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First-generation (FG) students comprise an increasing population that has been studied at the undergraduate level. Extensive empirical research is available on FG undergraduate behaviors, challenges, and support programs. However, little research traces their experiences through to graduate study, a line of inquiry especially needed for FG students of color whose intersectionality (Crenshaw, 1989) suggests an increasing need for support across all disciplines. Because of the varied degrees and disciplines that comprise graduate study, investigators are encouraged to focus on specific disciplines (Miner, 2021). This phenomenological study illuminated the lived experiences of 12 first-generation law graduates of color (FGSOC) and how they made meaning of their most significant challenges and the institutional and non-institutional supports they accessed during their studies. Framing the investigation using Yosso’s (2005) community cultural wealth theory made clear the community-based assets participants accessed to succeed during law school. Participants experienced a rough social transition upon enrollment. This period was marked by impostor syndrome and a heightened awareness of racial and class differences between participants and their classmates. Affinity groups helped smooth the social transition to law school, but intra-group stratification resulted in participants’ alienation within these spaces. Participants’ rocky academic transition forced them to contend with complicated faculty relationships and the intense, unfamiliar rigor of the law school classroom. Outside of their law schools, participants encountered changes in family dynamics. With the realization that their families no longer understood their path, participants became more self-reliant while understanding their future family financial obligations. Unable to find consistently effective services within their institutions, participants felt mostly unsupported by their law schools and described their

Through the application of a phenomenological hermeneutic approach, this study seeks toexamine how seven moral dilemmas can be understood through the lenses of utilitarian ethicsand virtue ethics. These dilemmas are derived from Pablo Vierci’s depiction of a real-life1972 plane crash tragedy in the non-fictional book Society of the Snow. By incorporatingprevious research on similar topics, this study situates itself within the broader academicdiscourse on moral ethics, while providing a contemporary interpretation of a significanthistorical event depicted in literature. The goal of this research is to explore the practicalapplications of utilitarianism and virtue ethics in real-life scenarios. The findings indicate thatanalyzing moral dilemmas through these ethical frameworks deepens our understanding ofmoral philosophy, making complex and distressing moral choices more comprehensible. Byengaging with the intricacies of these theories and their practical implications, individuals canunderstand the complexities of moral decision-making with greater insight and sensitivity.

This transcendental phenomenological qualitative research study aimed to understand the lived experiences of high school teachers in relation to culturally responsive teaching and the role it plays in the achievement of minority students. The leading theory that guided this study was Vygotsky's sociocultural theory which emphasizes the importance of human development where teachers incorporate students' culture, beliefs, and social norms as essential aspects of instruction (Crotty, 1998). Additionally, Bandura's self-efficacy theory was incorporated as a perspective to assess the impact of teaching influence exerted by teachers based on their personal beliefs. The participants for this study included 13 high school educators between the ages of 25 and 50 with teaching experience of over three years. Data collection included a triangulation method of interviews, surveys, and a focus group to assess the phenomenon. The data were analyzed through digital software, and the findings were recorded, evaluated, and coded. The three main themes that were identified included: understanding the concept of culturally responsive teaching, misconceptions of culturally responsive teaching, and the significance of culturally responsive teaching. The teachers' perspectives and experiences also gave rise to sub-themes that included perceptions, beliefs, stereotypes and assumptions associated with culturally responsive teaching. Future research was discussed in addition to the implications of policies and practices for culturally responsive teaching implementation.

The purpose of this transcendental phenomenological study was to understand and describe the lived experiences of foreign university English as an additional language instructor in China who had or were currently teaching at the tertiary level as it relates to teacher training and preparation programs. The theory that guided this study was Shulman’s Theory of Pedagogical Content Knowledge, as Shulman’s theory clearly defines the knowledge that instructors must possess to be effective, and teacher training and preparation can be more clearly understood through Shulman’s framework. The study’s methodology was a phenomenology design. Purposeful sampling was implemented. The study was conducted using online conferencing software. Individual interviews, a focus group, and journal prompts were the data collection methods used. Data were analyzed according to Moustaka’s procedures for phenomenological data analysis. Six themes emerged from the data; the six themes were: job of opportunity, the absence of structured teacher training, and acknowledgment of inadequate training. Outlier themes that arose included: impostor syndrome, education as a business, and expectation of self-study and education. Qualitative analysis indicated that foreign university English as an additional language instructors deemed employer-provided training inadequate, leaving instructors feeling underprepared for the classroom. Despite these challenges, there was a notable appreciation for collaborative training approaches, such as peer mentorship and observation, which participants found beneficial for their professional development. The study highlighted the urgent need for structured, comprehensive teacher training and preparation programs for foreign ESL instructors in China.

This qualitative study explored social media users’ perceived experience of censorship on social media communication platforms to better understand the effects of censorship on users. The study relied on a qualitative questionnaire with open-ended questions to collect initial data from 115 participants in the United States. Of the questionnaire respondents, 12 participated in an in-depth interview. The questionnaires and interview answers gathered information about users’ perceived experiences of censorship on social media platforms to determine whether there is a need for changes in current social media practices and policies. The study found that Black males between the ages of 25 and 34 years believe that they are unjustly targeted by social media platforms with censorship and advocate for reform. The phenomenological and sociocultural communication traditions and the muted group and spiral of silence theories were used to evaluate the information gathered and answer the research questions.

The purpose of this phenomenological study is to understand the experiences of the 10 K-12 teacher participants who may implement instruction and interventions for students who struggle with cognitive reading disorders and dyslexia. Instruction for intervention of cognitive reading disorders at the K-12 education level was generally defined as the multisensory approach more commonly found in schools. Instructional methods of 10 teachers at the K-12 education level for cognitive reading disorders was explored by implementing the central research question (CRQ), “What are the experiences of K-12 teachers who receive professional development to provide cognitive reading instruction with interventions specific to dyslexia?” The theory guiding this study is Piaget’s (1952) theory of cognitive development and the four developmental stages. A constructivist theory applies well to an educational qualitative study. Piaget's (1952) observations of cognitive development have influenced research across multiple fields of study. The methodology consisted of interviews, journal responses, and focus groups, that were recorded, transcribed, and analyzed, Data analysis was organized by reading and note-taking of emergent ideas, describing, and classifying codes into themes through interpreting, representing, and visualizing data. The phenomenological approach influenced the creation of data and its organization by reading through text, making margin notes, and forming initial codes. The meaning was derived from significant statements and common group experience of the participants. The analysis culminated into a textual description of what happened, how the phenomenon was experienced, and the development of the essence of the phenomenon. Throughout the study five themes were generated: Professional Development Experience, Interventions, Teacher Collaboration, Teacher Confidence, and Suggestions for Improvement.

The COVID-19 pandemic has led to many changes in the landscape of nursing care and nursing teaching and learning. One such change is the transition from traditional face-to-face learning to blended learning. While blended learning has many benefits and offers excellent opportunities for learning beyond the conventional methodologies and within the safety parameters of the COVID-19 pandemic, there is varied effectiveness from the literature review, and much is still being determined about community nurses' experiences in Singapore. Therefore, a qualitative transcendental phenomenological study on blended learning experiences among nurses in a community hospital in Singapore during the COVID-19 pandemic was initiated. Garrison’s self-directed learning theory (1997), which focuses on self-directed learning, was the main theoretical framework for the study. A purposive criterion sampling recruited 15 nurses from the community hospital in Singapore. Data was collected using interview questions and journal reflections. The data were analyzed using Colaizzi’s (1978) method of data analysis. Results revealed the themes such as preferred varied modes of blended learning (BL), knowledge and skills benefits of BL, video and online facilitators of BL, personal and information technology challenges of BL, and positive reactions towards BL. The study could help to advance nursing science by providing nurses with suggestions to improve learning and empowering them in self-directed learning and technological skills. Lastly, this study gave recommendations on nurse educators to understand how to further develop and enhance their language in blended forms of teaching and learning. Recommendations were developing strong culture for self-directed and learner-centric learning, mitigate fatigue and work constraints, and addressing content and platform challenges.

The purpose of this qualitative phenomenological study was to explore the lived experiences of men in a substance use disorder (SUD) residential program simultaneously receiving domestic violence (DV) perpetration intervention and services that address adverse childhood experiences (ACEs). This study examined men’s ACEs, substance use, and DV perpetration. Urie Bronfenbrenner’s socioecological model and Rudolf Moos’ modification of socioecological model provided the foundational context and theoretical framework for the study. Although there are various reasons individuals use substances, one of the underlying causes is often unattended ACEs. Individuals with SUDs are also often the perpetrators of DV within their intimate relationships. Currently, violent perpetrators are often ordered to complete batterer intervention programs, but these programs have been ineffective in reducing DV. This research study provided a voice for the men in an SUD program who have experienced ACEs and DV perpetration. Data were collected from 12 men residing in a DV perpetration intervention program using semi-structured interviews. The implications of the results from the interviews indicated that ACEs was a predictor of future drug use and domestic violence perpetration. The results of this study could be valuable for batterer intervention programs, SUD counselors, court systems, and churches.

A need exists for more literature concerning high school orchestras in an urban setting versus a suburban neighborhood and the different styles of social-emotional learning strategies implemented in each. Universities and other professional development specialists now teach teachers social-emotional learning procedures and processes. However, these specialists often must provide orchestra directors with more specific skills. There also should be more differentiated instruction for high school orchestras in an urban setting versus what school corporations require of teachers in a suburban-specific area. Teachers must identify the demographics of where and to whom they teach and tailor lesson plans and social-emotional techniques to these particular environments. The review of the literature discusses this topic. A questionnaire surveyed teachers, asking them if they were instructed in the demographic area they were teaching from a social-emotional learning perspective. It also asked them to explain what they did to be successful. The third part of this study demonstrates how the literature review contributes to this topic based on the current environment for high school orchestra teachers. The survey also required orchestra teachers to respond to questions about strategies and techniques they employed to be successful.

The purpose of this qualitative transcendental phenomenological research study was to describe the shared emotional experiences of 10 senior pastors of Christian churches located in rural central Virginia due to the national COVID 19 mandate that forced them to close their houses of worship. Moreover, in the United States of America, a COVID 19 mandate was implemented that closed places of worship, which altered the American pastor’s routine schedule. Therefore, the central research question explicated in this research study was, “What are the personal emotions experienced by 10 senior pastors in rural Virginia during a phenomenon, the national COVID 19 mandate, that closed houses of worship?” To note, this research study journeyed to discover if these pastors experienced spiritual injury due to this COVID 19 mandate. Furthermore, to discover the influence of the COVID 19 phenomenon that affected these American pastors, this research study implemented a qualitative research method, which utilized the transcendental phenomenological qualitative research design to research their exposure to spiritual injury and to mental health anxiety disorder due to the COVID 19 mandate that closed their churches.

The purpose of this hermeneutic phenomenological study was to interpret the experience of resilience in teachers in juvenile corrections facilities. The theory guiding this study is the self-determination theory, which Richard Ryan and Edward Deci developed. Self-determination theory is a means to understand human motivation. The methodology to be used is a hermeneutic phenomenological approach using interviews, exhibit scenarios, and a journal reflection prompt from 13 voluntary participants of teachers and former teachers with experience in long-term juvenile corrections facilities from around the United States. Although the education field has challenges in any setting, the challenges specific to working in a long-term secure corrections facility housing teenage youth were the primary focus of this study. All data were analyzed using the hermeneutic circle in which the whole was interpreted through the individual parts, and the individual parts were interpreted through the whole, allowing for the preunderstandings of the researcher to be used to build a horizon between the past and the present. The participants revealed many unique challenges to their environment, including educational gaps, the need for safety, and the importance of building relationships with their students. The participants revealed their ability to build resilience by reflecting on their calling for their job, belief in a higher power, strong desire to help their students, and practicing self-care. The interpretations of the data collected showed that teachers had to build resilience continuously to avoid burnout, they held a passion for helping their students over their passion for teaching, and they thrived on the extra challenges of the juvenile correction facility.

This thesis examines the role of emotion in manifestations of extreme right-wing thought, feeling and action. There has been a considerable increase in violent and non-violent right-wing extremism in the United States. In Australia, the Australian Security and Intelligence Organisation has identified an increase in the threat from right-wing extremism since 2019. Previous literature and policy have attempted to force radicalisation into a predictive, deterministic model; however, human behaviour is rarely linear or deterministic. The contemporary multi-modal (online and offline) context is far from linear, while belief systems and right-wing ideology are deeply emotive. Even the labelling of attitudes and actions as “extreme-right” may oversimplify what appears to be a broad and constantly evolving, unpredictable pattern of belief and action. Complexity science may help explain why some individuals do not radicalise while others, with apparently similar levels of vulnerability, do. There is limited literature on the role of emotion within the radicalisation and deradicalization process, despite emotions’ capacity to accelerate or amplify opinion and action. This thesis investigates the qualitative emotional and motivational experiences of current and ‘former’ ‘far-right’ extremists recruited from Twitter, Reddit, and Gab. Interviews were conducted by a clinical psychologist and analysed in accordance with interpretative phenomenological philosophy. Results suggest that emotional experience propelled radicalisation to the far-right through traumatic chaos, an unstable sense of self and fragile identity. Right-wing ideology was maintained through emotional validation and experience with cancel culture. In contrast, emotional experience motivated deradicalization through: diversity of experience, openness and insight, acceptance, and suffering through anger, guilt, embarrassment, shame, and sadness. These findings are important because they are generalisable across ide

In modern society, loneliness is often talked about as an undesirable thing and something that should be eliminated, which makes it obvious that many people are suffering from it. Considering that the physical spaces we inhabit significantly shape our social interactions and relationships, this project aims to highlight the importance of spatial design in fostering connections with others beyond oneself. Specifically, the gaze is directed toward co-living. Slakthusområdet is a slaughter industrial area that is going to be developed from an industrial area into an urban district with lots of housing. On the site, I have examined how spatial design can create a lifestyle on our own initiative and feel a sense of belonging in a new environment. Through personal observations, this project explores a way of life that accepts loneliness and seeks to live with it. In this project, I call this way of living “Being alone together”. By using physical models as the primary medium, I proposed a housing complex that offers diverse forms of living spaces to accommodate all residents. This new approach to communal living holds the potential to unlock new possibilities of life, particularly for urban dwellers. Furthermore, it offers a fresh and unique solution in response to the housing challenges faced in Stockholm.

The research aimed to explore the long-term effects of intercultural bilingual programs on Indigenous bilingual students residing in transnational communities. Employing a phenomenological research design, this qualitative study incorporated interviews, focus groups, classroom observations, and artifact analysis. Specifically, it investigated an intercultural education program at the secondary level and its influence on transnational students, their families, and the teachers at the Preparatoria Indígena Intercultural de Santa Fe de la Laguna in Michoacán, México. This research contributes to the growing field of bilingual education research in México by examining the interconnections between transnationalism and Bilingual Intercultural models of education, thus proposing the notion of a transnational-intercultural phenomenon. One significant revelation from this study pertained to the intricate relationship between the people of Santa Fe de la Laguna and geographic mobility. The community's deliberate efforts to discourage early migration were aimed at preserving ancestral values, the well-being of families and the community as a whole. This process was meticulously undertaken, analyzing the data collected during fieldwork in Michoacán, subsequent months, and phone conversations. The collected data, obtained through formal and informal discussions, formed an organic body of knowledge that facilitated an extensive inquiry. The findings unveiled the profound impact of transnationalism on the Purépecha community of Santa Fe de la Laguna and their ability to establish a third space through the creation of the Preparatoria Indígena Intercultural de Santa Fe de la Laguna. By embodying Purépecha values such as Jarhoapekua/Service, Sési Irékani/Well-being, Kaxúmbekua/Teachings and Honor, and Pindékuecha/Traditions, the community initiated a transformative process that reclaimed control over transnational processes, reducing early migration among youth and

This study examined the behavioural results that university professors in Pakistan encountered as a result of the psychological impacts of rudeness at work. Workplace bullying at higher education institutions has been a topic of research for several decades, allowing researchers to investigate what bullying is extensively and its impact on its. Incivility is a costly and ubiquitous workplace behaviour that has significant negative affective, cognitive, and behavioural implications for those who are targets, witnesses, or instigators This study produced data and analysis that fills several gaps in our understanding of workplace incivility in higher education. Conducting research through phenomenological methods,which allows participants to recall situations where they were treated rudely, is experiential and qualitative.The data was gathered through interviews with ten faculty members. The results showed that the psychological effects of workplace rudeness were felt by the subjects. Participants admitted that if they continued to feel excluded in the future, they would stop participating, perform poorly, and quit. Finally, the article underlines a challenging but essential task for higher education policymakers and managers, as it demonstrates that incivility exists, that the repercussions are severe and long-lasting, and that the victims health and personal lives are being jeopardized. As a result, this paper urges academics studying HRD to pay attention

The purpose of this transcendental phenomenological study was to describe effective constructivism teaching strategies and approaches for reducing the achievement gap between minority and non-minority students in a middle school gifted program at Stoneybrook Middle School in the Downey-Raine School System through an examination of the lived experiences of teacher participants. The theories that guided this study were Piaget’s cognitive constructivism and Maslow’s hierarchy of needs. Both theories focused on the possible obstacles that educators may face when addressing the reduction of the achievement gap within this type of setting. Methodologically, this study followed the qualitative phenomenological research design. The research study focused on students within a middle school gifted program in southeastern North Carolina. The data collection took place through participant interviews, online blogs, and letter writing. Results from this study showed that the effectiveness of teaching strategies in this context was limited or enhanced by the factors of data usage and academically and intellectually gifted program structure, relationship building with students and nonacademic contributors to student performance like students’ homelives and the impact of COVID-19 on the school environment.

The purpose of this transcendental phenomenological study was to describe the lived experiences of Tier 3 early reading intervention providers at the Urban Independent School District in Texas three years after a school closure. The central research question was, what are the lived experiences of Tier 3 early reading intervention providers in the Urban Independent School district three years after a school closure? Sub-questions explored early reading intervention providers’ beliefs, attitudes, mental states, and actions three years after a school closure. This study was guided by two central theories: the Vygotskian sociocultural theory of human learning and Bandura’s self-efficacy theory. Moustakas’ transcendental phenomenological model was used to identify the phenomenon’s essence. Data were collected and triangulated using participant interviews, letter writing, and open-ended questionnaires. Data were analyzed and synthesized into six themes and 17 subthemes. Participants believe that students were negatively impacted academically and socially by the Covid-19-related school closure but generally have a positive attitude about changes implemented by UISD as a response to the school closure. Upon returning to in-person learning, participants expressed that their mental state was in a state of anxiety and tension as the needs of students were significant. The actions of intervention providers had to be intentional in meeting the needs of the students. Overall, intervention providers at UISD want a systematic approach to interventions and believe their work is essential. This study brings an awareness of the importance of the role of Tier 3 intervention providers after a school closure.

In 1972, the Jesus movement’s proliferation brought on the professionalization of student ministry into Southern Baptist churches. Over the last 50 years, the U.S. population has increased by 110 million, yet student ministry baptisms in the Southern Baptist Convention continue to decline. Despite recent efforts by The Southern Baptist Convention Executive Committee to reverse the downward trend of student ministry baptisms (ages 12–17), the phenomenon persists. The public profession of baptism remains as a strong indicator that an individual has been effectively reached with the Gospel. Operating under this premise that increased baptisms indicate effectiveness in student ministry, the researcher used the 2019 – 2020 Annual Church Profile to interview Thriving student ministries in the Southeast Region of the Southern Baptist Convention of Virginia. Thriving was identified as a student ministry with a top ten baptizing ratio. The researcher conducted nine in depth semistructured interviews with other thriving student ministers in the Southeast Region of the SBCV and discovered perceived best practices thriving student ministries are implementing to reach students more effectively. Common obstacles for connecting with Generation Z included: biblical illiteracy, technological distraction, and inauthentic examples. Effective strategies for reaching Generation Z included: teaching biblical truth, authentic connection, discipleship groups, and family partnership. Best practices for increasing Generation Z student baptisms included: gospel clarity, creating opportunities, intentional environments, diligent follow-up, and public celebration.

Society is comprised of individuals with different personality types who are frequently referred to as extraverted or introverted. Research has suggested individuals fall somewhere along the continuum of extraversion to introversion. Based on statistics, introverts are thought to comprise between 33% to 50% of the greater population, but introverts only comprise 4% of the management teams leading companies. The literature has vast amounts of information about leadership and extraversion but limited information about introversion and leadership. From the literature, what is not clear is how the introspective tendencies of introverted leaders may influence the strategic planning, decision making, or other associated business practices of companies. Knowing how to study the impact introverted leaders may have on business practices begins with understanding how the introverted leaders experience the workplace. This phenomenological study was conducted to describe the experiences introverted leaders have of their work environments. The study involved recorded interviews with introverted leaders of companies. The transcribed interview videos were coded which led to the identification of four themes, which are received positive feedback, were quality focused, understood the importance of relationships, and had knowledge of others' different expectations. Introverted leaders can use the findings from this study to initiate discussions about their experiences with their colleagues. Businesses and organizations can use the findings from this study to evaluate the range of potential characteristics that actual leaders possess regardless of the leaders' personality type.

The purpose of this transcendental phenomenological qualitative study was to develop an understanding of the experiences of high school male mentors who participate in mentor activities for peers with disabilities. The study of high school male mentors was viewed from the theoretical viewpoint of George C. Humans’s (1958) social exchange theory, as it addressed the relationships of high school male mentors in terms of establishing, prolonging, and dissolving relationships as mentors for peers with disabilities. The study answered the following central research question: How do male high school mentors of students with disabilities describe their experiences? Criterion sampling was used to select 12 to 15 male mentors from the state of Pennsylvania. The data were collected through individual interviews, reflective journals, and a focus group and analyzed using Clark Moustakas’s (1994) transcendental phenomenological approach. The data that was analyzed yielded five themes and four subthemes during data analysis. The themes were recruitment, personal growth, personal challenges, mindset, and life decisions. The subthemes were internal gratification, relationships, reactions of others, and becoming a better person.

The purpose of this phenomenological study was to explore the perceptions and lived experiences of alternatively certified second-career educators in urban elementary schools in South Carolina. Currently, alternatively certified second-career educators are defined as professionals who have a degree in a field other than education but teach with an alternative license. The central question for this study was: How do alternatively certified educators describe their experiences and perceptions of the teaching profession in the first five years? The phenomenological qualitative approach unveiled the underlying reasons why alternatively certified teachers stay in education past the first five years. The theories guiding this study were Bandura's social cognitive theory (SCT) and Lent, Brown, and Hackett's social cognitive career theory (SCCT), as they related to self-consciousness that directed and motivated the behaviors of those connected to their career choices. The eleven participants in the study were teachers who taught in urban elementary schools beyond three to five years and are still in education in some capacity. Data analysis included reviewing and examining data from individual interviews, a focus group, and archival records. Coding was used to identify common themes and patterns. Results showed relationships with administration, staff, students, and parents weighed in as meaningful; challenges became fuel, and self-efficacy and benefits of alternative certification played a significant role in longevity.

The purpose of this phenomenological study was to understand the perceived resilience of creativity derived from childhood trauma for professional creatives employed in the Nashville music industry. The theories guiding this study were Masten’s resiliency theory and Vygotsky’s theory of creativity as they informed the literature on my topic by understanding the link early childhood, especially trauma, had on creativity and the link trauma had on resilience and the life courses of individuals. The qualitative design of this study was hermeneutical phenomenology. The purposive sample consisted of 10 participants who qualified from a purposive sample pool of 117 occupational creatives who were performers, musicians, and writers, and the setting was Nashville, Tennessee. The research questions were: What were the lived experiences of people who suffered childhood trauma but found relief and resilience through creative endeavors? What was the turning point (trigger) for creatives who experienced multiple adverse childhood experiences to begin creating or performing? How did trauma derived creativity foster childhood resilience and adulthood artistic inspiration? I collected data through interviews, artifact analysis, and focus groups. The five themes that emerged from this study were: creating provided escape and a coping mechanism; trauma enhanced creativity through awareness, empathy, and perspective; resiliency was a byproduct of adversity; artistic inspiration came from everyday life; and creating was accompanied by a spiritual component. The most important takeaways from the results of my research were: childhood adversity reinforced creativity, creatives found resilience through escape and artistic inspiration; and trauma derived creativity increased awareness and compassion toward others.

This phenomenological study was the enhancement of a certain scheme related to the CASR Thematic Way for continual improvisation on such experiences in Eastern Samar Electric Cooperative (SAMELCO) services, which can be an avenue to sustain great effort and, in some way, or another improve recognized practices. This paper could also require some future related research studies which can involve quantitative or mixed method or research when it comes of the services rendering by the electrical companies

In this Editor’s column I discuss certain fruits and limits of applying the notion of ‘performance’ to works of art. Art works can be viewed as perfor- mances, the public furnishing of works’ final form. Concerts can be viewed as performances of a work scored by someone else, the composer, but not all arts are double in this sense. Moreover, art can be viewed as mirroring the psychological, phenomenological and rhetorical aspects of human interaction, which exemplify the way people scrutinise moral situations. Not all performances are artistic, let alone art.

This study examines the impact of negative public perception and disruptions upon professional identity and practice: namely the impact upon the professional identity and the practice of corporate insolvency practitioners (hereinafter referred to as “practitioners”) who were registered liquidators in Australia during July 2017 to October 2017. A phenomenological study was conducted from July 2017 to October 2017 by way of in-depth qualitative interviews with 23 registered and practising liquidators across parts of Australia. The findings indicate that, among other things, negative public perceptions and disruptions: (1) made it more difficult for numerous interviewed practitioners to reconcile inherent conflicts in their practice of insolvency; (2) affected various interviewed practitioners' ability to fulfil their roles and/or implement and comply with their various legal and ethical obligations; and (3) contributed to interviewed practitioners' perception of a weakened professional identity.

The purpose of this phenomenological study was to investigate the lived experiences of instructional leaders and high school graduates associated with a released time education (RTE) learning center in northern Georgia. The study sought to understand the perceived contribution of released time on behavioral transformation and the construct of a biblical worldview. The phenomenological method was chosen as the qualitative design for this research since it involves how the participants made sense of their experience. Data collection in this phenomenological study consisted of interviews with nine instructional leaders, and a focus group of eight alumni, all of whom were purposively selected. Four research questions were designed to reveal the participant’s perceptions and experiences of the connection between RT, behavioral transformation, and the development of a biblical worldview. Data analysis followed Moustakas’ process of bracketing, open coding, and thematic analysis, revealing four emerging themes. The findings revealed compelling evidence that RTE constructively influences behaviors and is an impetus for the development of a biblical worldview in adolescents. RTE programs may hold the answer to the revitalization of Bible-based morality in adolescents. Keywords: release time, phenomenology, behaviors, constitutional, Mormon

Research indicates that three out of four people who go through a divorce may marry again, and more than half of all marriages today are at least the second marriage for one partner. Recent studies estimate that 65% of remarriages involve children from a prior marriage creating a blended family or stepfamily during their lifetime. This study explored the lived experience of individuals raised in a blended family or stepfamily and what, if any, was the impact on their development and adult attachments. It also explored why adults often report adjusting to communication styles, abandonment, self-esteem, and individual behavior issues as a result of being raised in a blended family or stepfamily. A phenomenological study, i.e., a study of lived experience, provided an in-depth description of the participants’ emotional struggles, adult attachment issues, feelings of abandonment, and development between successful or failed relationships. The research design enabled the researcher to effectively address the problem, i.e., the impact of growing up in a blended family and transitioning into adulthood. The findings indicated that as children from blended or stepfamilies grow up and transition into adulthood, relational issues, attachment styles, and traumatic challenges follow them into their adult relationships, yielding social and interpersonal effects.

Although much research has been conducted regarding Christian worldview in private high schools and Christian colleges, very little information exists regarding Christian worldview at public high schools. The purpose of this transcendental phenomenological study is to describe how 10 evangelical students in public high schools interpret content areas through their worldview. The study answered the following critical question: How do evangelical students in public high schools interpret content areas through their worldviews? Participants were found using criterion sampling in central Pennsylvania and document analysis, interviews, and focus groups were used to collect data. Moustakas’s (1994) approach was used for data analysis, which includes epoché, horizonalization, textural and structural descriptions, and a composite description. Member checks, audits, and codebooks were used in order to ensure the trustworthiness of the study. The results of this transcendental phenomenological study showed that the participants experienced content interpretation through the themes of parallel, truth, presentation, and interpersonal relatability. While these interpretations of content were largely thoughtful and deep, students remained reluctant to express these understandings in the public school classroom. Fowler’s (1981) stages of faith framework was used to reveal the theoretical implications of the study, which showed that the participants remained mostly in the synthetic- conventional and individuative-reflective stages. The study suggested that students may benefit from more worldview conversations in the classroom and that churches and parents should emphasize the presentation of content, in addition to the truth of content, as an important aspect of worldview interpretation. Further research using different demographics would be beneficial as a way to highlight potential transferability of results.

In this study I take a phenomenological approach to music composition, improvisation and sound system design. I apply the writing of author Shoshana Zuboff’s The Age of Surveillance Capitalism to formulate an approach to composition and interactive design. I test whether it is possible to convert themes of Zuboff’s book into an interactive work of art which is relevant. I apply my research to the creation of an interactive sound installation based upon a Behavioural Value Reinvestment Cycle model. I explain my personal epoche, an interactive camera system, electro-acoustic music diffusion designs, audio software, and detail the development of the interactive music diffusion system design. I include descriptions of my compositions with accompanying sound recordings. A total of twelve compositions have been created for the purposes of this research. The music creation applies two approaches termed as either surveillance or conscious music. Surveillance music is composed by incorporating a camera for interactive outcomes. Conscious music compositions are works created in response to researching surveillance capitalism. To conclude I review and summarise my phenomenological experience and findings.

[ES] La formación de hollín es un fenómeno que ocurre en gran parte de los procesos de combustión, siendo un precursor natural de las partículas sólidas emitidas a la atmósfera. Debido al acoplamiento entre procesos físicos y químicos, es uno de los problemas más complicados de resolver, siendo la dinámica de fluidos computacional (CFD) una de las herramientas más interesantes para cuantificarlo. El presente trabajo pretende emplear modelos de dos ecuaciones para predecir la producción de hollín en llamas típicas de las condiciones de funcionamiento de un motor de encendido por compresión. El alumno configurará y lanzará cálculos y realizará el post-procesado de una serie de casos con diferentes configuraciones del modelo, con el fin de evaluar la producción de hollín en la llama. Los resultados del modelo se compararán con medidas experimentales, con el fin de analizar cuál es la configuración más adecuada para una adecuada predicción del hollín., [EN] The following project, consists on the validation of different soot production models integrated in CFD methods, being these models empirical and phenomenological. The kind of processes in which their quantification capacity is studied, is the combustion of fuel sprays in compression ignited engines conditions, of which there is a comprehensive experimental database from the Engine Combustion Network. Initially, a review of the theoretical basis of the phenomena that take place in these processes is done, and also of the models used for their simulation, with special attention on the ones related to soot. Later, there is an explanation about how these models are selected in the software used for the simulations. Also, the methods used for data post-processing are described, as well as which data are obtained from it. These calculated data are conveniently represented and the obtained results are analyzed, doing comparisons between the different models and the data obtained from experimental tests. Once these analyses are done, conclusions are reached regarding the predictive capacity of the models with changes in the simulation’s conditions, and the usefulness of them.

This interpretative phenomenological analysis explored the use of spiritually focused mindfulness meditation for clinical depression. Although antidepressant medication and cognitive behavioral therapy are the leading evidence-based treatments for clinical depression, major depressive disorder is recurrent, and progressive and relapse rates are increasing. Numerous studies examining the use of complementary and alternative medicine therapies, which include the use of meditation to treat depression, have emerged in the literature. In this study, three individuals who met diagnostic criteria for major depressive disorder used spiritually focused mindfulness meditation for three weeks and participated in in-depth interviews to explore their experiences. Findings revealed significant improvement in the biological, psychological, social, and spiritual symptoms of clinical depression. Findings also supported the importance and value of clinicians including consideration of spiritual beliefs as part of the intake process and gave support for the use of spiritually focused mindfulness meditation to improve treatment outcomes for depression. Considering that biological, psychological, social, and spiritual impairments coinciding with depression often persist following treatment and increase risk of relapse, the capacity of spiritually focused mindfulness meditation to positively affect these changes would provide important meditation-based treatment and prevention.

Donald Judd siempre defendió, como parte de su minimalismo, la estrecha relación que mantenían sus creaciones artísticas con el contexto en el que se insertaban. De ese modo, Judd forjó la idea de activación del espacio a través de todo un conjunto de características espaciales, que se proyectaban más allá de los límites del objeto hasta alcanzar el entorno más inmediato. Su propuesta para la calle Steinberggasse de la ciudad de Winterthur, como una intervención de carácter urbano, constituye el paradigma de todos sus objetos específicos ubicados en el espacio exterior. Así pues, el presente artículo analiza, desde la revisión de ese proyecto, en qué manera se logra la referida activación espacial en su propuesta, desde el estudio del planteamiento original del artista y de la documentación gráfica realizada para llevar a cabo su interpretación. Una reflexión abordada desde una perspectiva urbana, que conduce al descubrimiento de los mecanismos empleados por Donald Judd en su intervención de tipo escultórico. En definitiva, podrá comprobarse cómo las tres fuentes instaladas en la calle establecen un estrecho vínculo con el paisaje urbano, con la topografía y con el orden subyacente que la arquitectura determina con el lugar. Todo ello conduciría así a una experiencia sensorial del ser individual con la propia realidad física: el descubrimiento de la esencia fenomenológica que resulta de unos objetos en el espacio–soporte de la calle Steinberggasse., Donald Judd always defended, as part of his minimalism, the close relationship that his artistic creations had with the context where they were inserted. Thus, Judd built the idea of space activation through a whole set of spatial characteristics, which were projected beyond the limits of the object until they reached the most immediate environment. His proposal for the Steinberggasse street of the city of Winterthur, as an urban intervention, constitutes the paradigm of all his specific objects located in the open space. Therefore, this article analyses the review of that project, how the aforementioned space activation is achieved in his proposal and the study of the original approach of the artist and the graphic documentation made to carry out his construction. A reflection approached from an urban perspective, which leads to the discovery of the mechanisms used by Donald Judd in his sculptural intervention. In short, it will be possible to see how the three fountains installed on the street establish a close relationship with the urban landscape, with the topography and with the underlying urban planning defined by the architecture based on the place. Accordingly, all this would lead to a sensory experience of the individual with his own physical reality: the discovery of the phenomenological essence that results from some objects in the space–support of Steinberggasse street.

The purpose of this descriptive study was to examine the perceptions of graduates regarding the benefits of participating in Dual Enrollment and how their participation influenced their college readiness. Dual enrollment programs have become prominent nationwide. Several studies show positive outcomes including increased high school completion, improved postsecondary persistence, and higher college degree completion. This study will evaluate dual enrollment participants at one high school located in central Georgia. Data is analyzed and presented based on relevance to the effectiveness of the dual enrollment program. The study was important because the success of Dual Enrollment could provide a possible remedy for the challenges of decreased college degrees, training for the workforce, and college preparedness. This study will be relevant because scholars are unclear about the effects and effectiveness of Dual Enrollment on college readiness. This research was designed to close some of the gaps in the literature and help education stakeholders continue developing and promoting effective procedures to the Dual Enrollment program. An online survey instrument and a telephone interview were utilized to gain the perceptions of the high school Dual Enrollment students. Mixed method including quantitative and qualitative measures will be applied to this study.

The purpose of this study was to explore professional therapists’ experiences of personal therapy in an attempt to understand its purpose. The study applied a qualitative approach combining phenomenological and hermeneutic perspectives through the model of IPA (Interpretative Phenomenological Analysis). Six psychodynamically oriented therapists were interviewed, using one broad and open question. The transcribed interviews were closely read and analyzed, and in the end four main themes about the use of personal therapy stood out from the material: the meaning of the therapeutic room, the importance of the therapist, personal growth and professional development. Our study showed that the persons asked about their personal therapy had a positive experience from it. They acknowledged that they had learned a great deal from it and that some of the things learned were hard to achieve in any other way. They described an “inside experience” of, for example, what it feels like to sit in the patient´s chair. Our conclusion from this study was that personal therapy is an important part of the education to become a trained therapist.

For many Canadian families, having a parent work away from home for extended periods of time has become an accepted way of life. This employment arrangement is especially prominent within Canada’s resources extraction industry. However, despite employment-related parental absence being experienced by thousands of Canadian families, little research exists that examines the effects on the children involved. The purpose of this interpretive phenomenological analysis was to understand the experiences of young adults who grew up in families where their father worked away from home on a short-term rotational basis. The childhood experience of four young adults was characterized by: Experiencing Paternal Absence, Adjusting to Paternal Absence, Temporal Adjustment, and Perceiving the Experience of Others. The results suggest that employment-related paternal absence families are able to harness the advantages of this life-style, while adjusting to and coping with the disadvantages. Counsellors are positioned to support the adaptive capacities of these families., 2018-11

Mental Time Travel (MTT) refers to our ability to think about the past, present and future. MTT impairments in depression, PTSD, and schizophrenia are linked to maladaptive behaviours, including poor planning and reduced coping skills. There is limited research into MTT in anxiety disorders, a family of disorders characterised by the experience of catastrophic fears related to the future. This thesis investigated differences in past and future thinking in individuals with increasing levels of anxiety. Study 1 piloted an adapted protocol designed to address a number of methodological limitations within the literature. Study 2 applied this protocol in a large online sample. Study 3 investigated the effect of increasing levels of anxiety on the subjective experiences (phenomenological qualities) and objective qualities (overgenerality and episodic detail) of MTT in a non-clinical university sample. Several differences in subjective experience were identified with increasing levels of anxiety, but no differences between groups were identified for overgenerality or episodic detail. Study 4 investigated the subjective and objective differences in MTT in a transdiagnostic clinical anxiety sample compared to healthy controls. Individuals with anxiety were found to produce less episodic details when thinking about the past and the future. Several phenomenological differences were identified in the anxiety group, including self-reported higher levels of coherence and increased reaction ratings. Finally, Study 5 compared MTT in a naturalistic setting to MTT produced within the laboratory, in a non-clinical university sample and a transdiagnostic clinical sample. These studies aimed to address validity concerns of testing MTT within a laboratory setting. They represent the first studies to use traditional laboratory methods in combination with mobile phone technology to compare MTT in various settings. These studies highlight the qualitative differences in the recollection of p

‘Läslyftet’ is a national project initiated by The National Agency of Education in which they wish to increase Swedish pupils’ ability to read and write, especially in the primary school forms but also in the secondary ones. The aim with this survey has been to look into how some well-experienced teachers have understood the project, and if they could spot its strengths and short-comings at an early stage. The questions presented in this thesis were: what experiences did the teachers make of the project and also what implications could this experience have for children with special needs? The perspective presented is the socio-cultural together with relational pedagogics in which you study the importance of the social environment as well as the relationship between the persons involved in a learning situation. Different aspects are here important in order for the teachers to comprehend and see the importance and use of the project. By carrying out qualitative interviews with six different upper-secondary schoolteachers, inspired by the phenomenological method, I have tried to picture the single teacher’s understanding of the project. The out-come of the interviews indicate that the different methods presented in ‘Läslyftet’ may, if well understood and used thoroughly, give the teachers some extra tools and strategies to work with and benefit co-operation in the class-room. The teachers need extra time though in order to carry it out, especially extra lesson-time. However, since the exercises and the strategies within the project always include all students in a class, it may be considered an inclusive way of working and thereby it may also be in some aspects beneficial for the students who struggle with their learning. The implications of this survey suggest that when you organize a project of this size and expect it to have some sort of positive out-come it is important not only to arrange for the teachers to meet and study but also give them extra schedul

This presentation relating to the thesis 'Practitioners’ Perspectives: Challenges faced by Australian corporate insolvency practitioners adhering to ethical and legal regulatory standards' formed part of Elizabeth Streten's confirmation examination. The thesis study considers the practice of corporate insolvency, namely the challenges encountered by Australian corporate insolvency practitioners in day to day practice. The thesis will provide qualitative empirical data of practitioners’ perspectives about those challenges and about how practitioners address, or attempt to address, them.

The teaching and learning processes are spaces for the construction of knowledge and are mediated by diverse factors that are determinant to give meaning to the experiences and reflections that the apprentices make. These factors affect cognitive processes and favor the appropriation of concepts and skills. The apprentice of the program: Technician in Nursing during the practice in a geriatric home, develops competences to interact and take care of the elderly and in that practice is subjected to multiple situations that can favor stress, which would be reflected in the process formative. It is in this same practice scenario where the emergence of a number of feelings that can influence the development of learning and that is why the idea of investigating the significant learning experiences of the apprentices of the program arises. of training: Nursing technician, during his practice in a geriatric home. For the execution of the research project that is proposed, the information has been collected through the narratives of the apprentices of phase two (2) of the training program: Nursing Technician and will be analyzed under a qualitative approach that could be phenomenological, Los procesos de enseñanza y de aprendizaje, son espacios para la construcción de conocimiento y están mediados por diversos factores que son determinantes para dar significado a las experiencias y reflexiones que realizan los aprendices. Dichos factores inciden en los procesos cognitivos y favorecen la apropiación de conceptos y habilidades. El aprendiz del programa: Técnico en Enfermería durante la práctica en un hogar geriátrico, desarrolla competencias para interactuar y cuidar de los adultos mayores y en dicha práctica se ve sometido a múltiples situaciones que pueden favorecen el estrés, lo que se vería reflejado en su proceso formativo. Es en este mismo escenario de práctica donde se evidencia el surgimiento de un sinnúmero de sentimientos que, de alguna forma pueden influir sobre el desarrollo del aprendizaje y es por ello que surge la idea de investigar sobre las experiencias de aprendizaje significativo de los aprendices del programa de formación: Técnico en Enfermería, durante su práctica en un hogar geriátrico. Para la ejecución del proyecto de investigación que se plantea, la información ha sido recolectada a través de las narrativas de los aprendices de la fase dos (2) del programa de formación: Técnico en Enfermería y será analizada bajo un enfoque cualitativo que podría ser fenomenológico.