yes / In this paper we consider how we can undercut the various binaries of gender and sexuality in archaeological practice, and particularly in our teaching. We argue that taking an assemblage theory approach enables us to look at the multiplicity of identities of those practicing archaeology as different and intersecting assemblages that bring one another into being through their connections at different scales. In particular, we examine how this approach can be applied to archaeological pedagogy and how this in turn enables us to move away from modern binary distinctions about sex and gender identities from the "bottom up", fostering an approach in our students that will then go on to be developed in professional practice.

Drawing on relational theoretical perspectives in archaeological discourse, this paper considers how we can address the undervaluation of pedagogy and pedagogic research in archaeology. Through examining the relationships between fieldwork, teaching, and research, in light of Ingold’s concept of the meshwork and DeLanda’s assemblage theory, the division between teaching and research is undermined, and students and pedagogy are recentred as fundamental to the production of archaeological knowledge. This paper provides a theoretical grounding for resituating our current practices, suggests practical means for change, and highlights the benefit to the archaeological discipline arising from a revaluation of archaeological pedagogic research and an enmeshed understanding of archaeological practice.

Since the 1970s there has been rapid expansion of higher education provision in Libya and also concerns about quality versus quantity of education amid calls to reform higher education in Libya. The aim of the present study is to evaluate the current pedagogic approaches of geography teaching in Libyan universities. This information has been obtained by seeking the perceptions and attitudes through questionnaires of university teachers and students from eight Libyan higher education institutions, representing a range of locations and types of institution. A comparison was also made to UK geography teaching, using published information to indicate possible alternative approaches. The results from students were to a large extent consistent with the results of teachers, although there were some differences between the newly established institutions and the others. Respondents showed dissatisfaction towards many issues related to the teaching of geography at this level, notably the lack of specialized degrees; the inclusion of non-geography modules in courses; the integration of environmental issues within the curriculum; educational resources; the current conditions of laboratories; the teaching methods used by teachers; lecture presentation methods; the illustrative aids used by teachers; and the current fieldwork strategy. This study highlights the need for revision of current pedagogic approaches to geography teaching in Libyan universities, in which the UK¿s model may be a useful guide. / General People¿s Committee for Higher Education of Libya

Yes / Research ethics review by ethics committees has grown in importance since the end of the Nuremberg trials in 1949. However, ethics committees have come under increasing criticisms either for been ‘toothless or too fierce’ (Fistein & Quilligan, 2012:224). This paper presents a personal account of my experience in obtaining ethical approval for my PhD study from a UK university and the ethical dilemmas encountered in the fieldwork in Ghana. In this paper I question whether strict adherence to ethical guidelines developed from western perspectives is useful in conducting research in non-western societies. As more academics are increasingly been mandated to undertake international research, the paper argues for more flexibility in the ethical approval process to accommodate cultural differences.

Over the summer and fall of 2018, I spent time at nine of the lands and two women's-only music festivals and interviewed 39 women. This dissertation is the result of those interviews and my copious field notes. Chapter one frames the question of community sociologically and examines why the lands often remained homogenous even though their goal was that every woman was welcome to come visit and live. It contrasts the lands to women's-only music festivals, which often included diverse women. Chapter two shows how lands not designed to support old women slowly, and unintentionally, become retirement communities. Families of choice, often consisting of the other women living in the community, help the women who need extra assistance, but within limits set by an unaddressed ageism. The lands are at risk if they fail to attract younger members. Chapter three explores the mutual mistrust between the women's land members and the academic community that I found myself navigating as I completed this project. It details the compromises all feminist communities must make to sustain themselves, and explores how the tension caused by my participation in both the women's lands and academic feminist communities yielded insights into both. / Doctor of Philosophy / As part of the American second wave feminist movement, a new group of radical feminists emerged. Instead of trying to work within the system, as the feminists before them had done, they decided to create an alternative system as best they could. This dissertation project focuses on the current iteration of these lands; to do this research I spent time at nine of the lands and two women's-only music festivals and interviewed 39 women during the summer of 2018. Part of creating these alternative systems included buying land in rural spaces across the United States and setting up new communities not beholden to any current way of doing things. A major ethos of their communities was that all women were welcome, regardless of race, economic, class, dis/ability, or other identities. The first chapter examines how, despite the women's best intentions, these spaces were and continue to remain today, homogenous, and contrasts the lands with other feminist organizations and women's-only music festivals that were able to diversify. Chapter two explores how women are aging on the lands and the struggles the women are facing in attracting new members. The last chapter examines the mutual mistrust of me I found within both the feminist and academic communities, how I navigated that mistrust, and ultimately that mistrust offers insights into how both communities make compromises to sustain themselves.

published_or_final_version / Social Work / Master / Master of Social Sciences

Personas are fictitious characters that represent the needs of the intended users, and scenarios complementing the personas describe how their needs can be met. The present doctoral thesis considers the usage of personas and scenarios and how they are used in system development projects. The study is motivated by the relative lack of empirical data on the persona method in actual use. The study was carried out in the context of a large international research project called Nepomuk and involved two conceptually dif­ferent field studies. On the one hand, field studies in user settings were conducted, which aimed at creating personas and scenarios, and for which a user-centered design approach was applied using partici­pant observation, contextual interviews, video brainstorming and proto­typing. On the other hand, a field study in the setting of the Nepomuk project itself was conducted, which aimed at observing how the per­sonas and scenarios were received and used in the project work. The work conducted in the project setting was a multi-sited ethnographic field study, which was documented through ethnographic writing. The project setting field study showed that the persona method was difficult to put into consistent use, and the support of persona advocates guiding usage would have been helpful. The method was used without much effort to communicate about the needs and desires of the intended users, but was less successful in compelling project members to use personas and scenarios during various design activities. The field study also revealed alternative usages of the method that can be supported and utilized. The contributions of the thesis include an account of the effect the storytelling aspect has on the creation as well as usage of personas and scenarios. Also, the essential elements of constructing personas and scenarios are discussed as well as the prerequisites for making personas and scenarios support the design process in system development projects. Lastly, the thesis describes how personas and scenarios can support the communication of user needs and desires to project members and stakeholders as well as support design activities in system development projects. / QC20100629

published_or_final_version / Social Work / Master / Master of Social Sciences

Since the 1970s there has been rapid expansion of higher education provision in Libya and also concerns about quality versus quantity of education amid calls to reform higher education in Libya. The aim of the present study is to evaluate the current pedagogic approaches of geography teaching in Libyan universities. This information has been obtained by seeking the perceptions and attitudes through questionnaires of university teachers and students from eight Libyan higher education institutions, representing a range of locations and types of institution. A comparison was also made to UK geography teaching, using published information to indicate possible alternative approaches. The results from students were to a large extent consistent with the results of teachers, although there were some differences between the newly established institutions and the others. Respondents showed dissatisfaction towards many issues related to the teaching of geography at this level, notably the lack of specialized degrees; the inclusion of non-geography modules in courses; the integration of environmental issues within the curriculum; educational resources; the current conditions of laboratories; the teaching methods used by teachers; lecture presentation methods; the illustrative aids used by teachers; and the current fieldwork strategy. This study highlights the need for revision of current pedagogic approaches to geography teaching in Libyan universities, in which the UK's model may be a useful guide.

Master thesis: Wedding in the town of region of Zdar nad Sazavou Author: Bc. Veronika Macková Supervisor: PhDr. Jaroslava Krupková, CSc. ABSTRACT This thesis is focused on the description of the current marriage in the district town of Zdar nad Sazavou. The thesis is a methodology of field research, where I describe the basic information on how to collect information in the field. This work incorporates two general chapters on marriage. One is about how it is legally defined marriage in the Czech Republic, and the second deals with the status of marriage in human life. An integral part of this thesis is also crucial appreciation of literature and sources and historical development and current form Zdarsky whole region. In this thesis the main chapters are solved on three: the bridal, wedding day and the next day after the wedding. Each chapter has several requirements under subchapters. Contemporary wedding in the district town Zdar nad Sazavou is the traditional model compares the captured in the 19th and 20th century. In some cases, to explain the concept in this thesis are treated further in history. Keywords: wedding, groom, bride, Zdar nad Sazavou, fieldwork