The purpose of this study was to gain a better understanding of the past research that has been conducted to date on pre-shot routines in golf via a thorough review of the literature. A historical review is presented in a chronological order of research studies that have been conducted pertaining to pre-shot routines in golf over the last 40 years. From this review, the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf was developed and assessed amongst college golf coaches in the United States. A total of 36 college golf coaches working at the NCAA Division I level participated in a two-round Delphi study to validate the usefulness and future utility of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf. The usefulness of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf was validated by achieving a 72.73% consensus agreement level amongst study participants. The researchers were unable to reach adequate levels of expert consensus amongst college golf coaches working at the NCAA Division I level pertaining to the future utility of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf in their golf instruction. However, it was found that future utilization rates of the model may increase if the designer of the model were to provide educational sessions to college golf coaches and members of their college golf team. Practitioners and researchers are encouraged to further examine the efficacy and future adoption rates of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf amongst golfers of all ability levels. In addition, a study examining the real adoption and utilization rates of college golf coaches working at the Division I level is encouraged upon the completion of face-to-face educational sessions by a researcher who has expertise in the area of pre-shot routines in golf.

My work called Wandering... is addressed to natural ways of Travelling. I relativised this therm and I complain it with the word Wandering. First of all I try to evocate wandering in mind. I use quite static images that contrasts with wide range of musical themes and sound effects.

This literature review examines the default mode network (DMN) and how its role in self related processing and narrative selfhood relates to well-being. The essay explores the DMN in three levels of activity: Firstly in normal function, where mind-wandering is positively correlated with dissatisfaction; Secondly its abnormal function in depression, characterized by excessive activity and rumination; Thirdly in its arguably improved function during mindfulness and meditation, where lower activity is associated with higher well-being, decreased mind-wandering and altered sense of self. The essay shows a relationship between the DMN and well-being, where higher activity correlates with lower well-being.

Over the past decades, there has been growing interest in whether the language people use (e.g., in social media) can reflect their well-being (WB) and ill-being (IB). However, little is known about how the content of spontaneous thoughts and experiences (e.g., reports of night-time dreams and daydreams) reflects WB and IB. The present thesis investigated whether emotional language use in dream and mind-wandering (MW; or daydreaming) reports reflects WB and IB. To this end, 1755 dream reports from 172 healthy adults and 1508 MW reports from 153 healthy adults were analyzed using the Linguistic Inquiry and Word Count (LIWC) text analysis software. Robust multiple linear regressions revealed that self-reported negative emotions over the past two weeks, as well as symptoms of anxiety and depression, predicted negative emotional language use in MW, but not dream, reports. Overall, anxiety accounted for the largest amount of variance in negative emotional language use. The findings carry theoretical implications regarding the nature as well as the function of spontaneous thoughts and experiences, while also paving the way for new diagnostic and prognostic tools in clinical contexts. Additional research is required to confirm the observed relationships and establish their causal direction.

The thoughts, dreams, symbols, and ideas that men use may be their own, but once they are uttered aloud or written down, they become the property of others as well. Legends grow, stories spread, symbolism multiplies, old ideas generate new ideas, and gradually these stories and symbols become the universal property of mankind. The legend grows and is used over and over again, changing, fusing, and transmuting. One of these legends is the story of the Wandering Jew. The plot of the early versions of the story is vague and conflicting. The sources are even more varied. The legend was well known throughout Europe, particularly in England, France, and Germany, during the Middle Ages as a folk tale and as a story in which the people firmly believed. During the Romantic period of literature, the figure captured the imaginations of writers, artists, and musicians. Today, Ahasuerus is a well-known symbol used by many writers. Another interesting legend originated in the Americas, the legend of the Three Nephites. Several studies have been made of this legend. The general conclusion of scholars seems to be that it is an outgrowth of the legend of the Wandering Jew. They claim that the origin is equally vague and that its prominent position in the Americas is due to the fact that Joseph Smith was familiar with the European legend; when he "wrote" his Book of Mormon, he decided to include this legend with a new, original twist. They argue that the stories exist in oral abundance because immigrating converts from Europe brought with them their native folklore and adapted it to their new theology. This study compares these two cycles of folklore in two main areas: the traditional form and the art form, discussing the origin and development of each. The study is of value for several reasons. The stories of the Wandering Jew have been misunderstood by many; and, as a result, many of the legends that scholars actually classify into this group do not belong there at all. They are, rather, simply legends that use an eternal wanderer motif. Among these legends one finds those of John the Beloved, the Flying Dutchman, the Wild Huntsman, and Cain, These people are not of the some legend as Ahasuerus, the Wandering Jew. They all use the sane central motif, that of an eternal wanderer; but each of these figures has a cycle of legends entirely his own. Too many scholars, in doing what they feel to be the definitive work on the subject, allow these figures to become fused and confused in their minds. They try to point to the Bible as the origin of the legend. Some refer to the Old Testament, some to the New Testament. Still other scholars tend to confuse Ahasuerus with another of the some name, an ancient Persian king living several centuries before Christ. These stories are all, of course, very interesting; but they are not versions of the legend of the Wandering Jew.

INTRODUCTION: Academic half-days (AHDs) are regular teaching events that occur outside of patient care. AHDs often take the form of extended didactic lectures, despite the literature around effective teaching techniques. This may decrease residents’ ability to pay attention to the content being presented and instead promote mind wandering (defined in this thesis as self-reported task-unrelated thought). This thesis examines mind wandering during academic half-days (AHDs) in postgraduate medical training through two studies, with the overarching goal of understanding how results might inform the design of classroom-based teaching sessions in postgraduate medical education. METHODS: In the first study, a qualitative approach was used to examine residents’ perceptions about the nature of their learning experience during AHDs. Two focus groups were held with residents in hematology (n = 5) and obstetrics and gynecology (n = 15) and analyzed using a thematic analysis approach. In the second study, thought probes were administered approximately every 15 minutes during three AHD sessions in each program (hematology: n = 6 residents; obstetrics and gynecology: n = 30 residents) to quantitatively examine how three commonly-used instructional methods (didactic lecture, group discussion, and case-based learning) influenced mind wandering during AHDs. RESULTS: Findings of the qualitative study revealed differences with respect to residents’ overall perceptions of AHDs, perceptions of attention during AHDs, and motivations for learning. However, residents in both programs agreed that presenters could maximize resident engagement and learning by spending more time on case-based learning and group discussions as opposed to didactic lectures. Quantitative findings supported resident perceptions, demonstrating significantly less mind wandering during case-based learning (7%) than didactic lectures (33%). CONCLUSIONS: The findings of this work suggest that instructional method influences the amount of self-reported mind wandering during AHDs, and specifically, that case-based learning may be more effective than didactic lectures in maintaining engagement during AHDs. / Thesis / Master of Science (MSc) / Academic half-days (AHDs) are regular teaching events that occur outside of patient care. AHDs often take the form of extended didactic lectures, despite the literature around effective teaching techniques. This may decrease residents’ ability to pay attention to the content being presented and instead promote mind wandering (defined in this thesis as self-reported task-unrelated thought). This thesis examines mind wandering during AHDs, with the goal of understanding how results might inform the design of classroom-based teaching sessions in postgraduate medical education through two studies: a qualitative study examining residents’ perceptions about their learning experience during AHDs, and a quantitative study examining how three commonly-used instructional methods (didactic lecture, group discussion, and case-based learning) influenced mind wandering during AHDs. Taken together, these two studies make a contribution to the exploration of how classroom-based teaching sessions such as AHDs can be optimized to enhance student learning in postgraduate medical education.

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Walls are important elements in architecture design history. Walls have been used as barriers and as structural elements as well. The biggest scale of a wall is a city wall which can protect the whole city area as a fortification--boundary. Another scale is the wall around buildings, which can define a site, a landscape, and separate a building from its surroundings. At a smaller scale, walls divide spaces in buildings. From ancient times to modern times, the wall was developed into various shapes and functions with different kinds of materials. This thesis is a study of walls of different scales and their harmonious whole. I am very interested in the city walls of Nanjing, a famous Chinese old city very close to where I was born. These city walls were built more than 200 years ago. These old walls are combined with new walls to make a space for communication and a new public attraction for the city. People can see the walls, feel the walls and then know much about the walls and architectural space. Wall gallery, visitor center and cafe/gift shop are located in this wall garden that I call "Paradise Island". / Master of Architecture

My dissertation, “Afro-Spirituality, Diasporic Commons, and Performative Politics in Caribbean Women’s Narratives,” analyzes late twentieth- and twenty-first-century Caribbean literature and, to a lesser extent, musical performance. I apply a comparative methodology to assemble the work of diverse Black and women-of-color writers who narrate from Puerto Rico, Dominica, the Dominican Republic, Haiti, and New York City (Ana Lydia Vega, Mayra Santos-Febres, Jamaica Kincaid, Rita Indiana, and Edwidge Danticat). This project takes as its main topic stories of subjects bearing class, racial, gender, and sexual underprivileged positions who undergo spatial, identity, and bodily uprooting via geographic transits, trans-genderisms, and physical proximity to metaphysical lives (spirits, deities, nature). My work proposes innovative dialogues between Latin American, Caribbean, Afro-diasporic, and Latinx critic-theoretical fields, updating relational frameworks through two main strategies: 1) the revision of key sociopolitical formations (e.g., Puerto Rico’s modernization, Haitian dictatorships, neoliberalism and border conflicts in the Dominican Republic) from the perspective of women narrators who promote historical rewriting and alternative world views; 2) the deconstruction of hegemonic ethnical and social representations through performative acts of the political carried out by collective subjects. Women’s intellectual perspectives, I argue, enact narrative strategies of literary democratization, comedic and metapolitics, archipelagic thinking, intersectional theory, malungaje poetics, and critical fabulations to forge affective bonds and to advance ways of being in common, intervening in the creation of transatlantic formations that I call “diasporic commons.” Advocating for connectivity beyond borders, their narrations, I demonstrate, restore collective senses of beings to deal with what is left for communities in the face of (neo)colonial legacies, the failure of modernization projects, and a collapsing environment. / Spanish