This qualitative research study explored the perceived experiences of doing science with an artistic spirit through the voices of living scientists who also engage in the arts. The purpose was to understand how accomplished scientists who engage in the arts make sense out of their experience of doing science and to gain the scientists’ perspectives on the context of their experience. Four highly able scientists (ages 31-61) with expertise in their field who also self-identified as actively engaged in the fine arts were given a voice on the following issues: 1) What are your perceived experiences of doing science? As such, what can we infer about the role of the arts in doing science? 2) Based on personal experiences, are there implications for the integration of the arts and sciences in education? Through hermeneutic phenomenological methodology using thematic analysis, four major themes emerged: 1) Risking Success in a Scientific Vocation; 2) Feeling Healthy through the Arts (Satisfying an Inner Drive; Coping in a Stressful World); 3) Gaining and Giving Different Perspectives through the Arts (Complementary Tools of Perception; Complementary Processes of Perception); 4) Feeling Connected to Something More through the Arts. Each theme alluded to some aspect of aesthetic experience or extracognition, emphasizing the role of the arts in attaining such experiences. Educational implications are discussed in light of aesthetic experience, extracognition, and also interdisciplinary education in today’s context of science education.

This qualitative research study explored the perceived experiences of doing science with an artistic spirit through the voices of living scientists who also engage in the arts. The purpose was to understand how accomplished scientists who engage in the arts make sense out of their experience of doing science and to gain the scientists’ perspectives on the context of their experience. Four highly able scientists (ages 31-61) with expertise in their field who also self-identified as actively engaged in the fine arts were given a voice on the following issues: 1) What are your perceived experiences of doing science? As such, what can we infer about the role of the arts in doing science? 2) Based on personal experiences, are there implications for the integration of the arts and sciences in education? Through hermeneutic phenomenological methodology using thematic analysis, four major themes emerged: 1) Risking Success in a Scientific Vocation; 2) Feeling Healthy through the Arts (Satisfying an Inner Drive; Coping in a Stressful World); 3) Gaining and Giving Different Perspectives through the Arts (Complementary Tools of Perception; Complementary Processes of Perception); 4) Feeling Connected to Something More through the Arts. Each theme alluded to some aspect of aesthetic experience or extracognition, emphasizing the role of the arts in attaining such experiences. Educational implications are discussed in light of aesthetic experience, extracognition, and also interdisciplinary education in today’s context of science education.

This qualitative research study explored the perceived experiences of doing science with an artistic spirit through the voices of living scientists who also engage in the arts. The purpose was to understand how accomplished scientists who engage in the arts make sense out of their experience of doing science and to gain the scientists’ perspectives on the context of their experience. Four highly able scientists (ages 31-61) with expertise in their field who also self-identified as actively engaged in the fine arts were given a voice on the following issues: 1) What are your perceived experiences of doing science? As such, what can we infer about the role of the arts in doing science? 2) Based on personal experiences, are there implications for the integration of the arts and sciences in education? Through hermeneutic phenomenological methodology using thematic analysis, four major themes emerged: 1) Risking Success in a Scientific Vocation; 2) Feeling Healthy through the Arts (Satisfying an Inner Drive; Coping in a Stressful World); 3) Gaining and Giving Different Perspectives through the Arts (Complementary Tools of Perception; Complementary Processes of Perception); 4) Feeling Connected to Something More through the Arts. Each theme alluded to some aspect of aesthetic experience or extracognition, emphasizing the role of the arts in attaining such experiences. Educational implications are discussed in light of aesthetic experience, extracognition, and also interdisciplinary education in today’s context of science education. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This thesis explores Ralston Crawford’s canvases painted after witnessing the events of Operation Crossroads at the Bikini Atoll in 1946. Commissioned by Fortune, the artist provides the viewer with a unique and captivating view of the destruction wrought by atomic weaponry. Through a careful look at Crawford’s relationship with Fortune, Edith Halpert’s Downtown Gallery, and Crawford’s artistic contemporaries, this thesis positions the paintings within the art historical and cultural context of the mid-twentieth century and asserts their importance to the history of the Atomic Age. The thesis traces Crawford’s artistic development and his use of an Americanized Cubist language. In addition, the thesis looks closely at the rich cultural fabric of the postwar era and evaluates Crawford’s position in the American Art scene. / text

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Ability grouping has become increasingly common in the teaching of English in Swedish secondary schools. This study was concerned with the effects of different group constellations on the more able pupils. The research questions involved the able pupils’ performance, their roles in mixed-ability groups and whether the learning environment is better for them when they work with other able pupils. The study used discourse analysis of group interaction in the target language between pupils in year eight. It was found that able pupils perform according to their pre-defined skill, regardless of what groups they were put in. They also supported and lifted the interaction to higher levels in mixed-ability groups. Finally, the results suggested that able pupils might have a greater chance to develop their English in tracked groups. It is argued that this has implications for the implementation of ability grouping in the teaching of second languages in Sweden.

This thesis investigates and analyses the level of challenge for able students in an 11-18 Academy. It is addressed from my position as the Principal of the case study Academy and a novice researcher. Eight teachers who formed the Teaching and Learning group within the Academy participated in the study, as part of a community of practice with an interest in the issue addressed and the research process. The study focused on concerns arising from Learning Walks and Ofsted feedback about the perceived lack of challenge for able students. Using a three layer action research methodology, the views and practices of staff and students about challenge in ILTs (Independent Learning Tasks) were explored. An initial brainstorming activity was followed by questionnaires, lesson observations and focus group sessions with a sample of 100 students (Years 7, 9, 10 and 11). At the close of the first layer of research, data analysis revealed a range of levels of challenge in different subject areas, and from these a Year 10 Geography group was selected, with the support of the teacher. The second action research layer involved the Geography teacher and 15 Geography students who had identified a lack of challenge in their ILTs. This shifted the focus of the research to consider the cognitive challenge incorporated into tasks, focusing on thinking skills and questioning techniques. The third and final action research layer resulted in a newly developed, collaboratively-constructed ‘student friendly’ thinking skills analysis which provided powerful and formative insights to ‘label’ challenge. The teacher responded reflexively to the outcomes by trying out a redeveloped approach to ILTs (homework) and questioning techniques within the Academy. The findings from this investigation suggest that, cognitively challenging, problem-solving tasks, co-constructed with students to include opportunities for Socratic questioning provide for greater challenge in the classroom. Finally, the benefits to be gained from establishing a research community where the Principal is the lead researcher, include an increased emphasis on staff as change agents and the critical contribution of student voice in pursuit of challenging teaching and learning.

Rating of Perceived Exertion (RPE) relates to how ‘hard’ or ‘easy’ an exercise feels. The Borg 6-20 RPE scale is the most widely used scale to estimate the overall, peripheral and central perception of effort. To date, there are a limited number of studies on the use and efficacy of perceived exertion in persons with spinal cord injury and/or disease. The findings from these studies are also equivocal. Therefore, the aims of this thesis were to assess: i) the relationship between the RPE and physical and physiological markers of exercise intensity during arm cranking exercise in able-bodied and individuals with spinal cord disease, ii) the efficacy of sub-maximal RPE values to predict peak oxygen uptake during arm cranking exercise in able-bodied and paraplegic individuals using different exercise protocols, iii) the scalar property of the RPE during arm cranking exercise in able-bodied and paraplegic individuals. To achieve these goals, the thesis has been broken down to a series of seven studies. In each of these studies, except study 6, a group of able-bodied and a group of paraplegic participants were recruited to asses these hypotheses. Paraplegic individuals had spinal cord injury with neurological levels at or below the sixth thoracic vertebra (T6) or flaccid paralysis as a result of poliomyelitis infection. These individuals were physically active and participated in sports like wheelchair basketball, weightlifting, wheelchair racing and table tennis at both professional and recreational levels. Able-bodied participants were healthy and free from pre-existing injuries and physically active but not arm-trained. There were strong relationships between the RPE and each of the physiological and physical indices of exercise intensity during arm cranking exercise regardless of group or gender. Peak oxygen uptake can be predicted with reasonable accuracy from sub-maximal oxygen uptake values elicited during a sub-maximal perceptually-guided, graded exercise test for paraplegic individuals but not for able-bodied participants. It has also been shown that peak oxygen uptake can be predicted from power output using the equation prescribed by the American College of Sports Medicine (ACSM, 2006). Furthermore, for able-bodied participants using estimation procedures, a passive process in which an individual is asked to rate how ‘hard’ or ‘easy’ an exercise feels, the ramp exercise test provided more accurate prediction of peak oxygen uptake compared to the graded exercise test. For paraplegic persons using estimation procedures, the graded exercise test provided more accurate prediction of peak oxygen uptake compared to the ramp exercise test. Finally, the scalar property of the RPE (i.e., similar proportions of time at a given RPE) was evident during arm cranking exercise regardless of group. In conclusion, the prediction of peak oxygen uptake from sub-maximal exercise tests would provide a safer environment of exercise testing. In addition, using a sub-maximal protocol would make peak oxygen uptake more available for sedentary and clinical population compared to the graded exercise test to volitional exhaustion. Prediction of peak oxygen uptake from power output using the ACSM equation would make the estimation of peak oxygen uptake more available for large groups of people. Similar proportions of time were observed at a given RPE regardless of group or exercise intensity. The early RPE responses will give an indicator for how long a participant is going to exercise. This has important implications for rehabilitation settings. Based on the RPE responses the tester or the observer can increase or decrease the work rate to enable the participant to exercise for the desired duration.

This is a theoretical and exploratory study of the social construction of the lived experience I am calling "ableness."  Through the repetition of behaviors and practices performed by able-bodied people, the representation of the able body has come to appear natural and unconsciously taken for granted, as they do not have to think about their bodies in interaction with everyday objects. I argue that this able-bodied solipsism is heightened in advanced industrial societies where discourses and practices created by Human-Factors Engineering compile knowledge based on the assumption that the able body is the norm. This knowledge is then employed in the fabrication of everyday items. Through an examination of theoretical perspectives on impaired bodies, a history of human-factors engineering, and an ethnography of how able bodies interact with their everyday surroundings, I intend to uncover the assumptions underlying the social construction of "ableness" and able-bodied solipsism.

O pensamento ocidental entrou, em seus primórdios fundantes, em um beco, sem saber que se tratava de uma via sem saída. Quando chegado o tão esperado acabamento, não houve a recompensa sonhada, algum tipo de conhecimento pleno, mas o desânimo de uma obra não concluída. Foi necessário buscar uma saída, a qual não poderia ser outra senão a própria entrada. Assim, Nietzsche, Heidegger, Foucault, Arendt e outros redesenharam todo o percurso da filosofia até os que com desdém foram chamados poetas, os pré-socráticos, a estabelecer novas possibilidades para a já tão íntima relação entre verdade e liberdade, bem como novas possibilidades para o ser e seu modos, o dever-ser e o poder-ser, e, ainda, novas possibilidades para o próprio pensamento. / Western thought has entered, in its infancy founding, in an alley, not knowing that it was a dead end. When it reached the awaited end, there was no dreamed reward, some kind of full knowledge, but the dismay of a work not completed. It was necessary to find a way out, which could not be other than the entry itself. Thus, Nietzsche, Heidegger, Foucault, Arendt and others redesigned all the way of philosophy until those who were scornfully called poets, the pre-Socratics, to establish new possibilities for the already intimate relationship between truth and freedom, as well as new possibilities to the being and its modes, the being-ought and the being-able, and also new possibilities for thought itself.