Jewellery as a tool in the identification of the deceased is increasingly referenced within the scientific process of Forensic Human Identification (FHI). Jewellery’s prevalence in society, connection to both place and geographic region, potential to corroborate primary methods of identification (such as DNA, fingerprinting, or odontology), and robust physical form, means it progressively contributes to practices surrounding identification in a number of forensic fields. Physical marks or characteristics such as hallmarks or serial numbers, personal inscriptions or engravings, representational symbols (such as medals, badges of office, religious iconography or military insignia), and genealogical or gemmological markings, may also prove useful in informing investigators much about a piece - and potentially - the individual to whom it may have belonged. Despite this, jewellery is an approach to establishing human identity that has yet to be explicitly investigated from the perspective of either forensic science or jewellery design. The aim of this research has been to explore the potential of jewellery and highlight its significance within this context, through employing the processes and approaches of design. Informed by my own background in both jewellery and service design; I sought to co-design the interdisciplinary proposition of Forensic Jewellery as an extension of my own personal design practice, in addition to a broader hybrid methodology through which the dualistic perspective(s) of both forensic science and jewellery design may come to be mutually explored. By centring my methodology upon my practice, the research serves to document and reflect upon my auto-ethnographic experiences in inadvertently ‘prototyping’ my emergent new role as a Forensic Jeweller – a jewellery designer engaged within, or whose work pertains to, the field of forensic science. Through a range of forensic-based fieldwork, I sought to immerse myself within various communities of forensic practice by way of considering how a design practitioner may come to add value to this otherwise polarised field - a highly subjective and interpretive framework that has remained wholly unconsidered within forensic science. In simultaneously considering the impact of the perspective of forensics upon the broader field of jewellery design, I came to capture some of the otherwise restricted narratives of Forensic Jewellery emerging from the developing research context through a series of theoretically-informed design ‘reconstructions’: objects, concepts, and scenarios (representational, propositional, and metaphorical); educational material, and series of public engagement activities. The research thus culminates in a unique portfolio of practice – written, conceptual, and visual – with relevance to both forensic science and jewellery design history, theory, and practice. Original contributions to knowledge are demonstrated through the direct study of jewellery within real-world forensic settings through combined theory and practice, while the theoretical and conceptual debates surrounding identity, death, and the human body present within the field of jewellery design are simultaneously extended through the inclusion of forensics as a perspective. The research additionally demonstrates how the visual and tangible sensibilities of design can help to attend to otherwise challenging, emotional, or difficult subjects, capture and communicate tacit knowledge or anecdotal evidence, and ultimately contribute to the development of new and emergent research contexts.

The aim of this master thesis is to figure out the role of foreign correspondents within Europe during today’s developments of globalization and digitalization, in the view of professional foreign journalists. The continent becomes closer in terms of politics, currencies and cultures, and a growing infrastructure simplifies travelling and communication. Therefore, the role and function of foreign journalists are more and more questioned. The main focus of this thesis is thereby the case of the foreign correspondence offices of the German public broadcasting network ARD. An auto-ethnographic study was used to base the analysis of this thesis on own perspectives. In a further step interviews with five foreign journalists examine the experiences of professionals in this field. The analysis is based, besides these two qualitative methods, on the theories of Siemes (2000), Cole and Hamilton (2008), and Archetti (2013).The researches’results demonstrate strong arguments for the relevance of the maintenance of foreign correspondences within Europe as the role of public broadcasters in particular is to inform, explain and classify happenings within the own country as well as in foreign areas to the audience. The nearby countries play thereby an important role due to many points of contact; for that reason professional journalists should further on hold the function to care for enlightenment.

In this study the stories of Unisa academic employees and fashion models were explored. The aim was to understand the nature of place-identity at work and to also look at what impact do changes to these working environments have on place-identity. Another aim of this study was to compare these two work contexts. The data was collected through interviews combined with an auto-ethnographic approach. The study suggested that people form an identity towards their places of work and also that changes within the workplace can be perceived as a threat. The study also showed that there are similarities between Unisa and the catwalk as contexts of place-identity. / Psychology / M.A.(Psychology))

This thesis aimed to investigate ways to conduct participatory research practices that would gain knowledge of participants' relationships and experiences with/in their physical home environment by using a design probe. Through the probe, a new approach to participatory design research was formulated. This approach gives agency to participants through elements of auto-ethnography, thus shifting the traditional power structures that often exist between participants and designers. This new type of research could yield greater intimacy and mutuality between designers and their participants. Due to this, it has the potential to be meaningful when designing for the home environment, and therefore can be used for research and design within the Internet of Things.

No description available.

This thesis analyses discourses about the roles and barriers to access for women to decision-making positions in Israeli sport organisations. In particular it focuses on the exploration of discourses of masculinity and femininity that underpin the relatively recent construction of Israel society and the institutions of sport within it. It is observed that for the most part, Israeli sport organisations are governed by men and have served the interests of forms of hegemonic masculinity. In order to understand and explore the social construction of these gendered discourses in Israeli sport, two innovative and significant policy initiatives toward gender equity in sport were explored through the perceptions and discourses of key actors. These include the establishment of a Volleyball Academy for Young Talented Girls (VAYTG) and the creation of the National Project for Women and Sport (NPWS). The theoretical framework for this thesis is informed by poststructuralist feminism, which provided an alternative way to understand and analyse voices of the (predominantly female) 'other' and thus to explore the historical contextual construction of current discourses of masculinity within Israeli sport organisations and society as a whole. The process of narrative revisions and production of gendered knowledge revealed how discourses produce and reinforce gender inequities in Israeli society, such as the discourse of militarisation or the unique political affiliation system in the sporting arena which continue to implicitly exclude women (and some men) from gaining access to leadership positions in sport organisations. Within this theoretical frame, Critical Discourse Analysis was employed as a methodological approach to analyse how female and male interviewees, all considered to be 'insiders' within their organisations, explained the process of the construction of gendered roles and barriers. Included in the interview data was also the auto-ethnographical accounts of the author, who was a primary actor in the process of developing policy in the two case study initiatives addressed. Dominant discourses of femininity (such as the discourse of sisterhood and of the processes of mentoring), and of masculinity (and how these promote uniformity) were identified as mechanisms for reproducing the gendered reality of sport leadership in Israel. The implication of a critical theoretical approach is that it should be emancipatory in its ambitions and impact, and the study is intended to contribute to enhancing the understanding of how discourse not only reflects but also creates barriers and opportunities so that the construction of such barriers can be challenged in progressive policy discourses.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Huston Gibson / The issues infested in urban slum communities are many, of which I had no problem indentifying a dilemma specific to my interests in landscape architecture and socially equitable places. However, sustainable solutions specific to these dynamic urban forms and communities are unfamiliar academic territory. Extreme levels of poverty fostered in these communities cause deficiencies in a child’s development, who are often without access to a formal, structured education system (UNDP, 1999). Public spaces are particularly stimulating environments for youth learning and development, but most urban environments in shanty towns host a milieu of violence and crime, making most public streets and vacant lots unsafe. These conditions are ripe for visionary designers to intervene, improving the physical aspects of urban public spaces and specifically bettering the quality of life for children living in these communities. Answering this question required literature research and precedent studies, which was important for developing a thorough understanding of developmental theory as it relates to socio-economically disadvantaged children. By focusing my studies on public spaces in the neighborhood Vistas del Cerro Grande in Chihuahua, México, I began to understand the cultural idiosyncrasies specific to people living in urban shantytowns. Data collected from the neighborhood via surveys, interviews, community meetings, and an auto-ethnographic video study with fifth and sixth grade students provided an introduction to the community and the larger themes and objectives for future public space design. Visiting comparable communities in México City, México deepened my understanding as I was able to observe the daily lives of México City residents with diverse socio-economic statuses, hear their individual perspectives on the history and cultures, and relate to their frustrations with current political, economic, and societal systems. The methodologies described above culminated in a design typology specific to Vistas del Cerro Grande, consisting of public streets, pedestrian access ways, plazas, and vacant lots. These types form the backbone of my research report, which represents an evidence-based design palette of purpose-oriented amenities for positive childhood development in shanty town public spaces. The typology caters to the specific needs of the Vistas del Cerro Grande community, as identified in the research.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-07-02T14:04:31Z No. of bitstreams: 1 RodrigoAlbertoLopes.pdf: 1706862 bytes, checksum: dce21851a1139fd6cae378fbc60512ae (MD5) / Made available in DSpace on 2015-07-02T14:04:31Z (GMT). No. of bitstreams: 1 RodrigoAlbertoLopes.pdf: 1706862 bytes, checksum: dce21851a1139fd6cae378fbc60512ae (MD5) Previous issue date: 2012-02-29 / Nenhuma / Esse estudo enfocou os dois primeiros anos da minha carreira como professor de Educação Física na zona rural do município de Ivoti/RS. O enfoque tem origem nas inquietações que vivi durante a construção do Projeto Político-Pedagógico (PPP) da escola em que iniciei a minha trajetória docente em 2010. Com a construção desse documento, essa escola objetivou orientar-se pedagogicamente nos princípios da Educação do Campo. O meu capital cultural urbano, contrastante com o da zona rural de Ivoti – região de colonização alemã – ampliaram os efeitos dos chamados “choque de realidade” (TARDIF, 2002) e “conflito de dilemas” (ZABALZA, 1994), característicos dessa etapa da carreira docente. Para dar “voz” a esses sentimentos, optei por um desenho teórico-metodológico autoetnográfico, onde o investigador é o próprio sujeito que perfaz a ação (CHANG, 2008; SPRY, 2001; ELLIS, 2004). Assim, o principal objetivo do estudo foi compreender quais os desafios à construção da docência em Educação Física na zona rural, a partir da reflexão do meu percurso formativo e do processo de construção do Projeto Político-Pedagógico das escolas do campo de Ivoti/RS. A pesquisa apoia-se em teóricos que entendem a construção de identidades sociais como processual e negociativa (LAHIRE, 2002; DUBAR, 2005), e em perspectivas críticas de ensinoaprendizagem da Educação Física escolar (BETTI, 2009; DAÓLIO, 1995). As evidências produzidas foram coletadas e organizadas a partir do diário de campo, observações etnográficas e narrativas autobiográficas. Os dados foram reunidos em três categorias que, metaforicamente, referem-se às principais etapas do cultivo da terra, exploradas nesse estudo de modo autorreferente: semear-se, cultivar-se, colher-se. A primeira descreve o professor que se insere no contexto da comunidade escolar; a segunda categoria, as relações interpessoais e profissionais desse professor no contexto da escola e comunidade; a terceira categoria registra as aprendizagens feitas a partir dessa experiência. Quanto à natureza dos dados, a primeira categoria enfocou a autobiografia. A segunda e a terceira, as notas e diários de campo. A aproximação com novos aportes teóricos, especialmente a sociologia das ausências e emergências de Boaventura Santos, permitiram-me deflagrar divergências entre a concepção de Educação do Campo dos professores do campo e dos professores forasteiros nesse contexto. Autorizei-me, então, a assumir-me como um intelectual cosmopolita (SANTOS, 2010), visando fazer dialogantes ambas as premissas por meio de um trabalho de tradução. O estudo evidencia, entre outros resultados: a) que o trabalho docente exige (auto) formação permanente como forma de solucionar problemas próprios da profissão; b) que os professores principiantes e as próprias escolas são campos de dilemas, impactando o trabalho docente e a construção de políticas locais; c) que ainda é um desafio aos professores e gestores dessa escola valorizar o patrimônio cultural local, sem abrir mão da pluralidade e do conhecimento ampliado do mundo; d) que a Educação Física pode, mais do que procurar seguir um caminho teórico-metodológico oficial (RODRIGUES; BRACHT, 2010), produzir e compreender a cultura corporal dos contextos locais, como uma estratégia que congregue o interesse dos estudantes e o do PPP das escolas. / The study focused on the first two years of my career as a Physical Education teacher in the rural area of the city of Ivoti/RS. The approach stems from the concerns experienced by me during the construction of the Political-pedagogical Project (PPP) for the school in which i began my teacher career in 2010. With the construction of this document, the school aimed to pedagogically guide the principles of Rural Education. My urban culture, contrast with the rural Ivoti – German colonizated region – increased the effects of the so-called “reality shock” (TARDIF, 2002) and the conflicting dilemmas (ZABALZA, 1994), characteristic of this stage of the teaching career. In order of attend those feelings, I was decided, a theoreticalmethodological auto-ethnographic design, where the researcher itself is the subject which makes the action (CHANG, 2008; SPRY, 2001; ELLIS, 2004). Thus, the aim of the research is to understand what the challenges to the construction of the teaching of Physical Education in the rural areas are, starting from a reflection over my training path and the process of construction of the Political-educational project for the rural schools in Ivoti/RS. The research is supported by theorists who understand the construction of social identities such as procedural and negotiated (LAHIRE, 2002; DUBAR, 2005), and in critical perspectives of teaching and learning of Physical Education (BETTI, 2009; DAOLIO, 1995). The evidence produced was collected and organized whereof the field logbooks autobiographical narratives and ethnographic observations. The data was grouped into three categories that metaphorically refer to the main stages of the cultivation of land, explored during this study in a self-referential matter: seeding, cultivating, and harvest. The first describes the teacher who is inserted into the context of the school community, the second category describes the interpersonal and professional relationships of this teacher in the context of the school and community, the third category records the learnings acquired during this experience. Regarding the nature of the data, the first category is focused on the autobiography, while the second and the third, the notes and field diaries. The approaching of the subject with new theoretical contributions, especially the sociology of absences and emergencies from Boaventura Santos, enabled him to unleash differences between local and foreigner teachers in respect to the schools PPP. Empower yourself, then, to assume as a cosmopolitan intellectual (SANTOS, 2010), aiming to make both premises dialoguing through a translation work. The study concludes among other things: a) that teaching requires (self) continuing education as a way to solve problems related with the profession; b) that beginning teachers and the schools themselves are fields of dilemmas, that impact the teaching and the construction of local policies; c) that is still a challenge for teachers and managers of this school, the valorization of local cultural heritage without compromising the plurality and the increased knowledge of the world; d) that Physical Education, in this context can, rather than try to follow an official theoretical-methodological way (RODRIGUES; BRACHT, 2010), to produce and understand the local culture as a strategy to increase interest to students and the PPP schools.

The interpretation of landscape, the significance of walking and the relationships that exist between them are rarely considered or critically examined in much of leisure research or outdoor pedagogic practice, despite their significance within other fields of academic study such as anthropology and cultural geography. This research seeks to explore how a variety of landscapes are perceived, how cultural and social interpretations influence this perception, and whether these interpretations may be re-envisioned by walking, or wayfaring, as an alternate way of making understandings and meanings with landscape. In exploring the disparate interpretations surrounding landscape, the concept of place and its specificity comes to the fore, as does the importance of the relationship between walking and how we make sense of place. A mixed methodological approach is employed to explore this relationship, combining auto-ethnography, phenomenology and the practice of walking itself. Utilising written notes, photographs, and recordings of personal observations and impressions made whilst on a combination of single and multi-day walks in a variety of locales both familiar and unknown in England, a series of reflective narratives were produced. These narratives serve to describe the experiences gained whilst wayfaring, and provide the data through which critical consideration is given regarding how landscape and place are interpreted in cultural and social contexts. Themes emergent from the narratives and discussed include psychogeography and the urban environment, countryside and suburbanisation, and landscape as amenity. In addition, consideration is given to stories of place, authenticity of place, the changing demographics of walkers, walking alone and with others, walking in different types of landscape, and the significance of paths. Key findings are that landscape is increasingly becoming places of consumption through practices of conservation, urbanisation, heritage and recreational amenity that produce a homogenous and hybridised character, and reflects an urban sensibility in regards to rural culture and nature. This might be resisted by walking where an engagement with the sedimented characteristics of a taskscape and its multi-generational footpaths are experienced. Such an embodied practice is a meaningful activity that might be understood through the concept of existential authenticity and, particularly with regards to long distance walking, might be 3 recognised as having components similar to that of pilgrimage. Furthermore, it is suggested that wayfaring offers an alternate perspective as a practice in the development of a particular relationship with landscape and place and has profound implications for outdoor pedagogic practice.

When difficulties appear concerning the environment and the social relationships in teams, leading others become very interesting as well as challenging. I am sharing in this research an understanding of the concept of hardship in order to point out a main leadership issue, which is to lead others in extreme situations. It is a new and innovative approach of leadership within the business area based on the literature and completed by sailors’ experiences of hardship.Offshore sailors have the use to handle hardship situations alone as well as in crews, and they cannot avoid it when they are far away from the coasts. Thus when a problem occurs they must fix it themselves. During offshore races and expeditions, sailors have to deal with teams issues and cannot quit for going back home. Thereby, a boat, which is going to sail for few months without stop, is a real laboratory of leadership and social relationships.The starting point of this approach concerns the art of leading oneself, which represents a prerogative for a great leadership in extreme conditions. Indeed when a leader loses his or her self-control in extremes situations, he or she will probably not be able to lead others. Thus, in order to illustrate the literature approach to this concept, this thesis has been completed with an auto-ethnographical approach. I as a sailor have experimented hardship alone on my boat during some offshore sailing trips. I present an analysis of these experiences to explain the issues of leading oneself in such conditions. Thanks to the participation of some sailors experts in hardship, I illustrate the possibility to lead others in hardship context with the inspiration of their experiences. It is possible to lead others in very extremes conditions, and offshore sailors that I called hardship experts could represent a real inspiration to leaders, for a real and great leadership.