No description available.

No description available.

Man's perception of his personal space can be compared to a basic concept in the study of animal behavior, territoriality, defined by Hall as "behavior by which an organism characteristically lays claim to an area and defends it against members of its own species" (1966, p. 7). Territoriality was first described in 1920 by the English ornithologist H. E. Howard. He recognized events that had been noted by naturalists as far back as the seventeenth century as manifestations of territoriality (Hall, 1966). --From "Chapter 1 Introduction and Rationale."

This research posed the question "How does racism in the gay community and homophobia in the Black community restrict gay Black male's life chances and life opportunities?" Previous research has uncovered racist attitudes within the lesbian, gay, bisexual, and transgender (LGBT) community as well as homophobic attitudes within the Black community. Because of conflicting social identifiers (Is it possible for one to be both homosexual and Black?) and the invisibility of a gay Black voice, it is imperative to deconstruct the relationship between gay Black men and the communities they are a part of. I utilized qualitative in-depth interviewing techniques interviewing 15 Black men aged 18 and older who identified themselves as homosexual. The questions revolved around three primary questions designed to center the researcherâ ¦How do gay Black men describe their lives, How do gay Black men describe what their lives ought to be, and What obstacles do gay Black men see effecting their opportunity to live the lives they feel they ought to be living. The gay Black male research participants disclosed that because of Black stereotypes, gay stereotypes, acceptance with stipulations in the gay community and the black community, racism in the gay community, homophobia in the Black community, and perceptions of blackness and masculinity's affect on gay Black menâ ¦gay Black men live their lives with various restrictions. In other words, gay Black men do not appear to be living their lives the way they feel they ought to be living it. This work is important because a majority of the participants stated they wished to live restriction free lives. They are not able to fully be themselves in their daily lives and often have to assimilate to be accepted. / Master of Science

This dissertation explores the concept and development of metacognitive social justice through three manuscripts. The first manuscript defines metacognitive social justice through an extensive literature review from prominent social justice scholars and theorists to find common themes that either explicitly or subtly permeate social justice content. Drawing from theory and empirical data, the first manuscript provides a foundation of this cognitive process that is relatable to all social justice scholarship, defining cognitive common ground. The themes found across the literature can be distilled to four metacognitive attributes found in "social justice thinking": (1) self-awareness through consciousness-raising, (2) value in the narratives of others, (3) awareness of unseen forces, and (4) questioning historical origins or intents. The second manuscript is a qualitative analysis of the perception of self- proclaimed social justice thinkers, exploring how they define 'social justice thinking' and the role it plays in their daily choices and decision-making. Through thoroughly coded and analyzed transcripts of one-on-one, semi-structured interviews, this manuscript explores three other emergent themes of action, discomfort and community, as a well as the need for developing social justice thinkers, and highlights significant connections to the attributes in the first manuscript. The third manuscript is a detailed description of the development of the metacognitive social justice survey for college undergraduates, a psychometric instrument designed to measure the metacognitive social justice attributes in individuals described in the theoretical manuscript. The instrument was found to be increasing in quantitative validity through two exploratory factor analyzes (EFA) with still room for improvement. Drawing on the questions developed so far, a final version of this psychometric instrument will provide a snapshot of what metacognitive social justice attributes are found in undergraduate classes and potentially to what extent. This is the first edition of the instrument, with the idea that the instrument should be ever evolving, becoming more accurate and valid, and carefully reworded for different audiences beyond college undergraduates. / Ph. D. / The thought process of social justice scholarship is something that is often implied, but has yet been explicitly defined. This dissertation explores the concept and development of this thought process through three manuscripts. The first manuscript defines social justice thinking as metacognitive social justice through an extensive literature review to find common themes that permeate social justice content. The themes found across the literature can be distilled to four attributes found in “social justice thinking”: (a) self-awareness through consciousness-raising, (b) value in the narratives of others, (c) awareness of unseen forces, and (d) questioning historical origins or intents. The second manuscript explores the perceptions of self- proclaimed social justice thinkers, extracting what they define as “social justice thinking” and the role it plays in their daily choices and decision-making. This manuscript explores three other emergent themes of action, discomfort and community, as a well as the need for developing social justice thinkers. In addition, it highlights significant connections to the attributes in the first manuscript. The third manuscript is the development of an instrument designed to measure the attributes of metacognitive social justice described in the first manuscript. The goal of the instrument is to provide a snapshot of what metacognitive social justice attributes may be found in undergraduate classes. This is the first edition of the instrument, with the idea that the instrument will be ever evolving, becoming more accurate and valid, and carefully reworded for different audiences beyond college undergraduates.

Yes / This paper discusses some of the qualitative data obtained from a small number (23) of semi-structured interviews of academic staff who are involved in module design, and who are employed within one UK university. Analysing the interview transcripts produced eight main themes. One of these themes was the perceived pressures or constraints on design. Using verbatim responses given by the interviewees, a discussion of the data used to illustrate this theme compares the findings of this project with those from the existing literature.

Technical interviews have become a popular method for recruiters in the tech industry to assess job candidates' proficiency in both soft skills and technical skills as programmers. However, these interviews can be stressful and frustrating for interviewees. One significant cause of the negative experience of technical interviews was the lack of feedback, making it difficult for job seekers to improve their performance progressively by participating in technical interviews. Although there are open platforms like Leetcode that allow job seekers to practice their technical proficiency, resources for conducting mock interviews to practice soft skills like communication are limited and costly to interviewees. To address this, we investigated how professional interviewers provide feedback if they were conducting a mock interview and the difficulties they face when interviewing job seekers by running mock interviews between software engineers and job seekers. With the insights from the formative studies, we developed a new system for technical interviews aiming to help interviewers conduct technical interviews with less cognitive load and provide context-rich feedback. An evaluation study on the usability of using our system to conduct technical interviews further revealed the unresolved cognitive loads of interviewers, underscoring the requirements for further improvement to facilitate easier interview processes and enable peer-to-peer interview practices. / Master of Science / Technical interview is a common method used by tech companies to evaluate job candidates. During these interviews, candidates are asked to solve algorithm problems and explain their thought processes while coding. Running these interviews, recruiters can assess the job candidate's ability to write codes and solve problems in a limited time. At the same time, the requirements for interviewees to talk aloud help interviewers evaluate their communication and collaboration skills. Although technical interviews enable employers to assess job applicants from multiple perspectives, they also introduce interviewees to stress and anxiety. Among the many complaints about technical interviews, one significant difficulty of the interview process is the lack of feedback from interviewers. As a result, it is difficult for interviewees to improve progressively by participating in technical interviews repeatedly. Although there are platforms for interviewees to practice code writing, resources like mock interviews with actual interviewers for job seekers to practice communication skills are costly and rare. Our study investigated how professional programmers run mock technical interviews and provide feedback when required. The mock interview observations helped us understand the standard procedure and common practices of how practitioners run these interviews. At the same time, we concluded the potential cause of cognitive loads and difficulties for interviewers to run such interviews. To answer the difficulties of conducting technical interviews, we developed a new system that enabled interviewers to conduct technical interviews with less cognitive load and provide enriched feedback. After rerunning mock interviews with our system, we noted that while some features in our system helped make the interview process easier, additional cognitive loads are unresolved. Looking into these difficulties, we suggested several directions for future studies to improve our design to enable an easier interview process for interviewers and support interview rehearsals between job seekers.

No / In recent years walking interviews have emerged as a valuable alternative to the standard research interview, particularly in studies related to place, community, and the urban environment (Clark and Emmel 2010). Although there is little literature on the use of walking interviews with people who have dementia, the method is particularly appropriate for this participant group, due to the strong memories for place and past events that are usually retained by people with dementia, even when short term memory deteriorates (Chaudhury 2008). Narrative biography work with people who have dementia shows a repeated tendency to use geographical markers as ¿signposts¿ to particular memories (Bryce et al 2010). In 2010 the authors piloted the use of walking interviews with three people with dementia within a care home environment. The film record of the process suggests that the combination of physical movement and reminiscence which was involved both facilitated and enhanced communication for people with dementia. These findings led to the present work which is based on walking interviews with people who have dementia in places which have particular meaning for them, such as the street where they grew up; the school they attended; a former workplace; public park; sports ground or other familiar space. The oral presentation will include film clips, contrasting ¿static¿ communication with each participant, with his or her verbal production, or non-verbal communication, in response to environmental prompts and recovered sights and sounds. In addition, we will draw on the film data to explore a series of thought-provoking questions related to changing inner and outer landscapes, the vagaries of memory, and the psychogeography of dementia. Can the frequently pathologised ¿wandering¿ of people with dementia in time and space be rehabilitated using situationist concepts such as the dérive and the flaneur?

Yes / Within the dominant biomedical discourse, late-life dementia is regarded as a pathological condition characterised by short-term memory loss, word finding difficulties and ‘problem behaviours’ such as ‘wandering and ‘repetitive questioning’. As its title suggests, one of the main purposes of this chapter is to shift the focus from what people with late-life dementia forget to what they remember, particularly as this relates to places they have known much earlier in life. A central part of my argument is that dementia, often somewhat crudely represented as wholesale memory loss, might better be regarded as a form of spatio-temporal disruption; a disruption which intersects with the theoretical territory of psychogeography.

Yes / in contrast to dominant approaches to therapy research that look at outcomes and focus on large samples, another primary strand of research considers microphenomenal processes and focuses on small samples. This paper contributes to the latter genre in regard to the implicit impact of language. this paper aims to apply relational psychotherapeutic thinking about empathic dialogue, specifically the concepts of reflective-verbal language and reverie, to qualitative interviewing. Methodology: an example from a small-scale study about emotionally-evocative language is reviewed in detail, focusing on the interviewer’s phenomenological experience of her conversation with a participant in a qualitative interview. Findings: the authors argue that the interviewer’s reflexive awareness of her reveries and the reflective-verbal nature of the research dialogue, gave her an alternative perspective on the participant’s (and her own) experience. Implications: the paper highlights the value within research and practice of maintaining awareness of language at a microphenomenal level, using techniques based on the principles of psychological therapy.