subject:(College students Religious life)

University of Aberdeen

1. Williams, Patricia Sarah. What happens to faith when Christians get dementia? : a criticial exploration of how dementia affects the faith experience and practice of Christians from the evangelical tradition living with mild to moderate symptoms of dementia.

Degree: PhD, 2018, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239935 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767331

► The thesis explores the experience of Christian faith for those who live with mild to moderate dementia. Whilst spirituality is increasingly recognised as a factor… (more)

▼ The thesis explores the experience of Christian faith for those who live with mild to moderate dementia. Whilst spirituality is increasingly recognised as a factor in wellbeing, there has been relatively little in-depth exploration of how dementia affects faith, or conversely, how faith affects the experience of dementia, particularly, within the context of the evangelical faith tradition. Located within the field of Practical Theology, Osmer's four tasks provide structure for the research and discussion. The qualitative study uses a hermeneutic phenomenological methodology to discover insight from the lived experience of eight Christians who live with mild to moderate dementia. Theological reflection on issues arising from the phenomenological accounts, seeks understanding of the profound questions which dementia brings to faith experience. In conversation with theological writing, Christian tradition, and in the light of Scripture, the discussion looks for mutually critical correlation between experience and theology, investigating what it means to be a Christian living with dementia. The reflections are structured using a model of orientation, disorientation and reorientation, reminiscent of Brueggemann's scheme, looking for what this discloses about how faith is experienced in the life-changing challenges brought by dementia. Gadamer's notion of fusion of horizons discloses ongoing insight into the thesis question. The study concludes that faith is dependent primarily on relationship with God, expressed within the community of faith. Counterintuitively, it reveals a growing, positive experience of faith in the light of dementia, and highlights the significance of Christian hope. The thesis contends that faith experience and growth do not end with diagnosis, even though experience and practice begin to change in some respects. The research brings fresh theological insights, and highlights the need for new, creative practices which enable the faith nurture and support of disciples of Christ who are living with this disease. This period of early to moderate dementia provides opportunity for consideration of these issues, and for hearing the voices of those who live with dementia.

Subjects/Keywords: Religious life; Christianity; Dementia

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APA (6^th Edition):

Williams, P. S. (2018). What happens to faith when Christians get dementia? : a criticial exploration of how dementia affects the faith experience and practice of Christians from the evangelical tradition living with mild to moderate symptoms of dementia. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239935 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767331

Chicago Manual of Style (16^th Edition):

Williams, Patricia Sarah. “What happens to faith when Christians get dementia? : a criticial exploration of how dementia affects the faith experience and practice of Christians from the evangelical tradition living with mild to moderate symptoms of dementia.” 2018. Doctoral Dissertation, University of Aberdeen. Accessed December 15, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239935 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767331.

MLA Handbook (7^th Edition):

Williams, Patricia Sarah. “What happens to faith when Christians get dementia? : a criticial exploration of how dementia affects the faith experience and practice of Christians from the evangelical tradition living with mild to moderate symptoms of dementia.” 2018. Web. 15 Dec 2019.

Vancouver:

Williams PS. What happens to faith when Christians get dementia? : a criticial exploration of how dementia affects the faith experience and practice of Christians from the evangelical tradition living with mild to moderate symptoms of dementia. [Internet] [Doctoral dissertation]. University of Aberdeen; 2018. [cited 2019 Dec 15]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239935 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767331.

Council of Science Editors:

Williams PS. What happens to faith when Christians get dementia? : a criticial exploration of how dementia affects the faith experience and practice of Christians from the evangelical tradition living with mild to moderate symptoms of dementia. [Doctoral Dissertation]. University of Aberdeen; 2018. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239935 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767331

University of Stirling

2. Dikaiou, Maria. Future orientation as a function of attitudes, beliefs and values for a group of students.

Degree: PhD, 1981, University of Stirling

URL: http://hdl.handle.net/1893/24383

► The investigation of a person's degree of forward planning as a strategy for coping with the unknown future, has not been widely explored in the… (more)

▼ The investigation of a person's degree of forward planning as a strategy for coping with the unknown future, has not been widely explored in the psychology literature. Two groups of students classified as planners and non-planners on the basis of their responses to an open-ended questionnaire were compared in terms of the following: 1. Number and type of hopes and fears about the future. 2. The relative importance of the time zones of past, present and future. 3. Optimism/pessimism .about the future at a personal as well as societal level. 4. Perception of people who plan their lives and work to attain specific goals. 5. Beliefs regarding the extent to which people can exercise control over the occurrence of various events in their lives as opposed to external forces such as luck, fate or powerful others (Internal versus External locus of control). 6. Values as measured by Rokeach's 18 instrumental and 18 terminal value survey. Items 1-4 were explored by means of a questionnaire developed after carrying out a number of extensive interviews and a pilot study. Beliefs in Internality-Externality were explored by using the Internal-External locus of control scale developed by Rotter and his colleagues (1966), while values were measured by Rokeach's (1966) Value Survey of 18 instrumental and 18 terminal values. The questionnaire, Rotter's I-E scale and Rokeach's Value Survey were distributed to a sample of 88 first-year undergraduate students (44 females and 44 males), from I8 to 23 years of age. According to the findings, planners and non-planners adopt different strategies for coping with the future: planners through setting up goals determine their future outcomes and consequently reduce uncertainty, while non-planners seem not to attempt to influence future events. In the first case, planning for the future is seen as a person's sense of agency over his environment while in the second case, focussing on the present is seen as a defensive mechanism against the possibility of disappointment in the future. The results showed that planners: 1) hold more positive attitudes towards planning and the future; 2) had more hopes rather than fears about the future; 3) valued the future more than the present and past; 4) held optimistic views about private and public aspects of life in the future; 5) were more Internal in their beliefs about locus of control; 6) had a value orientation which was more intra-personal than interpersonal in focus. In order to explore further the relationship between planning and Internality-Externality a second study was designed. More specifically, the study investigated: 1) The extent to which a person's beliefs about his ability to exercise control over a variety of situations in the private and socio-political aspects of life (measured by Rotter's I-E scale) were related to the extent of forward planning in these areas; 2) Planners' and non-planners' preferences for immediate or long-term solutions to issues of unemployment, inflation and pollution in Britain. A sample of 46…

Subjects/Keywords: College students Attitudes

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APA (6^th Edition):

Dikaiou, M. (1981). Future orientation as a function of attitudes, beliefs and values for a group of students. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/24383

Chicago Manual of Style (16^th Edition):

Dikaiou, Maria. “Future orientation as a function of attitudes, beliefs and values for a group of students.” 1981. Doctoral Dissertation, University of Stirling. Accessed December 15, 2019. http://hdl.handle.net/1893/24383.

MLA Handbook (7^th Edition):

Dikaiou, Maria. “Future orientation as a function of attitudes, beliefs and values for a group of students.” 1981. Web. 15 Dec 2019.

Vancouver:

Dikaiou M. Future orientation as a function of attitudes, beliefs and values for a group of students. [Internet] [Doctoral dissertation]. University of Stirling; 1981. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1893/24383.

Council of Science Editors:

Dikaiou M. Future orientation as a function of attitudes, beliefs and values for a group of students. [Doctoral Dissertation]. University of Stirling; 1981. Available from: http://hdl.handle.net/1893/24383

University of Manchester

3. Reid, Lydia Jane. 'The secular delusion'? : how religious students negotiate their faith in a university context.

Degree: PhD, 2014, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:237274 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677738

► Universities have traditionally been thought of as “secular enclaves” (Bryant, 2006: 2) that have the capacity to liberalise or even eradicate personal religious beliefs. Despite… (more)

▼ Universities have traditionally been thought of as “secular enclaves” (Bryant, 2006: 2) that have the capacity to liberalise or even eradicate personal religious beliefs. Despite this assumption, religious activity on university campuses shows no sign of declining, due in part to the failings of the secularisation thesis and the rise of religious pluralism. In the media more recently, there have been frequent references to religious organisations on campus, in particular to clashes between Christian societies and Student Unions, and between Islamic and atheist societies. The management of religion on university campuses has also become a political issue with the Prime Minister David Cameron intervening on recent guidelines (proposed by Universities U.K.) advising that external religious speakers be allowed to segregate student audiences based on gender. As a direct result of Cameron’s intervention the advisory comment was removed. In light of the above, the aim of this thesis is to explore how Christian, Jewish and Muslim students navigate the terrain of the university and whether such an environment is challenging or conducive to their faith in terms of degree content, interactions with peers and involvement in relevant societies and/or chaplaincies. This thesis also explores student reactions to the New Atheism, a label attributed to a group of provocative authors – Richard Dawkins, Daniel Dennett, Sam Harris and Christopher Hitchens – all of whom are united in their belief that religion is irrational, false and evil. Often described as the chief proponent of the New Atheism, Richard Dawkins has also recently shown his support for UCL’s atheist society in their disagreement with the Student Union over the uploading of a satirical religious cartoon to their Facebook page. The research which forms the basis of this thesis was carried out between 2011-2013 and features the use of qualitative semi-structured interviews and the presentation of New Atheist extracts from Dawkins, Hitchens, Dennett and Harris. Over 30 participants were included in the project with a minimum of 10 students from each (Islamic, Christian and Jewish) faith group. The multi-faith angle of this project offers a unique insight into how different faith groups navigate the university, with some common issues emerging across all faith groups as well as faith-specific issues. Sociological research in this area has tended to focus on Christian students and this has meant that certain concerns (such as dietary provisions and prayer space) have tended to be overlooked by researchers. The findings of this research project are multi-layered and complex. Religious students differed in terms of their expectations of higher education institutions: some students viewed the university in purely educational terms (and as having no religious function), while others saw the university as a place for both educational and spiritual development and where personal faith could be integrated with their academic studies and social life. The experience of religious…

Subjects/Keywords: New Atheism; Religious Societies; Universities; Secularisation; Secular; Religion; Students

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APA (6^th Edition):

Reid, L. J. (2014). 'The secular delusion'? : how religious students negotiate their faith in a university context. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:237274 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677738

Chicago Manual of Style (16^th Edition):

Reid, Lydia Jane. “'The secular delusion'? : how religious students negotiate their faith in a university context.” 2014. Doctoral Dissertation, University of Manchester. Accessed December 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:237274 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677738.

MLA Handbook (7^th Edition):

Reid, Lydia Jane. “'The secular delusion'? : how religious students negotiate their faith in a university context.” 2014. Web. 15 Dec 2019.

Vancouver:

Reid LJ. 'The secular delusion'? : how religious students negotiate their faith in a university context. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2019 Dec 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:237274 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677738.

Council of Science Editors:

Reid LJ. 'The secular delusion'? : how religious students negotiate their faith in a university context. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:237274 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677738

University of Stirling

4. Thomson, Karen. Exploring learning conceptions in a culturally diverse post-graduate science classroom.

Degree: EdD, 2017, University of Stirling

URL: http://hdl.handle.net/1893/25959

► This research explored the learning conceptions of a culturally diverse population of post-graduate health and life sciences students at a Scottish university; and investigated the… (more)

▼ This research explored the learning conceptions of a culturally diverse population of post-graduate health and life sciences students at a Scottish university; and investigated the relationship between their learning conceptions and academic achievement. There is a vast literature on conceptions of learning deriving from a variety of disciplines, although few studies have addressed the conceptions of experienced learners. A mixed methods approach was implemented, which is underpinned by a phenomenographic methodology. The participants comprised individuals from thirty-two nations, which were broken down into five cultural clusters. Quantitative data were gathered from 156 students, using the Conceptions of Learning Inventory (COLI) (Purdie & Hattie, 2002) and their predicted, and actual, academic performance at the end of their first semester. Three focus groups further explored students’ understanding, and experiences, of learning and assessment. There were some cultural differences in conceptions of learning identified in this study; generally, students from Central Africa scored most learning conceptions higher than students from other cultural clusters. There were no learning conceptions that predicted academic achievement with this group of post-graduate health and life sciences students, although there was a relationship between predicted academic performance and ‘personal development’ and ‘broadening horizons’. Possible explanations for these outcomes are presented. Contrary to previous research, predicted academic performance was not correlated with academic achievement. There were no cultural differences in academic achievement, but more students from Central Africa predicted that they would perform well than students from other cultural clusters. There is some support for learning conceptions sitting in a nested hierarchy, as found by previous research, but this study cannot confirm the exact order of these learning conceptions. In light of these findings, suggestions for future research are considered, with an emphasis on the relationship between learning context and conceptions of learning; and longitudinal research focusing on the development of learning conceptions. Implications of the outcomes from this study for university learning and teaching, as well as international and staff development policies, are presented.

Subjects/Keywords: learning conceptions; international students; post-graduate students; Students, Foreign Stirling (Scotland); Graduate students Stirling (Scotland); College students Stirling (Scotland)

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APA (6^th Edition):

Thomson, K. (2017). Exploring learning conceptions in a culturally diverse post-graduate science classroom. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/25959

Chicago Manual of Style (16^th Edition):

Thomson, Karen. “Exploring learning conceptions in a culturally diverse post-graduate science classroom.” 2017. Doctoral Dissertation, University of Stirling. Accessed December 15, 2019. http://hdl.handle.net/1893/25959.

MLA Handbook (7^th Edition):

Thomson, Karen. “Exploring learning conceptions in a culturally diverse post-graduate science classroom.” 2017. Web. 15 Dec 2019.

Vancouver:

Thomson K. Exploring learning conceptions in a culturally diverse post-graduate science classroom. [Internet] [Doctoral dissertation]. University of Stirling; 2017. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1893/25959.

Council of Science Editors:

Thomson K. Exploring learning conceptions in a culturally diverse post-graduate science classroom. [Doctoral Dissertation]. University of Stirling; 2017. Available from: http://hdl.handle.net/1893/25959

University of Aberdeen

5. Williams, Patricia Sarah.; Swinton, John,1957-; University of Aberdeen.School of Divinity, History and Philosophy. What happens to faith when Christians get dementia?.

Degree: School of Divinity, History & Philosophy., 2018, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=239935 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=239935&custom_att_2=simple_viewer

Subjects/Keywords: Religious life.; Christianity.; Dementia.

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APA (6^th Edition):

Williams, Patricia Sarah.; Swinton, John,1957-; University of Aberdeen.School of Divinity, H. a. P. (2018). What happens to faith when Christians get dementia?. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=239935 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=239935&custom_att_2=simple_viewer

Chicago Manual of Style (16^th Edition):

Williams, Patricia Sarah.; Swinton, John,1957-; University of Aberdeen.School of Divinity, History and Philosophy. “What happens to faith when Christians get dementia?.” 2018. Doctoral Dissertation, University of Aberdeen. Accessed December 15, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=239935 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=239935&custom_att_2=simple_viewer.

MLA Handbook (7^th Edition):

Williams, Patricia Sarah.; Swinton, John,1957-; University of Aberdeen.School of Divinity, History and Philosophy. “What happens to faith when Christians get dementia?.” 2018. Web. 15 Dec 2019.

Vancouver:

Williams, Patricia Sarah.; Swinton, John,1957-; University of Aberdeen.School of Divinity HaP. What happens to faith when Christians get dementia?. [Internet] [Doctoral dissertation]. University of Aberdeen; 2018. [cited 2019 Dec 15]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=239935 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=239935&custom_att_2=simple_viewer.

Council of Science Editors:

Williams, Patricia Sarah.; Swinton, John,1957-; University of Aberdeen.School of Divinity HaP. What happens to faith when Christians get dementia?. [Doctoral Dissertation]. University of Aberdeen; 2018. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=239935 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=239935&custom_att_2=simple_viewer

University of Oxford

6. McKinnon, Margot. Conceptualizing religion and spirituality in secular schools : a qualitative study of Albertan schooling.

Degree: PhD, 2016, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:09e062bb-20cc-4edf-af43-a9c06ec5fa44 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728787

► Over most of the 20th Century, many educational systems around the world became increasingly secular, notably with lessening involvement of religious institutions. However, what it… (more)

Subjects/Keywords: 207; Religious education – Canada; Secularization; Spirituality; Education and state – Canada; Alberta – Ethnic relations; Canada – Religious life and customs

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APA (6^th Edition):

McKinnon, M. (2016). Conceptualizing religion and spirituality in secular schools : a qualitative study of Albertan schooling. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:09e062bb-20cc-4edf-af43-a9c06ec5fa44 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728787

Chicago Manual of Style (16^th Edition):

McKinnon, Margot. “Conceptualizing religion and spirituality in secular schools : a qualitative study of Albertan schooling.” 2016. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:09e062bb-20cc-4edf-af43-a9c06ec5fa44 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728787.

MLA Handbook (7^th Edition):

McKinnon, Margot. “Conceptualizing religion and spirituality in secular schools : a qualitative study of Albertan schooling.” 2016. Web. 15 Dec 2019.

Vancouver:

McKinnon M. Conceptualizing religion and spirituality in secular schools : a qualitative study of Albertan schooling. [Internet] [Doctoral dissertation]. University of Oxford; 2016. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:09e062bb-20cc-4edf-af43-a9c06ec5fa44 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728787.

Council of Science Editors:

McKinnon M. Conceptualizing religion and spirituality in secular schools : a qualitative study of Albertan schooling. [Doctoral Dissertation]. University of Oxford; 2016. Available from: http://ora.ox.ac.uk/objects/uuid:09e062bb-20cc-4edf-af43-a9c06ec5fa44 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728787

University of Stirling

7. Halamandaris, Kallirroy-Fereniki. Correlates of adjustment to university life among students.

Degree: PhD, School of Natural Sciences, 1995, University of Stirling

URL: http://hdl.handle.net/1893/2188

► The present thesis investigated correlates of psychosocial and academic adjustment to University life among students. Five cross-sectional and one longitudinal study were undertaken. During the… (more)

▼ The present thesis investigated correlates of psychosocial and academic adjustment to University life among students. Five cross-sectional and one longitudinal study were undertaken. During the first 3 studies the focus of interest was both on home and non-home students. During the latter three studies the focus shifted to first year home students only. Data was collected by means of a number of self-report questionnaires consisting mainly of a number of standardised and widely used personality, social support and wellbeing/ adjustment measures. Results indicated that: (a) prior to arrival at University, non-home students, in comparison to home students, appear to be quite well equipped for the transition, in terms of social and personality attributes; however, they appear to lack substantial information regarding life in Scotland and academic standards of the host University, which might adversely affect their ability to cope with eventual academic demands; (b) Cultural Distance appears to affect non-home students' psychosocial adjustment during the early stage of the transition; (c) Non-home students experience not only the problems that home students report but also a number of additional difficulties which are closely related to cultural differences; (d) Correlates of Homesickness appear to differ for home and non-home students; (e) Personality (Neuroticism, Extraversion, Self-esteem, Social Inhibition and perceived Social Competence) and Dysfunctional Attitudes strongly influence the development of new satisfactory social networks, and the eventual psychosocial adjustment to University life; (f) Perceived Social Support is a significant predictor of psychosocial adjustment; (g) Academic performance does not appear to be related to any personality, social support or psychosocial adjustment variables; (h) Personality (Neuroticism, Extraversion), perceived Social Support and Loneliness appear to change significantly (in absolute terms) over the first academic year, but at the same time they remain relatively stable. Results are discussed in relation to the relevant literature, practical implications for students Counselling, and suggestions for further fruitful research.

Subjects/Keywords: College students Mental health; College students Psychology; Adjustment (Psychology)

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APA (6^th Edition):

Halamandaris, K. (1995). Correlates of adjustment to university life among students. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/2188

Chicago Manual of Style (16^th Edition):

Halamandaris, Kallirroy-Fereniki. “Correlates of adjustment to university life among students.” 1995. Doctoral Dissertation, University of Stirling. Accessed December 15, 2019. http://hdl.handle.net/1893/2188.

MLA Handbook (7^th Edition):

Halamandaris, Kallirroy-Fereniki. “Correlates of adjustment to university life among students.” 1995. Web. 15 Dec 2019.

Vancouver:

Halamandaris K. Correlates of adjustment to university life among students. [Internet] [Doctoral dissertation]. University of Stirling; 1995. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1893/2188.

Council of Science Editors:

Halamandaris K. Correlates of adjustment to university life among students. [Doctoral Dissertation]. University of Stirling; 1995. Available from: http://hdl.handle.net/1893/2188

University of Exeter

8. O'Connell, John Gerard. The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin.

Degree: Thesis (EdD), 2014, University of Exeter

URL: http://hdl.handle.net/10871/16567

► This thesis reports the findings of a research study conducted in an initial primary teacher education college in Dublin, exploring how teacher education students experienced… (more)

▼ This thesis reports the findings of a research study conducted in an initial primary teacher education college in Dublin, exploring how teacher education students experienced and constructed meaning from a pre-service RE course which recognized the importance of a focus on their inner lives. The study, which adopted a qualitative interpretive approach, was conducted using semi-structured interviews with twelve past students from a recently-graduated year group of one hundred students. The study hoped to uncover how a focus on the inner life was taken up by the research participants in relation to their personal and professional wellbeing and their role as educators in general and religious educators in particular. While it did not seek to generalise as a result of the findings, confined as it is by time and circumstance, nevertheless aspects deemed worthwhile by the research participants may also be deemed worthwhile by the reader and indeed may not be confined to the domain of RE. The findings have been framed generally against the three themes of âparticularityâ, âinner-nessâ and âongoing-nessâ. The theme of âparticularityâ relates to the participantsâ epistemological journey, as it is concerned with how concrete elements of the course supported inner life work. The theme of âinner-nessâ relates to the participantsâ ontological journey, as it is concerned with how participants experienced and made meaning from the space provided by the course for inner life work. The theme of âongoingnessâ relates to the total RE journey from primary and secondary school to college and into their teaching lives and its impact on participantsâ inner lives. What is clear from participantsâ responses is that the RE course, and particularly the elements of the RE course that had a focus on the inner life, had a significant impact on participantsâ identity, both personal and professional, at an important stage of their development and personal story. The study demonstrates the importance of inner life work for teacher education students and contributes a level of insight into how students appropriate and construct meaning from a created and creative space that supports a focus on that inner life.

Subjects/Keywords: 370; Religious Education; Initial Teacher Education; Primary Teacher Education; Inner Life; Spirituality

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APA (6^th Edition):

O'Connell, J. G. (2014). The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/16567

Chicago Manual of Style (16^th Edition):

O'Connell, John Gerard. “The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin.” 2014. Doctoral Dissertation, University of Exeter. Accessed December 15, 2019. http://hdl.handle.net/10871/16567.

MLA Handbook (7^th Edition):

O'Connell, John Gerard. “The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin.” 2014. Web. 15 Dec 2019.

Vancouver:

O'Connell JG. The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10871/16567.

Council of Science Editors:

O'Connell JG. The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/16567

University of Stirling

9. Laing, Adele. Changing disabling places.

Degree: PhD, School of Natural Sciences, 2008, University of Stirling

URL: http://hdl.handle.net/1893/7148

► This thesis documents, develops and demonstrates a novel form of praxis in relation to disability in Scottish Higher Education. 'Praxis', as I use the term… (more)

Subjects/Keywords: College students with disabilities Scotland

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APA (6^th Edition):

Laing, A. (2008). Changing disabling places. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/7148

Chicago Manual of Style (16^th Edition):

Laing, Adele. “Changing disabling places.” 2008. Doctoral Dissertation, University of Stirling. Accessed December 15, 2019. http://hdl.handle.net/1893/7148.

MLA Handbook (7^th Edition):

Laing, Adele. “Changing disabling places.” 2008. Web. 15 Dec 2019.

Vancouver:

Laing A. Changing disabling places. [Internet] [Doctoral dissertation]. University of Stirling; 2008. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1893/7148.

Council of Science Editors:

Laing A. Changing disabling places. [Doctoral Dissertation]. University of Stirling; 2008. Available from: http://hdl.handle.net/1893/7148

University of Exeter

10. Hathaway, Stewart. Factors related to mathematics anxiety in males and females in a Hispanic-serving rural community college.

Degree: Thesis (EdD), 2008, University of Exeter

URL: http://hdl.handle.net/10036/48214

► The purpose of this study is to investigate gender differences in mathematics anxiety and its relationship to test anxiety, trait anxiety, high school mathematics participation,… (more)

Subjects/Keywords: 510.711; Mathematics anxiety in community college students : Mathematics anxiety and ethnicity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hathaway, S. (2008). Factors related to mathematics anxiety in males and females in a Hispanic-serving rural community college. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/48214

Chicago Manual of Style (16^th Edition):

Hathaway, Stewart. “Factors related to mathematics anxiety in males and females in a Hispanic-serving rural community college.” 2008. Doctoral Dissertation, University of Exeter. Accessed December 15, 2019. http://hdl.handle.net/10036/48214.

MLA Handbook (7^th Edition):

Hathaway, Stewart. “Factors related to mathematics anxiety in males and females in a Hispanic-serving rural community college.” 2008. Web. 15 Dec 2019.

Vancouver:

Hathaway S. Factors related to mathematics anxiety in males and females in a Hispanic-serving rural community college. [Internet] [Doctoral dissertation]. University of Exeter; 2008. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10036/48214.

Council of Science Editors:

Hathaway S. Factors related to mathematics anxiety in males and females in a Hispanic-serving rural community college. [Doctoral Dissertation]. University of Exeter; 2008. Available from: http://hdl.handle.net/10036/48214

11. Fitzgerald, Martin. Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners.

Degree: PhD, University of Glamorgan, 2011, University of South Wales

URL: http://hdl.handle.net/10265/337

► The current literature on critical thinking, critical reflection and critical action supports the view that higher education cannot be defined as such without the implicit… (more)

Subjects/Keywords: adult learning; adult college students; higher education; 373.007

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APA (6^th Edition):

Fitzgerald, M. (2011). Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/337

Chicago Manual of Style (16^th Edition):

Fitzgerald, Martin. “Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners.” 2011. Doctoral Dissertation, University of South Wales. Accessed December 15, 2019. http://hdl.handle.net/10265/337.

MLA Handbook (7^th Edition):

Fitzgerald, Martin. “Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners.” 2011. Web. 15 Dec 2019.

Vancouver:

Fitzgerald M. Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners. [Internet] [Doctoral dissertation]. University of South Wales; 2011. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10265/337.

Council of Science Editors:

Fitzgerald M. Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners. [Doctoral Dissertation]. University of South Wales; 2011. Available from: http://hdl.handle.net/10265/337

12. Fitzgerald, Martin. Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners.

Degree: PhD, 2009, University of South Wales

URL: https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220

► The current literature on critical thinking, critical reflection and critical action supports the view that higher education cannot be defined as such without the implicit… (more)

Subjects/Keywords: 373.007; adult learning; adult college students; higher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fitzgerald, M. (2009). Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220

Chicago Manual of Style (16^th Edition):

Fitzgerald, Martin. “Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners.” 2009. Doctoral Dissertation, University of South Wales. Accessed December 15, 2019. https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220.

MLA Handbook (7^th Edition):

Fitzgerald, Martin. “Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners.” 2009. Web. 15 Dec 2019.

Vancouver:

Fitzgerald M. Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners. [Internet] [Doctoral dissertation]. University of South Wales; 2009. [cited 2019 Dec 15]. Available from: https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220.

Council of Science Editors:

Fitzgerald M. Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners. [Doctoral Dissertation]. University of South Wales; 2009. Available from: https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220

University of Oxford

13. Sarazin, Marc. Schooling for social transformation? : a mixed methods social network case study of a school and its collective music education programme.

Degree: PhD, 2018, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:7c1dbaa4-6f8d-4917-9753-a86cc6d5a00d ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780657

► Schools have often been depicted as instruments of social reproduction. However, they have also long been imbued with the hope that, if harnessed properly, their… (more)

▼ Schools have often been depicted as instruments of social reproduction. However, they have also long been imbued with the hope that, if harnessed properly, their social dynamics could enable students to change their social positions and acquire the dispositions necessary to change society for the better. Lately, advocates of group music-making have also started claiming that music has a 'power' that gives it the capacity to transform both individuals and communities. Yet, little is known about how educational practices in either schools or music programmes shape the relationships between individuals which underpin social transformation processes. This thesis responds to this gap in knowledge. In it, I study a case of a combined day and boarding school which targeted students with schooling difficulties and sought to achieve social transformation goals. The school implemented a collective music education programme to help achieve its aims, making it ideal for studying how educational practices in schools and music programmes impact on students' relationships and relate to social transformation. I carried out a Mixed Methods Social Network Analysis investigation of the case during one school year. This involved ethnographic fieldwork throughout, as well as two waves of questionnaires and social network measurements. After describing the school's mission and its key educational practices, I set out their consequences for students' social lives. I argue that the school's practices of using social dynamics in school groups (school classes, boarding houses ...) to achieve social transformation contributed to the establishment of what I call 'collectivity' and 'intensity'. 'Collectivity' meant that friendship relations were concentrated within school groups, while 'intensity' encouraged student performances and resulted in students' attentions being turned towards school events. I explore how these paradigmatic notions led to concentrations of not only friendship but also disliking ties in the school. Subsequently, I show how related educational practices made older students and boys more influential, and thus inordinate recipients of positive and negative sentiment ties in the school. The second half of the thesis turns to the music programme, looking at how and for whom it was able to achieve its transformational goals. I first examine the role of performances in the programme. I find that, in order to promote social cohesion and encourage students to appropriate the programme for their self-realisation, music teachers needed to provide students with valued opportunities to perform. I go on to enquire whether the music programme, in introducing a novel domain of musical competence, provided students who were otherwise marginal with a new resource to become influential in the school's social world. I reveal that students who were already influential before the programme started, namely due to their age, gender, and friendship ties, tended to become musically influential among their peers. The thesis concludes that the…

Subjects/Keywords: Sociology of Childhood; Music; Sociology of Education; College students – Social networks

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APA (6^th Edition):

Sarazin, M. (2018). Schooling for social transformation? : a mixed methods social network case study of a school and its collective music education programme. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:7c1dbaa4-6f8d-4917-9753-a86cc6d5a00d ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780657

Chicago Manual of Style (16^th Edition):

Sarazin, Marc. “Schooling for social transformation? : a mixed methods social network case study of a school and its collective music education programme.” 2018. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:7c1dbaa4-6f8d-4917-9753-a86cc6d5a00d ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780657.

MLA Handbook (7^th Edition):

Sarazin, Marc. “Schooling for social transformation? : a mixed methods social network case study of a school and its collective music education programme.” 2018. Web. 15 Dec 2019.

Vancouver:

Sarazin M. Schooling for social transformation? : a mixed methods social network case study of a school and its collective music education programme. [Internet] [Doctoral dissertation]. University of Oxford; 2018. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:7c1dbaa4-6f8d-4917-9753-a86cc6d5a00d ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780657.

Council of Science Editors:

Sarazin M. Schooling for social transformation? : a mixed methods social network case study of a school and its collective music education programme. [Doctoral Dissertation]. University of Oxford; 2018. Available from: http://ora.ox.ac.uk/objects/uuid:7c1dbaa4-6f8d-4917-9753-a86cc6d5a00d ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780657

University of Oxford

14. Harper, Sally. Medieval English Benedictine liturgy : studies in the formation, structure, and content of the monastic votive office, c. 950-1540.

Degree: PhD, 1989, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:639874f5-7097-4ee1-a282-4dd82003c309 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580801

► By comparison with its secular counterpart, the liturgy of English medieval monasteries has received little attention. This thesis explores one aspect of the liturgy of… (more)

Subjects/Keywords: 264; Liturgy; History; Religious life and customs; England

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APA (6^th Edition):

Harper, S. (1989). Medieval English Benedictine liturgy : studies in the formation, structure, and content of the monastic votive office, c. 950-1540. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:639874f5-7097-4ee1-a282-4dd82003c309 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580801

Chicago Manual of Style (16^th Edition):

Harper, Sally. “Medieval English Benedictine liturgy : studies in the formation, structure, and content of the monastic votive office, c. 950-1540.” 1989. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:639874f5-7097-4ee1-a282-4dd82003c309 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580801.

MLA Handbook (7^th Edition):

Harper, Sally. “Medieval English Benedictine liturgy : studies in the formation, structure, and content of the monastic votive office, c. 950-1540.” 1989. Web. 15 Dec 2019.

Vancouver:

Harper S. Medieval English Benedictine liturgy : studies in the formation, structure, and content of the monastic votive office, c. 950-1540. [Internet] [Doctoral dissertation]. University of Oxford; 1989. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:639874f5-7097-4ee1-a282-4dd82003c309 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580801.

Council of Science Editors:

Harper S. Medieval English Benedictine liturgy : studies in the formation, structure, and content of the monastic votive office, c. 950-1540. [Doctoral Dissertation]. University of Oxford; 1989. Available from: http://ora.ox.ac.uk/objects/uuid:639874f5-7097-4ee1-a282-4dd82003c309 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580801

15. Barnes, Jamie Wallis. 'Stories, senses and the charismatic relation' : a reflexive exploration of Christian experience.

Degree: PhD, 2015, University of Sussex

URL: http://sro.sussex.ac.uk/id/eprint/58054/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675334

► This thesis considers the world of Christian faith, as expressed by a particular social group of which I have been a part since 1998, as… (more)

▼ This thesis considers the world of Christian faith, as expressed by a particular social group of which I have been a part since 1998, as an alternative knowledge system. Focusing upon the lives of a number of key agents, including myself, I argue that at the heart of this knowledge system is a charismatic relationship, in the Weberian sense, with a divine Other. This relationship is freely entered into, is conceived as involving movement into or towards an embodied experiential and relational knowledge of God, and is often expressed by participants through such metaphors as a ‘journey', ‘adventure' or ‘quest'. My original contribution to knowledge is in taking a sociological concept, Weber's notion of the charismatic relation, and innovatively applying this framework to the relation between humans and a transcendent or disembodied ‘Other'. My work responds to a) recent ‘ontological' challenges within anthropology to ‘take seriously' other worlds, b) invitations to those with strong religious convictions to practise anthropology without feeling that they need to lose those convictions, and c) recent debates within the anthropology of Christianity concerning how to deal with the agential characteristics of non-human/spiritual beings within ethnographic work. Through a reflexive exploration of experience, I examine how certain Christian people constitute their lives, observing how charismatic devotion to a divine Other implies both a sensorium that extends beyond the corporeal senses, as well as the ‘planting' of various conceptual seeds that, by providing concrete metaphors of what life is, shape the lives of those willing to ‘receive' them. As social actors seek to maintain ‘openness' to this divine Other, a transformational journey results, in which human perception and conception are continually open to renewal. As a reflexive ethnographic account from within such an alternative knowledge system, this thesis makes an original contribution to phenomenological and sensory studies, as well as contributing to anthropological work on Christianity.

Subjects/Keywords: 301; BL0624 Religious life; BR Christianity

…Barnes), it’s been such a joy to share life together over these last few years; Kelly, for… …life also to be seen. Rachel, my life would be a pale, colourless shadow without you… …metaphors of what life is, shape the lives of those willing to ‘receive’ them. Through these… …religious convictions” (Stewart 2001:328) to practise anthropology without feeling a… …majority of its inhabitants expressing little or no religious commitment, manifests a particular…

1 more image…

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APA (6^th Edition):

Barnes, J. W. (2015). 'Stories, senses and the charismatic relation' : a reflexive exploration of Christian experience. (Doctoral Dissertation). University of Sussex. Retrieved from http://sro.sussex.ac.uk/id/eprint/58054/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675334

Chicago Manual of Style (16^th Edition):

Barnes, Jamie Wallis. “'Stories, senses and the charismatic relation' : a reflexive exploration of Christian experience.” 2015. Doctoral Dissertation, University of Sussex. Accessed December 15, 2019. http://sro.sussex.ac.uk/id/eprint/58054/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675334.

MLA Handbook (7^th Edition):

Barnes, Jamie Wallis. “'Stories, senses and the charismatic relation' : a reflexive exploration of Christian experience.” 2015. Web. 15 Dec 2019.

Vancouver:

Barnes JW. 'Stories, senses and the charismatic relation' : a reflexive exploration of Christian experience. [Internet] [Doctoral dissertation]. University of Sussex; 2015. [cited 2019 Dec 15]. Available from: http://sro.sussex.ac.uk/id/eprint/58054/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675334.

Council of Science Editors:

Barnes JW. 'Stories, senses and the charismatic relation' : a reflexive exploration of Christian experience. [Doctoral Dissertation]. University of Sussex; 2015. Available from: http://sro.sussex.ac.uk/id/eprint/58054/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675334

University of Oxford

16. Depold, Jennifer Rene. The martial Christ in the sermons of late medieval England.

Degree: PhD, 2015, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:b7820bbc-d971-4252-95a5-351166102514 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711999

► Current scholarship on the devotional practices of late medieval England has emphasized two representations of Christ. The first, considered the dominant trend, is that of… (more)

Subjects/Keywords: 252; Sermons; English (Middle); Church history – Middle Ages; 600-1500; Hundred Years' War; 1339-1453; Great Britain – Religious life and customs

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APA (6^th Edition):

Depold, J. R. (2015). The martial Christ in the sermons of late medieval England. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:b7820bbc-d971-4252-95a5-351166102514 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711999

Chicago Manual of Style (16^th Edition):

Depold, Jennifer Rene. “The martial Christ in the sermons of late medieval England.” 2015. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:b7820bbc-d971-4252-95a5-351166102514 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711999.

MLA Handbook (7^th Edition):

Depold, Jennifer Rene. “The martial Christ in the sermons of late medieval England.” 2015. Web. 15 Dec 2019.

Vancouver:

Depold JR. The martial Christ in the sermons of late medieval England. [Internet] [Doctoral dissertation]. University of Oxford; 2015. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:b7820bbc-d971-4252-95a5-351166102514 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711999.

Council of Science Editors:

Depold JR. The martial Christ in the sermons of late medieval England. [Doctoral Dissertation]. University of Oxford; 2015. Available from: http://ora.ox.ac.uk/objects/uuid:b7820bbc-d971-4252-95a5-351166102514 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711999

University of Oxford

17. Tomas, Catherine. The actively abjected : a hermeneutics of empowerment in Christian mysticism.

Degree: PhD, 2015, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:465e2a96-6c14-40be-882e-3d716854cc92 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719907

► This thesis is concerned broadly with purported mystics and how the Roman Catholic Church conceives of them theologically, and treats them in practicality. In exploring… (more)

Subjects/Keywords: 248.2; Mysticism – Catholic Church; Feminism – Religious aspects – Catholic Church; Women mystics; Spiritual life – Catholic Church; Philosophy and religion

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APA (6^th Edition):

Tomas, C. (2015). The actively abjected : a hermeneutics of empowerment in Christian mysticism. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:465e2a96-6c14-40be-882e-3d716854cc92 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719907

Chicago Manual of Style (16^th Edition):

Tomas, Catherine. “The actively abjected : a hermeneutics of empowerment in Christian mysticism.” 2015. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:465e2a96-6c14-40be-882e-3d716854cc92 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719907.

MLA Handbook (7^th Edition):

Tomas, Catherine. “The actively abjected : a hermeneutics of empowerment in Christian mysticism.” 2015. Web. 15 Dec 2019.

Vancouver:

Tomas C. The actively abjected : a hermeneutics of empowerment in Christian mysticism. [Internet] [Doctoral dissertation]. University of Oxford; 2015. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:465e2a96-6c14-40be-882e-3d716854cc92 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719907.

Council of Science Editors:

Tomas C. The actively abjected : a hermeneutics of empowerment in Christian mysticism. [Doctoral Dissertation]. University of Oxford; 2015. Available from: http://ora.ox.ac.uk/objects/uuid:465e2a96-6c14-40be-882e-3d716854cc92 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719907

University of Stirling

18. Edwards, Ruth M. Opening the door on student learning: using artefacts to explore pharmacy students’ learning practices.

Degree: EdD, 2013, University of Stirling

URL: http://hdl.handle.net/1893/16412

► Pharmacy as a profession is on a path of significant change with many external and internal influences on the nature and conceptions of professional practice… (more)

▼ Pharmacy as a profession is on a path of significant change with many external and internal influences on the nature and conceptions of professional practice and the diverse and changing nature of this knowledge in turn creates a challenge for pharmacy educators. Conceptual changes to pharmacy knowledge and practice have profound pedagogical implications for how pharmacy education will change over the next few years. This study makes an original contribution to knowledge in pharmacy education, both in terms of the methodology used (the use of artefacts to explore learning with pharmacy students and the use of theory from anthropology, fine art and literature from English medieval poetry to view the data) and also in terms of the findings. The key findings of the study are that artefacts afford access to insight into pharmacy students’ learning, and use of these identified a number of learning and assessment practices, particularly some normally un-noticed practices. Using fine art to view participants’ assessment practices has allowed insight into their conceptions of assessment (as the summative written examination) and hence their views on feedback. In particular there was a strong affective dimension expressed in participants’ accounts of their learning, which is often ignored in teaching, learning and assessment practices. Participants’ learning is constructed through a ‘meshwork’ of interconnected and interwoven practices. The difficulties experienced by participants were explored and were found to be primarily modal (relating to a particular way of thinking or practising) or ontological (relating to ‘being’ or ‘becoming’ as a pharmacy student or to their professional identity). Recommendations for MPharm curriculum development at Robert Gordon University are discussed along with the implications for the wider professional community. (Please note this is a redacted version of the thesis. Some images have been removed for copyright reasons.)

Subjects/Keywords: pharmacy; student; learning; practices; artefacts; assessment; Communication in pharmacy; Pharmacy; College students

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APA (6^th Edition):

Edwards, R. M. (2013). Opening the door on student learning: using artefacts to explore pharmacy students’ learning practices. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/16412

Chicago Manual of Style (16^th Edition):

Edwards, Ruth M. “Opening the door on student learning: using artefacts to explore pharmacy students’ learning practices.” 2013. Doctoral Dissertation, University of Stirling. Accessed December 15, 2019. http://hdl.handle.net/1893/16412.

MLA Handbook (7^th Edition):

Edwards, Ruth M. “Opening the door on student learning: using artefacts to explore pharmacy students’ learning practices.” 2013. Web. 15 Dec 2019.

Vancouver:

Edwards RM. Opening the door on student learning: using artefacts to explore pharmacy students’ learning practices. [Internet] [Doctoral dissertation]. University of Stirling; 2013. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1893/16412.

Council of Science Editors:

Edwards RM. Opening the door on student learning: using artefacts to explore pharmacy students’ learning practices. [Doctoral Dissertation]. University of Stirling; 2013. Available from: http://hdl.handle.net/1893/16412

University of Stirling

19. Lowe, Janet. Integrating learning with life: a study of higher education students in a further education college: 2000-2003.

Degree: DE, School of Education, 2005, University of Stirling

URL: http://hdl.handle.net/1893/66

► In Scotland, further education colleges provide 28% of all higher education; this includes over half of part-time undergraduate higher education. This provision has contributed to… (more)

▼ In Scotland, further education colleges provide 28% of all higher education; this includes over half of part-time undergraduate higher education. This provision has contributed to wider participation in higher education in Scotland by “non traditional” students and to progress towards a mass system of higher education within a learning society. This thesis is a case study of higher education students in a Scottish further education college. It explores the nature of the students’ experience and its relevance to institutional management and higher education policy. Evidence is drawn from the college’s records, from focus groups and from a questionnaire survey of whole year groups (full-time and part-time students) over three successive years. The theoretical focus is upon a new definition of lifelong learning as learning integrated with life, drawn from literature on motive, motivation, participation and retention. The research explores the students’ experiences of combining study with work and family life. The student experience is found to be heterogeneous, complex and distinct from the stereotype of a young full-time university student. Vocational motives predominate and there is evidence of a significant investment of meaning, expectation and purpose in the experience of higher education. The students’ ability to balance and integrate learning with life is a determining factor in the achievement of sustained participation. The quality of support networks both in college and in the students’ work and family lives are found to be more significant than personal or demographic characteristics. The case study contributes to current thinking about the professional role of college senior managers in creating a student-centred institutional culture that responds to the complexity of the students’ experience. A case is made for a review of the current inequity of financial support for full-time and part-time higher education students and of the marginal status of colleges in the development of higher education policy.

Subjects/Keywords: further education college; higher education; integration of learning with life; participation; part-time higher education; lifelong learning policy; college management; retention; student experience; lifelong learning; motivation; HNC/HND; study and work and family life; Lifelong learning Scotland; Students, Part-time Scotland; Education, Higher Management Scotland; Continuing education Scotland; Universities and colleges Scotland

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APA (6^th Edition):

Lowe, J. (2005). Integrating learning with life: a study of higher education students in a further education college: 2000-2003. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/66

Chicago Manual of Style (16^th Edition):

Lowe, Janet. “Integrating learning with life: a study of higher education students in a further education college: 2000-2003.” 2005. Doctoral Dissertation, University of Stirling. Accessed December 15, 2019. http://hdl.handle.net/1893/66.

MLA Handbook (7^th Edition):

Lowe, Janet. “Integrating learning with life: a study of higher education students in a further education college: 2000-2003.” 2005. Web. 15 Dec 2019.

Vancouver:

Lowe J. Integrating learning with life: a study of higher education students in a further education college: 2000-2003. [Internet] [Doctoral dissertation]. University of Stirling; 2005. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1893/66.

Council of Science Editors:

Lowe J. Integrating learning with life: a study of higher education students in a further education college: 2000-2003. [Doctoral Dissertation]. University of Stirling; 2005. Available from: http://hdl.handle.net/1893/66

University of Edinburgh

20. Meng, Ling. Teachers' lives : a life history narrative inquiry into Chinese college English teachers' professional development in the context of Chinese culture.

Degree: PhD, 2014, University of Edinburgh

URL: http://hdl.handle.net/1842/15781

► Although each of the life stories and cases of teachers are personal and specific, and although they have already become subjects of attention for anthropologists,… (more)

▼ Although each of the life stories and cases of teachers are personal and specific, and although they have already become subjects of attention for anthropologists, educationalists, sociologists and psychologists, there is still a lack of in-depth research examining the actual processes and dynamics of teaching careers as experienced by individuals. This is especially true of China. The actual situation of teachers’ professional development in China remains a mystery. Since biography, the changes in society and their impact on education are intimately connected, this study intends to uncover and explore these connections in relation to Chinese College English teachers. It discusses and studies eight Chinese College English teachers’ professional development stories in the specific context of one university. The main aim of the study is to reveal how those teachers in a Chinese context and at different stages of their careers, construct, maintain and develop their professional identities. The study explores, in particular, how far China’s educational changes over the past sixty years (1949-2009) have impacted on these three groups of Chinese College English teachers’ professional identities. The focus on teachers’ lives in this study will enable the teachers’ voice to be heard. The study draws data from three groups of Chinese College English teachers: early-career, mid-career and late-career, reflecting the footprints of China’s educational changes over the past sixty years. It hypothesises that the professional identity construction of these teachers may be influenced by the Chinese historical background that their professional development may be a microcosm of Chinese history of education and that the career of each group may be in stark contrast with the others. To fully understand their professional development, a life history narrative was adopted. During eight-week’s fieldwork, a series of in-depth interviews combining topical interview with narrative interview were carried out with eight College English teachers at Sun Yat-sen University. A voice-centred approach combining (i) a voice-centred relational method of data analysis with four steps of reading and (ii) thematic narrative analysis was undertaken. Drawing on stories identified from Reading 1 and combining it with thematic narrative analysis method, I looked for what I think to be ‘critical events’. In Chapter 4, teachers’ stories are told in ‘I’ poems generated from Reading 2, which combines longer summaries of the content of the transcript and direct quotes to illustrate diverse and sometimes conflicting factors which influenced the development of teacher identity along with the participants’ professional teaching journeys. The narratives of each individual are guided by the processes they went through in their professional development (becoming a teacher - being a teacher - future development) and therefore were able to illustrate any general patterns that could be found in other interviews. Participating teachers’ stories illustrate the complexity of…

Subjects/Keywords: 428.0071; life history; narrative inquiry; Chinese College; English teachers' professional identity construction; teachers vocies

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APA (6^th Edition):

Meng, L. (2014). Teachers' lives : a life history narrative inquiry into Chinese college English teachers' professional development in the context of Chinese culture. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/15781

Chicago Manual of Style (16^th Edition):

Meng, Ling. “Teachers' lives : a life history narrative inquiry into Chinese college English teachers' professional development in the context of Chinese culture.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed December 15, 2019. http://hdl.handle.net/1842/15781.

MLA Handbook (7^th Edition):

Meng, Ling. “Teachers' lives : a life history narrative inquiry into Chinese college English teachers' professional development in the context of Chinese culture.” 2014. Web. 15 Dec 2019.

Vancouver:

Meng L. Teachers' lives : a life history narrative inquiry into Chinese college English teachers' professional development in the context of Chinese culture. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1842/15781.

Council of Science Editors:

Meng L. Teachers' lives : a life history narrative inquiry into Chinese college English teachers' professional development in the context of Chinese culture. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/15781

21. Waters, Joanna. Perceptions of personal safety on university campuses.

Degree: PhD, 2006, University of South Wales

URL: http://hdl.handle.net/10265/466

► Recent research in the United Kingdom has indicated that many students experience high levels of fear of crime and victimisation on university campuses. Furthermore, research… (more)

Subjects/Keywords: Students - Safety measures; Security (Psychology); College campuses

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APA (6^th Edition):

Waters, J. (2006). Perceptions of personal safety on university campuses. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/466

Chicago Manual of Style (16^th Edition):

Waters, Joanna. “Perceptions of personal safety on university campuses.” 2006. Doctoral Dissertation, University of South Wales. Accessed December 15, 2019. http://hdl.handle.net/10265/466.

MLA Handbook (7^th Edition):

Waters, Joanna. “Perceptions of personal safety on university campuses.” 2006. Web. 15 Dec 2019.

Vancouver:

Waters J. Perceptions of personal safety on university campuses. [Internet] [Doctoral dissertation]. University of South Wales; 2006. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10265/466.

Council of Science Editors:

Waters J. Perceptions of personal safety on university campuses. [Doctoral Dissertation]. University of South Wales; 2006. Available from: http://hdl.handle.net/10265/466

22. Waters, Joanna. Perceptions of personal safety on university campuses.

Degree: PhD, 2006, University of South Wales

URL: https://pure.southwales.ac.uk/en/studentthesis/perceptions-of-personal-safety-on-university-campuses(34446044-5628-4879-903d-318cf291b304).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427095

► Recent research in the United Kingdom has indicated that many students experience high levels of fear of crime and victimisation on university campuses. Furthermore, research… (more)

Subjects/Keywords: 371.78; Students – Safety measures; Security (Psychology); College campuses

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APA (6^th Edition):

Waters, J. (2006). Perceptions of personal safety on university campuses. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/perceptions-of-personal-safety-on-university-campuses(34446044-5628-4879-903d-318cf291b304).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427095

Chicago Manual of Style (16^th Edition):

Waters, Joanna. “Perceptions of personal safety on university campuses.” 2006. Doctoral Dissertation, University of South Wales. Accessed December 15, 2019. https://pure.southwales.ac.uk/en/studentthesis/perceptions-of-personal-safety-on-university-campuses(34446044-5628-4879-903d-318cf291b304).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427095.

MLA Handbook (7^th Edition):

Waters, Joanna. “Perceptions of personal safety on university campuses.” 2006. Web. 15 Dec 2019.

Vancouver:

Waters J. Perceptions of personal safety on university campuses. [Internet] [Doctoral dissertation]. University of South Wales; 2006. [cited 2019 Dec 15]. Available from: https://pure.southwales.ac.uk/en/studentthesis/perceptions-of-personal-safety-on-university-campuses(34446044-5628-4879-903d-318cf291b304).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427095.

Council of Science Editors:

Waters J. Perceptions of personal safety on university campuses. [Doctoral Dissertation]. University of South Wales; 2006. Available from: https://pure.southwales.ac.uk/en/studentthesis/perceptions-of-personal-safety-on-university-campuses(34446044-5628-4879-903d-318cf291b304).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427095

University of Leicester

23. Dyson, Sue. The life history experiences of Zimbabwean students studying pre-registration nursing in a UK university.

Degree: 2004, University of Leicester

URL: http://hdl.handle.net/2381/10369

► A considerable number of students undertaking pre-registration nurse education in the UK are international students from Zimbabwe. The aim of this study is to listen… (more)

▼ A considerable number of students undertaking pre-registration nurse education in the UK are international students from Zimbabwe. The aim of this study is to listen to their narratives in order both to understand their experiences and to make suggestions for improving their educational management. The context from which the Zimbabwean students have migrated is discussed, outlining the current Zimbabwean educational and health care systems; prevailing social mores, religion and kinship ties; and the more recent sharp economic downturn in the Zimbabwean economy and the effects of the prevalence of HI VIA IDS in Southern Africa. Nine pre-registration nursing students from Zimbabwe attending one UK university, and one further respondent who had qualified as a nurse and was practising in the same locality were recruited to take part in life-history interviews. The interviews covered experiences in Zimbabwe leading to migration to the UK; accounts of arriving in the UK and challenges experienced in starting the course, working in health care settings as placements, and becoming reconciled to life in the UK. Factors prompting migration to the UK are reported to include the emphasis on education as a means of social mobility; the economic crisis, and the disruption of family ties by the HIV epidemic. Educational courses for nursing are the means to prevent their aspirations for professional occupation floundering on current economic and political instability in Zimbabwe, rather than a positive career choice. The reliance of the NHS on internationally-recruited students to cover shortfalls in labour in the UK contributes to this process. Experiences upon arrival in the UK include problems with visas, immigration officials and banking facilities. Zimbabwean students find it challenging to adapt to self-directed learning styles, to combine studying in a context without their familiar domestic help, and under financial pressure to remit monies home. They also report experiences of racism both in the college and in placement settings. Despite these challenges the next step seems more likely to be to work in nursing in the UK and to bring family to join them when financially possible. These life-histories have implications for the educational management of Zimbabwean nursing students at the level of the University, the University International Office, the School of Nursing and Midwifery, the individual nurse tutor, and the local NHS placement settings. They also have implications for the future prospects of Zimbabwe after the Mugabe regime.

Subjects/Keywords: 610.73071; Education Nursing International Students Life Stories Narrative Health

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APA (6^th Edition):

Dyson, S. (2004). The life history experiences of Zimbabwean students studying pre-registration nursing in a UK university. (Doctoral Dissertation). University of Leicester. Retrieved from http://hdl.handle.net/2381/10369

Chicago Manual of Style (16^th Edition):

Dyson, Sue. “The life history experiences of Zimbabwean students studying pre-registration nursing in a UK university.” 2004. Doctoral Dissertation, University of Leicester. Accessed December 15, 2019. http://hdl.handle.net/2381/10369.

MLA Handbook (7^th Edition):

Dyson, Sue. “The life history experiences of Zimbabwean students studying pre-registration nursing in a UK university.” 2004. Web. 15 Dec 2019.

Vancouver:

Dyson S. The life history experiences of Zimbabwean students studying pre-registration nursing in a UK university. [Internet] [Doctoral dissertation]. University of Leicester; 2004. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2381/10369.

Council of Science Editors:

Dyson S. The life history experiences of Zimbabwean students studying pre-registration nursing in a UK university. [Doctoral Dissertation]. University of Leicester; 2004. Available from: http://hdl.handle.net/2381/10369

University of Oxford

24. Hall, David John. The community of Saint Cuthbert : its properties, rights and claims from the ninth century to the twelfth.

Degree: PhD, 1984, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:662799d0-0c95-4859-a54b-78c673815a88 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595878

► Symeon of Durham's history of the church of Durham, a number of earlier narratives and the fine collection of twelfth century Durham charters formed the… (more)

Subjects/Keywords: 274.2; Monastic and religious life; History; Church history; England; Northern; England

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APA (6^th Edition):

Hall, D. J. (1984). The community of Saint Cuthbert : its properties, rights and claims from the ninth century to the twelfth. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:662799d0-0c95-4859-a54b-78c673815a88 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595878

Chicago Manual of Style (16^th Edition):

Hall, David John. “The community of Saint Cuthbert : its properties, rights and claims from the ninth century to the twelfth.” 1984. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:662799d0-0c95-4859-a54b-78c673815a88 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595878.

MLA Handbook (7^th Edition):

Hall, David John. “The community of Saint Cuthbert : its properties, rights and claims from the ninth century to the twelfth.” 1984. Web. 15 Dec 2019.

Vancouver:

Hall DJ. The community of Saint Cuthbert : its properties, rights and claims from the ninth century to the twelfth. [Internet] [Doctoral dissertation]. University of Oxford; 1984. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:662799d0-0c95-4859-a54b-78c673815a88 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595878.

Council of Science Editors:

Hall DJ. The community of Saint Cuthbert : its properties, rights and claims from the ninth century to the twelfth. [Doctoral Dissertation]. University of Oxford; 1984. Available from: http://ora.ox.ac.uk/objects/uuid:662799d0-0c95-4859-a54b-78c673815a88 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595878

University of Bradford

25. Kodagoda, Delapolage Thilakshi Deepika. Gendered moral rationalities in combining motherhood and employment : a case study of Sri Lanka.

Degree: PhD, 2011, University of Bradford

URL: http://hdl.handle.net/10454/5389

► Over the last three decades, the impact of dramatic change in the social, religious, political and economic environment has led to a rapid expansion in… (more)

Subjects/Keywords: 305; Motherhood; Employment; Professional; Managerial mothers; Sri Lanka; Work-life balance; Gendered identities; Socio-cultural environment; Opportunities and constraints; Religious constraints; Social problems; Working mothers

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APA (6^th Edition):

Kodagoda, D. T. D. (2011). Gendered moral rationalities in combining motherhood and employment : a case study of Sri Lanka. (Doctoral Dissertation). University of Bradford. Retrieved from http://hdl.handle.net/10454/5389

Chicago Manual of Style (16^th Edition):

Kodagoda, Delapolage Thilakshi Deepika. “Gendered moral rationalities in combining motherhood and employment : a case study of Sri Lanka.” 2011. Doctoral Dissertation, University of Bradford. Accessed December 15, 2019. http://hdl.handle.net/10454/5389.

MLA Handbook (7^th Edition):

Kodagoda, Delapolage Thilakshi Deepika. “Gendered moral rationalities in combining motherhood and employment : a case study of Sri Lanka.” 2011. Web. 15 Dec 2019.

Vancouver:

Kodagoda DTD. Gendered moral rationalities in combining motherhood and employment : a case study of Sri Lanka. [Internet] [Doctoral dissertation]. University of Bradford; 2011. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10454/5389.

Council of Science Editors:

Kodagoda DTD. Gendered moral rationalities in combining motherhood and employment : a case study of Sri Lanka. [Doctoral Dissertation]. University of Bradford; 2011. Available from: http://hdl.handle.net/10454/5389

University of Oxford

26. Bendlin, Andreas E. Social complexity and religion at Rome in the second and first centuries BCE.

Degree: PhD, 1998, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:5591ee29-9497-4a1a-a1f2-9bbc56af7879 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267639

► This thesis studies the religious system of the city of Rome and its immediate hinterland from the end of the Second Punic War to the… (more)

▼ This thesis studies the religious system of the city of Rome and its immediate hinterland from the end of the Second Punic War to the emergence of autocratic rule shortly before the turn of the millennium. The Romans lacked a separate word for 'religion'. Scholars therefore hold that modern notions of religion, due to their Christianizing assumptions, cannot be applied to Roman religion, which consisted in public and social religious observance rather than in individual spirituality. The first chapter argues that Roman religion can be conceptualized as a system of social religious behaviour and individual motivational processes. A comparative definition of 'religion', which transcends Christianizing assumptions, is proposed to support this argument. In chapter two, modern interpretations of Roman religion, which view Republican religion as a 'closed system' in which religion is undifferentiated from politics and from public life, are criticized. It is argued that these interpretations start from unwarranted preconceptions concerning the interrelation of religion and society. Instead, I suggest that we should apply the model of an 'open system': the religious system at Rome was interrelated with its environment, but at the same time it could be conceptualized as being differentiated from other realms of social activity at Rome. Chapter three refutes the view that the identity of religion at Rome can be described by models of political or cultural identity. Instead, religious communication in Late Republican Rome was characterized by contextual rather than by substantive meanings. The fluidity of religious meaning in Late Republican Rome, a metropolis of nearly 1,000,000 inhabitants, implies that normative definitions of the constituents of Roman religion fail to convince. In relation to coloniae and municipia it is attempted to show that the religious system of Rome, a local religion geared to the physical city and its immediate hinterland, was not capable of becoming a universal religion. In the fourth chapter, the parameters organizing Roman religion are discussed. My thesis is that Roman religion in the Late Republic was decentralized in that religious authority was diffused and religious responsibilities were divided. In the city of Rome, there existed a market of religious alternatives, which was characterized by the compatibility of different deities and cults in a polytheistic context.

Subjects/Keywords: 900; History; Religion; Religious life and customs; Rome; Republic, 265-30 B.C

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APA (6^th Edition):

Bendlin, A. E. (1998). Social complexity and religion at Rome in the second and first centuries BCE. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:5591ee29-9497-4a1a-a1f2-9bbc56af7879 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267639

Chicago Manual of Style (16^th Edition):

Bendlin, Andreas E. “Social complexity and religion at Rome in the second and first centuries BCE.” 1998. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:5591ee29-9497-4a1a-a1f2-9bbc56af7879 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267639.

MLA Handbook (7^th Edition):

Bendlin, Andreas E. “Social complexity and religion at Rome in the second and first centuries BCE.” 1998. Web. 15 Dec 2019.

Vancouver:

Bendlin AE. Social complexity and religion at Rome in the second and first centuries BCE. [Internet] [Doctoral dissertation]. University of Oxford; 1998. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:5591ee29-9497-4a1a-a1f2-9bbc56af7879 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267639.

Council of Science Editors:

Bendlin AE. Social complexity and religion at Rome in the second and first centuries BCE. [Doctoral Dissertation]. University of Oxford; 1998. Available from: http://ora.ox.ac.uk/objects/uuid:5591ee29-9497-4a1a-a1f2-9bbc56af7879 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267639

University of Oxford

27. Tobin, Robert Benjamin. The minority voice : Hubert Butler, Southern Protestantism and intellectual dissent in Ireland, 1930-72.

Degree: 2004, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:d7206b16-dd27-4a47-b8da-205d23e05290 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404877

► Much has been written about the generation of Southern Irish Protestant intellectuals who played such a prominent role in Ireland's public life from the fall… (more)

Subjects/Keywords: 280.4092; Dissenters, Religious : History : Protestantism : Intellectual life : Ireland : 20th century

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APA (6^th Edition):

Tobin, R. B. (2004). The minority voice : Hubert Butler, Southern Protestantism and intellectual dissent in Ireland, 1930-72. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:d7206b16-dd27-4a47-b8da-205d23e05290 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404877

Chicago Manual of Style (16^th Edition):

Tobin, Robert Benjamin. “The minority voice : Hubert Butler, Southern Protestantism and intellectual dissent in Ireland, 1930-72.” 2004. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:d7206b16-dd27-4a47-b8da-205d23e05290 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404877.

MLA Handbook (7^th Edition):

Tobin, Robert Benjamin. “The minority voice : Hubert Butler, Southern Protestantism and intellectual dissent in Ireland, 1930-72.” 2004. Web. 15 Dec 2019.

Vancouver:

Tobin RB. The minority voice : Hubert Butler, Southern Protestantism and intellectual dissent in Ireland, 1930-72. [Internet] [Doctoral dissertation]. University of Oxford; 2004. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:d7206b16-dd27-4a47-b8da-205d23e05290 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404877.

Council of Science Editors:

Tobin RB. The minority voice : Hubert Butler, Southern Protestantism and intellectual dissent in Ireland, 1930-72. [Doctoral Dissertation]. University of Oxford; 2004. Available from: http://ora.ox.ac.uk/objects/uuid:d7206b16-dd27-4a47-b8da-205d23e05290 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404877

University of Oxford

28. Seton, Gregory Max. Defining wisdom : Ratnākaraśānti's Sāratamā.

Degree: PhD, 2015, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:9c168639-e2f8-4550-b515-e93a41c95045 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719878

► This thesis examines Ratnakarasanti's (ca. 970-1045 C.E.) explication of Prajnaparamita in his doxographical works and his Saratama. Based on extant Sanskrit and Tibetan primary sources,… (more)

▼ This thesis examines Ratnakarasanti's (ca. 970-1045 C.E.) explication of Prajnaparamita in his doxographical works and his Saratama. Based on extant Sanskrit and Tibetan primary sources, it argues that Ratnakarasanti's main teacher was Dharmakirtisri (late 10th C.E.) and that Ratnakarasanti's Saratama sought to replace his teacher's Yogacara-Madhyamika framework with a causal explanation of Prajnaparamita through redefining the term Prajnaparamita as the path to awakening, rather than its goal. By unpacking that causal explanation in light of his broader system, the thesis demonstrates the way that Ratnakarasanti's own version of Nirakaravadin-Yogacara-Madhyamika refutes cognitive images (akara) as unreal ultimately, but claims they are still perceived by buddhas out of compassion. This conclusion debunks the long-standing theory that Ratnakarasanti was an Indian proponent of the controversial Tibetan gZhan-stong despite later gZhan-stong propon-ents' attempts to claim him as their own. There are two parts to the study. The first part introduces Ratnakarasanti's life, philosophy and doxography based upon evidence from a Tibetan colophon to his Madhyamika commentary and the Tibetan hagiography of his student Adhisa (a.k.a. Atisa) and upon a comparative analysis of his doxographical works that are prerequisites for reading his Saratama. The second part consists of an annotated translation of the Saratama's introductory section, contrasted with the prior standard interpretation by Haribhadra's (9th century C.E.). In the two appendices are included a Tibetan critical edition and a separate hybrid Sanskrit and Tibetan critical edition of the Saratama's first parivarta based on the extant 11th and 13th century incomplete MSS and on the Tibetan translations in the sDe dge, Peking and sNarthang editions. The hybrid edition also includes my provisional critical edition of the root text - i.e. the first parivarta of the Aryasta - sahasrikaprajnaparamitasutra - and my own translation of two small sample sections of the Saratama, which are extant only in Tibetan, back into Sanskrit.

Subjects/Keywords: 294.3; Wisdom – Religious aspects – Buddhism; Mahayana Buddhism – Doctrines – Early works to 1800; Tibet Autonomous Region (China) – Intellectual life; Sanskrit literature – History and criticism

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APA (6^th Edition):

Seton, G. M. (2015). Defining wisdom : Ratnākaraśānti's Sāratamā. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:9c168639-e2f8-4550-b515-e93a41c95045 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719878

Chicago Manual of Style (16^th Edition):

Seton, Gregory Max. “Defining wisdom : Ratnākaraśānti's Sāratamā.” 2015. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:9c168639-e2f8-4550-b515-e93a41c95045 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719878.

MLA Handbook (7^th Edition):

Seton, Gregory Max. “Defining wisdom : Ratnākaraśānti's Sāratamā.” 2015. Web. 15 Dec 2019.

Vancouver:

Seton GM. Defining wisdom : Ratnākaraśānti's Sāratamā. [Internet] [Doctoral dissertation]. University of Oxford; 2015. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:9c168639-e2f8-4550-b515-e93a41c95045 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719878.

Council of Science Editors:

Seton GM. Defining wisdom : Ratnākaraśānti's Sāratamā. [Doctoral Dissertation]. University of Oxford; 2015. Available from: http://ora.ox.ac.uk/objects/uuid:9c168639-e2f8-4550-b515-e93a41c95045 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719878

University of Oxford

29. Gibson, Ian. Suffering and Christianity : conversion and ethical change among the Newars of Bhaktapur.

Degree: PhD, 2015, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:3eea0dc1-3f8e-4564-887f-f7aae26de57f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712007

► This thesis argues that conversion to Christianity in the Nepali city of Bhaktapur is closely connected with ethical attitudes towards suffering in Bhaktapurian churches. This… (more)

Subjects/Keywords: 248.2; Newar (Nepalese people) – Religion; Christian converts – Nepal; Suffering – Biblical teaching; Christian ethics; Bhaktapur (Nepal) – Religious life and customs; Bhaktapur (Nepal) – Social conditions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gibson, I. (2015). Suffering and Christianity : conversion and ethical change among the Newars of Bhaktapur. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:3eea0dc1-3f8e-4564-887f-f7aae26de57f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712007

Chicago Manual of Style (16^th Edition):

Gibson, Ian. “Suffering and Christianity : conversion and ethical change among the Newars of Bhaktapur.” 2015. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:3eea0dc1-3f8e-4564-887f-f7aae26de57f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712007.

MLA Handbook (7^th Edition):

Gibson, Ian. “Suffering and Christianity : conversion and ethical change among the Newars of Bhaktapur.” 2015. Web. 15 Dec 2019.

Vancouver:

Gibson I. Suffering and Christianity : conversion and ethical change among the Newars of Bhaktapur. [Internet] [Doctoral dissertation]. University of Oxford; 2015. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:3eea0dc1-3f8e-4564-887f-f7aae26de57f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712007.

Council of Science Editors:

Gibson I. Suffering and Christianity : conversion and ethical change among the Newars of Bhaktapur. [Doctoral Dissertation]. University of Oxford; 2015. Available from: http://ora.ox.ac.uk/objects/uuid:3eea0dc1-3f8e-4564-887f-f7aae26de57f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712007

University of Oxford

30. Kalra, Nikhila. Negotiating violence : the construction of identity amongst Adivasi Christians in Udaipur district, Rajasthan.

Degree: PhD, 2015, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:09504f8b-72ca-4a9c-ba32-555f87bf8549 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711837

► This thesis elucidates processes of identity construction that have taken place amongst Bhil Christians in Udaipur district, Rajasthan, in the context of the endemic anti-… (more)

Subjects/Keywords: 275.4; Christianity – India; Christianity and other religions – India; Hinduism – Relations – Christianity; Conversion – Christianity; Tribes – India – Rajasthan; Adivasis – Religious life – India – Rajasthan; Religion and politics – India – Rajasthan; Rajasthan (India) – Social conditions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kalra, N. (2015). Negotiating violence : the construction of identity amongst Adivasi Christians in Udaipur district, Rajasthan. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:09504f8b-72ca-4a9c-ba32-555f87bf8549 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711837

Chicago Manual of Style (16^th Edition):

Kalra, Nikhila. “Negotiating violence : the construction of identity amongst Adivasi Christians in Udaipur district, Rajasthan.” 2015. Doctoral Dissertation, University of Oxford. Accessed December 15, 2019. http://ora.ox.ac.uk/objects/uuid:09504f8b-72ca-4a9c-ba32-555f87bf8549 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711837.

MLA Handbook (7^th Edition):

Kalra, Nikhila. “Negotiating violence : the construction of identity amongst Adivasi Christians in Udaipur district, Rajasthan.” 2015. Web. 15 Dec 2019.

Vancouver:

Kalra N. Negotiating violence : the construction of identity amongst Adivasi Christians in Udaipur district, Rajasthan. [Internet] [Doctoral dissertation]. University of Oxford; 2015. [cited 2019 Dec 15]. Available from: http://ora.ox.ac.uk/objects/uuid:09504f8b-72ca-4a9c-ba32-555f87bf8549 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711837.

Council of Science Editors:

Kalra N. Negotiating violence : the construction of identity amongst Adivasi Christians in Udaipur district, Rajasthan. [Doctoral Dissertation]. University of Oxford; 2015. Available from: http://ora.ox.ac.uk/objects/uuid:09504f8b-72ca-4a9c-ba32-555f87bf8549 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711837

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