Bakgrund: Diabetes typ 1 är en kronisk autoimmun sjukdom som orsakar att personen behöver regelbunden behandling. Det påverkar deras vardag och kan orsaka både kort- och långsiktiga komplikationer. Livet som ung vuxen kan vara utmanande och att samtidigt leva med kronisk sjukdom kan skapa svårigheter, i en redan komplex period i livet. Utökad kunskap om detta är därför viktigt för hälso- och sjukvårdspersonal. Syfte: Att beskriva unga vuxnas upplevelser av att leva med diabetes typ 1. Metod: Litteraturstudien baseras på kvalitativa studier och analyserades med kvalitativ manifest innehållsanalys med induktiv ansats. Resultat: Data resulterade i 7 slutkategorier: Stöttande omgivning är betydelsefullt och ger trygghet, Svårighet att hitta balans mellan diabeteshanteringen och livet, Det ökade ansvaret är betungande men leder även till personlig utveckling, Önskan att passa in och inte stigmatiseras, Behov av frihet och kontroll kan påverka diabeteshanteringen, Att det finns barriärer inom hälso- och sjukvården, Rädsla över komplikationer och graviditet. Slutsatser: Upplevelser av att leva med diabetes typ 1 varierade mellan de unga vuxna. Det fanns en gemensam önskan över ökad kunskap och förståelse i samhället och hos hälso- och sjukvårdspersonal för att de ska kunna tillgodose individuella behov och en personcentrerad vård.

What could it mean to be a physicist specialized in radioactivity in the early 20th century Vienna? More specifically, what could it mean to be a woman experimenter in radioactivity during that time? This dissertation focuses on the lived experiences of the women experimenters of the <i>Institut für Radiumforschung</i> in Vienna between 1910 and 1938. As one of three leading European Institutes specializing in radioactivity, the Institute had a very strong staff. At a time when there were few women in physics, one third of the Institute's researchers were women. Furthermore, they were not just technicians but were independent researchers who published at about the same rate as their male colleagues. This study accounts for the exceptional constellation of factors that contributed to the unique position of women in Vienna as active experimenters. Three main threads structure this study. One is the role of the civic culture of Vienna and the spatial arrangements specific to the <i>Mediziner-Viertel</i> in establishing the context of the intellectual work of the physicists. A second concerns the ways the Institute's architecture helped to define the scientific activity in its laboratories and to establish the gendered identities of the physicists it housed. The third examines how the social conditions of the Institute influenced the deployment of instrumentation and experimental procedures especially during the Cambridge-Vienna controversy of the 1920s. These threads are unified by their relation to the changing political context during the three contrasting periods in which the story unfolds: a) from the end of the 19th century to the end of the First World War, when new movements, including feminism, Social Democracy, and Christian Socialism, shaped the Viennese political scene, b) the period of Red Vienna, 1919 to 1934, when Social Democrats had control of the City of Vienna, and c) the period from 1934 to the <i>Anschluss</i> in 1938, during which fascists and Nazis seized power in Austria. As I show, the careers of the Institute's women were shaped in good part by the shifting meanings, and the politics, that attached to being a "woman experimenter" in Vienna from 1910 to the beginning of the Second World War. / Ph. D.

Scarce is the research on the effects of the social and political climates of the Civil Rights era on children of that time. Comparisons are made throughout these writings between that era and the social and political climates that exist today in the United States of America. Specifically, the effects of these climates on Black males are examined across contexts. To better understand the Black male perspective, this body of research contributes to filling the gap of scarce research about older Black men, exploring lived experiences of eight African-American and Black men, 66-78 years of age, through first person interviews. A phenomenological research design and first person interviews allowed the researcher to find themes in the lived experiences of these men. Some of their life experiences (e.g., experiencing racism and disrespect related to being Black men), parallel the research findings throughout the literature review about the life experiences of generations of younger Black males that are coming behind them. Six themes were drawn, from the lived experiences of these men, to answer two research questions that guided the study. Those themes are: 1) personal experience with discrimination, racism or prejudice, 2) the need for strong familial support, 3) the importance of being aware of differences, 4) learning about your-self, 5) giving back to family and community and, 6) views about the need for counseling. From this research, implications are made for counselors, counselor educators and community advocates. / EDD / There are not a lot of research articles that follow the lives of children that lived through the Civil Rights Era, specifically young Black boys of that time. That era was full of social and political climates that the researcher compares to the social and political climates that exist as recently as the time of these writings in 2018. In this research study, the researcher interviewed eight African-American and Black men, ages 66-78, about their experiences living as men in the United States of America. Their life experiences are filled with lessons about racism, building positive family support, learning about yourself, taking care of responsibilities and community advocacy, to name a few. One of many potential benefits of these experiences is the impact it can have on young Black boys today who are living through social and political climates like those that the men interviewed lived through. The men interviewed were able to look back on their lives as young men and offer words of wisdom and advice to young Black men today. These words of wisdom and research have the potential to benefit the way mental health clinicians provide care for their clients, the way community members advocate for their young Black male citizens and the way police interact with citizens, specifically young Black men. For the purpose of this research, African-American is the term used to describe an American of African and especially of black African descent. Black is the term used to describe a person having origins in any of the Black racial groups of Africa. The men interviewed were also asked about their view of respect which, for this research, is defined as: high or special regard: the quality or state of being esteemed.

This thesis explores the lived experiences of individuals living with HIV in Tarrant County through an ethnographic research design. This study highlights four emergent themes: the beginning of one's healthcare journey, stigma within a medical care setting, the lasting provider-patient relationships that can form, and shifting relationship dynamics. Participants' experiences reveal their challenges, from discomfort in a healthcare setting to disclosing their status to their support system. Insights from these individuals informed feasible strategies to combat HIV-related stigma.

Latina community college students face significant barriers in achieving their educational goals, particularly transferring to 4-year institutions. Despite comprising a large and growing demographic within community colleges, their unique needs and experiences often remain unaddressed. This qualitative study explored the lived experiences of Latina community college students in Los Angeles County aiming to transfer to 4-year universities I sought to understand their challenges, needs, and supports as community college students. Employing a counter- storytelling approach, the study utilizes Platicas methodology and method, informed by Latina/o Critical Race Theory (LatCrit) (Huber, 2010) and Community Cultural Wealth (CCW) frameworks (Yosso, 2005). Data collection involved in-depth Platicas with Latina students to capture their experiences navigating community college. Two research questions guided this research: How do Latina students reflect and describe their experiences navigating community college, particularly in relation to transferring to a 4-year institution? What do Latina students identify as their needs, challenges, and supports within their respective community colleges to facilitate successful transfer? Understanding the lived experiences of Latina students is crucial for developing student-centered policies and practices that promote their success in transferring to 4-year institutions. This research aimed to contribute to a more equitable and inclusive educational journey for Latina students pursuing higher education.

[pt] A cidade do Rio de Janeiro sofreu grandes modificações ao longo de sua história. Mudanças que ocorreram principalmente para facilitar a especulação imobiliária. Existem, porém, grupos que participaram da construção da cidade que possuem uma narrativa particular sobre essas mudanças e podem contribuir para apresentar outras perspectivas sobre a ocupação da cidade. A pesquisa mostra a história da Orla da cidade do Rio de Janeiro a partir da narrativa dos surfistas. A experiência desse grupo mostra como o conhecimento vivido de grupos que testemunharam as mudanças ocorridas na cidade ao longo da história, pode auxiliar o conhecimento técnico-científico nas decisões políticas para a construção e ocupação do território na busca de uma lógica que valorize os diferentes aspectos sociais, culturais e ambientais. Foi utilizada o método etnográfico através de questionários e entrevistas direcionados aos surfistas e outros atores sociais aliados ao resgate histórico e documental sobre as obras que ocorreram na orla da cidade. Ficou claro o papel político que os surfistas tiveram na ocupação da orla da cidade como ela é atualmente, sendo agentes sociais importantes na preservação ambiental das praias e da qualidade das ondas. É importante que o impacto na surfabilidade seja levado em consideração nos Estudos e Relatórios de Impacto Ambiental das obras realizadas na Orla e que possam existir projetos e leis que preservem o Meio Ambiente e a qualidade das ondas das praias brasileiras, como vem acontecendo em diversos locais do mundo, pois isso envolve aspectos sociais e econômicos importantes nos lugares onde existem ondas de boa qualidade para a prática do surf. / [en] The city of Rio de Janeiro has undergone major changes throughout its history. Changes that occurred mainly to facilitate real estate speculation. There are, however, groups that participated in the construction of the city that have a particular narrative about these changes and can contribute to presenting other perspectives on the occupation of the city. The research shows the history of the seashore in the city of Rio de Janeiro from the narrative of surfers. The experience of this group shows how the lived knowledge of groups that witnessed the changes that occurred in the city throughout history can help technical-scientific knowledge in political decisions for the construction and occupation of the territory in the search for a logic that values the different aspects social, cultural and environmental. The ethnographic method was used through questionnaires and interviews aimed at surfers and other social actors allied to the historical and documentary rescue of the works that took place on the edge of the city. It was clear the political role that surfers played in the occupation of the city s edge as it currently is, being important social agents in the environmental preservation of beaches and the quality of waves. It is important that the impact on surfability is taken into account in the Environmental Impact Studies and Reports of the works carried out on the seashore and that there may be projects and laws that preserve the Environment and the quality of waves on Brazilian beaches, as has been happening in several places in the world, as this involves important social and economic aspects in places where there are good quality waves for surfing.

Doctor of Philosophy / Department of Special Education, Counseling, and Student Affairs / Kenneth Hughey / The characteristics and needs of college students across the United States are ever-changing. As Millennial generation students, born between 1982 and 2003 (Howe & Strauss, 2000), attend college, unique characteristics are present. Commonalities within the Millennial generation have been identified; however, socioeconomic status can impact a student’s ability to demonstrate these characteristics of the Millennial generation (Ramsey, 2008). Socioeconomic status still remains the greatest predictor of college aspirations but can prohibit some Millennial students from the opportunity to attend college (Greene, Huerta, & Richards, 2007). This qualitative study investigated the lived experiences of low socioeconomic Millennial generation college students. Bourdieu’s (1977; Bourdieu & Passeron, 1977, 1990) Cultural Capital Theory was used as the framework to address four research questions regarding knowledge of college, academic experiences, types of support, and collegiate involvement. Research questions were developed utilizing a phenomenological methodology consisting of two semi-structured interviews with open-ended interview questions as the primary data source. Through the analysis of the participant interviews, themes of their lived experiences as a low socioeconomic status Millennial generation college student emerged. Participants shared that their families lacked knowledge and information about college although they encouraged and supported them and understood the importance of a college degree. Although the educational experiences of the participants varied, most encountered challenges transitioning from high school to college. The most important educational experience for the participants is obtaining a college degree, greatly impacting their future. Although self-supportive for most of their lives, attending college is possible through the financial support of the 21st Century Scholars Program. This financial support and the support of their collegiate friends going through similar experiences have been important. Involvement in collegiate activities was important for the participants’ future careers, relationships, and learning; however, they sought these opportunities on their own. This research supports and encourages student affairs practitioners to enhance and improve the services and support provided to low socioeconomic status students in the college community. In addition, this study supports the need for more research related to socioeconomic status within higher education as well as reexamining student development theories to take into consideration socioeconomic status.

Doctor of Philosophy / Curriculum and Instruction / Debbie K. Mercer / This phenomenological study explores the lived experiences of two elementary pre-service teachers in a Mid-western rural university in an attempt to heighten the quality and depth of those experiences as they pertain to pre-service teacher preparation prior to student teaching. The study analyzed the pre-service teachers’ descriptions of their lived experiences in elementary schools during internship experiences and how those experiences contributed to their personal growth as educators. Flick’s (2009) recommendations for phenomenological data analysis of personal journals and face-to-face interviews was used as a methodological framework for exploration of the two pre-service teachers’ lived experiences while Van Manen’s (1990) journal and interview methodologies were used for data collection. The findings were represented in thematic format and revealed transformational learning experiences for both participants. The six phenomenological themes captured the essences of teacher and student relationships and how classroom experiences contributed to personal learning opportunities for the pre-service teachers. Moreover, the findings of this study bolstered the necessity for pre-service teachers to reflect upon and evaluate interpersonal and intrapersonal lived experiences as they relate to the basic tenets of phenomenology in order to gain a fuller appreciation for how lived experiences of pre-service teachers, and their students, contribute to professional growth and improved decision-making skills. This study argues for a more attuned investigation of the basic tenets of phenomenology to increase student achievement through improved teacher and student relationships, and to enhance pre-service teachers’ personal and professional learning.

Western psychology has in its current position and definition laid claim to the “psychology” landscape, despite being the construction of one epistemology. This imposition allows western psychology to dominate and control the “psychology” landscape, to the detriment of other equally valid and “scientific” “psychologies”. We argue for redefinition of western psychology in terms of lived experience or soul, so that it can co-exist with other “psychologies”. This should co-facilitate the process of repositioning western psychology into a dialogically equal relationship with indigenous african psychology. Redefinition of western psychology is dependant on psychologist’s appreciation of the relativity of epistemological frameworks and ability to challenge their own subjectivities. This in turn requires epistemological curiosity. This study adopts a conceptual, autoethnographic approach and methodology. Our aim is not to provide answers, but rather create a context for dialogue. / Psychology / M.A. (Psychology)

This study investigated the differences between descriptions of the lived experiences of painful loneliness and comfortable aloneness. Loneliness, is documented as a modern-day social problem, associated with psychic pain and suffering and myriad mental and physical health problems. Uncomplicated, comfortable or neutral aloneness, is scarce in the literature, with allusions to the possibility that people may never feel lonely. The 'essences' of the experience ofpainfol loneliness have been gathered from the literature, while the 'essences' of the experience of comfortable aloneness have been gathered interviews with five people who are comfortable or ambivalent about their aloneness. The qualitative methods of heuristic and phenomenological research have been used to interpret and make sense of the raw data generated. It was found that the subjective experiences of aloneness and loneliness are fundamentally different, and that the thoughts, meanings and realities associated with either state are similarly disparate. / Psychology / M.A. (Clinical Psychology)