Les recherches entreprises dans cette thèse portent sur la phénoménologie de la phénoménologie de Eugen Fink, dont la "Sixième méditation cartésienne" (1932) constitue l’exposition principale. Elles cherchent à en cerner le problème directeur et à l'analyser dans ses différentes formes. Elles entreprennent à cette fin une série d'allers et retours entre la phénoménologie de la phénoménologie finkienne et la phénoménologie husserlienne. C'est dans cette dernière en effet qu'émerge le problème méthodologique abordé par Fink dans la Sixième méditation : le problème de la phénoménalisation de la temporalisation originaire. Il peut être formulé en première instance de la manière suivante : d'une part, la temporalisation originaire ne se phénoménalise qu'en tant que niveau constitutif distinct du flux immanent ; d'autre part la temporalisation originaire ne se phénoménalise que d'après le niveau constitutif du flux immanent. Il s'agit dès lors de savoir comment la temporalisation originaire peut se phénoménaliser à la fois comme niveau constitutif du flux immanent et d'après le niveau constitutif du flux immanent. Ce problème est abordé dans la "Sixième méditation" comme question de savoir comment penser, d'une part la réduction transcendantale et, d'autre part, le retour du spectateur phénoménologique dans l'attitude naturelle. Notre thèse cherche à montrer l'importance du concept de Schwingung pour penser ce double mouvement de phénoménalisation : celle-ci ne consiste pas pour le spectateur phénoménologique à s'installer dans le niveau constitutif de la temporalisation originaire, mais à osciller [schwingen] entre ce dernier et le niveau constitutif du temps immanent. / This thesis concerns E. Fink's phenomenology of phenomenology, witch the “Sixth Cartesian meditation” (1932) is the main document. The research is focussed to address it in its basic issue and to analyse it in its different forms. To reach this result a series of investigations both in Finkian phenomenology of phenomenology and in Husserl's phenomenology were performed. In the last one we find the methodological problem that Fink explored in the “Sixth meditation”: the phenomenalizing of original temporality. This item was elaborated by Fink as the problem of unity between the transcendental reduction and the return of the phenomenological onlooker into the natural attitude. In this work we highlight the importance of concept of Schwingung to think these double movements of phenomenalizing: this does not consist for the phenomenological onlooker to put himself in the constitutive level of original temporality, bur to oscillate [schwingen] between it and the constitutive level of immanent time.

An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Research Study By Barbara A. Boksz © November 8, 2012 This study examined the process teachers used to change their pedagogy to deliver effective instruction using Web 2.0 tools. A phenomenological approach examined the "lived experiences" of seven secondary teachers through in-depth interviews giving this study an in-depth qualitative analysis of teachers and technology. The widening digital divide between teachers and students causes a barrier for educators trying to reach their students. Students are raised with pervasive technology, while teachers are using Web 2.0 tools on a personal basis, but may not yet be successful in adapting their pedagogy to effectively use the tools for instruction. The ease of use and user friendly interface of Web 2.0 tools makes them a possible catalyst to help teachers change their pedagogy. Past teacher professional development focused on providing teachers with the technical knowledge to bridge the gap, but has fallen short of causing the paradigm shift needed to change pedagogy to use current tools effectively. The Technological Pedagogical and Content Knowledge (TPACK) framework has been used in professional development and proven to lead to an effective change in teachers' pedagogy. Most current research has examined both the TPACK framework and Web 2.0 tools, but few researchers have looked at the teacher perspective on the issue. The findings of this study indicated the types of Web 2.0 tools and how they are being utilized, the reasons why teachers are using the tools for instruction, and the technological factors influencing their use. Lastly, the impact their TPACK had on their success in adapting pedagogy points to the need for support either through professional development or support from colleagues. The "lived experiences" of the teachers provided implications for professional development assisting in making the change process easier for teachers, administrators, and students. This study provided an in-depth look at the relationship between in-service teachers, their TPACK, and how it relates to educational technology. In addition, this study demonstrated the rigorousness of phenomenology as a primary research method for educational technology.

Professional development in education is often a process focused on teachers' limitations. Teachers are rarely offered choices in professional development, nor are they asked to qualify the attributes of their professional development experiences they find most meaningful. This study situates the National Writing Project as a specific professional development program from which to consider teachers' beliefs and perceptions regarding their professional development experiences. The study begins with a broad view of professional development, then directs attention to the Writing Project as a professional development model. Ten teachers participated in individual and focus group interviews for the study. Interview data were collected and analyzed using a qualitative phenomenological approach to discern the features of the Writing Project that teachers value as a professional development experience. Results from this study include five essential elements of the Writing Project experience as reported by participants. Results show that the Writing Project builds teachers' instructional and pedagogical capacity, sponsors teachers' professional voice, breaks down isolationism, connects teachers to the writer within themselves, and attracts leaders while facilitating leadership in its members. The study concludes with a discussion of the implications researchers and educators may draw from the results.

This study uses a postcolonial perspective to examine the construction of cultural identities in second generation South Asian women. It critiques traditional strategies of immigrant incorporation, including assimilation and cultural pluralism, for their androcentric and essentialist tendencies. It was found that the women constructed a cultural hybrid identity, and using Homi Bhabha's notion of third space, I discuss the process of how this hybrid identity is constructed. A phenomenological approach, in which the subjective voices of the participants are privileged, was used to analyze nine interviews for themes relating to the construction of a hybrid identity.

This dissertation explores how people frame environmental change. Specifically, this work explores the identity loss that residents of coastal Louisiana experience due to coastal land loss. I rely on 126 in-depth interviews of residents from communities in six coastal parishes (counties). Respondents convey the meanings they give to land loss through constructing a narrative of place. A phenomenological approach is employed that focuses on how stories are told and the subjective interpretations of societal members. First, Louisiana's coastal communities hold a significant attachment to place that in many cases has been developing for close to three centuries. For most residents, place is an inseparable part of identity. Second, Louisiana's coastal land loss is an environmental disaster that causes a heightened awareness of place attachment among residents. Along with a keen awareness of their attachment due to anxiety over land loss, residents believe little is being done to abate that loss. While some erosion and subsidence of the coastal wetlands is natural, much of the loss is caused by human action upon the environment. Communities have watched this mostly slow onset disaster for over fifty years, yet the issue only began receiving significant attention in the last few years of the twentieth century. A third factor contributing to the sense of loss residents experience is their alienation from the bureaucratic and technological processes of coastal restoration. Residents believe that their localized expert knowledge has been dismissed by the institutional expertise of scientific knowledge. Residents say that part of who they are is eroding and they feel helpless and in some respects, prevented from doing anything to alleviate that loss. Exploring the impact of Louisiana's coastal land loss on residents' attachment and identification with place can shed light on the role communities themselves can play in policy and restoration projects. In this regard, the meanings residents' ascribe to places are important for how and what decisions are made concerning those places.

Despite its indisputable successes, the Standard Model of particle physics (SM) is widely considered to be an effective low-energy approximation to an underlying theory that describes physics at higher energy scales. While there are many candidates for such a theory, nearly all of them predict the existence of additional particles beyond those of the Standard Model. In this work, we present three analyses aimed at discovering new particles at current and future particle colliders. The first two analyses are designed to probe extended scalar sectors, which often arise in theories beyond the Standard Model (BSM). The structure of these extended scalar sectors can be described by a physically well-motivated class of models, known collectively as Two- Higgs Doublet Models (2HDMs). The scalar mass spectrum of 2HDMs is comprised of two CP-even states h and H, a CP-odd state A, and a pair of charged states H± . Traditional searches for these states at particle colliders focus on finding them via their decays to SM particles. However, there are compelling scenarios in which these heavy scalars decay through exotic modes to non-SM final states. In certain regions of parameter space, these exotic modes can even dominate the conven- tional decay modes to SM final states, and thus provide a complementary avenue for discovering new Higgs bosons. The first analysis presented aims to discover charged Higgs bosons H± via top decay at the LHC. We find that the exotic decay modes outperform the conventional decay modes for regions of parameter space with low values of the 2HDM parameter tan β. The second analysis aims to systematically cover all the exotic decay scenarios that are consistent with theoretical and experimental con- straints, at both the 14 TeV LHC and a future 100 TeV hadron collider. We find that the preliminary results are promising - we are able to ex- clude a large swathe of 2HDM parameter space, up to scalar masses of 3.5 TeV, for a wide range of values of tan β, at a 100 TeV collider. In addition to these two analyses, we also present a third, aimed at discovering pair produced higgsinos that decay to binos at a 100 TeV collider. Higgsinos and binos are new fermion states that arise in the Minimal Supersymmetric Standard Model (MSSM). This heavily- studied model is the minimal phenomenologically viable incorporation of supersymmetry - a symmetry that connects fermions and bosons - into the Standard Model. In the scenario we consider, the bino is the lightest supersymmetric partner, which makes it a good candidate for dark matter. Using razor variables and boosted decision trees, we are able to exclude Higgsinos up to 1.8 TeV for binos up to 1.3 TeV.

Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / Coaches have been found to have a remarkable influence on the physical and psychological development on their athletes and that their main responsibility is to help their athletes perform at their maximum level and reach goals that they could not attain on their own. Coaches are responsible for developing athletes’ mental, physical, technical, and tactical abilities, and in addition to all of these responsibilities, they are also expected to win. The coach-athlete relationship can thus be regarded as the conveying of technical skills and mentoring from coach to athlete. Despite the responsibilities of a coach, the athlete-coach relationship is fundamental in the process of coaching because its nature is likely to determine the athlete’s satisfaction, self-esteem and performance accomplishments. The aim of this study was to investigate female university track and field athletes’ lived experiences within the athlete-coach relationship to gather psychological effects relating to performance. The objectives were to explore the lived experiences of female university athletes within the athlete-coach relationship, investigate the psychological effects, and explore the impact it has on performance within the athlete-coach relationship. The researcher adopted the qualitative research method approach using the phenomenology design to explore and obtain a better understanding into the psychological effects of the athlete-coach relationship on an athletes’ performance. Semi-structured interviews were used to gather data. Following the interviews, all data was analyzed using the 3+1C’s conceptualized model as the theoretical framework. This model was used as it defines the coach-athlete relationship as a situation in which coaches and athletes’ closeness, commitment, and complementarity are co-orientated. The 3+1C’s model explored the athlete-coach relationship from the athlete’s perspective which elicited positive and negative psychological and performance effects within the athlete-coach dyad. The research findings of this thesis it can be concluded that the behaviours of coaches have an influence on female athletes’ psychological state as well as performance; and found that when coaches and athletes work together to achieve goals the relationship is more likely to be successful and the athlete is more likely to achieve goals. Furthermore it was concluded that affective emotional feelings of female University athletes are important in developing an effective athlete-coach relationship and facilitating positive psychological effects.

<p>For living things, being spatial means being in some place. Beyond mere geometric containment, this being in place reveals a relational and active spatiality that arises through one’s bodily interaction with an environment. However, for human beings this engagement occurs primarily through the medium of technology, broadly construed as the production and use of artifacts. Working at the intersection of philosophy of technology and phenomenology, my project accounts for this technologically mediated spatiality. In particular, I develop extant arguments that technology is best understood as an extension and externalization of our bodies and minds into the environment. I argue that this technological extendedness generates a <i>topological</i> spatiality that is a key feature of human existence. Put differently, I show that we are more than bodies <i>in</i> space; rather, we <i>are </i>spatial <i>via</i> our relation to technology.</p>

Thesis advisor: Richard M. Jackson / Belonging in schools is an often-researched topic. However, the lived experiences of students with disabilities as related to belonging have not been explored in great depth. The purpose of this phenomenological study was to begin to understand the lived experiences of belonging for middle school students with emotional and behavioral disorders (EBDs) through a relational lens (relational here was meant as more than just focusing on relationships). This phenomenological approach allowed for an in-depth exploration of how participants understand belonging and how it impacts their lives. Ten student participants were interviewed over a series of four interview sessions in which they discussed their experiences with and understanding of belonging in school. Findings revealed complex and multifaceted subjective lived experiences of belonging. Findings are presented here through participant summaries, across participants in broader descriptive themes, and through the creation of a participant model. Interpretive themes are also presented to help guide further analysis and understanding of the findings. Considering the qualitative nature of this study, these themes are not meant to be reductive, but rather to generate additional questions. In keeping with this purpose, a Generative Model of Belonging was created from the broader literature base on middle school belonging, and this model was revisited and revised based on the findings of this study. It was also used to create the aforementioned participant model. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Jeffrey Bloechl / Is it possible for a finite thing to mediate an infinite God? Would it not be as futile as a hand trying to grasp the entire earth, or a seashell to contain the ocean? A finite thing is by definition limited, and thus its attempt to reveal an infinite God seems to lead immediately to two possible outcomes: (a) idolatry, where the finite fails to adequately capture God, where mediator becomes imposter, and (b) iconoclasm, which recognizes the inevitable failure of mediation and seeks to avoid or destroy any further attempts to carry it out. While taking different courses of action, their opposition reveals a deeper unity: both posit an implicit competition between the infinite God and finite reality. And yet most religions still claim mediation of God is possible. How do they avoid this impasse? To explore this possibility of mediation, I turn to the things themselves, focusing on the particular case of the icon. As something to be looked at, touched, or kissed, the icon reminds us how deeply rooted we are in the senses we prefer to take for granted, and cuts short any attempts to “spirit away” the finite limitations of human existence. The Introduction contextualizes this first problem, but upon turning to the icon in Chapter 1 a second problem immediately arises. What is an icon, and how do we approach it? Aesthetics, history, patristics, and contemporary theology have a legitimate claim on its identity, but also suffer from significant blind spots. By untangling the lines of these debates, I show that two questions critical to my inquiry remain without a satisfactory answer: 1) What is an image, and how does it mediate the truth in what it shows? 2) What would it mean for God to “show” himself? I argue that phenomenology will serve as a productive way forward on both these fronts. Chapter 2 uses the work of Hans-Georg Gadamer to address the first of these questions with a hermeneutic phenomenology of the image. Chapter 3 addresses the second in dialogue with Jean-Luc Marion. Although Marion does engage with the question of the painted icon in several places, the “icon” for Marion is not primarily a question of images, but of the unique way that God shows himself. When combined with Gadamer’s aesthetics this will offer the launching point for my phenomenological analysis of the icon in Chapters 4 and 5. The icon is something to be seen, but also something to be touched and kissed. It is a kind of representational art, with a unique style and clearly defined content, but also embedded in a practice of substitutional prayer and shared with a liturgical community. I show how each of these dimensions of meaningful mediation arises within ordinary human experience and how its structure changes as it is extended in prayer. Chapter 6 closes the inquiry by drawing these particular results into a final and general model of “iconic mediation.” This begins to explain how a finite thing in its limitations and particularities can mediate an infinite God, but only once we have exposed and subverted the layers of iconoclasm implicit in the original question. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Philosophy.