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The Global ETD Search service is a free service for researchers
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 11 to 19 of 19 (0.185 seconds)Spelling suggestions: "subject:"depictions"" "subject:"depiction's""
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Hur framställs psykisk ohälsa i meider? : Specialistsjuksköterskors perspektiv i psykiatrisk vård / How do media depict mental illness? : the perspective of psychiatric nursesKling, Sara, Liljeqvist, Mattias January 2018 (has links)
Utifrån ett holistiskt perspektiv framträder ett tydligt problem i hur ensidigt media framställer psykisk ohälsa. Genom att studera specialistsjuksköterskors erfarenheter av medias rapportering om psykisk ohälsa kan ett hittills ofta förbisett perspektiv bidra till ökad kunskap om mediers rapportering om psykisk ohälsa. Syftet med denna studie var att beskriva erfarenheter bland specialistsjuksköterskor i psykiatrisk vård av hur psykisk ohälsa framställs i medier. Föreliggande studie hade en kvalitativ design med induktiv ansats och genomfördes med semi-strukturerade intervjuer med 8 specialistsjuksköterskor i psykiatrisk vård. Resultatet visar att psykisk ohälsa är stigmatiserat och att media i många fall framställer en alltför negativ och missvisande bild av psykisk ohälsa, trots att det finns positiva perspektiv på psykisk ohälsa, främst i alternativ till traditionella medier. Det medicinska perspektivet dominerar i media och det finns en avsaknad av det psykiatriska omvårdnadsperspektivet. Konklusionen i föreliggande studie är att specialistsjuksköterskor inom psykiatrisk vård erfar medias framställning av psykisk ohälsa som negativ och missvisande. De erfar även att det medicinska perspektivet får ta mycket stor plats och att psykiatrisk omvårdnad osynliggörs. Mer forskning bör bedrivas på hur psykisk ohälsa framställs på sociala medier och hur avsaknaden av andra perspektiv än det medicinska påverkar allmänhetens förståelse för psykisk ohälsa. Journalisters perspektiv bör studeras. Specialistsjuksköterskor inom psykiatrisk vård borde beredas en större plats i media. Sjuksköterskor och sjuksköterskestudenter borde stödjas i att ge omvårdnadsperspektivet större plats såväl kliniskt som i media.
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Depictions of diversity in the Curriculum Studies programme of the BEdHons degree within a higher education context / Jean Henry BlignautBlignaut, Jean Henry January 2015 (has links)
In this study I explored depictions of diversity in the Curriculum Studies programme of the
BEdHons degree course at North-West University in South Africa. South Africa was and is still is
facing the challenge of inequalities such as getting access to higher education institutions that
were previously dominated by a white Christian Afrikaans-speaking group. The first democratic
election in South Africa in 1994 brought about structural changes in society. These structural
changes included the merging of tertiary education institutions such as colleges of education,
technikons and universities. In view of South Africa’s history of divisions and injustices such as
patriarchy, mono-religiosity and mono-ethnicism, it therefore seemed valuable to explore how
diversity is depicted in higher education institutions.
In 2012 a task team was set up by the dean of the Faculty of Education Sciences at the
Potchefstroom Campus of North-West University. This team investigated how diversity was
expressed in selected study guides of the undergraduate BEd degree programme offered at the
Potchefstroom Campus to contact mode students. This study identified the need to explore how
diversity is depicted at a postgraduate degree level.
The primary purpose of my research was to explore empirically the extent to which diversity
nuances of gender, religion and ethnicity are depicted in the Curriculum Studies programme of
the BEdHons degree course. This involved exploring the depictions of diversity in study guides
of the modules presented in the Curriculum Studies programme of the BEdHons degree course.
In addition, I also looked into the depictions of diversity by lecturers presenting modules and
students enrolled for the Curriculum Studies programme of the BEdHons degree course.
The study was situated in a critical theory paradigm and utilised a qualitative research design
with a critical ethnographic methodology. Three sets of data generation methods were
employed: document research, semi-structured one-on-one interviews and focus group
interviews. The two campuses of North-West University offering this programme were
purposefully selected as my research environments. I employed purposeful sampling, and study
guides utilised by lecturers and students in the Curriculum Studies programme of the BEdHons
degree course formed the sample. Lecturers presenting modules and students enrolled for the
Curriculum Studies programme of the BEdHons degree course were participants. Critical
discourse analysis, underpinned by Fairclough’s (1992) three-dimensional conception of
discourse, was the method of analysis.
The conclusions were derived predominantly from the diversity nuances acculturation and
rationality. Some of the conclusions were also derived from diversity as a nuance but to a
limited extent. The conclusions vary from depictions on the chosen discourse of diversity, depictions relating to curricula and the multifaceted aspect of diversity. With regard to the
depictions on the chosen discourses of diversity, it was evident that some lecturer participants
were only fostering the aspects gender, religion and ethnicity of certain cultural groups, which
caused some groups to be invisible. Student participants’ depictions were ideologically
embedded as they preferred not to engage with diversity to eliminate certain issues. Lecturer
participants also tended to include disadvantaged minority/majority groups to such a limited
extent that they were almost non-existent. Furthermore, it appeared that lecturer participants
excluded diversity to foster inclusion. Separation was also emphasised by student participants
in that they were being forced to engage with diversity rather than wanting to or having a choice
to engage with diversity or not.
Reflecting on the conclusions arising from my study, I put forward a theoretical stance focusing
on curriculum-making for social justice. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015
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Depictions of diversity in the Curriculum Studies programme of the BEdHons degree within a higher education context / Jean Henry BlignautBlignaut, Jean Henry January 2015 (has links)
In this study I explored depictions of diversity in the Curriculum Studies programme of the
BEdHons degree course at North-West University in South Africa. South Africa was and is still is
facing the challenge of inequalities such as getting access to higher education institutions that
were previously dominated by a white Christian Afrikaans-speaking group. The first democratic
election in South Africa in 1994 brought about structural changes in society. These structural
changes included the merging of tertiary education institutions such as colleges of education,
technikons and universities. In view of South Africa’s history of divisions and injustices such as
patriarchy, mono-religiosity and mono-ethnicism, it therefore seemed valuable to explore how
diversity is depicted in higher education institutions.
In 2012 a task team was set up by the dean of the Faculty of Education Sciences at the
Potchefstroom Campus of North-West University. This team investigated how diversity was
expressed in selected study guides of the undergraduate BEd degree programme offered at the
Potchefstroom Campus to contact mode students. This study identified the need to explore how
diversity is depicted at a postgraduate degree level.
The primary purpose of my research was to explore empirically the extent to which diversity
nuances of gender, religion and ethnicity are depicted in the Curriculum Studies programme of
the BEdHons degree course. This involved exploring the depictions of diversity in study guides
of the modules presented in the Curriculum Studies programme of the BEdHons degree course.
In addition, I also looked into the depictions of diversity by lecturers presenting modules and
students enrolled for the Curriculum Studies programme of the BEdHons degree course.
The study was situated in a critical theory paradigm and utilised a qualitative research design
with a critical ethnographic methodology. Three sets of data generation methods were
employed: document research, semi-structured one-on-one interviews and focus group
interviews. The two campuses of North-West University offering this programme were
purposefully selected as my research environments. I employed purposeful sampling, and study
guides utilised by lecturers and students in the Curriculum Studies programme of the BEdHons
degree course formed the sample. Lecturers presenting modules and students enrolled for the
Curriculum Studies programme of the BEdHons degree course were participants. Critical
discourse analysis, underpinned by Fairclough’s (1992) three-dimensional conception of
discourse, was the method of analysis.
The conclusions were derived predominantly from the diversity nuances acculturation and
rationality. Some of the conclusions were also derived from diversity as a nuance but to a
limited extent. The conclusions vary from depictions on the chosen discourse of diversity, depictions relating to curricula and the multifaceted aspect of diversity. With regard to the
depictions on the chosen discourses of diversity, it was evident that some lecturer participants
were only fostering the aspects gender, religion and ethnicity of certain cultural groups, which
caused some groups to be invisible. Student participants’ depictions were ideologically
embedded as they preferred not to engage with diversity to eliminate certain issues. Lecturer
participants also tended to include disadvantaged minority/majority groups to such a limited
extent that they were almost non-existent. Furthermore, it appeared that lecturer participants
excluded diversity to foster inclusion. Separation was also emphasised by student participants
in that they were being forced to engage with diversity rather than wanting to or having a choice
to engage with diversity or not.
Reflecting on the conclusions arising from my study, I put forward a theoretical stance focusing
on curriculum-making for social justice. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015
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| 14 |
Conceptual understanding of quantum mechanics : an investigation into physics students' depictions of the basic concepts of quantum mechanicsEjigu, Mengesha Ayene 07 1900 (has links)
Not only is Quantum Mechanics (QM) conceptually rich, it is also a theory that physics students have found abstract and technically formidable. Nevertheless, compared to other classical topics of physics, university students’ understanding of QM has received minimal attention in the physics education literature. The principal purpose of this study was to characterize the variation in the ways that undergraduate physics students depict the basic concepts of QM and to extrapolate the results to scaffold possible changes to instructional practices at the university that provided the context for the study. In so doing, an adaptation of a developmental phenomenographic perspective was chosen. Empirically, the study was approached through in-depth interviews with 35 physics students from two Ethiopian governmental universities after they had been exposed to the traditional QM course for one-third of a semester. Interview responses were analyzed using phenomenographic approach where a picture of students’ depictions was established for each quantum concept by expounding the given responses. For each basic quantum concept addressed, the structure of the description categories was separately constructed, and overall, it was found that naive, quasi-classical ontology and/or variants of classical ways of visualization are dominant in students’ responses. For example, it was found that students’ depictions of the photon concept could be described with three distinct categories of description, which are (a) classical intuitive description, (b) mixed model description and (c) quasi-quantum model description. Similarly, the findings revealed that it is possible to establish three qualitatively different categories of description to picture students’ depictions of matter waves, namely, (a) classical and trajectory-based description, (b) an intricate blend of classical and quantum description and (c) incipient quantum model description. Likewise, it was found that students’ depictions of uncertainty principle can be described as: (a) uncertainty as classical ignorance, (b) uncertainty as measurement disturbance and (c) uncertainty as a quasi-quantum principle.
With regard to learning QM, the categories of description made clear several issues: most students did not have enough knowledge to depict the basic concepts of QM properly; they were influenced by the perspective of classical physics and their perceptions in making explanations about QM; and they also applied mixed ideas, one based on their classical model and the other from newly introduced QM. These results are also supported by the findings of previous studies in similar domains. Findings from the study were used to guide the design of multiple representations-based instructions and interactive learning tutorials on the conceptual aspects of QM that has been shown to address specific difficulties identified in the study. Theoretical and practical implications of the study, as well as potential future considerations are drawn. / Mathematics, Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education)
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| 15 |
Conceptual understanding of quantum mechanics : an investigation into physics students' depictions of the basic concepts of quantum mechanicsEjigu, Mengesha Ayene 07 1900 (has links)
Not only is Quantum Mechanics (QM) conceptually rich, it is also a theory that physics students have found abstract and technically formidable. Nevertheless, compared to other classical topics of physics, university students’ understanding of QM has received minimal attention in the physics education literature. The principal purpose of this study was to characterize the variation in the ways that undergraduate physics students depict the basic concepts of QM and to extrapolate the results to scaffold possible changes to instructional practices at the university that provided the context for the study. In so doing, an adaptation of a developmental phenomenographic perspective was chosen. Empirically, the study was approached through in-depth interviews with 35 physics students from two Ethiopian governmental universities after they had been exposed to the traditional QM course for one-third of a semester. Interview responses were analyzed using phenomenographic approach where a picture of students’ depictions was established for each quantum concept by expounding the given responses. For each basic quantum concept addressed, the structure of the description categories was separately constructed, and overall, it was found that naive, quasi-classical ontology and/or variants of classical ways of visualization are dominant in students’ responses. For example, it was found that students’ depictions of the photon concept could be described with three distinct categories of description, which are (a) classical intuitive description, (b) mixed model description and (c) quasi-quantum model description. Similarly, the findings revealed that it is possible to establish three qualitatively different categories of description to picture students’ depictions of matter waves, namely, (a) classical and trajectory-based description, (b) an intricate blend of classical and quantum description and (c) incipient quantum model description. Likewise, it was found that students’ depictions of uncertainty principle can be described as: (a) uncertainty as classical ignorance, (b) uncertainty as measurement disturbance and (c) uncertainty as a quasi-quantum principle.
With regard to learning QM, the categories of description made clear several issues: most students did not have enough knowledge to depict the basic concepts of QM properly; they were influenced by the perspective of classical physics and their perceptions in making explanations about QM; and they also applied mixed ideas, one based on their classical model and the other from newly introduced QM. These results are also supported by the findings of previous studies in similar domains. Findings from the study were used to guide the design of multiple representations-based instructions and interactive learning tutorials on the conceptual aspects of QM that has been shown to address specific difficulties identified in the study. Theoretical and practical implications of the study, as well as potential future considerations are drawn. / Mathematics, Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education)
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Počátky a vývoj českého hip hopu v tuzemských hudebních časopisech / The beginnings and evolution of Czech hip hop in domestic music magazinesTkáč, Vojtěch January 2021 (has links)
The diploma thesis analyses the beginnings of hip hop in the Czech Republic in the context of domestic music magazines. It aims to examine the media depiction of this cultural phenomenon in its entirety with an emphasis on the musical genre of rap. Through qualitative content analysis of text data, it observes specific periodicals in two time periods. The first of them was in the years 1989 to 1999, when the first attempts to transfer the originally American genre to the domestic environment began to appear in the country. The second analysed stage is limited to the years 2000 and 2002, in which two key albums were released, namely Repertoár by the group PSH and My 3 by Indy & Wich. The magazines Melodie, Rock & Pop, Report, Tripmag, Ultramix and Bbarák were used in the qualitative content analysis. The thesis examines the first printed mentions of Czech hip hop, but also focuses on reviews, interviews and other extensive journalistic genres, especially at a later stage. Qualitative content analysis of textual data is complemented by semi-structured interviews with leading music publicists, but also artists who have contributed to the establishment of rap in terms of Czech music. The research method of oral history was also used and made it possible to obtain information with witnesses that have...
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Maybe She's Born With It, Maybe it's Mexicanidad: Depictions of Mexican Feminine Beauty and the Body in Visual Media During the 1950s.Valladares, Gisel Corina 28 April 2017 (has links)
No description available.
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Silence and Agony: A Comparison of Chronic Pain Depictions in Newspapers, Magazines, and Blogs by People with Chronic PainDonovan, Robin K. 25 April 2011 (has links)
No description available.
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From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films / Från Snövit till Frost : En utvärdering av populära könsrepresentations-indikatorer tillämpade på Disneys prinsessfilmerNyh, Johan January 2015 (has links)
Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in customer awareness. The vertical lineup of Disney princesses spans from the passive and domestic working Snow White in 1937 to independent and super-power wielding princess Elsa in 2013, which makes the line of films an optimal test subject in evaluating above-mentioned simple content analysis methods. As a control, a meta-study has been conducted on previous academic studies on the same range of films. The sampled research, within fields spanning from qualitative content analysis and semiotics to coded content analysis, all come to the same conclusions regarding the general changes over time in representations of female characters. The objective of this thesis is to answer whether or not there is a correlation between these changes and those indicated by the simple content analysis methods, i.e. whether or not the simple popular methods are in general coherence with the more intricate academic methods. / <p>Betyg VG (skala IG-VG)</p>
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