You searched for subject:(presence).
Showing records 1 – 30 of
959 total matches.
◁ [1] [2] [3] [4] [5] … [32] ▶
University of Oxford
1.
Leadbetter, Katharine.
The achievement of female presence on film.
Degree: PhD, 2014, University of Oxford
URL: http://ora.ox.ac.uk/objects/uuid:c9239c60-f0a8-41fc-9250-ddea73f9c9c6 
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664820
► This thesis examines the different ways films have explored female presence as a narrative and stylistic concern. The role of female presence in the creation…
(more)
▼ This thesis examines the different ways films have explored female presence as a narrative and stylistic concern. The role of female presence in the creation of film meaning has often been reductively minimised or altogether neglected within many theoretical approaches to cinema. Depictions of female characters—especially those found in Hollywood films—have been viewed by feminist critics only in terms of the manifestation of sexist ideological principles, whilst more recently, 'affective' film theorists have reduced the role of presence to a simple question of fluctuating physical intensity. This thesis contests these limiting and monolithic understandings of the function of female presence by demonstrating how films have produced complex and diverse meanings through their portrayals of women characters. Closely analysing films by six directors from various styles of cinema, including examples from Classic Hollywood film and more experimental or avant-garde works, the thesis contends that films can raise the question of the condition of a female character's presence as a vital component of meaning. It illuminates how the subject of female presence is advanced, moment-to-moment, as a crucial element in the achievement of these films' intricately wrought dramas. The thesis therefore shows that female film presence is neither simply a symptom of ideology, nor a vehicle for varying degrees of affective intensity. Rather, it is something which is actively at stake in the drama and the design of films.
Subjects/Keywords: 791.43; Film; Film Aesthetics; Presence; Female Presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Leadbetter, K. (2014). The achievement of female presence on film. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:c9239c60-f0a8-41fc-9250-ddea73f9c9c6 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664820
Chicago Manual of Style (16th Edition):
Leadbetter, Katharine. “The achievement of female presence on film.” 2014. Doctoral Dissertation, University of Oxford. Accessed January 22, 2021.
http://ora.ox.ac.uk/objects/uuid:c9239c60-f0a8-41fc-9250-ddea73f9c9c6 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664820.
MLA Handbook (7th Edition):
Leadbetter, Katharine. “The achievement of female presence on film.” 2014. Web. 22 Jan 2021.
Vancouver:
Leadbetter K. The achievement of female presence on film. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2021 Jan 22].
Available from: http://ora.ox.ac.uk/objects/uuid:c9239c60-f0a8-41fc-9250-ddea73f9c9c6 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664820.
Council of Science Editors:
Leadbetter K. The achievement of female presence on film. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:c9239c60-f0a8-41fc-9250-ddea73f9c9c6 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664820
2.
Bell, Jacob.
Restoration, Presence And Computer Use: How Computer Displays Incorporating Restorative Environments Effect Users' Sense Of Restoration And Presence.
Degree: PhD, Communication, 2014, University of North Dakota
URL: https://commons.und.edu/theses/1622
► Recent technological advances provide opportunities for computer users to replace desktop pictures with dynamic, audio-visual recordings. Such advances provide researchers with opportunities to better…
(more)
▼ Recent technological advances provide opportunities for computer users to replace
desktop pictures with dynamic, audio-visual recordings. Such advances provide researchers with opportunities to better understand how specific video content may effect users' sense of restoration and
presence. As described within Attention Restoration Theory, those perceiving restorative environments, which are found primarily within nature-based environments, experience a sense of restoration. Yet, prior research has largely focused on singular, and to an extent, non-interactive displays of restorative environments. The current research further investigated the restorative potential of environments having incorporated interactive, computer-based displays, with animated audio-visual environments. Participants were assigned to either restorative or non- restorative conditions and completed a computer-based, interactive, word task for 10 minutes. The centrally-located task was surrounded by video which presented either a restorative video for participants within the restorative condition, or a non-restorative video for those within the non-restorative condition. Participants then completed the perceived restoration scale (PRS) and a modified version of the Temple
Presence Inventory (TPI) to measure the resulting sense of restoration and
presence respectively. Results suggest that, as predicted, those who had completed a word-based task presented as part of a restorative user interface reported greater levels of both restoration and
presence compared to those who had completed the same word task within the non- restorative condition.
Advisors/Committee Members: Pamela Kalbfleisch.
Subjects/Keywords: Communication; Presence; Restoration
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bell, J. (2014). Restoration, Presence And Computer Use: How Computer Displays Incorporating Restorative Environments Effect Users' Sense Of Restoration And Presence. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1622
Chicago Manual of Style (16th Edition):
Bell, Jacob. “Restoration, Presence And Computer Use: How Computer Displays Incorporating Restorative Environments Effect Users' Sense Of Restoration And Presence.” 2014. Doctoral Dissertation, University of North Dakota. Accessed January 22, 2021.
https://commons.und.edu/theses/1622.
MLA Handbook (7th Edition):
Bell, Jacob. “Restoration, Presence And Computer Use: How Computer Displays Incorporating Restorative Environments Effect Users' Sense Of Restoration And Presence.” 2014. Web. 22 Jan 2021.
Vancouver:
Bell J. Restoration, Presence And Computer Use: How Computer Displays Incorporating Restorative Environments Effect Users' Sense Of Restoration And Presence. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2021 Jan 22].
Available from: https://commons.und.edu/theses/1622.
Council of Science Editors:
Bell J. Restoration, Presence And Computer Use: How Computer Displays Incorporating Restorative Environments Effect Users' Sense Of Restoration And Presence. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1622
George Mason University
3.
Boyer, Rebecca.
Experiences of Online Presence: Teaching, Social, and Cognitive Presence in a Participant Facilitated and Product Oriented Course
.
Degree: 2016, George Mason University
URL: http://hdl.handle.net/1920/10431
► Course design decisions impact how participants experience an online learning environment. When course design decisions promote online presence, learners have more meaningful and have more…
(more)
▼ Course design decisions impact how participants experience an online learning environment. When course design decisions promote online
presence, learners have more meaningful and have more successful online learning experiences. This study examined participants’ experiences of online
presence (teacher
presence, social
presence, and cognitive
presence) in a participant facilitated, product oriented, fully online course design. Data were analyzed for emergent themes to examine participants’ experiences and the persona method from user experience research was employed to narrate the experience of a typical participant in this study course. The results of this study for teaching
presence indicated that teaching
presence was evident to participants. However, they wanted more instructor participation in course discussion boards, even if there was as student facilitator to guide work products and discussion. The results of this study for social
presence indicated that social
presence was abundant in this study course including the social
presence of the instructor. However, participants’ social
presence needs were not met by the LMS used, and they used outside tools to communicate with each other. The results of this study for cognitive
presence indicated that for this product oriented study course, the resolution stage is reached when a learning product is produced. In addition, this research showed that the persona method borrowed from user experience research can be employed to illustrate the typical experience of an online course participant.
Advisors/Committee Members: Norton, Priscilla (advisor).
Subjects/Keywords: Educational technology;
cognitive presence;
course design;
online presence;
social presence;
teaching presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Boyer, R. (2016). Experiences of Online Presence: Teaching, Social, and Cognitive Presence in a Participant Facilitated and Product Oriented Course
. (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10431
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):
Boyer, Rebecca. “Experiences of Online Presence: Teaching, Social, and Cognitive Presence in a Participant Facilitated and Product Oriented Course
.” 2016. Thesis, George Mason University. Accessed January 22, 2021.
http://hdl.handle.net/1920/10431.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Boyer, Rebecca. “Experiences of Online Presence: Teaching, Social, and Cognitive Presence in a Participant Facilitated and Product Oriented Course
.” 2016. Web. 22 Jan 2021.
Vancouver:
Boyer R. Experiences of Online Presence: Teaching, Social, and Cognitive Presence in a Participant Facilitated and Product Oriented Course
. [Internet] [Thesis]. George Mason University; 2016. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/1920/10431.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Boyer R. Experiences of Online Presence: Teaching, Social, and Cognitive Presence in a Participant Facilitated and Product Oriented Course
. [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10431
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Florida
4.
Wang, Jiahui.
Examining Influence of Instructor Presence in Instructional Videos An Individual Differences Perspective.
Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2018, University of Florida
URL: https://ufdc.ufl.edu/UFE0052056
► With the continued expansion of online learning, many popular online education platforms use instructional videos that integrate a live recording of a real instructor. The…
(more)
▼ With the continued expansion of online learning, many popular online education platforms use instructional videos that integrate a live recording of a real instructor. The current study aimed to explore how instructor
presence in videos influences learning, visual attention distribution, cognitive dynamics, and learner perceptions and how these effects are moderated by individual differences in working memory capacity (WMC) and inhibitory control. This study used a design with the content difficulty as a within subjects variable and instructor
presence as a between subjects variable. Participants watched two statistics instructional videos of varied content difficulty, each with or without instructor
presence, while the experimenter recorded their electrical brain activity via electroencephalography and eye movements using an eye tracker. Afterwards, participants self-reported their cognitive load, perceived learning, satisfaction, situational interest, social
presence for both videos and their perceptions of the instructor for the videos featuring a recording of the instructor. Learning from the two videos was measured using retention and transfer questions. Individual differences in WMC were assessed using the Automated Operation Span task and differences in inhibitory control were measured using the Flanker test before the video session.
Advisors/Committee Members: ANTONENKO,PAVLO (committee chair), DAWSON,KARA MARIEHOPKINS (committee member), KEIL,ANDREAS (committee member), SCHNEPS,MATTHEW H (committee member).
Subjects/Keywords: instructor – presence – video
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wang, J. (2018). Examining Influence of Instructor Presence in Instructional Videos An Individual Differences Perspective. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0052056
Chicago Manual of Style (16th Edition):
Wang, Jiahui. “Examining Influence of Instructor Presence in Instructional Videos An Individual Differences Perspective.” 2018. Doctoral Dissertation, University of Florida. Accessed January 22, 2021.
https://ufdc.ufl.edu/UFE0052056.
MLA Handbook (7th Edition):
Wang, Jiahui. “Examining Influence of Instructor Presence in Instructional Videos An Individual Differences Perspective.” 2018. Web. 22 Jan 2021.
Vancouver:
Wang J. Examining Influence of Instructor Presence in Instructional Videos An Individual Differences Perspective. [Internet] [Doctoral dissertation]. University of Florida; 2018. [cited 2021 Jan 22].
Available from: https://ufdc.ufl.edu/UFE0052056.
Council of Science Editors:
Wang J. Examining Influence of Instructor Presence in Instructional Videos An Individual Differences Perspective. [Doctoral Dissertation]. University of Florida; 2018. Available from: https://ufdc.ufl.edu/UFE0052056
University of New South Wales
5.
Lethbridge, John.
Imaging The Void: Making The invisible Visible.
Degree: Art, 2016, University of New South Wales
URL: http://handle.unsw.edu.au/1959.4/56981
;
https://unsworks.unsw.edu.au/fapi/datastream/unsworks:42225/SOURCE02?view=true
► This research examines the question, how does presence function in performative photography and drawing? Performative artists, who shift perceptions of self, time and space by…
(more)
▼ This research examines the question, how does
presence function in performative photography and drawing? Performative artists, who shift perceptions of self, time and space by focusing inwardly, explore the internal depths of mind and are seen to be - ‘imaging the void’ thereby they transform invisible internal states of mind into the production of
presence.The invisible phenomenon of
presence is examined via the artistic practices of the case study artists. The research focuses on Marina Abramović and timelessness, Yves Klein and the void, Joseph Beuys and dynamic creativity, and James Lee Byars and immanence, in order todevelop a framework of
presence. Identifying and articulating attributes of
presence within these artists’ practice is through theseminal textby Longchenpa,‘You Are the Eyes of the World’, an early 14th century Tibetan Dzogchen Buddhist text on
presence.The origins of practice, in the case study artists and my own, will be made via theuse of a framework of
presence comprised of five attributes: luminosity, timelessness, the void,dynamic creativity and immanence. It is proposed thatopening up to these states of mind is how these artists work with
presence.
Presence is the sense of being present, here and now; it is also the experience of the self, mediating internal and external environments. The conscious experience of
presence is a state of
presence-awareness.
Presence is the felt sense of being in the world and is understood here through contemporary
presence theory and a framework of
presence.From formless, to a sense of
presence,is the dynamic creative process highlighted by the case study artists. By going beyond the directions of popular culture that define the prevailing art world, these artists bring to our attention invisible dimensions of lifeand nature that can challenge assumptions of practice and process. They have become discordant beacons in a contemporary art context. The philosophy and artistic practice of
presence is an area that I contend deserves in-depth focus, and this research adds its contribution.
Advisors/Committee Members: George, Phillip, Faculty of Art & Design, UNSW.
Subjects/Keywords: photography; presence; performance
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lethbridge, J. (2016). Imaging The Void: Making The invisible Visible. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/56981 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:42225/SOURCE02?view=true
Chicago Manual of Style (16th Edition):
Lethbridge, John. “Imaging The Void: Making The invisible Visible.” 2016. Doctoral Dissertation, University of New South Wales. Accessed January 22, 2021.
http://handle.unsw.edu.au/1959.4/56981 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:42225/SOURCE02?view=true.
MLA Handbook (7th Edition):
Lethbridge, John. “Imaging The Void: Making The invisible Visible.” 2016. Web. 22 Jan 2021.
Vancouver:
Lethbridge J. Imaging The Void: Making The invisible Visible. [Internet] [Doctoral dissertation]. University of New South Wales; 2016. [cited 2021 Jan 22].
Available from: http://handle.unsw.edu.au/1959.4/56981 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:42225/SOURCE02?view=true.
Council of Science Editors:
Lethbridge J. Imaging The Void: Making The invisible Visible. [Doctoral Dissertation]. University of New South Wales; 2016. Available from: http://handle.unsw.edu.au/1959.4/56981 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:42225/SOURCE02?view=true
University of Delaware
6.
Sutton, Jann Marie.
Applying the community of inquiry framework to inform the instructional design of online graduate courses.
Degree: D.Ed., University of Delaware, School of Education, 2017, University of Delaware
URL: http://udspace.udel.edu/handle/19716/21750
► As institutions continue to expand their online learning programs, it becomes increasingly important to identify research-based strategies to support their design. Numerous professional organizations provide…
(more)
▼ As institutions continue to expand their online learning programs, it becomes increasingly important to identify research-based strategies to support their design. Numerous professional organizations provide guidance to institutions to direct the mechanics of online delivery. The Community of Inquiry (CoI) framework (Garrison, Anderson, Archer, 2000), a seminal work, is a prominent model for the development and evaluation of online courses and programs. The research suggests that by cultivating the three presences of CoI (social, cognitive, and teaching presences) and using them as a lens to design and evaluate programs, a high degree of student satisfaction, retention, and self-reported learning may result (Akyol & Garrison, 2008; Kumar, Dawson, Black, Cavanaugh, & Sessums, 2011; Meyer, Bruwelheide, & Poulin, 2009). ☐ A fully online master’s program recently graduated its first student cohort, presenting the opportunity to apply the CoI framework to the courses. The questions that directed this project originated from an interest to determine how the CoI might be reflected in the courses, how technological affordances were leveraged, and how the CoI could inform the instructional design of the course activities. ☐ Findings from this project suggest that the courses did reflect the CoI framework despite the fact that instructors did not knowingly use it as a guiding model. Recommendations are also presented which may further leverage affordances and better reflect the strengths of the CoI framework in course design.
Advisors/Committee Members: Karchmer-Klein, Rachel.
Subjects/Keywords: Education; Cognitive presence; Community of inquiry; Online; Social presence; Teaching presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sutton, J. M. (2017). Applying the community of inquiry framework to inform the instructional design of online graduate courses. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/21750
Chicago Manual of Style (16th Edition):
Sutton, Jann Marie. “Applying the community of inquiry framework to inform the instructional design of online graduate courses.” 2017. Doctoral Dissertation, University of Delaware. Accessed January 22, 2021.
http://udspace.udel.edu/handle/19716/21750.
MLA Handbook (7th Edition):
Sutton, Jann Marie. “Applying the community of inquiry framework to inform the instructional design of online graduate courses.” 2017. Web. 22 Jan 2021.
Vancouver:
Sutton JM. Applying the community of inquiry framework to inform the instructional design of online graduate courses. [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2021 Jan 22].
Available from: http://udspace.udel.edu/handle/19716/21750.
Council of Science Editors:
Sutton JM. Applying the community of inquiry framework to inform the instructional design of online graduate courses. [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/21750
Colorado State University
7.
Khalid, Nasir M.
Factors affecting course satisfaction of online Malaysian university students.
Degree: PhD, Education, 2014, Colorado State University
URL: http://hdl.handle.net/10217/88444
► Course satisfaction in online learning has grown into a concern among online educators, in order to prevent students from dropping, withdrawing, or otherwise leaving their…
(more)
▼ Course satisfaction in online learning has grown into a concern among online educators, in order to prevent students from dropping, withdrawing, or otherwise leaving their course of study online. Researchers have established three main factors that have an influence on online students' course satisfaction: social, teaching, and cognitive
presence. Adapting the Community of Inquiry (CoI) model, this study investigated the association between these presences and other possibly related factors, and their influence on students' course satisfaction with online courses just completed at a University in Malaysia. Concurrently, it also attempted to weigh these constructs and variables according to their impact on course satisfaction. Results show that all presences and age were significantly associated with course satisfaction. Also, course satisfaction was found to differ by gender, undergraduate and postgraduate students but was not by core and elective courses. Teaching
presence, social
presence, and age were found to be significant predictors of course satisfaction when statistically analyzed by a series of two-step hierarchical linear regressions.
Advisors/Committee Members: Timpson, William M. (advisor), Quick, Don (advisor), Kaminski, Karen (committee member), Unnithan, N Prabha (committee member).
Subjects/Keywords: cognitive presence; course satisfaction; learning management system; online/hybrid learning; social presence; teaching presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Khalid, N. M. (2014). Factors affecting course satisfaction of online Malaysian university students. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/88444
Chicago Manual of Style (16th Edition):
Khalid, Nasir M. “Factors affecting course satisfaction of online Malaysian university students.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 22, 2021.
http://hdl.handle.net/10217/88444.
MLA Handbook (7th Edition):
Khalid, Nasir M. “Factors affecting course satisfaction of online Malaysian university students.” 2014. Web. 22 Jan 2021.
Vancouver:
Khalid NM. Factors affecting course satisfaction of online Malaysian university students. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10217/88444.
Council of Science Editors:
Khalid NM. Factors affecting course satisfaction of online Malaysian university students. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88444
York University
8.
Sengara, Michelle.
Designing A Supportive Blended Learning Experience: The Relationship Between Student Performance and Social, Teacher, and Cognitive Presence.
Degree: PhD, Education, 2017, York University
URL: http://hdl.handle.net/10315/33379
► This study sought to deconstruct the educational experience in a blended classroom (with both online and face-to-face instruction) in order to test for specific associations…
(more)
▼ This study sought to deconstruct the educational experience in a blended classroom (with both online and face-to-face instruction) in order to test for specific associations between elements of that experience and achievement (final course grade). The Community of Inquiry (CoI) (Garrison, 2011) framework considers a students educational experience as a combination of social, cognitive, and teacher interactions. Working with a large data set (n = 1,926) collected over three years (2011-2014) in 13 undergraduate, blended classrooms at a prominent Canadian university, this study examined how student perceptions of these interactions (with peers, course content, and instructors) related to grades. Using data modelling techniques, results showed a significant, and direct (path coefficient of 0.16, p<0.001) relationship between
presence and grade, with results on the
presence interrelationship [teacher social (0.23, p < 0.001), and social cognitive (0.45, p < 0.001)] highlighting the role of teacher
presence in promoting achievement. Student adoption attitudes also presented as a key consideration in the
presence-achievement relationship (0.41, p <0.001), as well as blend format (F=29.98, p < 0.001), where the more integrated, clear, communicative, and consistent a course was about expectations and assessments, the more
presence students felt and in turn, the higher those formats performed.
Advisors/Committee Members: Owston, Ron (advisor), Morbey, Mary Leigh (advisor).
Subjects/Keywords: Higher education; Blended Learning; Community of Inquiry; Cognitive Presence; Social Presence; Teacher Presence; Achievement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sengara, M. (2017). Designing A Supportive Blended Learning Experience: The Relationship Between Student Performance and Social, Teacher, and Cognitive Presence. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/33379
Chicago Manual of Style (16th Edition):
Sengara, Michelle. “Designing A Supportive Blended Learning Experience: The Relationship Between Student Performance and Social, Teacher, and Cognitive Presence.” 2017. Doctoral Dissertation, York University. Accessed January 22, 2021.
http://hdl.handle.net/10315/33379.
MLA Handbook (7th Edition):
Sengara, Michelle. “Designing A Supportive Blended Learning Experience: The Relationship Between Student Performance and Social, Teacher, and Cognitive Presence.” 2017. Web. 22 Jan 2021.
Vancouver:
Sengara M. Designing A Supportive Blended Learning Experience: The Relationship Between Student Performance and Social, Teacher, and Cognitive Presence. [Internet] [Doctoral dissertation]. York University; 2017. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10315/33379.
Council of Science Editors:
Sengara M. Designing A Supportive Blended Learning Experience: The Relationship Between Student Performance and Social, Teacher, and Cognitive Presence. [Doctoral Dissertation]. York University; 2017. Available from: http://hdl.handle.net/10315/33379
University of Edinburgh
9.
Smith, Ashley.
Is Private Speech Really Private?.
Degree: 2011, University of Edinburgh
URL: http://hdl.handle.net/1842/6135
► This study sought to answer the question “is private speech really private?” by assessing if participants spoke more to themselves when in the company of…
(more)
▼ This study sought to answer the question “is private speech really private?” by assessing if participants spoke more to themselves when in the company of the experimenter or when they were alone. The similarity between adults and children, with regard to production rates, and content of private speech was also investigated, as was the potential curvilinear development of private speech within the child population. Finally, there was an analysis of the relationship between private speech and accuracy conducted. Participants were asked to complete two classification tasks which were disguised as a computer game. The aim of the game was to tidy or put toy characters in their appropriate box or house. The
presence of the experimenter was manipulated by the taking of a fake phone call. No relationship between private speech and task accuracy was found, but as expected adults performed significantly better than children. The curvilinear development of private speech was also not supported. However, it appeared that private speech was affected by the
presence of another, with participants speaking more to themselves when in the company of the experimenter than when they were alone. Moreover, the adults and children produced the same relative amounts of private speech, with content of these utterances being similar and predominantly task relevant. A proposed hypothesis for these findings is that individuals are able to detect potentially social situations, which then engages the speech centre in the brain, thus giving rise to increased amounts of private speech. Findings also have implications with regard to education, and it is suggested that teachers should not only be aware of the phenomenon but that they should encourage it so to assist children’s self directed learning. Conclusions are drawn which imply that private speech is not confined by age and that it is actually a paradoxical term.
Advisors/Committee Members: McGonigle, Maggie.
Subjects/Keywords: private speech; social presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Smith, A. (2011). Is Private Speech Really Private?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6135
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):
Smith, Ashley. “Is Private Speech Really Private?.” 2011. Thesis, University of Edinburgh. Accessed January 22, 2021.
http://hdl.handle.net/1842/6135.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Smith, Ashley. “Is Private Speech Really Private?.” 2011. Web. 22 Jan 2021.
Vancouver:
Smith A. Is Private Speech Really Private?. [Internet] [Thesis]. University of Edinburgh; 2011. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/1842/6135.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Smith A. Is Private Speech Really Private?. [Thesis]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/6135
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Waikato
10.
Archard, Sara.
Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
.
Degree: 2012, University of Waikato
URL: http://hdl.handle.net/10289/6610
► This thesis presents the findings from a study that explores in what ways the pedagogical tools in an online teacher education programme can facilitate a…
(more)
▼ This thesis presents the findings from a study that explores in what ways the pedagogical tools in an online teacher education programme can facilitate a sense of belonging and social
presence. In particular it explores the individual contribution of pedagogical online tools in relation to this.
The research data was gathered using a mixed methodology. Qualitative data was gathered from questionnaires sent to six participants of the online teacher education programme that were then analysed to identify common themes, patterns and difference in participants perspectives. Quantitative data was collected by analysing the contributions of each of the six participants in specific computer mediated communication forums using Garrison and Anderson’s (2004) social
presence and indicators framework across two papers of this online programme.
There are two key findings evident in the data of this study. The first is that pedagogical online tools can facilitate a sense of belonging and afford social
presence in an online community of learners. However, each tool has different affordances. The effectiveness of their use depends on the way they are supported and used by the lecturer. Secondly, each participant had a different perspective on the affordances of each individual tool in their usefulness for fostering a sense of belonging and social
presence. This was of particular interest as it indicates that one tool can afford a diversity of factors that may have a particular resonance with individual participants. The findings highlight the importance of lecturers needing to take into account the different affordances of online tools and the different ways that students might use them.
Therefore, this study is in a position to inform the development of this and other online teacher education programmes
Advisors/Committee Members: Carr, Margaret (advisor).
Subjects/Keywords: Social presence;
Sense of belonging
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Archard, S. (2012). Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6610
Chicago Manual of Style (16th Edition):
Archard, Sara. “Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
.” 2012. Masters Thesis, University of Waikato. Accessed January 22, 2021.
http://hdl.handle.net/10289/6610.
MLA Handbook (7th Edition):
Archard, Sara. “Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
.” 2012. Web. 22 Jan 2021.
Vancouver:
Archard S. Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
. [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10289/6610.
Council of Science Editors:
Archard S. Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
. [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6610
University of Texas Medical Branch – Galveston
11.
[No author].
Critical Care Nurses' Intention to Allow Family Presence during Resuscitation
.
Degree: University of Texas Medical Branch – Galveston
URL: http://hdl.handle.net/2152.3/740
► Traditionally, family members have been prohibited from being present during cardiopulmonary resuscitation. This exclusionary practice was questioned by a hospital in Michigan in which two…
(more)
▼ Traditionally, family members have been prohibited from being present during cardiopulmonary resuscitation. This exclusionary practice was questioned by a hospital in Michigan in which two families refused to leave the sides of their loved ones. This event marked the beginning of the family
presence during resuscitation movement. The purpose of this study is to explore whether attitudes/behavioral beliefs about FPDR coupled with demographic variables predicted critical care nurses’ intention to allow FPDR.
A descriptive correlational research design was used in this study. The Family
Presence Risk-Benefit Scale (FPR-BS) was used to measure attitudes/behavioral beliefs towards FPDR. Intentions to allow FPDR were measured with a yes or no answer. Level of education and specialty certification were indicators of critical care nurses’ intention to allow FPDR. A positive relationship existed between level of education and attitudes/behavioral beliefs toward FPDR. Specialty certification and attitudes/behavioral beliefs were the best predictors for critical care nurses’ intention to allow FPDR.
Advisors/Committee Members: Hill, Alice (advisor), Wisnewski, Charlotte (committeeMember), Verklan, M. T (committeeMember), Lederman, Regina (committeeMember), Sanders, Ellaren (committeeMember).
Subjects/Keywords: Family Presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
author], [. (n.d.). Critical Care Nurses' Intention to Allow Family Presence during Resuscitation
. (Thesis). University of Texas Medical Branch – Galveston. Retrieved from http://hdl.handle.net/2152.3/740
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
author], [No. “Critical Care Nurses' Intention to Allow Family Presence during Resuscitation
.” Thesis, University of Texas Medical Branch – Galveston. Accessed January 22, 2021.
http://hdl.handle.net/2152.3/740.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “Critical Care Nurses' Intention to Allow Family Presence during Resuscitation
.” Web. 22 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
author] [. Critical Care Nurses' Intention to Allow Family Presence during Resuscitation
. [Internet] [Thesis]. University of Texas Medical Branch – Galveston; [cited 2021 Jan 22].
Available from: http://hdl.handle.net/2152.3/740.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.
Council of Science Editors:
author] [. Critical Care Nurses' Intention to Allow Family Presence during Resuscitation
. [Thesis]. University of Texas Medical Branch – Galveston; Available from: http://hdl.handle.net/2152.3/740
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.
12.
Umpleby, Gillian.
Towards an understanding of presence in teaching : having and being.
Degree: PhD, 2014, University of Exeter
URL: http://hdl.handle.net/10871/14938
► The study reported in this thesis investigates the phenomenon of ‘presence' in teaching. Past research suggests that the relationship between the teacher and student is…
(more)
▼ The study reported in this thesis investigates the phenomenon of ‘presence' in teaching. Past research suggests that the relationship between the teacher and student is the “keystone in student achievement, motivation and engagement and in their capacity to trust what they know” (Midgley et al, 1989; Pianta, 1999; Roeser et al, 2000; cited in Rodgers & Raider-Roth, 2006: 266). Despite this, a comprehensive review of the literature has revealed that the notion of ‘presence', offering a holistic, relational, situated and dynamic lens through which to explore the essential elements of classroom interaction, has been strangely neglected to date in the educational research domain (Kornelsen, 2006; Meijer et al 2009; Rodgers & Raider-Roth, 2006). Moreover, in many teaching milieus, despite there being so little clarity about what the notion of 'presence' means in teaching terms, it appears as an observational criterion in both initial and developmental teacher education programmes, where it can be used to make judgements about teachers at different stages of their careers. Contextualised within an ESOL (English for Speakers of Other Languages) school over a nine month period on site, this phenomenological study employs individual and focus group interviews with teachers, teacher educators and students, alongside classroom observations and post-observation discussions. Findings generated by the study offer a new depth of understanding about the multi-dimensionality and complexity inherent in the notion of 'presence' in teaching and allow a critical interrogation of the ways in which it is currently being used in a school context. This highlights the potential power it has as a pedagogic construct and reveals a paradoxical duality, intrinsic to the ways in which it was construed; making it more suitable for developmental than assessment purposes. In short, this study offers a valuable holistic and existential contribution to understanding the nature of teaching, by augmenting the ways in which teachers and teaching have been construed to date. In addition, by illuminating the inherent ambiguity and paradoxes in the complex, dynamic and multi-layered meaning of ‘Presence in Teaching’, the findings have strong implications for teaching practice, teacher education programmes and in particular for the practice of teacher observation in respect of observer awareness, understanding and development; all of which are discussed in the final chapter of the thesis.
Subjects/Keywords: 371.1; Presence; teaching; teacher education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Umpleby, G. (2014). Towards an understanding of presence in teaching : having and being. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/14938
Chicago Manual of Style (16th Edition):
Umpleby, Gillian. “Towards an understanding of presence in teaching : having and being.” 2014. Doctoral Dissertation, University of Exeter. Accessed January 22, 2021.
http://hdl.handle.net/10871/14938.
MLA Handbook (7th Edition):
Umpleby, Gillian. “Towards an understanding of presence in teaching : having and being.” 2014. Web. 22 Jan 2021.
Vancouver:
Umpleby G. Towards an understanding of presence in teaching : having and being. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10871/14938.
Council of Science Editors:
Umpleby G. Towards an understanding of presence in teaching : having and being. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/14938
University of Minnesota
13.
Kazmierczak, Wayne A.
Deep visibility: meaningful absence and presence in the superintendency.
Degree: PhD, Organizational Leadership, Policy, and Development, 2014, University of Minnesota
URL: http://hdl.handle.net/11299/163773
► Using a qualitative research approach and a multiple case study method, this study identifies perceptions about the visibility of superintendents from various perspectives. Superintendents, school…
(more)
▼ Using a qualitative research approach and a multiple case study method, this study identifies perceptions about the visibility of superintendents from various perspectives. Superintendents, school board members, community members, and staff members were interviewed and offered their varied perspectives. The literature review provided an extensive examination of the history of the superintendent, a historical view of the discursive roles of the superintendent, and a review of relevant leadership literature. The study's conceptual framework was developed using research related to reflective practice, general leadership theory, organizational learning, Theory U, social impact theory, the superintendency, and communication. A deeper visibility resulting in meaningful absence and presence in the superintendency is the essence of this framework. Key findings included aspects of presence, which included the terms adverse, accessible, authentic, beyond physical, transparent, trustworthy and synergetic. Aspects of absence identified in the study included symbolic, job pressures, tied to desk, privacy and contra-visibility. Areas noted for future research include adverse visibility, contra-visibility, synergetic visibility, reflection and symbolic absence. The concept, superintendent visibility, has previously lacked meaningful structure and, therefore, has been described, in the past, through general discussions rather than through an empirical lens. A Model of Superintendent Visibility was developed after careful analysis of the data, consideration of the study's conceptual framework and literature review, and the study's identified conclusions.
Subjects/Keywords: Absence; Presence; Superintendent; Visibility
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kazmierczak, W. A. (2014). Deep visibility: meaningful absence and presence in the superintendency. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/163773
Chicago Manual of Style (16th Edition):
Kazmierczak, Wayne A. “Deep visibility: meaningful absence and presence in the superintendency.” 2014. Doctoral Dissertation, University of Minnesota. Accessed January 22, 2021.
http://hdl.handle.net/11299/163773.
MLA Handbook (7th Edition):
Kazmierczak, Wayne A. “Deep visibility: meaningful absence and presence in the superintendency.” 2014. Web. 22 Jan 2021.
Vancouver:
Kazmierczak WA. Deep visibility: meaningful absence and presence in the superintendency. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/11299/163773.
Council of Science Editors:
Kazmierczak WA. Deep visibility: meaningful absence and presence in the superintendency. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/163773
University of Southern California
14.
Clark, Jennifer J.
OmegaKondre and horseface minstrelsy in the western.
Degree: PhD, Literature and Creative Writing, 2011, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/663943/rec/4518
► Both the critical and the creative elements of my dissertation propose a re-examination of conventional literary tropes and stereotypes central to the popular western. Likewise,…
(more)
▼ Both the critical and the creative elements of my
dissertation propose a re-examination of conventional literary
tropes and stereotypes central to the popular western. Likewise,
both projects are informed by my California ranching background and
my work as a large animal husbandry specialist for the U.S. Peace
Corps in South America. My novel, OmegaKondre, offers a good
example of how my practical experience has influenced my
dissertation. The book is set in the Amazon basin and features a
modern cowboy capitalist working to convince the members of a tribe
to adopt his version of the “cowboy code,” even as the code’s moral
certitude comes unraveled for him. Drawing upon my extensive
research on westerns, I manipulate and build upon the recurring
theme of colonial development “south of the border” - all to better
serve the story I am trying to tell. Also, the choice of setting
allows me to bring a greater degree of authority and authenticity
to the novel since I have actually lived in the Amazon. Similarly,
my critical project is informed by my extensive research into the
films and literature of the American West, but is additionally
influenced by my practical experience with horses and my knowledge
of them as real animals rather than western stereotypes. In my
dissertation, Horseface Minstrelsy in the Western, I argue that
while the fictional horses presented in popular westerns are no
more authentic than the fictional cowboys who ride them, these
horses are homogenously inauthentic from western to western,
suggesting that a larger cultural impulse is at play. Scholars have
argued that the literary traditions of the western and the
plantation romance were “fused” sometime in the 1890’s, and have
specifically cited as evidence of this fusion the transference of
the stereotypical plantation master’s southern chivalry onto the
stereotype of the cowboy. In light of these claims, I suggest that
the stereotypical character most intimately associated with the
plantation master - the devoted slave, or “Uncle Tom” - has his own
western incarnation in the form of the cowboy’s horse. ❧ To support
my argument, I cite Toni Morrison’s articulation of the “Africanist
presence” in canonical American literature. Morrison suggests that
the African American experience is so essential to American
identity that it simply must make itself known in our literature,
even when that historical
presence is ignored or removed. She
argues that this strategy of “erasure” can make the historical
presence of African Americans difficult to recognize, but explains
that this cultural
presence must persist in some form, even if it
has become deeply encoded. Significantly, Morrison points out that
this encoded Africanist
presence is sometimes reflected through
animal symbols. Building upon Morrison’s theory, I argue that the
transference of the Uncle Tom stereotype onto the cowboy’s horse
was intuitive for a racially-troubled postbellum culture that
already had a tradition of associating slaves with horses. Harriet
Beecher Stowe’s Uncle Tom’s Cabin…
Advisors/Committee Members: Boyle, T.C. (Committee Chair), Bender, Aimee (Committee Member), Handley, William R. (Committee Member), Rowe, John Carlos (Committee Member), Banner, Lois (Committee Member).
Subjects/Keywords: westerns; horses; minstrelsy; Africanist Presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Clark, J. J. (2011). OmegaKondre and horseface minstrelsy in the western. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/663943/rec/4518
Chicago Manual of Style (16th Edition):
Clark, Jennifer J. “OmegaKondre and horseface minstrelsy in the western.” 2011. Doctoral Dissertation, University of Southern California. Accessed January 22, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/663943/rec/4518.
MLA Handbook (7th Edition):
Clark, Jennifer J. “OmegaKondre and horseface minstrelsy in the western.” 2011. Web. 22 Jan 2021.
Vancouver:
Clark JJ. OmegaKondre and horseface minstrelsy in the western. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2021 Jan 22].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/663943/rec/4518.
Council of Science Editors:
Clark JJ. OmegaKondre and horseface minstrelsy in the western. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/663943/rec/4518
Georgia Tech
15.
McGlynn, Sean A.
Investigating age-related differences in spatial presence formation and maintenance in virtual reality.
Degree: PhD, Psychology, 2019, Georgia Tech
URL: http://hdl.handle.net/1853/61265
► Virtual reality has numerous applications with the potential to support physical, cognitive, and socio-emotional well-being across a range of users. The effectiveness of these applications…
(more)
▼ Virtual reality has numerous applications with the potential to support physical, cognitive, and socio-emotional well-being across a range of users. The effectiveness of these applications in achieving desirable outcomes (e.g., transfer of training, enjoyment, treatment efficacy) has been shown to depend on the extent that the user experiences a sense of being physically located in the virtual environment. This 'sense of being' is termed spatial
presence. Research on this concept has primarily focused on the effect that the objective immersiveness of the system (e.g., screen resolution, field of view, audio quality) has on the level of spatial
presence that users experience in the virtual environment. The goal of this dissertation was to better understand the components of the full spatial
presence process (i.e., formation and maintenance), validate measurement methods for capturing within-experience changes in spatial
presence formation and maintenance, changes in spatial
presence levels over time, and the cognitive abilities that influence spatial
presence formation and maintenance. 25 younger and 25 older adults participated in virtual reality experiences over the course of three days. Age was used as a proxy for changes in cognitive abilities. Additionally, measures of specific attentional abilities were administered as well as existing and novel measures of spatial
presence during and after the virtual reality. The primary findings of this dissertation are as follows: 1) In general, there was little evidence of age-related or time-related differences in spatial
presence, 2)
Presence formation occurred rapidly, 3) Participants experienced high levels of spatial
presence, 4) Participants maintained spatial
presence in the virtual environment for the majority of their sessions, 5) Disturbances in
presence were easily recovered from, 6) Methods of measuring within-experience fluctuations in
presence were validated, with some methodological caveats. These findings are informative to spatial
presence theory, future research, and measurement and have practical contributions for designers of virtual reality applications, experiences, and systems.
Advisors/Committee Members: Rogers, Wendy (advisor), Walker, Bruce (advisor), Coleman, Maribeth (committee member), Moffat, Scott (committee member), Schumacher, Eric (committee member).
Subjects/Keywords: Virtual reality; Presence; Older adults
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McGlynn, S. A. (2019). Investigating age-related differences in spatial presence formation and maintenance in virtual reality. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/61265
Chicago Manual of Style (16th Edition):
McGlynn, Sean A. “Investigating age-related differences in spatial presence formation and maintenance in virtual reality.” 2019. Doctoral Dissertation, Georgia Tech. Accessed January 22, 2021.
http://hdl.handle.net/1853/61265.
MLA Handbook (7th Edition):
McGlynn, Sean A. “Investigating age-related differences in spatial presence formation and maintenance in virtual reality.” 2019. Web. 22 Jan 2021.
Vancouver:
McGlynn SA. Investigating age-related differences in spatial presence formation and maintenance in virtual reality. [Internet] [Doctoral dissertation]. Georgia Tech; 2019. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/1853/61265.
Council of Science Editors:
McGlynn SA. Investigating age-related differences in spatial presence formation and maintenance in virtual reality. [Doctoral Dissertation]. Georgia Tech; 2019. Available from: http://hdl.handle.net/1853/61265
University of Waterloo
16.
Stone, Timothy.
Healing Through Presence: The Embodiment of Absence in the Plays of Daniel David Moses.
Degree: 2010, University of Waterloo
URL: http://hdl.handle.net/10012/4940
► ABSTRACT In this thesis, it is argued that the performance of three plays written by Daniel David Moses: Brébeuf's Ghost, The Indian Medicine Shows and…
(more)
▼ ABSTRACT
In this thesis, it is argued that the performance of three plays written by Daniel David Moses: Brébeuf's Ghost, The Indian Medicine Shows and Almighty Voice and his Wife function as healing ceremonies. This healing - so necessary after the cultural genocide wrought upon First Nations peoples by the Canadian government's attempts to legislate and educate them out of existence - is brought about through Moses' examination of the dichotic underpinnings of euro-western notions of absence and presence and how this dichotomy leads to conflict between the euro-western concept of disease as a purely physical phenomena and the indigenous view of disease as being the physical manifestation of spiritual imbalance, of not living in accord with the land. The link Heidegger makes between absence and the essence of things - an example of this being his assertion that the essence of a wine jug "does not lie at all in the material of which it consists, but in the void that holds" ("The Thing" 169) - is representative of the viewpoint of the euro-western characters of the play, most of whom base their understanding of the world and the things in it on their perception of voids. For both euro-western and native characters in these plays, physical and psychological disease is linked to the idea of absence. Disease, as a social construct, is argued as a manifestation of the physical and spiritual voids created by a preoccupation with absence. The euro-western relationship to 'things' and commodities to fill the absence of 'self' is. I argue that the performance of the text is a type of ceremony designed to physically manifest the spiritual, akin to such rituals as the Hopi katina ceremony and the Navajo red ant ceremony, whose aims are to restore the wellness of an individual and, thus, the group. It is the performance of absence which is the key to understanding the works' healing value.
Subjects/Keywords: presence; embodiment
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Stone, T. (2010). Healing Through Presence: The Embodiment of Absence in the Plays of Daniel David Moses. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/4940
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):
Stone, Timothy. “Healing Through Presence: The Embodiment of Absence in the Plays of Daniel David Moses.” 2010. Thesis, University of Waterloo. Accessed January 22, 2021.
http://hdl.handle.net/10012/4940.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Stone, Timothy. “Healing Through Presence: The Embodiment of Absence in the Plays of Daniel David Moses.” 2010. Web. 22 Jan 2021.
Vancouver:
Stone T. Healing Through Presence: The Embodiment of Absence in the Plays of Daniel David Moses. [Internet] [Thesis]. University of Waterloo; 2010. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10012/4940.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Stone T. Healing Through Presence: The Embodiment of Absence in the Plays of Daniel David Moses. [Thesis]. University of Waterloo; 2010. Available from: http://hdl.handle.net/10012/4940
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
York University
17.
Colosimo, Kenneth Andrew.
Being in the Therapeutic Encounter: A Descriptive Phenomenological Investigation of Novice Therapist Presence.
Degree: PhD, Psychology (Functional Area: Clinical Psychology), 2019, York University
URL: http://hdl.handle.net/10315/35823
► This study investigated the phenomenon of therapeuticpresencefrom the vantage point ofnovicetherapistsearly in their clinical training.Although existential-humanistic philosophy and various approaches to psychotherapyhave long recognizedthe centrality…
(more)
▼ This study investigated the phenomenon of therapeuticpresencefrom the vantage point ofnovicetherapistsearly in their clinical training.Although existential-humanistic philosophy and various approaches to psychotherapyhave long recognizedthe centrality ofpresenceto the human conditionand to the therapeutic situation,empiricalresearchon this topic has only recently emerged. The purpose of this project was to gain a deeper appreciation of this phenomenon by using a method novel to this topic - the descriptive phenomenological-psychological research method articulated by Giorgi. Five novice therapists participated in qualitative interviews related to their experience of being present during therapy, and these descriptions were systematically analyzed using Giorgis phenomenological method. Results are presented in the form of a general psychological structure of the phenomenon of
presence, comprised of seven distinct albeit interrelated constituents: (1) the novice therapist faces an unshakable responsibility to be present when interacting with the client, with
presence felt as a necessary condition of their work; (2)
presence means the novice therapist is closely aligned with a primary zone of the clinical interaction (PZI); (3) the duration of dwelling in the primary zone, together with heightened salience of the moment, affords deeper contact with the clients world (intersubjective depth, intimacy); (4) certain conditions of the therapist function like centripetal forces of
presence to strengthen/energize the therapists contact in the PZI; (5) there is a potential background extraneous zone to the therapeutic interaction comprised of conditions that threaten to steal away
presence; (6) the novice therapist oscillates between states of relative
presence and non-
presence throughout the session; and (7) the novice therapist uses various methods of recalibration to return to good alignment with the PZI. The paper concludes with a discussion of these constituents relative to certain extent models of therapeutic
presence and other related concepts, as well as offers suggestions for future clinical training and psychotherapy research.
Advisors/Committee Members: Pos, Alberta E (advisor).
Subjects/Keywords: Psychology; Psychotherapy process; therapist factors; presence; therapeutic presence; common factors
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Colosimo, K. A. (2019). Being in the Therapeutic Encounter: A Descriptive Phenomenological Investigation of Novice Therapist Presence. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35823
Chicago Manual of Style (16th Edition):
Colosimo, Kenneth Andrew. “Being in the Therapeutic Encounter: A Descriptive Phenomenological Investigation of Novice Therapist Presence.” 2019. Doctoral Dissertation, York University. Accessed January 22, 2021.
http://hdl.handle.net/10315/35823.
MLA Handbook (7th Edition):
Colosimo, Kenneth Andrew. “Being in the Therapeutic Encounter: A Descriptive Phenomenological Investigation of Novice Therapist Presence.” 2019. Web. 22 Jan 2021.
Vancouver:
Colosimo KA. Being in the Therapeutic Encounter: A Descriptive Phenomenological Investigation of Novice Therapist Presence. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10315/35823.
Council of Science Editors:
Colosimo KA. Being in the Therapeutic Encounter: A Descriptive Phenomenological Investigation of Novice Therapist Presence. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/35823
University of California – San Diego
18.
Taylor, Barbara Louise.
The Struggle is Real: Student Perceptions of Quality in Online Courses using the Community of Inquiry (CoI) Framework.
Degree: EducLeadership (JtEdDoc CSUSM), 2016, University of California – San Diego
URL: http://www.escholarship.org/uc/item/3qz4c14n
► ABSTRACT OF THE DISSERTATIONThe Struggle is Real: Student Perceptions of Quality in Online Courses using the Community of Inquiry (CoI) FrameworkbyBarbara TaylorDoctor of Education in…
(more)
▼ ABSTRACT OF THE DISSERTATIONThe Struggle is Real: Student Perceptions of Quality in Online Courses using the Community of Inquiry (CoI) FrameworkbyBarbara TaylorDoctor of Education in Educational LeadershipUniversity of California, San Diego, 2016California State University, San Marcos, 2016Carolyn Huie Hofstetter, ChairCalifornia is in an educational drought and is facing a “college deficit” of college graduates. By 2030, it is anticipated that California will have a 1.1 million shortage of college-educated workers (Diaz, 2015). The struggle is real for people who want to get into college and for those who are in college trying to complete their higher education degree. As learners progress through the higher education system, various obstacles may happen in their lives to derail and divert their path to degree completion. To fulfill that desire, an increasing number of students are taking online courses and/or participating in online degree programs. The number of students taking online courses has increased for the 13th consecutive year (Allen & Seamans, 2016). This puts tremendous pressure on higher education faculty and administrators to demonstrate that online courses are equal to or better than face-to-face courses in terms of quality and student success due to the scrutiny about the quality of online courses by faculty, students, administrators, accrediting bodies, and legislatures.One of the ways to examine the quality of instruction is to evaluate levels of social, teaching, and cognitive presence in online courses. Using the Community of Inquiry (CoI) framework, this study looked at the perceptions of quality from the student viewpoint. The literature review revealed there is little research that looks at quality through the lens of a student. This is the first study to investigate all three elements of the Community of Inquiry (CoI) framework operationalized through the California State University (CSU) Quality Online Learning and Teaching (QOLT) instrument. The survey instrument measures undergraduate student perceptions of social, teaching, and cognitive presence in addition to accessibility, technology, and user support elements. The data from the 113 participants matriculating at a mid-sized, four-year university indicate that undergraduate students perceived the courses with all three elements of social, teaching, and cognitive presence to be high quality courses. The data from a single undergraduate instructor illustrates the importance of developing student-focused courses with social, teaching, and cognitive presence. Limitations, implications, and areas for future research are presented.
Subjects/Keywords: Educational technology; Educational leadership; Education; cognitive presence; community of inquiry; quality online learning and teaching; social presence; student perceptions; teaching presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Taylor, B. L. (2016). The Struggle is Real: Student Perceptions of Quality in Online Courses using the Community of Inquiry (CoI) Framework. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/3qz4c14n
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):
Taylor, Barbara Louise. “The Struggle is Real: Student Perceptions of Quality in Online Courses using the Community of Inquiry (CoI) Framework.” 2016. Thesis, University of California – San Diego. Accessed January 22, 2021.
http://www.escholarship.org/uc/item/3qz4c14n.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Taylor, Barbara Louise. “The Struggle is Real: Student Perceptions of Quality in Online Courses using the Community of Inquiry (CoI) Framework.” 2016. Web. 22 Jan 2021.
Vancouver:
Taylor BL. The Struggle is Real: Student Perceptions of Quality in Online Courses using the Community of Inquiry (CoI) Framework. [Internet] [Thesis]. University of California – San Diego; 2016. [cited 2021 Jan 22].
Available from: http://www.escholarship.org/uc/item/3qz4c14n.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Taylor BL. The Struggle is Real: Student Perceptions of Quality in Online Courses using the Community of Inquiry (CoI) Framework. [Thesis]. University of California – San Diego; 2016. Available from: http://www.escholarship.org/uc/item/3qz4c14n
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Limerick
19.
Banafi, Norah Hussain.
The impact of blended learning on medical students' engagement and achievement with English language terminology: a case study of teachers’ and students' self-efficacy and attitudes at Jazan University Saudi Arabia.
Degree: 2018, University of Limerick
URL: http://hdl.handle.net/10344/6998
► peer-reviewed
Over the last decade, blended learning (BL) strategies that focused on the combination of traditional face-to face learning and the incorporation of technology have…
(more)
▼ peer-reviewed
Over the last decade, blended learning (BL) strategies that focused on the combination of traditional face-to face learning and the incorporation of technology have started to become more popular and captured the attention of researchers. Many researchers have looked into the effectiveness of BL and have conducted an increasing number of studies that examine the impact of BL on teaching and learning. There has yet to be a case study that evaluated the effectiveness of BL on teaching English medical terminology to Saudi Arabian students. The research worked to determine the effectiveness of BL on the experimental group that used in-person lectures and two technological tools (WhatsApp and Jazan Jump Blackboard) to develop the vocabulary of male learners preparing to specialize in medical fields. Their learning was compared to the controlled group that only learned using face-to-face methods and a single technological tool (Blackboard). The current research explored the impact of using different types of BL on student engagement, self-efficacy, and self-learning regulation beliefs along with feelings of anxiety and attitudes in both the controlled and experimental groups. The research examined various aspects of English medical terminology teacher behaviours regarding their teaching experience and prior use of tools such as WhatsApp and Jazan Jump Blackboard, their preferred teaching methods, attitudes about technology, beliefs about constructivism, and digital self-efficacy knowledge. The current study used four sources to collect information, a pre-test and post-test, surveys, and interviews. The outcomes of the pre- and post-tests revealed that integrating face-to-face teaching with WhatsApp and Jazan Jump Blackboard can positively impact student achievement. The data gained from surveys and the analysis of the data showed that teaching, cognitive, and social presence in a hybrid environment impacted student engagement positively based on the results of the experimental group. Students were generally more self-regulated, capable, and experienced moderate anxiety when using WhatsApp and Jazan Jump compared to medical students in a traditional classroom. Teachers reported low to moderate skill levels regarding WhatsApp and Jazan Jump. Using BL with various technological tools results in positive learning outcomes for students that can motivate teachers of all technological skill backgrounds to embrace new learning strategies and technology into the classroom.
Advisors/Committee Members: Kelly-Holmes, Helen, Moriarty, Máiréad.
Subjects/Keywords: Blended learning (BL); English for Specific Purposes (ESP); cognitive presence; social presence; teaching presence; self-efficacy; attitudes; English learning engagement; achievement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Banafi, N. H. (2018). The impact of blended learning on medical students' engagement and achievement with English language terminology: a case study of teachers’ and students' self-efficacy and attitudes at Jazan University Saudi Arabia. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/6998
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):
Banafi, Norah Hussain. “The impact of blended learning on medical students' engagement and achievement with English language terminology: a case study of teachers’ and students' self-efficacy and attitudes at Jazan University Saudi Arabia.” 2018. Thesis, University of Limerick. Accessed January 22, 2021.
http://hdl.handle.net/10344/6998.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Banafi, Norah Hussain. “The impact of blended learning on medical students' engagement and achievement with English language terminology: a case study of teachers’ and students' self-efficacy and attitudes at Jazan University Saudi Arabia.” 2018. Web. 22 Jan 2021.
Vancouver:
Banafi NH. The impact of blended learning on medical students' engagement and achievement with English language terminology: a case study of teachers’ and students' self-efficacy and attitudes at Jazan University Saudi Arabia. [Internet] [Thesis]. University of Limerick; 2018. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10344/6998.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Banafi NH. The impact of blended learning on medical students' engagement and achievement with English language terminology: a case study of teachers’ and students' self-efficacy and attitudes at Jazan University Saudi Arabia. [Thesis]. University of Limerick; 2018. Available from: http://hdl.handle.net/10344/6998
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
20.
Yerby, Johnathan.
An Analysis of Presence in an Asynchronous Online Undergraduate Mastery Course Using Structural Equation Modeling.
Degree: PhD, Learning Technologies Division, 2017, Georgia State University
URL: https://scholarworks.gsu.edu/ltd_diss/4
► This study examined students’ perceptions of teaching, social, and cognitive presence in an online, asynchronous mastery course as they related to interaction and student…
(more)
▼ This study examined students’ perceptions of teaching, social, and cognitive
presence in an online, asynchronous mastery course as they related to interaction and student course satisfaction. The study design used structural equation modeling to examine the relationships. Data was collected from 166 students who were enrolled in an asynchronous online mastery course, which covered information technology literacy skills. The study was conducted over three years using a questionnaire built upon three previously validated instruments: The
Community of Inquiry (CoI)
Survey (Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, & Swan, 2008), The
Noel-Levitz Priorities Survey for Online Learners (Ruffalo Noel-Levitz, 2016) and the
Distance Education Learning Environments Survey (Walker & Fraser, 2005). The results of the study included a confirmatory factor analysis and a structural equation model. Results showed that students’ perception of teaching
presence had the strongest positive direct effect on student course satisfaction, while cognitive
presence was not a significant predictor of course satisfaction. Cognitive
presence was a significant positive predictor of interaction. Social
presence had a positive effect on interaction, however interaction was not a significant predictor of course satisfaction. In addition, results showed that as students’ perception of social
presence increased, their reported course satisfaction decreased. The results of this research enhance the understanding of how the interdependent relationships between teaching, social, and cognitive
presence affect one another. This study adds to the literature on asynchronous online learning, mastery-type courses, can serve as a model for analyzing and improving online course design and implementation, and may be used for future research and development in similar contexts.
Advisors/Committee Members: Brendan Calandra, Ph.D., Nannette Commander, Ph.D., Mike Law, Ph.D., Min Kyu Kim, Ph.D..
Subjects/Keywords: Community of Inquiry; Teaching presence; Social presence; Cognitive presence; Interaction; Course satisfaction; Mastery-type course; Asynchronous
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Yerby, J. (2017). An Analysis of Presence in an Asynchronous Online Undergraduate Mastery Course Using Structural Equation Modeling. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ltd_diss/4
Chicago Manual of Style (16th Edition):
Yerby, Johnathan. “An Analysis of Presence in an Asynchronous Online Undergraduate Mastery Course Using Structural Equation Modeling.” 2017. Doctoral Dissertation, Georgia State University. Accessed January 22, 2021.
https://scholarworks.gsu.edu/ltd_diss/4.
MLA Handbook (7th Edition):
Yerby, Johnathan. “An Analysis of Presence in an Asynchronous Online Undergraduate Mastery Course Using Structural Equation Modeling.” 2017. Web. 22 Jan 2021.
Vancouver:
Yerby J. An Analysis of Presence in an Asynchronous Online Undergraduate Mastery Course Using Structural Equation Modeling. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2021 Jan 22].
Available from: https://scholarworks.gsu.edu/ltd_diss/4.
Council of Science Editors:
Yerby J. An Analysis of Presence in an Asynchronous Online Undergraduate Mastery Course Using Structural Equation Modeling. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/ltd_diss/4
Royal Roads University
21.
McSkimming, Yvonne.
Virtual volunteering in social service non-profit organizations : a case study
.
Degree: 2016, Royal Roads University
URL: http://hdl.handle.net/10170/881
► This case study examined how managers of social service non-profit organizations in the Greater Vancouver area are responding to the emergence of virtual volunteering. The…
(more)
▼ This case study examined how managers of social service non-profit organizations in the Greater Vancouver area are responding to the emergence of virtual volunteering. The literature indicates virtual volunteering is a relatively new activity with limited research directed towards social service non-profit organizations. Participants involved in the study stated they knew very little about virtual volunteerism, and as a result, were not clear if the approach was one they could adopt or benefit from. Recommendations include further examination of virtual volunteerism and the creation of a common definition for the social service non-profit sector; identification of how the constructs of social
presence theory (i.e., authenticity, realness, credibility) can be demonstrated in virtual interactions; the development of an assessment process to analyze the viability and relativity of virtual interactions; and the development of a process and practice designed to capture volunteer meaningfulness in virtual interactions to support quality improvement efforts and volunteer satisfaction.
Advisors/Committee Members: Heinz, Matthew (advisor).
Subjects/Keywords: Case Study;
Social Presence Theory;
Virtual Volunteerism
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McSkimming, Y. (2016). Virtual volunteering in social service non-profit organizations : a case study
. (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/881
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):
McSkimming, Yvonne. “Virtual volunteering in social service non-profit organizations : a case study
.” 2016. Thesis, Royal Roads University. Accessed January 22, 2021.
http://hdl.handle.net/10170/881.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
McSkimming, Yvonne. “Virtual volunteering in social service non-profit organizations : a case study
.” 2016. Web. 22 Jan 2021.
Vancouver:
McSkimming Y. Virtual volunteering in social service non-profit organizations : a case study
. [Internet] [Thesis]. Royal Roads University; 2016. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10170/881.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
McSkimming Y. Virtual volunteering in social service non-profit organizations : a case study
. [Thesis]. Royal Roads University; 2016. Available from: http://hdl.handle.net/10170/881
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
NSYSU
22.
Jui, Mao.
Exploring factors affecting social presence in a synchronous cyber classroom.
Degree: Master, Information Management, 2008, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0806108-230134
► As a result of personal computers and broadband Internet connections become very popular, online learning converts asynchronous learning into synchronous learning or blended learning. This…
(more)
▼ As a result of personal computers and broadband Internet connections become very popular, online learning converts asynchronous learning into synchronous learning or blended learning. This implies that synchronous communication becomes an essential part of online learning and learners now are able to see others face-to-face online just like in traditional classrooms. In the past, the major difference between cyber classroom and traditional classroom is that cyber classroom cannot provide face to face interaction. However, a synchronous cyber classroom features real-time and multiple video communication channels can overcome this shortage and even promoted better attention and engagement for learners. Social
presence is an indicator to measure the degree of social interaction, determined by the perception of an individual to environments and other individuals. The prior researches have indicated that increasing social
presence is helpful to enhancing learning participation and satisfaction in a synchronous cyber classroom. Hence, we argue that promoting social
presence in a synchronous cyber classroom would have a positive effect on learnersâ learning participation and satisfaction. The aim of this study is to explore the factors affecting social
presence in a synchronous cyber classroom. We will apply social learning theory as a basis to verify if social
presence does have a positive effect on learning outcome and what factors affect social
presence in a synchronous cyber classroom learning environment. Because the perception about social
presence is accumulated as time goes by, a questionnaire survey is used in this study. The target population is drawn upon the learners who have had real experiences of participations in learning with synchronous cyber classrooms. The questionnaires were carried out on the Web. The subjects were learners from the National Sun Yan-Sen Cyber University, the K12 digital school and some others from the PTT BBS. The total number of valid questionnaires is 252. The research result indicates that the factors affecting social
presence in a synchronous cyber classroom are intimacy, user friendliness, responsiveness, extraversion, and cue richness. Moreover, social
presence does have a positive effect on learning participation and satisfaction. The contribution of this study is finding out the factors affecting social
presence from the social learning theory perspective. If teachers could pay attention to these factors and try to apply them for enhancing learnersâ social
presence, learnersâ learning outcome is greatly improved in a synchronous cyber classroom environment. This study is concluded by pointing out some suggestions for practice and future research.
Advisors/Committee Members: none (chair), none (chair), Nian-Shing Chen (committee member).
Subjects/Keywords: social presence; synchronous cyber classroom; online learning
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jui, M. (2008). Exploring factors affecting social presence in a synchronous cyber classroom. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0806108-230134
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):
Jui, Mao. “Exploring factors affecting social presence in a synchronous cyber classroom.” 2008. Thesis, NSYSU. Accessed January 22, 2021.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0806108-230134.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jui, Mao. “Exploring factors affecting social presence in a synchronous cyber classroom.” 2008. Web. 22 Jan 2021.
Vancouver:
Jui M. Exploring factors affecting social presence in a synchronous cyber classroom. [Internet] [Thesis]. NSYSU; 2008. [cited 2021 Jan 22].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0806108-230134.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jui M. Exploring factors affecting social presence in a synchronous cyber classroom. [Thesis]. NSYSU; 2008. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0806108-230134
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universiteit Utrecht
23.
Bildt, Ilona Helena van de.
Death on the screen: an imitation of life? Life and death in the online environment.
Degree: 2008, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/32277
► A detailed and multidisciplinary investigation of the mechanisms underlying online life and online identity in order to understand online death, brought together in a model…
(more)
▼ A detailed and multidisciplinary investigation of the mechanisms underlying online life and online identity in order to understand online death, brought together in a model of ordering concepts. Points out the relevance of inquiring online death in researching online identity.
Advisors/Committee Members: Verhoeff, Nanna, Elferen, Isabella van.
Subjects/Keywords: Letteren; online identity; death; social network; presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bildt, I. H. v. d. (2008). Death on the screen: an imitation of life? Life and death in the online environment. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/32277
Chicago Manual of Style (16th Edition):
Bildt, Ilona Helena van de. “Death on the screen: an imitation of life? Life and death in the online environment.” 2008. Masters Thesis, Universiteit Utrecht. Accessed January 22, 2021.
http://dspace.library.uu.nl:8080/handle/1874/32277.
MLA Handbook (7th Edition):
Bildt, Ilona Helena van de. “Death on the screen: an imitation of life? Life and death in the online environment.” 2008. Web. 22 Jan 2021.
Vancouver:
Bildt IHvd. Death on the screen: an imitation of life? Life and death in the online environment. [Internet] [Masters thesis]. Universiteit Utrecht; 2008. [cited 2021 Jan 22].
Available from: http://dspace.library.uu.nl:8080/handle/1874/32277.
Council of Science Editors:
Bildt IHvd. Death on the screen: an imitation of life? Life and death in the online environment. [Masters Thesis]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/32277
University of Utah
24.
Dryden, Nathan.
Towards a decided body and choreography.
Degree: MFA, Modern Dance, 2015, University of Utah
URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3854/rec/2764
► This thesis examines a state termed the decided body, which describes an engaging and qualitatively fluid presence in performance. My research explored this state of…
(more)
▼ This thesis examines a state termed the decided body, which describes an engaging and qualitatively fluid presence in performance. My research explored this state of presence and drew from the embodied qualities arising out of the state as source material for choreography. Dancers were trained in passive sequencing, which is a somatic technique where a conscious body passively resists intentional movement and is instead physically moved by others. The process of passive sequencing produced a particular state of embodied conscious that allowed dancers to intuitively initiate new pathways of movement in the action of improvising. This thesis tracks the creation of two new dance works built from the process of passive sequencing to improvisation to setting choreography and then to preparing for performance. It also provides a theoretical framework from performance studies and contemporary healing practices on how passive sequencing functions on the body-mind complex to create this state of the decided body.
Subjects/Keywords: Choreography; Dance; Passive; Performance; Presence; Sequencing
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dryden, N. (2015). Towards a decided body and choreography. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3854/rec/2764
Chicago Manual of Style (16th Edition):
Dryden, Nathan. “Towards a decided body and choreography.” 2015. Masters Thesis, University of Utah. Accessed January 22, 2021.
http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3854/rec/2764.
MLA Handbook (7th Edition):
Dryden, Nathan. “Towards a decided body and choreography.” 2015. Web. 22 Jan 2021.
Vancouver:
Dryden N. Towards a decided body and choreography. [Internet] [Masters thesis]. University of Utah; 2015. [cited 2021 Jan 22].
Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3854/rec/2764.
Council of Science Editors:
Dryden N. Towards a decided body and choreography. [Masters Thesis]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3854/rec/2764
University of California – Berkeley
25.
Bamford, Heather Marie.
Pre-Modern Iberian Fragments in the Present: Studies in Philology, Time, Representation, and Value.
Degree: Hispanic Languages & Literatures, 2010, University of California – Berkeley
URL: http://www.escholarship.org/uc/item/92t2m6f3
► This dissertation examines the uses of medieval and early-modern Iberian cultural objects in the present. It draws on the notion of fragment and actual fragmentary…
(more)
▼ This dissertation examines the uses of medieval and early-modern Iberian cultural objects in the present. It draws on the notion of fragment and actual fragmentary testimonies to study how pre-modern Iberian things and texts are reconstituted and used for various projects of personal, institutional, national and transnational reconstitution in the present. The corpus objects are necessarily diverse in chronological scope, with examples from the medieval, early-modern and modern periods, and touch upon works of many genres: chivalric romance, royal and personal correspondence, early-modern and modern historiography, Hispano-Arabic and Hispano-Hebrew lyric, inscriptions, pre-modern and modern biographies and 21st century book exhibitions. The dissertation proposes that Iberian fragments are engaged in various forms of reconstitution or production in the present and, at the same time, are held as timeless, unchanging entities that have the capability to allow users to connect with something genuinely old, truly Spanish and, indeed, eternal. These methods of reconstitution include philology; the writing of history and attempts to understand the meaning of past time; the employment of fragments in debates about the origins of literature in Spain or, alternatively, pluralism and cultural sensitivity; and the collection of old books and the rare book market. To investigate the thesis regarding the existence of fragments between production and belief, I build on work on "presence" by Jean Luc Nancy, H. U. Gumbrecht, Eelco Runia, F. R. Ankersmit and others. Presence refers to the way in which the past is recalled or imagined in the present, or to the effects of present objects on observers and users. I compare the situation of the fragment with the status of the concept of presence. Specifically, the dissertation advances that the notions of presence as developed by the above authors reside between the pulls of production and metaphysics, as do fragments. The project presents four case studies, each studying one of the modes of reconstitution outlined above, a different motif of fragmentation and an element of the above tension in presence, which I call the "presence dialectic." The first chapter posits philology as a means of reconstitution in working with highly fragmentary chivalric manuscripts to examine the impact of the fragments' physical presence on philological practice. The second chapter moves to two 16th and 17th century codices comprised of different "fragments" compiled by well-known bibliographers. It analyzes how early-modern scholars conceived of and brought together past times through the collection of documents, building a framework for characterizing the time of an old, physically present book. Chapters three and four shift away from fragmentary manuscripts or codices comprised of "fragments" to two very different forms of completion. The third chapter studies the "romance kharjas", two complete muwashahat and concepts of representation to examine the fragmentation of poetry by critics as a form of filling…
Subjects/Keywords: Medieval Literature; Literature; Fragment; Iberia; Presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bamford, H. M. (2010). Pre-Modern Iberian Fragments in the Present: Studies in Philology, Time, Representation, and Value. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/92t2m6f3
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):
Bamford, Heather Marie. “Pre-Modern Iberian Fragments in the Present: Studies in Philology, Time, Representation, and Value.” 2010. Thesis, University of California – Berkeley. Accessed January 22, 2021.
http://www.escholarship.org/uc/item/92t2m6f3.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bamford, Heather Marie. “Pre-Modern Iberian Fragments in the Present: Studies in Philology, Time, Representation, and Value.” 2010. Web. 22 Jan 2021.
Vancouver:
Bamford HM. Pre-Modern Iberian Fragments in the Present: Studies in Philology, Time, Representation, and Value. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2021 Jan 22].
Available from: http://www.escholarship.org/uc/item/92t2m6f3.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bamford HM. Pre-Modern Iberian Fragments in the Present: Studies in Philology, Time, Representation, and Value. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/92t2m6f3
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Rochester Institute of Technology
26.
Paskojevic, Deni.
Applying Social Presence Theory: What Effect Does Lifestyle Imagery Have on Website Persuasiveness?.
Degree: MS, Department of Service Systems (CAST), 2014, Rochester Institute of Technology
URL: https://scholarworks.rit.edu/theses/9374
► Website design is a crucial element to instantly evoke a customer's interest and communicate the desired message in the clutter of internet sites available.…
(more)
▼ Website design is a crucial element to instantly evoke a customer's interest and communicate the desired message in the clutter of internet sites available. Various research to date indicates that design is most successful when it projects considerable social
presence, social
presence being the impression that an individual is a part of a communication process. According to Social
Presence Theory, the larger the social
presence in the medium the better the human connection, and thus the better the communication and understanding. This was tested on an actual web page in the realm of luxury hospitality marketing to see if by using lifestyle images (socially-rich content) as a large part of the design, the potential visitors would find the site more favorable and understand what the website offers. Using travelers of a very similar profile to the company' guests as respondents, and using mixed methods approach, the survey revealed that respondents preferred the image with human
presence over the one without, while content analysis and coding indicated that they could more clearly identified what was the website’s offering.
Advisors/Committee Members: Jennifer Matic.
Subjects/Keywords: website persuasiveness; social presence theory; lifestyle imagery
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Paskojevic, D. (2014). Applying Social Presence Theory: What Effect Does Lifestyle Imagery Have on Website Persuasiveness?. (Masters Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/9374
Chicago Manual of Style (16th Edition):
Paskojevic, Deni. “Applying Social Presence Theory: What Effect Does Lifestyle Imagery Have on Website Persuasiveness?.” 2014. Masters Thesis, Rochester Institute of Technology. Accessed January 22, 2021.
https://scholarworks.rit.edu/theses/9374.
MLA Handbook (7th Edition):
Paskojevic, Deni. “Applying Social Presence Theory: What Effect Does Lifestyle Imagery Have on Website Persuasiveness?.” 2014. Web. 22 Jan 2021.
Vancouver:
Paskojevic D. Applying Social Presence Theory: What Effect Does Lifestyle Imagery Have on Website Persuasiveness?. [Internet] [Masters thesis]. Rochester Institute of Technology; 2014. [cited 2021 Jan 22].
Available from: https://scholarworks.rit.edu/theses/9374.
Council of Science Editors:
Paskojevic D. Applying Social Presence Theory: What Effect Does Lifestyle Imagery Have on Website Persuasiveness?. [Masters Thesis]. Rochester Institute of Technology; 2014. Available from: https://scholarworks.rit.edu/theses/9374
Mississippi State University
27.
Riley, Jennifer M.
THE UTILITY OF MEASURES OF ATTENTION AND SITUATION AWARENESS FOR QUANTIFYING TELEPRESENCE.
Degree: PhD, Industrial Engineering, 2001, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07112001-104450/
;
► Name: Jennifer M. Riley/ Date of Degree: August 2001/ Institution: Mississippi State University/ Major Field: Industrial Engineering/ Major Professor: Dr. David B. Kaber/ Title of…
(more)
▼ Name: Jennifer M. Riley/
Date of Degree: August 2001/
Institution: Mississippi State University/
Major Field: Industrial Engineering/
Major Professor: Dr. David B. Kaber/
Title of Study: THE UTILITY OF MEASURES OF
ATTENTION AND SITUATION AWARENESS
FOR QUANTIFYING TELEPRESENCE/
Pages in Study: 152/
Candidate for Degree of Doctor of Philosophy in Engineering/
Telepresence is defined as the sensation of being present at a remote robot task site while physically present at a local control station. This concept has received substantial attention in the recent past as a result of hypothesized benefits of "
presence" experiences on human task performance with teleoperation systems. Human factors research, however, has made little progress in establishing a relationship between the concept of telepresence and teleoperator performance. This has been attributed to the multidimensional nature of telepresence, the lack of appropriate studies to elucidate this relationship, and the lack of a valid and reliable, objective measure of telepresence. Subjective measures (e.g., questionnaires, rating scales) are most commonly used to measure telepresence. Objective measures have been proposed, including behavioral responses to stimuli presented in virtual worlds (e.g. ducking virtual objects). Other research has suggested use of physiological measures, such as cardiovascular responses to indicate the extent of telepresence experiences in teleoperation tasks.
The objective of the present study was to assess the utility of using measures of attention allocation and situation awareness (SA) to objectively describe telepresence. Attention and SA have been identified as cognitive constructs potentially underlying telepresence experiences. Participants in this study performed a virtual mine neutralization task involving remote control of a simulated robotic rover and integrated tools to locate, uncover, and dispose of mines. Subjects simultaneously completed two secondary tasks that required them to monitor for "low battery" signals associated with operation of the vehicle and controls. Subjects were divided into three groups of eight according to task difficulty, which was manipulated by varying the number, and spacing, of mines in the task environment. Performance was measured as average time to neutralize four mines. Telepresence was assessed using a "
Presence" questionnaire. Situation awareness was measured using the Situation Awareness Global Assessment Technique. Attention was measured as a ratio of the number of ?low battery" signal detections to the total number of signals presented through the secondary task displays. Analysis of variance results revealed level of difficulty to significantly affect performance time and telepresence. Regression analysis revealed level of difficulty, immersive tendencies, and attention to explain significant portions of the variance in telepresence.
Advisors/Committee Members: Dr. David B. Kaber (chair), Dr. Larry Brown (committee member), Dr. John Usher (committee member), Dr. Jeffery Jonkman (committee member), Dr. John Draper (committee member).
Subjects/Keywords: telepresence; teleoperation; presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Riley, J. M. (2001). THE UTILITY OF MEASURES OF ATTENTION AND SITUATION AWARENESS FOR QUANTIFYING TELEPRESENCE. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-07112001-104450/ ;
Chicago Manual of Style (16th Edition):
Riley, Jennifer M. “THE UTILITY OF MEASURES OF ATTENTION AND SITUATION AWARENESS FOR QUANTIFYING TELEPRESENCE.” 2001. Doctoral Dissertation, Mississippi State University. Accessed January 22, 2021.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-07112001-104450/ ;.
MLA Handbook (7th Edition):
Riley, Jennifer M. “THE UTILITY OF MEASURES OF ATTENTION AND SITUATION AWARENESS FOR QUANTIFYING TELEPRESENCE.” 2001. Web. 22 Jan 2021.
Vancouver:
Riley JM. THE UTILITY OF MEASURES OF ATTENTION AND SITUATION AWARENESS FOR QUANTIFYING TELEPRESENCE. [Internet] [Doctoral dissertation]. Mississippi State University; 2001. [cited 2021 Jan 22].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07112001-104450/ ;.
Council of Science Editors:
Riley JM. THE UTILITY OF MEASURES OF ATTENTION AND SITUATION AWARENESS FOR QUANTIFYING TELEPRESENCE. [Doctoral Dissertation]. Mississippi State University; 2001. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07112001-104450/ ;
Rochester Institute of Technology
28.
Babu, James.
Video game HUDs: Information presentation and spatial immersion.
Degree: Information Sciences and Technologies (GCCIS), 2012, Rochester Institute of Technology
URL: https://scholarworks.rit.edu/theses/5755
► Researchers have analyzed various aspects of the video game experience; however, analysis of how the presentation of game status information affects the player's sense of…
(more)
▼ Researchers have analyzed various aspects of the video game experience; however, analysis of how the presentation of game status information affects the player's sense of immersion into the virtual environment has not been explored. This study aims to discover how feelings of immersion are affected by diegetic, or environmentally based, methods of presenting the player's status versus non-diegetic methods. Avid gamers were told to play two games, one diegetic based interface and the other a non-diegetic interface, to see how their spatial immersion experiences differed between the two designs. In addition to the use of questionnaires to evaluate the level of spatial immersion, eye tracking data was collected in order to explore how fixations differed between designs. Although the questionnaire results presented that the experiences did not significantly differ between game designs, the eye tracking data led us to believe that the player's information processing may be affected. Fixation duration significantly increased during non-immersive experiences, which may suggest that players spend more time attempting to understand the environment. This may cause game designers to explore alternate methods to display status information that are easier for the player to comprehend, thus allowing players to become more spatially immersed into the game world.
Advisors/Committee Members: Rozanski, Evelyn.
Subjects/Keywords: Design; Diegetic; Games; Immersion; Interface; Presence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Babu, J. (2012). Video game HUDs: Information presentation and spatial immersion. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/5755
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):
Babu, James. “Video game HUDs: Information presentation and spatial immersion.” 2012. Thesis, Rochester Institute of Technology. Accessed January 22, 2021.
https://scholarworks.rit.edu/theses/5755.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Babu, James. “Video game HUDs: Information presentation and spatial immersion.” 2012. Web. 22 Jan 2021.
Vancouver:
Babu J. Video game HUDs: Information presentation and spatial immersion. [Internet] [Thesis]. Rochester Institute of Technology; 2012. [cited 2021 Jan 22].
Available from: https://scholarworks.rit.edu/theses/5755.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Babu J. Video game HUDs: Information presentation and spatial immersion. [Thesis]. Rochester Institute of Technology; 2012. Available from: https://scholarworks.rit.edu/theses/5755
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Tasmania
29.
Scheffer, JC.
Being there while you are here : an artistic study of blended presence shaped by new mobile technologies.
Degree: 2018, University of Tasmania
URL: https://eprints.utas.edu.au/28368/1/Scheffer_whole_thesis.pdf
;
Scheffer,
JC
ORCID:
0000-0002-7262-2517
<https://orcid.org/0000-0002-7262-2517>
2018
,
'Being
there
while
you
are
here
:
an
artistic
study
of
blended
presence
shaped
by
new
mobile
technologies',
PhD
thesis,
University
of
Tasmania.
► My project is an artistic exploration of aspects of human behaviour that emerge from the ordinary use of electronic mobile devices. Smartphones and other kinds…
(more)
▼ My project is an artistic exploration of aspects of human behaviour that emerge from the ordinary use of electronic mobile devices. Smartphones and other kinds of modern gadgets, which are fast replacing desktop computers, are changing our understanding of what it means to live with computers and bridge the different kinds of environments — virtual and physical — in which we live. Mobile electronics are gradually transforming the ways in which we engage with the physical and virtual worlds we inhabit. While this change has been studied in the fields of social science and computer science, and to a degree in artistic practice, the effects of mobile device use on a sense of presence have seldom been the subject of artistic study. In this project I have explored and critically interrogated some characteristics of the effects of mobile device use on the human experience of presence. My enquiry has relied on the use of portraiture, performance and modern electronic devices; I developed artworks based on the technology-related habits of a number of participants with the aim of uncovering complementary aspects of this particular kind of presence.
The outcomes of the project contribute to the field of artistic practice that takes interest in the relationships between humans and computers. Artistic works that investigate human ways of being in a computer world, such as Camille Baker’s MINDtouch and Julien Prévieux’s What Shall We Do Next, have provided a background for my investigation into the effects of screen-based technologies. The artistic research project Curious Rituals (Nova et al.) has offered valuable information in relation to the mundane effects of computers on people, and recent photographic series by Martin Parr, and emerging artists Kala and Dörr, have helped situate my project in relation to current artistic practice and concerns. The works of Evan Roth, Jhoane Baterna-Pataña and Matthew Sleeth have further contextualised my investigation by exploring obsessive, discreet and absurd aspects of ways of being that are associated with mobile devices. More specifically related to the kinds of presence that emerge from the use of screen technologies, works by Gary Hill, the Blast Theory collective and The Builders Association reveal subtle aspects of the effects of such technologies on people; those works are complemented by the photographic series of Matthew Pillsbury and Eric Pickersgill, which engage more directly with the effects of everyday screens on human presence. Writings by media commentators Marshall McLuhan, Steven Johnson and Howard Rheingold add to my contextual framework by calling attention to the increasingly essential role of computers in our lives, while more specific effects of modern technologies on human presence and attention are discussed in academic publications by Giannachi & Kaye and Ingrid Richardson. I also refer to the written works of Lev Manovich, Paul Dourish and Adriana de Souza e Silva to consider the cultural significance of modern interfaces and their role in articulating our…
Subjects/Keywords: art; smartphone; portraiture; presence; mobile; technology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Scheffer, J. (2018). Being there while you are here : an artistic study of blended presence shaped by new mobile technologies. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/28368/1/Scheffer_whole_thesis.pdf ; Scheffer, JC ORCID: 0000-0002-7262-2517 <https://orcid.org/0000-0002-7262-2517> 2018 , 'Being there while you are here : an artistic study of blended presence shaped by new mobile technologies', PhD thesis, University of Tasmania.
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):
Scheffer, JC. “Being there while you are here : an artistic study of blended presence shaped by new mobile technologies.” 2018. Thesis, University of Tasmania. Accessed January 22, 2021.
https://eprints.utas.edu.au/28368/1/Scheffer_whole_thesis.pdf ; Scheffer, JC ORCID: 0000-0002-7262-2517 <https://orcid.org/0000-0002-7262-2517> 2018 , 'Being there while you are here : an artistic study of blended presence shaped by new mobile technologies', PhD thesis, University of Tasmania..
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Scheffer, JC. “Being there while you are here : an artistic study of blended presence shaped by new mobile technologies.” 2018. Web. 22 Jan 2021.
Vancouver:
Scheffer J. Being there while you are here : an artistic study of blended presence shaped by new mobile technologies. [Internet] [Thesis]. University of Tasmania; 2018. [cited 2021 Jan 22].
Available from: https://eprints.utas.edu.au/28368/1/Scheffer_whole_thesis.pdf ; Scheffer, JC ORCID: 0000-0002-7262-2517 <https://orcid.org/0000-0002-7262-2517> 2018 , 'Being there while you are here : an artistic study of blended presence shaped by new mobile technologies', PhD thesis, University of Tasmania..
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Scheffer J. Being there while you are here : an artistic study of blended presence shaped by new mobile technologies. [Thesis]. University of Tasmania; 2018. Available from: https://eprints.utas.edu.au/28368/1/Scheffer_whole_thesis.pdf ; Scheffer, JC ORCID: 0000-0002-7262-2517 <https://orcid.org/0000-0002-7262-2517> 2018 , 'Being there while you are here : an artistic study of blended presence shaped by new mobile technologies', PhD thesis, University of Tasmania.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universiteit Utrecht
30.
Ankum, L.
Presence and pathogenicity of Paramphistomidae in ruminants in The Netherlands.
Degree: 2015, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/306065
► A study has been performed to get an impression about the presence and pathogenicity of rumen fluke in ruminants in the Netherlands. The study included…
(more)
▼ A study has been performed to get an impression about the
presence and pathogenicity of rumen fluke in ruminants in the Netherlands. The study included a data analysis of results from parasitological examinations performed at GD Animal Health Service (GD) and a slaughterhouse survey. During eight visits 116 cows were examined: a general impression of the animals was obtained, rumens were inspected for the
presence of flukes and samples were taken from duodenum and feces to be examined for larval stages and eggs, respectively. Two methods, a modified Dorsman and a CSF-technique, were used for examination of the feces for the
presence of rumen fluke eggs. In the data analysis a herd prevalence of 15.8% in cattle herds and 8% in sheep herds was found. More positive herds were found in the Western part of the Netherlands. A prevalence of 23.3% in slaughtered cattle and >4.9% in slaughtered sheep 3 was found in the slaughterhouse survey. A relation between the estimated number of flukes in the rumen and the number of eggs in the feces when using a modified Dorsman technique was found. With visual inspection of the rumen as “gold standard” a sensitivity and specificity of resp. 82.6% and 83.3% was found for the Dorsman. Concluding that this is a suitable method for detecting rumen fluke infection. Non-dairy cattle had more often rumen fluke infection than dairy cattle, a possible explanation is a difference in grazing pastures. The study was not suitable for evaluation of the pathogenicity. More research is needed to determine a proper prevalence (herd and animal), rumen fluke related problems in herds and the species of the family Paramphistomidae in the Netherlands.
Advisors/Committee Members: Ploeger, dr. ir. H.W. (Harm).
Subjects/Keywords: Rumen fluke; paramhistomidae; prevalence; presence; pathogenicity
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ankum, L. (2015). Presence and pathogenicity of Paramphistomidae in ruminants in The Netherlands. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/306065
Chicago Manual of Style (16th Edition):
Ankum, L. “Presence and pathogenicity of Paramphistomidae in ruminants in The Netherlands.” 2015. Masters Thesis, Universiteit Utrecht. Accessed January 22, 2021.
http://dspace.library.uu.nl:8080/handle/1874/306065.
MLA Handbook (7th Edition):
Ankum, L. “Presence and pathogenicity of Paramphistomidae in ruminants in The Netherlands.” 2015. Web. 22 Jan 2021.
Vancouver:
Ankum L. Presence and pathogenicity of Paramphistomidae in ruminants in The Netherlands. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2021 Jan 22].
Available from: http://dspace.library.uu.nl:8080/handle/1874/306065.
Council of Science Editors:
Ankum L. Presence and pathogenicity of Paramphistomidae in ruminants in The Netherlands. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/306065
◁ [1] [2] [3] [4] [5] … [32] ▶
. 
Open Access Theses and Dissertations
