This thesis explores the extent to which curriculum content and pedagogy in current secondary music education can be understood as gendered. The study is situated primarily within a qualitative paradigm whilst also possessing some quantitative aspects. It consists of a mixed-methods investigation into the practices and beliefs of music teachers and their pupils via a) a survey across 78 co-educational, non-selective and non-denominational English secondary schools; and b) detailed case-studies of three purposively selected music departments of contrasting complexions. The research springs from, replicates and extends that conducted for L. Green’s early study (1993) concerning gender and music and its findings are examined in the light of a range of historical and theoretical concepts that underpin this domain including Green (1997), O’Neill (1997), Paechter, (2000, 2009), Harrison (2009), Legg (2010), Abramo (2011), Armstrong (2011) and Bjork (2011). Throughout the thesis I compare and contrast three data sets (L. Green’s survey, the modern-day survey and the present case studies) in order to explore similarities and differences between the thoughts and behaviours of both past and current respondents. In addition I aim to extend existing theoretical paradigms by identifying how particular aspects of curriculum and pedagogy can be defined as feminine-gendered’ or ‘masculine-gendered’, (regardless of the sex of the teacher) through the development of a framework of descriptive criteria. In particular I review data emanating from the case studies in the light of this, examining how gendered practices and approaches affect pupils’ responses. Despite evidence of change concerning gendered participation in school music nowadays (such as boys’ improved involvement in 14+ examinations) I show how wide-ranging, complex and deeply-embedded historical constructs continue to govern the dynamics of the music classroom. These reveal themselves, both overtly and covertly, via the expression of a broad range of beliefs and behaviours which usefully elucidate and illuminate the concepts expressed throughout this study.

This thesis analyses knowledge production and the role of the researcher in the intersections of psychology and education in Argentina. It aims to contribute to an understanding of educational psychology as a field of knowledge, both in terms of its present situation and future development. The research draws on and applies conceptual tools from the sociological theory of Basil Bernstein, some contributions from Pierre Bourdieu, and relevant work within the field of higher education studies. The fieldwork has consisted of collecting information on psycho-educational research projects carried out in six psychology faculties in Argentinian public universities during the period 2000-2010 as well as carrying out interviews with a selection of researchers. The analysis presented here illustrates that the structure of the psycho-educational field is conceived by academics as a horizontal knowledge structure with weak grammar, and comprising various disputes with respect to topics, methodologies, theoretical approaches and ways of conceiving knowledge production. Formal education contexts, especially at the university level, as well as the role of students are shown to be the most studied objects in the psycho-educational research, which has produced knowledge on, for example, academic trajectories, school failure, school interactions, cognitive and personality aspects, subjectivity processes in education, and academic tasks and devices. The research also illustrates that the most privileged methodology is qualitative, although there is also a consolidated tradition in ‘scientific’ approaches. Furthermore, the research illustrates that the professional practice of academics producing psycho-educational knowledge is mainly configured as a multi-tasking profession, where there are weak insulations between the different professional roles and weak framing of the researcher role, as its realization and recognition rules are less explicit and require constant negotiation. Thus, academics tend to draw on other professional practices in the decisions related to their practices of knowledge production, and legitimation strategies based not only on knowledge codes but also on knower codes are identified. Finally, an organisational language that puts in relation the strength of the specialisation of the research role with the legitimation strategies of knowledge is proposed, identifying four different strategies of identity formation as researchers in the field: Specialist researcher, artisan researcher, theory-affiliated academic, and generalist professional.

This study investigates the development of source use by international postgraduate students at a UK HEI over a two year period. While other studies have examined source use at one time, in one area or with a small number of students, this study aims to establish what constitutes competence in key features of source use at Master’s level from the development shown by a larger number of students. The data comes from eight postgraduate students from China, Japan, Sri Lanka and Algeria in the form of four assignments submitted during a Pre-Master’s programme and subsequent Master’s degree. Interviews were carried out at each stage as an adjunct to the assignment data to investigate participants’ perspectives and knowledge of source use. The assignments were analysed for competence in five key features of source use: citation, paraphrasing, reporting verbs, critical engagement and avoidance of plagiarism. From the findings, different strategies, development and ability in source use emerged, leading to the establishment of three types of users: risk takers, safe players and competent users. The risk takers adopted strategies such as copying attributed and unattributed source text. The safe players used a small range of features but were extremely careful to avoid plagiarism. The competent users employed a range of features and did not take risks with plagiarism. From the final group, descriptors of competence in source use are defined which form the key contribution of this study to the field of EAP and to postgraduate education. The thesis highlights the following implications for practice: more continuous teaching of source use is necessary throughout postgraduate courses; EAP may not provide sufficient instruction in source use; tutors need to take students’ language level and prior education into account; and engaging students in discussing and defining plagiarism is essential for their development of source use.

Within contemporary cultural climates there has been a significant instrumentalised focus on the role of museums and galleries in the promotion of positive mental health and well-­being. The emotional and psychological components embedded within such aspirations however present a number of fluid and intangible challenges that require in-­‐depth research if deeper understanding of such processes and claims are to take place. My research addresses philosophies, strategies, and practicalities through searching for a better understanding of individual encounters with paintings in gallery settings. It provides a possible framework for evaluating affectivity and emotional engagement in cultural organisations. While acknowledging the intellectual and social impact of the visitor experience, this research focuses on the affective encounter of the individual, unaccompanied visitor. Both the successes and complications of evaluating the complexities of visitor experience have been addressed through multi-­‐methodological research. The research demonstrates how art galleries are an important resource for inspiring emotionally engaged and affective experiences beyond the organised social activity predominantly used to promote positive mental health and well-­‐ being. The focus on emotion and affectivity also provides an alternative to the emphasis on cultural organisations as a vehicle for narrowly defined learning. Through the collection, correlation, analysis and presentation of visitor’s experiential narratives I uncover a ‘rise of the visceral’ in the cultural sector and greater differentiation of audiences in Museum Visitor Studies. I achieve this through positioning the engagement with paintings as a form of memento mori and memento vitae, which provide an emotionally affective and engaged impact potentially conducive to an altered state of mental health and well-­‐being.

Texte remanié de: Diss.--Gemeinsame Fakultät für Geistes- und Sozialwissenschaften--Universität Hannover, 1999. / Bibliogr. p. 371-407.

Project Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1988. / Includes bibliographical references (leaves 201-217).

The aim of this research is to investigate the interaction between the ‘beneficiaries’ of development - the Ngwatle Bushmen in southern Botswana and the Khomani Bushmen in the Northern Cape of South Africa, and the agents of development – local NGOs (Non Government Organisations) and Trusts, whose development programmes are influenced by broader state policy. The development programmes implemented by these organisations affect Bushman rights with regards to public participation in the development process, land, hunting and access to resources and benefits. In discussing these issues this study draws on James Murombedzi’s (2001) proposition that community based natural resource management (CBNRM) programmes that supposedly devolve the management of natural resources to the local population, may be an extension of greater state control over resources. It will investigate the impact of what Steven Robins (2002: 835) calls “double donor vision” on the lives of the Ngwatle and Khomani Bushmen. Donors and NGOs view Bushmen as “both ‘First Peoples’ and modern citizen-in-the-making” (Robins, 2001: 833). He argues that this dual mandate to “promote the ‘cultural survival’ of indigenous people and to socialise them into becoming virtuous modern citizens” (Robins, 2001: 842) contributes to intra-community divisions and conflicts. An overview of the issue of identity as discussed by Anthea Simoes (2001) who tested Stuart Hall’s (1990, 1996, 1997) two models of identity in both communities, is necessary here to frame the discussion of development as being affected by differences in identity construction.This research therefore seeks to discuss perspectives of the process of development communication and implementation in the two Bushman communities. What type of development occurs and how does this interaction shape perceptions of development amongst the Bushmen? Different development communication paradigms adopt communication strategies and implementation programmes that best suit their goals. The modernization and dependency/dissociation development paradigms fail to offer mechanisms to facilitate negotiation, conflict resolution and community or individual empowerment (Servaes, 1999). The development support communication (DSC) paradigm and to a larger degree the ‘another development’ paradigm, in contrast, encourage local people to actively participate in the search for solutions to development problems as perceived and experienced by them (Ansah, 1992). This research aims to illustrate, however, that these different development paradigms exist alongside each other in the field – this adds to the ‘messiness’ of development in practice. The research frames the perceptions of and engagement with development via a comparative analysis of Ngwatle and the Northern Cape Bushman communities. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.

Project Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1988. / Includes bibliographical references (leaves 201-217).

Project Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1988. / Includes bibliographical references (leaves 201-217).

Abstract Foreign embassies communication of culture in Sweden Number of pages: 45 Author: Erik Lundin Tutor: Göran SvenssonCourse: Media and Communication Studies C Period: Spring Term 2012 University: Division of Media and Communication, Department of Information Science, Uppsala University. Purpose/Aim: To investigate how a embassy communicate the culture from their nativecountry, to find out how their communication is structurized, to investigate how ever aembassy have other purposes for their culture communication rather then the obvious Economic and political aspects and to find out if there are any differences in the cultural communication between different countries . Material/Method: I carried out three different interviews with three representatives from the countries Canada, Slovakia and the Philippines. I then analyzed the results from the interviews with my chosen theories, four step public relations process, Culture Diplomacy and Competitive identity. Main results: I reached the conclusions that the chosen embassies communicate their nativecountries culture on a preferable way and that culture have a high priority to communicate tothe embassy. Their communication organization is strictly hierarchic with the Government of their native country as the shaper of communications strategies and policies. There are several other aspects to why the culture communications is current in the embassies agenda, among these is the possibility to connect on friendly basis and to cooperate with the purpose to  spread their culture in the countries they are posted in. There are many similarities in the culture communication of the embassies, but not so many differences. Keywords: Embassies, Culture Communication, Communication Structures.Communication Purposes.