Le contexte de consommation module la perception des aliments par les consommateurs et leur évaluation, soit directement soit par le biais de croyances et d’attentes induites par le contexte. Parallèlement, les méthodologies d’évaluation des produits alimentaires requièrent souvent des conditions standardisées afin de tenter de neutraliser ces éventuels effets de contexte. Mais ce gain en contrôle peut remettre en question la généralisation des mesures obtenues à des contextes naturels de consommation.Cette thèse examine les conditions dans lesquelles le contexte affecte l’évaluation des produits. Ce travail s’appuie sur la théorie des perspectives, qui considère les effets du contexte sur le jugement à travers la notion de points de référence.Les travaux visaient d’abord à comprendre comment les perceptions des consommateurs et leur évaluation des produits sont influencées par leurs représentations concernant les produits dans différents contextes de consommation. Une étude qualitative (12 groupes de discussion ; N = 86) a révélé que les croyances et les attentes des consommateurs à l'égard d'un contexte particulier sont associées à différents types de produits et de méthodes culinaires, et que les facteurs externes ont un poids différent selon le contexte de consommation.Le deuxième objectif était de comprendre en quoi l’évaluation par les consommateurs d’un produit alimentaire dans des contextes naturels de consommation pouvait différer selon la nature de la tâche d’évaluation. Les évaluations hédoniques de produits présentant différents degrés de préparation culinaire (pain = contrôle ; pizza = fait maison, industriel et assemblé) ont été comparées (N = 457) entre deux tâches différentes lors d’une expérience conduite en cafétéria. Les résultats ont montré que les produits à plusieurs composants soumis à différents degrés de préparation culinaire (pizza fait maison) étaient en effet plus sensibles au type de tâche d'évaluation que des produits plus standardisés (pain).Le dernier objectif de la thèse était d’explorer les facteurs contribuant à la formation de points de référence pour expliquer les influences contextuelles sur l’évaluation des consommateurs. Deux expériences ont comparé les évaluations hédoniques dans (i) deux contextes (CLT et restaurant ; N = 283) en condition informée et non informée sur les degrés de préparation culinaire d’un produit (cake salé) ; et (ii) dans un seul contexte (restaurant ; N = 114) en condition informée sur les degrés de préparation culinaire et l’origine des ingrédients (quiche) ; où les croyances et les attentes des consommateurs à l’égard des aliments servis changent. Les résultats ont montré que les effets de facteurs externes pouvaient être réduits par un contrôle minutieux des convictions et des attentes des consommateurs dans un contexte donné.Cette thèse contribue à la compréhension des effets des contextes sur l’évaluation hédonique des consommateurs et propose un cadre théorique pour étudier ces effets à travers des points de référence. Les résultats pourraient être utiles pour élaborer des lignes directrices pour les industriels et chercheurs utilisant des évaluations hédoniques pour inclure le contexte de manière adéquate à chaque étape du développement du produit. / Environmental factors modulate consumers’ perception and in turn, consumer evaluation of food in a given context, either directly or through context-induced beliefs and expectations. However, food products are usually evaluated in standardized conditions in an attempt to neutralize possible context effects on consumer evaluation. This questions the generalization of such measures to more natural consumption contexts.The aim of this research was to examine the conditions under which context affects consumer evaluation of food products. This work is grounded in Prospect Theory, which considers the effects of context on judgement through the notion of reference points.The first objective was to understand how consumers’ experiences and subsequent product evaluations are influenced by consumers’ representations about food in different consumption contexts. A qualitative study (12 focus groups; N =86) revealed that consumers’ beliefs and expectations towards a particular context are intimately associated to different types of products and culinary methods, and that external factors have a different weight depending on the consumption context.The second objective was to understand how consumers’ hedonic responses in natural consumption contexts may differ depending on the type of evaluation task. The hedonic responses of products with different degrees of culinary preparation (bread = control; pizza = homemade, industrial and mixed) were compared (N = 457) between two different tasks in a student cafeteria. The results showed that multicomponent products subjected to a different degrees of culinary preparation (homemade pizza) were indeed more sensitive to the type of evaluation task compared to more standardized products (bread).The last objective of the thesis was to test hypotheses based on Prospect Theory to explain contextual influences on consumers' food evaluation. Two experiments compared hedonic evaluations in (i) two contexts (CLT and restaurant; N= 283), in blind and informed conditions about the degree of culinary preparation of a product (ham-olive cake); and (ii) in one context (restaurant; N = 114) in informed conditions about the degree of culinary preparation and origin of the ingredients (quiche); where consumers’ beliefs and expectations towards the food served were modified. Results showed that the effects of external factors could be reduced through careful control of consumers’ beliefs and expectations in a given context.This thesis contributes to the understanding of context effects on consumer hedonic evaluation and it proposes a theoretical framework to investigate those effects by means of reference points. The results could be valuable to develop guidelines for industrials and researchers using hedonic evaluations to include context adequately at each stage of product development.

This thesis is based on a long-term field research in the Prague Jewish community in which I am trying to express the Jewish identity of young Czech Jews. The aim is to characterize the formation and construction of Jewish identities, their coexistence with other types of social identities and the role of material elements in this process. The formation has a processional nature and there are continual transformations and negotiations of concrete forms of Jewish identities over time. These identities are publicly manifested through various material elements and by this manifestation those identities are also strengthened. I also examine the impact of physical structures and other objects on the Jewish community, how they strengthen its cohesion and on the role that they play in materializing and bringing the collective memories into the present. I simultaneously work with the concept of materiality in the context of the Moishe House Prague project. I examine the position of techno-social tools and the power of leadership. This thesis is based on several theoretical perspectives that I connect and combine in order for me to explore social reality and Jewishness in their entirety. Key words Identity, Jewish identity, material culture, materiality, Moishe House, formation, construct, negotiation...

The artist discusses his Master of Fine Arts exhibit, titled DUNIDEDCUDIGUNADIE. The exhibit is to be held at the Tipton Gallery in downtown Johnson City, TN, from April 2nd to April 10th, 2020. A live reception will be held the evening of April 3rd, featuring a performance with the work, titled Look at You! The following thesis explores the artist’s formative years – investigating how childhood experiences combine with artistic and theoretical influences to inform his art-making process.

Borderline Personality Disorder (BPD) is a debilitating personality disorder that impacts anywhere between 1% to 5% of Americans. Studies claim that women are significantly more at risk than men to suffer from this disorder and may experience stronger symptoms. Previous research has found that victims of childhood abuse such as sexual abuse, physical abuse, and neglect are more at risk for developing Borderline Personality Disorder as adults, particularly when abuse is paired with genetic susceptibility. Some researchers claim that there are no detectable racial differences in Borderline Personality Disorder, but previous studies often have very small sample sizes taken from clinical patients. To examine the sociological patterns of BPD diagnosis with a representative population sample, data was analyzed from the National Epidemiologic Survey on Alcohol and Related Conditions to examine gender, race, and childhood abuse as predictors. Results show that racial minority status is actually a stronger predictor than gender. Examining intersectional effects shows that black women and Native American men have significantly elevated risks for BPD in adulthood. Overall, a history of sexual and emotional abuse are the most significant driving factors of BPD, regardless of race and gender.

The Brazilian poet Adélia Prado says that our eyes are our only tiny window to look at and perceive the world in the restricted 24-hour period of each day. This little lens is all that we have to see the world. Therefore, what we fail to see is always far bigger than what we are able to see. Until last year, when I came to Durham to attend the meeting of the council of Societas Homiletica, Paul Murray, this “luminary of the 20th century,” was completely out of my view. By coming here I had the opportunity to get to know her, her story, her struggle, her life … With its profound sensitivity to life and to a theology born from life itself, Donyelle McCray’s paper offered us a brilliant view of this activist, poet, lawyer, professor, Episcopal priest, and preacher.

This dissertation outlines the music therapists’ perceptions of training needs for current practice in South Africa. The purpose of my research is to construct a profile of music therapy graduates from the University of Pretoria who are currently practising in South Africa and to find how they perceive the MMus (Music Therapy) training programme in terms of their currents needs in practice, as well as their suggestions in terms of the adaptation of the training programme. The study is conducted within the qualitative and quantitative research paradigm, using questionnaires as data collection method, that were sent out to music therapists that graduated from the University of Pretoria. The survey collected data on the demographics and personal details of the respondents, their professional training and practice trends and their views of the fit between the training programme and practice needs, and suggestions as to where adaptations to the training programme might need to be made, based on their practice experience. Training in business skills and marketing together with additional information on client groups, contexts and the development of clinical and practical skills were identified as perceived needs in their practices. These correlated with the suggestions made for adaptation of the training programme. / Dissertation (MMus)--University of Pretoria, 2006. / Music / MMus (Music Therapy) / Unrestricted

Syftet med den här uppsatsen är att analysera hur förskolan, barn och familjen uppfattas i den mediala debatten om obligatorisk förskola. Studien lägger ett särskilt fokus på argumenten som är centrala i debatten som förs i svenska dagstidningar. Med verktyg från argumentationsanalysen som teoretiskt och metodologisk utgångspunkt kommer aktörernas argument att analyseras utifrån en pro et contra perspektiv. Det empiriska underlaget som är utgångspunkt för denna studie är debattartiklar som publicerats i svenska dagstidningar som debatterar obligatorisk förskolas vara eller icke vara. Empirin har analyserats genom en argumentationsanalys som presenteras tematiskt i resultatet. En betydelsefull teoretisk utgångspunkt i studien har varit argumentationsteoretiska idéer om hur en kan aktör kan använda argumenterande strategier för att påverka en mottagare.Resultatet pekar på att det finns en allmän uppfattning i debattartiklarna att barn behöver skydd, sociala sammanhang, utveckling och lärande och trygga vuxna. Hur och var barnens behov tillgodoses är argumentationens kontrovers. Det framkommer även att aktörer på båda sidorna i debatten upplever att förskolans brister måste åtgärdas samt att familjens position i samhället utmanas av förslaget om obligatorisk förskola. Resultatet pekar även mot att barn till nyanlända anses ha behov av statliga instanser och resurser som staten bör besluta om, men att det inte bör påverka svenska barn eller barn med autismdiagnoser och deras familjer. / The aim of this essay is to analyze how preschool, children and the family are perceived in the media debate on compulsory preschool. The study places a special focus on the arguments that are dominant in the debate conducted in Swedish newspapers. With tools from the argument analysis as a theoretical and methodological starting point, the agents arguments will be analyzed from a pro et contra perspective.The empirical material that is the basis for this study is debate articles published in Swedish newspapers that debate compulsory preschools being or not being. The empiric has been analyzed through an argumentation analysis that is presented thematically in the result. An important theoretical basis of the study has been the argument theoretical ideas about how an agent can use argumentative strategies to influence a recipient.The results indicate that there is a general perception in debate articles that children need safety, social contexts, development and learning and adults present. How and where the children's needs are met is the controversy of the debate. It also emerges that agents on both sides of the debate feel that the preschool's shortcomings must be remedied and that the family's position in society is challenged by the proposal for compulsory preschool. The results also indicate that children of immigrants are considered to need government agencies and resources that the state should decide on, but the government agencies should not affect the Swedish children or children with autism diagnoses and their families.

This study examines how university academics understand and enact knowledge requirements embedded in official teacher education policies. The research probes faculty understandings of what constitutes ‘relevant and appropriate pedagogies’ in teacher education curricula, and the basis of such knowledge selections in the absence of a stable ‘knowledge base’ of teacher education. In teacher education, new national norms and standards are intended to guide curriculum processes in new programmes. However, policies remain open to wide interpretation and assume common understandings among the teacher education community with regard to knowledge, practices and values. This study, conducted in three university-based Faculties of Education, analyses the curriculum motivations, processes and practices of education academics, in an attempt to understand and explain their responses to policy requirements. The conceptual framework of Paul Trowler is employed to examine the Teaching and Learning Regimes (TLRs) at work in academic contexts. By lifting out the discursive repertoires, identities in interaction, tacit assumptions, connotative codes, implicit theories of teaching and learning, power relations, rules of appropriateness and recurrent practices among faculty members, this research demonstrates how knowledge is mediated in and through institutional contexts. Three parallel Faculty portraits elucidate stark differences in approaches to curricula and in curriculum processes, a consequence of the lack of a stable knowledge base and the perceived vagueness of policy directives. Significantly, institutional histories and traditions feature prominently as ‘shapers’ of academic responses to change, factors that, the study argues, government policies have not taken into account. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Bakgrund: För att vården av patienter med demenssjukdom ska uppnå en god kvalité bör den utgå från personcentrerad vård. I den personcentrerade vården läggs fokus på personen bakom sjukdomen, där sjuksköterskan individanpassar vården efter patientens behov. Enligt lagar och riktlinjer, bör vårdpersonal tillgodose en god vård som är grundad på respekt för självbestämmande, delaktighet samt integritet. Däremot upplever inte alltid patienter och anhöriga att personcentrerad vård tillämpas. Syfte: att beskriva sjuksköterskors erfarenheter av att vårda patienter med demenssjukdom utifrån ett personcentrerat arbetssätt i olika vårdkontext. Metod: kvalitativ, systematisk litteraturstudie med beskrivande syntes enligt Evans. Resultat: det framkom två teman och fem subteman. Första temat blev Relationella utmaningar, följt av subteman: Att se hela patienten, Att skapa relationer och Att individanpassa vården. Det andra temat blev Organisationella utmaningar, följt av subteman: Att förhålla sig till kunskap och Att relatera till arbetsmiljön. Slutsats: sjuksköterskor belyser vikten av att se hela patienten genom att ta del av patientens livsberättelse, skapa relationer, och slutligen att individanpassa vården för att tillgodose personcentrerad vård. De erfor även att arbetsmiljön försvårade tillämpningen av personcentrerad vård.

As the presence of digital game-based learning increases in United States classrooms, understanding their impact on achievement is critical. Digital games for learning offer many potential benefits, including reducing the number of students trapped in a remediation cycle, a contributor to college dropout. Despite the recognized potential of game-based learning, few researchers have explored the relationships between specific patterns of behaviors and types of digital game-based learning environments. The underlying theory for this study was patterns of gamer behaviors may predict in-game behaviors. Archival, third-party data regarding The Lost Function - Episode 1: Sum of the Forgotten Minds by Advanced Training & Learning Technology, LLC was used in this study. Using 4 case groups at the high school and college levels (n=114), self-reported levels of the 3 patterns of gamer behaviors, gender, and age-band were analyzed using multiple regression to determine relationships to time-on-task in a game-based highly interactive virtual environment, designed for mathematics remediation. While the results were inconclusive, this study supported the existing literature regarding gender differences and the lack of mutual exclusivity in behavior typing. Recommendations include additional research in how the statements used in the 3-factor model may be adjusted to allow for a broader population of game players. The social change implication is that further understanding of the relationship between learner traits and digital learning environment may assist educators that employ digital game-based learning a way to better align learners to the most appropriate digital learning environment, thereby increases their chances at success.