No description available.

No description available.

Due to its sensitive nature, the graveyard is often an avoided problem space within the field of design. This becomes evident from the lack of exploration and analysis in this domain. Anyhow, it represents an opportunity to test how design can mediate between sacred places, technology and people. Moreover, as a very specific context, the graveyard encompasses peculiar ways of interacting and experiencing space that deserve to be taken into account. This work discusses the notions of space and place and how the field of interaction design can benefit from them. In doing so, it investigates the hidden dimensions of the graveyard that make it a complex structure where spatial, personal and socio-cultural dimensions are intertwined. While the fieldwork aims at analysing the graveyard in its different tones of meaning (identity, memorial, cultural differences, on-site interaction) the focus of the work are the practices of memory and the role that the past has in our relation with the deceased. The result of the design process is an interactive audio system composed of a playback circuit based on Arduino and boxed into a seashell. The device is designed to be placed on the grave and store audio content. Once activated, the audio seashell allows listening and eventually recording vocal traces related to the deceased’s past. Taking into account the observed practices, rules and conventions that shape the graveyard, the role of personal and collective rituals and the meanings of all the identified artifacts, the designed system supports the experience of recalling memories in respect to the atmosphere, tempo and rhythm that characterise the graveyard.

Educators, authors and policymakers continue to address the quality and focus of higher education in the United States. Some have noted the unprecedented number of students entering professional colleges and universities as a gateway to promising careers, while others have suggested that our schools lack the wherewithal to reconstitute the idea of a liberally educated person. Yet, over the past 16 years there has been considerable growth in the number of institutions that have established new graduate programs in Liberal Studies. This study examined the growth associated with those programs and addressed the issues of why the programs were started; whom they served; and, how they fit and operated within their host institutions. The methodology encompassed survey and case study research. The population consisted of the total number of schools actively affiliated with the Association of Graduate Liberal Studies Programs (AGLSP). / Ed. D.

This trans-disciplinary and [trans-modal] dissertation practices the work of inclusive design that students of music (do or do not) encounter as part of their music education. Using inclusive design practices focused on the domains of the written word, the auditory-aural artifact, and the artistic-visual artifact, this work reflects upon three schools of pedagogy and philosophy within the broader academy, primarily not found in the musical academy. The schools of humanism, liberation, and transformation are considered as objects-subjects of reflection utilizing four authors (James Cone, Paolo Freire, Jack Mezirow, and Bertrand Russell); this work is rooted in the practice of critical reflection as understood through the lens of the author Stephen Brookfield. The authors’ assets were collected through analog and digital booksellers and analog and digital library available databases; the author consumed accessibility and accommodative digital programs to aid the researcher. Three themes emerged as follows: one, humanity has largely been excluded from the study of music education, resulting in an intensely human invention often resulting in inhumane practices and theories; two, transformation is a fundamental component of musical education, in that it studies humans transforming both words and music, as well as subsequent performances being transformations of what was to what can be (again); and, three, liberation is the implicit goal at the center of musical education, in that being a music educator is an attempt to liberate the musicianship innate to the human existence from the oppression the body has consumed. Each of these themes written as separate chapters closes with a pedagogy-philosophy of the chapter’s theme. The dissertation concludes with a reflection on music education in light of the pedagogies and philosophies examined. Keywords: Music, ethnography, reflection, philosophy, pedagogy, Humanity, liberation, transformation

A survey of literature has revealed that there is a need for a reliability and validity study of the Personal Orientation Inventory in South Africa. The two major objectives of this research where therefore to determine firstly, the test-retest reliability of the Personal Orientation Inventory and secondly, to establish the construct validity, in other words, how well the Personal Orientation Inventory correlates with other measures purporting to measure similar traits. The total sample of 317 individuals used in this research, consisted of both male and female school leavers such as students and national servicemen, ranging in age from 17 to 22 years. The results of this introductory study regarding reliability and validity of the Personal Orientation Inventory in South Africa demonstrated clear support for similar research done overseas and showed to be compatible with the humanistic psychology movement's original concept of self-actualization. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Text in Afrikaans / Summaries in Afrikaans and English / Die doel van hierdie studie was om die verwantskap tussen persoonlikheidstipes en 'n salutogeniese konstruk naamlik sin vir koherensie te ondersoek. Persoonlikheid is vanuit 'n behavioristiese sowel as humanistiese paradigma ondersoek en sin vir koherensie vanuit 'n salutogeniese paradigma. Die studie is uitgevoer onder middelvlak bestuurders in 'n finansiele instelling waarvan die totale populasie in 'n gegewe geografiese gebied betrek is. Twee meetinstrumente, naamlik die lewensorientasievraelys (OLQ) en die Myers-Briggs tipe indikator (MBTI) is gebruik op die populasie van 57 bestuurders. Pearson produkmoment-korrel asiekoeffisiente is bereken en 'n variansie-ontleding is gedoen. Die resultate van hierdie studie toon dat daar nie 'n beduidende verband is tussen persoonlikheidstipes en sin vir koherensie nie. Die aanname word gemaak dat 'n verwantskap tussen die twee konstrukte moontlik gevind kan word indien 'n meer geografies verspreide en heterogene proefgroep gebruik word waarin al die persoonlikheidstipes verteenwoordig is. / The purpose of this study was to investigate the relationship between personality types a11d a salutogenic construct, namely sense of coherence. Personality has been investigated from a behaviouristic as well as a humanistic paradigm and sense of coherence from a salutogenic paradigm. This study has been done on persons on middle management level in a financial institution of which the total population has been approached in a given geographical area. Two measuring instruments, namely the Orientation To Life Questionnaire (OLQ) and the Myers-Briggs Type Indicator (MBTI) have been used on the population of 57 managers. Pearson product moment correlation coefficient has been calculated and a variation analysis has been done. The results of this study show that there is no significant relation between personality types and sense of coherence. It is supposed that a relationship between the two constructs might be found if a more heterogenic and geographically spread experimental group is used in such a way that all the personality types are represented. / Psychology / M.A. (Bedryfsielkunde)

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009. / The HIV/AIDS crisis in South Africa has reached pandemic levels, with over 1 000 deaths per day. The church in South Africa represents a largely untapped resource for addressing this problem. One of the largest Evangelical church groups in South Africa is the Assemblies of God (AOG/SA). This church group consists of three culturally distinct fraternals: The Group (white), The Association (coloured), and The Movement (black). Although they function under one executive committee, these fraternals have remained organizationally distinct even after the dismantling of apartheid laws in 1991. On the issue of HIV/AIDS, all three fraternals have remained largely quiet and uninvolved. They have made no attempt to strategize on a unified response to the pandemic, nor have they attempted to promote culturally relevant curricula capable of empowering their pastors and theological students to respond effectively to this crisis. The research consisted of two phases, following Rothman and Thomas's Intervention Research model (1994), with special emphasis on the design and development component. The first phase identified and assessed educational, cultural, and religious factors relevant to the development and delivery of a clergy-focused multicultural curriculum intervention addressing the HIV/AIDS pandemic in South Africa. Data-gathering strategy for the first phase consisted of semi-structured interviews with ethnographic notions. The target groups for the first phase of the research included 15 credentialed AOG/SA pastors and the three fraternal leaders. The leaders and fraternal members participated in semistructured interviews designed to establish cultural and religious points of divergence pertaining to topics surrounding the AIDS pandemic (e.g. sickness, death, sexuality and gender roles). The second phase of the research consisted of the development and delivery of a curriculum intervention. Integrating the cultural and religious factors identified in the first phase of the research, the nine-day curriculum intervention was presented to 34 tertiary-level theological students in two culturally distinct venues. The content of the curriculum primarily emphasized aspects of gender, tradition, and culture as they relate to HIV/AIDS and surrounding issues. The intervention utilized three curriculum theories that were deemed relevant to the educational context of South Africa: humanistic curriculum theory, social reconstructionist curriculum theory and dialogue curriculum theory. Data-gathering strategies for the second phase of the research utilized both quantitative and qualitative instruments with ethnographic notions. The quantitative instruments included the Scale of Basic HIV/AIDS Knowledge (SHAK), Personal Reflections of Men with HIV/AIDS (PRM) and Personal Reflections of Women with HIV/AIDS (PRW). Reflective journaling was used to acquire qualitative data from student participants. Scores significantly improved on the SHAK in both venues. Scores on the PRW improved in both venues, significantly so in one. Unexpectedly, scores on the PRM declined at both venues, although not significantly so. Males with HIV/AIDS were viewed more negatively by both genders at the end of the intervention in both venues. Reflective journal entries indicated that students at both venues clearly perceived a need for the church to be involved in the pandemic; many proposed that sex education should be taking place within the context of church youth ministry. Affective responses were markedly positive for those suffering with AIDS, particularly females. The data clearly indicated that the curriculum was effective in two culturally distinct venues.

published_or_final_version / Education / Master / Master of Education

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.