10 research outputs found
Laura Stewart interview (transcript)
No full textInterview with Laura Stewart, 4th grade teacher at Adams Elementary - Mrs. Stewart discusses the Adams Elementary Valentine Tea traditions (transcript
Laura Stewart interview (audio)
No full textInterview with Laura Stewart, 4th grade teacher at Adams Elementary - Mrs. Stewart discusses the Adams Elementary Valentine Tea traditions (audio
La diferencia que hace una oportunidad: Experiencias internacionales en comunidades rurales de España
Get PDFIn this article, Laura Rodriguez explores the upbringing of a young woman from Boñar, in the Province of León in Spain, as she recounts her experience as part of an international program that allowed her to stay during an academic year with an American family in the State of Texas. Through the experience, the interviewee discovers her potential and, according to Rodriguez, overcomes limitations to assume a positive and decisive attitude to forge her own future. It will not escape the attention of the reader that the author finds an important parallelism with her own experience as an international student participating in her own university\u27s Spain Summer Program.
En este artículo, Laura Rodríguez nos acerca a la experiencia de una joven de la comunidad de Boñar, en León, España, que ha tenido la oportunidad de participar en una estadía internacional en los Estados Unidos. Durante su estancia con una familia del estado de Texas, la entrevistada descubre su potencial y, de acuerdo con la autora, rebasa sus propias limitaciones personales para llegar a asumir una actitud positiva y decidida frente a su futuro. No escapará al lector advertir el paralelismo que la autora encuentra con su propia experiencia como estudiante del programa internacional de verano que le ha llevado a León
Conceptualising alcohol consumption in relation to long-term health conditions:exploring risk in interviewee accounts of drinking and taking medications
Get PDFBACKGROUND: Alcohol use is a major contributor to the burden of disease, including long-term non-communicable diseases. Alcohol can also interact with and counter the effects of medications. This study addresses how people with long term conditions, who take multiple medications, experience and understand their alcohol use. The study objective is to explore how people conceptualise the risks posed to their own health from their concurrent alcohol and medicines use.
METHODS AND FINDINGS: Semi-structured interviews were conducted with a sample of 24 people in the North of England taking medication for long term conditions who drank alcohol twice a week or more often. Transcripts were analysed using a modified framework method with a constructionist thematic analysis. Alcohol was consumed recreationally and to aid with symptoms of sleeplessness, stress and pain. Interviewees were concerned about the felt effects of concurrent alcohol and medicines use and sought ways to minimise the negative effects. Interviewees associated their own drinking with short-term reward, pleasure and relief. Risky drinking was located elsewhere, in the drinking of others. People made experiential, embodied sense of health harms and did not seem aware of, or convinced by, (or in some cases appeared resigned to) future harms to their own health from alcohol use. The study has limitations common to exploratory qualitative studies.
CONCLUSIONS: Health risk communication should be better informed about how people with long-term health conditions perceive health outcomes over time, and how they adopt experience-based safety strategies in contexts in which alcohol consumption is heavily promoted and weakly regulated, whilst medicines adherence is expected. Supporting people to make active and informed connections between medicines, alcohol and potential personal health harms requires more than a one-way style of risk communication if it is to be perceived as opening up rather than restricting choice
A web-oriented framework for the development and deployment of academic facing administrative tools and services
No full textThe demand for higher education has increased dramatically in the last decade. At the same
time, institutions have faced continual pressure to reduce costs and increase quality of education,
while delivering that education to greater numbers of students. The introduction of
software systems such as virtual learning environments, online learning resources and centralised
student record systems has become routine in attempts to address these demands.
However, these approaches suffer from a variety of limitations:
They do not take all stakeholders’ needs into account.
They do not seek to reduce administrative overheads in academic processes.
They do not reflect institution-specific academic policies.
They do not integrate readily with other information systems.
They are not capable of adequately modelling the complex authorisation roles and
organisational structure of a real institution.
They are not well suited to rapidly changing policies and requirements.
Their implementation is not informed by sound software engineering practises or
data architecture design.
Crucially, as a consequence of these drawbacks such systems can increase administrative
workload for academic staff.
This thesis describes the research, development and deployment of a system which seeks
to address these limitations, the Module Management System (MMS). MMS is a collaborative
web application targeted at streamlining and minimising administrative tasks. MMS encapsulates a number of user-facing tools for tasks including coursework submission and
marking, tutorial attendance tracking, exam mark recording and final grade calculation.
These tools are supported by a framework which acts as a form of “university operating
system”. This framework provides a number of different services including an institution
abstraction layer, role-based views and privileges, security policy support integration with
external systems
Firm innovations from voluntary dyadic engagement with nonprofit organisations: an exploratory UK study
Get PDFThis dissertation presents the findings of an exploratory collective case-study examining
corporate innovations arising from voluntary dyadic engagement between UK firms and
nonprofit organisations (NPOs) focused on social issues.
Whilst the extant literature demonstrates that pro-active engagement with NPOs can
assist firms innovate, there has been no empirical work which explores the relationship
between the engagement and the innovation outcome: a gap which this research
addresses. In doing so, it illustrates how concepts and constructs from the innovation
management literature can be applied usefully to the stakeholder and cross-sector
collaboration field. To date, empirical studies addressing firm-NPO engagements have
concentrated overwhelmingly on partnerships to address environmental issues. This
study provides insights into cross-sector engagements focused on addressing social
issues.
Using a form of analytic induction to evaluate qualitative case-data from ten dyadic
engagements, this dissertation addresses the question: “how do firms innovate through
engagement with social issues nonprofit organisations?” The research found that
product and service innovations resulted from engagements where the firm had an
external stakeholder orientation and was focused on delivering tangible demonstrations
of corporate responsibility. Process innovations, by contrast, were produced from
engagements where firms had an internal stakeholder orientation. Two distinctions
were noted in the innovation process, too. Firstly, a more exploratory approach to
dyadic engagement activities, which resulted in an emergent innovation process; and
secondly, a focused and pre-determined search activity to exploit the resources of the
nonprofit partner which demonstrated a more planned innovation process. In addition,
two distinct boundary spanning roles were identified: in dyads with no direct
management involvement in the engagement, the role was associated with formal
responsibilities from senior management to „manage‟ innovation opportunities and
outcomes. In dyads where senior management were involved, there was no such
formality; the boundary spanner acted to „facilitate‟ search and exploration to locate
opportunities for innovation through idea exchange.
The application of innovation constructs to the business and society field has enabled
firm engagement with nonprofit stakeholders to be examined through a new lens and
demonstrated how firms innovate from such relationships. In particular it has
highlighted the key role played by the firm boundary spanner (relationship manager)
and how this role alters depending on senior management involvement: a distinction
which has not been made in the extant literature and would benefit from further
examination
Gestão do conhecimento e conflitos interorganizacionais em EAD: construção de uma teoria substantiva
Get PDFTese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico, Programa de Pós-Graduação em Engenharia e Gestão do Conhecimento, Florianópolis, 2012Este trabalho apresentará a construção de uma teoria substantiva sobre a gestão do conhecimento em situações de conflito em Educação a Distância. O objetivo surge a partir da revisão teórica, ao identificar que boa parte do conhecimento relacionado ao conflito no ambiente interorganizacional e da gestão do conhecimento ainda está balizado por descobertas baseadas em pesquisas antigas. Tal fato é decorrente principalmente do acelerado desenvolvimento tecnológico, social e organizacional (intensificado) dos últimos anos, que ocasionou novos problemas para as organizações, especificamente às que trabalham a distância. Assim, na primeira parte desta pesquisa buscou-se desenvolver os principais conceitos sobre gestão do conhecimento e conflito. A segunda parte do trabalho identifica quais paradigmas teóricos (interpretativista, humanista radical, o estruturalista radical e funcionalista e o paradigma da complexidade) podem nortear a gestão do conhecimento em situação de conflito interorganizacional em um curso na modalidade de educação a distância (EaD). Para atingir os objetivos propostos foi realizado um estudo de casos com a equipe do Projeto Aluno Integrado (PAI), desenvolvido na modalidade de educação a distância (EaD), da Universidade Federal de Santa Catarina (UFSC). Nele foi utilizado o método da Grounded Theory (GT), por perceber sua relevância para o desenvolvimento de teorias. Os resultados encontrados nessa pesquisa fornecem três bases de análises teóricas: a primeira aponta que o paradigma Interpretativista é o que mais predomina no curso, tendo-se observado como cada entrevistado interpretava a realidade apreendida no Projeto. A segunda, relacionada à primeira, identifica que há poucos sinais de presença do paradigma dos Sistemas Adaptativos Complexos (SAC), uma vez que a equipe utilizou muito pouco os critérios de análise dos SAC´s propostos por Stacey (2006) e Axelrod e Cohen (2000). A terceira gerou, com base na teoria substantiva, um esquema teórico e um quadro que mostram as relações de interação e causa-efeito do conflito e da gestão do conhecimento # permitindo alcançar os objetivos da pesquisa. Uma das conclusões da tese está relacionada à teoria fundamentada em dados que desenvolvida, em que foram observados dois pontos importantes: a identificação de novos motivadores de conflitos, específicos dessa equipe de EaD, a saber: Ambiente virtual/tecnologia; Poucos treinamentos; Projeto Piloto; Autonomia; Infraestrutura; Falta de definição clara de papéis; Comunicação; Divergência de objetivos; Atitudes; Motivação; Liderança; Mudança organizacional; Conscientização; Tamanho do grupo; Ameaças externas; Sentimento de perda; Relacionamento e Estrutura organizacional. Também foi possível identificar a necessidade de inserir a Infraestrutura tecnológica como fator importante no modelo das cinco condições necessárias para promoção da espiral do conhecimento, proposto por Nonaka e Takeuchi (2008). A partir dessa pesquisa, sugere-se que os estudos com equipes que trabalham a distância considerem os novos motivadores de conflito e os aspectos que revisam o modelo da gestão do conhecimento, identificados nessa tese.Abstract : This paper presents the construction of a substantive theory about knowledge management in conflict situations in Distance Education. The objective arises from the theoretical review, to identify that much of the knowledge related to the conflict in interorganizational environment and knowledge management is still buoyed by findings based on old surveys. This fact is mainly due to the rapid technological development, social and organizational (boosted) in recent years, giving rise to new problems for organizations, specifically the working distance. Thus, the first part of this research sought to develop the main concepts of knowledge management and conflict. The second part identifies which theoretical paradigms (interpretive, radical humanist, radical structuralist and functionalist paradigm and complexity) can guide knowledge management in interorganizational conflict in a course in the form of distance education. To achieve the proposed objectives we conducted a case study with the staff of the Integrated Student Project, developed in the form of distance education, Federal University of Santa Catarina (UFSC). In it we used the method of Grounded Theory (GT), by realizing its relevance to the development of theories. The results in this study provide theoretical analyzes of three databases: the first indicates that the interpretive paradigm is the most prevalent in the course, having been observed as each interviewee interpreted the reality apprehended in the Project. The second, related to the first, there is little sign that identifies the presence of the paradigm of Complex Adaptive Systems, since the team used very little analysis criteria proposed by the SAC's Stacey (2006) and Axelrod and Cohen (2000). The third generated based on substantive theory, a theoretical framework and a framework showing the relationships and interaction of cause-effect conflict and knowledge management - allowing you to achieve the research objectives. One of the conclusions of the thesis is related to grounded theory that developed, in which we observed two important points: the identification of new drivers of conflict, such specific team DL, namely: Virtual environment / technology; Few trainings; Pilot , Autonomy; Infrastructure; Lack of clear definition of roles; Communication; divergence of objectives; Attitudes, Motivation, Leadership, Organizational Change; Awareness; Group size; External threats; feeling of loss; Relations and Organizational Structure. It was also possible to identify the need to put the technological infrastructure as an important factor in the model of the five conditions necessary to promote the spiral of knowledge, proposed by Nonaka and Takeuchi (2008). From this research, it is suggested that studies with teams working distance consider the new drivers of conflict and issues revise the model of knowledge management, this thesis identified
'A little easy and modern for the times' : a documentary of productions of Ben Jonson's plays by major professional theatre companies in England, 1977-2000
Get PDFThis thesis is a collation and discussion of productions of Ben Jonson's plays in
England between 1977 and 2000. It focuses on mainstream theatre productions.
Therefore, amateur and Fringe productions, adaptations and productions by
small-scale theatre companies are not included. It contains previously unreleased
material of interviews with theatre practitioners who have been instrumental in
staging the productions covered.
Whilst scholarship has concentrated on recent productions of
Shakespeares, tudies in Jonsonianp erformanceh ave been neglected.W ith the
recent resurgence in popularity of Jonson's texts in the English theatre repertoire,
it is now pertinent to assessth e methodsu sed to staget he work of this
playwright. This thesis focuses only on the staging of texts presented between the
two dates; this does not cover all of Jonson's texts. Contained in two volumes,
Part One raises issues of performance, whilst in Part Two productions are
considered within chapters on each play. An Afterword (in Volume One)
considers the future of production and the action needed to be taken for future
progression in performance and performance studies. The Appendix (in Volume
One) contains detailed venue information. The thesis is intended as a
documented record of productions, in order to stimulate future research into
Jonsonian performance methods. By examining recent productions the failures
and successeso f the contemporaryt heatre's approacht o Jonsonh ave been noted.
This will contribute to an understanding of how Jonson's texts continue to work
on stage. The title of this thesis comes from Bartholomew Fair, a play that
addressesth e need to assimilatet he presentationo f theatre within contemporary
concerns
