This thesis offers a new approach to mind modelling in modernist narratives. Taking Nietzsche’s work as exemplary of modernist ideas about cognition’s relational basis, I argue that conceptual blending theory, a particularly cogent model of a fundamental cognitive process, has roots in modernism. I read inscriptions of relational cognition in modernist narratives as “conceptual blends” that invite cognitive mobility as a central facet of reader response. These blends, which integrate conceptual domains, invite similarity-seeing and difference-seeing, exposing the reader to new conceptual content and new cognitive styles; she is thus better able to negotiate the reading-related complexities of modernist narrative’s formal innovations and the real-world complexities of modernity’s local and global upheavals. Chapter One considers blending’s interrelated rhetorical motivations and cognitive effects in Chiang Yee’s Silent Traveller narratives: bringing together English and Chinese domains, Chiang’s blends defamiliarize his readers’ culturally entrenched assumptions, invite collaborative reading strategies, and thus equip his readers for relating flexibly to a newly globalized world. Moving away from blends in a text’s narration, Chapter Two focuses on blends as textual structuring principles. I read Virginia Woolf’s The Waves as a thinking mind with fundamentally relational cognitive processes; I consider the mobile cognitive operations we perform reading about a text’s mind thinking and thinking along with it. Chapters Three and Four cross the nebulous text-peritext border to examine blends in modernist prefaces. Chapter Three focuses on blends in Joseph Conrad’s and Henry James’s prefaces, relating them, through the reading strategies they invite, to the narratives they accompany. Chapter Four considers allographic prefaces to Arthur Morrison’s Tales of Mean Streets and two of Chiang’s narratives: blends in these prefaces invite the cognitive mobility necessary for reconceptualizing both allographic preface-text and East-West relations. All four chapters treat the modernist narrative text as a textual system whose blends, often interacting and borderless, signal reciprocal, mutually permeable relations among its textual levels. Dialogic relations also underwrite the interaction between these blends and blends the reader performs when engaging with them. Modernist narratives model (bear inscriptions of) cognition’s relational processes in order to model (shape) the reader’s mind.

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The purpose of this study was to investigate the relationship between two counseling approaches (cognitive and affective) and two types of client social character (inner-directed and other-directed) and to measure the effect of congruence between the two from the client's frame of reference.

The severity of cardiac dysfunction predicts mortality in septic patients. In this thesis, I have investigated the pathophysiology and the novel therapeutic strategy to attenuate cardiac dysfunction in experimental sepsis. I have developed a model of cardiac dysfunction caused by lipopolysaccharide (LPS)/peptidoglycan (PepG) co-administration or polymicrobial sepsis in young and old, male and female mice. There is good evidence that females tolerate sepsis better than males. Here, I have demonstrated for the first time that the cardiac dysfunction caused by sepsis was less pronounced in female than in male mice; this protection was associated with cardiac activation of a pro-survival pathway [Akt and endothelial nitric oxide synthase], and the decreased activation of a pro-inflammatory signalling pathway [nuclear factor (NF)-κB]. Patients with chronic kidney disease (CKD) requiring dialysis have a higher risk of sepsis and a 100-fold higher mortality. Activation of NF-κB is associated with sepsis-induced cardiac dysfunction and NF-κB is activated by IκB kinase (IKK). Here, I have shown that 5/6th nephrectomy for 8 weeks caused a small, but significant, cardiomyopathy, cardiac activation of NF-κB and expression of inducible nitric oxide synthase (iNOS). When subjected to LPS or polymicrobial sepsis, CKD mice exhibited exacerbation of cardiac dysfunction and cardiac activation of NF-κB and iNOS expression, which were attenuated by a specific IKK inhibitor (IKK 16). Thus, selective inhibition of IKK may represent a novel therapeutic approach for the sepsis-induced cardiac dysfunction in CKD patients. Activation of transient receptor potential vanilloid receptor type 1 (TRPV1) improves outcome in sepsis/endotoxaemia. The identity of the endogenous activators of TRPV1 and the role of the channel in the cardiac dysfunction caused by sepsis/endotoxaemia is unknown. Here, I have shown that activation of TRPV1 by 12-(S)-HpETE and 20-HETE (potent ligands of TRPV1) leads to the release of calcitonin gene-related peptide (downstream mediator of TRPV1 activation), which protects the heart against the cardiac dysfunction caused by LPS.

The failure of ‘blueprint’ development interventions to deliver substantive improvements in poverty reduction has been well recognised over the last twenty years. Process approaches seek to overcome the rigidity and top-down operation of much aid-funded intervention. Sustainable livelihoods approaches (SLA) are one of the latest additions to this family of approaches. As a theoretical framework and as a set of principles for guiding intervention, sustainable livelihoods thinking has implications for development management. Drawing on research exploring the application of sustainable livelihoods principles in ten development interventions, this paper considers how these principles have evolved from continuing debates surrounding process and people-centred (bottom-up) approaches to development management. This research suggests that whilst these principles can improve the impact made by interventions, the effective application of sustainable livelihoods and other process approaches are fundamentally restricted by unbalanced power relationships between development partners. / BCID Working Papers: http://www.brad.ac.uk/acad/bcid/research/papers/BCID_Research_Papers.php

This dissertation investigates what are the teaching methods that most stimulate learners’ autonomy and the pleasure to read. Questionnaires for undergraduate students and interviews with professors were used to gather data. Furthermore, a combination of different teaching methods was tested at an experimental workshop on Brazilian literature, in order to verify what initiatives can effectively help to stimulate learners’ autonomy and increase their motivation.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017 / This study was influenced by the persistently poor performance of learners in Accounting in the uThungulu district. The KwaZulu-Natal Department of Education has revealed that in 2012 the poor performance in most districts was caused by teachers’ poor knowledge of the content in the subject of Accounting. The KwaZulu-Natal Department of Education has also revealed that the challenge of curriculum implementation is caused by the use of an unclear methodology. The main purpose of this study was to identify strategies that would improve the implementation of the Accounting curriculum to provide effective approaches for quality education. This study briefly aimed at (a) determining the level of teachers’ command of the content knowledge in teaching Accounting; (b) establishing whether teachers are equipped with appropriate teaching approaches to teach Accounting; and (c) identifying challenges experienced by the Accounting teachers’ in teaching the subject in the uThungulu district. This study provided new ideas to all role players in the implementation of the Accounting curriculum on how they can use approaches in curriculum implementation to improve learners’ academic performance. It also provided insight into shortcomings that might be a challenge in implementing the Accounting curriculum. Various items in the literature were reviewed to give depth to the study. The methods of the case study were used, and twelve teachers were interviewed and observed in the classroom from four circuits under one circuit management. The analysis of data from both structured interviews and observations was separately presented. Three themes, with subthemes, were formulated from both structured interviews and observations. The following are some of the recommendation that arose from this study: The Department of Basic Education must work in collaboration with the Department of Higher Education to sharpen teachers’ content knowledge; qualified trainers must be used to train teachers on teaching strategies; the Department of Basic Education must work with the Department of Higher Education and accounting professional bodies to develop a handbook on teaching strategies which may help in teaching accounting at high school; The matric Accounting paper must be divided into two; and the Department of Basic Education must review the curriculum content, hours for teaching EMS, and all other challenges on teaching and learning EMS.

Aquest treball de recerca té per objectiu determinar com aborden l'aprenentatge els estudiants universitaris i quins són els factors que expliquen la seva adopció d'un o altre enfocament.S'aborda el tema sota el paradigma dels diferents Enfocaments d'Aprenentatge que descriu la manera com els estudiants entenen el seu aprenentatge considerant la intenció particular del subjecte i la relació entre el subjecte i el context en què es troba.Per recollir les dades s'ha utilitzat l'adaptació al castellà del qüestionari dissenyat per John Biggs denominat Qüestionari sobre el Procés d'Estudi. Les dades obtingudes a través d'aquest qüestionari ens han permès conèixer si els estudiants adopten un enfocament a l'hora d'aprendre superficial, profund o d'èxit en les diferents assignatures que cursen.Els resultats indiquen que els enfocaments es relacionen estretament amb algunes metodologies d'ensenyament que els promouen o inhibeixen, Així com amb els sistemes d'avaluació de l'aprenentatge. / Este trabajo de investigación tiene por objetivo determinar cómo abordan su aprendizaje los estudiantes universitarios y qué influye en su adopción de tal o cual enfoque de estudio.Se aborda el tema bajo el paradigma Enfoques de Aprendizajes que describe la manera de cómo los estudiantes abordan un contenido de aprendizaje considerando la intención particular del sujeto y la relación entre el sujeto y el contexto en el que se encuentra. Para ello fue utilizado el cuestionario preparado por John Biggs denominado Cuestionario sobre el Proceso de Estudio. El resultado de este Cuestionario permitió conocer qué enfoques de aprendizaje, superficial, profundo o de logro, los estudiantes adoptan para abordar las exigencias de aprendizaje de las asignaturas que cursan. Además, encontramos que los enfoques se relacionan estrechamente con algunas metodologías de enseñanza que los promueven o inhiben, como por ejemplo las evaluaciones del aprendizaje. / This research work aims to determine how universities students address their learning and what influences their decision of what approach to study to about. It uses the Learning Approaches paradigm which describes the way students address a learning content, considering the particular intention of the students and the relationship between them and the context in where they learn. To this end, it used the questionnaire prepared by John Biggs called Study Process Questionnaire (SPQ). The result of this questionnaire allowed to know what approaches to learning, achievement, superficial or deep, students adopt to address the learning requirements in the classes they take. In addition, we find that these approaches are closely related to some of the methods of teaching promoting or inhibiting them, such as learning assessments.

No description available.

Paper 1: Examining the views of restorative practitioners about the effects of their professional practices. Abstract The Youth Justice Board and the Department for Education share the common goal of reducing offending and harmful behaviour in children and young people (Ministry of Justice, 2010; DfE, 2011). In both sectors, evidence for the effectiveness of practices based upon the principles of restorative justice (RJ) is mounting, yet there is a distinct lack of theoretical clarity regarding the psychological mechanisms through which such practices work. Moreover, the voice of RJ practitioners is not found in current theoretical propositions. In this paper, eight RJ practitioners, from a mixture of school and youth justice backgrounds, are interviewed about their professional practices. Interview transcripts are thematically analysed in an inductive manner, according to the guidelines set out by Braun & Clarke (2006). Analysis is interpreted in terms of responsive regulation (Braithwaite, 2002; Morrison, 2003), the social learning perspective of Macready (2009) and in terms of cognitive dissonance theory (Festinger, 1957). It is suggested that RJ-based practices, according to the views of professionals, are effective because a) they respond to harm flexibly and after the incident, b) they engage young people in a process of learning social responsibility and c) they provide young people with ways of reducing cognitive dissonance based upon acknowledging and repairing harm, rather than through blaming and denying responsibility. Paper 2: Examining the views of young people about their experiences of restorative justice-based practices. Abstract The Youth Justice Board and the Department for Education share the common goal of reducing offending and harmful behaviour in children and young people (Ministry of Justice, 2010; DfE, 2011). In both sectors, evidence for the effectiveness of practices based upon the principles of restorative justice (RJ) is mounting, yet there is a distinct lack of theoretical clarity regarding the psychological mechanisms through which such practices work. Whilst the voice of young people can be heard in the literature, these have come primarily through surveys and other closed-question response formats. Thus, there is a lack of an in-depth characterisation of young people’s experiences of RJ. In this paper, six young people are interviewed about their experiences of RJ-based practices. Interview transcripts are thematically analysed in an inductive manner, according to the guidelines set out by Braun & Clarke (2006). Analysis is interpreted in terms of Barton’s (2000) Empowerment Model of Restorative Justice (EMRJ) and in terms of responsive regulation (Braithwaite, 2002; Morrison, 2003). It is suggested that RJ-based practices, according to the views of young people, are effective because a) they empower young people in the process of responding to harm and b) they involve responding to harm flexibly and after the incident, providing emotional support and enabling all stakeholders to be open and honest. The implications of both these findings and those from paper 1 are discussed in the context of Aug 2011 riots.