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Dissertations / Theses on the topic 'Emotional discourse'
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1
Haman, Mary Kathryn. "Experiencing emotional labor: an analysis of the discursive construction of emotional labor." Texas A&M University, 2005. http://hdl.handle.net/1969.1/5005.
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This study analyzes how employees at a university recreation center discursively
construct their experiences of emotional labor, how they conceptualize such behavior in
terms of displaying unfelt emotions and faking in good and bad faith, and what these
discursive constructions reveal about their perceptions of authenticity. The findings
demonstrate that workers construct emotional labor as a natural ability and as performing
a role. People who construct emotional labor as a natural ability depict themselves as the
controller of their workplace emotion. They display unfelt emotions in good faith when
they do so to uphold anotherâÂÂs face, and they believe that they possess a true self.
Employees who construct emotional labor as performing a role view their supervisors as
controller of their workplace emotion. They fake emotions in good faith when doing so
uphold their own face, and they fake in bad faith when it upholds the face of a co-worker
who they feel needs to be disciplined. These people do not possess a sense of authentic
self. They view themselves as multi-faceted and they say that they use social
comparison to determine how to behave in particular situations. These findings reveal
previously unexplored complexities in scholarsâ conceptions of emotional labor and
authenticity.
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Whiteley, Sara. "Text world theory and the emotional experience of literary discourse." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/15112/.
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This thesis investigates the emotional experience of literary discourse from a cognitivepoetic perspective. In doing so, it combines detailed Text World Theory analysis with an examination of naturalistic reader response data in the form of book group discussions and internet postings. Three novels by contemporary author Kazuo Ishiguro form the analytical focus of this investigation: The Remains of the Dt!)' (1989), The Unconso/ed (1995) and Never Let Me Go (2005), chosen due to their thematic engagement with emotion and their ability to evoke emotion in readers. The central aims of this thesis are to develop cognitive-poetic understanding of the emotional experience of literature, and to advance cognitive-poetic and literary-critical understanding of the works of Ishiguro. As a result of the analytical investigations of the three novels, this thesis proposes several enhancements to the discourse-world level of the Text World Theory framework. In particular, this thesis argues for a more detailed and nuanced account of deictic projection and identification, proposes a means of including readers' hopes and preferences in text-world analyses, and reconceptualises processes of knowledge activation as inherently emotional. Detailed, cognitive-poetic analyses of Ishiguro's novels elucidate literary-critical observations regarding Ishiguro's shifting style, and present new insights into the cognitive and emotional aspects of the interaction between the texts and their readers. This thesis aims primarily to be a contribution to the fields of stylistics and cognitive poetics. It approaches this theoretically through the application and enhancement of cognitive poetic frameworks, analytically through the investigation of Ishiguro, and methodologically through the utilisation of reader response data in order to direct and support the investigations. However, incidental contributions are also made to cognitive and social emotion theories, and the discussion raises several suggestions for continued interdisciplinary research in the future.
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Emery, Carl John. "The New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales as a universal intervention : a critical discourse analysis." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/the-new-labour-discourse-of-social-and-emotional-learning-sel-across-schools-in-england-and-wales-as-a-universal-intervention-a-critical-discourse-analysis(ba24b8e8-b15f-4b25-99a1-ed1abf4aa8df).html.
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This thesis reports on a critical discourse analysis (CDA) of the SEL policy makers’ conversations taking place in England and Wales during the New Labour period. The research sets out to offer a critical explanation of Welsh and English SEL policy thinking and doing and how the SEL policy discourse worked to privilege certain ideas and topics and speakers and exclude others. Thinking with theory and building on the work of Apple (2007) and Ball (2012) I draw on the contemporary tenets of critical theory to examine the (dominant) English and (often subjugated) Welsh discourse(s) to historically locate and contextualise the mainstream SEL literature within the ideological discourse of neoliberalism (Harvey, 2005). This neoliberalism is one which unequivocally drives policy in the direction of markets and propounds a thorough marketization of educational provisions and practices (Lynch, 2006).Drawing on data from a series of eight semi structured interviews with key national level policymakers, alongside documentary analysis, I argue that New Labour in England, particularly in its second term, through a particular policy network and the SEAL programme, adopted SEL as a tool of managerialism designed to shape and govern a self-managing, entrepreneurial, placid subject in the service of the neoliberal economic model. Alternatively I contend that the Welsh assembly adopted SEL as a practical and progressive tool for developing a more equal society and a more egalitarian and democratic modus operandi of social justice (rooted in normative precepts of the collective and of community cohesion). This “Welsh” approach was powerfully intertwined with the devolution programme and notions of the child as a democratic citizen with agency and rights. In both England and Wales this understanding and application of SEL was intimately connected with national identity and notions of nationhood. This work was undertaken using a CDA approach. It employed Fairclough’s Three Dimensional Model (1992) of Critical Discourse Analysis and engaged with the subject and data through the three lenses of text (the written and spoken word), discursive practice (the production, distribution and consumption of the text) and social practice (the wider social, political and economic forces shaping the discourse). By illuminating through CDA the ideologically infused discursive claims to truth and value, which underpinned the rhetoric and substance of the UK (Anglo-centric) Government’s version of SEL in schools and that of the devolved Welsh Government, my findings reveal the broader scale ideas and political-ontological truth claims which drove the development of SEL across England and Wales during the New Labour period; the research therein unveils the implicit but reified notions of childhood and children’s wellbeing which were central to SEL development at both the national and devolved levels; it identifies the unspoken and latent ideological projects which were core to the production of divergent SEL discourses in each of the countries; and finally, it reveals the influence which national tradition, domestic power structures, cross-societal inequities and the subjugation of certain identities have had on the conceptualisation and practical delivery of SEL in England and Wales. The study concludes that the relationship between language and political ideology in England and Wales during the New Labour years powerfully shaped the SEL policy discourse. In England the result of this was a thin version of SEL co-opted into the service of the neoliberal marketplace. In Wales a similar outcome occurred but only after a very different contextualised and transformative version of SEL was relinquished due to the invasive neoliberal forces attacking Welsh education.
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Webb, Sarah Marie. "The Emotional Effects of Life Experience on Bilingual Speakers' Nonverbal Communications." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6695.
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This research is intended to demonstrate that bilingual speakers exhibit nonverbal behavior and emotional expressions that affect their ability to communicate in their intended manner. I argue that these changes are linked to the emotional ties to experiences in those languages. The nonverbal traits that appear when bilingual speakers share personal narratives in different languages are measured through facial recognition and emotion sensory software for evidentiary support in establishing intent versus actual self-presentation. New methods of self-analysis are discussed and utilized to determine if the speakers are inherently aware of these changes or can notice them through cross linguistic self-analyses.
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Mohadien, Feroza. "An exploratory study of the emotional experiences of a parent of a transgendered child." University of the Western Cape, 2015. http://hdl.handle.net/11394/4133.
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Magister Psychologiae - MPsychThis qualitative, exploratory study comprises a discourse analysis of the emotional experiences of the parent of a transgendered child. The primary aim of the study was to detail the emotional experiences encountered by the parents of a transgendered child within the South African context, with a focus on how discourse is used to make sense of experiences. The research employed a single case-study, and data was collected via three semi-structured interviews. The data was analysed within a social constructionist framework, using discourse analysis (as per ten stages suggested by Potter and Wetherell, 1987). The literature review highlights various issues regarding the plight of transgendered children and their loved ones in trans-phobic societies, most of which are reflected in the findings. The pertinent themes were divided into four sections: “Discourse of Shaping”, “Discourse of Incongruous Loss”, “Discourse of Motherhood” and “The Transformer and Transformation”. In “Discourse of ‘Shaping’”, the focus is on the parent’s ‘compelled’ reconceptualization of issues and previously accepted ‘truths’ that lie at the core of identity, namely, gender and religion. “Discourse of Incongruous Loss” shows the trauma, challenges, complexity and many ambiguities in mourning someone who is simultaneously absent and present, the same yet different. It also explores additional aspects of the loss that distinguishes it from conventional loss, such as stigmatism and discrimination, lack of support, and ensuing losses. Data reveal that the discourse of motherhood, whilst placing immense pressure on the parent, also has an empowering effect. Although the discourse of motherhood gives rise to feelings of intense self-blame and hate regarding the trans-identity of the child, and ‘dictates’ unwavering compassion, selflessness, acceptance and nurturance, it also enables a basis for resisting oppression. The final section documents how a personal, painful, private experience is linked to broader social systems. It shows how an initially harrowing experience can become empowering, as the participant not only embraces previously unaccepted ‘truths’, but is also an advocate of transgenderism and contributes to social change. It is important to note though, that although ‘victorious’, the experience is a complex one and meaning-making is on-going. Throughout, the interplay of dominant discourses and alternate discourses and their role in the personal meaning-making experience of the participant, is documented. Various creative strategies are employed in order to enable acceptance of the trans-identity and the continuous meaning-making, such as, for example, vacillating between seemingly contradictory discourses. Based on the findings that emphasises the trauma caused by a dual-definition if gender, it is suggested that a more inclusive definition of gender be adopted, such as defining gender as a spectrum or on a continuum. A redefinition of gender should also include de-pathologising gender variance, but before it is removed as diagnosis from the DSM, resources and assistance enabled by its diagnosis should be readily available so as not to create further obstacles for an already marginalised group. Awareness is vital if stigmatising and discrimination are to be reduced. It is important that awareness be generated and resources be made available, with a special focus to include disadvantaged communities. There is an urgent need for literature within a South African context so that interventions can be designed to assist parents (and loved ones) of transgendered children. This is particularly important since support from parents have consistently been found to reduce both depression and suicide rates of transgendered children. Within a diverse South African context, it is also essential to determine how gender discrimination intersects with various other forms of discrimination pertaining aspects of identity such as religion, spirituality, ethnicity, race and culture. There is a need for the South African government to address the lack with regards to implementation of gender policy with some urgency.
6
Косенко, Юлія Вікторівна, Юлия Викторовна Косенко, Yuliia Viktorivna Kosenko, and А. Маяцька. "Вербальні та невербальні засоби актуалізації емоційного стану радості в художньому англомовному дискурсі." Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/26180.
Full textAbstract:
Емоційний стан радості як невід’ємний елемент людської життєдіяльності знаходить своє вираження в мовленні через значення різнорівневих одиниць. У сучасній англійській мові існує достатньо широкий арсенал засобів для актуалізації цього емоційного стану. До таких засобів належать лексичні (слова з понятійним змістом "радість", з емоційно-оцінним змістом, емоційно-експресивні слова з компонентом "інтенсивність дії") та синтаксичні.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/26180
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Gardner, Natasha D. "Potentials and Impediments to Universal, School-based Screening for Behavioral and Emotional Risk: A Critical Discourse Analysis of Current Case Law." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/65.
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Disproportionality in special education is a long-standing issue. Some scholars have proposed group or universal screening for emotional and behavioral risk in schools as a method of addressing disproportionality. Considering previous case law, questions exist as to the legality of such screening programs in public schools. The purpose of this inquiry was to apply critical discourse analysis (CDA) to the federal case of Rhoades v. Penn-Harris (2008) to explore how court discourse reflects issues of social power and multidisciplinarity in the context of a school mental health screening program. CDA is usually interdisciplinary and focuses on explaining discourse structures related to social problems and may be applied from various theoretical frameworks and methodologies. This study used a discourse-historical approach to address the questions regarding the court’s discussion of relative power relationships, its use of argumentation strategies, and the knowledge base(s) accessed in formulating its arguments. Case study findings indicated that the court's use of various argumentation strategies in its discourse on student mental health screening presented varying potential duties and liabilities for entities and individuals involved in such programs. Additionally, although mental health screening in public schools requires an interdisciplinary approach, the court's discussion of the program litigated in Rhoades used a centrist, law-based perspective, suggesting that attempts to facilitate a pluralist or an integrationist approach to such cases may require efforts particular to legal, as opposed to clinical, practice. Recommendations for developing school mental health screening programs sensitive to issues addressed by Rhoades are provided.
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Devereux, Suzanne. "How do staff in a post-16 college co-construct Social, Emotional and Mental Health (SEMH) needs in their setting? : a discourse analysis." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20510/.
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In the past three years, the Educational Psychologist (EP) profession has undergone significant developments as a result of the revised Special Educational Needs and Disabilities (SEND) Code of Practice (Department for Education, 2014). Two specific changes outlined in the SEND Code of Practice underpin the purpose of this research. The first was the change in terminology from Behaviour, Emotional and Social Development (BESD), to Social, Emotional and Mental Health (SEMH), as one of the four broad categories of identified SEND. The second change was the extended age range of which the SEND Code of Practice now relates to: 16-25 years. The aim of this research was to explore how college staff co-constructed SEMH needs in their setting, to offer a valuable insight as to how EPs can best support similar settings in the future. Existing literature highlighted an absence of EP research on SEMH needs in post-16 education, or how college settings conceptualise SEMH needs. This study used a Discourse Analysis approach to explore how participants in a focus group (6 staff members in a sixth form college) co-constructed SEMH needs through their discourses, and a social constructionist epistemology underpinned the approach to this study. The identification of dominant and suppressed discourses illustrated variation in the staff members’ talk, suggesting the difficulties and dilemmas that arose when co-constructing a term such as SEMH. Emphasis placed on various discourses of SEMH was seen to impact on practice, highlighting the importance in identifying dominant and suppressed discourses of SEMH in educational settings. The college setting was seen to hinder and support SEMH needs simultaneously, and contrasts between disempowering and empowering students and staff to manage SEMH needs were explored. The emotional energy required to work with adolescent students was highlighted, and the extent to which discourses of pathologising students with SEMH needs functioned to defend against social anxiety, was also explored. The role of reflexivity throughout the research process, strengths and limitations of the study, and implications for EP practice were discussed.
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Sahraoui, Fehd Adnane. "Représentations de la terreur après les attentats de Paris : analyse lexicale et grammaticale des quotidiens de la presse nationale et régionale en France." Electronic Thesis or Diss., Université de Lorraine, 2022. http://www.theses.fr/2022LORR0015.
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L'émotion tient indéniablement une place primordiale dans la construction du discours médiatique post-attentat. Elle a fait l'objet d'étude d'une multitude de recherches linguistiques s'intéressant aussi bien à la catégorisation lexicale de celle-ci qu'aux différentes structures actantielles. Nous proposons cette réflexion sur les observables de l'émotion de peur dans le discours journalistique en assurant la prise en compte des dimensions grammaticales et sémio-narratives de la peur et ses modes de sémiotisation.Notre thèse, pour l'essentiel, sera centrée sur les modalités de manifestation de l'émotion suscitée par les attaques du 13 novembre à Paris dans le discours journalistique parisienne et national. La presse, lorsqu'elle aborde la terreur d'un acte terroriste, fait appel à des outils à caractère aussi bien informatif qu'immersif. Le journal se trouve donc pris entre une contrainte de crédibilité et d'objectivité d'une part, et d'autre part, une contrainte de captation émotionnelle du lecteur, i.e. le sujet informant doit raconter l'attentat selon un mode discursif assurant une description minutieuse des faits créant « un effet d'objectivité », et aussi selon un mode descriptif dramatisant susceptible de produire une émotion de peur. L'un des défis de la présente thèse est l'observabilité de l'effet pathémique lorsque celui-ci ne se base pas sur un ancrage lexical.Le présent travail se veut donc une réflexion sur des moyens verbaux et non verbaux mobilisés dans le discours de la presse post-attentat permettant la sémiotisation de l'émotion de peur. Autrement dit, la thèse se propose de comprendre les paramètres syntaxico-sémantiques et sémio-narratives pouvant rendre une émotion de peur manifeste lorsqu'il s'agit d'un événement terroriste frappant en plein Paris.À travers cette thèse, nous voudrions dessiner des pistes de réflexions nouvelles sur les différentes modalités de sémiotisation de l'émotion dans le discours de la presse, pour déchiffrer le contenu des textes et des images, non seulement en fonction du phénomène de dénotation mais aussi en fonction des faits connotatifsEmotion clearly holds a primordial place in the construction of post-attack media discourse. It has been the subject of multitude studies in of linguistic research focusing both on its lexical categorization and on the various actantial structures. We proposed this reflection on the observables of the emotion of fear in journalistic discourse by ensuring that the grammatical and semio-narrative dimensions of fear and its modes of semiotization are taken into account.Our thesis, for the most part, will focus on the modalities of manifestation of the emotion caused by the attacks of November 13 in Paris in Parisian and national journalistic discourse. When the press talk about the terror of a terrorist act, it uses both informative and immersive tools. The newspaper therefore finds itself caught between firstly a constraint of credibility and objectivity and secondly a constraint of an emotional capture of the reader, i.e. the informant must tell the attack according to a discursive mode that assures a rigorous description of the facts by creating “an effect of objectivity”, and also according to a dramatizing descriptive mode expected to produce an emotion of fear. One of the challenges of this thesis is the observability of the pathemic effect when it is not based on a lexical anchoring.The present work is therefore intended to be a reflection on the verbal and non-verbal means mobilized in the discourse of the post-attack press allowing the semiotization of the emotion of fear. In other words, the thesis aims to understand the syntactic-semantic and semio-narrative parameters that can make an emotion of fear manifested when it comes to a terrorist event striking in the middle of Paris.Through this thesis, we would like to draw new avenues of reflections on the different modalities of the semiotization of emotion in the discourse of the press to decipher the content of texts and images. Not only according to the phenomenon of denotation but also according to the connotative facts
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Денисюк, А. С. "Особливості вербалізації позитивних емоцій у сучасному художньому дискурсі." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/52116.
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Лінгвістика емоцій, як галузь сучасного мовознавства, досліджує відображення в мові внутрішнього світу людини, способи передачі емоційних станів за допомогою мови та засоби їх актуалізації, а саме за допомогою емоційних концептів.Лингвистика эмоций, как отрасль современного языкознания, исследующая отражение в языке внутреннего мира человека, способы передачи эмоциональных состояний с помощью языка и средства их актуализации, а именно с помощью эмоциональных концептов.
Linguistics of emotions, as a branch of modern linguistics, examines the reflection in the language of the inner world of man, the ways of transmitting emotional states with the help of language and the means of their actualization, namely with the help of emotional concepts.
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Howe, Julia. "An investigation into the discourses of secondary aged girls’ emotions and emotional difficulties." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/325/.
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The aim of this research was to investigate how the emotions and emotional difficulties of secondary aged girls are constructed by teachers and the girls themselves, through the investigation of the discourses surrounding girls’ emotions. The rationale for choosing this topic was the difference in the numbers of girls and boys referred to educational support services in the U.K. in order to access support and provision for behavioural, emotional and social difficulties. The research used ideas from social constructionism (Gergen,2001) and feminist poststructuralism (Weedon, 1999), in order to explore how the emotions of secondary aged girls are constructed. Two research methods were used; focus groups with Year 9 girls and semi-structured interviews with their teachers. Discourse analysis was used in order to explore the discourses that were employed by the girls and their teachers when constructing the emotions and emotional difficulties of pupils. The findings suggest that the analysis of constructions of emotion and gender in schools can contribute to an understanding of gender differences in referral rates to support services. The limitations of the research findings and their relevance to the role of the educational psychologist are also considered.
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Engman, Charlotte. "Sundi Mongo - En by i Kongo : Att skapa och behålla en utställning på Etnografiska museet." Thesis, Södertörns högskola, Institutionen för historia och samtidsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29760.
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In this thesis the making and experiencing of the exhibition “Sundi Mongo – A village in Congo” is examined through ethnographical interviews with former and present employees at the Museum of Ethnography in Stockholm. The interviews, together with archive material concerning the exhibition, are analyzed with discourse theory in order to examine how discourses of defining Africa construct application and interpretation of the exhibition pieces. A significant element is dislocation, where the exhibition has been standing since 1983 and the meaning of the exhibition is now expressed as changed. This change of meaning is connected to the change of exhibition ideals and changes in the perception of the exhibition model; a real village called Sundi Mongo, located in southwestern Congo. Change and continuity also concerns interpretations of the museum’s cooperation with the Swedish Missionary Association and affective practices surrounding the exhibition pieces and objects in the museum’s collections. The construction of interpretations of the exhibition pieces and objects are also analyzed with the concept of fantasy.
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Perez-Rivera, Marie Belle. "Mothers' beliefs about emotions, mother-child emotion discourse, and children's emotion understanding in Latino families." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32229.
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The purpose of this study was to better understand associations between acculturation, parental beliefs, mother-child emotion talk, and emotion understanding in Latino preschool-aged children. Research on Latino families may prove to be important given the little research that has focused on emotion understanding strictly in Latino cultures. Forty Latino mother-child dyads were observed throughout a series of naturalistic observations. Mothers self-reported their acculturation and their beliefs about the value and danger of childrenâ s emotions, childrenâ s emotional development processes, and their role in guiding their childrenâ s emotions. Mother-child emotion talk and framing was measured during a 15 minute story-telling task using a Lego house and through a wordless picture book. Childrenâ s emotion understanding was measured using two standard tasks. Results showed that mothersâ acculturation was related to their beliefs about the danger of emotions, their role in guiding their childâ s emotions, and their childâ s readiness to learn about emotions. Mothersâ acculturation was also related to childrenâ s emotion understanding. Mothersâ beliefs about guiding childrenâ s emotions were related to mothersâ labeling of emotions and to childrenâ s emotion understanding. This study confirms and expands several previous findings relating to emotion socialization of children. Overall, results highlight the importance of acculturation for parentsâ beliefs about emotions and childrenâ s emotion understanding.Master of Science
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Greco, Angelo. "S'exposer et le dire : expérience, émotions et discours d'expérience de sauveteurs de montagne." Thesis, Paris, CNAM, 2016. http://www.theses.fr/2016CNAM1046/document.
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L’expérience doit s’exposer pour se développer.La notion d’exposition a ici un double sens : celui de s’exposer pendant son activité, c’est-à-dire en prenant des risques ; mais aussi en exposant, à soi ou à autrui, une expérience vécue.C’est ainsi que l’accès au discours d’expérience des sauveteurs de montagne est devenu pour nous, par la spécificité de cette activité professionnelle, un espace dynamique, mêlant de façon permanente expérience, discours d’expérience et émotions.Il nous a fallu, pour mener à bien notre exploration, délimiter différents temps d’expérience et d’émergence des émotions. Nous avons distingué le temps du secours, celui de l’agir du sauveteur et de l’émergence de ses émotions éprouvées, qui ouvre une nouvelle expérience vécue ; le temps du discours sur cette même expérience accompagné de l’apparition d’émotions évoquées et partagées avec le chercheur, qui ouvre une nouvelle expérience de discours ; et celui du temps écoulé entre le secours et le discours s’y rapportant.La question était de rendre compte de l’influence du poids de l’expérience sur les discours d’expérience et réciproquement, de voir si le rappel discursif de certains événements pouvait contribuer au développement de l’expérience professionnelle du sauveteur.Pour saisir les enjeux de constructions, nous avons récolté des entretiens auprès de sauveteurs au bagage expérientiel plus ou moins important, des néophytes au plus chevronnés. Dans chaque entretien nous avons été en mesure d’identifier des DIESS (Discours Interactifs d’Expérience Significative de Secours), un outil précieux délimitant les discours spécifiques de secours à l’intérieur des histoires de vie recueillies. Pour en saisir la dynamique nous avons simultanément lancé trois types d’analyses : une analyse de contenu, une analyse des ruptures discursives et une analyse textuelle à l’aide du logiciel ALCESTE. La complémentarité de ces trois analyses nous a permis de sélectionner à l’aveugle un nombre restreint d’énoncés et de recueillir un grand nombre d’informations utiles à leur contextualisation à l’intérieur des discours d’expérience des sauveteurs.De ces différentes analyses nous avons dégagé deux axes de résultat. Tout d’abord, les DIESS présentent un lexique et des émotions évoquées de même nature, et ce quelque soit l’expérience du sauveteur. Nous avons interprété cela par la nécessité pour tous les sauveteurs de s’in-corporer à une communauté pour assurer leur sécurité, face aux risques pris dans leur métier.Le deuxième axe nous a permis de d’identifier à l’intérieur des DIESS, selon des critères de positionnement identitaire et d’engagement émotionnel, cinq configurations discursives : du «Etre Submergé par le dire» au «Plaisir dans le dire». Leur analyse nous a montré que seul un sauveteur expérimenté a accès à l’ensemble de ces configurations. En effet, le néophyte (mais aussi le secouriste chevronné dans certains contextes : secours récent, proximité intime avec la victime…) ne sont pas en mesure de sortir de la simple rétrospection, où le sauveteur existe, corps et âme, à travers ou « par » le secours. En revanche, le sauveteur expérimenté arrive à mettre à distance son corps vécu, porteur d’émotion évoquée et partagée, « dans » ses récits de secours. Il devient alors un acteur porteur d’un «je» dans une scène dont son action passé est le centre.Nous en avons conclu que les deux processus que nous avons repéré, l’incorporation dans une communauté et le rôle du corps vécu dans le discours d’expérience, participent à la formation et au maintien du personnage professionnel, et ce, d’autant plus rapidement que l’acteur se sera exposé physiquement et psychologiquement dans son agir (émergence de nombreuses émotions) et qu’il se sera confronté à une exposition de soi à soi et de soi à autruiExperience must be exposed in order to develop.With the word 'exposed', I mean two things: during an activity, someone can expose themselves to a risk, but I also mean that an experience can be revealed, told to someone else.Thus, listening to and analyzing the different stories given by mountain rescuers, who have a specific work activity, has become for me a dynamic space where experience, the narration of experience, and the feelings involved are closely linked.In order to explore this new field, I have had to distinguish different phases : first, the moment of rescue when various emotions are expressed. I have distinguished the time of rescue, when the rescuers are in full action and when their emotions appear. It leads the way to a new experience of life. Second, the time when the rescuers relate their experiences and when their emotions are expressed and shared with the researcher, and, third, the time that has elapsed between the moment of the rescue and its telling.My purpose was to try to show how the extent of experience influences the narration of experience, and to try to determine whether the fact of telling what happened can develop the rescuers' skills.Consequently, I have gathered interviews of rescuers, either experienced or newcomers to the job. In every interview I have been able to identify several kinds of DIESS. (Discours Interactifs d'Expérience Significative de Secours: interactive narratives about significant rescue situations. ) The DIESS are a precious tool that can determine the nature of a specific speech inside a storytelling about life. In order to seize the dynamics of the various speeches, I have simultaneously used three types of analysis: 1) a content analysis, 2) an analysis of the breaks in speech and 3) a textual analysis using ALCESTE software. The complementarity of these three types of analysis allowed me to select at random a limited number of statements and to gather an extensive number of informations helping to place them in context within the rescuers' narrations.From these different analyses, I have drawn two types of results. First, the DIESS show a pattern of words and emotions of the same kind, whatever the experience of the rescuer. I have interpreted that as the necessity for all rescuers to be integrated within a community in order to ensure their safety, faced by the risks of their job.The second type enabled me to distinguish five specific speech configurations within the DIESS, according to identity positioning and emotional involvement, ranging from "overwhelmed by talking" to "pleasure in talking". These analyses showed me that only experienced rescuers could master these different types of speech. In fact,inexperienced rescuers (but also experienced ones when placed in specific situations such as recent rescue experiences or close relationship with the victims) can only provide a basic narration of what happened , where the rescuers exists, body and soul, through the act of rescuing. On the other hand, experienced rescuers can place their bodies, the bearers of evoked and shared emotions, into perspective, within their accounts of rescue.I have concluded that the two processes that I have identified, the incorporation into a community, and the role of the body in the account of experience, contribute to the formation and the preservation of the members of the rescue profession. This process works all the quicker if the rescuers have been physically and emotionally exposed during their work (when a lot of emotions have arisen) and if they have been faced with exposing both themselves to themselves and to others through the telling of the experiences they have lived
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Lessa, Joana de Carvalho Folgado. "Expressividade emocional em comunicação mediada por computador." Doctoral thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2013. http://hdl.handle.net/10400.5/10635.
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Hockey, Katherine May. "Seeing emotionally : an investigation of the role of emotion in the rhetorical discourse of 1 Peter." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11586/.
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This thesis is an investigation of the role of emotion in the rhetorical discourse of 1 Peter. It argues that taking a more theoretically and historically informed approach to emotions in a New Testament epistle, in this case 1 Peter, can open up new avenues for discussion, provide corrective tools, and aid us in our interpretation and understanding of an ancient text. Emotions have hitherto generally been neglected in New Testament studies, and so this thesis provides the first full-scale attempt to analyse the rhetorical use of emotions in a New Testament epistle. It demonstrates that the author of 1 Peter uses the logic of each emotion to value and position objects within the audience’s worldview, including the self and the other. Cumulatively, the emotions are used by the author to build an alternate view of reality. For the believers, this leads to a new understanding of the structuring of their world, encourages a reassessment of personal goals, and it ultimately aims to affect their identity and behaviour. The introduction details previous work on emotions in New Testament studies and 1 Peter. Then, using developments in modern emotion theory, it proceeds to establish the theoretical foundations and methodological approach of the investigation. The thesis then continues in three parts. Part 1 (chapters 2-3) focuses on ‘Emotions in Antiquity.’ Parts 2-3 (chapters 4-7) are exegetical, focusing on the ‘Present Experience’ and ‘Future Expectation’ of the audience respectively. Part 1 demonstrates that there is a close fit between ancient theories and recent developments in emotion studies and thus proves that the exploratory approach of this thesis is not anachronistic. Chapter 2 details Stoic philosophical theory of emotion and chapter 3 the rhetorical use of emotion. These both work at the level of a general theory of emotion. Parts 2-3, firstly, using primarily Stoic theory, define each emotion and thus identify the core characteristics of each emotion. Secondly, they seek to understand the contextualisation of emotion and accompanying rationale in both Stoicism and the LXX. Thirdly, using these insights, the use of emotions in 1 Peter is then explored comparatively. Chapters 4-5 investigate joy (χαρά) and distress (λύπη), with chapter 4 focusing on joy despite distress and chapter 5 examining joy in suffering. Chapter 6 looks at fear (φόβος) and hope (ἐλπίς); chapter 7 investigates shame (αἰσχύνη). In each of the exegetical chapters, the exegetical discussion is directed by key questions about emotions which were highlighted by modern emotion theory. The answers to these questions reveal which objects are being evaluated and how, and,therefore, what the author is communicating to the believers about the object and their own positioning in relation to it. The ethical, sociological, and therapeutic implications of this for the believers are then explored. The conclusion pulls together the findings of the exegetical chapters into a composite picture. It concludes that, consistently, the author promotes allegiance to God and Christ, fosters emotional distancing from the hostile other, and engenders a positive assessment of the Christian self. Figures of power within the audience’s worldview are repositioned and their relationship to essential goods is reinterpreted. This seeks to alter the audience’s goals and subsequent behaviour so that a Christian ethic is promoted and the believers are encouraged that they are on the path to flourishing. This aims to produce confidence in the believer, and reduce the inner turmoil created by persecution. Finally, the implications of these findings for our understanding of 1 Peter’s rhetorical and social strategy are explained.
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Ascone, Laura. "La radicalisation à travers l'expression des émotions sur internet." Thesis, Cergy-Pontoise, 2018. http://www.theses.fr/2018CERG0932.
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Les récentes attaques terroristes fomentées par l’État islamique ont conduit des scientifiques et des experts à examiner le phénomène de l’idéologie et la radicalisation jihadistes. L’attention des chercheurs a porté principalement sur les raisons psychosociologiques qui peuvent amener un individu à adhérer à l’idéologie jihadiste (Khosrokhavar, 2014). Plusieurs études ont été menées également sur les stratégies adoptées par Daesh pour diffuser sa propagande sur internet (Rogan, 2006). Dans une « guerre argumentative » (Angenot, 2008) qui se base sur le langage, les émotions jouent un rôle crucial (Lombardi, 2015). Cette recherche vise à étudier non pas les stratégies de diffusion du discours jihadiste, mais à examiner le discours-même et, plus particulièrement, les stratégies rhétoriques que Daesh adopte aussi bien pour menacer son ennemi que pour fasciner ses sympathisants. De même, cette étude a pour objectif d’analyser le discours que le gouvernement français et l’Union Européenne ont produit afin de contrer la radicalisation jihadiste. En examinant à la fois le discours jihadiste et le contre-discours, cette recherche se propose de comparer les stratégies discursives qui caractérisent ces deux discours.L’analyse a été menée sur les deux revues diffusées par Daesh sur le web : Dabiq, publiée en anglais, et Dar al-Islam, publiée en français. En ce qui concerne le contre-discours, le corpus a été constitué à partir des articles publiés en ligne par le gouvernement français et l’Union Européenne sur les sites dédiés à la lutte contre la radicalisation jihadiste. Une approche quanti-qualitative a été adoptée afin d’identifier les caractéristiques générales et les spécificités de chaque corpus. Une analyse quantitative a été menée avec les logiciels Tropes et Iramuteq. Les résultats issus de cette analyse ont constitué le point de départ pour une étude qualitative, qui a permis d’identifier et d’étudier des éléments qui seraient passés inaperçus avec une étude uniquement quantitative. En outre, les logiciels Iramuteq et R ont été employés pour mener une analyse statistique et textuelle des différents corpus.Cette recherche a révélé des différences entre le discours jihadiste et le contre-discours, ainsi qu’entre le discours anglophone et le discours francophone. Contrairement au discours jihadiste anglophone, focalisé sur la communauté musulmane, le discours jihadiste francophone se focalise sur l’ennemi. Cette étude propose donc une description linguistique des émotions et des stratégies rhétoriques du discours jihadiste. Cette caractérisation discursive débouche sur des critères d’identification de la radicalisation sur le web et sur des préconisations concernant les types de messages les plus susceptibles de contrer la radicalisation jihadisteThe recent terrorist attacks by the Islamic State in Western Europe have led researchers and experts to investigate the phenomenon of jihadist radicalisation. To date, research has tended to focus on the psycho-sociological reasons that may lead an individual to adhere to jihadist ideology and, sometimes, to act in the name of this ideology (Khosrokhavar, 2014). Different studies have also been conducted on the strategies adopted by Daesh to spread its propaganda on the Internet (Rogan, 2006). In an “argumentative war” (Angenot, 2008), that is, a war based on language, emotions play a crucial role (Lombardi, 2015).This study does not aim at studying the strategies adopted to spread the jihadist discourse. Rather, its goal is to examine the jihadist discourse itself and, more precisely, the rhetorical strategies adopted by Daesh to both threaten its enemy and fascinate its sympathisers. This dissertation also aims at analysing the discourse produced by both the French government and the European Union to counter jihadist radicalisation. By examining both jihadist discourse and counter-narrative, this study aims at comparing the discursive strategies characterising these two discourses.As far as the jihadist discourse is concerned, the study was conducted on the basis of two magazines released by Daesh on the Internet: Dabiq, published in English, and Dar al-Islam, published in French. As for the counter-narrative, the corpus consisted of the articles published online by both the French government and the European Union.A double quanti-qualitative approach was adopted in order to identify both the general features and the specificities of the different sub-corpora. A first quantitative analysis was conducted with the software Tropes and Iramuteq. The results obtained constituted the starting point for a qualitative study that allowed identifying and examining different features that might otherwise have gone unnoticed. Furthermore, the software Iramuteq and R were used to conduct a statistical and textual analysis in order to compare the different sub-corpora.This study revealed that the different discourses differ both in terms of content and form. Contrary to the English jihadist discourse, which focuses on the Muslim community as well as on the way a good Muslim should behave, the French jihadist discourse seems to focus on the enemy as well as on the violent action to take against them
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O'Brien, Eileen. "Whites doing antiracism discourse, practice, emotion, and organizations /." [Florida] : State University System of Florida, 1999. http://etd.fcla.edu/etd/uf/1999/amg2153/obrian%5Fe.pdf.
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Колесова, Д. С., Олена Анатоліївна Кириченко, Елена Анатольевна Кириченко, and Olena Anatoliivna Kyrychenko. "Дискурс гумору та іронії в англійській мові." Thesis, Сумський державний університет, 2020. https://essuir.sumdu.edu.ua/handle/123456789/77315.
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Актуальність цього дослідження зумовлена тим, що гумор – невід’ємна складова спілкування. Разом з цим, міжкультурні комунікації характеризуються непорозуміннями через різницю ментальних та лінгвістичних особливостей.
Об’єктом дослідження є національний англійський гумор. Предметом виступає його лінгвокультурна характеристика. Мета дослідження полягає у визначенні способів створення комічного на основі особливостей англійської мови. Гумор англійців характеризується не тільки виключно усмішками або іронічними зауваженнями, які важко піддаються перекладу. Причини нерозуміння англійського гумору наступні: адресат не сприймає ситуацію як таку, що включає внутрішню невідповідність, не усвідомлює абсурдність або дивний стан речей; чітко розуміє внутрішню невідповідність у ситуації, але вважає, що гумор як м'яка форма критики до такої ситуації не відноситься, оскільки предметом осміяння виявляються надцінності даної культури; для англійської лінгвокультури це перш за все індивідуальна незалежність, антифаталізм, високий емоційний самоконтроль.Актуальность данного исследования обусловлена тем, что юмор - неотъемлемая составляющая общения. Вместе с этим, межкультурные коммуникации характеризуются недоразумениями из-за разницы ментальных и лингвистических особенностей. Объектом исследования является национальный английский юмор. Предметом выступает его лингвокультурные характеристики. Цель исследования заключается в определении способов создания комического на основе особенностей английского языка. Юмор англичан характеризуется не только исключительно улыбками или ироничными замечаниями, которые трудно поддаются переводу.Причины непонимания английского юмора следующие: адресат не воспринимает ситуацию как такую, которая включает внутреннюю несоответствие, не осознает абсурдность или странность положения вещей; четко понимает внутреннее несоответствие ситуации, но считает, что юмор как мягкая форма критики к такой ситуации не относится, поскольку предметом осмеяния оказываются сверхценности данной культуры; для английского лингвокультуры это прежде всего индивидуальная независимость, антифатализм, высокий эмоциональный самоконтроль.
The relevance of this study is due to the fact that humor is an integral part of communication. At the same time, intercultural communications are characterized by misunderstandings due to differences of mental and linguistic features. The subject of the study is national English humor. The object is its linguistic and cultural characteristics. The purpose of the study is to identify ways to create comic based on the features of the English language.The humor of the British is not characterized only by smiles or ironic remarks that are difficult for translation. Reasons for misunderstanding of English humor are as follows : addressee does not perceive the situation as that including internal inconsistency, is not aware of the absurdity or strange state of affairs; clearly understands the internal mismatch in the situation, but believes that humor as a mild form of criticism of such a situation does not apply because the subjects of ridicule are overestimates of given culture; for English linguistics individual independence. anti-fatalism, high emotional self-control are above everything,
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TURANO, LUCAS MARTINS. "DISCOURSE, EMOTIONS AND AUTHENTICITY IN LEADERSHIP: AN EXPERIMENTAL STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25237@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A moralidade e o equilíbrio de um líder, bem como sua positividade, são pressupostos teóricos centrais na teoria da liderança autêntica. Tomando esses pressupostos como objeto de estudo, a presente pesquisa investiga empiricamente o impacto de princípios autênticos no discurso de um líder e da sua expressão de emoções na percepção de eficácia na liderança, por meio de dois experimentos. O primeiro estudo investigou o efeito do discurso autêntico nos julgamentos de seguidores de diferentes áreas ocupacionais sobre a liderança. Os resultados indicam que o endosso a princípios da liderança autêntica no discurso de um líder influencia positivamente a percepção de eficácia na liderança. Porém, esse efeito é significativamente menor entre profissionais das áreas de Finanças e de Marketing/Vendas. O segundo experimento investigou a influência da expressão de emoções positivas e negativas nos julgamentos sobre a eficácia de um líder que endossa valores autênticos. Os resultados evidenciaram que a expressão de afetividade negativa (tristeza/desânimo) influenciou negativamente a percepção de eficácia na liderança. Porém, a expressão de afetividade positiva (alegria/ânimo) não influenciou positivamente esta percepção. Esses achados são discutidos quanto às suas implicações teóricas, e, sobretudo, práticas.
Morality, balance of a leader and his positivity, are central theoretical assumptions in the theory of authentic leadership. Taking these assumptions as object of study, this research empirically investigates the impact of authentic principles in the speech of a leader and the expression of emotions in the perception of leadership effectiveness through two experiments. The first study investigated the effect of authentic speech in the judgements of followers from different occupational areas on the leadership. The results indicate that the endorsement of principles of authentic leadership in the speech of a leader influences positively the perception of leadership effectiveness. However, this effect is significantly lower among professionals in Finance and Marketing/Sales areas. The second experiment investigated the influence of the expression of positive and negative emotions in the trials on the effectiveness of a leader who endorse authentic values. The results showed that the negative affectivity expression (sadness/depression) influenced negatively the perception of leadership effectiveness. However, the positive affect expression (happiness/enthusiasm) not influence positively this perception. These findings are discussed to show their theoretical, and, above all, practical implications.
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Fulton, Kathryn Anne. "Personhood, discourse, emotion, and environment in a Tlingit village." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8096.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 592-621). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Vogel, Martha Christine. "Working on feelings : discourses of emotion at a crisis hotline /." Access restricted to users with UT Austin EID, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036606.
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Павлюченко, Катерина Русланівна. "Структурно-семантичні особливості дискурсивного функціонування лексичних повторів у сучасній німецькій мові." Master's thesis, КПІ ім. Ігоря Сікорського, 2019. https://ela.kpi.ua/handle/123456789/31174.
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Магістерська дисертація складається зі вступу, трьох розділів, висновків до кожного з них, загальних висновків та списку використаної літератури, який налічує 63джерела. Загальний обсяг роботи становить 107 сторінок.
Предметом вивчення багатьох напрямків лінгвістики сьогодні виступає текст як структурно-смислове ціле. Він є основним засобом комунікації. Вивчення текстової зв'язності набуло актуальності у лінгвістиці тексту наприкінці 60-х років XXст. Зв'язність тексту здійснюється за допомогою низки структурних та лексико-семантичних засобів, які є у кожному тексті у найрізноманітніших комбінаціях, серед яких головним є повтор.
Актуальність теми роботи зумовлена тим, що за останні десятиліття у науці накопичено досить ємний матеріал у галузі дослідження повтору, який потребує осмислення та певного узагальнення. Необхідно зазначити, що наразі недостатньо уваги приділено дослідженню особливостей функціонування лексичних повторів у художньому дискурсі. Незважаючи на те, що було написано велику кількість праць стосовно лексичних повторів, слід відзначити, що недостатньо проаналізовано питання про функціональну специфіку та розуміння повтору як стилістичного прийому або як елементу стилю письменника в межах художньої прози.
Об’єктом дослідження є лексичні повтори у сучасній німецькій мові, а предметом — структурно-семантичні особливості їх функціонування у сучасній німецькій мові на основі художнього дискурсу німецькомовних письменників.
Мета роботи полягає у дослідженні структурно-семантичних особливостей дискурсивного функціонування лексичних повторів у сучасній німецькій мові.
Досягнення поставленої мети передбачає вирішення таких завдань:
1) вивчити поняття „повтор“;
2) розглянути типологічні різновиди повтору в сучасній німецькій мові;
3) описати лексичний повтор та його особливості;
4) схарактеризувати художній дискурс;
5) дослідити функціонування лексичних повторів у романі Даніеля Кельманна „Die Vermessung der Welt“;
6) визначити лексичні повтори у романі Даніеля Ґлаттауера „Gutgegen Nordwind“;
7) проаналізувати структурні особливості лексичних повторів у романі Акіфа Пірінчі „Der eine ist stumm, der andere ein Blinder“;
8) вивчити семантичні особливості лексичних повторів у романі Даніеля Кельманна;
9) розглянути лексичні повтори у романі Даніеля Ґлаттауера „Gutgegen Nordwind“;
10) здійснити дослідження семантики лексичних повторів у романі Акіфа Пірінчі „Der eine ist stumm, der andere ein Blinder“.
Наукова новизна даної роботи полягає в тому, що вперше було проаналізовано особливості функціонування лексичного повтору на основі порівняння романів трьох авторів, романів двох німецьких письменників Даніеля Кельманна „Die Vermessung der Welt“ та Акіфа Пірінчі „Der eine ist stumm, der andere ein Blinder“, а також роману австрійського письменника Даніеля Ґлаттауера „Gutgegen Nordwind“.
Практичне значення дослідження полягає у можливості використання матеріалів дослідження студентами вищих навчальних закладів, лінгвістичних відділень під час підготовки до семінарів, конференцій. Аналіз структурно-семантичних особливостей функціонування лексичних повторів у художньому дискурсі (на матеріалі романів сучасних німецькомовних авторів) може стати корисним при подальшому дослідженні лексичних повторів у прозових текстах та інших дискурсах.
Матеріалом дослідження є 156 уривків текстів, у яких показано використання лексичних повторів, остаточна кількість яких сягає 200 одиниць, дібраних шляхом суцільної вибірки з 3 романів німецькомовних авторів, зокрема Даніеля Кельманна „Die Vermessung der Welt“, Даніеля Ґлаттауера „Gutgegen Nordwind“ та Акіфа Пірінчі „Der eine ist stumm, der andere ein Blinder“.
Методи дослідження. Методика дослідження зумовлена метою та завданнями праці і ґрунтується на засадах комплексного застосування загальнонаукових методів: аналізу та синтезу – для відбору релевантного теоретичного матеріалу; індуктивно-дедуктивного методу – для спостереження, опису та класифікації лексичних повторів, кількісний метод – з метою встановлення співвідношень; методу класифікації та систематикації, методу зіставного аналізу і методу узагальнення науково-літературних джерел.
Апробація результатів дослідження і публікації. Результати роботи висвітлено у статті «Функції лексичних повторів у текстах сучасної німецькомовної прози», опублікованій у науковому віснику Міжнародного гуманітарного університету серії «Філологія» (Вип. 39/2019, том 2) [29], який включено до Переліку фахових видань України та до міжнародної наукометричної бази Index Copernicus International (Республіка Польща).The master's dissertation consists of an introduction, three chapters, conclusions to each chapter, general conclusions, and a list of references, that includes 63 points. The paper amounts to 107 pages. The subject of study of many areas of linguistics today is the text as a structural and semantic whole. It is the primary means of communication. The study of text coherence became relevant in text linguistics in the late 1960s. The cohesiveness of the text is achieved through a number of structural and lexical-semantic means, which are in each text in a variety of combinations, among which the main is repetition. The topicality is due to the fact that in recent decades in the science has accumulated enough capacious material in the field of repetition research, which needs reflection and some generalization. It should be noted, however, that insufficient attention has been paid to the study of the peculiarities of the functioning of lexical repetitions in artistic discourse. Although a great deal of work has been written on lexical repetitions, it is worth noting that the question of functional specificity and understanding of repetition as a stylistic reception or as an element of a writer's style within fiction is insufficiently analyzed. The object of the study is lexical repetition in modern German. The subject is the features of the functioning of lexical repetitions in modern German based on the artistic discourse of German-speaking writers. The aim of the research is to study the structural and semantic features of the discursive functioning of lexical repetitions in modern German. Achieving this goal involves the solution of the following tasks: 1) become familiar with the concept of "repetition"; 2) to consider typological varieties of repetition in modern German; 3) describe the lexical repetition and its features; 4) characterize artistic discourse; 5) to investigate the functioning of lexical repetitions in Daniel Kellmann's novel “Die Vermessung der Welt”; 6) identify lexical repetitions in Daniel Guttauer's novel “Gut gegen Nordwind”; 7) analyze the structural features of lexical repetitions in Akif Pirinchi's novel “Der eine ist stumm, der andere ein Blinder”; 8) to work out the semantic features of lexical repetition in Daniel Kelmann's novel; 9) consider lexical repetitions in Daniel Guttauer's novel “Gut gegen Nordwind”; 10) to carry out research on the semantic aspect of the study of lexical repetitions in Akef Pirinchi's novel “Der eineist stumm, der andere ein Blinder”. The originality of the research is that it was first analyzed the features of the functioning of lexical repetition on the basis of a comparison of novels of three authors, novels by two German writers Daniel Kellmann "Die Vermessung der Welt" and Akif Pirinchi "Der eine ist stumm, der andere ein Blinder" as well as the novel by Austrian writer Daniel Guttauer “Gut gegen Nordwind”.The practical valueof the research lies in the possibility of using research materials by students of higher education institutions, linguistic departments in preparation for seminars, conferences, and the analysis of the structural-semantic features of the functioning of lexical repetitions in the artistic discourse of German-speaking authors may be a useful example in the subsequent study of lexical studies in lexical studies. and other discourses. The research material amounts to 156 passages that show the use of lexical repetitions, the final number of which reaches 200 units selected by continuous sampling from 3 German-language novels, including Daniel Kellmann's “Die Vermessung der Welt”, Daniel Guttauer's “Gut gegen Nordwind” and Aqifa Pirinchi's “Der eine ist stumm, der andere ein Blinder“.Research methods. The research methodology is predetermined by the purpose and tasks of the work and is based on the principles of complex application of common scientific methods: analysis and synthesis - for the selection of relevant theoretical material; inductive-deductive method - for observing, describing and classifying lexical repetitions, quantitative method - for establishing repetitiveness, correlation; methods of classification and systematization, method of comparative analysis and method of generalization of scientific and literary sources. Testing the results of the research and publications. The results of the dissertation research are presented in the article "Functions of lexical repetition in modern German prose" in the scientific journal of the International Humanities University (Issue 39/2019, vol. 2) [29], which is notated in such international scientific metric database as Index Copernicus International (Poland).
Объектом исследования являются лексические повторы в современном немецком языке, а предметом – структурно-семантические особенности их функционирования в современном немецком языке на основе художественного дискурса немецкоязычных писателей. Цель работы заключается в исследовании структурно-семантических особенностей дискурсивного функционирования лексических повторов в современном немецком языке. Достижение поставленной цели предполагает решение следующих задач: изучить понятие "повтор"; рассмотреть типологические разновидности повтора в современном немецком языке; описать лексический повтор и его особенности; охарактеризовать художественный дискурс; исследовать функционирование лексических повторов в романе Даниэля Кельманна "Die Vermessung der Welt"; определить лексические повторы в романе Даниэля Ґлаттауэра "Gut gegen Nordwind"; проанализировать структурные особенности лексических повторов в романе Акифа Пиринчи "Der eine ist stumm, der andere ein Blinder"; изучить семантические особенности лексических повторов в романе Даниэля Кельманна; рассмотреть лексические повторы в романе Даниэля Ґлаттауэра "Gut gegen Nordwind"; провести исследование семантики лексических повторов в романе Акифа Пиринчи "Der eine ist stumm, der andere ein Blinder".
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Hernandez, Erika. "Toward a holistic view of parents' discourse: Indirect communication as an emotion socialization strategy." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/78133.
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Parents teach their children about emotions through a process called emotion socialization and one way that they can do so is through shared discussions about emotions. Research in developmental psychology indicates that parental emotion socialization strategies through discourse such as elaboration and labels and explanations are related to children's emotion understanding and social competence. In the current study, I apply the concept of indirect communication, which has been used in linguistics since the 1970s, to parental emotion socialization with preschool-age children (n= 55; 31 females, 24 males). I define indirect communication as parental speech in which the form and function of a subject-verb phrase do not match and examined relations of parental indirect communication to the previously established strategies in developmental psychology of elaboration and use of labels and explanations. To understand whether this type of communication may influence children's development, I also examined relations of indirect communication to preschoolers' emotion understanding and social competence. Results indicate that parental indirect communication during positive events was related to parental explanations during negative events. Parental indirect communication did not significantly predict children's emotion understanding or social competence, but showed a trend for the association between indirect communication during negative event discussions and children's nonstereotypical emotion understanding. However, the direction for this association was opposite than hypothesized. These results do not suggest consistency of indirect communication across positive and negative event discussions as an emotion socialization strategy.Master of Science
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Spangen, Marte. "Circling Concepts : A Critical Archaeological Analysis of the Notion of Stone Circles as Sami Offering Sites." Doctoral thesis, Stockholms universitet, Institutionen för arkeologi och antikens kultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133066.
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The thesis discusses a category of cultural heritage that has been labelled "Sami circular offering sites", aiming to establish some basic facts about their origin, distribution and use, as well as their cultural and socio-political context and influence. The stone enclosures in question have been interpreted as Sami offering sites since the mid-19th century, but a discourse analysis of the research history indicates that this may have been based on a scholarly hypothesis rather than ethnographic or archaeological evidence. Furthermore it is questioned if all the structures that are currently included in this category are in fact remains of the same cultural practice. This is investigated through surveys of 81 suggested circular offering sites in Norway, two excavations and analyses of the find material. The large stone enclosures in counties Finnmark and Troms that were first categorised in this way prove to have quite consistent builds and measurements and a find material mainly dating between the 13th and 17th centuries. These structures are here labelled type 1. In contrast, constructions that have later been added to the category, particularly in other areas, have other and less consistent characteristics and seem to include remains of a range of different activities. They are here divided into two generic types 2 and 3. The thesis further discusses alternative interpretations for the type 1 structures, concluding that their materiality, construction, location, topography and finds are consistent with archaeological, historical and ethnographic evidence for wolf traps. Their distribution indicates a regional Sami cultural practice related to inland winter habitation and travel routes, while also apparently coinciding with the Russian/Karelian taxation area in northern Norway in the Middle Ages. Thus the builds may have been inspired by the fur trade or other activities of the latter groups. It is uncertain when exactly the installations fell into disuse, as datings are calibrated to AD 1450-1650. The abandonment could be related to the decline of Novgorod as a fur trade centre, Russian loss of taxation rights in northern Norway, increased Swedish impact in the inland areas and Norwegian activity along the coasts, which all led to changes in administration, taxation, trade patterns and demand for furs. The contemporary decimation of the wild reindeer population, increased reindeer herding and introduction of new weapons like crossbows, guns and foothold traps, may all have made permanent trapping installations less useful. The sites may, however, have gone out of use at different times. Certain finds of marrow split bones, very recent coins and other objects suggest a later reconceptualisation of some structures as offering sites, whether as a local explanation or inspired by the later scholarly definition. Throughout the thesis, the construction and distribution of the archaeological category and the preference for the ritual or religious interpretation are discussed as results of specific socio-political contexts, where stereotypical notions about Sami identity and culture have had a strong impact. The thesis explores how academic and other narratives influence each other within certain discourses of power and indigenous "rights and rites", and the continuous mutual impact on individual actions and emotions through networks of people, power and things. The present reinterpretation challenges existing academic and local narratives. It is based on the materiality of the structures, but the offering site explanation is not positively refuted. Yet, as part of an authorised heritage discourse, the present statement is more likely to impact future categorisation and practices than other narratives within other discourses, expressing a persistent and inherent power inequality. This may be ethically problematic in the context of an indigenous minority, but it may also be argued that the role of the archaeologist expert is precisely to expose the insisting materiality of the past and the power/knowledge networks that promote specific narratives about it.
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De, Rosnay Marc. "Children's understanding of emotion : the roles of attachment and maternal discourse." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275508.
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Gruber, Holli. "Emotions in Environmental Discourses - Analysing the Insect Decline in Germany." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67591.
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Insects are not really beloved by many people, although their importance for humankind and the planet’s ecosystem is out of question. The lack of resonance and emotional attachment towards insects have an immense impact on how politics deal with the fact that the number of insects is decreasing and the ecological balance is threatened as a consequence. This thesis contributes to the understanding of the role of emotions in environmental discourses and examines the societal meaning of the insect biodiversity. Analysing how the discourse is visualised and communicated in the media shows how and to what extent different emotions are evoked to make people care about insects, be engaged and mobilised. Emotions can be seen as the base for caring and feeling responsible for the natural word, establishing ecological awareness and inducing socio-political change.
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Berg, Karin. "Online support and domestic violence : negotiating discourses, emotions, and actions." Thesis, London Metropolitan University, 2015. http://repository.londonmet.ac.uk/1198/.
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This thesis makes an original contribution to the study of online support on domestic violence (often referred to as online support communities/groups) through a discursive feminist perspective. Whilst the few previous studies on the topic are limited in scope, this is the first to adopt a mixed methods approach, exploring the topic through three sets of data from one online support forum on domestic violence: qualitative textual analysis of threads (n=215); an online survey (n=70); and two interviews with the manager of the forum and the moderator. The thesis aims to explore the role of an online support forum for women in the process of ending violence in their lives. Six aspects of online support are explored: forum-host’s goals, history and development of the forum; the experience of online support from the perspective of its members; exploring the themes and topics dealt with in the forum; how forum users perceive the impact and relevance of these themes; how members construct emotions, violence, victims and perpetrators in written postings; and how members use violence discourse in support processes. The analysis of these aspects provides a new body of evidence regarding the possibilities of online support groups. First, interviews with the forum hosts give a unique insight to the challenges with hosting the forum, pursuing moderation, and the limits and possibilities with using a public anonymous space. Second, through the survey, a sample of forum-members describes an eclectic form of mutual support, the experience of moderator’s work, and the interaction with other members. The forum's impact on participants’ understanding of violence, help-seeking and decision-making is measured. Third, the analysis of threads demonstrates in-depth members’ reflexive work (Giddens, 1991) in the forum, which comprehends the whole processes of ending violence, and shows how members use violence discourse to understand violence, manage emotions and encourage specific choices and actions. A discursive theoretical perspective explicates how support processes are enacted within and according to a normative practice. The findings suggest previously overlooked issues, in particular with regard to flexible long-term support for women with experiences of domestic violence (Kelly et al, 2014).
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Nelmes, Peter. "The role of the emotions in the discourse of teaching and learning." Thesis, n.p, 2000. http://dart.open.ac.uk/abstracts/page.php?thesisid=111.
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Linde, Lisa, and Staaf Oskar Möller. "Att bevisa känslor : En kritisk diskursanalys av domar enligt 2 § LVU." Thesis, Uppsala universitet, Sociologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444206.
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Barnets rätt till känslomässigt tillgängliga föräldrar synliggörs i både handböcker, riktlinjer och prejudikat. Trots det finns ingen tydlig definition eller fastställande kring hur bristande känslomässig tillgänglighet ska tillämpas rättsligt. Därför är studiens syfte att undersöka diskursen kring bristande känslomässig tillgänglighet. Detta för att få en ökad förståelse för hur förvaltningsrätten förhåller sig till begreppet i domar enligt 2 § Lag (1990:52) med särskilda bestämmelser om vård av unga utan att ha en tydlig definition eller bevisbörda att utgå ifrån. Metoden som används för att studera diskursen är Faircloughs kritiska diskursanalys enligt den tredimensionella modellen. Vi vill synliggöra eventuella diskursiva skillnader gällande mammor och pappor samt socialnämnden och förvaltningsrätten. Det genomförs utifrån två genusteoretiska perspektiv, Hirdmans genuskontrakt och Bohmans teori om den “goda” och “problematiska” modern, samt Foucaults teori om makt. Resultatet visar hur diskursen skiljer sig åt mellan könen genom att benämna och belysa bristande känslomässig tillgänglighet av mammor och pappor. Resultatet påvisar även en maktordning mellan förvaltningsrätten och socialnämnden, där förvaltningsrätten har en överordnad makthierarki gentemot socialnämnden som tar sig i uttryck i ordval, formuleringar och i vilken grad av modalitet som används. Studien kompletterar nuvarande forskning och fyller ett tomrum i synliggörandet av hur bristande känslomässig tillgänglighet används i rättstillämpningen.
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McLaughlin, Neely. "Pride, Shame, and Guilt: Christian Discourse in American Literature." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367947225.
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Kvist, Lindholm Sofia. "The Paradoxes of Socio-Emotional Programmes in School : Young people’s perspectives and public health discourses." Doctoral thesis, Linköpings universitet, Tema Barn, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122457.
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Over the past decades socio-emotional programmes have been implemented in schools worldwide. Depression in Swedish Adolescents (DISA) and Social and Emotional Training (SET) are two socio-emotional programmes being practised in Swedish schools. The aim of the present dissertation is to explore students’ perspectives on DISA and SET, as well as the programmes’ intentions and strategies. The empirical material consists of interviews with students taking part in DISA and SET, participant observations conducted in an elementary school practising SET, participant observations of DISA and SET instructor courses, and a broad range of textual material concerning the programmes. Article I reports on an inherent contradiction in DISA, where techniques designed as treatment are practised as universal prevention for girls as a group. The girls’ accounts of DISA demonstrate why this contradiction is problematic – it was not up to the girls as course participants to define what problems they were having, but the problems were instead defined for them by the course. Taking part in DISA and SET involves exercises in which the students are expected to selfdisclose in front of their classmates. Article II reports on how this task of self-disclosure had a potential for strengthening students’ peer relations, while it at the same time entailed a risk of triggering already on-going destructive interactions, such as bullying and harassment. Article III demonstrates that the potential of self-disclosure is not equally distributed across the students, but depends on their social status within their peer group. Article III also shows that the norm conveyed by the SET programme – that showing anger is an inappropriate behaviour –functioned locally as a way to justify exclusion and negative positioning of peers who showed anger in response to ill treatment. Article IV provides an in-depth analysis of exchanges in a SET lesson concerning how students should deal with exposure to the negative actions of peers. It demonstrates how the types of questions a teacher is instructed to pose to maintain a neutral attitude in practice involve using more implicit forms of authority to construct ideals concerning desirable behaviours. These ideals were formed by discussing fictive examples, which meant stripping students’ actions of meaning and detaching them from the social and cultural context to which they belong. The present dissertation concludes by giving recommendations for policy practice.Sedan millenniumskiftet har socio-emotionella program kommit att bli allt vanligare i skolor runtom i världen. Depression in Swedish Adolescents (DISA) och Social och Emotionell Träning (SET) utgör två socio-emotionella program som används i svenska skolan. Syftet med denna avhandling är att studera elevers perspektiv på DISA och SET, samt att studera programmens målsättning och design. Analysmaterialet består av intervjuer, deltagande observationer, programmanualer och dokument som beskriver och förklarar programmens utgångspunkter. Avhandlingen innefattar fyra artiklar. Artikel I belyser en konflikt i DISA programmet. DISA programmet lär ut tekniker som har utformats för att behandla depression. Programmet riktas dock till flickor generellt med syftet att förebygga att de utvecklar depression. Flickornas beskrivningar av DISA visar varför denna konflikt i programmet är problematisk. De fick inte själva definiera vilka problem de upplevde, istället var de tvungna att jobba med de problem som programmets övningar tillskrev dem. Övningarna som ingår i DISA och SET innebär moment där eleverna förväntas öppna sig inför varandra. Artikel II och III belyser hur detta fenomen hade potential att stärka elevernas sociala relationer, samtidigt som det också riskerade att leda till mobbning. I SET programmet tränas elever på att kontrollera sin ilska. Artikel III belyser hur normen – att visa ilska är ett olämpligt beteende – användes av eleverna för att rättfärdiga uteslutning av elever som visade ilska. Artikel IV består av en djupanalys av lektionen ’Vad kan du göra’ som handlar om hur elever bör agera om de utsätts för negativa handlingar från kamrater. Artikeln tar utgångspunkt i det dilemma som lärare ställs inför i SET programmet: att å ena sidan träna barnen i att anta socialt accepterade beteenden, och å andra sidan följa programmets krav på neutralitet. Analysen visar att de frågor som SET lärare använder för att åstadkomma en neutral hållning i praktiken medför mer implicita former av styrning där programmets ideal om önskvärda beteenden reproduceras. Önskvärda beteenden konstrueras genom att diskutera fiktiva fall utan att relatera dem till den sociala och kulturella kontext där barnen agerar och hanterar aktuella problem. Avhandlingen avslutas med en diskussion om hur ’barns psykiska hälsa’ och ’barns behov’ förstås och bemöts genom dessa program och vilka slutsatser som kan dras för utformandet av framtida insatser i skolan.
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Ford, Janet. "Children's construction of emotion inferences during discourse the role of language ability /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Hull, Jacqueline C. "Manifestations of Emotion: Discourse & Material Rhetoric in Cincinnati's Over-the-Rhine." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439301009.
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Johnson, Travis William. "Affective communities: masculinity and the discourse of emotion in Middle English literature." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/4860.
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Scholars have recently begun to reconsider the importance of emotions, suggesting that they are cultural constructions integral to human identity and social life. Most of these studies, however, have ignored the medieval period, focusing instead on the "civilizing process"--that is, the supposed development of social etiquette and self-restraint--that is assumed to have begun in the early modern period. This dissertation demonstrates that emotion was in fact a complex identity discourse well before the Renaissance and was fundamental to the construction of pre-modern social categories like gender. Exploring four masculine communities--clergymen, knights, university students, and merchants--I show that each community was shaped and constrained by a particular emotional ethos. Middle English poets were keenly aware of these constraints and their work often challenged the culture's emotional regimes.
I focus on literary texts from the late fourteenth and early fifteenth centuries because they were created during a time of heightened emphasis on the role of the emotions in shaping selves and communities. In the years after the Black Death, England witnessed significant demographic shifts and economic volatility that resulted in dramatic transformations in the nation's social landscape. Peasant rebellion, labor shortages, migrant clergy, and an influx of foreign merchants radically altered the structure of English society during these years. As a result, the institutions and ideologies that defined English masculine identity began changing in ways not seen before. Poets not surprisingly turned to the lexicon of emotion to negotiate these disruptions; in so doing, they offered English men new ways of understanding themselves in the face of rapid cultural change. The chapters examine a range of Middle English poems--the Alliterative Morte Arthure, St. Erkenwald, Chaucer's Reeve's Tale, and Lydgate's Bycorne and Chychevache--that illuminate particular emotions (anger, compassion, grief, and sorrow) and their significance to codes of masculinity. I argue that these four texts radically revised the forms and meanings of masculine emotional identity and community.
This dissertation demonstrates that Middle English poets recognized the transformative potential inherent in the lexicon of emotion and used it to reshape their audiences' understanding of critical cultural problems. The years from the 1350s to the 1450s were important not only in the emerging tradition of poetry in English, but also for the development of the language and psychology of emotion. As poets tried to come to terms with great social changes, they molded and manipulated the discourse of emotion to interrogate what it meant to be a man in late medieval England. Affective Communities reveals the importance of emotions as markers of gender and community and shows literature's role in responding to and imagining social change.
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Miano, Barbara da Silva. "Comunicação organizacional e efeitos pathêmicos do discurso. Caso Samarco: um mar de lama ou de emoções?" Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-27092017-114753/.
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Embora as emoções sejam essenciais à condição humana, fragmentos teóricos e contemporâneos indicam que há uma carência de produção científica sobre o tema no campo da comunicação organizacional. Com isso, ao mesmo tempo em que existe uma deficiência teórica sobre o tema no campo da comunicação organizacional, ao longo da história das organizações, também houve uma supressão da subjetividade em detrimento da valorização cartesiana e quantitativa. Nesse sentido, a presente dissertação visa desenvolver uma pesquisa científica que elabore a problemática sobre como os efeitos pathêmicos do discurso são utilizados por uma organização envolvida em um caso de acidente de proporções marcantes, como estratégia de neutralização de danos de imagem e reputação, e colaborar com a pesquisa no campo da comunicação organizacional, desenvolvendo um estudo que resulte contribuições científicas para a área de relações públicas, em especial a partir do estudo das emoções no discurso organizacional. Sendo assim, esse estudo foi elaborado a partir de uma pesquisa aplicada de nível descritivo e, nos primeiros três capítulos utiliza como procedimento metodológico predominante a revisão bibliográfica de autores como Farias, Trindade, Mosca, Santaella, Kunsch, Charaudeau, Maingueneau, Freitas e Halliday. Já no quarto e quinto capítulos foram utilizadas, como estratégias de coleta de dados, a observação simples, pesquisa documental e entrevista com as responsáveis pela área de comunicação da Samarco. A partir de um cruzamento elaborado entre uma pesquisa na plataforma Google Trends e as categorias de produções de efeitos pathêmicos de Charaudeau (2010), chegou-se à delimitação do corpus de análise que foi composto pela ação de comunicação \"É sempre bom olhar para todos os lados\" da Samarco. Com isso, utilizou-se como modelo de abordagem a análise do discurso sugerida por Charaudeau (2010) para a aferição dos efeitos pathêmicos do discurso que está categorizada entre - situação de comunicação, universos de saber partilhado e estratégia enunciativa. Por fim, considera-se que a organização da ação enquanto iniciativa de relações públicas voltada para a transparência e esclarecimento das atitudes tomadas pela Samarco para a contenção de danos causados pelo acidente na vida de moradores do distrito de Bento Rodrigues fora válida enquanto tentativa de legitimação institucional, tanto com funcionários quanto no domínio público, via imprensa espontânea e contexto das mídias digitais orgânicas (youtube, facebook, twitter). Entretanto, a ação apenas passa a ser um problema comunicacional de posicionamento e legitimação quando adota, como dispositivo transportador do discurso, a mídia paga (espote publicitário e inserção de espaço pago em revista de alto impacto). Ora, isso ocorre, pois os dispositivos pagos, conforme enumera Charaudeau (2010, p. 85), estão inscritos na lógica contratual aceita entre enunciador e interlocutor de semi-enganoAlthough emotions are essential condition for humans, theoretical and modern fragments show that have a lack of scientific production about this theme in organizational communication´s zone. That is why, in the same time that exists a theoretical deficiency about this theme in organizational communication´s zone, throughout organizations history, there was subjective suppression for Cartesian and quantitative logics valorization. In this side, this dissertation aim to develop a scientific research that organize how pathemics discourse´s effects are used for an organization that is involved in a big crashe, as a strategy to neutralize images and reputation damages and to collaborate with organizational communication research zone, developing a study that result in scientific contribution for public relations area, especially from emotions in organizational discourses study. Therefore, this study was elaborate from a applicate research of descriptive level and, in first three chapters, we use as a methodological process the bibliographic revisions of authors as Farias,Trindade, Mosca, Santaella, Kunsch, Charaudeau, Maingueneau, Freitas e Halliday. In fourth and fifth chapter was utilized, as date collection, the simple observation, documental research and interview with Samarco communication coordinators. From a cross between a Google trends research and pathemics effects production categories of Charaudeau (2010), we reach to corpus delimitation analyses that was composed by communication Samarco´s action \"Is always convenient to look for all sides\". That is why, we use as approach model the discourses analyses proposed by Charaudeau (2010) to pathemics effects measurement that is based between - communicational situation, shared knowledge universe and declarative strategy. Finally, we consider that the action as public relation initiative oriented for transparency and clarification of Samarco attitudes for damage containment was worth as institutional legitimization, as much as with employments and as much as in the public domain, by spontaneous press and in the digital context of organic digital medias (youtube, facebook, twitter). Meanwhile, the action only become to a communication problem of legitimacy and positioning, when adopts as discourse dispositive the pay media (advertising spot and paid media insertion in high reach magazine). This occurs because paid medias, as Charaudeau (2010, p. 85) demonstrate, are inside in a contractual logical accepted between broadcasters and listeners of semi-mislead.
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McDonough, Kathleen Marie. "Analysis of the oral discourse of nonhandicapped and emotionally handicapped eight- and nine-year-olds." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184301.
Full textAbstract:
Language is critical to communication, forming peer relationships, and achieving academic success. Because emotionally handicapped students are described as having difficulty forming peer relationships and achieving academically and because language is critical to these areas, the expressive language characteristics of non-handicapped and emotionally handicapped school age populations must be described and compared. Therefore, the purpose of this research project was to describe and compare the expressive language characteristics of non-handicapped and emotionally handicapped eight- and nine-year-olds, as defined by the mean length of utterance and 13 discourse error categories. This study included 44 subjects, a group of 22 non-handicapped and a group of 22 emotionally handicapped students. Each student was interviewed once by each of two different interviewers. Following the interviews, the language samples (180 communication units for each subject) were transcribed, segmented into communication units, coded, and scored to determine the quality and quantity of discourse errors students made. Multivariate analysis of variance (MANOVA) was used as the primary statistical test of the data to compare group means on all the dependent variables simultaneously. Results indicated that there was no significant difference for the effect of interviewer nor for the interaction effect of interviewer and group. There was, however, a significant difference between the groups, emotionally handicapped and non-handicapped F(11,32) = 3.31, (p < .004) based on the expressive language characteristics considered in this study. While non-handicapped subjects demonstrated a greater mean length utterance, emotionally handicapped subjects committed significantly more errors in the three categories in the area of relation. These categories included poor topic maintenance, inappropriate response, and inappropriate speech style. Using this specific combination of variables, the actual group classification matched the predicated group classification in 86.4% of the cases. The major findings are discussed and implications for education and for future research are also presented.
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SALGADO, MARIA DAS GRACAS DE SANTANA. "ALL MOUNTAINS ARE BLUE WHEN SEEN FROM A DISTANCE: EMOTION DISCOURSE IN BUSINESS INTERACTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4485@1.
Full textAbstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta tese investiga o discurso da emoção na interação cliente-empresa a partir da análise de cartas de clientes dirigidas a um plano de saúde sob a ótica da teoria da polidez e da antropologia das emoções. Considerando a emoção um construto cultural e uma prática discursiva, este estudo observou que o cumprimento e a quebra de direitos e obrigações dos participantes (cliente e empresa) influencia a expressão da emoção ao mesmo tempo em que aponta aspectos da cultura brasileira na interação burocrática investigada.
This thesis investigates the discourse of emotion in business interaction through the analysis of letters from clients addressed to a health plan. To this purpose, it uses the framework derived from politeness theory and from the anthropology of emotions. Given that emotion is a cultural artifact and a discursive practice, this study has observed that the fulfillment or the break of the rights and duties of participants (both clients and company) affects the expression of emotion at the same time that it reveals aspects of Brazilian culture in the interaction analysed.
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Reid, Benet. "The discourse of evidence-based healthcare (1992-2012) : power in dialogue, embodiment and emotion." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2491.
Full textAbstract:
The topic of this thesis is evidence-based healthcare, EBHC. The thesis has two key aims: to undertake an empirical exploration and analysis of debates around EBHC; and to develop a conceptual theorisation of these debates in terms of power. To fulfil the empirical aim I conduct a reading and analytic re-reading of EBHC-literature from the disciplines of medicine, physiotherapy and sociology. To fulfil the conceptual aim I draw upon the work of Foucault, Bakhtin and Barbalet to produce a ‘dialogical’ model of power. Treating debates around EBHC as ‘EB-discourse’, this thesis follows the tradition of discourse analysis; but breaks ground by deploying writing as a research method and applying ethnographic ideas to discursive study. This novel approach I call ‘literary ethnography’. Being a literary ethnography of EB-discourse, the thesis begins with a descriptive overview of the chosen disciplinary literatures. A methodological section explains the rationale for proceeding along the analytic path of dialogue; and then the thesis becomes gradually more analytical through progressively deeper readings of the same literatures. The thesis is structured into these three levels of review, methodology and analysis; and in each level, the three strands of literary context (medicine, physiotherapy and sociology) run in parallel as comparators for each other. EBHC began in medicine (as EBM), but following its course in other disciplines allows discursive similarities and differences to be explicated. The initially descriptive and gradually more analytical approach reveals the dialogical structure of the discourse, and discovers embodiment and emotion as ideas which, across all three contexts, trouble the terms of the discourse. The key findings of the thesis are that in EB-discourse, power operates through dialogue, by being split into different forms which interact to reinforce each other. Specifically, EB-discourse is built upon dialogical distinctions between mind and body, and between emotion and reason. These are dialogues which powerfully re-produce particular kinds of rationality. They are also in dialogue with each other; embodiment for the repressive aspects, and emotion for the productive aspects of power. The thesis also raises questions relating to the predicament of the patient in contemporary healthcare, and relating to the role of philosophical argumentation in social theory. It finishes with some suggestions for investigating the dialogical-power model in other areas of social life.
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Baker, Amanda Jean Partlow. "Becoming and Being a Camp Counsellor: a study of discourse, power relations and emotion." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367792.
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This study problematises current knowledge of camp employment in order to explore the role of emotions in both positive and negative experiences of camp counsellors. Young camp counsellors and management staff are reconceptualised in post-structuralist terms, that is, they are selves that are multiple and fragmented, engaged in everyday experiences and interactions, and constituted in discourse and practice (Marshall, 1997). Camp counsellors are situated in a nexus of power relations with campers, peers, camp management and their own self. Just how they negotiate these power relations is central to my study. In this way, a post-structuralist perspective informs a dynamic and deeper understanding of how power is at work in shaping the emotion work of camp counsellors. Thus I bring Foucault’s notion of power together with the sociology of emotions and emotion work.
A reflexive methodology guided the design, data collection, analysis and writing of my research. After completing two pilot interviews, I conducted thirty-eight in-depth interviews during the fall of 2009 in Ontario, Canada. Interviews were transcribed and were coded both manually and then again using NVivo software for more complex analysis. Additionally, I gathered field notes, five staff manuals, 51 web-published Mission Statements, various camp textbooks and one leadership program curriculum. The data was analysed for themes as well as discursive practices. Analysis continued throughout the writing process where I included a number of personal narratives of camp experiences.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
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Thornton, Karen D. "Discourses of Power and Representation in British Broadcasting Corporation Documentary Practices: 1999-2013." Thesis, University of Bradford, 2018. http://hdl.handle.net/10454/18364.
Full textAbstract:
This dissertation re-evaluates the ways in which contemporary
television documentary practices engage their audience. Bringing
together historical frameworks, and using them to analyse a range of
examples not considered together within this context previously, the
main finding is that the use of spectacle to engage the audience into
a visceral response cuts across all of the examples analysed,
regardless of the subject matter being explored.
Drawing on a media archaeological approach, the dissertation draws
parallels with the way in which pre-cinema engaged an audience
where the primary point of engagement came from the image itself,
rather than a narrative. Within a documentary context, which is
generally understood as a genre which is there to educate or inform
an audience, the primacy of spectacle calls for a re-evaluation of the
form and function of documentary itself. Are twenty-first century
documentary practices manufacturing an emotional connection to
engage the audience over attempting to persuade with reasoning
and logic? The answer contained within this dissertation is that they
are.
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Lameu, Paula Cristina. "Education ICT assemblage : encounters of discourses, emotions, affects, subjects, and their productive forces." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7629/.
Full textAbstract:
Information and Communication Technology (ICT) is part of everyday life. It is not different in the education field. However, its use has implications for what it means to teach and learn effectively in contemporary education. When ICT is used in the classroom, things happen through divergent forces, components, and mechanisms, according to different contexts, and evidencing a complex environment. The purpose of this study is to show how complex the use of ICT in education is by analysing different components and their productive forces. Assemblage ethnography is the methodology adopted and a range of data collection tools are used. The thesis explores five case studies generated from different settings: Primary, Secondary and Post-secondary education. The analysis offered shows how discourse, policy-making, budget, and CPD are not enough to account for all of the ICT-related situations that happen on a daily basis inside schools. ICT in education evidences a diverse and fragmented field of policy, money, and practice, pedagogy and many other elements. This study concludes that there are three main productive forces emerging from the education ICT assemblage which: evidenced unsolved issues of the schooling process, enhanced or made emotions emerge; opened possibilities for other subjectivities to happen.
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Silva, Bravo Leandro. "Gender-linked differences in the use of emotion-related vocabulary in EFL students' written discourse." Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/140655.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua InglesaEPSThe present study explores the relationship between gender and the use of emotion vocabulary in a sample of male and female 4th year EFL university students. To do so, a descriptive quantitative study was conducted over 40 reflective essays produced by the students. The results show the presence of some small gender differences related to the higher frequency of use of emotion lemmas and, additionally, a more psychological orientation in the display of emotion lemmas by females. Moreover, a comparative analysis of emotion vocabulary use was performed between a group of native speakers of English and the EFL students. The results indicate that the EFL students produced comparatively less emotion lemmas than the native English sample; however, no gender differences between the participants were observed in this comparison. The findings suggest that individual psychological features and vocabulary size are more relevant factors in emotion vocabulary use than gender.
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Her, Pa. "Parental Emotion Socialization of Seventh and Eighth Graders: Gender Differences in Independent and Interdependent Self-Construals." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28506.
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The primary goal of the present study was to assess linkages between parentsâ beliefs about childrenâ s emotions, parent-child discourse, and childrenâ s independent and interdependent self-construals with sixty 7th and 8th grade children. Children were interviewed with the Self-Guide Questionnaire (Higgins, Klein, & Strauman, 1985) and completed an independent and interdependent reaction time measure (Watson & Quatman, 2005). Childrenâ s self-guide responses were coded for independent and interdependent traits and behaviors. Parents completed the Parentsâ Beliefs about Childrenâ s Emotions Questionnaire (Halberstadt et al., 2008) to assess their beliefs about the danger of emotions and parentsâ and childrenâ s roles in emotion socialization. Parentsâ elaborative reminiscing style and both parent and child emotion labeling were measured through a cooperative game designed to elicit emotion-related discourse. Results showed that girls responded faster to interdependent traits and included more interdependent and connected self attributes than did boys, whereas boys included more independent and unique self attributes than did girls. Parents who believe children can guide their own emotion socialization elaborated less about their childrenâ s independent and interdependent memories. Their children who responded more slowly to both independent and interdependent traits, with a stronger effect for independent compared with interdependent traits. The interaction between parentsâ beliefs about the danger of emotions and about their guidance of their childâ s emotions was related to girlsâ , but not boysâ , balance of independent and interdependent traits in their self-construal. Results have implications for identifying beneficial developmental trajectories of positive adjustment and mental health.Ph. D.
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Pichard, Hugues. "Langage, engagement et émotions : les ressources de la génération linguistique et de l'intégration émotionnelle dans le discours scientifique." Phd thesis, Université de Bretagne occidentale - Brest, 2012. http://tel.archives-ouvertes.fr/tel-00794649.
Full textAbstract:
L'émotion et le discours scientifique sont traditionnellement deux domaines considérés comme incompatibles du fait du caractère subjectif de la première et des exigences d'objectivité et de neutralité du dernier. La thèse propose une étude des processus en œuvre dans la génération des émotions en relation avec la constitution du discours, et ensuite des stratégies ou modes d'intégration des phénomènes de manifestations émotionnelles dans le discours final. L'étude combine une approche psychologique et linguistique des émotions et s'articule autour de la transition entre le domaine mental et celui de la préparation et de l'expression finale des émotions générées dans le discours (lien entre l'évaluation cognitive et l'Appraisal theory en linguistique). Une synthèse de grandes typologies des modes d'inclusion, ainsi que des grands types de manifestations de charges émotionnelles-affectives globale est présentée dans la thèse. Cette même synthèse est issue de la recherche et de l'analyse de manifestations d'émotions incluses volontairement ou non dans un corpus d'articles de la presse scientifique anglophone soumise à comité de relecture. L'un des objectifs étant de déterminer si le discours scientifique présente des manifestations de subjectivité des auteurs, et par quels biais ces phénomènes de subjectivité et d'émotion s'encodent dans des textes devant, selon les normes et conventions, être aussi objectifs et neutres que possible, quelle que soit la discipline concernée. A donc été soulevée la question de la part prise par l'émotion dans le discours en général, de sa constitution à son expression.
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Krylyschin, Marina. "Propositions pour une analyse de discours en situation de réception : textes d'exposition et livres d'or." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H030.
Full textAbstract:
À partir de l’analyse d’une situation d’énonciation singulière, celle d’un espace d’exposition artistique, nous avons entrepris d’observer et de décrire la prégnance de la connaissance et des représentations dans la réception artistique. Notre objet de recherche comporte plusieurs aspects : le premier concerne la réception de la connaissance artistique (en analysant les discours sources –textes d’exposition – et les traces de leur réception dans les livres d’or); le second cherche à décrire sur le plan linguistique l’expression de l’expérience ou de l’émotion esthétique. La description des discours s’effectue à partir d’un corpus constitué des textes de trois expositions (La fabrique des images et Tarzan ! au musée du quai Branly, Renoir au XXe siècle au Grand Palais) ainsi que de leurs livres d’or. Le cadre d’analyse est celui de l’analyse de discours telle qu’elle se pratique dans les pays francophones, qui associe analyse linguistique du sens et description formelle des énoncés. Toutefois la nature de notre corpus et de notre objet empirique (l’espace d’exposition) nous a amenée à envisager un cadre théorique et méthodologique de l’analyse des discours de la réception artistique davantage orienté vers les notions de perception et de subjectivité. Au travers du concept opératoire de « contexte perçu » nous pourrons analyser les représentations que les scripteurs des livres d’or ont de l’exposition, de l’artiste ou de l’œuvre exposée. Les expériences esthétiques seront observées à l’aune de ces représentations et de la connaissance reçueFrom the analysis of a singular enunciation, more precisely that of an artistic exhibition space, we have undertaken to observe and describe the knowledge's and representations' influence in the artistic reception. Our research consists of several aspects: the first one concerns the artistic knowledge's reception (by analyzing the sources speeches -Exhibitions' texts- and the traces of their reception in the “Livres d'or”); the second one looks for in a linguistically speaking, the expression of the experience or the aesthetic emotion. The speeches' description is made from a corpus constituted of three exhibitions' texts (La fabrique des images and Tarzan! at the Quai branly museum, and Renoir au Xxe siècle at the Grand Palais) as well as their “Livres d'or”. The analysis' framework is the speech's analysis as spoken in the French-speaking countries, which associate linguistic's analysis of the line and formal descrption of terms. However the type of our corpus and our empirical object (Exhibition's space) has led us to consider a theoretical and methodological framework of reception's speeches' analysis more oriented toward to the notion of perception and subjectivity. Through the working concept “Contexte perçu”, we will be able to analyse the representations that the “livres d'or” 's writers have of the exhibition, the artist or of the exposed painting. Aesthetic experiences will be observed in accordance with these representations and the received knowledge
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Pichard, Ethel Catherine. "Langage, engagement et émotions : les ressources de la génération linguistique et de l'intégration émotionnelle dans le discours scientifique." Electronic Thesis or Diss., Brest, 2012. http://www.theses.fr/2012BRES0012.
Full textAbstract:
L'émotion et le discours scientifique sont traditionnellement deux domaines considérés comme incompatibles du fait du caractère subjectif de la première et des exigences d'objectivité et de neutralité du dernier. La thèse propose une étude des processus en œuvre dans la génération des émotions en relation avec la constitution du discours, et ensuite des stratégies ou modes d'intégration des phénomènes de manifestations émotionnelles dans le discours final. L'étude combine une approche psychologique et linguistique des émotions et s'articule autour de la transition entre le domaine mental et celui de la préparation et de l'expression finale des émotions générées dans le discours (lien entre l'évaluation cognitive et l'Appraisal theory en linguistique). Une synthèse de grandes typologies des modes d'inclusion, ainsi que des grands types de manifestations de charges émotionnelles-affectives globale est présentée dans la thèse. Cette même synthèse est issue de la recherche et de l'analyse de manifestations d'émotions incluses volontairement ou non dans un corpus d'articles de la presse scientifique anglophone soumise à comité de relecture. L'un des objectifs étant de déterminer si le discours scientifique présente des manifestations de subjectivité des auteurs, et par quels biais ces phénomènes de subjectivité et d'émotion s'encodent dans des textes devant, selon les normes et conventions, être aussi objectifs et neutres que possible, quelle que soit la discipline concernée. A donc été soulevée la question de la part prise par l'émotion dans le discours en général, de sa constitution à son expressionEmotion and scientific discourse are, by tradition, considered to be incompatible due to the subjective nature of the former and the objectivity requirements of the latter. The thesis deals with a study of the processes involved in emotion generation in relation with discourse generation. This is followed by the approach of the modes or strategies of inclusion of emotion manifestation phenomena in the final discourse. The study combines a psychological and linguistic approach of emotions, and revolves around the transition stage between the mental domain and that of language elaboration, leading to communicating the previously generated emotions in discourse (link between cognitive appraisal and the Appraisal theory in linguistics). The thesis sums up the broad categories of inclusion modes, as well as the main global emotion/affect load manifestation types. This very synthesis is the result of the research and analysis of emotion manifestations deliberately or accidentally included into a selection of articles sampled out from english-speaking peer-reviewed scientific press. One of the goals was to determine if scientific discourse contains and displays the authors' subjectivity and emotion manifestations, and how these phenomena are encoded in texts that are primarily meant (according to norms and conventions) to be as objective and neutral as possible, regardless of the subject. Thus was raised the question of the importance of the share taken by emotion in any discourse, from its generation to the moment it is uttered
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KALMAN, GABRIELA ESTER. "ANALYSIS OF THE DISCOURSE THAT PRIVILEGES EXPERIENCE AND EMOTION IN ITS CONCERNS ABOUT THE DESIGN PROJECT PROCESS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10692@1.
Full textAbstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREste trabalho realiza uma análise do discurso que privilegia a emoção e a experiência em suas considerações sobre o processo projetual de design. Apresenta enunciados coletados nos contextos de branding, experience design e design & emoção que exemplificam o discurso apontado, recortado nas falas de teóricos e profissionais do design de mainstream e do marketing. O propósito do trabalho é investigar alguns aspectos desse discurso, em especial o modo como ele propõe considerar o sujeito no processo projetual do design, além de apontar algumas implicações do mesmo.
This Analysis of the discourse that privileges experience and emotion in its concerns about the design project process presents some propositions from the branding, experience design and design & emotion contexts that exemplifies this discourse. The propositions were selected from texts from theorists and professionals of mainstream design and marketing. The dissertation aims to examine some aspects of this discourse, especially the way it suggests to consider the subject in the design project process as well as some of its implications.
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Rinaldi, Camille Emma. "Collective identity and the role of emotions in discourse framing by social movement organisations : the Taranto case study." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-36130.
Full textAbstract:
Social movements and the drive for social justice have been on the rise for decades. Social movement studies are accustomed to separate rationality from emotion, and relegate feelings in a subordinate position. The frame alignment approach, theorised by Robert Benford, David Snow and associates, has gained a prominent place in the sociological study of social movements. However, a new approach to social movement studies wants to subvert this dichotomy, and use emotions as a proper analytical tool to better understand a social movement. An exponent of the emotional approach is James Jasper, who believes it is impossible to study social movement without considering the emotions, the collective identity and the culture that come with it. This study thus examines the social movement of Taranto, a town in South of Italy strongly affected by the environmental and health issues of a steel manufacturing plant, the Ilva factory. To illustrate how the movement is composed, takes collective action and engages the bystanders, I will combine frame alignment approach and emotional approach to analyse in-depth interviews conducted on the field, and media content such as slogans and billboards, used during the protest. The paper aims at investigating the collective identity of the Taranto social movement through emotions and to use feelings as an analytical tool to understand the framing process.The data collection undertaken for this thesis has benefited from financial support by the project titled "Environmental Governance in Context”. Coordinated by Romina Rodela at the School of Natural Sciences, Technology and Environmental Studies of Södertörn University, and funded by the Baltic Sea Foundation during the period from 2013 to 2018 under the call for "Sustainable Development Research in the Social Sciences and Humanities Areas”.
Environmental Governance in Context
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Marmolejo-Ramos, Fernando University of Ballarat. "The comprehension of emotions in narrative texts : the role of embodied knowledge." University of Ballarat, 2007. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/12824.
Full textAbstract:
"This work explores how current embodied theories of cognition can account for the comprehension of narrative texts. Theoretically, this thesis develops a framework for the study of narrative text comprehension by linking current advances in embodied theories of cognition, discourse processing, and neurosciences. Experimentally, two experiments are reported in which participants were required to read passages of text implying emotional states. The coherence of critical sentences in relation to the preceding text was manipulated in terms of both the emotional adjectives used and the sensory-motor component. In the first experiment, three tasks were used to index the effect of the manipulations on the critical sentences. The first was an on-line naming task in which response times to name emotional labels which matched the implied emotional state of the texts were recorded. [...] The second experiment used backward masking in the naming task with the aim of providing a more sensitive index of the effect of the text manipulations on on-line processing."Master of Applied Science by research