This cognitive ethnographic study explored the mental processes that professional actors used when making artistic choices while engaged in creative practices to begin a conversation about how the theatrically gifted and talented population is viewed, researched, and educated in non-arts subjects. Professional actors at two sites were observed, videotaped, and interviewed over several rehearsals during play production. The major thematic findings indicated that artistic decision making results from actors engaging in a cyclical process of private work, affective validation, and collaboration. Implications for teaching theatrically gifted students call for classroom environments and processes that echo theatrical rehearsal structures, while engaging the imagination through personal connection and discovery.

In collaboration with Elders, this study explores the great need for their meaningful partnership in STBBI (sexually transmitted and/or bloodborne infections) research. / Indigenous Elders are highly regarded as community leaders, traditional healers, and experts of Indigenous cultures and knowledges (Clark & Wylie 2021; Hadjipavlou et al., 2018; Lessard et al., 2021). The meaningful partnership of Elders in Indigenous STBBI (sexually transmitted and/or bloodborne infections) research has become increasingly recognized as an integral part of developing decolonial research processes, ensuring the implementation of Indigenous methods in STBBI research, and increasing the sexual health and wellbeing of Inuit, Métis, and First Nations communities through the development of culturally and ethically responsive research (Flicker et al., 2015; Hillier 2020; O’Brien et al., 2020). This study sought to expand upon and connect current literature with the expertise and guidance of Indigenous Elders who have been involved in STBBI research. Thirteen Elders were recruited nationwide to participate in three virtual Talking Circles to explore their meaningful partnership in Indigenous STBBI research and to offer guidance to researchers on how to strengthen these research partnerships in the future. Five overarching themes emerged from the thematic analysis of these Talking Circles: (1) Understanding the historical and ongoing impacts of colonialism and the need to decolonize STBBI research; (2) Prioritizing the knowledge and lived experience of Elders and Indigenous people living with STBBI throughout the research process; (3) Centering spirituality and ceremony in Indigenous STBBI research; (4) The importance of implementing Indigenous methodologies in STBBI research; and (5) Foregrounding Indigenous ways of being, knowing, and doing in STBBI research. This study offers future Indigenous STBBI researchers a robust foundation to build meaningful research partnerships with Elders to improve STBBI research and benefit the sexual health and wellbeing of Métis, Inuit, and First Nations communities. / Thesis / Master of Social Work (MSW)

The foundation for this study is based on prior research (Sproles & Sproles, 1990) that determined that learning styles are significantly related to consumer decision-making styles. Decision making involves a process of cognitive learning. Since the study was published, other studies have investigated these consumer decision-making styles. However, no additional studies have further investigated the relationship between learning styles and consumer decision-making styles for college students, especially first-year, first semester college students. Numerous studies have documented that students enter college as consumers but may lack basic knowledge and skills to make consumer decisions and avoid potential debt. The focus of the current study was to determine whether a relationship exists between beginning college students' self-reported mind styles, consumer decision-making styles, and shopping habits. To investigate this relationship, a purposive sample was targeted consisting of first-year, first semester college students. Three instruments were administered: the Gregorc Style Delineator, the Consumer Styles Inventory, and a Demographic Survey. A Chi-Square Test of Independence showed that there is a significant relationship between gender and self-reported shopping habits. Females tend to self-report purchases of clothing more frequently than males. Males tend to self-report purchases of food away from home and gas/auto expenses more frequently than females. No significant relationship was found between students' perception of family income and self-reported shopping habits, suggesting that these students purchase consumer goods frequently regardless of their perceived family income. A Chi-Square Test of Independence also revealed a significant relationship between gender and self-reported, dominant, Gregorc mind styles. Females were more likely than males to self-report their dominant mind styles as Abstract Random. Males were more likely than females to self-report their dominant mind style as Concrete Random. Although the current study's results did not support multiple consumer decision-making styles from previous studies using the Consumer Styles Inventory, an exploratory factor analysis revealed one, overall consumer decision-making style, Recreational/Hedonistic. A Mann-Whitney Rank Sum Test showed that there is a significant relationship between gender and the Recreational/Hedonistic consumer decision-making style. Females tend to be more recreational shoppers than males. A summary, discussion of the results, and recommendations for further research, practice, policy, and families are proposed. / Ph. D.

This project examines the meaning-making of art through multiple disciplinary lenses: Art Therapy, Art History, Studio Art, Art Education and Anthropology. Disciplines were selected for their inherent ability to enhance an understanding of meaning-making through the art making process and art product. An arts-based methodology was utilized in conjunction with the Outliers and American Vanguard Art exhibition at The Los Angeles County Museum of Art (LACMA), which featured a juxtaposition of formally trained and self-taught artists. Each of the five researchers selected a piece of art included in the exhibition, rendered the piece, documented the rendering process, and viewed each piece and its accompanying documentation from their respective disciplinary lenses to understand meaning-making of the original artist and their work. Results of this systematic investigation exposed common themes across disciplines that inform meaning-making: Culture, Context, Comparison, Communication, Formal Elements, and Accuracy. Through an understanding of elements that comprise each exposed theme, the discipline of art therapy can expand its theoretical and practical knowledge that currently informs its approaches toward the meaning-making of art. Results of this arts-based investigation imply that continued investigation of adjacent art and culture-centric disciplines can question, corroborate, and supplement existing assumptions about the meaning-making of art process and art product in the discipline of art therapy.

This thesis aims to offer practical guidance for organisational change to successfully implement the Digital Product Passport (DPP). Additionally, it aims to identify specific AI-Nudges that can foster the DPP implementation. The DPP, as proposed by the European Commission, is a unified tool designed to capture and store comprehensive product lifecycle data. It should promote sustainability and circularity in products by ensuring traceability, transparency, and accountability across the entire supply chain. Despite its potential, successful implementation of the DPP requires organisational change and overcoming a significant challenge: the Knowing-Doing Gap. This means that knowledge is not translated into action. A qualitative research approach was used with semi-structured interviews with behavioural economics, AI and organisational change experts and thematic analysis. The findings revealed that while many organisations are aware of the DPP, fewer have progressed to actual implementation. The analysis supported the existence of the Knowing-Doing Gap, highlighting barriers such as resource constraints, abstract goals, and insufficient technological infrastructure. To overcome these barriers, Kotter’s 8-Step Model of Change was contextualised, offering actionable steps for organisations, including interdisciplinary collaboration, stakeholder engagement, data management, and establishing new norms. Additionally, the study exemplified specific AI-Nudges that can support the implementation of the DPP. These included a Reminder-Tracking AI-Nudge for the project team and employees, a Data Usage AI-Nudge for project teams, an Decision-Making AI-Nudge for purchasing departments, and a Recommendation AI-Nudge for consumers. As a result, this study provided a theoretical framework and process model for the DPP implementation.

Résumé : L’Ordre des infirmières et infirmiers du Québec (OIIQ) a créé en 2011 une spécialisation pour les infirmières en PCI qui doivent maintenant suivre une formation de 2e cycle pour l’obtention de leur titre d’infirmière clinicienne spécialisée en PCI. Au sein de cette formation figure un cours de microbiologie et infectiologie (MI) qui vise à parfaire les connaissances et l’expertise en la matière. Jusqu’à présent, aucune étude n’avait été réalisée pour évaluer l’influence de ce cours sur le savoir infirmier des infirmières en PCI. Cette étude vise à décrire l’évolution du savoir infirmier des infirmières en PCI qui participent au cours de MI du programme de 2e cycle en PCI. Un devis qualitatif descriptif a été utilisé au cours de cette étude pour décrire l’évolution du savoir infirmier. Le modèle de réflexion structurée (MRS) de Johns (1995) a servi à l’élaboration d’entrevues semi-dirigées individuelles avant et après le cours de MI, afin de permettre l’identification du savoir infirmier selon un processus déductif. La méthode de codification de Miles et Huberman (2003) a ensuite favorisé un processus semi-inductif. Une analyse horizontale a finalement permis de repérer les récurrences ou les changements dans le savoir infirmier entre les entrevues de chaque participante ainsi qu’entre les participantes elles-mêmes. Des manifestations des dimensions du savoir infirmier telles que définies par Johns et influencées par Carper (1978) sont décrites, ainsi que l’évolution du savoir infirmier suite à la participation au cours de MI. Les thèmes qui ont découlé des entrevues sont : le développement d’un vocabulaire favorisant la communication dans l’équipe, la capacité d’aller au-delà des protocoles, une meilleure confiance en leurs capacités et l’élargissement d’une vision éthique qui comprend tous les acteurs de la communauté. Les retombées de l’étude se retrouvent au plan de la formation par la mise en valeur de la perspective infirmière dans le cours de MI et par l’évolution du savoir infirmier après avoir suivi ce cours. Sur le plan de la recherche, cette étude présente une nouvelle approche, pour de futures recherches, permettant d’évaluer la contribution d’un cours universitaire. / Abstract : As the Ordre des infirmières et infirmiers du Québec (OIIQ) has created in 2011 a specialty, making it possible for nurses to develop their expertise in infection prevention and control (IPC). In order to become an IPC clinical nurse specialist, nurses must fulfil a graduate program, which includes a course in microbiology and infectious diseases (MID), among others. Until now, there has been no study evaluating the influence of this training or course on patterns of knowing in nursing for IPC nurses. The goal of this study was to determine the evolution of the patterns of knowing in nursing for IPC nurses who have completed an MID course as part of a graduate program in IPC. A qualitative descriptive evaluation made it possible to determine the evolution of the patterns of knowing. Johns’ model (1995) for structured reflection (MSR) which was used in semi-structured, individual interviews before and after an MID course, helped identify patterns of knowing through a deductive process. Furthermore, Miles and Huberman’s (2003) codification method ensured a semi-inductive process. A horizontal analysis allowed for the detection of recurrence or change in patterns of knowing between each participant’s interviews, as well as between participants. The illustration of the scope of the patterns of knowing in nursing, as defined by Johns and influenced by Carper (1978), as well as the evolution of the patterns of knowing after completing an MID course, were described. The topics that surfaced during the interviews were: the development of a vocabulary fostering team communication, the capacity to go beyond protocols, a greater confidence in their abilities, and the expansion of an ethical view that includes all stakeholders in the community. The benefits of the study are at the level of training and research. Training is represented by the development of nursing perspective in the MID courses and the development of nursing knowledge after completing a course in MID. Finally, towards the research, this has put forward a new approach to assess the contribution of a university course.

The inadequacy of the usual possible world semantics of modal languages when the meaning of 'belief' is attached to the modal operator is discussed. Three other approaches are then investigated. In the case of Moore's autoepistemic logic it becomes possible to compare an agent's beliefs to 'reality', which cannot be done directly in the possible world semantics. Levesque's semantics makes explicit in the object language the notion of 'this is all the information the agent has', which plays an important role in nonmonotonic reasoning. Both of these approaches deal with ideal reasoners. The third approach, Konolige's deduction model, is based on a semantics capable of describing the beliefs of one or more resourcebounded agents. Finally, the AGM postulates for belief revision are discussed. / Computer Science / M.Sc. (Computer Science)

Made available in DSpace on 2016-04-27T16:57:47Z (GMT). No. of bitstreams: 1 EDM - Marcia Yolanda Rosalves.pdf: 3135012 bytes, checksum: 57c3dae3f651e69ce218a2790d1f5f7b (MD5) Previous issue date: 2006-10-27 / This research involves the teaching and learning of the geometry of space (three-dimensional geometry) in school mathematics. It considers, in particular, the relationships between geometrical objects and their representations in the plane. The works of Parzysz (1988; 1993), which served as the theoretical base for this study, point to the difficulties students that experience in interpreting representations of three-dimensional objects, in terms of construction (codification) and interpretation (decodification), as well as the conflict between the poles of seeing and knowing. The results presented by Parzysz concern experimentations carried out in the conventional paper-and-pencil environment. Considering the limitations of this environment and the difficulties associated with the identification of spatial relations given its static nature, the dynamic geometry environment of Cabri 3D was chosen as the context for this study. The aim was to investigate the role of the dynamic representation of this software in the study of space geometry. More precisely, the study seeks to analyse the possibilities related to the poles of seeing and knowing in the interactions of subjects with the tools and representations of Cabri 3D. The empirical part of the research involved the development of an experimental study strongly inspired by the methodology of Design Experiments, using the perspective of Steffe and Thompson (2000) and Cobb et al. (2003). High school students from a public-sector school in the city of São Paulo participated in this experiment. The results show that, in certain situation, the loss in information associated with Cabri 3D representation of spatial objects are less than in the paper-and-pencil environment. The evidence also suggested that both the dynamic aspect with the potential to manipulate and change the point of view onto the object represented and the treatment the enriching of representations made possible by the use of the construction tools aided in the process of decodification, amplifying the interpretation of the drawing on the part of the student and enabling a better use of perceptive inferences / A presente pesquisa está inserida no contexto do ensino-aprendizagem da Geometria Espacial na Educação Básica, referindo-se, em particular, às relações entre os objetos geométricos e suas representações planas. Os trabalhos de Parzysz (1988; 1993) destacam as dificuldades dos alunos com a representação de objetos tridimensionais, no que se refere à sua elaboração (codificação) e interpretação (decodificação), bem como o conflito gerado pelos pólos do visto e sabido que são as bases do presente estudo. Os resultados apresentados nas pesquisas desse autor referem-se a experimentações no ambiente convencional de papel&lápis. Considerando as limitações desse ambiente e as dificuldades de identificação de relações espaciais dado seu caráter estático, optou-se por utilizar o ambiente de geometria dinâmica Cabri 3D. Assim, o estudo teve por objetivo investigar o papel das representações dinâmicas nesse software. Mais precisamente, pretendeu-se analisar as possibilidades de gestão dos pólos do visto e do sabido nas interações dos sujeitos com as ferramentas e representações do Cabri 3D. O desenvolvimento da pesquisa deu-se por meio de um estudo experimental fortemente inspirado na metodologia do Design Experiment na perspectiva de Steffe e Thompson (2000) e Cobb et al (2003), sendo realizado com alunos do Ensino Médio de uma escola pública da cidade de São Paulo. Os resultados mostraram que, em determinadas situações, as perdas de informações no Cabri 3D são menores que no ambiente papel&lápis. Existem também evidências de que tanto o aspecto dinâmico com possibilidades de manipular e mudar o ponto de vista do objeto representado como o de tratamento , enriquecimento da representação no uso das ferramentas de construção, auxiliam no processo de decodificação, ampliando a interpretação do desenho por parte dos alunos e levando-os a um melhor aproveitamento das interferências perceptivas

Made available in DSpace on 2016-04-29T14:27:22Z (GMT). No. of bitstreams: 1 Ivanise Bombonatto.pdf: 1269045 bytes, checksum: 914fc8b8d8494a096ce4d0f81596b6f2 (MD5) Previous issue date: 2012-10-29 / The aim of this research is to answer the following question: what is the meaning, the relevance and the reaching of knowing Jesus and its implications for the Christian existence, in the actual context, determined by deep and quick changes in all fields of knowledge and human activity. The answer to this question is given having as support the theologian Jon Sobrino s Christology. His Christological reflection arises from an engaged life with victims cry, it s at life s service, completely linked to the historical reality and it is developed in the perspective of knowing Jesus. The aim was to identify the original and renewed feelings in relation to knowing Jesus and the aspects directly related with this theme. Knowing Jesus is the fundamental idea of Jon Sobrino s Christology, not as historical, spiritual or moral basis, but, as Christological category, epistemological place, hermeneutical principle, totalizing reality, structuring of Christian life. Knowing Jesus is to reproduce the fundamental structure of your life: incarnation, mission, cross and resurrection; it is to be and to live as Jesus. Knowing Jesus is the only way to establish a correct relationship with Christ and to answer to the light of the spirit to the question: And you who say who I am? (Mc 8,29) / Esta pesquisa busca responder à seguinte questão: qual o significado, a relevância e a abrangência do seguimento de Jesus e suas implicações para a existência cristã, no contexto atual, marcado por profundas e rápidas transformações em todos os campos do saber e da atividade humana. A resposta a esta questão é dada tendo por base a cristologia do teólogo Jon Sobrino. Sua reflexão cristológica brota de uma vida comprometida com o clamor das vítimas, está a serviço da vida, profundamente vinculada à realidade histórica e se desenvolve na perspectiva do seguimento de Jesus. O objetivo foi identificar as intuições originais e inovadoras em relação ao seguimento de Jesus e os aspectos diretamente relacionados com este tema. O seguimento de Jesus é o eixo fundamental da cristologia de Jon Sobrino, não como dado histórico, espiritual ou moral, mas como categoria cristológica, lugar epistemológico, princípio hermenêutico, realidade totalizante, estruturadora da vida cristã. Seguir Jesus é reproduzir a estrutura fundamental de sua vida: encarnação, missão, cruz e ressurreição; é ser e viver como Jesus. O seguimento é o único caminho que leva a estabelecer uma correta relação com Cristo e a responder à luz do Espírito à pergunta: E vos quem dizeis que eu sou? (Mc 8,29)

Un système de produits-services est une offre composée de produits et de services dont l’objectif est d’apporter une forte valeur ajoutée aux besoins des clients. Le développement de telles offres requiert de nombreuses compétences, certaines étant maîtrisées par l’entreprise qui initie ce développement, d’autres étant spécifiques à ses fournisseurs. Collaborer avec ces derniers est devenu crucial pour l’entreprise cliente afin de répondre aux besoins d’innovation, d’être plus réactif vis-à-vis de l’évolution des marchés et d’optimiser le tryptique coût, qualité et délai de l’offre finale. De telles collaborations nécessitent d’être soigneusement construites, puis managées, pour que le développement de la nouvelle offre soit un succès. Le projet de recherche présenté dans ce mémoire, mené lors d’une thèse sous contrat CIFRE avec Schneider Electric, contribue à la mise en œuvre d’une collaboration client-fournisseurs performante dans le développement de systèmes de produits-services. L’objectif de ce travail était de formaliser un processus permettant de structurer la collaboration, ceci afin de venir en support aux équipes menant des projets en collaboration avec des fournisseurs. Le résultat porté par ce projet de recherche est un processus de co-développement, intégrant l’approche managériale du développement d’une nouvelle offre, avec la dimension relationnelle qui caractérise la manière dont se vit la collaboration au quotidien. Une recherche de type ingénierique a été menée. Elle s’appuie sur sept études de cas conduites au sein de l’entreprise Schneider Electric et auprès de six autres entreprises issues de secteurs industriels différents tels l’armement, la cosmétique ou encore l’assurance. De nombreux acteurs, intervenant au niveau central dans les entreprises et dans les projets de développement, ont été sollicités aussi bien du côté des entreprises clientes que de celui des fournisseurs. Le processus de co-développement, que nous proposons ici, se fonde sur le cycle de vie de la collaboration et le cycle de vie de l’offre. D’une part, il décrit les activités managériales et leur séquencement, les rôles et responsabilités de chaque fonction impliquée dans le projet et les liens avec les autres processus de l’entreprise. Cette approche, dite top-down, permet de comprendre la collaboration client-fournisseurs dans son ensemble et d’anticiper les activités à mener avec les fournisseurs. D’autre part, cette approche managériale a été enrichie par des illustrations des pratiques collaboratives décrivant les interactions au jour le jour entre les acteurs client et fournisseurs. Cette seconde approche, de type bottom-up, insiste sur la dimension relationnelle au sein du projet. Elle caractérise les interactions entre les participants au quotidien et contribue ainsi à la création de confiance et d’engagement, à l’alignement des efforts, à l’apprentissage mutuel : des éléments nécessaires à la réussite du développement de la nouvelle offre. L’originalité de notre travail réside dans la combinaison de ces deux approches dans l'élaboration d'un même processus, combinaison qui permet de comprendre comment s’effectue au quotidien le co-développement d'un nouveau système de produits-services entre plusieurs entreprises. / A products-services system is an offer integrating products and services with the aim of bringing a strong added value to the needs of the clients. The development of such offers requires numerous capabilities, some being mastered by the company developing the offer, others being specific to the suppliers. To collaborate with them became crucial for the customer company to meet the needs of innovation, to be more reactive toward the evolution of markets and to optimize the cost, the quality and the development time of the offer. Such collaborations require to be carefully constructed, then managed, so that the development of the new offer is successful. The research project presented in this report, led during a thesis under a CIFRE contract with Schneider Electric, contributes to the implementation of successful customer-suppliers collaborations in development of products-services systems. The aim of this work was to formalize a process that would help the structuring of a collaboration, which would in turn support the teams in charge of leading collaborative projects with suppliers. The final result of our work is a co-development process integrating the managerial approach of the development of a new offer, with the relational dimension characterizing the way collaboration is lived on a daily basis. The engineered research approach has been followed in this project, which leans on seven case studies within Schneider Electric company and six others companies stemming from different branches of industry such armament, cosmetic or insurance. Numerous actors, working at the corporate level in companies and in development projects, have been mobilized in client companies as well as in suppliers companies. The co-development process we propose here is based on the life cycle of the collaboration and the life cycle of the products-services systems. On one hand, it describes the managerial activities and their sequencing, the roles and the responsibilities of functions involved in the project, and the links with the others processes of the company. This top-down approach allows understanding the customer-suppliers collaboration as a whole and to anticipate the activities to be led with the suppliers. On the other hand, this managerial approach has been enriched by the illustration of collaborative practices describing the interactions from day to day between customer and suppliers. This second approach, bottom-up type, highlights the relational dimension of the project. It characterizes the daily interactions between the participants and thus contributing to the creation of commitment and trust, to the alignment of the efforts, and to mutual learning: elements necessary to the success of the project. The originality of our work resides in the combination of these two approaches in the same process, a combination which allows understanding how the co-development of a new products-services system is performed between several companies on a daily basis.