.
Advisors/Committee Members: Thomas, Serre (Director), William, Warren (Reader), David, Sheinberg (Reader).
Subjects/Keywords: action recognition
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Arslan, A. (2015). Exploring the Role of Motion and Depth in Action
Perception. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:674175/
Chicago Manual of Style (16th Edition):
Arslan, Ali. “Exploring the Role of Motion and Depth in Action
Perception.” 2015. Doctoral Dissertation, Brown University. Accessed February 21, 2020.
https://repository.library.brown.edu/studio/item/bdr:674175/.
MLA Handbook (7th Edition):
Arslan, Ali. “Exploring the Role of Motion and Depth in Action
Perception.” 2015. Web. 21 Feb 2020.
Vancouver:
Arslan A. Exploring the Role of Motion and Depth in Action
Perception. [Internet] [Doctoral dissertation]. Brown University; 2015. [cited 2020 Feb 21].
Available from: https://repository.library.brown.edu/studio/item/bdr:674175/.
Council of Science Editors:
Arslan A. Exploring the Role of Motion and Depth in Action
Perception. [Doctoral Dissertation]. Brown University; 2015. Available from: https://repository.library.brown.edu/studio/item/bdr:674175/
University of Georgia
18.
Smith, Lakeesha Renee.
Growing together: the evolution of consciousness using collaborative developmental action inquiry.
Degree: EdD, Adult Education, 2016, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/smith_lakeesha_r_201605_edd
► Adulthood can be described as a time of negotiating a range of demands and complex roles and life tasks that cross multiple, overlapping domains of…
(more)
▼ Adulthood can be described as a time of negotiating a range of demands and complex roles and life tasks that cross multiple, overlapping domains of experience for which there are no definitive guidelines or training. These demands are compounded by the complex, ever-changing environments and circumstances of the 21st century. Adults are frequently required to develop expanded capacities that require not only new skills and behavior, but also new ways of knowing; however, many adults struggle with this. As a result, adult development and learning are key concerns in a variety of disciplines and for adults themselves.
The purpose of this
action research case study was to explore the experience and facilitation of the evolution of consciousness in adults using the methodology of collaborative developmental
action inquiry (CDAI). I convened and served as the primary researcher and facilitator for a group of seven women (myself included) who met virtually for 12 months to explore our own evolution of consciousness. We collected data at the first-, second-, and third-person levels, including pre- and post-group interviews, group meeting audio recordings, member post-meeting reflections, member journal entries, and my own researcher memos. We also measured our current stage of development using the validated Global Leadership Profile. Data were collected and analyzed using a post-qualitative research approach that was eclectic, emergent, and congruent with the CDAI method. From these data, key learnings and insights emerged suggesting that intentional community is necessary for development; vertical development should not be privileged over horizontal development; and individuals have different “center of gravity”
action logics from which they act, and sometimes make meaning, in different situations and contexts, as an involuntary default. Furthermore, CDAI serves as a useful liberating method for evolution of consciousness; and intentional facilitation and friendship are crucial for enacting CDAI in communities of inquiry and practice.
This inquiry serves as a useful illustration of CDAI in a non-organizational context and offers important suggestions for the development and facilitation of intentional communities of inquiry and practice seeking to support adult development. The inquiry also contributes to the literature around constructive-developmental theory and
action research.
Advisors/Committee Members: Aliki Nicolaides.
Subjects/Keywords: Action research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Smith, L. R. (2016). Growing together: the evolution of consciousness using collaborative developmental action inquiry. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/smith_lakeesha_r_201605_edd
Chicago Manual of Style (16th Edition):
Smith, Lakeesha Renee. “Growing together: the evolution of consciousness using collaborative developmental action inquiry.” 2016. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020.
http://purl.galileo.usg.edu/uga_etd/smith_lakeesha_r_201605_edd.
MLA Handbook (7th Edition):
Smith, Lakeesha Renee. “Growing together: the evolution of consciousness using collaborative developmental action inquiry.” 2016. Web. 21 Feb 2020.
Vancouver:
Smith LR. Growing together: the evolution of consciousness using collaborative developmental action inquiry. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2020 Feb 21].
Available from: http://purl.galileo.usg.edu/uga_etd/smith_lakeesha_r_201605_edd.
Council of Science Editors:
Smith LR. Growing together: the evolution of consciousness using collaborative developmental action inquiry. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/smith_lakeesha_r_201605_edd
Università della Svizzera italiana
19.
Padurean, Loredana.
Destinations dynamic: a management and governance
perspective.
Degree: 2010, Università della Svizzera italiana
URL: http://doc.rero.ch/record/21058
► Not all industries move at the same pace, no two destinations are matched or develop at the same rate, not all organizations and people act…
(more)
▼ Not all industries move at the same pace, no two
destinations are matched or develop at the same rate, not all
organizations and people act the same way. This thesis investigates
the dynamic nature of the tourism sector. The complexity of players
involved in the delivery of the tourist experience, demands a
sophisticated ability to design and manage the supply chain in
order to get maximum advantage in a market where competitive forces
may change any second. Also, the fragmented nature of the tourism
sector is another major challenge for the governance environment,
typically characterized by a mix of multiple stakeholders and
therefore control issues. We intend to contribute to tourism
research with new content and new methodology. Analyzing
destination through a clockspeed lens will allow a better
understanding of various components of the value chain and will
also help practitioners to sharpen their understanding of the
success criteria that must be pursued. The analytical tools
proposed for the analysis of decision making organizations will
contribute to advance the field of governance and as well to help
decision makers to better comprehend the dynamic of their
organizations and minimize the risk of narrow perspectives for
stakeholders and shareholders satisfaction.
Advisors/Committee Members: Rico (Dir.), Christian (Codir.).
Subjects/Keywords: Action research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Padurean, L. (2010). Destinations dynamic: a management and governance
perspective. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/21058
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Padurean, Loredana. “Destinations dynamic: a management and governance
perspective.” 2010. Thesis, Università della Svizzera italiana. Accessed February 21, 2020.
http://doc.rero.ch/record/21058.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Padurean, Loredana. “Destinations dynamic: a management and governance
perspective.” 2010. Web. 21 Feb 2020.
Vancouver:
Padurean L. Destinations dynamic: a management and governance
perspective. [Internet] [Thesis]. Università della Svizzera italiana; 2010. [cited 2020 Feb 21].
Available from: http://doc.rero.ch/record/21058.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Padurean L. Destinations dynamic: a management and governance
perspective. [Thesis]. Università della Svizzera italiana; 2010. Available from: http://doc.rero.ch/record/21058
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
20.
Amonwat, Patpong.
L'action disciplinaire dans le contentieux de la fonction publique territoriale en Thaïlande : Disciplinary action in case of territory manager in Thailand.
Degree: Docteur es, Droit public, 2014, Université Toulouse I – Capitole
URL: http://www.theses.fr/2014TOU10055
► L'action disciplinaire dans la fonction publique territoriale en Thaïlande est intéressante car plusieurs problèmes apparaissent ainsi que de nombreux contentieux administratifs en matière de procédure.…
(more)
▼ L'action disciplinaire dans la fonction publique territoriale en Thaïlande est intéressante car plusieurs problèmes apparaissent ainsi que de nombreux contentieux administratifs en matière de procédure. Les problèmes dans la procédure disciplinaire sont nombreux. A titre d’exemple, les multiples obstacles s'opposant à la reconnaissance de l'existence de la notion de faute disciplinaire ; la consistance des textes, le secret de la décision disciplinaire, l’absence de la compréhension de la procédure disciplinaire par l’autorité territoriale, faisant ainsi l’objet d’irrégularité et illégalité dans l’action disciplinaire, enfin, les droits et les libertés de l’agent local sont souvent violés. Cette étude s'intéresse d'abord à l'ensemble des théories, qui domine dans le contentieux disciplinaire de la fonction publique territoriale en Thaïlande. Il conviendra ensuite de s’intéresser à la question du régime disciplinaire, ce qui permettra d'analyser la différence fondamentale entre régime thaï et régime français.
Disciplinary action in civil service of local governments in Thailand is interesting because it has a bunch of problems to be resolved. In addition, there is administrative litigation, especially disciplinary procedure. For instance, the problems about disciplinary procedure are the obstacles in recognition of existence of the concept of disciplinary offence, the consistency (formation) of text, the secret of the disciplinary decision, the lack of understanding in disciplinary procedure of the territorial authority that causes the irregularity and illegality of disciplinary action, the right and freedom of local servant which are frequently violated. This study primarily focuses on all theories dominating the disciplinary litigation in the civil service of local governments in Thailand. Then, the study will answer the question regarding the issue of the disciplinary regimes, which will be able to analyze the fundamental difference between the Thai regimes and French regimes.
Advisors/Committee Members: Crouzatier-Durand, Florence (thesis director).
Subjects/Keywords: Action disciplinaire
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Amonwat, P. (2014). L'action disciplinaire dans le contentieux de la fonction publique territoriale en Thaïlande : Disciplinary action in case of territory manager in Thailand. (Doctoral Dissertation). Université Toulouse I – Capitole. Retrieved from http://www.theses.fr/2014TOU10055
Chicago Manual of Style (16th Edition):
Amonwat, Patpong. “L'action disciplinaire dans le contentieux de la fonction publique territoriale en Thaïlande : Disciplinary action in case of territory manager in Thailand.” 2014. Doctoral Dissertation, Université Toulouse I – Capitole. Accessed February 21, 2020.
http://www.theses.fr/2014TOU10055.
MLA Handbook (7th Edition):
Amonwat, Patpong. “L'action disciplinaire dans le contentieux de la fonction publique territoriale en Thaïlande : Disciplinary action in case of territory manager in Thailand.” 2014. Web. 21 Feb 2020.
Vancouver:
Amonwat P. L'action disciplinaire dans le contentieux de la fonction publique territoriale en Thaïlande : Disciplinary action in case of territory manager in Thailand. [Internet] [Doctoral dissertation]. Université Toulouse I – Capitole; 2014. [cited 2020 Feb 21].
Available from: http://www.theses.fr/2014TOU10055.
Council of Science Editors:
Amonwat P. L'action disciplinaire dans le contentieux de la fonction publique territoriale en Thaïlande : Disciplinary action in case of territory manager in Thailand. [Doctoral Dissertation]. Université Toulouse I – Capitole; 2014. Available from: http://www.theses.fr/2014TOU10055
21.
Balan, Hélène.
Redéfinir la place de l’informel à Paris : la controverse sur les biffins et les « marchés de la misère » : Redefining the position of informal activities in Paris : the controversy about the biffins and the « misery markets ».
Degree: Docteur es, Géographie, 2016, Rennes 2
URL: http://www.theses.fr/2016REN20038
► A Paris, il existe en marge des marchés aux Puces des zones de vente informelle réunissant des personnes en situation de précarité qui font commerce…
(more)
▼ A Paris, il existe en marge des marchés aux Puces des zones de vente informelle réunissant des personnes en situation de précarité qui font commerce d'articles de récupération et, dans une moindre mesure, d'articles neufs. Face à la répression policière accrue dont elles font l'objet, un mouvement militant s'est constitué pour défendre le droit des vendeurs informels d'articles de récupération, les biffins, à occuper l'espace public. Parallèlement, le phénomène, souvent désigné par l'expression de « marchés de la misère », s'est étendu, gagnant des quartiers moins périphériques. L'approche retenue se situe à l'articulation entre action collective et action publique. La thèse retrace l'évolution des « marchés de la misère » et du mouvement de défense des biffins, tout en rendant compte de l'instauration de plusieurs dispositifs d'encadrement des biffins. Il s'agit de montrer comment le traitement politique de l'informalité donne lieu à une hybridation partielle de l'action publique à travers la controverse sur les biffins et les « marchés de la misère ». Dans ce contexte, le mouvement de défense des biffins est marqué par une fragmentation qui entrave sa montée en généralité. Il est traversé de conflits internes qui découlent du caractère partiel et partial de l'encadrement des biffins, mais qui, réciproquement, l'entretiennent. La redéfinition à la marge de la place des vendeurs de rue et récupérateurs informels que sont les biffins relève alors plus du registre de la régulation que de celui de l'alternative, dans un contexte où le recul des tolérances envers les activités informelles débouche une gestion incrémentale et semi-institutionnalisée au niveau local.
In Paris, there are, on the margins of the flea markets, some areas of informal street trade gathering people in precarious situations selling second-hand items and, to a lesser extent, new items. In face of the harsher repression they endure, a collective movement got formed to defend the right of the informal vendors selling second-hand items, the biffins, to occupypublic space. At the same time, the phenomenon, often qualified as « misery markets », has extended, spreading to less outlying areas. The approach focuses on the link between collective action and public action. The thesis relates the evolution of the « misery markets » and of the biffins' movement. It aims at showing how the political treatment ofinformality causes a partial hybridization of public action through the controversy about the biffins and the « misery markets ». In this context, the biffin's movement is marked by a division hindering its generalization. It is crossed by internal conflicts deriving from the partial and biased nature of the institutionnalization of the biffins' activities, but which, in turn, fuels this. The minor redefinition of the place of this informal street vendors and wastepickers is thus more a matter of regulation than of alternative, in a context where the reduction of police tolerances toward informal activities leads to an incremental and…
Advisors/Committee Members: Séchet, Raymonde (thesis director).
Subjects/Keywords: Informalité; Action collective; Action publique; Informality; Collective action; Public action; 305.56
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Balan, H. (2016). Redéfinir la place de l’informel à Paris : la controverse sur les biffins et les « marchés de la misère » : Redefining the position of informal activities in Paris : the controversy about the biffins and the « misery markets ». (Doctoral Dissertation). Rennes 2. Retrieved from http://www.theses.fr/2016REN20038
Chicago Manual of Style (16th Edition):
Balan, Hélène. “Redéfinir la place de l’informel à Paris : la controverse sur les biffins et les « marchés de la misère » : Redefining the position of informal activities in Paris : the controversy about the biffins and the « misery markets ».” 2016. Doctoral Dissertation, Rennes 2. Accessed February 21, 2020.
http://www.theses.fr/2016REN20038.
MLA Handbook (7th Edition):
Balan, Hélène. “Redéfinir la place de l’informel à Paris : la controverse sur les biffins et les « marchés de la misère » : Redefining the position of informal activities in Paris : the controversy about the biffins and the « misery markets ».” 2016. Web. 21 Feb 2020.
Vancouver:
Balan H. Redéfinir la place de l’informel à Paris : la controverse sur les biffins et les « marchés de la misère » : Redefining the position of informal activities in Paris : the controversy about the biffins and the « misery markets ». [Internet] [Doctoral dissertation]. Rennes 2; 2016. [cited 2020 Feb 21].
Available from: http://www.theses.fr/2016REN20038.
Council of Science Editors:
Balan H. Redéfinir la place de l’informel à Paris : la controverse sur les biffins et les « marchés de la misère » : Redefining the position of informal activities in Paris : the controversy about the biffins and the « misery markets ». [Doctoral Dissertation]. Rennes 2; 2016. Available from: http://www.theses.fr/2016REN20038
22.
Zardai, Istvan Zoltan.
What are actions?
.
Degree: 2016, University of Hertfordshire
URL: http://hdl.handle.net/2299/17222
► The thesis is a defence of an original position in the philosophy of action. It argues for a pluralist view of actions dubbed Strong Pluralism.…
(more)
▼ The thesis is a defence of an original position in the philosophy of action. It argues for a pluralist view of actions dubbed Strong Pluralism.
One of the key questions of philosophy of action since the early 20th century has been taken to be ???What are actions???? In my thesis I argue that there is no single correct answer to this question. I put forward two positive claims which explain why this is so: 1. That ???action??? is ambiguous and can mean either doing or thing done. 2. That not all doings fall into the same metaphysical category because they can have different constitutive structures: some of them are causings, some are events, and others are processes. I demonstrate in the thesis that these two claims can be held coherently, and I identify the resulting view as Strong Pluralism about action.
The thesis divides into two parts. In the first part I lay out and offer a defence of the view in question and in the second I discuss how my pluralist view of relates to the three major types of views of action: events, causings, and process views.
The first part of the thesis consists of three steps of the main argument of my thesis, each step outlined and argued for in a chapter. In the first chapter I offer an overview of the answers provided to the ???What is action???? question offered by philosophers in the last 80 years. I identify a trend common to these views to advance monist answers, that is, they offer views of action which are committed to ???action??? meaning one thing and all actions fitting into the same metaphysical category. I argue that the monist answers are unsatisfactory and monism about actions cannot be maintained.
In chapter two I offer an alternative to monism in the form of pluralism about actions. I defend pluralism by arguing that ???action??? is ambiguous between doing and things done, and by showing that it is a as suitable substitute for monism. I provide an overview of the four most important ways in which the doing ??? thing done distinction has been made, and I suggest and defend a further version of it. In chapter three, I outline three possible pluralist views of actions, and defend the view which I call Strong Pluralism. Strong Pluralism is committed to the claims that there are both doings and things done, and that there are doings which have different constitutions from other doings, hence it is correct to think that some doings are events, some are causings, and some are processes.
In the three chapters which constitute the second part of the thesis I engage successively with views which have claimed that actions are events, that they are causings, and that actions are processes. I argue in each chapter that there are doings which can be said to belong into the category discussed and I provide positive accounts and examples of when this is so. I offer a categorization of doings which helps us to decide which doings fall into the group of events, which into that of causings, and which into that of processes. Throughout these three chapters I critically discuss the most…
Subjects/Keywords: Philosophy;
Philosophy of action;
Metaethics;
action;
Human action;
Metaphysics;
Action theory;
Behaviour;
Agency;
Animal action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zardai, I. Z. (2016). What are actions?
. (Thesis). University of Hertfordshire. Retrieved from http://hdl.handle.net/2299/17222
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Zardai, Istvan Zoltan. “What are actions?
.” 2016. Thesis, University of Hertfordshire. Accessed February 21, 2020.
http://hdl.handle.net/2299/17222.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Zardai, Istvan Zoltan. “What are actions?
.” 2016. Web. 21 Feb 2020.
Vancouver:
Zardai IZ. What are actions?
. [Internet] [Thesis]. University of Hertfordshire; 2016. [cited 2020 Feb 21].
Available from: http://hdl.handle.net/2299/17222.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Zardai IZ. What are actions?
. [Thesis]. University of Hertfordshire; 2016. Available from: http://hdl.handle.net/2299/17222
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Université Catholique de Louvain
23.
Nothomb, Eugénie.
L'action en réparation collective à la belge, état des lieux presque deux ans après son entrée en vigueur.
Degree: 2016, Université Catholique de Louvain
URL: http://hdl.handle.net/2078.1/thesis:3891
► L'action en réparation collective est arrivée dans notre système judiciaire en septembre 2014. Comme les autres pays de l'Union européenne, elle fera l'objet d'un examen…
(more)
▼ L'action en réparation collective est arrivée dans notre système judiciaire en septembre 2014. Comme les autres pays de l'Union européenne, elle fera l'objet d'un examen de la Commission en juillet 2017. En attendant, notre version a déjà fait l'objet de deux recours en annulation auprès de la Cour constitutionnelle mais aussi de beaucoup de remarques et de critiques par la doctrine et les praticiens. Cette étude a tenté d'en rassembler la majeur partie.
Master [120] en droit, Université catholique de Louvain, 2016
Advisors/Committee Members: UCL - Faculté de droit et de criminologie, van Drooghenbroeck, Jean-François.
Subjects/Keywords: Action en réparation collective; Class action
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nothomb, E. (2016). L'action en réparation collective à la belge, état des lieux presque deux ans après son entrée en vigueur. (Thesis). Université Catholique de Louvain. Retrieved from http://hdl.handle.net/2078.1/thesis:3891
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Nothomb, Eugénie. “L'action en réparation collective à la belge, état des lieux presque deux ans après son entrée en vigueur.” 2016. Thesis, Université Catholique de Louvain. Accessed February 21, 2020.
http://hdl.handle.net/2078.1/thesis:3891.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nothomb, Eugénie. “L'action en réparation collective à la belge, état des lieux presque deux ans après son entrée en vigueur.” 2016. Web. 21 Feb 2020.
Vancouver:
Nothomb E. L'action en réparation collective à la belge, état des lieux presque deux ans après son entrée en vigueur. [Internet] [Thesis]. Université Catholique de Louvain; 2016. [cited 2020 Feb 21].
Available from: http://hdl.handle.net/2078.1/thesis:3891.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nothomb E. L'action en réparation collective à la belge, état des lieux presque deux ans après son entrée en vigueur. [Thesis]. Université Catholique de Louvain; 2016. Available from: http://hdl.handle.net/2078.1/thesis:3891
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
King Abdullah University of Science and Technology
24.
Alwassel, Humam.
Efficient Temporal Action Localization in Videos.
Degree: 2018, King Abdullah University of Science and Technology
URL: http://hdl.handle.net/10754/627678
► State-of-the-art temporal action detectors inefficiently search the entire video for specific actions. Despite the encouraging progress these methods achieve, it is crucial to design automated…
(more)
▼ State-of-the-art temporal action detectors inefficiently search the entire video for specific actions. Despite the encouraging progress these methods achieve, it is crucial to design automated approaches that only explore parts of the video which are the most relevant to the actions being searched. To address this need, we propose the new problem of action spotting in videos, which we define as finding a specific action in a video while observing a small portion of that video. Inspired by the observation that humans are extremely efficient and accurate in spotting and finding action instances in a video, we propose Action Search, a novel Recurrent Neural Network approach that mimics the way humans spot actions. Moreover, to address the absence of data recording the behavior of human annotators, we put forward the Human Searches dataset, which compiles the search sequences employed by human annotators spotting actions in the AVA and THUMOS14 datasets. We consider temporal action localization as an application of the action spotting problem. Experiments on the THUMOS14 dataset reveal that our model is not only able to explore the video efficiently (observing on average 17.3% of the video) but it also accurately finds human activities with 30.8% mAP (0.5 tIoU), outperforming state-of-the-art methods
Subjects/Keywords: video understanding; action localization; action spotting
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Alwassel, H. (2018). Efficient Temporal Action Localization in Videos. (Thesis). King Abdullah University of Science and Technology. Retrieved from http://hdl.handle.net/10754/627678
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Alwassel, Humam. “Efficient Temporal Action Localization in Videos.” 2018. Thesis, King Abdullah University of Science and Technology. Accessed February 21, 2020.
http://hdl.handle.net/10754/627678.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Alwassel, Humam. “Efficient Temporal Action Localization in Videos.” 2018. Web. 21 Feb 2020.
Vancouver:
Alwassel H. Efficient Temporal Action Localization in Videos. [Internet] [Thesis]. King Abdullah University of Science and Technology; 2018. [cited 2020 Feb 21].
Available from: http://hdl.handle.net/10754/627678.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Alwassel H. Efficient Temporal Action Localization in Videos. [Thesis]. King Abdullah University of Science and Technology; 2018. Available from: http://hdl.handle.net/10754/627678
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
25.
Irwin, Suzanne.
In-Group, Out-Group and the Shared-Stroop Effect.
Degree: 2013, University of Edinburgh
URL: http://hdl.handle.net/1842/8577
► As social beings, humans are continually required to act in combination with others. This joint action can only be successful if we are able to…
(more)
▼ As social beings, humans are continually required to act in combination with others. This joint
action can only be successful if we are able to predict and integrate our predictions about the co-actors actions into our own
action representation. These abilities are combined in a shared representation of the task, considering a joint task as one task, as opposed to two individual tasks for each actor. Research in joint
action has focussed on the social Simon task, and numerous social manipulations have been carried out through this task. The shared-Stroop task is a fairly novel task designed to determine if linguistic tasks can be shared in the same way as spatial tasks can, through the generation of shared mental representations of the task. The current study draws upon the notion of social manipulation from the social Simon studies, and intergroup relationships as a focus based upon its significance in social psychological literature. It is expected that intergroup pairs will demonstrate less interference in the shared-Stroop task compared to intra-group pairs, and there will be greater interference when both partners responds to a (different) colour (joint response) compared to when only one partner responds to a colour (single response). The results did not support either expectation, however further analysis of participant ratings of group affiliation and group closeness found a significant difference in interference between the levels of group affiliation indicated by the participants, F(2,33)=3.928, p<0.05, r=0.48. This result indicate that physical pairings are less important to participants in terms of their reaction times on the shared-Stroop task, their perceptions of group affiliation and between group closeness are more influential on shared representations, and therefore reaction times. Furthermore a number of trends are noted, despite being non significant when tested. A number of limitations, and potential fixes for future research are discussed, along with some possible explanations for the lack of findings.
Advisors/Committee Members: Pickering, Martin, Gambi, Chiara.
Subjects/Keywords: Joint Action; Stroop
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Irwin, S. (2013). In-Group, Out-Group and the Shared-Stroop Effect. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8577
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Irwin, Suzanne. “In-Group, Out-Group and the Shared-Stroop Effect.” 2013. Thesis, University of Edinburgh. Accessed February 21, 2020.
http://hdl.handle.net/1842/8577.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Irwin, Suzanne. “In-Group, Out-Group and the Shared-Stroop Effect.” 2013. Web. 21 Feb 2020.
Vancouver:
Irwin S. In-Group, Out-Group and the Shared-Stroop Effect. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 Feb 21].
Available from: http://hdl.handle.net/1842/8577.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Irwin S. In-Group, Out-Group and the Shared-Stroop Effect. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8577
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
26.
Liu, Qing.
The selection and adaptive use of materials in nut-cracking by wild beared capuchins (Cebus libidinosus): a Perception-Action perspective.
Degree: PhD, Psychology, 2011, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/liu_qing_201108_phd
► Nut-cracking is a complex tool use behavior that has only been discovered in wild chimpanzees and capuchin monkeys. The study of animal tool use has…
(more)
▼ Nut-cracking is a complex tool use behavior that has only been discovered in wild chimpanzees and capuchin monkeys. The study of animal tool use has long emphasized the cognitive processes such as reasoning and representation in tool use but has largely ignored the act of too use itself.
This research employs a Perception-
Action perspective derived from the Gibsonian Ecological Psychology framework to study the selection and adaptive use of materials in nut-cracking by wild capuchin monkeys in Brazil. I first reviewed the background literature on the study of animal tool use and compared the traditional representational approach and the proposed Perception-
Action perspective (Chapter 1). Next I presented the first study in which capuchin monkeys selectively used effective novel pits on anvils, using exploratory behaviors to detect affordances (Chapter 2) and the second study in which the capuchin monkeys adaptively and effectively used hammer stones of different weights to crack nuts by modulating forces and lifting height (Chapter 3). Chapter 4 summarized the findings and discussed the significance of the Perception-
Action perspective in the study of animal tool use and problem solving.
Advisors/Committee Members: Dorothy Fragaszy.
Subjects/Keywords: perception-action coupling
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Liu, Q. (2011). The selection and adaptive use of materials in nut-cracking by wild beared capuchins (Cebus libidinosus): a Perception-Action perspective. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/liu_qing_201108_phd
Chicago Manual of Style (16th Edition):
Liu, Qing. “The selection and adaptive use of materials in nut-cracking by wild beared capuchins (Cebus libidinosus): a Perception-Action perspective.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020.
http://purl.galileo.usg.edu/uga_etd/liu_qing_201108_phd.
MLA Handbook (7th Edition):
Liu, Qing. “The selection and adaptive use of materials in nut-cracking by wild beared capuchins (Cebus libidinosus): a Perception-Action perspective.” 2011. Web. 21 Feb 2020.
Vancouver:
Liu Q. The selection and adaptive use of materials in nut-cracking by wild beared capuchins (Cebus libidinosus): a Perception-Action perspective. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 21].
Available from: http://purl.galileo.usg.edu/uga_etd/liu_qing_201108_phd.
Council of Science Editors:
Liu Q. The selection and adaptive use of materials in nut-cracking by wild beared capuchins (Cebus libidinosus): a Perception-Action perspective. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/liu_qing_201108_phd
Victoria University of Wellington
27.
Yearsley, Sharon.
Striking a Balance: Improving Practice as a Student Doing Group Music Therapy with Adults with Substance Abuse and Dependence.
Degree: 2010, Victoria University of Wellington
URL: http://hdl.handle.net/10063/1473
► An action research project was devised to help a music therapy student improve her practice in a group alcohol and drug treatment setting. The project…
(more)
▼ An
action research project was devised to help a music therapy student improve her practice in a
group alcohol and drug treatment setting. The project initially focussed on improving practice by
delivering more creative, sustained and holistic experiences. Four
action cycles of one week each
were carried out, each cycle comprising planning,
action and reflection stages. Data sources were
gathered in the form of clinical notes, a reflective journal and supervision notes from meetings and
session de-briefs with counselling staff at the facility. The data was then woven into narrative
accounts of each cycle, and key learning points for each cycle were identified. Cycles were also
examined for common themes, and nine themes were identified. Findings show the student
developing a deeper understanding of practice through the examination of structure and flexibility in
facilitation style and musical interactions, and how and when to find balance between structure and
freedom. Other key factors relevant to improving practice such as building confidence and working
with the interdisciplinary team, are explored. Findings are discussed, along with ideas about the
value of carrying out an
Action Research project, and suggestions for future projects focussed on
improving practice with this client group.
Advisors/Committee Members: Hoskyns, Sarah.
Subjects/Keywords: Action research; Addiction
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Yearsley, S. (2010). Striking a Balance: Improving Practice as a Student Doing Group Music Therapy with Adults with Substance Abuse and Dependence. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1473
Chicago Manual of Style (16th Edition):
Yearsley, Sharon. “Striking a Balance: Improving Practice as a Student Doing Group Music Therapy with Adults with Substance Abuse and Dependence.” 2010. Masters Thesis, Victoria University of Wellington. Accessed February 21, 2020.
http://hdl.handle.net/10063/1473.
MLA Handbook (7th Edition):
Yearsley, Sharon. “Striking a Balance: Improving Practice as a Student Doing Group Music Therapy with Adults with Substance Abuse and Dependence.” 2010. Web. 21 Feb 2020.
Vancouver:
Yearsley S. Striking a Balance: Improving Practice as a Student Doing Group Music Therapy with Adults with Substance Abuse and Dependence. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2020 Feb 21].
Available from: http://hdl.handle.net/10063/1473.
Council of Science Editors:
Yearsley S. Striking a Balance: Improving Practice as a Student Doing Group Music Therapy with Adults with Substance Abuse and Dependence. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1473
University of Edinburgh
28.
McLaughlin, Catriona.
Joint Action in Dialogue: Speed of Passive and Active Utterance Onset between Strangers and Flatmates.
Degree: 2012, University of Edinburgh
URL: http://hdl.handle.net/1842/8536
► Dialogue is negotiated with remarkable ease when the complex processes involved are considered. Examples include the constant switching of task between the production and comprehension…
(more)
▼ Dialogue is negotiated with remarkable ease when the complex processes involved are considered. Examples include the constant switching of task between the production and comprehension of language and also the coordination of conversational turn-taking. It is thought that the fluidity and coordination of these processes are enabled by an ability to align individual representations of language to form a joint account of dialogue which allows us to represent the utterances of others in the same way as our own. For this reason dialogue is considered the linguistic form of joint
action. Also, it has been suggested that dialogue makes use of the same underlying processes present in monologue, such as the delayed onset of initiating a passive sentence in comparison to an active one.
In order to demonstrate this, a task of sentence completion between two participants was used. In the Joint condition, one member of the pair initiated the description of a simple picture and the other member completed it. In the No condition the second partner had no role. A delay of utterance onset was expected by participants when their partner had a role in the sentence due to this joint account of language. Sentence voice was manipulated by the use of pictures which resulted in both passive and active sentence. To investigate the effect of familiarity of speakers on level of conversational success, results were compared between pairs of strangers and pairs of flatmates.
It was seen that the presence of the role of a partner is taken into account and affects self-generated utterances in the form of delayed utterance initiation. Manipulation of sentence voice and level of conversation experience was not significant.
Advisors/Committee Members: Pickering, Martin.
Subjects/Keywords: joint action; dialogue
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McLaughlin, C. (2012). Joint Action in Dialogue: Speed of Passive and Active Utterance Onset between Strangers and Flatmates. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8536
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
McLaughlin, Catriona. “Joint Action in Dialogue: Speed of Passive and Active Utterance Onset between Strangers and Flatmates.” 2012. Thesis, University of Edinburgh. Accessed February 21, 2020.
http://hdl.handle.net/1842/8536.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
McLaughlin, Catriona. “Joint Action in Dialogue: Speed of Passive and Active Utterance Onset between Strangers and Flatmates.” 2012. Web. 21 Feb 2020.
Vancouver:
McLaughlin C. Joint Action in Dialogue: Speed of Passive and Active Utterance Onset between Strangers and Flatmates. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Feb 21].
Available from: http://hdl.handle.net/1842/8536.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
McLaughlin C. Joint Action in Dialogue: Speed of Passive and Active Utterance Onset between Strangers and Flatmates. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8536
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
29.
Rahman, Madhuri.
Reconceptualising Power in Action Research: A Focauldian Perspective.
Degree: 2012, University of Edinburgh
URL: http://hdl.handle.net/1842/8479
► In the last decade there has been a renewed interest in the employment of Action Research within Psychology. Action Research is an orientation to inquiry,…
(more)
▼ In the last decade there has been a renewed interest in the employment of
Action Research within Psychology.
Action Research is an orientation to inquiry, rather than a distinct method. It involves democratisation of the research process – i.e. knowledge created about a community should be created with that community. Participants are engaged in as much of the research process as possible – from formulation of research question to write up. Its value has been recognized in its capacity to empower participants, through the co-creation of knowledge, to understand and act to change their situations. Thus power here is viewed as a commodity – something to be passed between those who have it and those who don’t. It is argued here that adopting this conception of power proves inadequate to attain goals of empowerment. Instead I outline Foucault’s alternative view on the nature of power. Foucault outlines a notion of power as a complex network of relations, bound together by discourse, knowledge and the production of truth. This alternative view offers a novel way of understanding the relationship between the researcher and researched. By examining the manifestation of Foucault’s notions within six exemplary psychological
action research studies, I demonstrate that working within this outdated conception,
action research can in fact have unintended disempowering effects.
Advisors/Committee Members: Widdicombe, Sue.
Subjects/Keywords: Action Research; Foucault
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Rahman, M. (2012). Reconceptualising Power in Action Research: A Focauldian Perspective. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8479
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rahman, Madhuri. “Reconceptualising Power in Action Research: A Focauldian Perspective.” 2012. Thesis, University of Edinburgh. Accessed February 21, 2020.
http://hdl.handle.net/1842/8479.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rahman, Madhuri. “Reconceptualising Power in Action Research: A Focauldian Perspective.” 2012. Web. 21 Feb 2020.
Vancouver:
Rahman M. Reconceptualising Power in Action Research: A Focauldian Perspective. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Feb 21].
Available from: http://hdl.handle.net/1842/8479.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rahman M. Reconceptualising Power in Action Research: A Focauldian Perspective. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8479
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of New Mexico
30.
Weywadt, Christina.
The role of phonological loop resources in task choice and task performance.
Degree: Psychology, 2012, University of New Mexico
URL: http://hdl.handle.net/1928/20888
► Individuals can use verbal resources of the phonological loop to support goal-directed behavior. Resources of the phonological loop are known to support goal-directed behavior via…
(more)
▼ Individuals can use verbal resources of the phonological loop to support goal-directed behavior. Resources of the phonological loop are known to support goal-directed behavior via the maintenance and retrieval of stimulus-response maps (S-R), but it is also possible that these resources control behavior more broadly by contributing to the choice of what task to perform, i.e. task choice or task selection. To evaluate the role of phonological resources in task choice a unique variant of task switching was used, voluntary task switching (VTS). VTS provides the traditional metrics of task performance as well as a metric of task choice, the probability of switching tasks. In four experiments, task choice and task performance were measured as a function of the response to stimulus interval (RSI), the type of stimulus (a stimulus repetition or a stimulus change) and the availability of phonological loop resources. Individuals performed articulatory suppression to disrupt resources of the phonological loop, i.e., individuals repeated the word the' aloud in time with a metronome. Decreased switching was found at short RSIs, when stimuli repeated, and when individuals performed concurrent articulatory suppression. The expected interaction of RSI and Load for the task choice measure was inconsistent and incompatible with the view that individuals rehearse previous task choices to guide current task choice in VTS. These data suggest that resources of the phonological loop contribute to processes of goal-activation as well as basic task-level processing. These results support models of task switching that distinguish between goal and task-level representations. Critically, this work suggests that traditional task-switching environments underestimate the impact of phonological interference on goal-directed behavior.
Advisors/Committee Members: Butler, Karin, Ruthruff, Eric, Arrington, Catherine, Shane, Matt.
Subjects/Keywords: Action theory; Phonetics.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Weywadt, C. (2012). The role of phonological loop resources in task choice and task performance. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/20888
Chicago Manual of Style (16th Edition):
Weywadt, Christina. “The role of phonological loop resources in task choice and task performance.” 2012. Doctoral Dissertation, University of New Mexico. Accessed February 21, 2020.
http://hdl.handle.net/1928/20888.
MLA Handbook (7th Edition):
Weywadt, Christina. “The role of phonological loop resources in task choice and task performance.” 2012. Web. 21 Feb 2020.
Vancouver:
Weywadt C. The role of phonological loop resources in task choice and task performance. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2020 Feb 21].
Available from: http://hdl.handle.net/1928/20888.
Council of Science Editors:
Weywadt C. The role of phonological loop resources in task choice and task performance. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/20888
◁ [1] [2] [3] [4] [5] … [286] ▶
. 
Open Access Theses and Dissertations