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You searched for subject:(Post Phenomenology). Showing records 1 – 30 of 61 total matches.

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University of Victoria

1. Feng, Janice Mingjia. How can I deny this body is mine: performativity, embodiment, and normative violence.

Degree: Department of Political Science, 2016, University of Victoria

 This thesis seeks to explore, problematize and critique the violence of norms—normative violence, especially gender norms and heteronormativity – in contemporary political life. It focuses on… (more)

Subjects/Keywords: Phenomenology Post-Structualism Feminism Queer Body

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APA (6th Edition):

Feng, J. M. (2016). How can I deny this body is mine: performativity, embodiment, and normative violence. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/7259

Chicago Manual of Style (16th Edition):

Feng, Janice Mingjia. “How can I deny this body is mine: performativity, embodiment, and normative violence.” 2016. Masters Thesis, University of Victoria. Accessed September 23, 2019. http://hdl.handle.net/1828/7259.

MLA Handbook (7th Edition):

Feng, Janice Mingjia. “How can I deny this body is mine: performativity, embodiment, and normative violence.” 2016. Web. 23 Sep 2019.

Vancouver:

Feng JM. How can I deny this body is mine: performativity, embodiment, and normative violence. [Internet] [Masters thesis]. University of Victoria; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1828/7259.

Council of Science Editors:

Feng JM. How can I deny this body is mine: performativity, embodiment, and normative violence. [Masters Thesis]. University of Victoria; 2016. Available from: http://hdl.handle.net/1828/7259


University of Sydney

2. Egliston, Benjamin Peter. E-sport, spectatorship, technicity: Examining broadcasts of videogame expertise and impacts on play experience .

Degree: 2018, University of Sydney

 This thesis investigates an intersection of broadcasting and watching videogame performance (over internet-based platforms, such as Twitch.tv), and the play of videogames. My focus is… (more)

Subjects/Keywords: e-sports; post-phenomenology; technicity; videogames; Stiegler

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APA (6th Edition):

Egliston, B. P. (2018). E-sport, spectatorship, technicity: Examining broadcasts of videogame expertise and impacts on play experience . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Egliston, Benjamin Peter. “E-sport, spectatorship, technicity: Examining broadcasts of videogame expertise and impacts on play experience .” 2018. Thesis, University of Sydney. Accessed September 23, 2019. http://hdl.handle.net/2123/20014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Egliston, Benjamin Peter. “E-sport, spectatorship, technicity: Examining broadcasts of videogame expertise and impacts on play experience .” 2018. Web. 23 Sep 2019.

Vancouver:

Egliston BP. E-sport, spectatorship, technicity: Examining broadcasts of videogame expertise and impacts on play experience . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2123/20014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Egliston BP. E-sport, spectatorship, technicity: Examining broadcasts of videogame expertise and impacts on play experience . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/20014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas State University – San Marcos

3. King, Jeffry. Existence in Tension: A Post-Intentional Phenomenological Analysis of Teachers' Perceptions of Pedagogical Metaxy as a Response to Gnostic Philosophy and Standardization in Education.

Degree: PhD, School Improvement, 2016, Texas State University – San Marcos

 This study explores the influence of tension, or metaxy, on teachers’ perceptions and understandings of pedagogy in the public school classroom in general and the… (more)

Subjects/Keywords: Pedagogy; Standardization; Phenomenology; Post-Structuralism; Teacher Dispositions; Education – Philosophy; Education – Research; Phenomenology

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APA (6th Edition):

King, J. (2016). Existence in Tension: A Post-Intentional Phenomenological Analysis of Teachers' Perceptions of Pedagogical Metaxy as a Response to Gnostic Philosophy and Standardization in Education. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6064

Chicago Manual of Style (16th Edition):

King, Jeffry. “Existence in Tension: A Post-Intentional Phenomenological Analysis of Teachers' Perceptions of Pedagogical Metaxy as a Response to Gnostic Philosophy and Standardization in Education.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/6064.

MLA Handbook (7th Edition):

King, Jeffry. “Existence in Tension: A Post-Intentional Phenomenological Analysis of Teachers' Perceptions of Pedagogical Metaxy as a Response to Gnostic Philosophy and Standardization in Education.” 2016. Web. 23 Sep 2019.

Vancouver:

King J. Existence in Tension: A Post-Intentional Phenomenological Analysis of Teachers' Perceptions of Pedagogical Metaxy as a Response to Gnostic Philosophy and Standardization in Education. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/6064.

Council of Science Editors:

King J. Existence in Tension: A Post-Intentional Phenomenological Analysis of Teachers' Perceptions of Pedagogical Metaxy as a Response to Gnostic Philosophy and Standardization in Education. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6064


Universiteit Utrecht

4. Zeijl, M. van. The soundwalker in the Street: Location-based audio walks and the poetic re-imagination of hybrid space.

Degree: 2011, Universiteit Utrecht

 This research analyzes in what ways location-based audio walks mediate human experience and interpretation of reality, and how these technologies mediate human actions and the… (more)

Subjects/Keywords: hybrid space; location-based audio walks; poetic imagination; post-phenomenology

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APA (6th Edition):

Zeijl, M. v. (2011). The soundwalker in the Street: Location-based audio walks and the poetic re-imagination of hybrid space. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/209993

Chicago Manual of Style (16th Edition):

Zeijl, M van. “The soundwalker in the Street: Location-based audio walks and the poetic re-imagination of hybrid space.” 2011. Masters Thesis, Universiteit Utrecht. Accessed September 23, 2019. http://dspace.library.uu.nl:8080/handle/1874/209993.

MLA Handbook (7th Edition):

Zeijl, M van. “The soundwalker in the Street: Location-based audio walks and the poetic re-imagination of hybrid space.” 2011. Web. 23 Sep 2019.

Vancouver:

Zeijl Mv. The soundwalker in the Street: Location-based audio walks and the poetic re-imagination of hybrid space. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2019 Sep 23]. Available from: http://dspace.library.uu.nl:8080/handle/1874/209993.

Council of Science Editors:

Zeijl Mv. The soundwalker in the Street: Location-based audio walks and the poetic re-imagination of hybrid space. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/209993


University of Manitoba

5. Shepherd, Erin Jennifer Watt. Caring for the child who has completed treatment for cancer: the lived experience of parents who do not live near their child's tertiary cancer centre.

Degree: Nursing, 2010, University of Manitoba

 Caring for children with cancer involves caring for the entire family. Treatment for childhood cancer is centralized in major centres. A phenomenological study was conducted… (more)

Subjects/Keywords: pediatric oncology; rural; post-treatment; phenomenology; parents; caregiving

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APA (6th Edition):

Shepherd, E. J. W. (2010). Caring for the child who has completed treatment for cancer: the lived experience of parents who do not live near their child's tertiary cancer centre. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4060

Chicago Manual of Style (16th Edition):

Shepherd, Erin Jennifer Watt. “Caring for the child who has completed treatment for cancer: the lived experience of parents who do not live near their child's tertiary cancer centre.” 2010. Masters Thesis, University of Manitoba. Accessed September 23, 2019. http://hdl.handle.net/1993/4060.

MLA Handbook (7th Edition):

Shepherd, Erin Jennifer Watt. “Caring for the child who has completed treatment for cancer: the lived experience of parents who do not live near their child's tertiary cancer centre.” 2010. Web. 23 Sep 2019.

Vancouver:

Shepherd EJW. Caring for the child who has completed treatment for cancer: the lived experience of parents who do not live near their child's tertiary cancer centre. [Internet] [Masters thesis]. University of Manitoba; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1993/4060.

Council of Science Editors:

Shepherd EJW. Caring for the child who has completed treatment for cancer: the lived experience of parents who do not live near their child's tertiary cancer centre. [Masters Thesis]. University of Manitoba; 2010. Available from: http://hdl.handle.net/1993/4060


University of Minnesota

6. Colum, Karen. “Can I just be a human with them?" Cultivating Equity-Mindedness for the Teaching and Learning of Elementary Mathematics.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 Equity has risen to a prominent position in mathematics education with some organizations such as the NCTM positioning it first of six principles for teaching… (more)

Subjects/Keywords: Elementary; Equity; Mathematics Education; Post-Intentional Phenomenology; Teacher Education; Teacher Preparation

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APA (6th Edition):

Colum, K. (2016). “Can I just be a human with them?" Cultivating Equity-Mindedness for the Teaching and Learning of Elementary Mathematics. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182249

Chicago Manual of Style (16th Edition):

Colum, Karen. ““Can I just be a human with them?" Cultivating Equity-Mindedness for the Teaching and Learning of Elementary Mathematics.” 2016. Doctoral Dissertation, University of Minnesota. Accessed September 23, 2019. http://hdl.handle.net/11299/182249.

MLA Handbook (7th Edition):

Colum, Karen. ““Can I just be a human with them?" Cultivating Equity-Mindedness for the Teaching and Learning of Elementary Mathematics.” 2016. Web. 23 Sep 2019.

Vancouver:

Colum K. “Can I just be a human with them?" Cultivating Equity-Mindedness for the Teaching and Learning of Elementary Mathematics. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11299/182249.

Council of Science Editors:

Colum K. “Can I just be a human with them?" Cultivating Equity-Mindedness for the Teaching and Learning of Elementary Mathematics. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182249

7. Orr, Tracy. Women with depression in online learning: A descriptive phenomenological analysis.

Degree: 2019, Athabasca University

This study explored how women in online learning contexts experienced and recovered from depression. Guided by the primary research question —What are the lived experiences… (more)

Subjects/Keywords: Online learning; Depression; Distance education; Women; Post-secondary; Phenomenology

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APA (6th Edition):

Orr, T. (2019). Women with depression in online learning: A descriptive phenomenological analysis. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/292

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Orr, Tracy. “Women with depression in online learning: A descriptive phenomenological analysis.” 2019. Thesis, Athabasca University. Accessed September 23, 2019. http://hdl.handle.net/10791/292.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Orr, Tracy. “Women with depression in online learning: A descriptive phenomenological analysis.” 2019. Web. 23 Sep 2019.

Vancouver:

Orr T. Women with depression in online learning: A descriptive phenomenological analysis. [Internet] [Thesis]. Athabasca University; 2019. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10791/292.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Orr T. Women with depression in online learning: A descriptive phenomenological analysis. [Thesis]. Athabasca University; 2019. Available from: http://hdl.handle.net/10791/292

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Sydney

8. Floresta, Jonamari Kristin. The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao .

Degree: 2019, University of Sydney

 Conflict-ridden areas in Mindanao, the southern part of the Philippines, have schools that educate students who are living in a demanding environment generated by war.… (more)

Subjects/Keywords: Philippines; Phenomenology; Conflict; Education; Post-colonial theory; Students' Identities

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APA (6th Edition):

Floresta, J. K. (2019). The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Floresta, Jonamari Kristin. “The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao .” 2019. Thesis, University of Sydney. Accessed September 23, 2019. http://hdl.handle.net/2123/20939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Floresta, Jonamari Kristin. “The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao .” 2019. Web. 23 Sep 2019.

Vancouver:

Floresta JK. The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao . [Internet] [Thesis]. University of Sydney; 2019. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2123/20939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Floresta JK. The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao . [Thesis]. University of Sydney; 2019. Available from: http://hdl.handle.net/2123/20939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Linnaeus University

9. Pirli, Myrto. Facebook use by the Less-frequently Using Demographic : A qualitative study.

Degree: Informatics, 2015, Linnaeus University

  This is a qualitative, phenomenological study of 8 people 58-73 and their use of Facebook. The data was collected through interviews and observation of… (more)

Subjects/Keywords: social media; social networking site; Facebook; people 58-73; less-frequent Facebook users; phenomenology; post-phenomenology; qualitative

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APA (6th Edition):

Pirli, M. (2015). Facebook use by the Less-frequently Using Demographic : A qualitative study. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pirli, Myrto. “Facebook use by the Less-frequently Using Demographic : A qualitative study.” 2015. Thesis, Linnaeus University. Accessed September 23, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pirli, Myrto. “Facebook use by the Less-frequently Using Demographic : A qualitative study.” 2015. Web. 23 Sep 2019.

Vancouver:

Pirli M. Facebook use by the Less-frequently Using Demographic : A qualitative study. [Internet] [Thesis]. Linnaeus University; 2015. [cited 2019 Sep 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pirli M. Facebook use by the Less-frequently Using Demographic : A qualitative study. [Thesis]. Linnaeus University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Branch, John Allen. Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice.

Degree: EdD, Secondary Education and Educational Leadership, 2017, Stephen F. Austin State University

  This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms… (more)

Subjects/Keywords: Montessori; pedagogy of place; cosmic education; phenomenology; post-intentional phenomenology; social justice; Curriculum and Instruction; Curriculum and Social Inquiry

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APA (6th Edition):

Branch, J. A. (2017). Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice. (Doctoral Dissertation). Stephen F. Austin State University. Retrieved from https://scholarworks.sfasu.edu/etds/70

Chicago Manual of Style (16th Edition):

Branch, John Allen. “Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice.” 2017. Doctoral Dissertation, Stephen F. Austin State University. Accessed September 23, 2019. https://scholarworks.sfasu.edu/etds/70.

MLA Handbook (7th Edition):

Branch, John Allen. “Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice.” 2017. Web. 23 Sep 2019.

Vancouver:

Branch JA. Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice. [Internet] [Doctoral dissertation]. Stephen F. Austin State University; 2017. [cited 2019 Sep 23]. Available from: https://scholarworks.sfasu.edu/etds/70.

Council of Science Editors:

Branch JA. Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice. [Doctoral Dissertation]. Stephen F. Austin State University; 2017. Available from: https://scholarworks.sfasu.edu/etds/70

11. Letessier, Anne-Sophie. Paysage(s) : l'écriture et l'image dans l'oeuvre romanesque de Jane Urquhart : Landscape(s) : text and image in Jane Urquhart's novels.

Degree: Docteur es, Études du monde anglophone, 2016, Université Paul Valéry – Montpellier III

Cette étude se propose d’analyser les relations entre le paysage, l’écriture et l’image dans les romans de Jane Urquhart afin de rendre compte des enjeux… (more)

Subjects/Keywords: Paysage; Intermédialité; Esthétique; Phénoménologie; Littérature canadienne; Post-Colonialisme; Landscape; Intermediality; Aesthetics; Phenomenology; Canadian literature; Post-Colonialism

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APA (6th Edition):

Letessier, A. (2016). Paysage(s) : l'écriture et l'image dans l'oeuvre romanesque de Jane Urquhart : Landscape(s) : text and image in Jane Urquhart's novels. (Doctoral Dissertation). Université Paul Valéry – Montpellier III. Retrieved from http://www.theses.fr/2016MON30064

Chicago Manual of Style (16th Edition):

Letessier, Anne-Sophie. “Paysage(s) : l'écriture et l'image dans l'oeuvre romanesque de Jane Urquhart : Landscape(s) : text and image in Jane Urquhart's novels.” 2016. Doctoral Dissertation, Université Paul Valéry – Montpellier III. Accessed September 23, 2019. http://www.theses.fr/2016MON30064.

MLA Handbook (7th Edition):

Letessier, Anne-Sophie. “Paysage(s) : l'écriture et l'image dans l'oeuvre romanesque de Jane Urquhart : Landscape(s) : text and image in Jane Urquhart's novels.” 2016. Web. 23 Sep 2019.

Vancouver:

Letessier A. Paysage(s) : l'écriture et l'image dans l'oeuvre romanesque de Jane Urquhart : Landscape(s) : text and image in Jane Urquhart's novels. [Internet] [Doctoral dissertation]. Université Paul Valéry – Montpellier III; 2016. [cited 2019 Sep 23]. Available from: http://www.theses.fr/2016MON30064.

Council of Science Editors:

Letessier A. Paysage(s) : l'écriture et l'image dans l'oeuvre romanesque de Jane Urquhart : Landscape(s) : text and image in Jane Urquhart's novels. [Doctoral Dissertation]. Université Paul Valéry – Montpellier III; 2016. Available from: http://www.theses.fr/2016MON30064


University of Manchester

12. Wilshere, Andrew Thomas Hugh. The rights of the other : Emmanuel Levinas' meta-phenomenology as a critique of Hillel Steiner's 'An Essay on Rights'.

Degree: PhD, 2013, University of Manchester

 In contemporary philosophy about justice, a contrast between empirical and transcendental approaches can be identified. Hillel Steiner represents an empirical approach: he argues for building… (more)

Subjects/Keywords: 320.01; politics; political theory; levinas; steiner; jewish philosophy; philosophy; political philosophy; jewish studies; rights; justice; phenomenology; meta-phenomenology; post-structuralism; poststructuralism; post-modernism; postmodernism

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APA (6th Edition):

Wilshere, A. T. H. (2013). The rights of the other : Emmanuel Levinas' meta-phenomenology as a critique of Hillel Steiner's 'An Essay on Rights'. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-rights-of-the-other-emmanuel-levinas-metaphenomenology-as-a-critique-of-hillel-steiners-an-essay-on-rights(a85fdbcc-e135-4e29-8229-1899c80182cc).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607363

Chicago Manual of Style (16th Edition):

Wilshere, Andrew Thomas Hugh. “The rights of the other : Emmanuel Levinas' meta-phenomenology as a critique of Hillel Steiner's 'An Essay on Rights'.” 2013. Doctoral Dissertation, University of Manchester. Accessed September 23, 2019. https://www.research.manchester.ac.uk/portal/en/theses/the-rights-of-the-other-emmanuel-levinas-metaphenomenology-as-a-critique-of-hillel-steiners-an-essay-on-rights(a85fdbcc-e135-4e29-8229-1899c80182cc).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607363.

MLA Handbook (7th Edition):

Wilshere, Andrew Thomas Hugh. “The rights of the other : Emmanuel Levinas' meta-phenomenology as a critique of Hillel Steiner's 'An Essay on Rights'.” 2013. Web. 23 Sep 2019.

Vancouver:

Wilshere ATH. The rights of the other : Emmanuel Levinas' meta-phenomenology as a critique of Hillel Steiner's 'An Essay on Rights'. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Sep 23]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-rights-of-the-other-emmanuel-levinas-metaphenomenology-as-a-critique-of-hillel-steiners-an-essay-on-rights(a85fdbcc-e135-4e29-8229-1899c80182cc).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607363.

Council of Science Editors:

Wilshere ATH. The rights of the other : Emmanuel Levinas' meta-phenomenology as a critique of Hillel Steiner's 'An Essay on Rights'. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-rights-of-the-other-emmanuel-levinas-metaphenomenology-as-a-critique-of-hillel-steiners-an-essay-on-rights(a85fdbcc-e135-4e29-8229-1899c80182cc).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607363

13. Wilshere, Andrew Thomas Hugh. The Rights of the Other: Emmanuel Levinas' Meta-Phenomenology as a Critique of Hillel Steiner's An Essay on Rights.

Degree: 2013, University of Manchester

 In contemporary philosophy about justice, a contrast between empirical and transcendental approaches can be identified. Hillel Steiner represents an empirical approach: he argues for building… (more)

Subjects/Keywords: politics; political theory; levinas; steiner; jewish philosophy; philosophy; political philosophy; jewish studies; rights; justice; phenomenology; meta-phenomenology; post-structuralism; poststructuralism; post-modernism; postmodernism

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APA (6th Edition):

Wilshere, A. T. H. (2013). The Rights of the Other: Emmanuel Levinas' Meta-Phenomenology as a Critique of Hillel Steiner's An Essay on Rights. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:203908

Chicago Manual of Style (16th Edition):

Wilshere, Andrew Thomas Hugh. “The Rights of the Other: Emmanuel Levinas' Meta-Phenomenology as a Critique of Hillel Steiner's An Essay on Rights.” 2013. Doctoral Dissertation, University of Manchester. Accessed September 23, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:203908.

MLA Handbook (7th Edition):

Wilshere, Andrew Thomas Hugh. “The Rights of the Other: Emmanuel Levinas' Meta-Phenomenology as a Critique of Hillel Steiner's An Essay on Rights.” 2013. Web. 23 Sep 2019.

Vancouver:

Wilshere ATH. The Rights of the Other: Emmanuel Levinas' Meta-Phenomenology as a Critique of Hillel Steiner's An Essay on Rights. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Sep 23]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:203908.

Council of Science Editors:

Wilshere ATH. The Rights of the Other: Emmanuel Levinas' Meta-Phenomenology as a Critique of Hillel Steiner's An Essay on Rights. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:203908

14. Burbulhan, Fernanda. A experiência michê: um estudo fenomenológico.

Degree: Mestrado, Psicologia, 2015, University of São Paulo

Na presente Dissertação, buscamos compreender o fenômeno michê e como ele se apresenta no contexto de vida pós-moderno. Com este intento, contextualizamos a pós-modernidade e… (more)

Subjects/Keywords: fenomenologia; gender; gênero; Male prostitution; phenomenology; pós-modernidade.; post-modernity.; Prostituição masculina

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

APA (6th Edition):

Burbulhan, F. (2015). A experiência michê: um estudo fenomenológico. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/59/59137/tde-05022015-220427/ ;

Chicago Manual of Style (16th Edition):

Burbulhan, Fernanda. “A experiência michê: um estudo fenomenológico.” 2015. Masters Thesis, University of São Paulo. Accessed September 23, 2019. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-05022015-220427/ ;.

MLA Handbook (7th Edition):

Burbulhan, Fernanda. “A experiência michê: um estudo fenomenológico.” 2015. Web. 23 Sep 2019.

Vancouver:

Burbulhan F. A experiência michê: um estudo fenomenológico. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2019 Sep 23]. Available from: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-05022015-220427/ ;.

Council of Science Editors:

Burbulhan F. A experiência michê: um estudo fenomenológico. [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-05022015-220427/ ;


Texas A&M University

15. McPherson, Rebecca. The Life Course of Single Welfare-Reliant Mothers: Experiences in Seeking Access to and Persisting in Post-Secondary Education.

Degree: 2012, Texas A&M University

 Welfare reform, as a social policy, has implications for higher education policy, because it restricts welfare-reliant women from seeking sufficient post-secondary education for economic mobility.… (more)

Subjects/Keywords: Phenomenology; Life Course; Welfare; Single Mother; Post-secondary Education; Identity Development; Persistence; Access; Adult Development

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

APA (6th Edition):

McPherson, R. (2012). The Life Course of Single Welfare-Reliant Mothers: Experiences in Seeking Access to and Persisting in Post-Secondary Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10926

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McPherson, Rebecca. “The Life Course of Single Welfare-Reliant Mothers: Experiences in Seeking Access to and Persisting in Post-Secondary Education.” 2012. Thesis, Texas A&M University. Accessed September 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10926.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McPherson, Rebecca. “The Life Course of Single Welfare-Reliant Mothers: Experiences in Seeking Access to and Persisting in Post-Secondary Education.” 2012. Web. 23 Sep 2019.

Vancouver:

McPherson R. The Life Course of Single Welfare-Reliant Mothers: Experiences in Seeking Access to and Persisting in Post-Secondary Education. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10926.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McPherson R. The Life Course of Single Welfare-Reliant Mothers: Experiences in Seeking Access to and Persisting in Post-Secondary Education. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10926

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Gothenburg / Göteborgs Universitet

16. Dahlberg, Helena. Vikten av kropp: Frågan om kött och människa i Maurice Merleau-Pontys Le Visible et l’invisible.

Degree: 2011, University of Gothenburg / Göteborgs Universitet

 Abstract Helena Dahlberg: The Weight of the Body. The Question of Flesh and Human Being in Maurice Merleau-Ponty’s Le visible et l’invisible. [Vikten av kropp.… (more)

Subjects/Keywords: Merleau-Ponty; flesh; body; humanism; phenomenology; French philosophy; the post-war period; history of ideas

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APA (6th Edition):

Dahlberg, H. (2011). Vikten av kropp: Frågan om kött och människa i Maurice Merleau-Pontys Le Visible et l’invisible. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/26830

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dahlberg, Helena. “Vikten av kropp: Frågan om kött och människa i Maurice Merleau-Pontys Le Visible et l’invisible.” 2011. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed September 23, 2019. http://hdl.handle.net/2077/26830.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dahlberg, Helena. “Vikten av kropp: Frågan om kött och människa i Maurice Merleau-Pontys Le Visible et l’invisible.” 2011. Web. 23 Sep 2019.

Vancouver:

Dahlberg H. Vikten av kropp: Frågan om kött och människa i Maurice Merleau-Pontys Le Visible et l’invisible. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2077/26830.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dahlberg H. Vikten av kropp: Frågan om kött och människa i Maurice Merleau-Pontys Le Visible et l’invisible. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2011. Available from: http://hdl.handle.net/2077/26830

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

17. Olivier, Dawie. Former SADF soldiers' experience of betrayal: a phenomenological study .

Degree: 2013, University of South Africa

 Existing literature identify betrayal as one of the major challenges that former SADF soldiers face in the “new” South Africa, and identify a need for… (more)

Subjects/Keywords: Betrayal; Trust; Phenomenology; Lived experience; Post-apartheid; South African Border War; Former SADF soldiers

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

APA (6th Edition):

Olivier, D. (2013). Former SADF soldiers' experience of betrayal: a phenomenological study . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14501

Chicago Manual of Style (16th Edition):

Olivier, Dawie. “Former SADF soldiers' experience of betrayal: a phenomenological study .” 2013. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/14501.

MLA Handbook (7th Edition):

Olivier, Dawie. “Former SADF soldiers' experience of betrayal: a phenomenological study .” 2013. Web. 23 Sep 2019.

Vancouver:

Olivier D. Former SADF soldiers' experience of betrayal: a phenomenological study . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/14501.

Council of Science Editors:

Olivier D. Former SADF soldiers' experience of betrayal: a phenomenological study . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/14501

18. Lebre, Maria Helena de Carvalho. A comunicação como paradigma instaurador da humanidade: uma leitura de Vilém Flusser.

Degree: 2013, Universidade de Évora

 A comunicação como paradigma instaurador da humanidade é tese que deriva de, e simultaneamente, propicia uma leitura interpretativa da tessitura essencial na qual se articula… (more)

Subjects/Keywords: Língua; Fenomenologia; Pós-história; Técnica; Tradução; Comunicação; Language; Phenomenology; Post-history; Technique; Translation; Communication

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

APA (6th Edition):

Lebre, M. H. d. C. (2013). A comunicação como paradigma instaurador da humanidade: uma leitura de Vilém Flusser. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lebre, Maria Helena de Carvalho. “A comunicação como paradigma instaurador da humanidade: uma leitura de Vilém Flusser.” 2013. Thesis, Universidade de Évora. Accessed September 23, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lebre, Maria Helena de Carvalho. “A comunicação como paradigma instaurador da humanidade: uma leitura de Vilém Flusser.” 2013. Web. 23 Sep 2019.

Vancouver:

Lebre MHdC. A comunicação como paradigma instaurador da humanidade: uma leitura de Vilém Flusser. [Internet] [Thesis]. Universidade de Évora; 2013. [cited 2019 Sep 23]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lebre MHdC. A comunicação como paradigma instaurador da humanidade: uma leitura de Vilém Flusser. [Thesis]. Universidade de Évora; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of New South Wales

19. Johncock, Will. Time and transcendence: The corporeal conditions of time and social synchronisation.

Degree: Social Sciences, 2013, University of New South Wales

 Are humans born into a phenomenon, time, that has an eternally anterior origin and whose source is outside humanity? A permanently preexisting,external time-source can explain… (more)

Subjects/Keywords: Phenomenology; Corporeality; Time; Body; Post-structuralism; Body modification; Merleau-Ponty; Derrida; Durkheim; Bergson

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

APA (6th Edition):

Johncock, W. (2013). Time and transcendence: The corporeal conditions of time and social synchronisation. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53333 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12028/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Johncock, Will. “Time and transcendence: The corporeal conditions of time and social synchronisation.” 2013. Doctoral Dissertation, University of New South Wales. Accessed September 23, 2019. http://handle.unsw.edu.au/1959.4/53333 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12028/SOURCE02?view=true.

MLA Handbook (7th Edition):

Johncock, Will. “Time and transcendence: The corporeal conditions of time and social synchronisation.” 2013. Web. 23 Sep 2019.

Vancouver:

Johncock W. Time and transcendence: The corporeal conditions of time and social synchronisation. [Internet] [Doctoral dissertation]. University of New South Wales; 2013. [cited 2019 Sep 23]. Available from: http://handle.unsw.edu.au/1959.4/53333 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12028/SOURCE02?view=true.

Council of Science Editors:

Johncock W. Time and transcendence: The corporeal conditions of time and social synchronisation. [Doctoral Dissertation]. University of New South Wales; 2013. Available from: http://handle.unsw.edu.au/1959.4/53333 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12028/SOURCE02?view=true


University of Minnesota

20. Hoppe, Susan Britton. Transitioning from a student to a professional in athletic training:a phenomenological review of graduate assistants/fellows.

Degree: EdD, Education, Curriculum and Instruction, 2011, University of Minnesota

 Although many colleges and universities employ Graduate Assistants/Fellows (GAFs) in the field of Athletic Training, little research has been conducted to understand best practices for… (more)

Subjects/Keywords: Athletic training; Graduate assistants; Phenomenology; Post-professional programs; Qualitative research; Education, Curriculum and Instruction

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

APA (6th Edition):

Hoppe, S. B. (2011). Transitioning from a student to a professional in athletic training:a phenomenological review of graduate assistants/fellows. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/107908

Chicago Manual of Style (16th Edition):

Hoppe, Susan Britton. “Transitioning from a student to a professional in athletic training:a phenomenological review of graduate assistants/fellows.” 2011. Doctoral Dissertation, University of Minnesota. Accessed September 23, 2019. http://purl.umn.edu/107908.

MLA Handbook (7th Edition):

Hoppe, Susan Britton. “Transitioning from a student to a professional in athletic training:a phenomenological review of graduate assistants/fellows.” 2011. Web. 23 Sep 2019.

Vancouver:

Hoppe SB. Transitioning from a student to a professional in athletic training:a phenomenological review of graduate assistants/fellows. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Sep 23]. Available from: http://purl.umn.edu/107908.

Council of Science Editors:

Hoppe SB. Transitioning from a student to a professional in athletic training:a phenomenological review of graduate assistants/fellows. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/107908


University of Minnesota

21. Gast, Kelly. The Caring Police Wear Cardigans: Reading Embodied Emotions Towards Anti-Oppressive Education.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 White, middle-class women make up the majority of public school teachers in the United States of America while the student population is diversifying rapidly (Taie… (more)

Subjects/Keywords: Anti-Oppressive Education; Embodied Emotions; Feminist Awakening; Post-Intentional Phenomenology; Postpartum Depression; Teacher Reflexivity

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

APA (6th Edition):

Gast, K. (2018). The Caring Police Wear Cardigans: Reading Embodied Emotions Towards Anti-Oppressive Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/200187

Chicago Manual of Style (16th Edition):

Gast, Kelly. “The Caring Police Wear Cardigans: Reading Embodied Emotions Towards Anti-Oppressive Education.” 2018. Doctoral Dissertation, University of Minnesota. Accessed September 23, 2019. http://hdl.handle.net/11299/200187.

MLA Handbook (7th Edition):

Gast, Kelly. “The Caring Police Wear Cardigans: Reading Embodied Emotions Towards Anti-Oppressive Education.” 2018. Web. 23 Sep 2019.

Vancouver:

Gast K. The Caring Police Wear Cardigans: Reading Embodied Emotions Towards Anti-Oppressive Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11299/200187.

Council of Science Editors:

Gast K. The Caring Police Wear Cardigans: Reading Embodied Emotions Towards Anti-Oppressive Education. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/200187


University of Minnesota

22. Cline, Heather. Shifting Perspectives of Adult Learners Through a Graduate-Level Parent-Child Interaction Course: A Post-Intentional Phenomenological Investigation.

Degree: PhD, Education, Curriculum and Instruction, 2015, University of Minnesota

 This post-intentional phenomenological study examined the phenomenon of shifting perspectives as it took shape for six adult learners through a graduate-level, online parent-child interaction course… (more)

Subjects/Keywords: Conceptual change; Online teaching; Parent-child interaction; Parent education; Post-intentional phenomenology; Transformative learning theory

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

APA (6th Edition):

Cline, H. (2015). Shifting Perspectives of Adult Learners Through a Graduate-Level Parent-Child Interaction Course: A Post-Intentional Phenomenological Investigation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/173807

Chicago Manual of Style (16th Edition):

Cline, Heather. “Shifting Perspectives of Adult Learners Through a Graduate-Level Parent-Child Interaction Course: A Post-Intentional Phenomenological Investigation.” 2015. Doctoral Dissertation, University of Minnesota. Accessed September 23, 2019. http://hdl.handle.net/11299/173807.

MLA Handbook (7th Edition):

Cline, Heather. “Shifting Perspectives of Adult Learners Through a Graduate-Level Parent-Child Interaction Course: A Post-Intentional Phenomenological Investigation.” 2015. Web. 23 Sep 2019.

Vancouver:

Cline H. Shifting Perspectives of Adult Learners Through a Graduate-Level Parent-Child Interaction Course: A Post-Intentional Phenomenological Investigation. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11299/173807.

Council of Science Editors:

Cline H. Shifting Perspectives of Adult Learners Through a Graduate-Level Parent-Child Interaction Course: A Post-Intentional Phenomenological Investigation. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/173807


University of Minnesota

23. Kennedy, Jolie. Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of… (more)

Subjects/Keywords: connectedness; connected/networked learning; distance education; mobile/online learning; personal learning networks; post-intentional phenomenology

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

APA (6th Edition):

Kennedy, J. (2016). Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/183356

Chicago Manual of Style (16th Edition):

Kennedy, Jolie. “Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks.” 2016. Doctoral Dissertation, University of Minnesota. Accessed September 23, 2019. http://hdl.handle.net/11299/183356.

MLA Handbook (7th Edition):

Kennedy, Jolie. “Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks.” 2016. Web. 23 Sep 2019.

Vancouver:

Kennedy J. Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11299/183356.

Council of Science Editors:

Kennedy J. Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/183356


University of Minnesota

24. Babulski, Timothy. Disrupting Authority: The Phenomenality of Antioppressive Education in the Arts.

Degree: PhD, Education, Curriculum and Instruction, 2017, University of Minnesota

 The effort to engage in critical pedagogy is often stymied by several factors: institutional or systemic authority acting in opposition to anti-oppressive teaching, a lack… (more)

Subjects/Keywords: arts based research; critical pedagogy; lived experience; post-intentional phenomenology; self-study

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APA (6th Edition):

Babulski, T. (2017). Disrupting Authority: The Phenomenality of Antioppressive Education in the Arts. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190472

Chicago Manual of Style (16th Edition):

Babulski, Timothy. “Disrupting Authority: The Phenomenality of Antioppressive Education in the Arts.” 2017. Doctoral Dissertation, University of Minnesota. Accessed September 23, 2019. http://hdl.handle.net/11299/190472.

MLA Handbook (7th Edition):

Babulski, Timothy. “Disrupting Authority: The Phenomenality of Antioppressive Education in the Arts.” 2017. Web. 23 Sep 2019.

Vancouver:

Babulski T. Disrupting Authority: The Phenomenality of Antioppressive Education in the Arts. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11299/190472.

Council of Science Editors:

Babulski T. Disrupting Authority: The Phenomenality of Antioppressive Education in the Arts. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190472


University of Minnesota

25. Nielsen-Winkelman, Tiffany. Pursuing More Equitable Technology Integration in Elementary Education: Post-Intentional Phenomenological Research Productions and Provocations.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Teaching practices, whether intended or not, privilege and marginalize particular groups of people. Inequality in education reflects inequality in society. The different ways in which… (more)

Subjects/Keywords: digital divides; elementary education; equity; post-intentional phenomenology; social divides; technology integration

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APA (6th Edition):

Nielsen-Winkelman, T. (2018). Pursuing More Equitable Technology Integration in Elementary Education: Post-Intentional Phenomenological Research Productions and Provocations. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201133

Chicago Manual of Style (16th Edition):

Nielsen-Winkelman, Tiffany. “Pursuing More Equitable Technology Integration in Elementary Education: Post-Intentional Phenomenological Research Productions and Provocations.” 2018. Doctoral Dissertation, University of Minnesota. Accessed September 23, 2019. http://hdl.handle.net/11299/201133.

MLA Handbook (7th Edition):

Nielsen-Winkelman, Tiffany. “Pursuing More Equitable Technology Integration in Elementary Education: Post-Intentional Phenomenological Research Productions and Provocations.” 2018. Web. 23 Sep 2019.

Vancouver:

Nielsen-Winkelman T. Pursuing More Equitable Technology Integration in Elementary Education: Post-Intentional Phenomenological Research Productions and Provocations. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11299/201133.

Council of Science Editors:

Nielsen-Winkelman T. Pursuing More Equitable Technology Integration in Elementary Education: Post-Intentional Phenomenological Research Productions and Provocations. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/201133


Brock University

26. Cooper, Lucas. Returning from the Wild: Exploring Participant's Experiences of Re-entry from Extended Wilderness Trips .

Degree: Applied Health Sciences Program, 2014, Brock University

 The experience of a strong sense of community developed while participating in extended wilderness expeditions is one of the most significant and meaningful experiences associated… (more)

Subjects/Keywords: psychological sense of community; extended wilderness trips; phenomenology; re-entry; post-expedition

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

APA (6th Edition):

Cooper, L. (2014). Returning from the Wild: Exploring Participant's Experiences of Re-entry from Extended Wilderness Trips . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/5745

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cooper, Lucas. “Returning from the Wild: Exploring Participant's Experiences of Re-entry from Extended Wilderness Trips .” 2014. Thesis, Brock University. Accessed September 23, 2019. http://hdl.handle.net/10464/5745.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cooper, Lucas. “Returning from the Wild: Exploring Participant's Experiences of Re-entry from Extended Wilderness Trips .” 2014. Web. 23 Sep 2019.

Vancouver:

Cooper L. Returning from the Wild: Exploring Participant's Experiences of Re-entry from Extended Wilderness Trips . [Internet] [Thesis]. Brock University; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10464/5745.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cooper L. Returning from the Wild: Exploring Participant's Experiences of Re-entry from Extended Wilderness Trips . [Thesis]. Brock University; 2014. Available from: http://hdl.handle.net/10464/5745

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Linnaeus University

27. Agiorgitis, Georgios. ICTs use in the public Greek Primary Schools: the teachers' experiences.

Degree: Informatics, 2017, Linnaeus University

  Education is a sector that has the potential to become a critical area of action for the full exploitation of ICT. Educational systems of… (more)

Subjects/Keywords: ICT; Information and Communication Technology; Primary education; Post-phenomenology; Greece; Information Systems; Systemvetenskap, informationssystem och informatik

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APA (6th Edition):

Agiorgitis, G. (2017). ICTs use in the public Greek Primary Schools: the teachers' experiences. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Agiorgitis, Georgios. “ICTs use in the public Greek Primary Schools: the teachers' experiences.” 2017. Thesis, Linnaeus University. Accessed September 23, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Agiorgitis, Georgios. “ICTs use in the public Greek Primary Schools: the teachers' experiences.” 2017. Web. 23 Sep 2019.

Vancouver:

Agiorgitis G. ICTs use in the public Greek Primary Schools: the teachers' experiences. [Internet] [Thesis]. Linnaeus University; 2017. [cited 2019 Sep 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Agiorgitis G. ICTs use in the public Greek Primary Schools: the teachers' experiences. [Thesis]. Linnaeus University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Antioch University

28. Woodward, Alpha M. Tapestry of Tears: An Autoethnography of Leadership, Personal Transformation, and Music Therapy in Humanitarian Aid in Bosnia Herzegovina.

Degree: PhD, Leadership and Change, 2015, Antioch University

 In the fall of 2003 I was invited to lead a team of music therapists in Bosnia and Herzegovina (BiH), a country that had been… (more)

Subjects/Keywords: European Studies; Psychology; Sociology; Bosnia, Herzegovinia, music therapy, leadership, humanitarian aid, war, atrocities, post-conflict societies, change , autoethnography, phenomenology, music therapists

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APA (6th Edition):

Woodward, A. M. (2015). Tapestry of Tears: An Autoethnography of Leadership, Personal Transformation, and Music Therapy in Humanitarian Aid in Bosnia Herzegovina. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1425584421

Chicago Manual of Style (16th Edition):

Woodward, Alpha M. “Tapestry of Tears: An Autoethnography of Leadership, Personal Transformation, and Music Therapy in Humanitarian Aid in Bosnia Herzegovina.” 2015. Doctoral Dissertation, Antioch University. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1425584421.

MLA Handbook (7th Edition):

Woodward, Alpha M. “Tapestry of Tears: An Autoethnography of Leadership, Personal Transformation, and Music Therapy in Humanitarian Aid in Bosnia Herzegovina.” 2015. Web. 23 Sep 2019.

Vancouver:

Woodward AM. Tapestry of Tears: An Autoethnography of Leadership, Personal Transformation, and Music Therapy in Humanitarian Aid in Bosnia Herzegovina. [Internet] [Doctoral dissertation]. Antioch University; 2015. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1425584421.

Council of Science Editors:

Woodward AM. Tapestry of Tears: An Autoethnography of Leadership, Personal Transformation, and Music Therapy in Humanitarian Aid in Bosnia Herzegovina. [Doctoral Dissertation]. Antioch University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1425584421


Duke University

29. Choi, Jung Eun. Materializing Depths: The Potential of Contemporary Art and Media .

Degree: 2016, Duke University

  This dissertation argues that critical practices in the expanded field of art, technology, and space illustrate the potential of twenty-first century media by materializing… (more)

Subjects/Keywords: Art criticism; Art history; Information technology; art and technology; critical spatial practice; depth; experience; post-phenomenology; twenty-first century media

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APA (6th Edition):

Choi, J. E. (2016). Materializing Depths: The Potential of Contemporary Art and Media . (Thesis). Duke University. Retrieved from http://hdl.handle.net/10161/13399

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Choi, Jung Eun. “Materializing Depths: The Potential of Contemporary Art and Media .” 2016. Thesis, Duke University. Accessed September 23, 2019. http://hdl.handle.net/10161/13399.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Choi, Jung Eun. “Materializing Depths: The Potential of Contemporary Art and Media .” 2016. Web. 23 Sep 2019.

Vancouver:

Choi JE. Materializing Depths: The Potential of Contemporary Art and Media . [Internet] [Thesis]. Duke University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10161/13399.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Choi JE. Materializing Depths: The Potential of Contemporary Art and Media . [Thesis]. Duke University; 2016. Available from: http://hdl.handle.net/10161/13399

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Couture-Mingheras, Alexandre. La pensée et le réel : l'idée de monisme neutre : Thought and reality : the idea of neutral monism.

Degree: Docteur es, Philosophie, 2017, Paris 1

Le présent travail porte sur le monisme neutre et montre qu'il s'agit d'une Idée qui sert de levier pour penser un réel antérieur au partage… (more)

Subjects/Keywords: Immanence; Idéalisme; Réalisme; Conscience; Expérience; Post-kantisme; Pragmatisme; Phénoménologie; Immanence; Idealism; Realism; Consciousness; Pragmatism; Phenomenology; 100; 120

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APA (6th Edition):

Couture-Mingheras, A. (2017). La pensée et le réel : l'idée de monisme neutre : Thought and reality : the idea of neutral monism. (Doctoral Dissertation). Paris 1. Retrieved from http://www.theses.fr/2017PA01H218

Chicago Manual of Style (16th Edition):

Couture-Mingheras, Alexandre. “La pensée et le réel : l'idée de monisme neutre : Thought and reality : the idea of neutral monism.” 2017. Doctoral Dissertation, Paris 1. Accessed September 23, 2019. http://www.theses.fr/2017PA01H218.

MLA Handbook (7th Edition):

Couture-Mingheras, Alexandre. “La pensée et le réel : l'idée de monisme neutre : Thought and reality : the idea of neutral monism.” 2017. Web. 23 Sep 2019.

Vancouver:

Couture-Mingheras A. La pensée et le réel : l'idée de monisme neutre : Thought and reality : the idea of neutral monism. [Internet] [Doctoral dissertation]. Paris 1; 2017. [cited 2019 Sep 23]. Available from: http://www.theses.fr/2017PA01H218.

Council of Science Editors:

Couture-Mingheras A. La pensée et le réel : l'idée de monisme neutre : Thought and reality : the idea of neutral monism. [Doctoral Dissertation]. Paris 1; 2017. Available from: http://www.theses.fr/2017PA01H218

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