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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 141 to 150 of 153 (0.091 seconds)| 141 |
Undergraduate Students' Understanding and Interpretation of Carbohydrates and Glycosidic BondsJennifer Garcia (16510035) 10 July 2023 (has links)
<p>For the projects titled Undergraduate Students’ Interpretation of Fischer and Haworth Carbohydrate Projections and Undergraduate Students' Interpretation of Glycosidic Bonds – there is a prevalent issue in biochemistry education in which students display fragmented knowledge of the biochemical concepts learned when asked to illustrate their understandings (via drawings, descriptions, analysis, etc.). In science education, educators have traditionally used illustrations to support students’ development of conceptual understanding. However, interpreting a representation is dependent on prior knowledge, ability to decode visual information, and the nature of the representation itself. With a prevalence of studies conducted on visualizations, there is little research with a focus on the students’ interpretation and understanding of carbohydrates and/or glycosidic bonds. The aim of these projects focuses on how students interpret representations of carbohydrates and glycosidic bonds. This study offers a description of undergraduate students’ understanding and interpretation using semi-structured interviews through Phenomenography, Grounded Theory and the Resources Frameworks. The data suggests that students have different combinations of (low or high) accuracy and productivity for interpreting and illustrating carbohydrates and glycosidic bonds, among other findings to be highlighted in their respective chapters. More effective teaching strategies can be designed to assist students in developing expertise in proper illustrations and guide their thought process in composing proper explanations in relation to and/or presence of illustrations.</p>
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<p>For the project titled Impact of the Pandemic on Student Readiness: Laboratories, Preparedness, and Support – it was based upon research by Meaders et. al (2021) published in the International Journal of STEM Education. Messaging during the first day of class is highly important in establishing positive student learning environments. Further, this research suggests that students are detecting the messages that are communicated. Thus, attention should be given to prioritizing what information and messages are most important for faculty to voice. There is little doubt that the pandemic has had a significant impact on students across the K-16 spectrum. In particular, for undergraduate chemistry instructors’, data on the number of laboratories students completed in high school and in what mode would be important information in considering what modifications could be implemented in the laboratory curriculum and in messaging about the laboratory activities – additionally on how prepared students feel to succeed at college work, how the pandemic has impacted their preparedness for learning, and what we can do to support student learning in chemistry can shape messaging on the first day and for subsequent activities in the course. An initial course survey that sought to highlight these student experiences and perspectives will be discussed along with the impact on course messaging and structure. </p>
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Terra Mirabilis: A Composition for Symphony Orchestra in Three MovementsKraevska, Sofia 11 March 2009 (has links)
Terra Mirabilis is a three-movement musical composition for symphony orchestra with piano solo inspired by natural landscapes photographed by the composer. The three movement composition and its corresponding landscapes portray three times of a day: early morning (I. The Mists), evening (II. Oceanus), and late night (III. Nocturne). Each chapter is devoted to the discussion of one movement, wherein overall concept and form are addressed, followed by detailed analyses of harmonic structure, motivic and thematic development, orchestration, and representational elements. As a complement to the score and the text, a CD-R audio recording of orchestral mock-ups accompanies this dissertation.
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The Measure Of MeaningPollon, Simon Carl January 2007 (has links)
There exists a broad inclination among those who theorize about mental representation to assume that the meanings of linguistic units, like words, are going to be identical to, and work exactly like, mental representations, such as concepts. This has the effect of many theorists applying facts that seem to have been discovered about the meanings of linguistic units to mental representations. This is especially so for causal theories of content, which will be the primary exemplars here. It is the contention of this essay that this approach is mistaken. The influence of thinking about language and mental representation in this way has resulted in the adoption of certain positions by a broad swathe of theorists to the effect that the content of a concept is identical to the property in the world that the concept represents, and that because of this a concept only applies to an object in the world or it does not. The consequences of such commitments are what appear to be insoluble problems that arise when trying to account for, or explain, misrepresentation in cognitive systems. This essay presents the position that in order to actually account for misrepresentation, conceptual content must be understood as being very much like measurements, in that the application of a content to an object in the world is akin to measuring said object, and that conceptual content ought be understood as being graded in the same way that measurements are. On this view, then, concepts are the kinds of things that can be applied more, or less, accurately to particular objects in the world, and so are not identical to whatever it is that they represent.
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The Measure Of MeaningPollon, Simon Carl January 2007 (has links)
There exists a broad inclination among those who theorize about mental representation to assume that the meanings of linguistic units, like words, are going to be identical to, and work exactly like, mental representations, such as concepts. This has the effect of many theorists applying facts that seem to have been discovered about the meanings of linguistic units to mental representations. This is especially so for causal theories of content, which will be the primary exemplars here. It is the contention of this essay that this approach is mistaken. The influence of thinking about language and mental representation in this way has resulted in the adoption of certain positions by a broad swathe of theorists to the effect that the content of a concept is identical to the property in the world that the concept represents, and that because of this a concept only applies to an object in the world or it does not. The consequences of such commitments are what appear to be insoluble problems that arise when trying to account for, or explain, misrepresentation in cognitive systems. This essay presents the position that in order to actually account for misrepresentation, conceptual content must be understood as being very much like measurements, in that the application of a content to an object in the world is akin to measuring said object, and that conceptual content ought be understood as being graded in the same way that measurements are. On this view, then, concepts are the kinds of things that can be applied more, or less, accurately to particular objects in the world, and so are not identical to whatever it is that they represent.
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Neither flesh nor fleshless : an object-relational study of the experience of Philophonetics-CounsellingEggers, Jutta Dorothea 12 February 2004 (has links)
Philophonetics-Counselling is a specific form of a bodily-oriented expressive therapeutic approach, defined for the purposes of this study as an approach that uses the non-verbal bodily modalities of movement, gesture, visualisation, and sound, as well as forms of artistic expression, as elements of a process, which furthers the physical and psychic integration of an individual. In view of the recent rise in bodily-oriented therapeutic processes, this study intends to describe and explore the role of especially bodily representation, but also mental representation in the phenomenon of the transformation and representation of sensory-emotional experience in the developing psyche. This is achieved by exploring the essence of described ‘lived experience’ of Philophonetics-Counselling, which is a means not only to elicit this phenomenon of transformation, but also to gain access particularly to bodily representation and bodily knowing. This exploration is guided primarily by a dialogue with object relations theory, exploring conceptualisations provided by Bollas, Ogden, Winnicott, Bion, and Klein. This dialogue is also, however, informed by contemporary bodily-oriented theorists, including Merleau-Ponty, Gendlin, and Shapiro. . The essence of this experience is explicated from qualitative material according to the Duquesne Phenomenological Research Method, which requires of the researcher to allow the inherent constituents and dynamic process to emerge such that the phenomenon can present itself to his/her awareness as it is in itself. Following this, by engaging with psychological theory in an attempt to understand this explicated structure, specific attention is given to the manner in which bodily representation and bodily knowing, particularly as applied or encouraged in therapeutic process, is intimately involved with thetransformation and representation of sensory-emotional experience. This research process reveals a means to rework and explore perhaps more directly the representations of self and other. Furthermore, through the open-ended and playful engagement with both the theory and the material, this descriptive-dialogical study concludes with the notion that although linked to the phenomenon of transformation and representation, consciousness, understood in terms of psychic truth, seems to extend beyond the seemingly differing mentalities of both mind and body, as perhaps dwelling in (the) neither flesh nor fleshless… / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2005. / Psychology / unrestricted
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A Critique of the Learning BrainOlsson, Joakim January 2020 (has links)
The guiding question for this essay is: who is the learner? The aim is to examine and criticize one answer to this question, sometimes referred to as the theory of the learning brain, which suggests that the explanation of human learning can be reduced to the transmitting and storing of information in the brain’s formal and representational architecture, i.e., that the brain is the learner. This essay will argue that this answer is misleading, because it cannot account for the way people strive to learn in an attempt to lead a good life as it misrepresents the intentional life of the mind, which results in its counting ourselves out of the picture when it attempts to provide a scientific theory of the learning process. To criticize the theory of the learning brain, this essay will investigate its philosophical foundation, a theory of mind called cognitivism, which is the basis for the cognitive sciences. Cognitivism is itself built on three main tenets: mentalism, the mind-brain identity theory and the computer analogy. Each of these tenets will be criticized in turn, before the essay turns to criticize the theory of the learning brain itself. The focus of this essay is, in other words, mainly negative. The hope is that this criticism will lay the groundwork for an alternative view of mind, one that is better equipped to give meaningful answers to the important questions we have about what it means to learn, i.e., what we learn, how we do it and why. This alternative will emphasize the holistic and intentional character of the human mind, and consider the learning process as an intentional activity performed, not by isolated brains, but by people with minds that are extended, embodied, enacted and embedded in a sociocultural and physical context.
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Sidetracks in remote digital teaching – Facilitating a sense of presence, closeness and immediacy in times of physical distancingThomas, Alison Rebecca January 2020 (has links)
With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means of supporting secondary-school teachers in remote digital teaching.Main findings unveiled a sense of presence as a prerequisite for closeness and immediacy and real-time video lessons as the main approach to remote digital teaching, potentially creating an illusion of presence, closeness and immediacy due to pupils’ choice of black screens and muted microphones.Potentially meaningful approaches to achieving a sense of presence, closeness and immediacy identified in this thesis include the use of digital representations, representational correspondence and the concept of testimony in designing for a sense of presence, closeness and immediacy in remote digital environments.
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Ghost Hunting and A Moroccan Forest: a geography of MadnessLehnert, Matthew R. 27 November 2013 (has links)
No description available.
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Bedeutungstheoretische Überlegungen zur immanenten didaktischen Konstitution der MusiktheorieOrgass, Stefan 22 October 2023 (has links)
No description available.
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Rytmen bor i mina steg : En rytmanalytisk studie om kropp, stad och kunskap / The rhythm lives in my steps : A rhythm-analytical study of body, city and knowledgeJohansson, Sara January 2013 (has links)
This thesis brings together a fascination with the city and a keen interest in the knowledge process. The point of departure is the bodily, sensory and emotional experience. That the author uses her own perceptions and experiences and is preoccupied with her own knowledge process means that she writes herself into an autoethnographic context. She also experiments with the writing and allows it to take on a more literary form as she writes about her own sensory impressions and feelings. The term rhythmanalysis is employed as a way of assessing, exploring, interpreting and understanding the world that embraces the embodied experience. Human beings are embodied beings, a claim we can make by referring to our own experiences as well as how we perceive, communicate and interact. The study delves into two aspects of rhythmanalysis, first as a way of describing the knowledge process as rhythm-analytical, which implies that bodily experiences are equally important as intellectual ones, and secondly as a way of talking about the city as polyrhythmic. It follows upon the latter that embodied rhythmanalysis of the city is possible. The rhythmanalysis may ultimately be seen as a project aimed at overthrowing the Cartesian dualism between body and mind. That we are embodied has a methodological consequence that is as simple as it is essential: the scholar exists in the world she studies. The researcher is not a neutral observer. She is a co-creator. She is a body, placed in time, space and history. She is situated, which means that her knowledge is also situated. Thus, the rhythmanalysis encompasses the body, the senses and feelings, and can be described with one key word: movement. It finds support in theories that acknowledge the fluid, the becoming, the situated, the performative, the relational, the dynamic, the material. It seeks methods that experiment, that focus on practices rather than discourses, that are preoccupied with a movable world rather than a static one.
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